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Journal articles on the topic 'Educational level'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Brintnell, E. Sharon, and E. Skakun. "Educational Standards and Entry Level Considerations." Canadian Journal of Occupational Therapy 53, no. 5 (December 1986): 255–56. http://dx.doi.org/10.1177/000841748605300502.

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12

Finkelstein, M. M. "Pollution-Related Mortality and Educational Level." JAMA: The Journal of the American Medical Association 288, no. 7 (August 21, 2002): 830. http://dx.doi.org/10.1001/jama.288.7.830.

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13

Matić, Marina. "PARENTS’ EDUCATIONAL LEVEL AND ADOLESCENT VALUE ORIENTATIONS." Zbornik Odseka za pedagogiju, no. 27 (October 18, 2018): 105–28. http://dx.doi.org/10.19090/zop.2018.0.105-128.

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This study examines the relationship between the parents’ educational level and adolescent value orientations, and analyses value differences among adolescents based on the school type. The study involved 437 vocational and grammar school students (194 male or 44.4%; 243 female or 55.6%). The study included mid and late adolescents, with the participants’ age ranging from 14 to 19 (M=2.32, SD= 1.16). A questionnaire consisting of socio-demographic and self-direction questions, and conformity value orientation questions was implemented in the study. The theoretical analysis outlined the research findings related to adolescent values and parental class (education and occupation). The results demonstrated a significant relationship between the mother’s educational level and grammar students’ self-direction. A significant relationship was not found between the parents’ educational level and vocational/grammar students’ degree of conformity. Significant value differences based on the school type were established as vocational students ascribed higher importance to conformity values as opposed to grammar school students. These results suggested that future research could examine the reasons behind vocational students’ inclination towards conformity. Moreover, future studies should turn to parents-child rearing values and teacher’s values, in order to provide a deeper understanding of the value transmission during schooling.

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14

Matić, Marina. "PARENTS’ EDUCATIONAL LEVEL AND ADOLESCENT VALUE ORIENTATIONS." Zbornik Odseka za pedagogiju, no. 27 (October 18, 2018): 105–28. http://dx.doi.org/10.19090/zop.2018.27.105-128.

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This study examines the relationship between the parents’ educational level and adolescent value orientations, and analyses value differences among adolescents based on the school type. The study involved 437 vocational and grammar school students (194 male or 44.4%; 243 female or 55.6%). The study included mid and late adolescents, with the participants’ age ranging from 14 to 19 (M=2.32, SD= 1.16). A questionnaire consisting of socio-demographic and self-direction questions, and conformity value orientation questions was implemented in the study. The theoretical analysis outlined the research findings related to adolescent values and parental class (education and occupation). The results demonstrated a significant relationship between the mother’s educational level and grammar students’ self-direction. A significant relationship was not found between the parents’ educational level and vocational/grammar students’ degree of conformity. Significant value differences based on the school type were established as vocational students ascribed higher importance to conformity values as opposed to grammar school students. These results suggested that future research could examine the reasons behind vocational students’ inclination towards conformity. Moreover, future studies should turn to parents-child rearing values and teacher’s values, in order to provide a deeper understanding of the value transmission during schooling.

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15

Akay, Seval. "Is colon-cleansing related to educational level?" Istanbul Bilim University Florence Nightingale Journal of Medicine 4, no. 1 (April 3, 2018): 12–15. http://dx.doi.org/10.5606/fng.btd.2018.002.

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16

Blake, Catherine, Tara Cusack, Catherine Doody, and Deirdre A. Hurley. "Entry-level physiotherapy educational systems in Ireland." Physical Therapy Reviews 12, no. 2 (June 2007): 111–16. http://dx.doi.org/10.1179/108331907x175113.

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17

Strickland, L. Randy. "Entry Level Certification and the Educational Community." Occupational Therapy In Health Care 15, no. 1-2 (January 2002): 231–35. http://dx.doi.org/10.1080/j003v15n01_22.

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18

Johnson, G. M. "Vision, Educational Level, and Empowering Work Relationships." Journal of Visual Impairment & Blindness 89, no. 2 (March 1995): 112–19. http://dx.doi.org/10.1177/0145482x9508900206.

