Relevant bibliographies by topics / Educational models

Contents

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

Academic literature on the topic 'Educational models'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Educational models"

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Abduraxmonov, V. "COMPARATIVE ANALYSIS OF EDUCATIONAL MODELS." Frontline Social Sciences and History Journal 02, no. 04 (April 1, 2022): 48–55. http://dx.doi.org/10.37547/social-fsshj-02-04-03.

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In this article it was discussed the education system of many developed countries and their education models. In addition, it was highlighted the role of education models in the development of Asian and European education systems.
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Romanov, Dmitry, Roman Teryukha, Daria Guseva, and Anatoly Doronin. "Environment safe educational models." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 108 (February 2014): 144–48. http://dx.doi.org/10.5930/issn.1994-4683.2014.02.108.p144-148.

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Orf, Leigh, Gary Lackmann, Chris Herbster, Anton Krueger, Elen Cutrim, Tom Whitaker, Jim Steenburgh, and Michael Voss. "Models as Educational Tools." Bulletin of the American Meteorological Society 88, no. 7 (July 2007): 1101–4. http://dx.doi.org/10.1175/bams-88-7-1101.

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Kogan, Maurice. "Models of educational governance." Irish Educational Studies 13, no. 1 (March 1994): 253–64. http://dx.doi.org/10.1080/0332331940130120.

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Chianchana, Chaiwichit. "Research Synthesis on Educational Models." GATR Global Journal of Business Social Sciences Review 8, no. 3 (September 30, 2020): 181–90. http://dx.doi.org/10.35609/gjbssr.2020.8.3(5).

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Objective - The purpose of this research is to evaluate research on educational models, to study the effect of the research characteristics on educational models, and to synthesize the research methods and presentations about educational models through qualitative synthesis by content analysis. Methodology/Technique – The sample was research on educational models on the type of thesis at the graduate level from 2013 to present. The research instruments took three forms. The data analysis method used was the ATLAS.ti program using content analysis, frequency, and percentage. Finding - The results show that: 1) The research evaluation on educational models the most of the research used to synthesize research at a very good level, 2) The most research characteristics: research issue was personality traits, research problem presentation was the characteristic of the research problem presentation reflecting the importance of the study, setting research objectives was the study the composition/indicators, develop the model and study the use of the model, and research conceptual framework was the bringing each concept/component together, 3) The most common research methodology applied in the research was research and development (method), focus group discussion (technique), an expert (sample), purposive sampling (sampling), interviews (tool), mean and standard deviation (data analysis), one-group pre-test/post-test design (research design), and 4) there were 8 types of research result presentations on educational models which were descriptive characteristics, causal relationship, the proposed process steps as objective, design characteristics on standard/indicators/factors of model. Novelty - The qualitative characteristics, system approach characteristics, experimental characteristics, and mixed-method between quantitative and qualitative methods. Type of Paper: Empirical. JEL Classification: A20, A39. Keywords: Research Synthesis; Educational Model; Evaluative Research; Research Characteristics; Research Methodology; Research Result Presentation. Reference to this paper should be made as follows: Chianchana, C. 2020. Research Synthesis on Educational Model, Global J. Bus. Soc. Sci. Review 8(3): 181 – 190. https://doi.org/10.35609/gjbssr.2020.8.3(5)
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Stankovic, Zoran. "Teaching models applying educational software." Godisnjak Pedagoskog fakulteta u Vranju 8, no. 2 (2017): 237–52. http://dx.doi.org/10.5937/gufv1702237s.

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Hager, Paul, and Jim Butler. "Two Models of Educational Assessment." Assessment & Evaluation in Higher Education 21, no. 4 (December 1996): 367–78. http://dx.doi.org/10.1080/0260293960210407.

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Fitouri, Chadly. "Cultural Models and Educational Innovations." Oxford Review of Education 12, no. 2 (January 1986): 125–33. http://dx.doi.org/10.1080/0305498860120204.

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Mayston, David, and David Jesson. "Developing Models of Educational Accountability." Oxford Review of Education 14, no. 3 (January 1988): 321–39. http://dx.doi.org/10.1080/0305498880140304.

