Academic literature on the topic 'Educational program components'
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Journal articles on the topic "Educational program components"
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Omelchuk, L. L., and N. G. Rusina. "Comparing of educational programs in terms of achievement of competencies and learning outcomes of compulsory educational components." Bulletin of Taras Shevchenko National University of Kyiv. Series: Physics and Mathematics, no. 3 (2021): 129–36. http://dx.doi.org/10.17721/1812-5409.2021/3.25.
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The most important elements of educational programs are the educational components (disciplines), as well as the competencies and learning outcomes they provide. The article presents a comparative analysis of some compulsory disciplines of the educational and professional program "Informatics" of the first (bachelor's) level of higher education in the field of knowledge 12 "Information Technology", specialty 122 "Computer Science" with disciplines of educational and professional programs of the same level and specialties of other institutions of higher education. The work analyzes the educational and professional program "Computer Science" of the first (bachelor's) level of higher education in the specialty 122 "Computer Science". It is implemented by the Faculty of Computer Science and Cybernetics of Taras Shevchenko National University of Kyiv in terms of comparing compulsory educational components educational-professional program "Informatics" and provided (achievable) standard learning outcomes and competencies with compulsory educational components of other educational programs.
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Guzeva, Tatiana A., Alexander V. Baldin, Pavel S. Perepelitsa, Juliya B. Makarova, and Tatiana Yu Tsibizova. "The Formation of Educational Programs in the Digital Environment." ITM Web of Conferences 35 (2020): 02004. http://dx.doi.org/10.1051/itmconf/20203502004.
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All the components of the university basic educational program and its formation in one system with the choice of the formation unit – academic discipline are presented at the modeling level. A model, which is a unique system for the formation of educational programs and their components, is proposed. It allows to increase the mobility of all university departments that implement educational programs during licensing, accreditation and other examinations.
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Chang, Liu, K. Mamonov, and L. Kovalenko. "CHARACTERISTICS OF THE EDUCATIONAL COMPONENTS OF THE IMPLEMENTATION OF THE PhD PROGRAM IN THE SPECIALTY OF GEODESY AND LAND SURVEYING." Municipal economy of cities 3, no. 177 (May 26, 2023): 120–24. http://dx.doi.org/10.33042/2522-1809-2023-3-177-120-124.
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It has been proven that the development and implementation of educational programs that shape the educational space and the possibilities of ensuring territorial development at various levels are of particular importance for training a qualified specialist. In this context, the characterization of the educational components of the implementation of PhD programs in geodesy and land management is a relevant and timely issue. The implementation of the PhD educational program is aimed at training a highly qualified, competitive specialist in the field of geodesy and land management by deepening and improving theoretical knowledge and practical skills, professional skills in the field of architecture and construction in the field of geodesy and land management, improving language and philosophical competences, forming the ability to conduct research and creation of modern systems of geospatial support and land use for the development of cities and regions. As a result of the study, the educational components of the implementation of the PhD program in geodesy and land management were characterized. Within the framework of the educational and scientific program, it is proposed to additionally characterize the components of the territorial development of land use in the regions. In particular, geospatial components are defined, where cartographic support, directions and possibilities of application of geoinformation systems and technologies are characterized, territorial, functional, socio-economic factors are distinguished. Urban planning, investment and ecological factors of territorial development of land use in the region are characterized. The educational components of the implementation of the PhD program in geodesy and land management are characterized. Competences are defined, which allows for the formation of a systematic approach to the training of specialists. It should be noted that the implementation of the educational program is formed through a range of issues related to the training of highly qualified specialists who are able to formulate and solve complex scientific and practical tasks in the field of geodesy and land management and implement the results of scientific research. Features of the application of the program include the possibility of taking into account the directions and features of territorial development and the efficiency of land use at the regional level. Mastering the presented program allows you to form an educational environment that takes into account the possibilities of using modern geodetic and geospatial tools, the provisions of the theoretical and methodological platform, and is aimed at ensuring the territorial development of the region and increasing the efficiency of land use. Keywords: educational components, PhD, educational programs, geodesy and land management, territorial development of the region, land use, geodetic and geospatial support.
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Syrymbetova, Gulzat, Zhazira Mukatayeva, Bakdolot Kosobaeva, Assem Uzakova, and Meldebek Zhaxibayev. "Educational program for teaching chemistry with regional component in higher educational institutions." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 20, 2024): 1936–45. http://dx.doi.org/10.54919/physics/56.2024.193sl6.
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Relevance. The research explores the implementation of a regional component in chemistry education programs at higher education institutions in Kazakhstan. Its relevance stems from the need to improve and update university chemical education by incorporating regional specificities. Purpose. The purpose of the scientific work is to investigate these problems and to propose specific ways of improving and updating the system of university chemical education based on the idea of regionalization. Methodology. The methodology involved a three-stage experimental study conducted at Abai Kazakh National Pedagogical University, with 60 second-year bioorganic majors divided into experimental and control groups. The study utilized surveys, assessments of student skills, and implementation of a modeled program with problem tasks and independent research. Results. Results showed that incorporating a regional component in chemistry education expanded students' knowledge about their region, increased motivation and interest, and fostered patriotism. The experimental group demonstrated significant improvement in research skills compared to the control group. Conclusions. The study concludes that regionalizing chemistry education can enhance learning effectiveness and material mastery. It recommends implementing regional components in chemistry programs to increase subject relevance and student engagement. The research also highlighted the importance of selecting appropriate teaching methods and organizational forms when incorporating regional material into curricula. Keywords: natural sciences; territorial principle; method of teaching; experimental work; student survey
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Bespalko, Ruslan, Taras Hutsul, Ivan Kazimir, and Ivan Smaga. "HAVING EXPERIENCE IN DEVELOPING THE EDUCATIONAL PROGRAM “GEODESY AND LAND MANAGEMENT”(SPECIALIZATION “LAND MANAGEMENT AND CADASTRE”) AT THE YURI FEDKOVYCH NATIONAL UNIVERSITY OF CHERNIVTSI." Technical Sciences and Technologies, no. 2(28) (2022): 177–88. http://dx.doi.org/10.25140/2411-5363-2022-2(28)-177-188.