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Machinists (blind, sighted, and visually impaired) answered questions about trust, resource sharing, and empowerment in their work relationships. Employees with low vision were the least trusting and trusted, received the fewest shared resources, and reported proportionately more disempowering relationships. The more educated employees, regardless of their visual status, gave and received trust and resources more readily, saw more of their relationships as empowering, and were seen as empowering by others.

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19

Strickland, L. Randy. "Entry Level Certification and the Educational Community." Occupational Therapy In Health Care 15, no. 1 (May 20, 2002): 231–35. http://dx.doi.org/10.1300/j003v15n01_22.

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20

Regidor, E. "Educational level and mortality from infectious diseases." Journal of Epidemiology & Community Health 56, no. 9 (September 1, 2002): 682–83. http://dx.doi.org/10.1136/jech.56.9.682.

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21

Ardila, A., and M. Rosselli. "Effects of educational level on linguistic abilities." Archives of Clinical Neuropsychology 4, no. 2 (January 1, 1989): 127. http://dx.doi.org/10.1093/arclin/4.2.127a.

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22

Sharrett, A. R. "Is Cognitive Aging Predicted by Educational Level?" American Journal of Epidemiology 175, no. 8 (April 2, 2012): 760–61. http://dx.doi.org/10.1093/aje/kwr513.

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23

Backes-Gellner, Uschi, Christian Rupietta, and Simone N. Tuor Sartore. "Reverse educational spillovers at the firm level." Evidence-based HRM: a Global Forum for Empirical Scholarship 5, no. 1 (April 3, 2017): 80–106. http://dx.doi.org/10.1108/ebhrm-03-2015-0007.

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Purpose The purpose of this paper is to examine spillover effects across differently educated workers. For the first time, the authors consider “reverse” spillover effects, i.e. spillover effects from secondary-educated workers with dual vocational education and training (VET) to tertiary-educated workers with academic education. The authors argue that, due to structural differences in training methodology and content, secondary-educated workers with VET degrees have knowledge that tertiary academically educated workers do not have. Design/methodology/approach The authors use data from a large employer-employee data set: the Swiss Earnings Structure Survey. The authors estimate ordinary least squares and fixed effects panel-data models to identify such “reverse” spillover effects. Moreover, the authors consider the endogenous workforce composition. Findings The authors find that tertiary-educated workers have higher productivity when working together with secondary-educated workers with VET degrees. The instrumental variable estimations support this finding. The functional form of the reverse spillover effect is inverted-U-shaped. This means that at first the reverse spillover effect from an additional secondary-educated worker is positive but diminishing. Research limitations/implications The results imply that firms need to combine different types of workers because their different kinds of knowledge produce spillover effects and thereby lead to overall higher productivity. Originality/value The traditional view of spillover effects assumes that tertiary-educated workers create spillover effects toward secondary-educated workers. However, the authors show that workers who differ in their type of education (academic vs vocational) may also create reverse spillover effects.

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24

Faggiano, Fabrizio, Patrizia Lemma, Giuseppe Costa, Roberto Gnavi, and Floriano Pagnanelli. "Cancer mortality by educational level in Italy." Cancer Causes and Control 6, no. 4 (July 1995): 311–20. http://dx.doi.org/10.1007/bf00051406.

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25

Goetz, Stephan J., and David L. Debertin. "Estimating county-level demand for educational attainment." Socio-Economic Planning Sciences 27, no. 1 (March 1993): 25–34. http://dx.doi.org/10.1016/0038-0121(93)90026-f.

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26

Fingleton, Kath. "Certificate in Educational Test Competencies (Level A)." DECP Debate 1, no. 113 (March 2005): 7. http://dx.doi.org/10.53841/bpsdeb.2005.1.113.7.

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27

Leonova, Elena V. "ADOLESCENT CRISIS AND EDUCATIONAL CRISES OF ADAPTATION TO THE NEXT EDUCATIONAL LEVEL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 21, 2019): 86. http://dx.doi.org/10.17770/sie2019vol7.3747.