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PASKO, O., and N. BONDARENKO. "EDUCATIONAL DESIGN: PRINCIPLES, PROBLEMS, MODELS." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 3 (December 7, 2022): 49–59. http://dx.doi.org/10.31494/2412-9208-2022-1-3-49-59.

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The article deals with the use of educational design technologies. Educational design in its design and content is a complex process that includes ideas, problems, goals, pedagogical technologies and analysis procedures, development of ways to solve the specified problems and tasks, implementation of pedagogical technologies in the educational process, as well as evaluation of the effectiveness of such activities. The principles of pedagogical design, which determine the basis of high-quality and systematic development of the educational course and the most complete transfer of the necessary information in a form accessible to students, are highlighted. Pedagogical design, as a technology or a method of working with information in modern conditions, is a response to the challenges that change the education system, the search for tools for the development of basic competencies, student motivation, and the focus on achieving the quality of educational results. The role and place of pedagogical design in the modern educational space, in particular on the basis of multimedia technologies, is defined. The concept of «multimedia pedagogical design» is considered. It is multimedia tools that are at the heart of the creation of today's educational systems and serve for the presentation of educational material, its transformation and distribution. An attempt was made to determine the place of pedagogical designers in the system of modern education, to reveal the content and specificity of this profession. A pedagogical designer faces many tasks, which can be solved by choosing the appropriate model of pedagogical design. Pedagogical design is considered from the position of a systemic approach to the design of the educational process, in which the content, methodology and conditions of organization are subordinate to the general pedagogical goal. Models of educational design and possibilities of their use are analyzed. Each model of educational design is clearly oriented towards a certain audience and is able to build distance learning models taking into account the needs of this audience. Educational design is an indispensable component in the creation of new modern teaching aids. Built on the basis of educational design models, educational systems will be able to most effectively transfer educational material and create conditions for its quality assimilation by students. Key words: educational design, pedagogical design, pedagogical designer, multimedia pedagogical design, educational systems.
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Dissertations / Theses on the topic "Educational models"

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Spencer, Neil Hardy. "Longitudinal multilevel models in educational research." Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306918.

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Mosqueda, Gilberto 1974. "Interactive educational models for structural dynamics." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50365.

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Thompson, Sandra Samuelson 1958. "Special education service delivery: Perceptions and practices in intervention assistance models and traditional models." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289466.

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Intervention assistance models of special education service delivery are an alternative to traditional refer-test-place models. They are designed to promote problem solving and problem ownership among teachess regarding to difficult-to-teach students, and to reduce unnecessary special education referrals and placements. This study investigated teachers' perceptions of problem ownership as measured by their responses to vignettes which depicted students exhibiting academic and/or behavioral difficulties. The methods and results of the pilot study for this study are also presented. Participants in the present study included teachers from both intervention assistance and traditional model schools. Generalizability theory was used to estimate variance components at the model and the individual levels. Results indicated that no variance in teachers' perceptions of problem ownership was accounted for by different service delivery models. A substantial portion of variance was related to differences among individual teachers. However, the largest source of variance was the vignette-by-teacher interaction. Special education referral and placement practices were also investigated. Referral and placement rates across intervention assistance schools were compared with rates across traditional schools. Both referral and placement rates were significantly lower across intervention assistance than across traditional model schools. The proportion of placements to referrals was also compared between models. Results provided no evidence to indicate that the proportion of placements to referrals differs between the two models. Findings are summarized and discussed, and their implications for future practice and research are examined.
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Flammer, Caroline. "The financing of education in developing countries : models of sustainable educational contracts." kostenfrei, 2009. http://www.biblio.unisg.ch/www/edis.nsf/wwwDisplayIdentifier/3564.

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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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Purdy, Luke D. "Conceptual Models for Virtual High Schools." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163355.

