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Journal articles on the topic 'Educational planning'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Rustad, H. C. "Planning Educational Systems." NASSP Bulletin 74, no. 526 (May 1990): 114–15. http://dx.doi.org/10.1177/019263659007452625.

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2

Sherwood, Gwen. "Planning an Educational Activity." AORN Journal 51, no. 6 (June 1990): 1586–90. http://dx.doi.org/10.1016/s0001-2092(07)66912-9.

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3

Harber, Clive. "Educational planning for development." International Journal of Educational Development 15, no. 3 (July 1995): 335. http://dx.doi.org/10.1016/0738-0593(95)90033-0.

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4

Leslie, Larry, Russell Rumberger, William H. Pickens, Patrick M. Callan, and Keith G. Pailthorp. "Economics and educational planning." New Directions for Institutional Research 1986, no. 52 (1986): 39–56. http://dx.doi.org/10.1002/ir.37019865205.

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5

Garforth, Chris, and Maurice Holt. "Judgement, Planning and Educational Change." British Journal of Educational Studies 36, no. 3 (October 1988): 277. http://dx.doi.org/10.2307/3120952.

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6

Kešetović, Želimir, Ivan Toth, and Marko Toth. "CRISIS PLANNING IN EDUCATIONAL INSTITUTIONS." FBIM Transactions 2, no. 2 (July 15, 2014): 186–94. http://dx.doi.org/10.12709/fbim.02.02.02.18.

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7

Watt, Rosemary C., and Joy Boarini. "STRATEGIC PLANNING EDUCATIONAL WORK SESSION." Journal of Wound, Ostomy and Continence Nursing 14, no. 3 (May 1987): 37A. http://dx.doi.org/10.1097/00152192-198705000-00024.

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8

Cline, Tony, and Candan Ertubey. "Planning for special educational needs." Education 3-13 26, no. 3 (October 1998): 28–32. http://dx.doi.org/10.1080/03004279885200291.

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9

Vaidyanatha Ayyar, R. V. "Educational policy planning and globalisation." International Journal of Educational Development 16, no. 4 (October 1996): 347–53. http://dx.doi.org/10.1016/s0738-0593(96)00056-9.

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10

Miller, Richard E., and Larry P. Smith. "Educational Aspects of Treatment Planning." Alcoholism Treatment Quarterly 2, no. 2 (June 24, 1985): 17–27. http://dx.doi.org/10.1300/j020v02n02_02.

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11

Hallak, Jacques. "The future of educational planning." Prospects 19, no. 2 (June 1989): 165–67. http://dx.doi.org/10.1007/bf02207137.

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12

Michaelsen, Jacob B. "Systematic planning for educational change." Economics of Education Review 5, no. 3 (January 1986): 348–49. http://dx.doi.org/10.1016/0272-7757(86)90105-6.

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13

Swe, Tin Moh Moh, Hadiyanto Hadiyanto, and Yahya Yahya. "The Educational Planning and Development." Pedagogi: Jurnal Ilmu Pendidikan 23, no. 2 (November 18, 2023): 162–66. http://dx.doi.org/10.24036/pedagogi.v23i2.1793.

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A directed education process will bring this nation towards a better civilization. Conversely, an educational process that is not directed will only take up time, energy and funds without any results. Thus, the education system as the implementation of national education greatly determines the progress of a nation. To realize the goals of education, it is necessary to carry out planning and development in the world of education which continues to move forward by utilizing familiar technology in the 4.0 era. Planning is something that is important before doing anything else. Planning is considered important because it will determine and at the same time give direction to the goals to be achieved. Thus a work will be messy and undirected if there is no proper planning, careful and well-organized planning will have an impact on the achievement of educational goals that have been programmed. In addition, development can also determine the success or failure of a program, programs that do not go through good planning, then development tends to fail. The method in this research is literature review, namely by reviewing books and journals in accordance with the theory discussed in the article theme, namely to carry out in-depth discussions regarding Educational Planning and Development so that it can run optimally. Keywords: Planning, Development, Education
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14

Adams, Don. "Extending educational planning discourse: A new strategic planning model." Asia Pacific Education Review 1, no. 1 (December 2000): 31–45. http://dx.doi.org/10.1007/bf03026144.

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15

Rosensweig, Michael, and Rande Lazar. "Tax Planning Strategies: Estate Planning." Otolaryngology–Head and Neck Surgery 112, no. 5 (May 1995): P94—P95. http://dx.doi.org/10.1016/s0194-5998(05)80224-4.

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16

Marukhlenko, Oksana. "STRATEGIC PLANNING IN HIGHER EDUCATIONAL INSTITUTIONS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 3 (2017): 256–65. http://dx.doi.org/10.28925/2414-0325.2017.3.256.e65.

