Relevant bibliographies by topics / Educational systems

Contents

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

Academic literature on the topic 'Educational systems'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Educational systems"

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Sørensen, Annemette, Alan C. Kerckhoff, and Annemette Sorensen. "Educational Systems Matter." Educational Researcher 21, no. 2 (March 1992): 36. http://dx.doi.org/10.2307/1176580.

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

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Ryan, Katherine. "Shaping Educational Accountability Systems." American Journal of Evaluation 23, no. 4 (December 2002): 453–68. http://dx.doi.org/10.1177/109821400202300406.

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RYAN, K. "Shaping Educational Accountability Systems." American Journal of Evaluation 23, no. 4 (2002): 453–68. http://dx.doi.org/10.1016/s1098-2140(02)00235-7.

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Laksono, Tio Ari, and Sulistyorini Sulistyorini. "EDUCATIONAL MARKETING INFORMATION SYSTEMS AT ISLAMIC EDUCATIONAL INSTITUTIONS." Idaarah: Jurnal Manajemen Pendidikan 5, no. 2 (December 20, 2021): 336. http://dx.doi.org/10.24252/idaarah.v5i2.24130.

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Abstract: Educational Marketing Information Systems at Islamic Educational InstitutionsDelays in presenting educational marketing information will cause information not to reach customers quickly and accurately. Marketing educational services is a strategy to improve the quality of education which is the most important element for the quality and progress of the level of education in an educational institution. Marketing is done so that the public knows the advantages and programs owned by the madrasa. Customer satisfaction with educational institutions is identical to customer satisfaction regarding the services provided. This type of research is library research with a qualitative approach. The research process is descriptive analysis, namely by collecting data, compiling, clarifying, and analyzing. Marketing activities can be carried out with various channels or several media, with the hope that there will be three stages of change, namely: changes in knowledge, changes in attitudes, and changes in desired actions. Educational institutions must be able to create community-oriented educational service programs that adapt to the needs of madrasas. Educational institutions must strive to create a positive image in the eyes of the community so that people can make decisions for their sons and daughters to choose the madrasa. Abstrak: Sistem Informasi Pemasaran Pendidikan pada Lembaga Pendidikan IslamKeterlambatan dalam menyajikan informasi pemasaran pendidikan akan menyebabkan informasi tidak sampai kepada pelanggan dengan cepat dan tepat. Pemasaran jasa pendidikan merupakan strategi peningkatan mutu pendidikan yang merupakan elemen terpenting bagi kualitas serta kemajuan taraf pendidikan pada suatu lembaga pendidikan. Pemasaran dilakukan agar masyarakat mengetahui keunggulan dan program-program yang dimiliki oleh madrasah. Kepuasan pelanggan terhadap lembaga pendidikan identik dengan kepuasan pelanggan mengenai pelayanan yang diberikan. jenis penelitian ini adalah penelitian kepustakaan (library research) dengan pendekatan kualitatif. Pada proses penelitiannya bersifat analisis deskriptif, yaitu dengan cara mengumpulkan data, menyusun, mengklarifikasikan, dan menganalisis. Kegiatan pemasaran dapat dilakukan dengan berbagai saluran atau sejumlah media, dengan harapan terjadinya tiga tahapan perubahan, yaitu: perubahan pengetahuan, perubahan sikap dan perubahan tindakan yang dikehendaki. lembaga pendidikan harus dapat membuat program-program layanan pendidikan yang berorientasi kepada masyarakat yang menyesuaikan dengan kebutuhan madrasah. Lembaga pendidikan harus berusaha untuk menciptakan citra yang positif dimata masyarakat sehingga masyarakat dapat membuat keputusan untuk putra dan putrinya agar memilih madrasah tersebut.
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Gregory, Wendy J. "Designing educational systems: A critical systems approach." Systems Practice 6, no. 2 (April 1993): 199–209. http://dx.doi.org/10.1007/bf01062252.

