Relevant bibliographies by topics / Educational level

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational level'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Educational level"

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Avendaño, Mauricio, Anton E. Kunst, Martijn Huisman, Frank van Lenthe, Matthias Bopp, Carme Borrell, Tapani Valkonen, et al. "Educational Level and Stroke Mortality." Stroke 35, no. 2 (February 2004): 432–37. http://dx.doi.org/10.1161/01.str.0000109225.11509.ee.

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Mastekaasa, Arne. "Educational Transitions at Graduate Level." Acta Sociologica 49, no. 4 (December 2006): 437–53. http://dx.doi.org/10.1177/0001699306071683.

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Zagalaz Jiménez, José Ramón, and Inmaculada Aguiar Díaz. "Educational level and Internet banking." Journal of Behavioral and Experimental Finance 22 (June 2019): 31–40. http://dx.doi.org/10.1016/j.jbef.2019.01.004.

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Sigurðardóttir, Sigríður Margrét, Anna Kristín Sigurðardóttir, and Börkur Hansen. "Educational Leadership at Municipality Level." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 7, 2018): 56–71. http://dx.doi.org/10.7577/njcie.2760.

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The purpose of this study is to explore the roles and responsibilities that national education legislation in Iceland imposes on municipalities in terms of leadership. A qualitative content analysis was applied to explore the relevant national legislation—that is, education acts, regulations, and curriculum guides—and identify themes by looking for specific words that are characteristic in leadership practices. The findings reveal that policy ends concerning educational leadership of municipalities are somewhat tacit in current national legislation. Yet, the roles and responsibilities that the state delegates to municipalities comprise leadership functions that are distributed in nature and, to a large extent, harmonize with desired leadership practices as emphasized in the literature. Legislation emphasizes comprehensive education, but also in-cludes signs of technocratic homogenization. In the discussion of our findings, we argue that the educational system is quite dependent on the political emphasis at each given time, making it difficult for both munic-ipalities and the state to facilitate a cohesive leadership emphasis. We suggest that closer attention to the local level, and a recognition of it as an important unit and agency for educational development, is of sig-nificant importance. These observations will be followed by a further investigation into the actual practice of leadership at the local level.
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Steinvil, Arie, Arie Shirom, Samuel Melamed, Sharon Toker, Dan Justo, Nili Saar, Itzhak Shapira, Shlomo Berliner, and Ori Rogowski. "Relation of Educational Level to Inflammation-Sensitive Biomarker Level." American Journal of Cardiology 102, no. 8 (October 2008): 1034–39. http://dx.doi.org/10.1016/j.amjcard.2008.05.055.

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ELLİBEŞ KAYA, Aşkı, and Ozan DOĞAN. "Does Educational Level Affect Vulvar Perception?" Journal of Clinical Obstetrics & Gynecology 28, no. 3 (2018): 95–104. http://dx.doi.org/10.5336/jcog.2018-61758.

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Glick, Marilyn S. "Educational Entry Level into Nursing Practice." Journal of Continuing Education in Nursing 16, no. 6 (November 1985): 185–88. http://dx.doi.org/10.3928/0022-0124-19851101-03.

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Ramanauskaitė, Simona, Neringa Urbonaitė, Šarūnas Grigaliūnas, Saulius Preidys, Vaidotas Trinkūnas, and Algimantas Venčkauskas. "Educational Organization’s Security Level Estimation Model." Applied Sciences 11, no. 17 (August 31, 2021): 8061. http://dx.doi.org/10.3390/app11178061.

