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Journal articles on the topic 'Educational framework'

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Published: 4 June 2021
Last updated: 1 February 2023

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1

EDGINTON, CHRISTOPHER R. "World Leisure's Educational Framework." World Leisure Journal 49, no. 3 (January 2007): 173–75. http://dx.doi.org/10.1080/04419057.2007.9674505.

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2

Ahmad, Omar, Irfan Ullah, and Jamshed Iqbal. "A multi-robot educational and research framework." International Journal of Academic Research 6, no. 2 (March 30, 2014): 217–22. http://dx.doi.org/10.7813/2075-4124.2014/6-2/a.32.

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3

Kelsey, Catherine, and Sally Hayes. "A framework for educational leadership." Primary Health Care 22, no. 8 (September 28, 2012): 16–19. http://dx.doi.org/10.7748/phc2012.10.22.8.16.c9321.

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4

Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.10041060.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.117558.

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6

Paiva, Ana C. R., Nuno H. Flores, André G. Barbosa, and Tânia P. B. Ribeiro. "iLearnTest – Framework for Educational Games." Procedia - Social and Behavioral Sciences 228 (July 2016): 443–48. http://dx.doi.org/10.1016/j.sbspro.2016.07.068.

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7

House, Ernest R. "A Framework for Appraising Educational Reforms." Educational Researcher 25, no. 7 (October 1996): 6–14. http://dx.doi.org/10.3102/0013189x025007006.

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8

THOMPSON, WINSTON C. "On Extending the Educational Goods Framework." Journal of Philosophy of Education 54, no. 5 (September 26, 2020): 1364–70. http://dx.doi.org/10.1111/1467-9752.12511.

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9

Heineman, E., J. F. Hamming, and I. H. Borelrinkes. "SE10�THE EDUCATIONAL FRAMEWORK: IN PRACTICE." ANZ Journal of Surgery 79 (May 2009): A72. http://dx.doi.org/10.1111/j.1445-2197.2009.04930_10.x.

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10

Sangsawang, Thosporn. "Instructional Design Framework for Educational Media." Procedia - Social and Behavioral Sciences 176 (February 2015): 65–80. http://dx.doi.org/10.1016/j.sbspro.2015.01.445.

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11

Plomp, Tjeerd. "Conceptualizing a comparative educational research framework." Prospects 22, no. 3 (September 1992): 278–88. http://dx.doi.org/10.1007/bf02195950.

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12

Newman, Anne. "A DEMOCRATIC FRAMEWORK FOR EDUCATIONAL RIGHTS." Educational Theory 62, no. 1 (January 16, 2012): 7–23. http://dx.doi.org/10.1111/j.1741-5446.2011.00432.x.

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13

Cai, Jinfa, Anne Morris, Charles Hohensee, Stephen Hwang, Victoria Robison, Michelle Cirillo, Steven L. Kramer, and James Hiebert. "Choosing and Justifying Robust Methods for Educational Research." Journal for Research in Mathematics Education 50, no. 4 (July 2019): 342–48. http://dx.doi.org/10.5951/jresematheduc.50.4.0342.

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In our recent editorials (Cai et al., 2019a, 2019b), we discussed the important roles that research questions and theoretical frameworks play in conceptualizing, carrying out, and reporting mathematics education research. In this editorial, we discuss the methodological choices that arise when one has articulated research questions and constructed at least a rudimentary theoretical framework. Just as the researcher must justify the significance of research questions and the appropriateness of the theoretical framework, we argue that the researcher must thoroughly describe and justify the selection of methods. Indeed, the research questions and the theoretical framework should drive the choice of methods (and not the reverse). In other words, a sufficiently well-specified set of research questions and theoretical framework establish the parameters within which the most productive methods will be selected and developed.
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14

Kumar, S. Anupama. "Edifice an Educational Framework using Educational Data Mining and Visual Analytics." International Journal of Education and Management Engineering 6, no. 2 (March 8, 2016): 24–30. http://dx.doi.org/10.5815/ijeme.2016.02.03.