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Thomson, Pat, Bob Lingard, and Terry Wrigley. "Ideas for changing educational systems, educational policy and schools." Critical Studies in Education 53, no. 1 (February 2012): 1–7. http://dx.doi.org/10.1080/17508487.2011.636451.

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PASK, Oksana, and Nataliia BONDARENKO. "DESIGN OF EDUCATIONAL SYSTEMS IN THE MODERN EDUCATIONAL PROCESS." Humanities science current issues 2, no. 55 (2022): 271–76. http://dx.doi.org/10.24919/2308-4863/55-2-43.

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Palamarchuk, E. A. "Architecture of electronic educational systems." Optoelectronic information-power technologies 39, no. 1 (2020): 78–92. http://dx.doi.org/10.31649/1681-7893-2020-39-1-78-92.

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Baratashvili, E., and N. Chubinidze. "Project management in educational systems." Fundamental and applied researches in practice of leading scientific schools 31, no. 1 (February 28, 2019): 12–17. http://dx.doi.org/10.33531/farplss.2019.1.03.

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The article discusses the problems of the modern textbooks and teaching aids on pedagogy, where the solution of management problems is the content of the chapter, which is often called “Management of educational systems”. Then authors define, that in scientific papers devoted to the problems of pedagogical management, the view of his specific object and subject is substantiated. So, it is considered that pedagogical management as a science of management of educational systems and processes is a branch of pedagogy, the subject of which is the organization of management in the field of education and in educational institutions. The structure of pedagogical management includes the following levels: a. management of the teaching staff; b. teacher activity management; c. student activity management. The authors believe that in pedagogical management there are two levels of management: the head of the educational institution and the teacher. The activity of the head is aimed at creating conditions for the effective functioning and development of the entire educational system of the institution; the task of the teacher-manager is the organization of educational work with the aim of developing cognitive activity and the formation of the student's personality. According to the authors, project management is among the “young” and most demanded areas of scientific knowledge and practice. Development of it over the past 50–60 years has gone from its understanding as a technological scheme for organizing work on the implementation of individual projects to the idea of project management as a methodology for system changes, which carried out in organizations, firms, corporations, territorial entities, across the country and interstate associations. The article also reviewed the most diverse areas of scientific knowledge. It is the project culture. We think that it is institutionally manifested in project activities, although it does not boil down to it. All of the above gives grounds for identifying historical and cultural sources of project management as a person’s ability, an independent type of professional activity and, finally, a cultural phenomenon. The authors think that in modern management concepts, there are two types of management - process (management of recurring activities in fundamentally unchanged external conditions) and project management (change management of the managed system). The latter is precisely the subject of research in the field of scientific knowledge and practice, called “project management” and the subject of one of the branches of management science - project management. In conclusion, the authors define the methodological foundations of project management in pedagogical management are system-activity, process, and resource approaches, which, being internally consistent, set the fundamental methodological orientation of research in the considered field of scientific pedagogical knowledge.
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Dissertations / Theses on the topic "Educational systems"

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Buckner, Marjorie M. "Parents' Expressed Educational Dissent in Middle School Education Systems." UKnowledge, 2015. http://uknowledge.uky.edu/comm_etds/38.