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17

Serdyuk, A. L., and G. R. Igbaeva. "Strategic planning in departmental educational organizations." Аграрное и земельное право, no. 8 (2022): 15–17. http://dx.doi.org/10.47643/1815-1329_2022_8_15.

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18

HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.1.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)
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19

HASSAN, ZEINA. "Curriculum planning in the educational process"." Journal Ishraqat Tanmawya 27 (June 2021): 40–62. http://dx.doi.org/10.51424/ishq.27.2.

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Abstract: Language is the greatest blessing that God bestowed upon man and distinguishes him from other creatures, the individual's tool that helps him communicate with others, and an important means in the field of understanding and understanding that represents the relationship between the individual and society. She also learned that her message in the Persian language is a form of human behavior, negativity, negativity, weapon, negativity, behavior, thoughts, ideas, initiation of communication, initiation of communication, and initiation of communication with the facility. It is a relationship to build letters, vocabulary and sentences that form the thoughts and minds of individuals, so the relationship is a relationship and influence. And the Arabic language, which God honored with His Qur’an, is a tool for thinking and spreading culture and education, for it is the language of Arab creativity before Islam and the language of divine miracles after it, and the Arabic language is a means for the learner to express himself, his feelings and his culture, and the correct understanding of what others say or write, and it is the learner’s tool in study, achievement and success, as well as Every educational activity in and outside school depends on it. The educational process faces many challenges as a result of the information and technology revolution, and the communications revolution, which requires us to speed up the development of thinking minds capable of solving problems. The development of these thinking mindsets is the responsibility of all state institutions, on top of which are educational institutions, as the development of an individual's thinking takes place through curricula. Scholarships, if the necessary capabilities are available for teaching it. The process is closely related to learning theories that are concerned with the study of educational situations and the interpretation of human behavior and the mental processes behind it, so it directs the educational process and determines its effectiveness, and this requires us to follow the new in this field so that we can develop the teaching and learning processes and provide peaceful educational programs, and from modern theories. Which explained the diversity of students and called for designing educational programs about this diversity, the theory of learning that is assigned to the brain. Induction includes two topics, the first topic (the theory of learning based on the brain, while the second topic includes (some learning strategies assigned to the brain)). Keyword(learning-predicate-brain)
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20

Strain, Michael. "Strategic Planning for the Educational Service." Management in Education 8, no. 4 (December 1994): 23–24. http://dx.doi.org/10.1177/089202069400800412.

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21

Frantzen, Kjell. "Planning and Production of Educational Media." Educational Media International 32, no. 1 (March 1995): 26–31. http://dx.doi.org/10.1080/0952398950320109.

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22

Ramarao, D., Rashmi Agrawal, B. V. L. N. Rao, S. K. Nanda, and Girish P. Joshi. "Agri-Manpower Forecasting and Educational Planning." Journal of Agricultural Education and Extension 20, no. 4 (December 7, 2013): 397–412. http://dx.doi.org/10.1080/1389224x.2013.846869.

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23

Kaufman, Roger, and L. Warren Harrell. "Types of Functional Educational Planning Modes." Performance Improvement Quarterly 2, no. 1 (October 22, 2008): 4–13. http://dx.doi.org/10.1111/j.1937-8327.1989.tb00389.x.

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24

Beauchamp, Edward R., and Mark Bray. "Educational Planning in a Decentralised System." Pacific Affairs 58, no. 4 (1985): 748. http://dx.doi.org/10.2307/2758529.

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25

Watts, P., A. Miller, N. Frederickson, M. Myers, and D. Hart. "Planning Professional Development for Educational Psychologists." Educational Psychology in Practice 4, no. 1 (April 1988): 4–12. http://dx.doi.org/10.1080/0266736880040103.

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26

Miller, A., P. Watts, and N. Frederickson. "Planning Professional Development for Educational Psychologists." Educational Psychology in Practice 4, no. 2 (July 1988): 60–68. http://dx.doi.org/10.1080/0266736880040203.

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27

Blumenfeld, Phyllis C., Lynley Hicks, and Joseph S. Krajcik. "Teaching educational psychology through instructional planning." Educational Psychologist 31, no. 1 (January 1996): 51–61. http://dx.doi.org/10.1207/s15326985ep3101_7.

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28

Çekiç, Osman, and Meltem Kuşçu. "Planning of Educational Informatics Network (EIN)." Universal Journal of Educational Research 5, no. 9 (September 2017): 1490–503. http://dx.doi.org/10.13189/ujer.2017.050906.

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29

Tohidi, Hamid, Aida Jafari, and Aslan Azimi Afshar. "Strategic planning in Iranian educational organizations." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3904–8. http://dx.doi.org/10.1016/j.sbspro.2010.03.613.

