Relevant bibliographies by topics / Educational programs

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

Academic literature on the topic 'Educational programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Educational programs"

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&NA;. "EDUCATIONAL PROGRAMS." Clinical Nurse Specialist 11, no. 1 (January 1997): 19. http://dx.doi.org/10.1097/00002800-199701000-00014.

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Doughty, Dorothy. "Alternate Educational Programs." Journal of Wound, Ostomy and Continence Nursing 17, no. 3 (May 1990): 30A—31A. http://dx.doi.org/10.1097/00152192-199005000-00006.

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Bradley, F. A. "Biosecurity: Educational Programs." Journal of Applied Poultry Research 16, no. 1 (March 2007): 77–81. http://dx.doi.org/10.1093/japr/16.1.77.

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ASTON, SHEREE J. "Geriatric Educational Programs." Optometry and Vision Science 67, no. 5 (May 1990): 329–31. http://dx.doi.org/10.1097/00006324-199005000-00005.

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Ball, Samuel. "EVALUATING EDUCATIONAL PROGRAMS." ETS Research Report Series 2011, no. 1 (June 2011): i—23. http://dx.doi.org/10.1002/j.2333-8504.2011.tb02251.x.

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Brown, Robert W. "NASA's educational programs." Government Information Quarterly 7, no. 2 (January 1990): 185–95. http://dx.doi.org/10.1016/0740-624x(90)90054-r.

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Korolev, Evgeniy V., Alexey E. Bespalov, and Vera V. Agafonova. "EDUCATIONAL-METHODOLOGICAL SUPPORT OF EDUCATIONAL PROGRAMS." Stroitel stvo nauka i obrazovanie [Construction Science and Education] 8, no. 3 (2018): 5. http://dx.doi.org/10.22227/2305-5502.2018.3.5.

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Sukueva, O. S., and I. S. Belanov. "ARCTIC DEVELOPMENT EDUCATIONAL PROGRAMS." Арктика 2035: актуальные вопросы, проблемы, решения, no. 4 (2021): 120–26. http://dx.doi.org/10.51823/74670_2021_4_120.

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Swan, Ronald D. "Police Educational Incentive Programs." Medicine, Science and the Law 29, no. 3 (July 1989): 258–62. http://dx.doi.org/10.1177/002580248902900312.

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Rossing, Thomas D., Gordon Berry, John Greene, Sam Bowen, Martha S. Hanner, Brian B. Schwartz, and James Wynne. "More Educational Outrach Programs." Physics Today 45, no. 4 (April 1992): 114–16. http://dx.doi.org/10.1063/1.2809642.

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Dissertations / Theses on the topic "Educational programs"

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Nemoto, Tomoko. "PROGRAM EVALUATION OF GRADUATE EDUCATION PROGRAMS IN AN AMERICAN UNIVERSITY IN JAPAN." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214778.

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CITE/Language Arts
Ph.D.
Program evaluation in the fields of second language acquisition (SLA) and teaching English to speakers of other languages (TESOL) has a history dating from the 1960's. The focus of previous program evaluations has been on language achievement at the end of the program of study (Lynch, 1996). However, to improve or maintain program quality, teacher education of future foreign language instructors is essential; thus, improvements in the quality and/or control of teacher education programs is also important. The primary purpose of this study is to propose and test a multi-faceted approach to program evaluation that originates from the administrative side of two graduate programs in Applied Linguistics. This marks the first time in the field that this approach has been implemented. First, time series enrollment models were examined to investigate the overall stability of the two graduate education programs for non-traditional students from 1993 to 2010 (for the Master's programs) and 1995 to 2010 (for the doctoral programs). Second, logistic regression models were examined to investigate the characteristics of the students who did and did not graduate from the programs. Third, event history Cox regression models were examined to investigate the amount of time spent by the graduate students to complete the degree using potential demographic and enrollment pattern factors as predictors. Finally, a dynamic model was formulated and tested to simulate the program's potential future enrollments based in part on the results of the prior model analyses and publically available data. The results indicated the potential for developing a relatively strong time series enrollment prediction model for near future enrollments using the data available in the administrative database. However, the student success/failure models and event history program study time prediction models were relatively weak and the results indicated the difficulty of predicting whether students will successfully complete the graduate programs using data typically collected from the students when they enter the program. The simulation results showed a potential decline in enrollments over the next decade mainly due to the decline of the 18-year-old student population in Japan, the decreasing size of the foreign language teacher population, the long, gradual recession in Japan, and the revision of university faculty employment status by the Japanese Ministry of Education.
Temple University--Theses
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Loverro, Ian James. "Toward a pedagogy of educational technology for teacher education programs /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7552.

