Relevant bibliographies by topics / Educational model

Contents

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

Academic literature on the topic 'Educational model'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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Journal articles on the topic "Educational model"

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Gundy, Morag S., and Marie Josée Berger. "Towards a Model Supporting Educational Change." International Journal of Information and Education Technology 6, no. 3 (2016): 232–36. http://dx.doi.org/10.7763/ijiet.2016.v6.691.

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Siebert, Ernestine, Michael Wasserman, and Sandra Fisher. "Using Innovation Hubs as Global Educational Collaboration Centers: Changing the International Education Model." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 5 (2019): 19–23. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.45.3003.

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This paper adapts existing international educational models to address collaborative education using innovation hubs as the coordinating mechanism. Our goal is to improve global engagement and mobility of students during their educational path. In this paper, we address challenges in international education through an approach based on collaboration among universities with innovation hubs. We base our discussion on theories of organizational change and knowledge management. Qualitative data collected from three partner universities, two in Germany and one in the United States, are presented. Each had specific innovation hubs but none used these resources in a structured international context. We explore ways in which an innovation hub developed and operated by multiple international education partners might be an appropriate platform for new ways of collaboration. An innovation hub might provide a mechanism by which global partners learn in rich ways across diverse platforms, norms, and motivations. Theory grounded in organizational adaptation, open innovation and global education suggests that integrating an innovation hub with international education programs may yield effective results at the individual (students, staff, faculty) and the organizational (intellectual property, reputation, etc.) levels. Desired outcomes include creating mutual benefits through collective knowledge generation and implementation of new ideas. We conclude that implementation of this model would involve a change process, thus specific characteristics and indications for change management should be applied. We offer recommendations for implementing this model and discuss implementation options and the involvement of global partner faculty, students, and staff.
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Aleksandrova, Ludmila A., and Edvard R. Galimov. "University digital educational model." Journal Of Applied Informatics 15, no. 89 (October 30, 2020): 37–51. http://dx.doi.org/10.37791/2687-0649-2020-15-5-37-51.

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This work was carried out in accordance with the Digital Economy program of the Russian Federation and is therefore relevant. The program posed the following tasks for universities: the digital transformation of universities and the training of specialists of the digital economy. The Ministry of Education has articulated these issues as the creation of the Digital University. The paper proposes a model that can be laid the foundation of the Digital University. The model was developed on the basis of an analysis of the development of education in the fi of digitalization over the past 20 years, an assessment of the readiness of the leading universities of the Russian Federation to transform at present, and their own experience in using digital technologies. The proposed model satisfies the following requirements: openness of the system for students and teachers; the student’s participation in the formation of the trajectory of his own learning; the ability to access additional resources, courses and choose the places for practical training; formation and analysis of the digital trace; the use of intelligent methods for assessing acquired knowledge and competencies. The main blocks of the model are identified and the tasks for each block are formulated, which must be solved at the stage of creating the Digital University. The paper proposes approaches to their solution, technologies that the authors tested, evaluated and published the results in their previous works. In conclusion, we note that to create a Digital University, first of all, it is necessary: expand the base of control and training materials, modify, improve their forms; implement software smart systems for training and control; form a digital student trace, digital passports of information resources and, on their basis, form an individual learning path, an image of a specialist; develop learning scenarios for different images of students, goals, objectives; integrate intellectual resources of science and education; automate the management of the learning and control process as much as possible.
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Dierkhising, Judy Tombrink. "Formulating an Educational Model." Journal of Psychosocial Oncology 5, no. 1 (May 13, 1987): 89–102. http://dx.doi.org/10.1300/j077v05n01_09.

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Danyliuk, Maksym. "Educational Model Layout Design." Acta Mechanica Slovaca 26, no. 1 (March 1, 2022): 52–56. http://dx.doi.org/10.21496/ams.2022.022.

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Karatas, Kasim. "Bilingualism and bilingual educational model suggestion for Turkey." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 142–49. http://dx.doi.org/10.18844/gjhss.v3i1.1761.

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Tabrizi, Seyed Mohammad Amin Alavi, and Asli Sungur Ergenoglu. "Monitoring model for universal design in educational facilities." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (March 22, 2017): 291–301. http://dx.doi.org/10.18844/gjhss.v3i3.1574.

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Imam Hanafi and Hanifatur Rizqi. "Al-Ghazali's Educational thought Model (Islamic Educational Philosophical Approach)." Formosa Journal of Multidisciplinary Research 1, no. 7 (November 30, 2022): 1435–46. http://dx.doi.org/10.55927/fjmr.v1i7.1762.