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The problem of pupils’ adaptation to new educational level is explored from the standpoint of human agency becoming.194 pupils (84 fifth-graders and 110 tenth-graders) took part in the study. Pupils’ agency and psychological resources were surveyed at the beginning of the academic year by Children’s Personality Questionnaire (CPQ), Pupils’ Motives Questionnaire (fifth-graders), High School Personality Questionnaire (HSPQ), Purpose-in-Life Test, Motives of learning activity Questionnaire (tenth-graders). Adaptation criteria (informational, behavioral and affective) were estimated by expert assessment method and academic performance analysis at the end of the academic year. K-means method of cluster analysis, U-test and Spearman's rank correlation coefficient are used for data analysis.In each age category of pupils we have found a lot of significant correlation links between the psychological resources and adaptation criteria indicators only in the cluster of pupils with high agency level. So, only pupils with a high level of agency use their psychological resources to successful overcoming of normative educational crises. Thus, without human agency qualities, both the intellectual and personal resources of pupils can remain unused during the period of adaptation and further training, the results of the study demonstrated.The study was funded by RFBR, project # 18-413-400001

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28

Morales-Murillo, Catalina P., Pau García-Grau, María Dolores Grau-Sevilla, and Beatriz Soucase-Lozano. "Impact of Child Characteristics and Motherʼs Educational Level on Child Engagement Levels." Infants & Young Children 33, no. 1 (2020): 71–83. http://dx.doi.org/10.1097/iyc.0000000000000154.

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29

MYTSYK, H. M., and M. I. PRYSHLIAK. "ВИКОРИСТАННЯ НАЗВ ПРОФЕСІЙНИХ КВАЛІФІКАЦІЙ В ОСВІТНЬО-ПРОФЕСІЙНИХ ПРОГРАМАХ 016.01 – ЛОГОПЕДІЯ ПЕРШОГО (БАКАЛАВРСЬКОГО) РІВНЯ ВИЩОЇ ОСВІТИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (October 4, 2021): 36–49. http://dx.doi.org/10.31494/2412-9208-2021-1-2-36-49.

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The practice of using the professional qualifications names which are awarded to higher education applicants is examined in the article based on the analysis of educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level of some higher educational institutions. It is noted that the availability of recommended list of professional qualifications of the specializations which are established of the Ministry of Education and Science of Ukraine in the Standard of higher education of Ukraine of the first (bachelor’s) higher education level of specialty 016 Special education is a more important issue and therefore requires the attention of scientists. It is found out that questions of using professional qualifications names in educational and professional programs of specialty 016.01 Special education (Speech therapy) are solved differently. Mostly in such programs, direction to assigning to higher education applicants, who have successfully completed it, the professional qualification of «speech therapist», to a lesser extent – «teacher-speech therapist assistant» is observed. It is stated that not one of directories of the qualification characteristics workers’ professions operating in Ukraine does not contain the qualification characteristics of a speech therapist and the requirements for the educational degree of the employee required to hold the position of a speech therapist have not concretized enough. The absence of qualification characteristics of a speech therapist to a certain extent causes problems in determining the list of main jobs that are inherent to this position (profession). Taking into account the level of complexity of the problems which to be solved by a speech therapist and teacher-speech therapist assistants in professional activity, the idea was proposed of orienting educational and professional programs of specialty 016 Special education with specialization 016.01 – speech therapy of the first (bachelor’s) higher education level for preparation only speech therapists awarding its graduates the professional qualification of «speech therapist». In turn, the preparation of teacher-speech therapist assistants should be carried out according to the educational and professional programs of the initial level (short cycle) of higher pedagogical education. Of point of view the existing close connection between a teacher-speech therapist and a speech therapist, it is proposed to reconsider the qualification requirements for the primary position of teacher-speech therapist, providing the possibility of its occupation by persons with a bachelor’s degree. Key words: educational and professional program, educational qualification, professional qualification, speech therapist, assistant teacher-speech therapist.

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30

Tretyakova, T. E. "VISUAL STIMULUS IN EDUCATIONAL SPACE: INVESTIGATION OF THE MICRO-LEVEL OF EDUCATIONAL INTERACTION." ΠΡΑΞΗMΑ. Journal of Visual Semiotics, no. 4 (2017): 116–23. http://dx.doi.org/10.23951/2312-7899-2017-4-116-123.