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ANTUNES, FLAVIA LOBO DE CASTRO. "BUILDING CONTENT FOR EDUCATIONAL TV PROGRAMS: COMMUNICATION AND EDUCATION CHALLENGES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25441@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
A dissertação trata das questões enfrentadas por profissionais de comunicação e educação, que trabalham na produção de conteúdo para TV educativa. O estudo de caso, desenvolvido com 10 produtores da MultiRio, no período de maio a julho de 2014, seguiu a abordagem qualitativa. O foco da análise é a percepção de conteúdo educativo compreendida por estes profissionais e como esta acepção norteia a produção destes programas. A TV educativa, lócus desta pesquisa, apresenta características comuns ao meio, como entretenimento e informação. Todavia, possuiu peculiaridades, constituindo o objetivo primeiro deste tipo de emissora: educar e formar a audiência. O presente trabalho desenvolve-se a partir da Pedagogia da Comunicação, desenvolvida por Mario Kaplún, no estudo da educação e da comunicação, configurando o que o autor chamou de educação informal, assumindo esta modalidade de TV seu papel na promoção do desenvolvimento humano. A MultiRio é a empresa municipal de multimeios, vinculada à Secretaria Municipal de Educação do Rio de Janeiro. Os objetivos da empresa são a articulação entre a sociedade e a educação, atuando ainda na capacitação continuada de professores e alunos da rede pública municipal. Desde sua criação, em 1993, foram mais de 4.200 programas produzidos e veiculados em sistema aberto e fechado de televisão. As considerações do estudo demonstram a existência de conflito entre as duas áreas, evidenciando uma tensão entre aprendizagem e entretenimento, sugerindo que este conflito pode ter origem na percepção sobre o papel da escola e do ensino na sociedade e desta através da TV.
This dissertation brings questions which are faced by communication and education professionals who work with content production for educational TV. This is a case study that has a qualitative approach. It was developed from May to July of 2014 with ten producers who work at MultiRio. The focus of this analysis is to perceive how these professionals comprehend educational content and also to understand how this perception influences the production of these programs. Educational TV has its own characteristics such as entertainment and information. However, it has its peculiarities. The first goal of this kind of station is educating and achieving viewership. This research was developed within the studies of Mario Kaplún on Pedagogy of communication. This author brought the concept of informal education assuming that this type of TV plays a role in promoting human development. MultiRio is a city government company which is connected to the Educational Secretary of the city. The company goals are mainly to articulate society and education as well as promoting continued formation for students and teachers from public schools. Since its creation, the company has produced and aired more than 4.200 programs both on open and paid TV. This study found out that there is a conflict between the two fields which showed a tension between learning and entertaining. It suggests that this conflict may have been originated in the perception about the role of the school and the role of teaching in the society and through TV.
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Hamilton, Rachael Anne. "Educational interpretive programs for ecotourism destinations." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.

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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.
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Chaves, Ian M. "Crime Drama Television Programs: Educational or Not?" Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1322858428.

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Rys, Gregory Paul. "Nurse Practitioner Residency Programs: An Educational Journey." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2056.