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Al-Ghazali is one of the leaders of Muslim scientists who thought to be reckoned with in the world of science. But even so, thought a scientist would never be separated from the pros and cons. Some have claimed that Islam had reached its heyday in around the 7th century / M decline. The circles say that Al-Ghazali considered most responsible for it, because of changing patterns of Muslim life at that time to go back to the ascetic. However, Al-Ghazali thinking about education is one of the perfect reference. Because Al-Ghazali restrict education with the mystical thought.
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S. Polvonova, Yulduzkhon. "APPLICATION OF THE ROTATION MODEL FROM MIXED EDUCATION TECHNOLOGIES IN THE EDUCATIONAL PROCESS IN SCHOOLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 04 (April 1, 2022): 95–101. http://dx.doi.org/10.55640/eijmrms-02-04-19.

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This article describes the application of blended learning technologies based on the Rotation model to increase student learning effectiveness in PIMA schools, the advantages and disadvantages of the application process.
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Chianchana, Chaiwichit. "Research Synthesis on Educational Model." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (December 9, 2020): 14. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(14).

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The concept of study management according to the National Study Plan, based on the key principles of study management, consists of: Principles of Education Management for The Nation Principles of Education Management for Equality and General. The philosophy of sufficiency economy and the principle of participation in all sectors of society. It also adheres to sustainable development goals. Domestic issues such as the quality of people of all ages. Changes to the country's population structure Inequality of income distribution and environmental crisis. The national strategy is a key framework for the creation of a national education plan from 2017 to 2036, and the findings in the study's quality plan have also found that the development results are not satisfactory, as the basic academic achievements are significantly lower than average and lower than many Asian countries (Office of the Education Council, 2017). From that plan, Education is extremely important and must continue to develop across all dimensions. Keywords: Research systhesis, Educational Model
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Dissertations / Theses on the topic "Educational model"

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Rintala, Gerald O. "A preliminary educational technology maturity model." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/289159.

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The current technological revolution has necessitated a new way to view the maturity of its computing environment within a given educational system. Adapting a model from the software industry which assesses the maturity of an organization, the researcher has developed an educational technology maturity model consisting of two dimensions: technology availability and teacher fluency with that technology. The purpose of the model is to locate a particular school within a given school district on a concept grid consisting of Technology Availability on an X-axis, and Teacher Fluency on the Y-axis. The continuum for each of the axes range from a Level 1 (the lowest) to a Level 5 (the highest). One of the uses of such a model is to give a school district a means to assess individual schools against a baseline within the district. This information can assist in the development of a technology plan if none exists, or to revise an existing plan to accomplish the goals of the district. Future uses may include relating technology assessment to achievement scores in schools or districts.
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Williamson, Jamie D. "Reliability of the Brief Assessment Model." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1101994832.

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Metcalf, Shelia Elaine. "Redesigning High School through a Personalized Learning Model." Thesis, William Woods University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10742972.

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Personalized learning is an evolving method for tailoring the goals of K-12 education to meet the needs of each student. This study supports education leaders in learning how to tailor education plans that maximize success for each student. This study extends learning about a better course of action for schools that might prevent students from being in credit lag and at risk of dropping out. This qualitative research study aims to outline themes about time, place and pace in earning high school credits, as well as combat the reasons why students drop out. Through a qualitative content analysis of US Department of Education reports, corporate advocacy narratives, and published research monographs, the researcher examined how rationales for a personalized learning model served to further innovative approaches to high school course completion by redefining the roles of teacher and student in the learning environment. The theory of situated learning was the basis for recognizing the relationships between teaching and learning in a personalized learning instructional model. The documents showed a high level of density in discussing the combined roles of teacher and student with little regard for the singular role of teacher in a personalized learning model.

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Norton, Susan K. "Indicators of Success in the Blended Doctoral Cohort Model." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840659.