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During the pandemic, distance learning gained its necessity. Most schools and universities were forced to use e-learning tools. The fast transition to distance learning increased the digitalization of the educational system and influenced the increase of security incident numbers as there was no time to estimate the security level change by incorporating new e-learning systems. Notably, preparation for distance learning was accompanied by several limitations: lack of time, lack of resources to manage the information technologies and systems, lack of knowledge on information security management, and security level modeling. In this paper, we propose a security level estimation model for educational organizations. This model takes into account distance learning specifics and allows quantitative estimation of an organization’s security level. It is based on 49 criteria values, structured into an AHP (Analytic Hierarchy Process) tree, and arranged to final security level metric by incorporating experts’ opinion-based criteria importance coefficients. The research proposed a criteria tree and obtained experts’ opinions lead to educational organization security level evaluation model, resulting in one quantitative metric. It can be used to model different situations and find the better alternative in case of security level, without external security experts usage. Use case analysis results and their similarity to security experts’ evaluation are presented in this paper as validation of the proposed model. It confirms the model meets experts-based information security level ranking, therefore, can be used for simpler security modeling in educational organizations.
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MEYER,, HAAKON E., and RANDI SELMER. "Income, educational level and body height." Annals of Human Biology 26, no. 3 (January 1999): 219–27. http://dx.doi.org/10.1080/030144699282723.

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von Euler-Chelpin, My, Anne Helene Olsen, Sisse Njor, Allan Jensen, Ilse Vejborg, Walter Schwartz, and Elsebeth Lynge. "Does educational level determine screening participation?" European Journal of Cancer Prevention 17, no. 3 (June 2008): 273–78. http://dx.doi.org/10.1097/cej.0b013e3282f0c017.

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Dissertations / Theses on the topic "Educational level"

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Tesching, Karin. "Education and Fertility : Dynamic Interrelations between Women’s Educational Level, Educational Field and Fertility in Sweden." Doctoral thesis, Stockholms universitet, Sociologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-63761.

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This thesis analyses three aspects of the link between a woman’s educational trajectory and her childbearing behaviour. Special attention is paid to educational field as a further dimension of education next to educational enrolment and educational level. It is argued that this dimension has to be taken into account to fully understand the complex interplay between women’s educational careers and fertility. The empirical investigations are based on Swedish register data for the period 1990 to 2004 and carried out by means of event history analyses. Regarding the impact of women’s education on fertility, this study confirms that educational enrolment generally impedes childbearing. Further, in addition to differences in first, second and third birth risks among women with different levels of education, the analyses reveal strong variations in the fertility behaviour of women with different types of education. To investigate the impact of fertility on women’s educational careers, this study examines how becoming a mother influences a woman’s risk to pursue further training in a different field of education. The effect of motherhood on the risk of educational change varies strongly depending on the field Swedish women initially were trained in. Especially women with degrees in fields in which it is difficult to get established in the labour market are found to have a high risk of educational change. For these women giving birth to a child appears to lead them to strive for further training in a field that offers more stable and family friendly employment prospects. Finally, the study explores the impact of unobserved factors on education and fertility. By estimating a simultaneous hazard equation for a woman’s childbearing behaviour and her choice of educational field, it is shown that women’s decisions about education and fertility are correlated due to the existence of unobserved determinants that simultaneously influence both life domains.
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Georgiou, Andrea M. "The effects of different levels of high fidelity simulation on teamwork in senior-level undergraduate aviation students." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619937.

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Industries in which effective teamwork is critical for safe operations are quickly discovering the benefits of simulation-based training (SBT). Research has shown the aviation industry, military operations, and medical field utilize impressive simulations allowing people to refine their technical and nontechnical skills in a "no consequence" environment. Grounded in team cognitive and group dynamic research, researchers are focusing their efforts on how to effectively use simulation as a training tool. The focus of this study was to determine how the degree of simulation difficulty affects teamwork. With a unique high fidelity simulation lab, the participants completed 3 hour work shifts to a run a simulated regional airline. Teamwork was based on the following five variables: contributing to teamwork, interacting with the team, keeping the team on track, expecting quality, and having the necessary knowledge, skills, and abilities (KSA's). The experimental design consisted of three teams randomly assigned to either a minimal, moderate, or maximum level of difficulty. After completion of the simulation, the participants completed an online survey for evaluations of their performance. The findings suggest some components of teamwork are affected by the design of the simulation, while others are not as susceptible to its effects. It was discovered the level of difficulty significantly affected individual and group performance in their expectation of quality and having relevant knowledge, skills, and abilities (KSA's). As simulation difficulty only affected two out of the five teamwork variables, this leads to the conclusion that generally a team will perform based on their level of team cognition and efficient group behaviors, not necessarily based on the degree of difficulty presented during a simulation.