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Primary care is in a state of crisis due to the lack of clinicians and increasing numbers of insured patients. Encouraging more students to go directly through school for their doctor of nursing practice degree and nurse practitioner (NP) certifications is one proposal to alleviate this crisis. However, this approach would deliver graduates with minimal leadership and clinical experiences directly into practice. One resolution to mitigate this concern would be an NP residency program. Evaluating the knowledge and attitudes of stakeholders prior to the implementation of a NP residency program is an important first step to this implementation plan. The purpose of this project was to assess the knowledge and attitudes about NP residency programs of 2 stake holders: administrators and NPs at a rural upstate New York health care system, Bassett Healthcare, and to compare responses of those fiscally with those clinically oriented. Using literature less than 6 years old about NP residencies, a 28-question survey tool was created to assess knowledge and attitudes of NP residency programs. Content validity was established by 6 hand-selected NPs and administrators who had expert knowledge of residency programs. Once validity was established, the tool was distributed to a convenience sample of NPs and administrators at Bassett Healthcare Network via e-mail. The sample included 20 administrators and 44 NPs. A Mann-Whitney U test revealed no statistical differences between the 2 groups on any item. However, a majority of both groups felt the programs should be mandatory for all NPs. This project may be the first step in formation of a NP residency program that could alleviate transitional stress, decrease turnover, and produce better clinically-prepared NPs, thus benefitting the profession and society.
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Brown, Kirk W. "Identifying the Current Program Development Trends for Accredited Undergraduate Athletic Training Educational Programs." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/30071.

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Athletic training is an allied healthcare profession which at the present time offers two routes for certification. Students can sit for the National Athletic Trainers Association Board of Certification (NATABOC) through successfully completing either an accredited curriculum program or an internship program and pass the NATABOC examination in order to practice as a certified athletic trainer. In January 2004, the internship option towards certification will be eliminated. If institutions want to continue to qualify students to take the NATABOC examination, they must develop curriculum programs that meet the Standards and Guidelines set by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) before this date. To develop an athletic training education program, Program Directors must implement the new standards into their programs in accordance with CAAHEP and institutional policies. The purpose of this study was to survey current Athletic Training Education Program Directors and identify how they developed their programs, with their available resources, to meet CAAHEP accreditation standards. The population selected to identify and describe the current trends of program development included Program Directors from all currently accredited undergraduate athletic training programs (N = 114). Of the 114 participants surveyed, 53 (46%) responded. Using Internet technology, a cross-sectional survey instrument was constructed to electronically survey current Program Directors of accredited undergraduate athletic training programs. The data gathered were primarily informational, and the analysis of this data was descriptive in nature. Data analysis identified, trends regarding the demographics of current Program Directors, curricular patterns, and institutional support roles. The new CAAHEP standards appear to necessitate greater institutional support in terms of faculty and resources, scientific and technological upgrades in curriculum, and clearly defined academic placement for Program Directors.
Ph. D.
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Worley, Kena Lashel. "Perceptions of Educational Leaders of Incentive Pay Programs." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611752.

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In this study, the perceptions of educational leaders of incentive pay programs, including Missouri's Career Ladder Program were examined. A mixed-methods design provided a process by which student achievement, professional development, and the retention of high quality and effective teachers were viewed through the lens of Marzano's (2003) Teacher Level Factors that influence student achievement. The population for the study consisted of educational leaders and educators in Missouri. The sample group was comprised of four public school superintendents, four professional development chairs, four leaders in professional education organizations, four Missouri public school board presidents, and approximately 83 Missouri public school teachers. Interviews and survey data were collected and analyzed. Four themes emerged from the study: the effectiveness of Missouri's Career Ladder Program as related to increasing student achievement, the effectiveness of incentive pay programs as related to increasing student achievement, the components of an effective professional development program, and motivation for teachers. Findings indicated positive perceptions of incentive pay programs, including Missouri's Career Ladder Program, which were thought to enhance professional development, the retention of high quality and effective teachers, and ultimately increased student achievement. Even though details of incentive pay programs vary greatly, teacher motivation and increased student achievement were consistent findings among participants. The perceptions of educators from this study may serve district and state educational leaders in future decision-making and implementation of incentive pay programs.

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Reese, Sandra J. "Increasing diabetes awareness in adolescents through educational programs." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0328103-161433/unrestricted/ResseS042103b.pdf.

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Thesis (M.S.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-0328103-161433. Includes bibliographical references. Also available via Internet at the UMI web site.
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Ellington, Shelley Diane. "An Evaluation of the Christa McAuliffe Space Education Center Programs." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2742.