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For decades, the cohort model has been utilized to bring graduate degrees to working adults who cannot put their family lives and careers on hold to attend a university in the more traditional way. With the growing access to reliable digital tools, some cohorts have taken advantage of the ability to meet online with live-streaming applications such as Skype, GoToMeeting, and Adobe Connect. The blending of online instruction and face-to-face interaction has given birth to blended learning, a hybrid of synchronous and asynchronous learning. With this evolution of curriculum and instruction delivery, questions arise regarding the quality of graduate programs. Are the students who are investing time and money into these graduate degrees receiving the high-level of quality that they would expect if they were attending the university in a traditional way? How are they interacting with their peers in a scholarly fashion? How are the professors engaging the students in meaningful and scholarly ways? How do students and institutions know what is working for the success of the student and what needs to be improved? This study sought to uncover answers to some of these questions as it researched 16 doctoral students in one blended cohort in central California. With primarily qualitative methods, the study attempted to describe the phenomenon that is the blended doctoral cohort, specifically researching the participants’ perspective of themselves and the blended cohort model at the beginning of their program and, again, at the end of their program.

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Yoon, Caroline. "A conceptual analysis of the models and modeling characterization of model-eliciting activities as "thought-revealing activities"." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243797.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4491. Advisers: Thomas Schwen; Frank Lester.
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Cantone, Daniel. "Bob Johnson: Coach, Leader, Role Model, Community Servant." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/1155.

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Many things are known about Coach Bob Johnson including his military background and dynamic coaching career, but there are still many more facts that are unknown. By most accounts he was a dynamic leader who was able to motivate, influence, and lead over the course of his 27- year career coaching and teaching at Emory and Henry College. The success of his career is visible through the success of his players and teams, the number of wins, and the many accomplishments, awards, and recognitions he received. The purpose of this qualitative study was to describe Coach Johnson’s life by examining his life as a coach, teacher, administrator, and individual to help demonstrate his leadership and examine events that led to his impact and influence at Emory and Henry College. This study was based on 5 research questions: 1. What was his leadership style? 2. What type of person was he? 3. What type of coach was he? 4. What are the interviewees’ perceptions of how he influenced their lives? 5. What are the interviewees’ perceptions of his life and work? Findings from these questions helped provide answers that demonstrated the leadership and influence of Coach Johnson. The findings were consistent with Leithwood, Riehl, and the National College for School Leadership’s (2003) 3 core leadership practices for successful leadership in educational settings, which are setting directions, developing people, and developing the organization. The findings also fit into the Leadership Challenge Model (Kouzes & Posner, 1997), which consists of challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. As there is no published research on Coach Johnson, this study is significant. The data were gathered by conducting semistructured interviews with those who knew Coach Johnson well. The results provide insight on leadership and how one can influence others.
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Zakaria, Mohamed Ramzy. "The hybrid model, and adaptive educational hypermedia frameworks." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/14247/.

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The amount of information on the web is characterised by being enormous, as is the number of users with different goals and interests. User models have been utilized by adaptive hypermedia systems generally and adaptive educational hypermedia systems (AEHS) particularly to personalize the amount of information they have with respect to each individual's knowledge, background and goals. As a result of the research described herein, a user model called the Hybrid Model has been developed. This model is both generic and abstract, and it extends other models used by AEHS by measuring users' knowledge levels with respect to different knowledge domains simultaneously by utilising well known techniques in the world of user modelling, specifically the Overlay model (which has been modified) and the Stereotype model. Therefore, using the Hybrid Model, AEHS will not be restricted to a single knowledge domain at anyone time. Thus, by implementing the Hybrid model, those systems can manage users' knowledge globally with respect to the deployed knowledge domains. The model has been implemented experimentally in an educational hypermedia system called WHURLE (Web-based Hierarchal Universal Reactive Learning Environment) to verify its aim - managing users' knowledge globally. Moreover, this implementation has been tested successfully through a user trial as an adaptive revision guide for a Biological Anthropology Course. Furthermore, the infrastructure of the WHURLE system has been modified to embrace the objective of the Hybrid Model. This has led to a novel design that provides the system with the capability of utilising different user models easily without affecting any of its component modules.
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Heller, Monica L. "Predicting first-year college achievement| Evaluation of a self-regulatory coping model." Thesis, Ball State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716069.

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The current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in student academic achievement outcomes. Overwhelmingly, research finds that the first year in college is the time of greatest risk for student academic failure and drop out. Challenges associated with academic-oriented forms of stress and anxiety (Baillie & Fitzgerald, 2000; Bembenutty, 2008; Cassady, 2010; Collier & Morgan, 2008; Jean, 2010; Pike & Kuh, 2005; Soria & Stebleton, 2012; Turner et al., 2012) coupled with limitations in effective coping strategies (Hofer et al., 1998; Kitsantas et al., 2008; McInerney, 2011; Pintrich & Zusho, 2002; Robbins et al., 2004; Zimmerman & Schunk, 2008) lie at the center of the difficulties these first-year students experience, which ultimately play a significant role in persistence and achievement outcomes. This is particularly true for students from at-risk populations (e.g., first-generation students, ethnic minorities; Balemian & Feng, 2013; Borman & Overman, 2004; Choy, 2001; Engle, 2007; Jones et al., 2010; Pascarella et al., 2004; Toldson, 2012).