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Root, Scott. "Investigating Corrective Instructional Activities for Secondary-Level Students Within Mastery Learning Environments." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10103815.

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This applied dissertation was designed to provide a better understanding of the effectiveness of out-of-class safety net corrective instructional activity practices conducted beyond regular classroom instruction for lower secondary level (9th- and 10th- grade high school) students within mastery learning educational environments. The study was designed to shed light on the impact and implications of these practices on Bloom’s vanishing point (Bloom, 1971) and Arlin’s leveling effect (Arlin & Westbury, 1976). Seven mastery learning structured international schools in geographic proximity, of similar size, and utilizing the same program of study were used in this study. Three of the schools that employed a safety net program were the basis of this study, and the four schools that did not have in place a safety net program were used as a control for this observational research.

Normed Measures of Academic Progress (MAP) RIT scores (Northwest Evaluation Association, 2005), grade point averages, and safety net program data were used in a series of case-control tests to determine the effectiveness of out-of-class corrective instructional activity safety net programs for above-average and below-average achieving students. The mean study and control group RIT percentile ranking scores for the students was nearly 1 standard deviation above the averages reported by the Northwest Evaluation Association (2005), so these relative comparisons involved bright students. This large volume of data enabled analysis of the effects of out-of-class safety net activities on school-wide and individual improvement in literature, writing, mathematics, and comprehensive results.

Series of conclusive nonparametric analysis were used instead of normal distribution tests because of the out-of-bounds skewed nature of the data. Analysis of the data suggested that safety netting programs benefit all students, irrespective of whether or not students received out-of-class corrective instructional activities. The MAP RIT scores of below- average achieving students were not affected by attending a school with a safety net program but their GPA results improved in all subjects. Arlin’s leveling effect (Arlin & Westbury, 1976) most likely accounted for improvement of MAP RIT scores for above- average students who attended a school with a safety net program but their GPA results were not affected. These contrasting benefits masked the school-wide test results, which suggested that a school district might not realize an overall increase in MAP RIT and GPA results when adopting a safety net program. Students identified in need of safety netting services benefited by having been placed in the program up to twice in any respective course, but a point of diminishing returns was reached when a student fell 3 or more units behind in a course in relation to the progress of the class.

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Lipsitt, Rosalyn S. "Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/31186.

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Educational Psychology
Ph.D.
Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with disabilities. Education for OT is at the Master’s level consisting of a two-year academic program followed by clinical Fieldwork II, a required 12-week internship under the mentorship of a licensed therapist with at least one year’s experience. In light of the fact that clinical fieldwork sites differ in size and resources, and clinical instructors may have only one year’s experience and no formal training in instruction, there is great variability in students’ clinical fieldwork experiences. The purpose of this study was to determine novice rehab OT’s perceptions of four key factors in clinical education: First, skill areas in which they felt most prepared; second, areas perceived as obstacles in adjustment to entry-level practice; third, essential elements of an ideal clinical learning environment; and fourth, the need for credentialing clinical instructors. Participants were 1-3 years post rehab fieldwork with first job in rehab. An online survey (N=45) and audiotaped interviews (N=9) were utilized to collect data on the perceptions of new OT’s on Fieldwork II experiences. Interviewees represented a convenience sample independent of survey participants. Most participants reported feeling prepared to perform basic clinical skills, communicate on interdisciplinary teams and seek mentorship in the workplace. Less proficiency was perceived in the areas of patient/family communication, and coping with reality shock (adjustment to real life practice). Over half of the participants felt that there should be some kind of mandatory credentialing for clinical instructors. There was consensus among OT’s regarding the ideal Fieldwork II setting which included well-trained instructors, availability for onsite learning and a well-equipped clinical site.
Temple University--Theses
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Lee, Jenny. "Self Regulation in College-Level Mathematics Classes." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/hmc_theses/113.

