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Journal articles on the topic 'Educational models'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Petrosyan, H., and H. Petrosyan. "EDUCATIONAL RESEARCH EXPLORATION TECHNOLOGIES IN VOCATIONAL EDUCATIONL INSTITUTIONS." Main Issues Of Pedagogy And Psychology 1, no. 1 (April 2, 2013): 27–34. http://dx.doi.org/10.24234/miopap.v1i1.342.

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The paper represents the formation of professional competence of students by implementing exploratory research technology in vocational educational institutions, as well as the specific algorithm lesson in research training and some models are characterized by the use of learning processes investigation, project methods, problem–based learning algorithms.

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12

Antczak, Barbara. "Educational models - between humanism and commerce." Journal of Modern Science 35, no. 4 (January 27, 2018): 147–60. http://dx.doi.org/10.13166/jms/80741.

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13

Cohen, Jere. "Parents as Educational Models and Definers." Journal of Marriage and the Family 49, no. 2 (May 1987): 339. http://dx.doi.org/10.2307/352304.

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14

di Gropello, Emanuela. "Educational decentralization models in Latin America." CEPAL Review 1999, no. 68 (August 6, 1999): 155–73. http://dx.doi.org/10.18356/6b4abe5e-en.

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15

Downes, Stephen. "Models for Sustainable Open Educational Resources." Interdisciplinary Journal of e-Skills and Lifelong Learning 3 (2007): 029–44. http://dx.doi.org/10.28945/384.

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16

Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. "Educational digital games: models and implementation." CTE Workshop Proceedings 6 (March 21, 2019): 74–89. http://dx.doi.org/10.55056/cte.369.

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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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17

Zverko, Tamara. "Cluster policy models: world educational practices." New Collegium 2, no. 100 (June 12, 2020): 18–21. http://dx.doi.org/10.30837/nc.2020.2.18.

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University-School clusters: Best practices and the prospects for their adaptation to Ukrainian context : the XVIII International Scientific and Practical Conference (14-th Febuary 2020, Kharkiv Univ. of Humanities “People’s Ukrainian Acad”. This article addresses the problems of implementing cluster models in world educational practices. They are analyzed based on the understanding of the educational cluster as a set of interconnected educational institutions, which are united by industry and partnership. There are different types of educational clusters: educational (lyceum – college – university / university complex); mixed (scientific-educational, industrial-educational), etc. – depending on the specific implementation of cluster theory in different countries. On the basis of generalization of world practices, the presence of conditional models of cluster formation on national and regional grounds is demonstrated. The basic characteristics, general tendencies of forming of partnership relations which can become the basis of activity of educational clusters in Ukraine are revealed: The results of this analysis can be used in the design and implementation of cluster policy, aimed at improving the competitiveness of educational institutions.

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18

McDonald, Roderick P., and Nicholas T. Longford. "Models for Uncertainty in Educational Testing." Journal of the American Statistical Association 92, no. 437 (March 1997): 386. http://dx.doi.org/10.2307/2291488.

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19

Stewart, Joseph. "Policy Models and Equal Educational Opportunity." PS: Political Science and Politics 24, no. 2 (June 1991): 167. http://dx.doi.org/10.2307/419925.

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20

Németh, András. "Models and Paradigms of Educational Sciences." Magyar Pedagógia 115, no. 3 (2015): 255–94. http://dx.doi.org/10.17670/mped.2015.3.255.

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21

Moore, Ann, Jane Morris, Victoria Crouch, and Marion Martin. "Evaluation of Physiotherapy Clinical Educational Models." Physiotherapy 89, no. 8 (August 2003): 489–501. http://dx.doi.org/10.1016/s0031-9406(05)60007-7.

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22

Stewart, Joseph. "Policy Models and Equal Educational Opportunity." PS: Political Science & Politics 24, no. 02 (June 1991): 167–73. http://dx.doi.org/10.1017/s1049096500050654.

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23

HASANUDDIN AHMAD, S. "GERT models in an educational institution." International Journal of Systems Science 17, no. 1 (January 1986): 187–91. http://dx.doi.org/10.1080/00207728608926795.

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24

Cummings, William K., and James Williams. "International Development Models for Educational Reform1." Asia Pacific Journal of Education 25, no. 2 (November 2005): 125–43. http://dx.doi.org/10.1080/02188790500337908.