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15

Bhatt, Rakeshh Mohan. "Framework for Educational Competence with Emerging Scenario." International Journal of Computer Science and Information Technology 8, no. 1 (February 29, 2016): 103–8. http://dx.doi.org/10.5121/ijcsit.2016.8108.

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16

Mich, Ornella, Patrizia Maria Margherita Ghislandi, Paolo Massa, Vlad Mardare, Tommaso Bisutti, and Daniela Giacomozzi. "A Framework for Educational Robotics in Kindergarten." International Journal of Digital Literacy and Digital Competence 12, no. 2 (April 2021): 1–32. http://dx.doi.org/10.4018/ijdldc.287624.

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This systematic review defines a framework for educational robotics in kindergarten. We performed our search in online databases via keyword search and snowball sampling. At the end of the process, we analyzed 46 papers. In-depth analysis of them has led to the identification of a four dimensions framework: (1) design and execution of robotics curricula: most of them used programmable floor robots, like Bee-Bot, but also more sophisticated tools, like KIBO; and tend to be created from scratch, often designed and carried out by researchers directly; (2) design and implementation of the research studies: there is a balance among adopted research methodologies (qualitative, quantitative and mixed); most studies are non-experimental; data are mainly collected by observations, tests, and interviews; (3) outcomes on the participants' skills: a large share of papers reports outcomes other than technical skills; it has also investigated the impact on soft and cognitive skills, learning engagement, and emotions; (4) the gender dimension: around one in five papers investigated it.
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17

McCart, Amy B., Wayne S. Sailor, Jamie M. Bezdek, and Allyson L. Satter. "A Framework for Inclusive Educational Delivery Systems." Inclusion 2, no. 4 (December 1, 2014): 252–64. http://dx.doi.org/10.1352/2326-6988-2.4.252.

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Abstract This article introduces a theoretical framework for an inclusive educational delivery system to increase academic, behavioral, and social outcomes for all students with a variety and range of abilities. The framework is a fully braided delivery system that brings together evidence-based practices for individual school systems and structures, district and state education policy, and family and community engagement. We describe (a) systemic and structural challenges to inclusive education, (b) the framework and its evidence-based features, and (c) a technical assistance resource that builds educational agency capacity to independently implement and sustain inclusive educational delivery systems in their communities.
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18

Meshu, Tesfayee, and Sanjiv Rao G. "Framework for Securing Educational E-Government Service." International Journal on Cybernetics & Informatics 5, no. 4 (August 30, 2016): 29–37. http://dx.doi.org/10.5121/ijci.2016.5404.

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19

Hazen, Benjamin T., Yun Wu, Chetan S. Sankar, and L. Allison Jones-Farmer. "A Proposed Framework for Educational Innovation Dissemination." Journal of Educational Technology Systems 40, no. 3 (March 2012): 301–21. http://dx.doi.org/10.2190/et.40.3.f.

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20

Lyons, Jo. "A Framework for Educational Psychology Service Delivery." Educational Psychology in Practice 15, no. 3 (October 1999): 158–66. http://dx.doi.org/10.1080/0266736990150302.

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21

Ashraf, Hafsa, Mamdouh Alenezi, Muhammad Nadeem, and Yasir Javid. "Security assessment framework for educational ERP systems." International Journal of Electrical and Computer Engineering (IJECE) 9, no. 6 (December 1, 2019): 5570. http://dx.doi.org/10.11591/ijece.v9i6.pp5570-5585.