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30

Sutton, Peter. "Educational language planning and linguistic identity." International Review of Education 37, no. 1 (1991): 133–47. http://dx.doi.org/10.1007/bf00598172.

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31

Kozma, Tamás. "Conflict of interests in educational planning." Prospects 15, no. 3 (September 1985): 347–60. http://dx.doi.org/10.1007/bf02196637.

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32

Fägerlind, Ingemar, and Britt Sjöstedt. "Educational planning and management in Europe." Prospects 21, no. 1 (February 1991): 83–96. http://dx.doi.org/10.1007/bf02333642.

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33

Sork, Thomas J. "Theoretical foundations of educational program planning." Journal of Continuing Education in the Health Professions 10, no. 1 (1990): 73–83. http://dx.doi.org/10.1002/chp.4750100110.

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34

Ganesh, L. S., and R. Rajagopalan. "Identifying temporal relationships in educational planning." Socio-Economic Planning Sciences 20, no. 4 (January 1986): 233–36. http://dx.doi.org/10.1016/0038-0121(86)90014-5.

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35

Rosenblum, Sandra H. "The adult's role in educational planning." New Directions for Adult and Continuing Education 1985, no. 26 (June 1985): 13–25. http://dx.doi.org/10.1002/ace.36719852604.

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36

Skittou, Mustapha, Mohamed Merrouchi, and Taoufiq Gadi. "A Recommender System for Educational Planning." Cybernetics and Information Technologies 24, no. 2 (June 1, 2024): 67–85. http://dx.doi.org/10.2478/cait-2024-0016.

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Abstract Knowledge-based recommender systems have always had their privileged place among all Decision Support Systems (DSS), given their advantage on several points over other techniques. Our paper presents a framework implementing a hybrid form of Rule-Based Reasoning and Case-Based Reasoning (RBR-CBR), to address the rarely discussed domain of educational planning. The system has been tested and presented outstanding results with a high accuracy, which will benefit educational planners’ decision support. We have also developed a dedicated application for this project to visualize the results obtained.
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37

Terigi, Flavia. "Four conceptions about Educational Planning in Argentina’s Educational Reform of the 1990s." education policy analysis archives 15 (May 2, 2007): 10. http://dx.doi.org/10.14507/epaa.v15n10.2007.

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This article analyses four patterns of planning in the educational reform in Argentina since the approval of the Federal Law of Education: first, planning focused on change, without enough attention to measures that could be useful to consolidate the educational system; second, planning was anchored in a vision of change that may be described as applicable and progressive, as if the impact that change may have on institutions and agents could be predicted; third, planning focused on centralized policies in order to homogenize and organize the systems, despite the goal of bringing the educational system under the jurisdiction of a federal-government-type system; and fourth, a work division was established between the Nation and the provinces, between planning and execution, and between technical and political issues of the reforms.
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38

Almanie, Abdullah. "Evaluation of an Educational Planning Training Course for Supervisors of Educational Planning in the Ministry of Education." IIUM Journal of Educational Studies 5, no. 1 (June 7, 2018): 3–25. http://dx.doi.org/10.31436/ijes.v5i1.161.

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The study aims to determine the quality of the Educational Planning training course for the planning supervisors in the Ministry of Education. This course is provided by the Leadership Training Center in the College of Education at King Saud University. The study also aims to identify the advantages and disadvantages of the Educational Planning course, and the trainees’ views and suggestions for the course’s development. The study identifies the impact of the trainees’ characteristics (academic level, previous experience in planning, age) in their evaluation of the Educational Planning course. The community (and sample) of the study consists of 75 trainees, of which 50 trainees responded to the study questionnaire. A questionnaire was developed to explore the trainees' point of views on their experience of the training course in terms of its objectives, content, scheduling, the training environment, trainers and course management. The study used the “SEVQUAL” approach to measure the gap between what the trainees’ expectations of the institution and their perceptions of the institution’s actual performance. The differences between the trainees’ perceptions and expectations can be described mathematically as follows:Quality of training (Q) = actual performance (P) - expected performance (E). The study’s results show negative gaps in all dimensions and phases with an average gap of -2.67, indicating that the trainees were not satisfied with the training course they experienced. The maximum negative gap is in the “training materials” dimension (an average of -2.8), followed by “assessment of trainers” (a negative gap of -2.6). Next, the dimension of “training activities” has a negative gap (-2.53), and finally the “course schedule” and “training environment” dimensions which have less negative gaps (-2 and -1.3 respectively). The trainees listed many pros and cons of the training course and a set of suggestions for the development of the training course.
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39

Biektuganov, Yuri Ivanovich, and Svetlana Leonidovna Fomenko. "PLANNING OF SECONDARY PROFESSIONAL EDUCATIONAL ORGANIZATION DEVELOPMENT." Pedagogical Education in Russia, no. 12 (2016): 213–24. http://dx.doi.org/10.26170/po16-12-43.