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Substantiation of the educational program that provides training of highly competitive professionals who are able to actively operate in a market economy and social partnership; development of scientific priorities and innovation component. Improving the published educational and professional program within thecyclical process of development and implementation of educational and professional programs in accordance with the methodology of student-centered learning.In the process of development and further implementation of the educational program applied definition, generalization, identification, analysis, synthesis, induction and deduction, idealization, analogy, selective and continuous observations, control measurements, inventory, systematization, expertise, technological research, method of hypotheses, experiment and modeling.The structure and features of the standard of higher education approved by the Ministry of Education and Science of Ukraine at the first (bachelor's) level of knowledge 19 –Architecture and Construction, specialty 193 "Geodesy and Land Management" are analyzed. The current level of information and methodological support for the development of educational programs has been clarified. The peculiarities and essence of each of the stages of development of the educational program inaccordance with the methodology of student-centered learning are considered.The author's educational program that ensures the achievement of additional learning outcomes is proposed and measures to achieve them are justified. The spheres of use and potential users of the educational-professional program are presented. The educational and professional program is published on the official website, and the features of its components –in this publication in order to share experiences, receive recommendations, comments, suggestions on its content, components, specifics of implementation and optimization.The article is review and informative
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Fisher, Colleen, Laurel Hitchcock, Ashley Neyer, Stacey Moak, Sarah Moore, and Scott Marsalis. "Contextualizing the Impact of Faculty-Led Short-Term Study Abroad on Students’ Global Competence: Characteristics of Effective Programs." Journal of Global Awareness 3, no. 1 (May 24, 2022): 1–35. http://dx.doi.org/10.24073/jga/3/01/03.
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Short-term faculty-led study abroad programs are high-impact pedagogical practices designed to enhance students' global competency. However, there is a gap in our understanding regarding the specific educational components of short-term faculty-led study abroad programs that promote global competency. This systematic review examined nearly two decades of research on such programs (n=86) to assess the educational components associated with increases in students' global competencies using Steinberg's (2017) educational components as a framework. Results indicated that the educational components included in global competency-building education abroad courses varied substantially across programs and global regions. The components most strongly supporting enhanced global competency were pre/post program sessions and meeting with experts in the host country. Overall, the study findings offer educators and administrators insights into best practices for designing, implementing, and evaluating short-term study abroad courses designed to enhance global competence among undergraduate and graduate students.
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Ellett, Chad D., and Margaret C. Wang. "Assessing Administrative and Leadership Components of Program Implementation in an Innovative ECE Program." Journal of Research in Childhood Education 2, no. 1 (June 30, 1987): 30–47. http://dx.doi.org/10.1080/02568548709594920.
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Kachurivskyi, Volodymyr, and Hanna Kachurivska. "Modeling of the Information and Documentation System for the Presentation of the Educational Components of the Educational Program." Central Ukrainian Scientific Bulletin. Technical Sciences 2, no. 6(37) (2022): 17–25. http://dx.doi.org/10.32515/2664-262x.2022.6(37).2.17-25.
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The article presents the concept of the information and documentation system model for the presentation of documents of the educational components of the educational program in the form of a road map for obtaining an education. This system contributes to the implementation of the principle of openness and publicity in the activities of the institution of higher education. The function of communicative management is assigned to the information system. The database model was developed, the entities and their attributes were described, and the relationship between them was established for operational management. A list of the following entities is defined: educational component, educational program, department, semester of study, year belonging, specialty. Each entity has its own attributes and relations that make up the database. When designing the database, we defined the following relations: one educational program corresponds to a set of educational components; several educational programs can be implemented in one specialty; one department can provide the study of several educational components; a document of one educational component may belong to more than one educational program; one educational component may correspond to several academic semesters. To identify the file of the educational component, the methods of file storage organization and file name encryption rules defined by the authors were used. Working with the information system requires defining user roles and delimiting their access rights to functional services. Users of this system are assigned the following roles: developer, administrator, manager, user. A diagram of precedents was developed and their grouping by roles was carried out. The sequence of interaction of objects in time for programming the functionality of the system is proposed. The technically presented information system must be implemented using computer equipment and information technologies based on client-server architecture with further integration on the official website of the educational institution or as an independent information system. The software implementation of the information system is based on the LAMP stack.
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Raviv, Ayala, and Ester Aflalo. "The Effect of Nutrition Educational Programs on the Composition of Home Prepared Children’s Breakfasts." Athens Journal of Education 9, no. 4 (October 12, 2022): 699–710. http://dx.doi.org/10.30958/aje.9-4-9.
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The study aimed to examine the effectiveness of two intervention programs in improving dietary habits in two groups of preschool and fifth-grade students. The programs were tailored to the target age group. The composition of each of the children’s breakfasts that were brought from home was recorded both before and after the intervention program. Every food item received a score according to its nutritional quality, and each meal was summed accordingly. T-tests were performed in order to determine the significance of differences between the nutritional quality of the children’s breakfast items before and after the intervention. It was found that the nutritional quality of all breakfast components and its overall health quality improved significantly in both age groups. The study’s results indicate that the intervention program is effective for a range of young ages. It is recommended to conduct such programs starting in preschools, and subsequently in schools. Keywords: nutrition educational program, health education, meal components
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Fulmer, Connie L. "Redefining Teaching and Learning in Educational Administration." Journal of School Leadership 4, no. 4 (July 1994): 451–60. http://dx.doi.org/10.1177/105268469400400407.
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Recent attention to alternatives for traditional educational leadership program delivery models is part of an evolutionary process that serves to redefine teaching and learning. The conventional linear relationship between content, teaching, and learning is being transformed by these alternative models. The assumptions and components of an experiential learning model are presented to bring focus to this process and to offer one way to redefine teaching and learning in educational leadership preparation programs. This redefinition describes teaching and learning as a transactional process of creating personal knowledge through experiential alternative learning environments. The model has design implications for individual lessons, courses, projects, or an entire program. Two examples of experientially-based course projects are presented.
Dissertations / Theses on the topic "Educational program components"
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Fraser, Margaret R. Smith Paula J. "Critical program components for preparing teachers to educate diverse learners a national perspective /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914568.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 11, 2006. Dissertation Committee: Paula J. Smith (chair), Ming-Gon John Lian, Mack L. Bowen, Barbara L. Nourie, Lesley P. Graham. Includes bibliographical references (leaves 59-68) and abstract. Also available in print.
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Spalaris, George. "The Key Components of a Highly Effective Title I Reading Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2299.