The wide body of research confirms that no single factor reliably predicts college academic success or failure, although institutions have traditionally relied upon indicators of prior achievement (i.e., H.S. GPA and college entrance exams) for such inferences (Alarcon & Edwards, 2013; DeBerard et al., 2004; Harackiewicz et al., 2002; Kowitlawakul et al., 2013; Randsell, 2001; Zypher et al., 2007). Rather, it is the collective of factors from environmental, behavioral and personal domains that interact and have the potential to positively or negatively influence college student achievement (Bandura, 1986; 1997; 1999; Lazarus & Folkman, 1984; Snow et al., 1996). As such, the Transactional Stress and Coping model (Lazarus & Folkman, 1984) provides a comprehensive model through which the influence and interaction of multiple factors associated with student stress-appraisals, coping responses, and eventual outcomes can be examined within investigations of college academic achievement.

The main purpose of this study was to examine the degree of influence student background characteristics, indicators of prior achievement, anxiety-laden cognitive belief states, and self-regulated learning had on first-year college student achievement. Informed by the Lazarus and Folkman (1984) framework, a proposed academic-oriented stress-appraisal and coping model was tested for viability in predicting student achievement outcomes at the conclusion of their first-year in college. This study investigated research questions specifically associated with: 1) the influence of gender, ethnicity and first-generation status on first-year achievement; 2) the influence of student prior achievement (i.e., H. S. GPA and SAT scores) on first-year achievement; 3) the potential mediating influence of cognitive appraisals on first-year achievement; and 4) the potential moderating role of self-regulated learning in first-year achievement. For this archival study, all student demographic data, measures of prior achievement, first-year college achievement (cumulative GPA) and self-report responses to the LASSI-HS (Weinstein & Palmer, 1990) instrument were accessed from a large sample (N = 29,431) of first-time, first-year students enrolled at a mid-sized, Midwestern 4-year university during years 2004-2012. Using an established model of stress-appraisal and coping (Lazarus & Folkman, 1984) within an academic context, five models were tested using Structural Equation Modeling (SEM) to answer the specific research questions and investigate the utility of the models in predicting first-year college achievement.

The results revealed that although all background factors (i.e., gender, ethnicity, first-generation status) were statistically significant predictors of first-year achievement (GPA), their influence on first-year GPA was minimal. Additionally, prior achievement had a statistically significant, but weak, influence on first-year GPA. Although the direct path relationships for all pre-existing personal factors were statistically significant, the results also indicated anxious cognitive appraisals served a mediating role between these factors and first-year GPA. Thus, a partially mediated model best represented the relationships among these variables. The potential moderating effects of motivational regulation and active coping strategies did not have any meaningful impact in the two self-regulatory coping models tested. Although some statistically significant relationships were observed and provided evidence that background factors, prior achievement, anxious cognitive appraisals and self-regulated learning are associated, their influence was minimal and offered little practical utility in explaining first-year college student achievement.

Overall, the results of the study were unexpected given the strong theoretical and empirical support for the measures utilized in the study and literature supporting meaningful and rather robust relationships among the variables of interest. This atypical finding seemed to be due primarily to the first-year student GPAs, and suggests attending to concerns related to the evaluation of student performance and achievement in the first year of college. (Abstract shortened by UMI.)

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Bush, Charles D. "Teacher Perceptions About New Evaluation Model Implementations." Thesis, Northcentral University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10622533.