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Recent calls for better education have many teachers trying out new ways to engage their students and teach them required content. In the current educational atmosphere of accountability, many people are beginning to question the effectiveness and utility of their educational programs. The Christa McAuliffe Space Education Center (CMSEC) is one such program. Key aspects addressed in this study included better understanding the essence of the CMSEC experience, whether it provides any beneficial impact to visitors, and how the CMSEC programs fit into the educational spectrum. An exploratory mixed-method design (utilizing focus groups, interviews, and surveys) was used to explore these issues. The director of the CMSEC hopes to use the information gained from investigating these questions to improve the program and to strengthen its foundation so it will survive beyond his retirement. We discovered that the CMSEC experience is based in simulation theory, very similar to other live simulation experiences that designers employ to meet similar learning outcomes. We found that much of the ambiguity that the CMSEC director identified results from ambiguous goals that are not as tightly aligned with program offerings and procedures as they could be. In order to strengthen the CMSEC programs we recommend they clarify their goals, train staff more explicitly on their goals and how to achieve them, and refine their evaluation methods to measure whether those goals are being met.
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Books on the topic "Educational programs"

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Education, Alberta Alberta. Policy/program monitoring handbook: Special needs programs. [Edmonton, Alta.]: Alberta Education, 1985.

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Hickcox, Edward S. Educational leadership and multicultural programs. [Toronto, Ont.]: Dept. of Educational Administration, Ontario Institute for Studies in Education, 1986.

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Worthen, Blaine R., and Karl R. White. Evaluating Educational and Social Programs. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-011-7420-6.

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United States. National Aeronautics and Space Administration. NASA-industry education initiative: Educational programs report 1991. [Washington, D.C.?]: National Aeronautics and Space Administration, 1992.

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Administration, United States National Aeronautics and Space. NASA-industry education initiative: Educational programs report 1991. [Washington, D.C.?]: National Aeronautics and Space Administration, 1992.

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United States. National Aeronautics and Space Administration. NASA-industry education initiative: Educational programs report 1991. [Washington, D.C.?]: National Aeronautics and Space Administration, 1992.

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Evaluating instructional programs. 2nd ed. Boston: Allyn and Bacon, 1985.

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Gysbers, Norman C. Evaluating school guidance programs. [Greensboro, NC]: ERIC Clearinghouse on Counseling and Student Services, 1995.

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Leidenfrost, N. B. Using paraprofessionals to deliver educational programs. [Washington, D.C.]: U.S. Dept. of Agriculture, 1986.

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K, Greenfield Richard, ed. Developing international education programs. San Francisco: Jossey-Bass, 1990.

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Book chapters on the topic "Educational programs"

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Vander, Arthur J., and Orr E. Reynolds. "Educational Programs." In History of the American Physiological Society, 359–76. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4614-7576-7_12.

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Ball, Samuel. "Evaluating Educational Programs." In Methodology of Educational Measurement and Assessment, 341–62. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58689-2_11.

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Forsythe, George B., James C. Sadler, and Ruth de Bliek. "Evaluating Educational Programs." In Handbook for the Academic Physician, 147–69. New York, NY: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-6328-6_9.

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Orey, Michael, V. J. McClendon, and Robert Maribe Branch. "Graduate Programs." In Educational Media and Technology Yearbook, 411–541. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09675-9_26.

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Orey, Michael. "Graduate Programs." In Educational Media and Technology Yearbook, 223. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4430-5_14.

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Watanobe, Yutaka, Nikolay Mirenkov, and Mirai Watanabe. "Educational Features of *AIDA Programs." In Communications in Computer and Information Science, 162–77. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17530-0_12.

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Melin, Charlotte. "Program Sustainability Through Interdisciplinary Networking: On Connecting Foreign Language Programs with Sustainability Studies and Other Fields." In Educational Linguistics, 103–22. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9159-5_5.

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Yates, Jacqueline. "Working in Corporate Programs." In Educational Innovation in Economics and Business, 113–29. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-1392-4_7.

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Kato, Fumie, and Ryan Spring. "Educational strategies." In Strategies for Growing and Enhancing University-Level Japanese Programs, 31–52. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429353451-3.