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In a suburban school district in the northeastern United States, 10% to 15% of students at an elementary school received Title I reading services resulting in a low performing school designation. The purpose of this intrinsic case study was to complete a process-based evaluation identifying key instructional components of a high performing Title I reading program. Using data-based decision making theory as the conceptual framework, the goal of this study was to examine key instructional components of a highly effective Title I reading program in a school consistently scoring in the 90th percentile or higher on the state reading test. Data collection occurred by observing 5 Title I reading classrooms to identify curricular and instructional components used in the delivery of Title I services, followed by in-depth interviews conducted with the 5 classroom teachers in Grades 1 through 4. The school's principal and the district's federal program coordinator were interviewed to gain perspectives about program outcomes. Archival data were reviewed to determine program strength through standardized student achievement scores. The responsive interviewing model was used for data analysis followed by the inductive and interpretive approach to identify categories and 6 themes: assessment, cooperative learning, staffing of a state-certified reading specialist, availability of leveled readers, management of student grouping and differentiated instruction, and delivery of curriculum aligned with Common Core Standards. Findings identified curriculum changes necessary for a successful Title I reading program. The resulting project was a presentation for district officials to adopt an effective reading program model. This study contributes to positive social change through implementation of course design leading to local student retention and higher reading achievement scores.
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Zavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.
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Researchers in educational leadership have identified a need to improve principal preparation programs to meet today's educational demands. According to school administrators in the local area, not all leadership preparation programs used the same pedagogies to prepare future leaders, and principals were critical of existing leadership practices. School districts, students, parents, and community stakeholders would benefit from well-prepared administrators who can apply the most effective habits of principalship. The conceptual framework of the study was derived from J. Davis and Jazzar's 7 habits of an effective principal preparation program. For this qualitative case study, 16 principals were interviewed to find out which components of a principal preparation program they thought were the most important or had best prepared them for their positions. Analysis involved open coding, and resulting themes revealed that principals perceived the most important components to be a multisituational internship and extensive experience with school budget/finance. A professional development session was created to share interview responses with policymakers. Principal preparation programs that involve an in-depth internship and practice with school budget and finance could be used to assist policy makers in developing leadership training programs for future principals to improve student and school performance for school districts. This project study could foster social change with greater school success for students, resulting from improvement in leadership preparation programs.
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Chen, Chia-Yin. "Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4368.
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Parenting education, combined with adult basic education and early childhood
education, makes the Even Start program a unified family literacy program which helps
to break the intergenerational cycle of poverty and low literacy. Research studies have
shown that the Even Start program has positive effects on its participants. Even though
some of the effects are not explicitly tied to parenting education, they are closely related
to parenting education. This study investigated the effectiveness of parenting education
as perceived by its participants. The purposes of this study were to identify Even Start
program participantsâ perceptions of parenting education, to explore issues related to
parenting education, and to identify the impact of parenting education as perceived by the
program participants.
The interviewed parents considered parenting education an important component
of the Even Start family literacy program. Findings in this study revealed how the
participants used what they had learned in the parenting classes, incorporating their
improved literacy skills to facilitate the growth of the whole family. According to the
study participants, parenting classes provided a safe and comfortable environment for the
parents to learn or validate their parenting practices, to identify themselves with each other, to build up a network of support system, and to practice their literacy skills in a
context related to their everyday life. Since their participation in the parenting education,
the study participants reported attainment of new insights about being a good parent,
better communication with their children and other family members, improved education
experience for their children, prolonged parenting values and practices, and improved
family relationships. Using BronfenbrennerâÂÂs ecology model to look at the family
literacy program, parenting education appeared to be the linkage between all components.
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Chaulk, Elizabeth. "Student perceptions of a work exposure component of a college program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0033/MQ47444.pdf.
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Bliss, Kathyleen. "First-Year Teachers' Perceptions of Effective Induction Program Components." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1046.
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Educational literature has established that over half of all teachers leave the profession within 3 years. Exploring the 1st-year teacher transition and its inherent challenges has been necessary to educational stakeholders seeking to achieve national standards and improve the educational environment, student achievement, and teacher retention. This study's purpose was to investigate 1st-year teacher induction programs; determine the type of support components included, whether from administrators, mentors, or colleagues; and identify which components 1st-year teachers perceived as most effective. The professional development models of Wong, of Johnson and Kardos, and of Curran and Goldrick provided the conceptual framework. The guiding research question focused on discovering new teacher perceptions of induction program components. Participants anonymously responded to a 68-item survey of nominal and Likert-scale items about induction program components and their effectiveness. Descriptive statistics indicated the most commonly included and effective components were assignment in certification area and providing a mentor, formal administrator evaluations, and campus/district orientation sessions. The most effective mentor support components were treating mentees with respect and being accessible. Administrators were most effective when providing clear expectations, constructive performance feedback, and help with discipline matters and parents. Colleagues were effective at integrating novices into the teaching community. Recommendations include enhancing relationship development, providing cooperative planning, and integrating teacher expertise locally. This study promotes social change by empowering administrators to improve 1st-year teacher induction programs, mentorship, and administrative support.
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Roberts-Dahm, Louise Danielle. "Inclusive Higher Education and Employment: A Secondary Analysis of Program Components." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7012.
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Through secondary analyses of quantitative data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database from the first cohort (2010-2015) of model demonstration sites in Florida, this study examined components of the postsecondary education programs for students with intellectual disabilities that are correlated with employment upon program exit. This study adds to the emergent knowledge base on inclusive higher education by identifying the programmatic components of the postsecondary education programs for students with intellectual disability most correlated with successful transition from college to employment. This information can be used to inform program development and refinement to foster employment upon exit, a worthy outcome that leads to greater quality of life. The academic access program component of inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit. This program component aligns with the established predictors of post-school success for students with disabilities (Mazzotti et al., 2016) and employment for people with intellectual disabilities (Southward & Kyzar, 2017). Areas of agreement are discussed as well as implications for a number of stakeholders.
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DUNLAP, LAURIE A. "IDENTIFICATION OF KEY COMPONENTS FOR ASSESSING UNDERGRADUATE MATHEMATICS PROGRAMS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123608929.
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McCrumb, Dawn Karyl. "Components and issues of an exemplary middle level physical education program : expert opinion /." Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143719/.
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Wilkerson, Stephanie. "Assessing the Parent Involvement Component of a Head Start Program." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/982.
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Head Start, a federally funded preschool program that provides a diverse array of services to children ages three to five years, strongly emphasizes the importance of parent involvement in its program. The purpose of the present study was to examine Head Start parents' perceptions of the parent involvement component of a regional Head Start program. Specifically, this study assessed barriers to parent involvement with the program, parent participation and satisfaction with the program, and whether or not parents were aware of the various aspects of the Head Start parent involvement component. This study also compared satisfaction ratings of parents who had a child with a disability to those who had a child without a disability. A questionnaire was developed based on Head Start performance standards and a review of the literature. The questionnaire was completed by 451 parents in a rural Kentucky Head Start District. The results indicated that work and school were often identified as barriers to parent participation in this Head Start district. However, there appears to be additional unknown factors related to parent involvement other than the barriers currently and previously identified in research. The results also suggest that parents were overwhelmingly satisfied with all aspects of the program and were aware of most parent involvement services offered by Head Start.