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This study is a hermeneutic phenomenology focused on a virtual high school in Central Louisiana. Because virtual education is growing quickly, and student performance in virtual high schools is inconsistent, the study seeks to provide a conceptual model from which to design virtual school curricula and develop virtual school teaches. The proposed model is grounded in three theoretical frameworks and validated through the experience of virtual school teachers. The theoretical frameworks informing the study are the Community of Inquiry model, Sense of Community theory, and the Theory of Transactional Distance. The research participants’ experiences are used to validate the proposed conceptual model for virtual high school course development. The result is a conceptual model that can be used by virtual high school course designers to guide the development of virtual school curricula.

The study can also be used to guide the development of strategies for delivering online courses and conducting professional development in a virtual learning environment. The study makes four major findings. The study finds virtual high school students vary in their motivation and autonomy. The study finds the teacher-student relationship to more individualized in the virtual school than in the traditional school. The study finds that virtual high school students do not perceive value in virtual learning communities. Finally, the study finds that virtual school teachers experience with technology is positive, but their students often experience trouble with technology. The study uses these findings to suggest a conceptual model from which to develop virtual high school curricula and teach virtual high school classes.

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Kruska, Richard. "Financial Models in Catholic Education." Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/258.

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Catholic education is at a crossroads in the United States, as rising tuition costs present significant challenges to many families’ financial resources. At the very least, affording a Catholic education calls for a reprioritization of expenses. However, in many cases, high tuition costs leave parents with no recourse but to remove their children from Catholic schools. As costs and tuition climb, only those with significant financial resources will be able to attend Catholic schools. Hence, maintaining the foundational mission of Catholic education, namely to provide access to education for the poor and oppressed, threatens to become impossible due to the inadequate revenue from tuition-dependant financial models used by Catholic school administrations. Thus, Catholic schools need a critical rethinking of their financial model in order to make Catholic education accessible to all. In order to address the financial crisis in Catholic education, it is first important to understand the various forces that influence the funding of Catholic schools. This study addresses this need by asking the question: “What are the current financial models of Catholic education?” Based on a review of the current literature, and including data from a survey of current Catholic diocesan superintendents, this study defines the current financial models used in contemporary Catholic schools in the U.S. by asking the following questions: What are the parameters or conditions of the model? Who are the beneficiaries of the model? What is the social goal or purpose of the model? What is the strength of the model? What are the weaknesses of the model? Through a summary of the survey findings, recommendations begin to emerge that are presented in the following three categories: (a) a need for a purposeful, strategic, comprehensive intentionality in the application of the various financial models available, (b) a need to reframe the leadership model for financing Catholic schools, and (c) a need to review and update the current decentralized model in Catholic education.
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Trujillo, Christine. "Effective Leadership Attributes and Coaching Models for Principals." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816845.

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Leadership coaching is a process for principals who seek to become transformational leaders within their field. Leadership coaching involves high levels of reflective practices and additional tools for leaders to utilize to enhance their effective leadership practices. The purpose of this study was to identify coaching models that would be critical in guiding principals to become transformational leaders. The study identified three coaching models for principals to share their beliefs about coaching and effective leadership practices. The coaching models supported the concept of helping effective leaders reach their next level of competence with clarified thinking or meaningful action to achieve ongoing goals. This was a qualitative phenomenography research study. The researcher conducted interviews with 15 K-8 principals by sharing scenarios of leaders receiving support from three different coaching models. The coaching models utilized were transforming coaching, cognitive coaching and peer coaching. The following questions were addressed:

RQ1. What do principals see as effective principal coaching practices?

RQ2. How do principals view coaching to improve their leadership practices?

RQ3. How do principals define leadership coaching and effective leadership strategies?

An analysis of the qualitative data revealed the following recommendations. It is recommended school districts provide principals coaching support to become transformational leaders by utilizing effective coaching models. It is recommended school districts support a coaching model providing dedicated time to principals by including job embedded professional development on effective leadership practices. It is recommended a new leadership model be developed and utilized to support principals’ growth in leadership skills. This new model might be titled the Blended Leadership model and it would include an external coach who would develop action plans and action steps with leaders to move an initiative forward in the organization. The other component of the Blended Leadership Model would be to incorporate a peer coach as internal support with structured time for principals to meet in each other’s schools to walk through classrooms, and ask open ended questions to clarify principals’ thinking, and problem solve. The peer coach component of the Blended Model would promote collegiality, trust and positive culture.