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The educational ERP systems have vulnerabilities at the different layers such as version-specific vulnerabilities, configuration level vulnerabilities and vulnerabilities of the underlying infrastructure. This research has identified security vulnerabilities in an educational ERP system with the help of automated tools; penetration testing tool and public vulnerability repositories (CVE, CCE) at all layers. The identified vulnerabilities are analyzed for any false positives and then clustered with mitigation techniques, available publicly in security vulnerability solution repository like CCE and CWE. These mitigation techniques are mapped over reported vulnerabilities using mapping algorithms. Security vulnerabilities are then prioritized based on the Common Vulnerability Scoring System (CVSS). Finally, open standards-based vulnerability mitigation recommendations are discussed.
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22

Fernández-Gallego, Beatriz, Manuel Lama, Juan C. Vidal, and Manuel Mucientes. "Learning Analytics Framework for Educational Virtual Worlds." Procedia Computer Science 25 (2013): 443–47. http://dx.doi.org/10.1016/j.procs.2013.11.056.

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23

Levin, Henry M. "A Comprehensive Framework for Evaluating Educational Vouchers." Educational Evaluation and Policy Analysis 24, no. 3 (September 2002): 159–74. http://dx.doi.org/10.3102/01623737024003159.

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Major policy debates have arisen around the subject of educational vouchers as an alternative for financing and organizing elementary and secondary education. To a large degree, comparisons between vouchers and the traditional system of educational finance and school operations have been limited to one or two dimensions of education such as the relative impact of a particular system on achievement test scores. This article describes a comprehensive, evaluative framework that draws upon a larger range of goals that have been posed for education in a democratic and free society. These criteria include: (a) freedom of choice, (b) productive efficiency, (c) equity, and (d) social cohesion. The framework demonstrates the importance of and tradeoffs among these four criteria in evaluating specific educational voucher plans and enables comparisons with other alternatives such as charter schools as well as the more traditional public school arrangements.
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24

Johnson, Genevieve M. "An Ecological Framework for Conceptualizing Educational Risk." Urban Education 29, no. 1 (April 1994): 34–49. http://dx.doi.org/10.1177/0042085994029001004.

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25

Koumi, J. "Narrative Screenwriting for Educational Television: a framework." Journal of Educational Television 17, no. 3 (January 1991): 131–48. http://dx.doi.org/10.1080/1358165910170302.

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26

Riyanto, Sugeng. "KERANGKA PENGEMBANGAN SITUS CANDI LOSARI: Kajian Awal untuk Pengembangan Penelitian, Pendidikan, dan Kepariwisataan." Berkala Arkeologi 28, no. 1 (May 28, 2008): 46–56. http://dx.doi.org/10.30883/jba.v28i1.354.

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Archaeological research in Losari Temple site also implicates how the site should be developed. There are three frameworks: research framework, educational framework, and tourism framework. Research framework is related to Losari Temple and how its information or its data may support archaeological research or other disciplines. A framework for education is related to how the information may support educational program. In the framework for tourism there are four most important aspects: how to preserve the site, how to present the information, how to manage the access and accomodation, and how to promote the object.
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27

Fotaris, Panagiotis, and Theodoros Mastoras. "Room2Educ8: A Framework for Creating Educational Escape Rooms Based on Design Thinking Principles." Education Sciences 12, no. 11 (October 29, 2022): 768. http://dx.doi.org/10.3390/educsci12110768.

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By immersing learners in a playful, interactive, and engaging experience, Educational Escape Rooms (EERs) have been found to enhance learners’ motivation, help them to develop 21st century skills, and improve knowledge acquisition. As research into EERs is still in a preliminary phase, no unified framework about how to design them has been established yet. Additionally, existing frameworks rarely validate the quality and efficacy of the frameworks themselves in terms of usability and usefulness. Therefore, the present paper proposes Room2Educ8, a learner-centred framework for EER design that follows Design Thinking principles. It provides detailed heuristics for empathising with learners, defining learning objectives and constraints, adding narrative, designing puzzles, briefing and debriefing participants, prototyping and playtesting, documenting the whole process, and evaluating the EER experience. A mixed-methods internal validation study based on Instructional Design model validation was conducted with 104 postgraduate students between 2018–2022 to assess the framework’s integrity and use. The study findings suggest that Room2Educ8 can be proposed as a valid tool for developing a wide range of EER types that cover a variety of topics. Its well-described and practical steps make it appropriate for educators regardless of a lack of prior experience in EER design.
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28

Mikulec, Borut, Klara Skubic Ermenc, and Nina Kristl. "The Impact of Slovenian Qualifications Framework: Stakeholders’ Perspective." International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 9, no. 3 (December 20, 2021): 319–30. http://dx.doi.org/10.23947/2334-8496-2021-9-3-319-330.