Books on the topic "Educational program components"
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Sam, Fox, and Davies Sue, eds. Improving the context for inclusion: Personalising teacher development through collaborative action research. New York: Routledge, 2009.
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1946-, Visser John, Daniels Harry, and Cole Ted, eds. Emotional and behavioural difficulties in mainstream schools. Amsterdam: JAI, 2001.
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1956-, Gabel Susan L., and Danforth Scot, eds. Disability and the politics of education: An international reader. New York: Peter Lang, 2008.
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Rutherford, Turnbull H., and Wehmeyer Michael L, eds. Exceptional lives: Special education in today's schools. 7th ed. Upper Saddle River, N.J: Merrill, 2013.
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Hvorostov, Dmitriy. 3D Studio Max + VRay + Corona. Designing the environment design. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1056727.
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The tutorial provides practical tips for using the professional program Autodesk 3D Studio Max and visualizers VRay and Corona Renderer to work with project graphics in art and design universities. The issues of designing the subject-spatial environment as a whole and its individual components: buildings, interiors, furniture, accessories, lighting sources are considered. The recommendations contained in the manual on the use of computer programs will help you master the techniques of working with three-dimensional graphics while studying courses related to design, interior, landscape and architectural issues. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying in the areas of training "Design", "Decorative and applied arts and crafts". It will also be useful for graduate students and teachers of special art disciplines engaged in design.
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Callahan, Carolyn M. Program evaluation as an essential component of programs for the gifted and talented. Indianapolis, Ind: Indiana Dept. of Education, Office of Gifted and Talented Programs, 1987.
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Grigoryan, Ekaterina. Production strategy of the enterprise. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077327.
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The features of the production strategy, its components, methods of production organization, production analysis, planning and production management at an industrial enterprise are disclosed. Each chapter of the textbook is supported by control questions, situational and test tasks.
Meets the requirements of the Federal State educational Standard of higher education of the latest generation and the current bachelor's degree program in the direction 38.03.02 "Management" (profile "Production Management").
It can be useful and interesting to students, undergraduates, graduate students, teachers, practitioners.
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Permitina, Lyudmila. Practical basics of accounting for the assets of an organization in 1C: Enterprise. ru: INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/2030898.
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The textbook systematizes the basic knowledge of accounting for the assets of an organization, which are presented from the point of view of accounting in an automated way using the 1C: Enterprise program. The sections are devoted to accounting for individual components of an organization's assets. The theoretical material is accompanied by practical examples, each topic ends with control questions, tests and practical tasks that allow you to verify and consolidate the knowledge gained.
Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation.
For students of secondary vocational education institutions.
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1950-, Bos Candace S., and Schumm Jeanne Shay 1947-, eds. Teaching exceptional, diverse, and at-risk students in the general education classroom. 2nd ed. Boston: Allyn and Bacon, 2006.
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1950-, Bos Candace S., and Schumm Jeanne Shay 1947-, eds. Teaching exceptional, diverse, and at-risk students in the general education classroom. 4th ed. Boston: Pearson Allyn & Bacon, 2007.
Find full textBook chapters on the topic "Educational program components"
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Jones, Barbara L., Jennifer Currin-McCulloch, and Regina M. Fink. "Principles of Interprofessional Education Applied to Palliative Care." In Intentionally Interprofessional Palliative Care, 119–42. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/med/9780197542958.003.0006.
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Abstract The development of a comprehensive interprofessional palliative care educational program enables learners from various healthcare professions to learn alongside one another, ultimately reflecting and reinforcing interprofessional teamwork. This chapter focuses on the basic principles of interprofessional palliative care curriculum design, competency development, and evaluation. Kern’s 6-step approach describes the components of curriculum development as applied to interprofessional palliative care education, and the Kirkpatrick model is used for program evaluation. Sections include discussion of needs assessments, learning climate, goals and objectives, teaching modalities, and educational strategies. Exemplars of 2 successful interprofessional palliative care educational programs are described and resources are provided.
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Panarina, Svetlana. "Invariable Structure of Research Competence of Adult Learners in Skill Building Programs." In Advances in Educational Technologies and Instructional Design, 473–87. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3485-3.ch024.
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Skill building programs are a necessary means of updating and building new competences in adult learning. Research competence is one of key components in the competence model of an adult graduate of skill building programs. It encompasses a number of elements: motivational, value-an-semantic, instrumental, individual-and-psychological and conative. Every invariant is presented as description of certain skills and abilities that are to be formed or developed while mastering a skill building program. It is necessary to note that a competence model whose integral part is research competence is an obligatory element of a particular skill building program, particularly its aim and result. That is why the author focused on analyzing the structure of research competence prior to developing the contents of the program itself.
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Mense, Evan G., Dana M. Griggs, and Julius N. Shanks. "School Leaders in a Time of Accountability and Data Use." In Advances in Early Childhood and K-12 Education, 235–59. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch012.
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School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.
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Mense, Evan G., Dana M. Griggs, and Julius N. Shanks. "School Leaders in a Time of Accountability and Data Use." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1782–806. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch081.
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School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.
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Howard, Bruce C., and Laura J. Curtis. "Setting Trends for Educational Technologies within the National Science Foundation." In Advances in Information and Communication Technology Education, 335–43. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-936-6.ch027.
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Our research team evaluated 18 months of National Science Foundation (NSF) program announcements and awarded programs to discern the amount and type of emphasis placed upon educational technologies. NSF issued 65 solicitations for proposals with 53.8 percent calling for educational technology components. A sampling of 366 of the 1,180 funded projects, showed that 34.7 percent included educational technology. Twenty-five percent of the projects were in biology and cognitive science, with another 40% in general science, computer science, technical education, engineering, and math. Many types of educational technologies were funded, with an emphasis on cognitive tutors/intelligent agents, distance learning, and online communities.
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Burton, Sharon L. "Artificial Intelligence (AI), Disability, and Telemedicine/Telehealth." In Implementation Strategies for Improving Diversity in Organizations, 193–223. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4745-8.ch007.