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Testov, Vladimir A. "On Evaluation Problem of the Quality of Educational Models." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81008.

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The current approach to assessing the educational quality applicable to assessing objects and processes formed and realized in producing spheres is widely spread. However, as education is a much more complicated anthropological, social and cultural object in comparison to that of production, the above mentioned approach is least effective. In education both \"strong\" and \"weak\" models are used. There do not exist measurement instruments for accurate assessing mild results. Self control, expert assessing method and portfolio are being put forward.
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Prince, Rikki. "Sharing user models between interactionally-diverse adaptive educational systems." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/419004/.

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Adaptive Educational Systems (AES) will become increasingly important in teaching and learning environments over the next decade, as students demand more personalised experiences. These systems reveal, hide, modify and recommend content that is most appropriate for the current user. To do this they rely on an accurate model of the student, their knowledge, experience and goals. With a growing variety of developers of these systems there are more situations where an experienced student will approach a new adaptive system, and it will not have any user model data with which to adapt; this is known as the cold-start problem. An answer to this is shared user modelling, where data about the student is communicated between adaptive applications. This task becomes more complicated when the applications measure the user in very different ways and therefore have different models to represent the user. This thesis proposes the design of an intermediary user model system that uses authored rules to map between the user model attributes used by different applications to measure the user. A prototype implementation of this theoretical framework is presented here, called the Interactionally-Diverse Intermediary User Modelling System, or IDIUMS. Two evaluations of IDIUMS were performed: a simulation and a user trial. The simulation demonstrated that the rule mapping functions as expected, producing user models that are still representative of the user, in relation to all other user models. The user trial showed that use of IDIUMS did not result in the adaptive applications presenting content at a more appropriate level, as perceived by the user. In determining why the user trial did not demonstrate appropriate adaptations, a review of evaluation methodologies in the AES community was undertaken. This showed that the method implemented for the user trial was in the second most common category of sources of evaluation data, behind expert-measured evaluations like pre-post test.
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Books on the topic "Educational models"

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Education in China: Educational history, models, and initiatives. Great Barrington, Massachusetts: Berkshire Publishing Group, 2013.

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Joyce, Bruce R. Models of teaching. 6th ed. Boston: Allyn and Bacon, 2000.

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Marsha, Weil, ed. Models of teaching. 5th ed. Boston: Allyn and Bacon, 1996.

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Marsha, Weil, ed. Models of teaching. 3rd ed. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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Marsha, Weil, and Showers Beverly, eds. Models of teaching. 4th ed. Boston: Allyn and Bacon, 1992.

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Models for uncertainty in educational testing. New York: Springer-Verlag, 1995.

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Tietje, Louis H. Models of manageable educational debt levels. New York, NY: Auburn Theological Seminary, 1995.

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Longford, Nicholas T. Models for Uncertainty in Educational Testing. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4613-8463-2.

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Marsha, Weil, and Calhoun Emily, eds. Models of teaching. 7th ed. Boston: Allyn and Bacon, 2004.

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Beck, Lynn G. Ethics in educational leadership programs: Emerging models. Columbia, MO: University Council for Educational Administration, 1997.

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Book chapters on the topic "Educational models"

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Chiang, Hsu-Min. "Educational Models." In Handbook of Dual Diagnosis, 109–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46835-4_7.

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Visser, Deirdre. "Changing educational models." In Joinery, Joists and Gender, 51–71. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429345418-3.

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Eizadirad, Ardavan. "Decolonizing Educational Assessment Models." In Decolonizing Educational Assessment, 203–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27462-7_10.

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Wu, Margaret, Hak Ping Tam, and Tsung-Hau Jen. "Facets Models." In Educational Measurement for Applied Researchers, 245–59. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3302-5_13.

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Galán, José Gómez. "Models in Educational Technology II: Global Models." In Innovation and ICT in Education, 19–25. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338567-3.