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31

Han, Hyemin, Firat Soylu, and D. Mona Anchan. "Connecting levels of analysis in educational neuroscience: A review of multi-level structure of educational neuroscience with concrete examples." Trends in Neuroscience and Education 17 (December 2019): 100113. http://dx.doi.org/10.1016/j.tine.2019.100113.

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32

Sims, Margaret, Manjula Waniganayake, and Dr Fay Hadley. "Educational leadership." Educational Management Administration & Leadership 46, no. 6 (June 15, 2017): 960–79. http://dx.doi.org/10.1177/1741143217714254.

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In the Australian early childhood sector the role of educational leader emerged as part of a very large process of policy reform that began in 2009. The position of educational leader was established to drive the quality improvement requirements of the reform, but many organizations did not establish these positions until several years after the reforms were introduced. Lack of clear role descriptions and authority make it difficult for educational leaders to fulfil the expectations held of them. This study examines the sense leaders make of the policy reforms and the street-level bureaucracy they perform to translate the policy into action. This sense-making and street-level bureaucracy is taking place in a neoliberal context where, we argue, the demands for professional discretionary decision-making are in conflict with the top-down standardization inherent in neoliberalism. Educational leaders have the potential to challenge neoliberalism through their professional decision-making but, in the Australian context, many are currently focusing on compliance with their street-level bureaucracy.

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33

Li, Jinyi. "The Effect of Income Level on Educational Expectations." International Journal of Education and Humanities 5, no. 3 (November 11, 2022): 83–85. http://dx.doi.org/10.54097/ijeh.v5i3.2456.

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Based on the perspective of income level, this paper uses the 2016 China Family Tracking Survey (CFPS) data as the analysis data to examine the impact of income level on educational expectations from the individual level for the first time. The results show that income level has no significant effect on educational expectations. Educational expectations include parents' educational expectations for their children and children's self-education expectations. This disparity reflects the heterogeneity of their expectations for the educational level of their offspring. The gap between parents and children's educational expectations is too large, which is not conducive to children's educational acquisition and social class promotion. In recent years, educational anxiety in Chinese society has become increasingly serious. The educational chaos in the school district and extracurricular classes of Sky High School is closely related to the educational anxiety of parents. After the reform and opening up, with the continuous accumulation of family wealth, education has shown a competitive situation, and parents' educational concept has gradually changed. With the continuous improvement of the average family income, more and more parents have invested a lot of money and energy in their children's education in order to compete for limited educational resources and social resources such as employment. As a reflection of a family's socioeconomic status, studying its role in promoting children's education is conducive to finding out the impact of the wealth and income of the previous generation on the education level of the next generation, and is conducive to exploring the source. educational competition’s reason.

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34

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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35

Jalili, Simin. "Parents’ Educational Level and Children’s English Language Proficiency." Language Teaching Research Quarterly 3 (July 2017): 25–39. http://dx.doi.org/10.32038/ltrq.2017.03.03.

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The expansion of the English Language utilization, the concept of Lingua Franca, and the English language proficiency’s role in children’s social and vocational future, make children’s learning English a vital affair for parents all around the world. Minding the role of parents’ educational level is an understudied issue in children’s English language proficiency level. To address this unexpected topic, the purpose of this study is finding the relationship between parents’ educational level and children’s English language proficiency. For this study, the researcher gave a TOEFL test (for evaluating the children’s English language proficiency) and a questionnaire (for determining their parents’ educational level) to eighty participants both female and male who are in their twenties and thirties. They were students in Intermediate and Upper Intermediate level in Gatt Language Center (GLC) in Tehran. After collecting the data the researcher considered each participant’s score two times: First regarding to their fathers’ educational level, second regarding to their mothers’ educational level. The researcher ran Independent Sample t-Test for differentiation between children whose parents have university education and children whose parents do not have university education. This study showed that children whose mothers have university education have higher level of English language proficiency. But there is no significant difference of English language proficiency level between children whose fathers have university education and those whose fathers do not have university education. In accordance with this study, unlike fathers’, mothers’ educational level, especially university education, could affect children’s English language proficiency level. So all parents especially mothers who desire to have children with high English language proficiency level, should take the prominence of their own educational level into account.