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Research reveals the significance of artificial intelligence's applicability for disability through telemedicine/telehealth education for advancing health care in rural, remote, and underserved locations. Improperly researched requirements, failure to include artificial intelligence (AI), and skewed monetary knowledge are derailing components for academic programs in the United States. Artificial intelligence is a key component to pinpoint inadequacies and drive them out of telemedicine/telehealth educational clinical processes and, as an outcome, help diminish costs and enhance outcomes for learners and administrators. This chapter revealed information for developing best practices, which will lead to the development of a series of academic courses for a community-based telehealth program at a medium-sized telehealth organization based out of Virginia. This research offers to practitioners, learners, and academicians academic program development suggestions for meeting a process improvement initiative.
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Nobel, Michele McMahon. "Challenging Deficit Thinking in Our Schools." In Advances in Educational Marketing, Administration, and Leadership, 27–64. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8860-4.ch002.
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Deficit thinking by educators is a barrier to student success. To effectively meet the needs of all students, future teachers need to be able to identify and challenge deficit thinking when they encounter it. Educator preparation programs are well positioned to assist with the rejection of deficit thinking in favor of strengths-based approaches in the classroom through intentionally designed courses and required field experiences. This chapter explores deficit thinking in special education, highlights components of teacher training that have been demonstrated to address issues of equity and combat deficit thinking, and shares one education department's efforts to ensure deficit thinking is adequately addressed in their coursework and fieldwork. Other educator preparation programs may benefit from the exploration of inclusive and equity-focused program components, as well as the auditing process conducted by this education department.
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Medalia, Alice, Tiffany Herlands, Alice Saperstein, and Nadine Revheim. "Setting Up a Cognitive Remediation Program." In Cognitive Remediation for Psychological Disorders, 31–48. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190608453.003.0003.
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Chapter 3 provides guidelines on how to set up a Neuropsychological Educational Approach to Remediation (NEAR) program. NEAR programs are intended to be implemented in the context of broader recovery-oriented services to facilitate linking of the specific cognitive skill and support interventions to the individual’s overall rehabilitation goals. Cognitive remediation is used to improve the likelihood that people will experience success and satisfaction in their chosen living, learning, working, and social environments. A cognitive remediation program requires clients, physical space, staff, time, startup money, and the commitment and support of the rehabilitation program and administration. The features of each of these components are detailed, and instructions and forms are provided to guide the implementation process.
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Macy, Marisa, and Elizabeth A. Steed. "Mentoring Graduate Students in Early Childhood Education." In Best Practices and Programmatic Approaches for Mentoring Educational Leaders, 102–19. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6049-8.ch008.
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This chapter will describe high-quality doctoral mentorship in early childhood education. Given the growing numbers of young children attending inclusive early childhood programs prior to school entry in the U.S., it is imperative that there are well-trained personnel to fill faculty and leadership positions in the early childhood field. The chapter will define mentorship in early childhood education, describe key doctoral mentorship models, elucidate components of high-quality mentorship, and discuss challenges that early childhood education mentors and mentees face. The authors present a case study of an early childhood doctoral training program that utilized key components of early childhood doctoral mentorship, concluding with suggestions for how to best support ECE faculty and doctoral students going forward.
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"Features of Doctoral Programs in America and Their Historical Roots." In Teaching and Learning Perspectives on Doctoral Programs in Education, 14–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2656-9.ch003.
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This chapter continues to discuss developments in the history of doctoral program, including the initial Ph.D. degree in education and the move towards the new Educational Doctorate degree (Ed.D.). The chapter moves to more recent history of Ph.D. and Ed.D. programs in America and the consistent movement towards specialization. A renewed focus on standardization is illustrated by discussing some of the developments in the specialized field of mathematics education over the last 20 years. The chapter finishes by listing the basic components that are typical of most doctoral programs in education in America. These common features are the focus of the next several chapters.
Conference papers on the topic "Educational program components"
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Strelkova, Lyudmila, Yulia Makusheva, Olga Bodrikova, Anton Shtanyuk, and Anna Miloserdova. "On the issue of evaluating educational programs for additional professional education." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.gizu3309.
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The article considers the problems of assessing the program of additional vocational education, considering the new realities, the management environment, the widespread introduction of the digital economy, which place new demands on workers and their professional competencies or even changes in their work activities. A methodology is proposed for calculating the integrated index of the educational program effectiveness, including vocational education, considering important economic, social, organizational, and educational components, which involves considering their quantitative and qualitative characteristics. The main conceptual elements of the evaluation system of additional programs are reflected, and the scale and evaluation standards are proposed. The economic effect of the program is determined in cost terms based on the expected revenues and expenses for the program. The article shows an example of calculating private indicators of the effectiveness of educational programs for additional vocational training, and their translation into the relative effect is carried out with the help of the profitability indicator. This allows choosing the educational product necessary for specific consumers to attract additional extra-budgetary funds for the development of science in educational institutions. In addition, the issue of training the necessary personnel in demand for business is being addressed. According to societal needs, personnel with specified professional competencies appear on the labor market. All this creates conditions for realizing the interests of employees, employers, and the state.
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Slišāne, Agnese, and Heidi Hyytenen. "Pedagogical Entrepreneurship in Teacher Education Curricula. Comparison of Latvian and Finnish Teacher Education Programs." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.05.
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Earlier research has shown that teachers do not feel sufficiently prepared to develop entrepreneurial competences in the classroom, both theoretically and practically, and that the lack of pedagogical entrepreneurship competences hinders the development of entrepreneurial skills in the learning processes. The aim of this study is to analyse the extent to which entrepreneurial skills are emphasised in current teacher preparation programs and to identify differences between Latvian and Finnish educational programs. Curricula and course outlines from five teacher education programs in two different contexts were analysed. Deductive qualitative content analysis was based on 14 pedagogical entrepreneurship components identified in the previous studies. The results indicate that there are major differences between the programs how entrepreneurial skills were emphasised in the curricula and course outlines. In the data from Latvia, 10 from 14 components of pedagogical entrepreneur were acknowledged fully or partly at least in one of the four programs’ curricula and course outlines. In addition, four components were not identified in any of the programs’ curricula. In contrast, in the Finnish teacher education program, all 14 components of pedagogical entrepreneurship were acknowledged fully or partly in the analysed curriculum and course outlines. This bears consequences for what kind of opportunities to learn pedagogical entrepreneurship students have during their teacher education studies. Based on the research findings, more attention should be paid to entrepreneurship competences in teacher education curricula.
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Akelaitis, Arturas. "Development Of Emotional Skills Among 15–16-Year-Old Adolescents In Physical Education Classes." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-24.