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Galán, José Gómez. "Models in Educational Technology I: Molecular Models." In Innovation and ICT in Education, 9–18. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003338567-2.

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Wu, Margaret, Hak Ping Tam, and Tsung-Hau Jen. "Multidimensional IRT Models." In Educational Measurement for Applied Researchers, 283–97. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-3302-5_15.

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Cheek, Dennis. "Tradeoffs in Models of Curriculum Integration." In Advanced Educational Technology in Technology Education, 27–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-58055-0_2.

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Datnow, Amanda, Lea Hubbard, and Hugh Mehan. "The Life of External Reform Models." In Extending Educational Reform, 117–37. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993965-6.

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Gray, Lee-Anne. "Value-Added Models and Other Forms of Teacher Abuse." In Educational Trauma, 119–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_12.

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Conference papers on the topic "Educational models"

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Requena, Carmen, Paula Álvarez-Merino, and María Plaza-Carmona. "Educational Models against ageism in higher education." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7986.

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There have allways been old persons, but their number has unprecedentedly grown and it is expected to overtake any other age group in contemporary developed societies. Instead of taking this process as a success of mankind, ageism grows on a par with ageing. It is well documented how standard educational models fail to correct implicit ageistic stereotypes, thus new emerging theoretical models such as generational intelligence and identity in old age put forward experiential methodologies designed to educate both explicit and implicit ageistic stereotypes. Both theoretical models incorporate the subjective first-person perspective on ageing, which complements the standard university curriculum for ageing-related professsionals in health, social or educational sectors. The practical implementation of these educational models involve experiential methodologies such as life stories. A crucial educational element in the practical success of this methodology lies in understanding intergenerational education not only as a gathering of generations, but as the intentional production and evaluation of educational ends. The paper exemplifies these methodologies and contrasts their success in dealing with the complexities involved in educating against explicit and implicit agesitic stereotypes in intergenerational relations. Therefore, the key to intergenerationality lies less in its "generational" element as in its "inter" element.
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Faber, Brenton D. "Educational models and open source." In the 20th annual international conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/584955.584961.

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Bova, V. V., Yu A. Kravchenko, A. A. Lezhebokov, and D. Yu Zaporozhets. "Models of educational process activation." In 2015 9th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2015. http://dx.doi.org/10.1109/icaict.2015.7338613.

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Kloos, Carlos Delgado, Carlos Alario Hoyos, Mar Perez-Sanagustin, and Pedro J. Munoz-Merino. "Taxonomy of MOOC-Based Hybrid Educational Models in Higher Education." In 2019 IEEE Learning With MOOCS (LWMOOCS). IEEE, 2019. http://dx.doi.org/10.1109/lwmoocs47620.2019.8939641.

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Ponomareva, Elena, and Natalia Shlemova. "INNOVATIVE EDUCATIONAL MODELS OF INTERCULTURAL COMMUNICATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2050.

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Sedykh, Irena. "Higher Educational Models And Economy Development." In International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.316.

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Markovich, Nicholas. "A Call for Educational Models Based in Interdisciplinary, Diversity, Change." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.51.

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In order to be effective and meaningful for students, educational venues ought reflect the creative and technological essence of the culture they serve, indeed, show leadership in these areas. They must also be forward thinking, anticipating the hture state of being within a culture. Education must, in a sense, predict the status and expectations of future culture and find strategies viable for the students future existence. Education above all teaches about “being” and strategies for “being” within varying realms of reality. Being is in crisis and architectural education reflects that crisis today as it did at the turn of this century, when paradigmatic shifts occurred from Beaux Arts based teaching methodologies to Modernist/Bauhaus methods to present Post Modem methodologies. Today’s shift is one that moves from earlier Twentieth Century industrialized based paradigms to one that is now based in information and interpretation. This shift is critically rooted in change and the resultant ability to cope within an ongoing cloud of increasingly complex systems of understanding. The most important single change needed in the education of architects and designers is the implementation of education models based in diversity and change within interdisiplinary frameworks.
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"Models for assessing the effectiveness of higher education export development in the Russian Federation." In All-Russian Scientific Conference on Achievements of Science and Technology. Krasnoyarsk Science and Technology City Hall, 2021. http://dx.doi.org/10.47813/dnit.2021.2.182-187.