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25

Fraser, Kym, David Gosling, and Mary Deane Sorcinelli. "Conceptualizing evolving models of educational development." New Directions for Teaching and Learning 2010, no. 122 (June 25, 2010): 49–58. http://dx.doi.org/10.1002/tl.397.

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26

Cantú, Evandro, and Jean Marie Farines. "Applying educational models in technological education." Education and Information Technologies 12, no. 3 (June 21, 2007): 111–22. http://dx.doi.org/10.1007/s10639-007-9038-4.

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27

Santoianni, Flavia. "Educational models of knowledge prototypes development." Mind & Society 10, no. 2 (February 26, 2011): 103–29. http://dx.doi.org/10.1007/s11299-011-0084-7.

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28

Lee Jin Hyo. "Developing Educational Models and Exploring Educational Components for Gifted Dance Students." Korean Journal of Arts Studies ll, no. 21 (September 2018): 99–124. http://dx.doi.org/10.20976/kjas.2018..21.005.

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29

Shiroshita, Sohei. "Technology Transfer of Educational Machine Mechanism : Models and Background." International Conference on Business & Technology Transfer 2008.4 (2008): 18–27. http://dx.doi.org/10.1299/jsmeicbtt.2008.4.0_18.

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30

Kosheleva, Ol'ga E. "Educational Models for Enlightened Eighteenth-Century Russians." Russian Studies in History 48, no. 3 (December 2009): 50–62. http://dx.doi.org/10.2753/rsh1061-1983480303.

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31

Dryler, Helen. "Parental Role Models, Gender and Educational Choice." British Journal of Sociology 49, no. 3 (September 1998): 375. http://dx.doi.org/10.2307/591389.

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32

Ladley, R. B. "Financial Models for Projecting National Educational Expenditure." Journal of the Operational Research Society 38, no. 10 (October 1987): 949. http://dx.doi.org/10.2307/2582656.

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33

Bolgova, E. V., S. A. Bolgov, and M. V. Kurnikova. "University spatial networking in world educational models." Regional Economics: Theory and Practice 17, no. 8 (August 15, 2019): 1412–30. http://dx.doi.org/10.24891/re.17.8.1412.

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34

Primont, Daniel, and Diane F. Primont. "Testing for Homotheticity of Educational Production Models." Canadian Journal of Economics 29 (April 1996): S587. http://dx.doi.org/10.2307/136113.

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35

Ivanović, Zoran, and Tea Baldigara. "MULTILEVEL MODELS IN EDUCATIONAL PROCESS PERFORMANCE EVALUATION." Tourism and hospitality management 12, no. 2 (December 2006): 25–36. http://dx.doi.org/10.20867/thm.12.2.3.

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The scope of the paper is to present how multilevel models can be used in educational process performance evaluation. In the first part educational process is defined, with a particular attention to educational process performance, efficiency effectiveness and hierarchical structure of the educational process. The second part of the paper is dedicated to multilevel models, their characteristics and application. The last part of the paper shows how a basic two-level regression model can be set up and used in students’ satisfaction evaluation.

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36

Kozerska, Agnieszka. "Activity Models in Late Adulthood. Educational Context." Przegląd Badań Edukacyjnych 2, no. 31 (December 30, 2020): 187. http://dx.doi.org/10.12775/pbe.2020.026.

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37

Spaulding, Samuel. "Towards Transferrable Affective Models for Educational Play." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 16, no. 1 (October 1, 2020): 340–42. http://dx.doi.org/10.1609/aiide.v16i1.7455.

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Modern computational agents in adaptive educational systems primarily rely on cognitive (i.e. curricular performance) data, while ignoring important multimodal affect cues which human tutors use to personalize their interactions with students. Students’ affective responses are highly idiosyncratic, noisy, and dependent on interactive context, challenges which defy many standard assumptions of computational player modeling. As a result, recent research efforts to model student affective response have focused on specific, single-task interactions, limiting the amount and variety of affective input from an individual player. For my thesis research, I plan to address these limitations in two ways. First, by developing a new paradigm for modeling student affective data, not as a scalar reward signal, but as a policy label, i.e., feedback on an agent’s recent behavior, and additionally by developing transfer learning methods to apply this policy feedback data across multiple game tasks. Together, these two advances may lead to more data-efficient learning and more flexible and generalizable affective models of players

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38

Weisberg, Herbert I., and Harvey Goldstein. "Multilevel Models in Educational and Social Research." Journal of the American Statistical Association 84, no. 406 (June 1989): 620. http://dx.doi.org/10.2307/2289963.