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Background: The aim of this study was to investigate the effectiveness of the 16 weeks educational program of emotional skills in physical education classes on development of emotional skills among 15–16-year-old adolescents in physical education classes. Study hy-pothesis – the application of 16 weeks educational program would allow expecting more de-veloped emotional skills among 15–16-year-old adolescents in physical education classes. Subjects and methods: Participants in the study were 51 pupils of the ninth grade (15.15±0.36). Experimental group consisted of 25 and the control group of 26 adolescents. The measures of emotional skills were evaluated using Emotional Intelligence Questionnaire – Short Form (TEIQue – SF), Social Emotional School Readiness Scale (BUSSESR), and self-confidence methodology, developed by Stolin (Пантилеев, Столин, 1989). Educational experiment was used as a method to verify the eficiency of the educational program. Repeated measures (RM) multivariate analysis of variance (2 × 2 (Group × Time) MANOVA) was used in order to analyze the effects of the educational program. Results: After the 16-weeks educational program (structural physical education classes), a significant improvement was found in emotional skills scores for the experimental group compared with the control group, which had a statistically significant effects: adolescents in the experimental group had more developed self-awareness (F (1,49) = 5.86; p < .05; η 2 = .11), self-confidence (F (1,49) = 5.28; p < .05; η 2 = .10) skills, and the abilities to express emotions (F (1,49) = 5.95; p < .05; η 2 = .11) in physical education classes. These results indi-cated that the structural physical education classes had a positive influence on adolescents’ emotional skills. Conclusions: It was found that during the 16 weeks educational experiment the applied mea-sures of educational impact had a statistically significant effect on the components of exper-imental group 15–16-year-old adolescents’ self-awareness, self-confidence skills, and the abilities to express emotions in physical education classes.
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Везиров, Т. Г. "MODERN DIGITAL EDUCATIONAL ENVIRONMENT OF THE UNIVERSITY AS A FACTOR OF PROFESSIONAL TRAINING OF MASTERS OF PEDAGOGICAL EDUCATION." In Образование будущего: Материалы II Всероссийской научно-практической конференции с международным участием. Crossref, 2021. http://dx.doi.org/10.34708/gstou.conf.2021.25.80.004.
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В статье рассматриваются некоторые составляющие современной цифровой образовательной среды вуза, которые оказывают помощь преподавателю организовать эффективный образовательный процесс магистратуры, осуществляющий подготовку магистров педагогического образования по магистерской программе «Информационные и коммуникационные технологии в образовании» при ФГБОУ ВО «Дагестанский государственный педагогический университет» The article discusses some of the components of the modern digital educational environment of the university, which help the teacher to organize an effective educational process of the magistracy, which prepares masters of pedagogical education for the master’s program«Information and Communication Technologies in Education» at the FSBEI HE «Dagestan State Pedagogical University».
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Korobintseva, Maria S. "Neuropsychological aspect of the formation of educational activity in primary school children with mental retardation." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-231-237.
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The article considers the formation of educational activity in primary school children with mental retardation as a condition for the development of an adapted educational program; describes the effective experience in the formation of all components of educational activity, taking into account the neuropsychological aspect.
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Borangiu, Theodor, Monica Dragoicea, Joao falcao E cunha, and Anca daniela Ionita. "PRACTICES AND PLATFORMS FOR ALIGNING HIGHER EDUCATION TO THE EUROPEAN TRENDS IN SERVICE INNOVATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-148.
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Service innovation represents a challenge that has to be supported by specific actions of the higher education professionals. At European level, it was promoted by platforms developed under the Europe INNOVA and other initiatives, and it is now an important priority of the Europe 2020 strategy. Therefore, the academic environment should get aligned to this trend and prepare students for the complex character of the future service systems. This paper presents best practices and platforms to support an action program for getting aligned to the European trends in service innovation, undertaken within the ESF / POSDRU project INSEED (Strategic Program for promoting Innovation in Services by Open and Continuous Education). The program has five main objectives: A. Aligning university actions to the European strategy; B. Contributing to the activity of professional organizations and scientific communities at international level; C. Collaboration with European researchers on the topic of innovative services; D. Sustaining joint educational programs and curriculum in the domain of services, in correlation with European partners; E. Using the INSER@SPACE collaborative platform for promoting virtual educational resources and knowledge regarding the service science. Each objective is described by its specific actions and by a presentation of the applied practices, like: comprehending the strategies, programs and organisms related to the European Commission; analyzing the knowledge gaps; co-authoring articles with experts from European universities with common research interests; organizing scientific events in the domain of services; certifying undergraduate and postgraduate educational programs dedicated to sector services. An important example is the Service Engineering Master (SEM) from the Automation and Computer Science Faculty, University Politehnica of Bucharest, and its relation to other programs on service science, from Austria, Belgium, Portugal, Ireland, Germany and Czech Republic. The master is linked through a double degree agreement, with the Master in Service Engineering and Management (MESG) from the Faculty of Engineering -FEUP, University of Porto. The two programs complement each other, as SEM is IT-oriented and MESG is business-oriented. The paper compares them, based on their common elements and their particular contributions. As support for creating a global educational environment, we also present the INSER@SPACE collaborative platform developed by INSEED, with its three components: (i) a learning management system dedicated to educational courses concerning services; (ii) a semantic wiki on service science for creating an international community based on a clearly defined knowledge environment; (iii) educational resources provided as a service, with configurations dedicated to learning new technologies for service innovation.
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Maxim, Ioan. "OPENED EDUCATIONAL SPACES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-109.
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We define an opened educational space, as a context of scientific content that can be associated with different approaches, at several disciplines. The opened educational space is used as an integrative and unifier auxiliary teaching, for various disciplines in the curriculum and it allows increasing and accelerating the formation of transversal skills. The opened educational space is a digital auxiliary teaching, with educational valences specific of learning programs. It implements in different and unitary teaching scenarios, the elements of scientific content specific to a discipline, in a real situational context, intuitive, common to several disciplines. This manner of design, outlines the characteristics of a transdisciplinary educational software. The teaching scenario for the learning program, afferent to each discipline, allows to the student to approach scientific context of the lesson in an interdisciplinary context, without affecting the rigor and consistency of approach monodiciplinare. In this way, it creates a scientific context that allows students to explore and discover new elements of scientific content in an interdisciplinary context, logical and intuitive. The student is placed in the center of the cognitive context. The manner of approach maintains and supplies its interest to the approached scientific content. In this way, it outlines skills that enable the student to adapt to the dynamics and complexity of reality, in the diversity of contexts in which the reality is manifested. There are also targeted, professional or extra-professional skills, schoolar or extracurricular skills, formal or non-formal, local or global, familiar or unfamiliar skills. The knowledge system, the abilities, the habits, the formed and attitudes skills, "cross" the professional or different disciplinary fields, being present in each of them, but being specific to neither of them. These are the defining characteristics for transversal skills. This manner of designing the training process allows the teacher a concentration of resources in the direction of rising the formation, internal and external components of the involved skills. It is noticed a sensitive and visible nearness by the resource-based learning paradigm, through the integrating and unifying character of their exploitation.