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This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. Results of this study suggest a possible question to consider in reforming mathematics education for a more equitable environment in postsecondary mathematics classrooms.
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Wertz, Monnie Huston. "Epistemological Developmental Level and Critical Skill Thinking Level in Undergraduate University Students." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7986.

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Epistemological development and its relationship to critical thinking has been postulated in educational psychology since the 1970’s. By empirically examining epistemological development in relationship to thinking critically, a richer understanding of overall student development and instructional needs could be achieved. By taking into account a student’s epistemological development, issues unique to these stages could inform how to most effectively work with students to promote critical thinking development. The purpose of this study was to explore the potential relationship between collegiate epistemological development and critical thinking skills by examining differences in critical thinking skills at different levels of epistemological development. The hypothesis of the study was that students reporting an epistemological level of either Absolutist or Evaluativist would have higher critical thinking scores than students reporting a Multiplist level. The instruments employed were the Cornell Critical Thinking Test (CCTT) and the Kuhn epistemological instrument. The study population of 157 students was taken from a medium-sized private institution in the southeastern United States. The data indicated that the majority of the study population, 87%, identified as the Multiplist level of epistemological development, according to Kuhn’s definitions. Overall critical thinking scores for the sample was lower than expected but still within reported ranges. Analysis of variance tests were performed on the data and failed to indicate a statistically significant relationship in overall epistemological developmental level and four of the five individual epistemological judgement domains. This finding was not anticipated, challenges current theoretical understanding of this relationship, and indicates a need for further investigation of the nature of the relationship between critical thinking and epistemological development in the higher educational setting.
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Benson, Timothy Shane. "A Case Study of a Teacher-Student Mentor Adoption Program at the Elementary Level." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734049.

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The purpose of this study was to determine if positive teacher-to-student relationships impacted student academic performance. This case study involved examination of the results of data collected from 43 students who participated in a mentor adoption program initiated with the intent to enhance positive teacher-to-student relationships for the 2013-2014 school year. Archival data of students who participated in the mentor adoption program were compared to data from a stratified group of students who did not participate in the mentor adoption program. Data from English language arts (ELA) and mathematics (MA) Missouri Assessment Program (MAP) scale scores, attendance rate, and number of discipline referrals were compiled and analyzed using paired-samples t-tests. The results of the study showed students who participated in the mentor adoption program demonstrated a significant increase in MAP ELA scale scores, increase in MAP MA scale scores, and significant decrease in the number of discipline referrals. Students who did not participate in the mentor adoption program showed significant improvement only in MAP MA scale scores. Perceptual interview data were gathered and analyzed from 10 teachers who participated in the mentor adoption program to determine teacher perceptions and feelings about the program. The results indicated teachers believed the mentor adoption program had value and should be continued in Elementary School A. The analysis of these data showed student academic performance was significantly impacted by the use of a mentor adoption program in Elementary School A.

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Nyland, Robert Scott. "Using Transaction-Level Data in Online Assessment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6437.

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This article format dissertation explores the benefits of using detailed forms of assessment to enable feedback in educational contexts, and includes three separate, yet related articles. In the first article, I reviewed the current state of educational research in using online learning tools that collect detailed data regarding student learning. The article examined the type of data being collected, the way that these data are processed, and how the results are presented to instructors and students as feedback. In the second article, I describe a special case of these detailed forms of assessment in an Introduction to Microsoft Excel class, and look at the potential benefits of using transaction-level data to give feedback to instructors and students. This article provides empirical evidence for the difference between transaction-level data and final answer data in identifying student knowledge gaps and misconceptions. In the final article, I analyzed knowledge gaps and misconceptions identified in the Introduction to Microsoft Excel class by using additional student activity data (video watching and reading) to predict these knowledge gaps. This article serves as a case study for using data from integrated learning environments to provide feedback regarding student performance.
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White, Bernadette D. "Implementation of Positive Behavior Intervention and Support at the High School Level." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179994.