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39

Timofeeva, Tatiana V., and Pavel G. Timofeev. "TOPICAL EDUCATIONAL MODELS IN MODERN HIGHER EDUCATION." Bulletin of the Moscow State Regional University (Pedagogics), no. 3 (2018): 75–90. http://dx.doi.org/10.18384/2310-7219-2018-3-75-90.

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40

Kennedy, John J. "Applying Log-Linear Models in Educational Research." Australian Journal of Education 32, no. 1 (April 1988): 3–24. http://dx.doi.org/10.1177/000494418803200101.

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This didactic illustrates the Goodman-Kennedy approach to log-linear modelling within the context of two educational research examples. The first example lends itself to a symmetrical analysis. To qualitative data presented within a 2 × 2 × 2 contingency table, general log-linear models are specified and assessed for goodness of fit. Subsequently an acceptable model is identified and interpreted. In a second example, an asymmetrical logit-model analysis is performed on data in a 2 × 2 × 5 table. It is shown that a subset of general models can be fitted to observed data and that resultant component chi-squares can be used to assess logit response in a manner that is analogous to the analysis of variance.

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41

DeMatteo, David, Geoffrey Marczyk, Daniel A. Krauss, and Jeffrey Burl. "Educational and training models in forensic psychology." Training and Education in Professional Psychology 3, no. 3 (August 2009): 184–91. http://dx.doi.org/10.1037/a0014582.

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42

Gersten, Russell, John Woodward, and Lisa Moore. "Alternatives Educational Models for Language Minority Students." Equity & Excellence in Education 23, no. 4 (January 1987): 14–16. http://dx.doi.org/10.1080/1066568870230403.

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43

LeFlore, Judy L., and Mindi Anderson. "Alternative Educational Models for Interdisciplinary Student Teams." Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 4, no. 3 (2009): 135–42. http://dx.doi.org/10.1097/sih.0b013e318196f839.

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44

Ganicheva, Antonina. "Optimization Models of Components of Educational Process." British Journal of Mathematics & Computer Science 14, no. 5 (January 10, 2016): 1–11. http://dx.doi.org/10.9734/bjmcs/2016/23900.

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45

Artikis, Constantinos T., and Panagiotis T. Artikis. "Processes of educational informatics incorporating stochastic models." Journal of Interdisciplinary Mathematics 12, no. 4 (August 2009): 553–64. http://dx.doi.org/10.1080/09720502.2009.10700646.

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46

Ladley, R. B. "Financial Models for Projecting National Educational Expenditure." Journal of the Operational Research Society 38, no. 10 (March 1987): 949–56. http://dx.doi.org/10.1057/jors.1987.161.

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47

Holm, Anders, and Richard Breen. "Behavioral and statistical models of educational inequality." Rationality and Society 28, no. 3 (June 27, 2016): 270–98. http://dx.doi.org/10.1177/1043463116653730.

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48

KOBAYASHI, Yohei. "EDUCATIONAL WIND TURBINE MODELS FOR SCHOOL CHILDREN." Proceedings of Mechanical Engineering Congress, Japan 2017 (2017): S2020205. http://dx.doi.org/10.1299/jsmemecj.2017.s2020205.

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49

Speer, Alice J., Alex Stagnaro-Green, and D. Michael Elnicki. "Interdisciplinary clerkships: Educational models of the future?" American Journal of Medicine 99, no. 5 (November 1995): 451–53. http://dx.doi.org/10.1016/s0002-9343(99)80217-4.

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50

Esdaille, Maxine, Fred Shaw, Michael Smith, and Sigridur Valgeirsdóttir. "Educational applications of probabilistic conjoint measurement models." International Journal of Educational Research 21, no. 6 (January 1994): 635–51. http://dx.doi.org/10.1016/0883-0355(94)90016-7.

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