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The challenge of designing and implementing teacher evaluation reform throughout the U.S. has been represented by different policies, teacher evaluation components, and difficulties with implementation. The purpose of this qualitative embedded single case study was to explore teacher perceptions about new evaluation model implementations and how new model implementations impact the relationships between teachers and administration. The main unit of analysis was teachers at one school experiencing the implementation of new evaluation reform. The sub-units were the experience levels of teachers, specifically New Teachers, Mid-career Teachers, and Seasoned Teachers. Findings in this research demonstrated a protectiveness of the low income school in which the participants work, and a lack of trust in the state understanding the needs of a low performing school. The findings indicated teachers perceive the lack of local control or input into the development or implementation of a new evaluation tool may create feelings of mistrust and ulterior motives. Results also emerged suggesting that teachers perceive a new teacher evaluation model may add stress to the site, provide tools for feedback and accountability, and possibly negatively impact the relationships with students. Finally, the findings indicated striking differences of the perceptions of teachers with different levels of teaching experience. Teachers of all experience levels perceived similar, positive relationships between teachers and administrators. However, the perceptions of the current evaluation tool was markedly different based on years of experience. New Teachers and Mid-Career Teachers stressed a desire to receive feedback and the need for feedback to improve their practice. Conversely, Seasoned Teachers stated a clear lack of need or desire for feedback. Additionally, All experience level groups perceived that there may be some level of added stress during the implementation of a new evaluation tool. Seasoned Teachers Mid-Career Teachers perceive the possibility of a new tool as a negative event, while New Teachers viewed this as an opportunity for accountability and alignment.

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Loving, Virginia. "The Sustainability of a Coaching Model for Beginning Principals." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2382.

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Abstract THE SUSTAINABILIY OF A COACHING MODEL FOR BEGINNING PRINCIPALS By Virginia F. Loving A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Director: R. Martin Reardon, PhD, Assistant Professor, School of Education This phenomenological study sought to determine what coaching-induced practices are acquired during novice principals first year as principal, and the sustainability of coaching-induced practices once the coach has been removed. This study identified skills learned while novice principals participated in a coaching program, and the extent to which these practices continued into the second, third, and fourth year of their principalship (as appropriate) once the coaching had concluded. Face-to-face interviews were recorded, transcribed, and reviewed to provide insight into common themes from the participants. Direct quotations about the experience were then placed in a narrative to describe the phenomenon of the coaching experience as seen through the eyes of the participants. After a careful review of the information, the findings reveal, that indeed, components of the coaching experience are sustainable once the coach has been removed. The common elements were data collection and analysis, confidence, feedback, finding a focus, and self-reflection.
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Books on the topic "Educational model"

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Lafleur, Clay. Program review model. [Barrie, ON]: Simcoe County Board of Education, 1990.

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Yi, Ch'an-hŭi. Han'gukhyŏng kyoyuk kaebal hyŏmnyŏk model kuch'uk yŏn'gu. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2008.

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Yi, Ch'an-hŭi. Han'gukhyŏng kyoyuk kaebal hyŏmnyŏk model kuch'uk yŏn'gu. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2008.

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Glovackaya, Alevtina. Computational model. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013723.

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The textbook covers the basics of classical numerical methods of computational mathematics used for solving linear and nonlinear equations and systems; interpolation and approximation of functions; numerical integration and differentiation; solutions of ordinary differential equations by methods of one-dimensional and multidimensional optimization. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for students of higher educational institutions studying in the discipline "Numerical methods".
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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education., ed. Increasing educational success: The effective schools model. Washington: U.S. G.P.O., 1988.

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Sawchuk, Mariette T. Access and persistence: An educational program model. Los Angeles, Calif. : e: PrismPublishing of Mount St. Mary's College, 1990.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Increasing educational success: The effective schools model. Washington: U.S. G.P.O., 1987.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Increasing educational success: The effective schools model. Washington: U.S. G.P.O., 1987.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education. Increasing educational success: The effective schools model. Washington: U.S. G.P.O., 1987.

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United States. Congress. House. Committee on Education and Labor. Subcommittee on Elementary, Secondary, and Vocational Education., ed. Increasing educational success: The effective schools model. Washington: U.S. G.P.O., 1988.

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Book chapters on the topic "Educational model"

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Meyer, Greg, and Karen Meyer. "Ms. Smith Model T4." In Educational Fabulations, 29–40. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93827-7_2.

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Duit, Reinders. "Model of Educational Reconstruction." In Encyclopedia of Science Education, 1–3. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_157-1.

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Duit, Reinders. "Model of Educational Reconstruction." In Encyclopedia of Science Education, 654–56. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_157.

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Wu, Margaret, Hak Ping Tam, and Tsung-Hau Jen. "Partial Credit Model." In Educational Measurement for Applied Researchers, 159–85. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3302-5_9.

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Sabanina, Natalia R., and Valery S. Meskov. "Mental Model of Educational Environments." In Transactions on Computational Science and Computational Intelligence, 963–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70296-0_78.

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Sabanina, Natalia R., and Valery S. Meskov. "Mental Model of Educational Environments." In Transactions on Computational Science and Computational Intelligence, 963–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70296-0_78.