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With schools having an ever-increasing interest in reducing acts of violence and reducing the incidence of out-of-school suspension, new interventions are constantly being sought. How the program is implemented can play a significant role in program effectiveness. Durlak (1998) found that many evaluation methods did not consider the implementation process because they were done after the implementation of the program. Whether an evidence-based intervention would have a positive effect depended on closely following the details of the implementation process (Durlak, 1998). This study was motivated by four research questions: (a) Was the process used to implement Positive Behavior Intervention and Support at a suburban high school? (b) Were the seven components for Positive Behavior Intervention and Support program development identified by Colvin addressed? (c) What are the adaptations that need to be made to make Positive Behavior Intervention and Support appropriate for high school students? and (d) Do staff members feel Positive Behavior Intervention and Support is having an impact on discipline at the high school level? The purpose of the study was to (a) Document how Positive Behavior Intervention and Support was implemented in a suburban high school, (b) Explore unique challenges at the high school and how the challenges are met, (c) Document the impact on discipline, school culture, teacher perception and (d) Determine if staff members feel Positive Behavior Intervention and Support is having an impact on discipline. The qualitative method is employed to explore the research questions. Staff members at the suburban high school in the study completed an 18-question survey using an online survey tool. Data were also gathered with six staff members who volunteered to participate in the face-to-face interviews. The online survey tool Survey Monkey was used to gather the data. The findings from the 18 survey questions supported the responses that provided the evidence that implementation processes were followed. The face-to-face interviews allowed the interviewees to share their personal perspectives. The themes that surfaced from the survey questions and the face-to-face interviews were similar. The importance of staff buy-in was a frequent theme that is repeated in the surveys and the interviews. Communication was another common theme. The study highlighted recommendations such as the importance of student involvement at the high school level and student participation of the leadership team for any new initiative that is being implements. Understanding the factors that can influence successful implementation was one of the most important findings of the study.

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Flores, Vega Rishelline Anne. "Effects of using educational robotics at the elementary school level." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3059.

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Books on the topic "Educational level"

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Miller, Margaret A. Measuring up on college-level learning. San Jose, Calif: National Center for Public Policy and Higher Education, 2005.

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Halstead, D. Kent. The workings of public higher education: Ten state-level comparisons. Washington, DC: Research Associates of Washington, 1994.

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Medler, Alex. State-level K-12 education reform activities. Denver, Colo: Education Commission of the States, 1994.

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1946-, Thompson Sue Carol, ed. Reforming middle level education: Considerations for policymakers. Greenwich, Conn: Information Age Pub., 2004.

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AS/A-level ICT. London: Philip Allan Updates, 2008.

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George, Patricia. No child left behind: Implications for middle level leaders. Westerville, OH: National Middle School Association, 2002.

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A, Anfara Vincent, ed. The handbook of research in middle level education. Greenwich, Conn: Information Age Pub., 2001.

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Astleitner, Hermann. High-level Telelernen und Wissensmanagement: Grundpfeiler virtueller Ausbildung. Frankfurt am Main: P. Lang, 2000.

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Ireland. Office of the Comptroller and Auditor General. Planning of second level school accommodation. Dublin: Stationery Office, 1996.

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Muir, Michael. Technology to improve learning: Strategies for middle level leaders. Westerville, Ohio: National Middle School Foundation, 2006.

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Book chapters on the topic "Educational level"

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Dartigues, J. F., L. Letenneur, C. Helmer, Ch Lewden, and G. Chéne. "Educational level and longevity." In Brain and Longevity, 111–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-642-59356-7_6.

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Portz, John. "The National Level." In Educational Accountability and American Federalism, 39–64. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003276890-3.

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Kato, Fumie, and Ryan Spring. "Educational strategies." In Strategies for Growing and Enhancing University-Level Japanese Programs, 31–52. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429353451-3.

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Lasagabaster, David, and Juan Manuel Sierra. "Learning English with Computers at University Level." In Educational Linguistics, 157–76. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-28624-2_10.