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Fernandez, Alberto Luis, and Gabriel Jauregui Arriondo. "Reading fluency as a measure of educational level." Dementia & Neuropsychologia 15, no. 3 (September 2021): 361–65. http://dx.doi.org/10.1590/1980-57642021dn15-030008.

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ABSTRACT Education exerts a powerful influence on the performance on neuropsychological tests. Recently, the number of years that a person attends school has been the preferred method to operationalize educational level (EL). However, reading fluency (RF) has emerged as an alternative method that can define the quality of education. Objective: To compare the influence of the number of years of education with RF on the cognitive performance in a control sample. Methods: Fifty-six control participants with varying ages (17–87 years) and levels of education (3–19 years of formal schooling) were administered a neuropsychological scale along with an RF task. This scale measured attention, memory, language, executive functions, and constructional praxis. The RF task consisted of a short text. The score was the number of words read correctly per minute. Pearson’s r was used to compute correlations. Results: Results showed that RF had a higher correlation (0.53) than the years of schooling (0.38) with the scores of the neuropsychological scale. Conclusions: Reading fluency is a short, practical task that is easy to use in different languages and is a promising tool for EL assessment. It is also an adequate alternative to the reading of irregular words as a qualitative measure of EL.

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37

Tsepis, Elias, and George Gioftsos. "Entry-level physical therapy educational system in Greece." Physical Therapy Reviews 12, no. 2 (June 2007): 105–10. http://dx.doi.org/10.1179/108331907x175069.

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38

Mårtensson, Katarina, and Torgny Roxå. "Leadership at a local level – Enhancing educational development." Educational Management Administration & Leadership 44, no. 2 (January 7, 2015): 247–62. http://dx.doi.org/10.1177/1741143214549977.

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39

Oedekoven, Monika, Katja Amin-Kotb, Paul Gellert, Klaus Balke, Adelheid Kuhlmey, and Susanne Schnitzer. "Associations Between Informal Caregivers’ Burden and Educational Level." GeroPsych 32, no. 1 (March 2019): 19–29. http://dx.doi.org/10.1024/1662-9647/a000199.

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Abstract. We investigated the association between the education of informal caregivers’ (IC) and their physical and mental burden. We hypothesized that better-educated IC would have more resources available to manage the care situation and as a result show lower perceived burden. We conducted a population survey of 6,087 German residents aged 18+ years, 966 of whom reported to be IC. Results show that IC felt more often mentally than physically burdened. In the multivariate analyses, higher-educated IC did not have lower odds of feeling physically burdened than lower-educated IC, though they did have increased odds of feeling mentally burdened. The higher perceived mental burden of higher-educated IC may be related to fear of loss of self-fulfilment and autonomy. Support services should consider the mental burden of higher-educated IC and tailor their interventions accordingly.

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40

NEWEY, FREDERICK K., and MARK S. BRODY. "Multi-level Educational Affiliations for a CE Department." Journal of Clinical Engineering 19, no. 5 (September 1994): 370–77. http://dx.doi.org/10.1097/00004669-199409000-00015.

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41

Toepfer, Conrad F. "Curriculum for Identity: A Middle Level Educational Obligation." Middle School Journal 23, no. 3 (January 1992): 3–10. http://dx.doi.org/10.1080/00940771.1992.11496042.

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42

Bulgaru, Ionut. "Cohesion-performance Relationship to the Educational Group Level." Procedia - Social and Behavioral Sciences 180 (May 2015): 248–55. http://dx.doi.org/10.1016/j.sbspro.2015.02.112.

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43

Walfish, Steven, and Katherine Pinholster. "Reading Level of Overeaters Anonymous Primary Educational Material." Eating Disorders 16, no. 3 (May 6, 2008): 212–16. http://dx.doi.org/10.1080/10640260802016720.

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44

Romanowska-Tolloczko, Anna. "Educational competences and emotional intelligence level of teachers." Pedagogics, psychology, medical-biological problems of physical training and sports 19, no. 2 (February 15, 2015): 60–63. http://dx.doi.org/10.15561/18189172.2015.0210.

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Akbar, Shabbir, Abdul Hameed, Mumtaz M. Khan, and Kamran Siddiqui. "Sensitivity Level of Educational Administrators towards Child Rights." Review of Economics and Development Studies 5, no. 1 (March 30, 2019): 67–78. http://dx.doi.org/10.26710/reads.v5i1.475.