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Models for assessing the effectiveness of the development of exports of higher education in the Russian Federation as the activity of educational institutions of higher education to create and develop a channel and method of supplying educational services to foreign consumers are considered.
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Kumar, Dhanush, Pratheeksha Subramanyan, Amitha Prasad, Athira Kaimal, Aiswarya Santhosh, Bipin Nair, Krishnashree Achuthan, and Shyam Diwakar. "Mathematical Models as Bioscience Educational Informatics Tools." In 2018 International Conference on Advances in Computing, Communications and Informatics (ICACCI). IEEE, 2018. http://dx.doi.org/10.1109/icacci.2018.8554810.

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Sollárová, Eva, Vladimír Poliach, Lucia Pašková, Zuzana Heinzová, and Beata Žitniaková-Gurgová. "Leadership Competency Models within the Educational Setting." In Konference psychologie práce a organizace 2019. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9488-2019-21.

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Reports on the topic "Educational models"

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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Tobias, Sigmund. Implications of Wellness Models for Educational and School Psychology. Fort Belvoir, VA: Defense Technical Information Center, August 1990. http://dx.doi.org/10.21236/ada226128.

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Bilousova, Liudmyla I., Liudmyla E. Gryzun, Daria H. Sherstiuk, and Ekaterina O. Shmeltser. Cloud-based complex of computer transdisciplinary models in the context of holistic educational approach. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3259.

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The paper represents the authors’ cloud-based complex of computer dynamic models and their transdisciplinary facilities. Proper theoretical background for the complex design is elaborated and the process of the computer models development is covered. The models in the complex are grouped in the sections according to the curriculum subjects (Physics, Algebra, Geometry, Biology, Geography, and Informatics). Each of the sections includes proper models along with their description and transdisciplinary didactic support. The paper also presents recommendations as for using of the complex to provide holistic learning of Mathematics, Science and Informatics at secondary school. The prospects of further research are outlined.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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Shyshkina, Mariya P. Сервісні моделі формування хмаро орієнтованого середовища вищого навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2449.

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The article is devoted to creating and development of the cloud based educational and scientific environment of higher education institutions, using modern approaches to the ICT infrastructure design, based on the different types of service models, including public, corporate or hybrid clouds. Object of the study: to conduct the theoretical analysis of the research trends of the cloud based higher education institution ICT infrastructure modeling in the context of the tendencies of the ICT development and standardization. Object of the study: the process of formation and development of the educational and research environment in the higher education institution. The purpose of the article: to reveal the current trends of the cloud-based service models of the learning environment design and implementation. The methods of the study: The analysis of scientific and educational literature on pro-research problems; domestic and foreign experience on the emerging ICT implementation in the learning process. Results: The main types of the service models of design and deploy the cloud-based infrastructure of the educational institution are revealed; the advantages and disadvantages of the cloud-based approach are considered; the promising ways of implementation are considered. Conclusions: there are promising ways of the learning environment cloud-based service models design and application, taking into consideration its preferences and disadvantages for the certain case study.
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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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Holub, Oleksandr, Mykhailo Moiseienko, and Natalia Moiseienko. Fluid Flow Modelling in Houdini. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4128.

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The modern educational environment in the field of physics and information technology ensures the widespread use of visualization software for successful and deep memorization of material. There are many software for creating graphic objects for presentations and demonstrations, the most popular of which were analyzed. The work is devoted to the visualization of liquids with different viscosity parameters. The article describes the development of a fluid model in the form of a particle stream. The proposed methodology involves using the Houdini application to create interactive models. The developed model can be used in the educational process in the field of information technology.
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Савченко, Лариса Олексіївна. Characteristic of the future specialists professional preparation to the quality educational assessment. Педагогічна думка, 2015. http://dx.doi.org/10.31812/0564/365.