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This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.
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29

Forster, Marc. "Developing an “experience framework” for an evidence-based information literacy educational intervention." Journal of Documentation 72, no. 2 (March 14, 2016): 306–20. http://dx.doi.org/10.1108/jd-06-2015-0077.

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Purpose – The purpose of this paper is to describe how an “experience framework” for an evidence-based information literacy educational intervention can be formulated. Design/methodology/approach – The experience framework is developed by applying the qualitative methodology phenomenography to the analysis of the variation in the experience of a phenomenon by a target group, making specific use of one of its data analysis methods, that pioneered by Gerlese Akerlind. A phenomenographic study’s descriptions of the limited but related experiences of the phenomenon, and the detail of context and complexity in experience achieved through the Akerlind data analysis technique, are essential to a framework’s structure and educationally valuable richness of detail. Findings – The “experience framework”, an example of which is set out in this paper, is formed from a detailed range of contexts, forms and levels of complexity of experience of a phenomenon, such as information literacy, in a group or profession. Groupings of aspects of that experience are used to formulate, through the application of variation theory, an education theory developed from previous phenomenographic research, learning contexts and aims which can form the focus of educational activities. Originality/value – The framework can be used to form the basis of an evidence-based educational intervention to enrich the experience of any concept within LIS that Information professionals work to develop in their users.
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Roland, Damian. "Proposal of a linear rather than hierarchical evaluation of educational initiatives: the 7Is framework." Journal of Educational Evaluation for Health Professions 12 (June 24, 2015): 35. http://dx.doi.org/10.3352/jeehp.2015.12.35.

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Extensive resources are expended attempting to change clinical practice; however, determining the effects of these interventions can be challenging. Traditionally, frameworks to examine the impact of educational interventions have been hierarchical in their approach. In this article, existing frameworks to examine medical education initiatives are reviewed and a novel ‘7Is framework’ discussed. This framework contains seven linearly sequenced domains: interaction, interface, instruction, ideation, integration, implementation, and improvement. The 7Is framework enables the conceptualization of the various effects of an intervention, promoting the development of a set of valid and specific outcome measures, ultimately leading to more robust evaluation.
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Hangyál, Zsófia. "Border Crossing of an Educational Policy Towards an Analytical Framework to Study Educational Transfer." Acta Universitatis Sapientiae, Philologica 11, no. 3 (December 1, 2019): 175–89. http://dx.doi.org/10.2478/ausp-2019-0033.

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AbstractThis paper aims to better understand the process of educational transfer from Western countries to developing ones by proposing an analytical framework. The framework, besides counting for the major challenges of a specific educational transfer, also proposes to analyse some of the factors of different cultural-educational contexts that may help or burden institutional innovation. The framework had been tested by case study research focusing on the educational transfer of liberal arts colleges from the Netherlands to China. In the cities of Chongqing and Taigu, two undergraduate colleges grounded the case of investigation in order to study the experiential perceptions of stakeholders shortly after the implementation of liberal arts programmes (2012). Meanwhile, the data revealed different interest groups and particular institutional constrains, and the analytical framework greatly helped to understand and illustrate issues of compatibility, acceptance, mobilization of different stakeholders, and strategies for both individual and institutional agency. As the research contributed to a dissertation essay completed in 2016 at Beijing Normal University, the present study’s objective is to highlight the importance of analytical framework(s) in the process of interpreting data into research findings.
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32

Yuan, Yi, and Mingfeng Shan. "The Educational Efficiency Evaluation Framework: By Using DEA Model and CA Method." International Journal of Information and Education Technology 6, no. 12 (2016): 923–26. http://dx.doi.org/10.7763/ijiet.2016.v6.818.