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Scheerens, Jaap. "System-Level Conditions: Miscellaneous Results." In Educational Effectiveness and Ineffectiveness, 225–42. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7459-8_9.

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Longford, Nicholas T. "Summarizing item-level properties." In Models for Uncertainty in Educational Testing, 105–32. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4613-8463-2_5.

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Law, Nancy, Allan Yuen, and Robert Fox. "Examining Innovativeness at the Classroom Level." In Educational Innovations Beyond Technology, 29–60. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71148-5_3.

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Todd, Richard Watson. "National-Level Educational Innovations in Thailand." In Innovation in Language Learning and Teaching, 15–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137449757_2.

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Scheerens, Jaap. "System-Level Context and Effectiveness Enhancing Policies." In Educational Effectiveness and Ineffectiveness, 147–61. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7459-8_6.

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Devaux, Claudia, Renate Otterbach, and Ying Ying Cheng. "Technology for Trust, Collaboration, and Autonomy Among Asian Students at the University Level." In Educational Linguistics, 123–38. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/978-0-387-28624-2_8.

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Conference papers on the topic "Educational level"

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Wang, Chao, and Jiawei Wei. "Multi-level Educational Practices of Sports Education." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.94.

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Lone, Mutahira, Tamara Vagg, John Cryan, Joe McKenna, Eric Downer, and André Toulouse. "A PIPELINE TO CREATE EDUCATIONAL ANIMATIONS FOR THIRD LEVEL EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1447.

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Cappelletti, Chantal, Daniel Robson, Mark Jabbal, and Katy Voisey. "Establishing thriving university-level space education." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.053.

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Recent analyses of the UK National Space Strategy [1], Space Sector Skills Survey [2] and The 2020 Space Census [3], have investigated and highlighted many of the established strengths and weaknesses of the current UK Space Sector and the role of training and educational programs supporting it. Furthermore, there is additional research into what self-reported roadblocks early career students and workers (and employers) consider important in this journey [4]. Academia, employers, schools, colleges, and museums all have considerable roles to play in shaping the future science capital of our populace and establishing people on the tech workforce pipeline. Rising to meet this challenge, The University of Nottingham wants to develop the UK's space workforce and is proud to have begun its first dedicated aerospace undergraduate course in 2016. In addition to the core lecture modules, added project experience is available in the form of group and individual supervised projects. These practical activities are a rare opportunity to learn unique space skills and work hands-on with spacecraft technology, something in short supply in the UK at the undergraduate level [2]. The practical, hands-on components are an important part of the space education programme and involve different platforms and projects going from simple electronics workshops to CanSats, FlatSats and experimental Rockets. These activities culminate in the CubeSat Program: a student-led group of projects to develop, build and fly CubeSat missions with a variety of payloads. The students have the possibility to present their own mission idea or join existing ones of interest to the research community. To support these high-fidelity opportunities for students and early career workers, a permanent on-site COTS Ground Station will serve as a control center for all these student-built satellite missions. To help with the establishment of this facility, The University of Nottingham has been cooperating with the local amateur radio community to train and license the student team. This paper deals with the description of the different projects and presents the University’s point of view about the strengths and weaknesses of our Space educational programme
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Gavrilov, Alexey V., and Edward J. Yaw. "Formation of educational clusters, including Institutions of Different Level Professional Education." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644677.

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Huculova, Eva, and Lucia Solcova. "Cluster Analysis of Digital Performance in Educational Techniques in Conditions of EU." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8138.

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Global technological trends affect broad spectrum of areas in our life, and through the implementation of particular tools, they are affecting the development of educational levels in particular countries and also educational process itself. This study is aimed at the comparison and revealing of the effect of digitalization and e-skills on the level of education in 20 selected EU member countries by using Factor Analysis and Cluster Analysis. As a result, we consider four clusters of countries with similar characteristics in terms of education, digital literacy and public funding and expenditure on development of ICT and education. Population e-skills demonstrated almost identical levels. The implementation of technological trends into the educational process does not depend only on its positive effects on the educational level, but also on the real opportunity to use these modern tools within the educational process. This is determined by a number of socio-economic, political and cultural aspects. Their detailed examination requires the access to more structured data. Those conditions also create a platform for a subsequent research.
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Turnitsa, Charles. "Multi-level educational experiment in distributed simulation." In 2014 Winter Simulation Conference - (WSC 2014). IEEE, 2014. http://dx.doi.org/10.1109/wsc.2014.7020193.