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To consider the characteristics of the levels of formation of professional readiness of future specialists to pedagogical diagnostics of quality of education. Diagnostics of levels of formation of professional training of future teachers is realized through a number of research methods: observation, testing, interview, analysis of the results. The basis of the diagnostic systems research on three-level assessment scale, supplemented by «high level», which allows to adapt to local conditions and to enrich the features of a particular region. Analysis of modern works on the organization of control of educational achievements of students; the log books of progress and attendance of students in classes, conversations with teachers and our own observations have proved that in educational practice there are different models of the organization of control of educational achievements of students in pedagogical disciplines and professional subject training, validation should be carried out using various schemes and scales of evaluation present different approaches to the calculation of rating of students (in some cases even within the same University) and others. The analysis proved that the existing complex control tasks and tasks for independent work is only seventy percent of jobs differentiated by professional orientation, the rest of the job for the overall development of pedagogical competence of students. In our opinion, well developed task, that is, those that consist mainly of problems of professional and pedagogical orientation that enhance future teachers ‘ motivation to learn pedagogical disciplines. The quality of education becomes the main reference point that determines the credibility and competitiveness of educational institutions on regional, national level and international arena.
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Kholoshyn, Ihor V., Olga V. Bondarenko, Olena V. Hanchuk, and Iryna M. Varfolomyeyeva. Cloud technologies as a tool of creating Earth Remote Sensing educational resources. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3885.

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This article is dedicated to the Earth Remote Sensing (ERS), which the authors believe is a great way to teach geography and allows forming an idea of the actual geographic features and phenomena. One of the major problems that now constrains the active introduction of remote sensing data in the educational process is the low availability of training aerospace pictures, which meet didactic requirements. The article analyzes the main sources of ERS as a basis for educational resources formation with aerospace images: paper, various individual sources (personal stations receiving satellite information, drones, balloons, kites and balls) and Internet sources (mainstream sites, sites of scientific-technical organizations and distributors, interactive Internet geoservices, cloud platforms of geospatial analysis). The authors point out that their geospatial analysis platforms (Google Earth Engine, Land Viewer, EOS Platform, etc.), due to their unique features, are the basis for the creation of information thematic databases of ERS. The article presents an example of such a database, covering more than 800 aerospace images and dynamic models, which are combined according to such didactic principles as high information load and clarity.
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Hlushak, Oksana M., Svetlana O. Semenyaka, Volodymyr V. Proshkin, Stanislav V. Sapozhnykov, and Oksana S. Lytvyn. The usage of digital technologies in the university training of future bachelors (having been based on the data of mathematical subjects). [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3860.

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This article demonstrates that mathematics in the system of higher education has outgrown the status of the general education subject and should become an integral part of the professional training of future bachelors, including economists, on the basis of intersubject connection with special subjects. Such aspects as the importance of improving the scientific and methodological support of mathematical training of students by means of digital technologies are revealed. It is specified that in order to implement the task of qualified training of students learning econometrics and economic and mathematical modeling, it is necessary to use digital technologies in two directions: for the organization of electronic educational space and in the process of solving applied problems at the junction of the branches of economics and mathematics. The advantages of using e-learning courses in the educational process are presented (such as providing individualization of the educational process in accordance with the needs, characteristics and capabilities of students; improving the quality and efficiency of the educational process; ensuring systematic monitoring of the educational quality). The unified structures of “Econometrics”, “Economic and mathematical modeling” based on the Moodle platform are the following ones. The article presents the results of the pedagogical experiment on the attitude of students to the use of e-learning course (ELC) in the educational process of Borys Grinchenko Kyiv University and Alfred Nobel University (Dnipro city). We found that the following metrics need improvement: availability of time-appropriate mathematical materials; individual approach in training; students’ self-expression and the development of their creativity in the e-learning process. The following opportunities are brought to light the possibilities of digital technologies for the construction and research of econometric models (based on the problem of dependence of the level of the Ukrainian population employment). Various stages of building and testing of the econometric model are characterized: identification of variables, specification of the model, parameterization and verification of the statistical significance of the obtained results.
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