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Byrne, Barbara M. "Selecting Sem Computer Programs." In Handbook of Quantitative Methods for Educational Research, 367–94. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-404-8_17.

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Conference papers on the topic "Educational programs"

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Valdez-García, JE, M. Lopez, and SL Olivares-Olivares. "EDUCATIONAL MANAGEMENT STRATEGIES IN OPHTHALMOLOGY SPECIALTY PROGRAMS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7162.

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Medical specialty programs are aimed to train doctors in a specialization closely intertwined with a professional context. Progressively physicians experience more complexity and responsibility under the supervision of tutors and institutions approved for such purposes. For this program to be feasible to implement, institutions rely on their educational management strategies to plan, organize, lead, and control their process. This study aimed to assess these educational management strategies in specialty programs. The approach in this study was quantitative, with a descriptive and cross-sectional design. The sampling strategy was a convenience sample that consisted of the assessment of 22 programs of Ophthalmology. The assessment used an instrument of 13 items with a Likert scale of 5 levels ranging from 1, which stands for strongly disagree, to 5, which represents strongly agree. Results show a mean of 3.7 on the total scale, with a standard deviation of 1.4. The educational management strategy with the most favorable response was planning (mean = 3.9), and the least favorable response was found in leadership (mean = 3.5). These results indicate that educational institutions in health and medicine, particularly in Ophthalmology programs, have neglected to develop some management strategies, which must need to develop systematically. The universities must consider the establishment and adherence to good practices and policies, as these are part of establishing a quality educational program. A systematic analysis is needed to document and reflect the development, management, and institutional assessment of these strategies. Keywords: educational innovation, higher education, medical education, educational management, ophthalmology
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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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Iasnenko, Irina Petrovna. "Systematization of digitalization directions of higher education in Russia." In Proceedings of the conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-103330.

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Scientific and technological progress and digitalization stimulate the dynamic development of Internet programs for the development of higher education in Russia. Digitalization has affected all aspects of the educational process, including: management, communications, a paradigm shift in education and a complete transformation of the traditional school of higher education. Digital methods of teaching in higher education are integrated into existing traditional training programs, there is a digital update of educational programs and disciplines. Mixed learning models are being created, distance education programs are being developed and implemented, a digital educational environment with system unified modules is being introduced, a digital approach to managing educational institutions has been established.
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Ivanuna, Yelena, Elmira Uteubayeva, and Dilyana Arsova. "UPDATED EDUCATIONAL CURICULUM FOR ENGLISH LANGUAGE LESSONS IN KAZAKHSTAN." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(13).

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In the 2016-2017 academic year, an update of the education system and its content was introduced in Kazakhstan. Updating the content of education in the Republic of Kazakhstan sets itself the main goal - improving the pedagogical skills of teachers in the context of updating the educational program and introducing a system of criteria-based assessment. The article discusses the features of the updated content of education in the Republic of Kazakhstan, containing aspects of building knowledge acquisition based on Bloom's taxonomy. Here we have discussed: the details of taxonomy levels; a new structure of educational programs; the main differences from previous versions of educational programs compared to the updated version; criteria for assessing formative assessment; the tasks for the summative assessment of primary schoolchildren in English for the section and for the quarter; an example of a descriptor for assessing the mastery of knowledge in English lessons; the principle of the spiral approach in the preparation of programs within the framework of renewed education; the advantages of a training program using the spiral principle; Using the updated version, education should become competitive, high-quality, and, therefore, such that graduates of the Kazakh school can easily continue their studies in foreign universities
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Sheveleva, A. S. "MULTIMEDIA EDUCATIONAL PUBLICATIONS FOR APPLIED EDUCATIONAL ONLINE PROGRAMS." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. TSU Press, 2021. http://dx.doi.org/10.17223/978-5-907442-02-3-2021-142.

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Sundaram, Ramakrishnan. "Drafting Program Educational Objectives for undergraduate engineering degree programs." In 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684903.

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Gorkunova, Xenia Sergeevna, Ekaterina Evgenievna Gorodetskaya, and Elena Nikolaevna Pristupa. "COPYRIGHT EDUCATIONAL PROGRAMS IN RUSSIA." In Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-04-75.

