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Journal articles on the topic 'Educational model'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 March 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Kerchner, Jody L. "A Model for Educational Partnerships." Journal of Music Teacher Education 8, no. 1 (September 1998): 7–14. http://dx.doi.org/10.1177/105708379800800103.

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12

Adams, Denis, Albakri Ahmad, Doug Haynes, and Jim Sheehan. "Embodiments of Beer's Educational Model." Kybernetes 22, no. 6 (June 1993): 44–59. http://dx.doi.org/10.1108/eb005990.

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13

Buchanan, Neil, and Graham Scambler. "Epilepsy as an educational model." Seizure 2, no. 1 (March 1993): 45–48. http://dx.doi.org/10.1016/s1059-1311(05)80100-1.

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14

Pevec, Alexander Michael. "Refining an Educational Pricing Model." International Journal of Knowledge, Culture, and Change Management: Annual Review 5, no. 1 (2006): 39–46. http://dx.doi.org/10.18848/1447-9524/cgp/v05i01/49457.

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15

Johansson, K. E., Ch Nilsson, and P. E. Tegner. "An educational PET camera model." Physics Education 41, no. 5 (August 23, 2006): 437–39. http://dx.doi.org/10.1088/0031-9120/41/5/009.

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16

Zaglul, José A. "EARTH University educational model: perspective on agricultural educational models for the twenty-first century." Frontiers in Life Science 9, no. 3 (July 2, 2016): 173–76. http://dx.doi.org/10.1080/21553769.2016.1193826.

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17

Rajabi, Taghi, Hossein Gharibi, and Mohammad Abooyee Ardakan. "Educational Thesaurus (Pictorial Thesaurus, a Model for Displaying Educational Content)." Iranian Journal of Information Processing and Management 36, no. 4 (July 1, 2021): 1203–21. http://dx.doi.org/10.52547/jipm.36.4.1203.

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18

İşbulan, Onur, and Mübin Kıyıcı. "Analysis And Improvement Of Prospective Teachers’ Educational Facebook Use and Development A Model For Educational Purposes." International Journal of Psychology and Educational Studies 7, no. 2 (May 2, 2020): 50–71. http://dx.doi.org/10.17220/ijpes.2020.02.005.

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19

Miljković, Jovan. "Model upravljanja isntitucijom za obrazovanje odarslih." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 21–32. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.21.

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The paper considers different aspects of adult education institution management. Adult education institution is viewed in context of its position in the Educational system, and variable and constantly changing environment, which demands continuing adaptations and lifelong learning. In such situation, the paper considers various options of adult education institution management and proposes a model that should take into account multidimensionality of the studied phenomena. The problem is approached in an interdisciplinary manner, from the positions of educational sciences and disciplinary management.

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20

Ribeiro dos Santos, Renata, Marilde Terezinha Prado Santos, and Ricardo Rodrigues Ciferri. "ProvOER model: A provenance model for Open Educational Resources." Heliyon 9, no. 2 (February 2023): e13311. http://dx.doi.org/10.1016/j.heliyon.2023.e13311.

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21

Roy, Loriene. "Four Directions: An Indigenous Educational Model." Wicazo Sa Review 13, no. 2 (1998): 59. http://dx.doi.org/10.2307/1409146.

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22

Lui, Richard W. C., and Cheuk Hang Au. "Establishing an Educational Game Development Model." International Journal of Game-Based Learning 8, no. 1 (January 2018): 52–73. http://dx.doi.org/10.4018/ijgbl.2018010104.

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This article describes how different literatures have suggested the positive role of educational games in students' learning, but it can be hard to find an existing game for student learning. Some lecturers may try to develop a game for their courses, but there were not many effective models for educational board game development. The authors have formed a team for developing a game with the purpose of teaching Search Engine Optimization (SEO) in an undergraduate course, and observed the design meetings and the game trial sessions. They have developed a spiral educational game development model based on the observation and the game deliverable, and have provided other suggestions for developing educational games based on the students' and designers' feedback.

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23

Горленко, Олег, Oleg Gorlenko, Татьяна Можаева, Tatyana Mozhaeva, Александр Проскурин, and Aleksandr Proskurin. "FUNCTIONAL MODEL OF EDUCATIONAL INSTITUTION MANAGEMENT." Bulletin of Bryansk state technical university 2018, no. 12 (December 18, 2018): 87–92. http://dx.doi.org/10.30987/article_5c0f8097ecd513.19409794.

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24

Morrison, Keith, and Greetje van der Werf. "The scalpel model of educational research." Educational Research and Evaluation 26, no. 1-2 (February 17, 2020): 1–3. http://dx.doi.org/10.1080/13803611.2021.1912894.