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Almond, Russell G., Robert J. Mislevy, Linda S. Steinberg, Duanli Yan, and David M. Williamson. "The Biomass Measurement Model." In Bayesian Networks in Educational Assessment, 549–82. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2125-6_15.

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Li, Jian. "The literature of educational innovation for China’s teachers’ academic development." In Innovation Competency Model, 29–42. Abingdon, Oxon; New York, NY : Routledge, 2021. | Series: China perspectives: Routledge, 2020. http://dx.doi.org/10.4324/9781003056935-5.

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McCoach, D. Betsy, Sarah D. Newton, and Anthony J. Gambino. "Multilevel Model Selection: Balancing Model Fit and Adequacy." In Methodology for Multilevel Modeling in Educational Research, 29–48. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9142-3_3.

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Patten, Kathryn E. "The Somatic Appraisal Model of Affect: Paradigm for Educational Neuroscience and Neuropedagogy." In Educational Neuroscience, 86–96. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444345827.ch13.

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Conference papers on the topic "Educational model"

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Pham, Xuan Thanh, Anh Tho Mai, and Anh Tuan Ngo. "An Educational Transformative Sustainability Model Based On Modem Educational Technology." In 2020 5th International Conference on Green Technology and Sustainable Development (GTSD). IEEE, 2020. http://dx.doi.org/10.1109/gtsd50082.2020.9303074.

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Tujarov, Hristo, Svetlana Avramova, Stefan Kalchev, and Milena Stefanova. "Educational process model." In the 9th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500940.

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Lopez, M., BK Peddinani, M. O’Connor-Córdova, and B. Carrion. "DIGITAL EDUCATIONAL MODEL: TRANSFORMATION TOWARDS A DISTANCE UNIVERSITY EXPERIENCE." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7155.

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The declaration of the COVID-19 pandemic as a health emergency disrupted multiple sectors, and education was not an exception. Particularly in medical education, in addition to caring for patients that had been exposed to the virus, faculty members had the responsibility to guarantee academic quality and continuity. The transition to a remote emergency model gave rise to a new digital educational model that provided content delivery and the whole university experience. This study’s objective was to assess the quality of this digital educational model that resulted from the transformation. The study considered a quantitative approach, with a descriptive and cross-sectional design. The sampling strategy was a convenience sample of 213 first-year undergraduate students. As an instrument, a 28-item questionnaire with a Likert scale was used. The statistical analysis considered Cronbach’s alpha, item-total correlation, and factor analysis to analyze the instrument’s structure. Subsequently, descriptive statistics were used to identify trends in the responses of the participants. The internal consistency of the instrument is adequate with a Cronbach’s alpha of 0.9. The factor analysis resulted in four dimensions representing the educational model: 1) content and curriculum, 2)teaching and learning practices, 3)technology and infrastructure, and 4)collaboration and networks. As educational innovations were being developed, the need to assess its impact on the quality of learning was necessary; thus, quality improvement is promoted and accountable. Implementations such as connecting to a learning environment through a mobile device or learning at a relaxed pace have been deeply appreciated. Now that we have tasted those facilitators, it should not be taken away; institutions need to resist the temptation of returning everything as it was before. Keywords: higher education, educational innovation, professional education, distance education, pandemic adaptations
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Rodríguez-Cano, Sonia, María Teresa Ortega, Martha Lucía Orozco-Gómez, Raquel de la Fuente-Anuncibay, José Luis Cuesta-Gómez, and Miguel Corbí. "TUT4IND: A MODEL OF EDUCATIONAL INCLUSION IN HIGHER EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0940.

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Rodríguez-Alvarado, Jennifer, Rosa López Martos, and Manuel Malpica-Rodríguez. "Educational model based on Tele Education in times of pandemic in a Peruvian Educational Institution." In 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research and Leadership in Post-pandemic Engineering: Resilient, Inclusive and Sustainable Actions”. Latin American and Caribbean Consortium of Engineering Institutions, 2022. http://dx.doi.org/10.18687/laccei2022.1.1.458.

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Galiutinova, E. I. "Educational Institution Risk Management Model." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.232.

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Daltaban, T. S., J. S. Archer, and H. Toral. "Petroleum Engineering Studies Educational Model." In Petroleum Computer Conference. Society of Petroleum Engineers, 1989. http://dx.doi.org/10.2118/19145-ms.

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Zainuddin, Zainuddin. "Model of Educational Synergy Management." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.137.