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Abrate, Serge, Jefferson F. Lindsey, Alan Weston, Jon Rivers, and William Dill. "Advanced Technological Pre-College Education Program in Composite Manufacturing." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0636.
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Abstract This article describes a National Science Foundation sponsored project to promote technological education with a focus on composites manufacturing. This project has four components: (1)the promotion of careers in Technology to students in grades 7–11; (2) summer camps for students grades 7–11; (3) short courses for high school teachers; (4) developing new courses at the undergraduate level. For each component of the project, a rationale, detailed content, delivery methods, and assessment methods will be discussed. Experience indicates a need to reach secondary school students to make them aware of careers in Technology and related educational opportunities at two-year and four-year institutions and to present a positive and attractive image of the field. Our efforts are directed towards students in grades 7–11. To reach a maximum of students in a large geographic area using several approaches: 1. Presentations using distance learning facilities that allow interactive audio/video presentations at different sites. Faculty members on campus can communicate with six or more sites simultaneously and present computer-based materials, videos, and conduct live demonstrations. 2. School visits. Many schools do not have access to site for interactive video presentations. 3. A web site developed for the project contains regularly updated information about the project, information about composite materials, and the field of technology. Interested parties can register for various programs by filling out the appropriate forms on the web. 4. Special events such as National Engineers Week and Open House Days are used to establish personal contacts. This paper describes how the presentations are delivered, their contents, and how effective they are in promoting a positive image of technology. Another important component of this project is that each institution offers summer camps for students in grades 7–11 and short courses for high school teachers. Each of these activities concentrate on one specific technical area and offer both a general view of that area and how it can lead to rewarding careers in industry, and direct hands-on experiences.
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Vargas Hernandez, Noe, and Gabriel Davila Rangel. "Improving Engineering Design Education: From Skills to Educational Objectives." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28955.
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The objective of this paper is to propose an engineering design educational pedagogy on how to improve the engineering design skills. The design engineering activity is a complex mix of skills and knowledge that has been taught over decades by directly delivering to the students the design methodologies developed by design researchers and by exposing the students to open ended projects that can develop their design skills. From this we can conclude that the three main pedagogical components of a successful educational design experience are: the design skills, the design methods and the design projects. However the individual design skills must be properly developed in the student prior to the project experience and since this is generally not the case, makes it an overwhelming challenge for the student. We present an approach to design engineering teaching through four main steps: First, define the desired knowledge and skills to be acquired by the student during the learning process. Second, organize the skills to be acquired in complexity levels. Third, generate educational objectives for each of the skills. Although the scope of this paper stops here, the educational objectives can be transformed in educational tasks (i.e. lectures, problems, exams, etc.) by using educational theories (teaching styles, learning styles, etc.) in such a way that the student will be able to develop those skills. This model could serve initially as a diagnostic tool to characterize the current set of skills of a given design course or program. The model can also be used to implement educational tasks into the classroom and labs depending on the desired student profile.
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Cappelletti, Chantal, Daniel Robson, Mark Jabbal, and Katy Voisey. "Establishing thriving university-level space education." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.053.
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Recent analyses of the UK National Space Strategy [1], Space Sector Skills Survey [2] and The 2020 Space Census [3], have investigated and highlighted many of the established strengths and weaknesses of the current UK Space Sector and the role of training and educational programs supporting it. Furthermore, there is additional research into what self-reported roadblocks early career students and workers (and employers) consider important in this journey [4]. Academia, employers, schools, colleges, and museums all have considerable roles to play in shaping the future science capital of our populace and establishing people on the tech workforce pipeline. Rising to meet this challenge, The University of Nottingham wants to develop the UK's space workforce and is proud to have begun its first dedicated aerospace undergraduate course in 2016. In addition to the core lecture modules, added project experience is available in the form of group and individual supervised projects. These practical activities are a rare opportunity to learn unique space skills and work hands-on with spacecraft technology, something in short supply in the UK at the undergraduate level [2]. The practical, hands-on components are an important part of the space education programme and involve different platforms and projects going from simple electronics workshops to CanSats, FlatSats and experimental Rockets. These activities culminate in the CubeSat Program: a student-led group of projects to develop, build and fly CubeSat missions with a variety of payloads. The students have the possibility to present their own mission idea or join existing ones of interest to the research community. To support these high-fidelity opportunities for students and early career workers, a permanent on-site COTS Ground Station will serve as a control center for all these student-built satellite missions. To help with the establishment of this facility, The University of Nottingham has been cooperating with the local amateur radio community to train and license the student team. This paper deals with the description of the different projects and presents the University’s point of view about the strengths and weaknesses of our Space educational programme
Reports on the topic "Educational program components"
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.
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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Лисоконь, Ілля Олександрович. Regulatory and Legal Basis of Ukraine’s Investment Policy in the Field of Higher Education. Kryvyi Rih State Pedagogical University, 2020. http://dx.doi.org/10.31812/123456789/4269.
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Elaboration and implementation of investment programs for the development of modern universities, cooperation with the business sector, public investment aimed at modernization of the educational environment, implementation of grants, etc. can now be considered as structural components of investment activities of higher education institutions in the context of strategic planning. Therefore, the process of active reform of the educational sector of Ukraine and its integration into the European educational space require a review of approaches, methods and forms of management of education and educational institutions, in particular on investment policy.
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3750.
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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ content, including observation; systematization and generalization of research information in order to design a special course about augmented reality for the system of professional training and retraining for educators in postgraduate education. The results of the research are the following: the content and program of specialized course “Augmented Reality as a Storytelling Tool” for the professional development of teachers. The purpose of the specialized course is to consider and discuss the possibilities of augmented reality as a new direction in the development of educational resources, to identify its benefits and constraints, as well as its components and the most appropriate tools for educators, to discuss the problems of teacher and student co-creation on the basis of the use of augmented reality, and to provide students with personal experience in designing their own stories and methodical tools in the form of augmented books and supplementary training aids with the help of modern digital services.