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The Sensitivity level of administrators towards human rights specifically child rights in secondary schools needs to be explored. This sensitivity level towards child rights in terms of provision, protection and participation under United Nation Child Rights Convention (UNCRC) was assessed through knowledge, attitude and practice (KAP) model. The cognizance of this need necessitates to layout ways of improvement for child rights. This study therefore, articulated and empirically validated the problems through educational administrators working in secondary schools of Punjab, Pakistan. This cross sectional study used quantitative method design for data collection from 233 educational administrators (CEO, DOs and Head teachers) selected through simple random sampling method from each division with a response rate of 100%. The analysis of data showed that administrators have high sensitivity level about knowledge, attitude and practice of child right provision, protection and participation. This study is useful for researchers, practitioners, and policy makers.

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Heath, A. C., K. Berg, L. J. Eaves, M. H. Solaas, J. Sundet, W. E. Nance, L. A. Corey, and P. Magnus. "No decline in assortative mating for educational level." Behavior Genetics 15, no. 4 (July 1985): 349–69. http://dx.doi.org/10.1007/bf01070894.

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ADRDELEAN, Denisa, and Ionut ERDELI. "THE EDUCATIONAL LEVEL OF THE FAMILY AND THE COGNITIVE DEVELOPMENT IN CHILDHOOD." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 60–71. http://dx.doi.org/10.24250/jpe/2/2022/da/ie.

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In this study we aim to analyze the influence which the educational level of a family has on the cognitive development, in general, and on the inductive reasoning in particular, during the early school years. In this regard, we selected 215 students whose parents have secondary education and 117 with higher education and we applied two tests to children from primary schools in order to test the level of cognitive development (TIR and PTONI). The results gathered prove that parents have a significant influence on the development of cognitive skills.

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NANDOR, Nemes Madocsa. "Impactul nivelului educațional parental asupra agresivității la preadolescenți." Psihologie. Revista științifico-practică = Psychology. Scientific-practical journal 41, no. 2 (December 2022): 25–33. http://dx.doi.org/10.46728/pspj.2022.v41.i2.p25-33.

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The educational level of parents has been observed to have multiple infl uences on children. In this research we investigatea the diff erences in the levels of aggression in preadolescents depending on the educational level achieved by parents. The sample consisted of 219 children, 7th and 8th grade, and 438 their parents with 3 levels of parental education (primary, secondary and higher). The results of the ANOVA analysis revealed statistically signifi cant diff erences for children whose parents have a basic education (primary or secondary), manifesting higher levels of aggression on all dimensions tested (physical aggression, verbal aggression, anger and hostility). Such diff erences in the means of aggression in preadolescents whose parents have secondary and higher education levels were not observed.

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Danylchenko, Iryna, and Zhang Fei. "QUALITY OF EDUCATIONAL PROCESS MANAGEMENT AT THE ADMINISTRATIVE LEVEL IN THE PRESCHOOL EDUCATIONAL INSTITUTION." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 49, no. 2 (June 30, 2022): 112–21. http://dx.doi.org/10.31376/2410-0897-2022-2-49-112-121.

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У статті висвітлено теоретичні аспекти управління освітнім процесом у дошкільному закладі на адміністративному рівні. Здійснено аналіз останніх публікацій щодо понять «управління», «менеджмент», «менеджмент у дошкільній освіті», «менеджер дошкільної освіти», «управлінська компетентність», «управлінська компетентність керівника закладу дошкільної освіти». З’ясовано на основі аналізу наукових джерел управлінські функції директора закладу дошкільної освіти; загальні та професійні компетентності, якими має володіти менеджер дошкільної освіти; основні ознаки управлінської компетентності керівника закладу дошкільної освіти; вимоги до професійної (управлінської) компетентності директора закладу дошкільної освіти. Запропоновано педагогічні умови, які забезпечують якість управління освітнім процесом директором закладу дошкільної освіти.

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Halász, Gábor. "Conflicting Interests in County-Level Educational Administra Tion: a Study in Educational Policy-Making." East Central Europe 13, no. 1 (1986): 28–44. http://dx.doi.org/10.1163/187633086x00026.

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