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33

Memon, Zojan, Hamideh Aghian, Muhammad Shahzad Sarfraz, Akhtar Hussain Jalbani, Rozita Jamili Oskouei, Khuda Bux Jalbani, and Ghulam Hussain Jalbani. "Framework for Educational Domain-Based Multichatbot Communication System." Scientific Programming 2021 (May 5, 2021): 1–9. http://dx.doi.org/10.1155/2021/5518309.

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Education is an area where innovation moves slowly. In this study, we will propose a framework with a novel approach that will support the development of a multi-interactive chatbot’s system for an educational area using AIML 2.0. The system will facilitate the students for their learning towards an outcome-based education domain. The proposed framework will be composed of a user module which consists of user and user interface, chat agents module which will respond to the user query, chatbot KB which will act as the brain for the chatbot system, and socket system for establishing the communication link. Finally, the proposed system will be evaluated using a confusion matrix. The multichatbot communication system will support text-based dialogues on a limited set of questions related to education. However, the system will be implemented in java. The outcomes of this research will be useful for the education sector where these intelligent systems will help the students in schools, universities, and other training scenarios.
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34

Villegas-Ch, William, Xavier Palacios-Pacheco, and Sergio Luján-Mora. "A Business Intelligence Framework for Analyzing Educational Data." Sustainability 12, no. 14 (July 17, 2020): 5745. http://dx.doi.org/10.3390/su12145745.

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Currently, universities are being forced to change the paradigms of education, where knowledge is mainly based on the experience of the teacher. This change includes the development of quality education focused on students’ learning. These factors have forced universities to look for a solution that allows them to extract data from different information systems and convert them into the knowledge necessary to make decisions that improve learning outcomes. The information systems administered by the universities store a large volume of data on the socioeconomic and academic variables of the students. In the university field, these data are generally not used to generate knowledge about their students, unlike in the business field, where the data are intensively analyzed in business intelligence to gain a competitive advantage. These success stories in the business field can be replicated by universities through an analysis of educational data. This document presents a method that combines models and techniques of data mining within an architecture of business intelligence to make decisions about variables that can influence the development of learning. In order to test the proposed method, a case study is presented, in which students are identified and classified according to the data they generate in the different information systems of a university.
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35

Pena Mendes, Vitória Maria, Raniel Gomes Silva, and Alexandre Magno Andrade Maciel. "Usability Analysis of an Educational Data Mining Framework." Revista de Engenharia e Pesquisa Aplicada 6, no. 3 (April 1, 2021): 31–38. http://dx.doi.org/10.25286/repa.v6i3.1685.

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This paper presents a usability analysis of an educational data mining framework called FMDEV. The overall goal is to understand how this framework can provide a better usability to users that do not have a prior knowledge of Data science. Through a heuristic evaluation, usability problems were revealed, and usability tests confirmed these problems were affecting the user’s journey while interacting with the system. The results of this analysis indicates that it is possible to achieve an approximation between data mining tools and non-technical professionals when their behavior as real users are taken into account in the system development process.
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Sekulovska, Ana, and Pece Mitrevski. "Informatization Level Assessment Framework and Educational Policy Implications." International Journal of Managing Public Sector Information and Communication Technologies 7, no. 4 (December 30, 2016): 11–22. http://dx.doi.org/10.5121/ijmpict.2016.7402.

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37

KAPUSTINA, ELENA Y., and IRINA A. MAKEEVA. "ANALYSIS OF THE LEGAL FRAMEWORK FOR EDUCATIONAL INCLUSION." Cherepovets State University Bulletin 6, no. 99 (2020): 175–87. http://dx.doi.org/10.23859/1994-0637-2020-6-99-15.