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YANG, HONG. "RESEARCH ON WECHAT MORAL EDUCATION MODEL INNOVATION IN UNIVERSITIES." In 2021 International Conference on Education, Humanity and Language, Art. Destech Publications, Inc., 2021. http://dx.doi.org/10.12783/dtssehs/ehla2021/35730.

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College students are in the active period of thinking and knowledge, and WeChat has a profound influence on them. At the same time, the moral education in colleges and universities is in the era of both challenges and opportunities. With the increasingly changing and frequent use of WeChat, moral education in colleges and universities is faced with new educational objects, educational environments and educational models. By analyzing the positive and negative effects of WeChat on college students and college moral education, this paper tries to put forward some suggestions on the strategy of using WeChat platform to conduct moral education for college students. The author hopes to provide inspiration for the innovation of moral education in colleges and universities in China and make a little contribution to the cause of moral education through the discussion of this paper.
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Rossi, Rogério, and Pollyana Notargiacomo Mustaro. "eQETIC: a Maturity Model for Online Education." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2194.

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Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, the development of digital educational platforms requires different expertise to its development including knowledge areas such as pedagogy, psychology, computing and digital technologies associated with education that allow the correct development and application of these solutions. To support the development of such solutions with satisfactory quality indicators, this research presents a model dedicated to quality of online educational solutions grounded in an approach that considers the continuous improvement of processes. The model features three maturity levels and six common entities that address the specific practices for planning and developing this type of solution, targeting quality standards that satisfy their users, be they students, teachers, tutors, or others involved in the development process and use of these kind of educational solutions.
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Reports on the topic "Educational model"

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Pavlicheva, E. N. Logical-informational model of educational disciplines of an individual trajectory of a student's education at a university. OFERNIO, December 2020. http://dx.doi.org/10.12731/ofernio.2020.24723.

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Morze, Natalia V., and Viktoriia O. Kucherovska. Ways to design a digital educational environment for K-12 education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4438.

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Most educational institutions strive to create favourable conditions for students which meet educational needs of each student. It leads to high demand in the digital educational environment of K-12 education institutions. The article is devoted to the description of the concept, components and ways of designing the digital educational environment of a K-12 education institution through the transformation of educational activities. The importance of developing an educational policy of an educational institution in the field of digital technology is described. Authors present the model and the ways of designing the digital educational environment of the K-12 education institution. The necessity of self-assessment of digital technologies usage in the educational process by all its participants is substantiated; the ways of application of the European tool SELFIE for carrying out such self-analysis are described. Based on the adaptation of all components of the tool SELFIE for Ukrainian education, the results of its usage at one of the secondary schools in Kyiv are presented.
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Balyk, Nadiia, Svitlana Leshchuk, and Dariia Yatsenyak. Developing a Mini Smart House model. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3741.

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The work is devoted to designing a smart home educational model. The authors analyzed the literature in the field of the Internet of Things and identified the basic requirements for the training model. It contains the following levels: command, communication, management. The authors identify the main subsystems of the training model: communication, signaling, control of lighting, temperature, filling of the garbage container, monitoring of sensor data. The proposed smart home educational model takes into account the economic indicators of resource utilization, which gives the opportunity to save on payment for their consumption. The hardware components for the implementation of the Mini Smart House were selected in the article. It uses a variety of technologies to conveniently manage it and use renewable energy to power it. The model was produced independently by students involved in the STEM project. Research includes sketching, making construction parts, sensor assembly and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Research includes sketching, making some parts, assembly sensor and Arduino boards, programming in the Arduino IDE environment, testing the functioning of the system. Approbation Mini Smart House researches were conducted within activity the STEM-center of Physics and Mathematics Faculty of Ternopil Volodymyr Hnatiuk National Pedagogical University, in particular during the educational process and during numerous trainings and seminars for pupils and teachers of computer science.
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Jere, Catherine M. Developing, implementing and evaluating the SOFIE model: Supporting increased educational access for vulnerable pupils in Malawi. Institute of Education, University of Malawi, 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii080.

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Shapovalov, Yevhenii B., Viktor B. Shapovalov, Roman A. Tarasenko, Stanislav A. Usenko, and Adrian Paschke. A semantic structuring of educational research using ontologies. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4433.