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25

Popova, N. A., O. V. Barkova, and E. A. Omelchenko. "EDUCATIONAL MODEL OF “7 KEYS” SCHOOL." Современная высшая школа инновационный аспект, no. 1 (2022): 92–100. http://dx.doi.org/10.7442/2071-9620-2022-14-1-92-100.

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Educational model of “7 Keys” private general education school is discussed. “7 Keys” is full day school, where the teachres and children live a fairly long time period together. Adult resources are not only excellent knowledge of the subject taught and pedagogical excellence of the teacher, but also the values, interests and motivation of every adult included in the scholl educational activities. The teacher always translates these values via his/her pedagogical activities influencing the pupils voluntarily or not. Cultural an emotional exchange that goes on between the teachers and pupils from the first to the eleventh grade is important for us. Pupils spontaneously master thinking technologies, knowledge on the subjects and intersubject skills in this communications. Pupils gain a personal experience that help them to self-identify, make personal choice and develop their individual development trajectory. All new skill and, experiences are gained by by the dupils in the course of projecting.

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26

Marzouki, Ouiame Filali, Mohammed Khalidi Idrissi, and Samir Bennani. "Towards a New Mobile Educational Model." International Journal of Systems Applications, Engineering & Development 15 (November 28, 2021): 178–85. http://dx.doi.org/10.46300/91015.2021.15.26.

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The development of mobile technologies and wireless networks encourages more research on Mobile Learning. Reviewing irregular verbs on a bus or organizing a training schedule on a Smartphone is becoming more common today. Mobile learning complements and enhances existing learning systems. Its development has been slowed in the early 2000s by both technical limitations and lack of dedicated teaching models. This article focuses on educational issues and proposes a solution by adopting the Method for Engineering Learning Systems MISA. Our work aims to identify basic elements, key characteristics and dimensions for developing the appropriate content for mobility. These elements are the basis for customization of the MISA method. Indeed, the different steps of MISA are governed by operating principles which ensure greater consistency and flexibility. Taking into account the specifications of Mobile learning in the development of these principles, we can adapt MISA to design a mobile learning system.

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27

Głębocki, Rafał, Alina Gil, Urszula Nowacka, Joanna Górna, and Monika Kowalczyk-Gnyp. "EDUCATIONAL MODEL FOR CROSS-GENERATIONAL COLLABORATION." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 17, 2021): 51–57. http://dx.doi.org/10.17770/etr2021vol2.6606.

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The paper's considerations relate to an Erasmus+ project called Generation: Smart. Social Competences Transmedia Bridge To Cultivate A New Culture For Cross-Generational Collaboration. The consortium agreed that due to profound changes in the contemporary Network Societies, people of various generations have to collaborate. However, it is a complex issue due to the divergent life purposes of different aged people. Thus, the project's targeted group, i.e., educators who support adult learners, should be equipped with an educational model that constitutes a solution to this situation. The assumption was that such a model is to include social competences enabling the processes of cross-generational collaboration. Information technology transmedia blend is supposed to bridge the gap between generations. In the paper, we present an overlook of the research that focuses on developing such a framework model. The research features triangulation, which means the analysis of both quantitative and qualitative data. It is structured in three parts. The first one deals with the statistical embracement of the social environment in which the cross-generational collaboration occurs in project partner countries. It is quantitative desk research that utilizes Eurostat information. It is worth pointing out that the research is in statu nascendi. In two consecutive parts, the researchers want to acknowledge the cross-generational collaboration in working life and everyday life. Here, the survey method and the questionnaire interview technique serve as the qualitative research method. Two research groups are to be reached: entrepreneurs and the Third Age Universities' participants. The results of the above two stages will be known after the publication of this paper. Nonetheless, a proto-model recommendation is presented along with educational conclusions on how to use the model. The concept is based on the prior partners' analysis and design work.

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28

Chuchalin, A. G. "An educational model of respiratory physicians." PULMONOLOGIYA, no. 3 (June 28, 2008): 110–25. http://dx.doi.org/10.18093/0869-0189-2008-0-3-110-125.

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29

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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30

Kotzé, Herculene. "Educational interpreting: A dynamic role model." Stellenbosch Papers in Linguistics Plus 43 (January 13, 2014): 127. http://dx.doi.org/10.5842/43-0-147.

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31

Gelrud, Y. D., and D. A. Stain. "Mathematical model of educational process management." Investment and innovation management journal, no. 4 (2017): 14–21. http://dx.doi.org/10.14529/iimj170402.

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32

Paladine, Heather L., Kelly M. Everard, Dean Seehusen, Sandra K. Burge, Lars Peterson, Wendy Brooks Barr, Mary Theobald, and F. David Schneider. "A Model for Educational Survey Research." Journal of Graduate Medical Education 10, no. 2 (April 1, 2018): 233–34. http://dx.doi.org/10.4300/jgme-d-18-00031.1.