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The main objective of the research is to analyze the legal frameworkfor educational inclusion in accordance with the allocated structural units. Based on the analysis of legal instruments at different levels,the authors identified the objects of educational inclusion, revealed the essence of the inclusive education concept and characterized organizational and methodological conditions of inclusive education. The conclusions were drawn on the non-discriminatory, heterogeneous, integration development of inclusive education.
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38

H V, Supreetha, and Dr Sandhya S. "Implementation of an Educational Chatbot using Rasa Framework." International Journal of Innovative Technology and Exploring Engineering 11, no. 9 (August 30, 2022): 29–35. http://dx.doi.org/10.35940/ijitee.g9189.0811922.

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The growth in Artificial Intelligence (AI), Big-data,and Internet-of-Things (IOT) technologies has increased chabot’s application in many areas. Some of the applications of chatbot can be seen in areas such as social media, e-commerce, healthcare, stock market, education, banking sector etc. Most of the high-end chatbots are deployed inside e-commerce, banking and health websites. There is a need to deploy the chatbots in educational website to improve interactivity of the educational platforms. The main target users of this website is rural students. In rural areas, probability of students dropping school after some age is common because, there won’t be proper monitoring of students and also sometimes facilities will be less. With e- learning, anyone can learn everything with limited cost. The key insight of developing this e-learning website is to provide a chatbot which can motivate rural students towards education. Thus a single platform where users can learn different courses, take quizzes, and chat with the bot is developed. It also provides an additional facility of tracking the scores of the quizzes and giving personalized recommendation systems to improve the scores. The chatbot will also help users to find details aboutfaculties and help users to set an appointment with distant faculties in online mode for doubts clarification. Flask micro- framework is used for developing the website. Firebase is used to store the data. RASA framework is used in developing the chatbot. Finally a content based filtering is used to givepersonalized recommendation systems.
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Gomes Jr., Jorão, Laura Lima Dias, Eduardo Rocha Soares, Eduardo Barrere, and Jairo Francisco de Souza. "Framework for Knowledge Discovery in Educational Video Repositories." Computing and Informatics 38, no. 6 (2019): 1375–402. http://dx.doi.org/10.31577/cai_2019_6_1375.

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40

Farag, Wael. "An Innovative Remote-Lab Framework for Educational Experimentation." International Journal of Online Engineering (iJOE) 13, no. 02 (February 27, 2017): 68. http://dx.doi.org/10.3991/ijoe.v13i02.6609.

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<p class="DefaultParagraphFont1"><strong>This paper describes a flexible and scalable architecture of remote laboratories developed for students for experimentation in educational institutions, research labs and technology companies. The framework and procedures for multi-remote labs environment are explained. The development of the lab client software as a Rich Internet Application (RIA) is described. The utilization of low-cost hardware and software packages to provide the interface to the labs equipment is shown, and the deployment of Web Services as the communication medium between the Lab Server and the Lab Client is presented.</strong></p><strong>A case study for a remote lab, the Microcontroller Kit Remote IDE, was carried out. Any student can connect to the remote lab and performs each experiment while watching the equipment during execution via a webcam feed. The whole lab is accessible from any PC connected to the internet.</strong>
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41

Chen, Qingyong, Zhe Wang, Yu Su, Luwei Fu, and Yuanlun Wei. "Educational 5G Edge Computing: Framework and Experimental Study." Electronics 11, no. 17 (August 30, 2022): 2727. http://dx.doi.org/10.3390/electronics11172727.

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Benefiting from the large-scale commercial use of 5G, smart campuses have attracted increasing research attention in recent years and are expected to revolutionize traditional campus activities. However, there are some obstacles that hinder the practical deployment of MEC (multi-access edge computing). First, traditional information infrastructures on campus cannot support latency-sensitive and computing-intensive smart applications, such as AR/VR, live interactive lectures and digital twin experiments. In addition, the mixture of old and new applications, isolated data islands and heterogeneous equipment management introduce more challenges. Moreover, the existing MEC framework proposed by ETSI and 3GPP cannot meet the specific deployment requirements of smart campuses, e.g., educational data security, real-time interactive applications, heterogeneous connections, and others. In this paper, we propose a 5G-based architecture for smart education information infrastructure; a new dedicated cloud architecture eMEC (educational multi-access edge computing) is defined. It consists of a UGW (universal access gateway) and an eMEP (educational multi-access edge computing platform), making it possible to satisfy education-specific requirements and long-term evolution. Furthermore, we implement the framework and conduct real-world field tests for eMEC in a university campus. Based on the framework and practical field tests, we also conduct a measurement study to unveil the spatial-temporal characteristics of mobile users in the smart campus and discuss exploiting them for better network performance. The experimental results show that the system achieves satisfactory performance in terms of both throughput and latency.
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42