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Smolčić Jurdana, Dora, and Romina Agbaba. "DESTINATION CRISIS MANAGEMENT EDUCATIONAL PROGRAMS – BACKGROUND FOR BETTER PERFORMANCES." In Tourism in Southern and Eastern Europe 2021: ToSEE – Smart, Experience, Excellence & ToFEEL – Feelings, Excitement, Education, Leisure. University of Rijeka, Faculty of Tourism and Hospitality Management, 2021. http://dx.doi.org/10.20867/tosee.06.46.

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Purpose – Paper points out the importance of introducing and attending various educational programs, courses and workshops that are crucial in times of crisis. Knowledge resources need to be more integrated within management organizations, to ensure efficiency and effectiveness in overcoming challenging conditions. Managers must learn and devise new ways of managing in times of crisis. Methodology – Secondary data sources, relevant studies closely related to this area of research, indexed in the databases WoS, Scopus, Hrčak, and others where used. Countries Australia, Croatia and China were selected and analyzed, with the intention of indicating the degree of representation of educational programs in the field of crisis management, or whether they exist in university education, business activities, are they publicly available and is their theme exclusively based on the still present COVID-19 pandemic? Findings – Based on the research of educational programs in the field of crisis management in three selected countries (China, Australia, Croatia) from three different continents, it was noticed regardless of the difference in their size and education systems, that there are no significant deviations in the modalities of educational programs in crisis management. Contribution – The contribution is manifested in the representation and the literature review of contribution of educational programs in the field of crisis management. Given the occurrence of crisis situations in tourism, which are increasingly common and come from different sources, the need to strengthen educational programs in this area has undoubtedly been identified.
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Chalmers, Denise, Beatriz Moya, and Hector Turra. "A framework for the evaluation of educational development programs in higher education in Chile." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7997.

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This paper outlines the experience of evaluating the impact of educational development in Chilean higher education drawing on the example of the Universidad Católica de Temuco. The aim is to demonstrate the importance of a implementing a robust and flexible evaluation and impact framework to identify the effectiveness of education development programs. The rationale and processes that informed the development of the evaluation and impact framework are described and then illustrated with one example, the Faculty Learning Communities (FLC) program. The example shows how the overall framework is contextualised in a specific program, drawing on indicators and outcomes to demonstrate its flexibility and robustness. The rich evidence gathered has been used to inform the educational developers on the effectiveness of their work, and the faculty participants on their knowledge and practice. Just as importantly, it has informed the institution about the impact of the programs and student engagement. The evaluation framework provides a Chilean example informed by international best practice.
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Johnson, Jim, Angela Rieck-Hinz, and Gerald Miller. "Manure Educational Programs in Iowa: Current Programs and Future Needs." In Proceedings of the 10th Annual Integrated Crop Management Conference. Iowa State University, Digital Press, 1999. http://dx.doi.org/10.31274/icm-180809-629.

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Reports on the topic "Educational programs"

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Mattoon, Joseph S. Evaluating Training and Educational Programs: A Review of the Literature. Fort Belvoir, VA: Defense Technical Information Center, October 1992. http://dx.doi.org/10.21236/ada258149.

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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake, and Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, September 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Hartline, Beverly, and Kathryn Strozak. Cooperative Pre-College Educational Programs at the Continuous Electron Beam Accelerator Facility (CEBAF). Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/954305.

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Huang, Lindsey, Anthony Miller, and Rachel Hamann. By the Numbers: 30th Report on Physician Assistant Educational Programs in the United States. Physician Assistant Education Association, December 2015. http://dx.doi.org/10.17538/btn2015.001.

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García, Sandra, and Juan Saavedra. Educational Impacts and Cost-Effectiveness of Conditional Cash Transfer Programs in Developing Countries: A Meta-Analysis. Cambridge, MA: National Bureau of Economic Research, July 2017. http://dx.doi.org/10.3386/w23594.

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Rockefeller, Thomas. The Effectiveness of an Educational Service District's Programs and Services as Perceived by Various Educator Groups. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1373.

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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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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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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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