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33

Spremic-Sokolovic, Ana. "Heuristic educational model in contemporary teaching." Inovacije u nastavi 27, no. 2 (2014): 105–15. http://dx.doi.org/10.5937/inovacije1402105s.

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34

STORER, D. "An educational model for medical appointments." Medical Education 27, no. 1 (January 1993): 83–85. http://dx.doi.org/10.1111/j.1365-2923.1993.tb00233.x.

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35

Sternberg, Robert J. "WICS: A Model of Educational Leadership." Educational Forum 68, no. 2 (June 30, 2004): 108–14. http://dx.doi.org/10.1080/00131720408984617.

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36

van Meurs, W. L., E. Nikkelen, and M. L. Good. "Pharmacokinetic-pharmacodynamic model for educational simulations." IEEE Transactions on Biomedical Engineering 45, no. 5 (May 1998): 582–90. http://dx.doi.org/10.1109/10.668748.

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37

Johnson, Martha Claire, Sasha Portnova, and Matthew Lester. "Three-Dimensional Thoracic Epidural Educational Model." Regional Anesthesia and Pain Medicine 43, no. 1 (January 2018): 100–101. http://dx.doi.org/10.1097/aap.0000000000000686.

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38

Keiny, Shoshana, and Moshe Shachak. "Educational model for environmental‐cognition development." International Journal of Science Education 9, no. 4 (July 1987): 449–58. http://dx.doi.org/10.1080/0950069870090403.

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39

Corbridge, Susan J., Jennifer Tiffen, Melissa Carlucci, and Fred A. Zar. "Implementation of an Interprofessional Educational Model." Nurse Educator 38, no. 6 (2013): 261–64. http://dx.doi.org/10.1097/01.nne.0000435271.40151.23.

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40

Finogenova, Olga Nikolaevna, and Vladimir Sultanovich Nurgaleev. "DELTA MODEL OF THE EDUCATIONAL ENVIRONMENT." Sovremennye issledovaniya sotsialnykh problem, no. 11 (November 29, 2016): 113. http://dx.doi.org/10.12731/2218-7405-2016-11-113-122.

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41

Beauchesne, Michelle A., and Patricia Maguire Meservey. "An interdisciplinary community-based educational model." Journal of Professional Nursing 15, no. 1 (January 1999): 38–43. http://dx.doi.org/10.1016/s8755-7223(99)80024-6.

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42

Poling, James Newton. "Preventing Family Violence: An Educational Model." Pastoral Psychology 54, no. 4 (March 2006): 377–91. http://dx.doi.org/10.1007/s11089-005-0006-x.

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43

Iavich, M. "Mathematical Model of Social Educational Networks." Journal of Mathematical Sciences 216, no. 4 (June 13, 2016): 553–57. http://dx.doi.org/10.1007/s10958-016-2913-z.

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44

Coles, Caroline, and Liz Zsargo. "Conductive Education: towards an ‘educational model’." British Journal of Special Education 25, no. 2 (January 6, 2003): 70–74. http://dx.doi.org/10.1111/1467-8527.t01-1-00060.

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45

Catsiapis, George. "A Model of Educational Investment Decisions." Review of Economics and Statistics 69, no. 1 (February 1987): 33. http://dx.doi.org/10.2307/1937898.

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46

Gmiterko, Alexander, Michal Kelemen, Ivan Virgala, and Ľubica Miková. "Educational Model of Four Legged Robot." Acta Mechanica Slovaca 18, no. 3-4 (October 31, 2014): 68–73. http://dx.doi.org/10.21496/ams.2014.032.

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47

Cook, A. G., S. Morris, and J. Saffle. "Burn Trauma Model: Psycho-Educational Support." Journal of Burn Care & Rehabilitation 22 (March 2001): S152. http://dx.doi.org/10.1097/00004630-200103002-00210.

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48

Garg, Rashmi, Carol Kauppi, John Lewko, and Diana Urajnik. "A Structural Model of Educational Aspirations." Journal of Career Development 29, no. 2 (December 2002): 87–108. http://dx.doi.org/10.1177/089484530202900202.

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49

Preece, Peter F. W. "Testing the model of educational productivity." Journal of Research in Science Teaching 23, no. 9 (December 1986): 857–58. http://dx.doi.org/10.1002/tea.3660230912.

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50

Preece, Peter F. W. "Testing the model of educational productivity." Journal of Research in Science Teaching 24, no. 2 (February 1987): 187–88. http://dx.doi.org/10.1002/tea.3660240213.

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