Cookson, Peter W. "Goals 2000: Framework for the New Educational Federalism." Teachers College Record: The Voice of Scholarship in Education 96, no. 3 (March 1995): 1–13. http://dx.doi.org/10.1177/016146819509600302.

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The passage of GOALS 2000 represents an important victory for the “cosmopolitan centralists” of educational policy who advocate a stronger role for the federal government in improving schools. This article explores the principle elements of GOALS 2000: the origins of the “New Federalism”, the education legislative record of the Clinton administration, and a discussion of what further efforts should be made if the needs of American children are to be met.
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43

Frankel, David S., Brynn E. Dechert-Crooks, Kristen Campbell, Christopher V. DeSimone, Susan Etheridge, Margaret Harvey, Rachel Lampert, et al. "2021 HRS Educational Framework for Clinical Cardiac Electrophysiology." Heart Rhythm O2 3, no. 2 (April 2022): 120–32. http://dx.doi.org/10.1016/j.hroo.2022.02.013.

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Podgórny, Marek. "Transformations in Educational Research and the Functionalist Framework." Czech-polish historical and pedagogical journal 11, no. 2 (2019): 130–40. http://dx.doi.org/10.5817/cphpj-2019-025.

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Functionalism was described by J. H. Turner as one of the most general and at the same time most significant perspectives of contemporary sociology. It is founded on organicist ideas which define the essence of social life in terms of analogous to biological life. Functionalism was fundamentally formed by the notion that social reality needed to be studied as a system, that the processes unfolding in this system could be understood only in the context of relationships among the elements of this system and, finally, that the social organism, as any other organism, exhibited internal integration tendencies. The early functionalist beliefs grounded on these assumptions were crucially re-worked by Robert Merton, becoming an attractive research perspective in social sciences which is particularly useful in the study of educational phenomena and processes.
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MARKAUSKAITE, Lina. "Framework for Educational Software Quality Assurance in Lithuania." Informatics in Education 3, no. 2 (October 15, 2004): 289–308. http://dx.doi.org/10.15388/infedu.2004.20.

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Metz, K. K. "Applying an Ethical Framework to Educational Decision Making." Journal of Deaf Studies and Deaf Education 17, no. 1 (October 17, 2011): 136. http://dx.doi.org/10.1093/deafed/enr045.

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Costa. "A Free Educational Java Framework for Graph Algorithms." Journal of Computer Science 6, no. 1 (January 1, 2010): 87–91. http://dx.doi.org/10.3844/jcssp.2010.87.91.

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Cheong Cheng, Yin, and Wing Ming Cheung. "A framework for the analysis of educational policies." International Journal of Educational Management 9, no. 6 (December 1995): 10–21. http://dx.doi.org/10.1108/09513549510147538.

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Puustinen, M., M. Baker, and K. Lund. "GESTALT: a framework for redesign of educational software." Journal of Computer Assisted Learning 22, no. 1 (January 16, 2006): 34–46. http://dx.doi.org/10.1111/j.1365-2729.2006.00158.x.

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TOMIYAMA, Ken, Shigeoki HIRAI, Yuusuke OTA, Yoshimi UI, Hiroki SATO, Masaya ANDO, Toshihiro IOI, and Hiroshi KUBO. "Multidisciplinary Educational Framework for Social Implementation of Robotics." Journal of JSEE 63, no. 1 (2015): 1_31–1_36. http://dx.doi.org/10.4307/jsee.63.1_31.

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