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This article is devoted to the presentation of the semantic interoperability of research and scientific results through an ontological taxonomy. To achieve this, the principles of systematization and structuration of the scientific/research results in scientometrics databases have been analysed. We use the existing cognitive IT platform Polyhedron and extend it with an ontology-based information model as main contribution. As a proof-of-concept we have modelled two ontological graphs, “Development of a rational way for utilization of methane tank waste at LLC Vasylkivska poultry farm” and “Development a method for utilization of methane tank effluent”. Also, for a demonstration of the perspective of ontological systems for a systematization of research and scientific results, the “Hypothesis test system” ontological graph has created.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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Babkin, Vladyslav V., Viktor V. Sharavara, Volodymyr V. Sharavara, Vladyslav V. Bilous, Andrei V. Voznyak, and Serhiy Ya Kharchenko. Using augmented reality in university education for future IT specialists: educational process and student research work. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4632.

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The article substantiates the feature of using augmented reality (AR) in university training of future IT specialists in the learning process and in the research work of students. The survey of university teachers analyzed the most popular AR applications for training future IT specialists (AR Ruler, AR Physics, Nicola Tesla, Arloon Geometry, AR Geometry, GeoGebra 3D Graphing Calculator, etc.), disclose the main advantages of the applications. The methodological basis for the implementation of future IT specialists research activities towards the development and use of AR applications is substantiated. The content of the activities of the student’s scientific club “Informatics studios” of Borys Grinchenko Kyiv University is developed. Students as part of the scientific club activity updated the mobile application, and the model bank corresponding to the topics: “Polyhedrons” for 11th grade, as well as “Functions, their properties and graphs” for 10th grade. The expediency of using software tools to develop a mobile application (Android Studio, SDK, NDK, QR Generator, FTDS Dev, Google Sceneform, Poly) is substantiated. The content of the stages of development of a mobile application is presented. As a result of a survey of students and pupils the positive impact of AR on the learning process is established.
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Cherniavskyi, Ruslan, Yaroslav Krainyk, and Anzhela Boiko. Modeling university environment: means and applications for university education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3742.

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In the paper, we establish an investigation on the development of university 3D-model and its possible applications for educational and research fields. We assume that 3D-model of university can help in various scenarios and should be used to adopt modern immersing technologies into to university processes. Different means are employed for the development of the model. Bottom-up approach for using these means and their connection with each other are shown in the work. Then, details of the 3D-model design process are provided with peculiarities related to the university building location and corpuses positions. Finally, assembled models of university are shown in 3ds Max and Unity environments. In the final part of the paper, we suggest scenarios of model usage for educational and research fields. Universities can gain various benefits from integrating their research efforts to employ new technology and identify new development opportunities for both science and education in university. In case of the developed 3D-model, it is planned to use it in the projects connected with client-server applications, Internet-of-Things, Smart Grid, etc. In the educational process it will be a part of case-studies for learning 3D-modeling, development in Unity environment, training for emergency situations.
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Ruff, Grigory, and Tatyana Sidorina. THE DEVELOPMENT MODEL OF ENGINEERING CREATIVITY IN STUDENTS OF MILITARY INSTITUTIONS. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/model_of_engineering_creativity.

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The troops of the national guard of the Russian Federation are equipped with modern models of weapons, special equipment, Informatization tools, engineering weapons that have artificial intelligence in their composition are being developed, " etc., which causes an increase in the requirements for the quality of professional training of future officers. The increasing complexity of military professional activities, the avalanche-like increase in information, the need to develop the ability to quickly and accurately make and implement well-known and own engineering solutions in an unpredictable military environment demonstrates that the most important tasks of modern higher education are not only providing graduates with a system of fundamental and special knowledge and skills, but also developing their professional independence, and this led to the concept of engineering and creative potential in the list of professionally important qualities of an officer. To expedite a special mechanism system compact intense clarity through cognitive visualization of the educational material, thickening of educational knowledge through encoding, consolidation and structuring Principle of cognitive visualization stems from the psychological laws in accordance with which the efficiency of absorption is increased if visibility in training does not only illustrative, but also cognitive function, which leads to active inclusion, along with the left and right hemispheres of the student in the process of assimilation of information, based on the use of logical and semantic modeling, which contributes to the development of engineering and creative potential.
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KISELEVA, G., and O. TURYANSKAYA. EFFECTIVE MANAGEMENT OF AN EDUCATIONAL INSTITUTION AS A CONDITION FOR QUALITY ASSURANCE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-76-84.

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The author in his article highlights the main ways of effective management of an educational institution. He refers to the main methods of goal setting, planning, organization, control and regulation. The author reveals the structural elements of the management model, which is also reflected in the Development Program of the educational institution.
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