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Rodrigues Vieira, Ana Cláudia, Joana Ferra, Joana Carvalho, Inês Oliveira, Cristina Matos, and Fernando Nogueira. "Impact of educational level in smoking cessation." In ERS International Congress 2019 abstracts. European Respiratory Society, 2019. http://dx.doi.org/10.1183/13993003.congress-2019.pa2850.

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Karabanova, I. V., and М. А. Karabanova. "CONTEMPORARY STATE OF EDUCATIONAL SYSTEM." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/50.

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The current state of preschool, general, secondary vocational, and higher education in Russia are considered. The actual directions on the implementation of state policy in the educational field were determined for each level. A system of measures in the educational field is proposed. It will make Russian education competitive in the international market of educational services.
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Martí-Parreño, José, María Miquel-Romero, Antonio Sánchez-Mena, and Rosa García-Ferrando. "THE ROLE OF EDUCATIONAL LEVEL IN TEACHERS´ BELIEFS AND USE OF EDUCATIONAL GAMES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1308.

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Bi, Tingyan, and Jinling Han. "Strategies to Improve the Level of Educational Technology." In 2013 International Conference on Information Technology and Applications (ITA). IEEE, 2013. http://dx.doi.org/10.1109/ita.2013.45.

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Reports on the topic "Educational level"

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Rolleston, Caine. Escaping a Low-­level Equilibrium of Educational Quality. Research on Improving Systems of Education (RISE), June 2016. http://dx.doi.org/10.35489/bsg-rise-wp_2016/008.

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Betts, Julian, and Jeff Grogger. The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level Earnings. Cambridge, MA: National Bureau of Economic Research, September 2000. http://dx.doi.org/10.3386/w7875.

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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Lleras-Muney, Adriana, Joseph Price, and Dahai Yue. The Association Between Educational Attainment and Longevity using Individual Level Data from the 1940 Census. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27514.

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Diahyleva, Olena S., Igor V. Gritsuk, Olena Y. Kononova, and Alona Y. Yurzhenko. Computerized adaptive testing in educational electronic environment of maritime higher education institutions. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4448.

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The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. The use of digital escape room in educational electronic environment of maritime higher education institutions. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3869.

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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Beuermann, Diether, Sabine Rieble-Aubourg, and Tatiana Zarate-Barrera. Matching Educational and Criminal Records at the Individual Level in Trinidad and Tobago: Methodology and Implementation. Inter-American Development Bank, December 2016. http://dx.doi.org/10.18235/0000599.

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Бакум, З. П., and Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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Batyra, Ewa, Tiziana Leone, and Mikko Myrskylä. Forecasting of cohort fertility by educational level in countries with limited data availability: the case of Brazil. Rostock: Max Planck Institute for Demographic Research, June 2021. http://dx.doi.org/10.4054/mpidr-wp-2021-011.

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Moore, Mark, and Marla Spivack. The Way Forward in Analyzing National Educational Systems: A Re-Considered View. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/110.

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Low- and middle-income countries around the world face a profound educational challenge. At stake in meeting this challenge is their ability to participate effectively in an increasingly interdependent global economy, society, and polity, and to meet many other goals set out in the International Declaration of Human Rights. Turning the current challenge into an important opportunity will, by definition, require significant improvements in the productivity of national education systems. Productivity changes on this scale require innovations at all three levels of the national systems: micro (classroom pedagogy), meso (school and district management), and macro (national politics and policy) levels. This paper sets out principles for designing a process initiated and supported at the national level that can animate, guide, and evaluate the varied innovations that will help national government meet their educational goals along a path that supports their economic, social, and political goals as well.
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