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40

Papakitsos, Evangelos C., Georgia Korakidi, Xenophon Vamvakeros, and Anastasios Mavrakis. "Planning Educational Activities for Learning “Road Safety”." Humanities and Social Science Research 1, no. 2 (November 28, 2018): p43. http://dx.doi.org/10.30560/hssr.v1n2p43.

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In this paper, a project of the local sustainability network of schools in the area of Western Attica (Greece) is described. The subject of this project is “Road Safety”, and it was addressed to third grade pupils of junior high-schools. It has been planned as the result of collaboration between the local Secondary Education Directorate, a few voluntary organizations, some private Vehicle Technical Inspection Centers and the local traffic-police department. This educational activity had been mainly implemented through the teaching and learning method of “experiential learning”. The pupils were divided into groups and attended six workshops that were designed accordingly. The entire process aims at establishing educational activities that in long-term will deal effectively with the acute problem of road safety.
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41

Shi, Hong. "Planning Effective Educational Programs for Adult Learners." World Journal of Education 7, no. 3 (June 14, 2017): 79. http://dx.doi.org/10.5430/wje.v7n3p79.

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Educational program planning is a complex ongoing process and planners should reflect on and consider for all ofthe involved factors, context, and people. The purpose of this study is to analyze how to plan effective educationalprograms for adult learners. Adult education is a developmental process and interacts with broad social events. Adulteducators should be encouraged to look at events occurring in a larger context for program development. Programplanners should consider adult learners’ needs and interests to ensure program development and pedagogicalapproaches incorporate students’ needs, expectations and experience into educational program.
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42

Al Fetteieh, Hadi. "Time Planning Among Educational Supervisors: Saudi Arabia." Humanities and Management Sciences - Scientific Journal of King Faisal University 22, no. 2 (2021): 1–9. http://dx.doi.org/10.37575/h/edu/210001.

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This work aimed to identify the status of male and female educational supervisors regarding time management practices, the obstacles faced, and possibilities for improvement. Furthermore, it aimed to detect differences of time management based on some variables, including qualifications, years of educational supervising experience, gender, and attendance of training programs. The work used a descriptive surveying technique. The studied population comprised all educational supervisors in Najran’s Department of Education (223 males and 200 females). A random sample (100 females and 150 males) was drawn. After applying the study tool, the responses from 82 females and 127 males were collected. The results indicated that the sample’s response was positive for practicing time management and possibilities for improvement. Meanwhile, its response was neutral for the obstacles faced. The main possibilities for improvement were the arrangement of tasks according to their importance and priorities, authorizing qualified people to conduct the tasks, and applying technology to supervising tasks. Statistically significant differences were found for time management methods according to qualifications, in favor of people with a master’s degree or higher and for people who had attended more than five training programs. There were no differences due to gender. The work presented some recommendations and suggestions based on its results.
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43

Hammond, Joanne. "Care planning for children in educational settings." Learning Disability Practice 12, no. 3 (April 3, 2009): 21–24. http://dx.doi.org/10.7748/ldp2009.04.12.3.21.c6991.

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44

Adams, Charles F. "Computer Based Strategic Planning for Educational Organizations." Journal of Research on Computing in Education 21, no. 3 (March 1989): 299–306. http://dx.doi.org/10.1080/08886504.1989.10781880.

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45

Crossley, Michael. "Book Review: Curriculum Studies and Educational Planning." Australian Journal of Education 30, no. 2 (August 1986): 215–16. http://dx.doi.org/10.1177/000494418603000210.

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46

Mak, Grace. "Educational Planning in China. Jan-Ingvar Löfstedt." Comparative Education Review 31, no. 3 (August 1987): 475. http://dx.doi.org/10.1086/446711.

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47

Bray, Mark. "Educational Planning in Asia. Raja Roy-Singh." Comparative Education Review 36, no. 2 (May 1992): 237. http://dx.doi.org/10.1086/447102.

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48

Kaufman, Roger. "Educational Planning for Development. S. B. Forojalla." Comparative Education Review 38, no. 3 (August 1994): 412–13. http://dx.doi.org/10.1086/447263.

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49

Clark, E. Eugene. "Book Reviews : Judgment, Planning and Educational Change." Educational Management & Administration 17, no. 3 (January 1989): 160. http://dx.doi.org/10.1177/174114328901700313.

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50

Pearce, Glenn, and John Jackson. "Today's educational drama – planning for tomorrow's marketers." Marketing Intelligence & Planning 24, no. 3 (April 2006): 218–32. http://dx.doi.org/10.1108/02634500610665691.

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