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Hodder, Rebecca, Luke Wolfenden, Kate O’Brien, Courtney Barnes, Alison Brown, and Fiona Stacey. The effectiveness of obesity prevention approaches targeting children aged 5–12 years delivered in primary schools. The Sax Institute, October 2019. http://dx.doi.org/10.57022/lowm3578.
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This Evidence Check was used to inform the program review and refresh of the ‘Live Life Well @ School’ program as part of the NSW Healthy Children Initiative. It aimed to discover the effectiveness of obesity prevention programs for children delivered in primary school settings. It also examined how best to implement them, to maximise the number of children participating and the overall impact of the programs. Eighteen studies were found to address the question of effectiveness, finding evidence for programs focused on nutrition, physical activity or a combination of them (sometimes with additional components); school food service and environments; and active travel strategies. The studies addressing this question were judged to be of moderate to critically low quality. Thirty-two studies were found to address the question of implementation, finding evidence for strategies involving audit and feedback; continuous quality improvement; external funding; education materials; education meetings or outreach visits; local consensus processes; local opinion leaders; and tailored interventions to improve implementation of healthy canteen policies.
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Allen, Kathy, Andy Nadeau, and Andy Robertston. Natural resource condition assessment: Salinas Pueblo Missions National Monument. National Park Service, May 2022. http://dx.doi.org/10.36967/nrr-2293613.
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The Natural Resource Condition Assessment (NRCA) Program aims to provide documentation about the current conditions of important park natural resources through a spatially explicit, multi-disciplinary synthesis of existing scientific data and knowledge. Findings from the NRCA will help Salinas Pueblo Missions National Monument (SAPU) managers to develop near-term management priorities, engage in watershed or landscape scale partnership and education efforts, conduct park planning, and report program performance (e.g., Department of the Interior’s Strategic Plan “land health” goals, Government Performance and Results Act). The objectives of this assessment are to evaluate and report on current conditions of key park resources, to evaluate critical data and knowledge gaps, and to highlight selected existing stressors and emerging threats to resources or processes. For the purpose of this NRCA, staff from the National Park Service (NPS) and Saint Mary’s University of Minnesota – GeoSpatial Services (SMUMN GSS) identified key resources, referred to as “components” in the project. The selected components include natural resources and processes that are currently of the greatest concern to park management at SAPU. The final project framework contains nine resource components, each featuring discussions of measures, stressors, and reference conditions. This study involved reviewing existing literature and, where appropriate, analyzing data for each natural resource component in the framework to provide summaries of current condition and trends in selected resources. When possible, existing data for the established measures of each component were analyzed and compared to designated reference conditions. A weighted scoring system was applied to calculate the current condition of each component. Weighted Condition Scores, ranging from zero to one, were divided into three categories of condition: low concern, moderate concern, and significant concern. These scores help to determine the current overall condition of each resource. The discussions for each component, found in Chapter 4 of this report, represent a comprehensive summary of current available data and information for these resources, including unpublished park information and perspectives of park resource managers, and present a current condition designation when appropriate. Each component assessment was reviewed by SAPU resource managers, NPS Southern Colorado Plateau Network (SCPN) staff, or outside experts. Existing literature, short- and long-term datasets, and input from NPS and other outside agency scientists support condition designations for components in this assessment. However, in some cases, data were unavailable or insufficient for several of the measures of the featured components. In other instances, data establishing reference condition were limited or unavailable for components, making comparisons with current information inappropriate or invalid. In these cases, it was not possible to assign condition for the components. Current condition was not able to be determined for six of the ten components due to these data gaps. For those components with sufficient available data, the overall condition varied. Two components were determined to be in good condition: dark night skies and paleontological resources. However, both were at the edge of the good condition range, and any small decline in conditions could shift them into the moderate concern range. Of the components in good condition, a trend could not be assigned for paleontological resources and dark night skies is considered stable. Two components (wetland and riparian communities and viewshed) were of moderate concern, with no trend assigned for wetland and riparian communities and a stable trend for viewshed. Detailed discussion of these designations is presented in Chapters 4 and 5 of this report. Several park-wide threats and stressors influence the condition of priority resources in SAPU...
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Meghir, Costas, Ana Santiago, Orazio P. Attanasio, and Andrew Shephard. Improving the Education Component of Conditional Cash Transfers in Urban Settings. Inter-American Development Bank, June 2009. http://dx.doi.org/10.18235/0011068.
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Presents information about opportunity cost of attendance to school, touching on issues of the proper dimensioning of cash subsidies, the adequacy of the conditionality and operational issues associated with conditional cash transfer (CCT) programs. It then analyzes the challenge of increasing school enrollment in urban areas using a dynamic model that accounts for labor opportunities of young people in these areas.
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Anilkumar, Krupa. Benefits and Challenges of Using Dialogue-based Pedagogy for the Gender Education of Pre-service Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0906.2023.
Full textAbstract:
Gender-just classrooms are imperative to realising a gender-just society. Patriarchal gender norms are often reproduced and perpetuated in schools through biased curriculum, gendered textbooks, hidden curriculum and even gendered views of those who educate. The key to a gender equitable classroom is a gender conscious teacher. To begin our engagement on the subject, we analysed the gender component in the curriculum of the elementary teacher education programme offered at District Institutes of Education and Training (DIET) under the Kerala State Council of Educational Research and Training (SCERT).
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
Full textAbstract:
Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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Brasil, André. Multidimensionality through self-evaluation: From theory to practice in the Brazilian graduate system. Fteval - Austrian Platform for Research and Technology Policy Evaluation, April 2022. http://dx.doi.org/10.22163/fteval.2022.546.
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Nearly all science and technology research in Brazil is conducted within a national system of graduate education. Since the 1970s, a graduate program assessment has been an integral part of such a system, and it is currently held on a quadrennial basis. The evaluation model is dynamic, evolving from the experiences of evaluators, policymakers, and the scientific community during each four-year cycle. This study analyses policy initiatives from the 2017-2021 evolving effort, focusing on strategies and recommendations to implement multidimensionality and self-evaluation as integral components of Brazilian evaluation. The paper traces how the idea for a multidimensional assessment was introduced in the country and how U-Multirank, an international ranking of higher education institutions (HEI), has come to inspire an evaluation that is not institutional but of graduate programs instead. The study identified some benefits and limitations of the chosen inspiration and analysed how the Brazilian proposal aligned with the U-Multirank principles. Furthermore, the investigation shows there is little concrete difference from the proposed new model to the one Brazil has already in place. Finally, the last section of this study looks into the once pivotal idea to pursue a self-evaluation component, now relegated to a minor role in the model, but that could be raised to a position supporting the design of an actual multidimensional assessment model.