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Hoy and Miskel (2008) and Weick (1976) conceptualize schools as organizational systems of which parents comprise part of the organization. Specifically, parent involvement includes such behaviors as assisting students with homework, participating in policy decisions, and providing feedback (Barge & Loges, 2003). Parent involvement is largely championed in K12 education and particularly in middle schools (e.g., Coalition of Essential Schools, 1993; Texas Education Agency, 1991). In fact, both parents and teachers value building positive parent-teacher relationships (Kalin & Steh, 2010) and may communicate regarding a variety of topics including student academic performance, classroom behavior, preparation, hostile peer interactions, and health (Thompson & Mazer, 2012). However, while parents and teachers report valuing positive parent-teacher interactions, Lasky (2000) found that “teachers and parents sometimes felt confused, powerless, and misunderstood as a result of their interactions” (p. 857). One specific type of parent-teacher communication that may lead to dissatisfying interactions is parent expressed educational dissent (PED). Similar to organizations and workplaces that do not value dissent as a feedback process increasing democratic discourse in the system, schools may actively attempt to avoid potentially negative or conflict-inducing communication such as dissent (Ehman, 1995). Scholars (e.g., Davies, 1987; Fine, 1993; Sarason, 1995) note the importance of dissent and parent involvement in education systems, and case studies espouse positive changes within education systems as a result of parental dissent (e.g., Ehman, 1997). In order to better understand PED, this dissertation project seeks to (a) examine why parents express dissent in educational systems, (b) identify how parents express dissent in educational systems, and (c) measure how PED affects members of the educational system. To accomplish these goals, the author conducted a series of focus groups with teachers and parents, developed a measure of PED, and disseminated a survey to both parents and teachers assessing the antecedents and possible outcomes affected by PED. The findings of this research aim to improve organizational communication within middle school education systems such that schools may develop prosocial strategies for (re)framing and addressing PED.
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Ascher, Tamar. "The role of educational belief systems in teacher education." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340825.

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Dancy, Isaac. "Educational hardware for feedback systems." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/33128.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.
Includes bibliographical references (p. 85-86).
This thesis explores a variety of educational feedback systems with an emphasis on developing them for in-class demonstrations and in-depth student projects. The nature of feedback systems means there is never a shortage of demonstrations or assignments that can truly capture the students' imagination and enthusiasm for class material. Unfortunately, it is sometimes the case that the feedback systems with the most potential for greatness are also unreliable, inaccurate, and inconsistent. This thesis attempts to narrow the gap by exploring, analyzing, and building a variety of exciting feedback systems. A comparison of general-purpose and high-performance operational amplifiers is created. Hardware for a web-based laboratory on canonical second-order systems is implemented. Cheap magnetic levitation kits for in-term projects are made even cheaper. And finally, the inverted pendulum - a decades-old Course VI heirloom and featured demonstration - is restored to its past glory.
by Isaac Dancy.
M.Eng.
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Tuz, V. V., D. Ph, K. V. Bazilo, D. Ph, and Y. M. Tuz. "Distributed Computerized Educational Systems Investigations." Thesis, Sumy State University, 2015. http://essuir.sumdu.edu.ua/handle/123456789/40910.

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The learning process can be interpreted as the management of knowledge mastering. This process is actualized in a closed system and (as any closed management system) is characterized by the aim of management.
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Shriam, Khitam. "Educational management information systems & PPGIS." Thesis, University of Manchester, 2009. https://www.research.manchester.ac.uk/portal/en/theses/educational-management-information-systems--ppgis(8f2fe28b-4b10-4fb2-b75d-773034cd7ab0).html.

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Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.

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The creation and development of educational hypermedia by teachers and educational staff is often limited by their lack of computing skills, time and support from the educational institutions. Especially the lack of computing skills is a hinderance to most of today’s educational experts. The problem is to find out how those educational experts could be supported by computer based tools which are tailored especially to their needs without having any technical limitations. In this study the separation of technical and educational content in educational hypermedia is examined as a solution to this problem. The main hypothesis of this study is that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies and their conversion into an authoring tool. Such an authoring tool would make the creation of educational hypermedia very easy for teachers and therefore enable them to overcome the existing obstacles. The development of a new model, the creation of a new XML language and the implementation of a new authoring tool form the basis for a detailed investigation. The investigation was done by undertaking several research tasks like the evaluation of the XML language and the authoring tool by a group of educational experts of different knowledge domains, the practical usage of the authoring tool for the creation of real-life based educational material and the analysis of the gained research results. The analysis of the qualitative data showed that the separation of educational and technical content in educational hypermedia is possible and that it can be applied by educational experts with low computing skills as well as by technical experts with no educational background. Furthermore, the analysis allowed some additional insights into the creation of educational material by teachers and how it can be improved. The main conclusion of this study is that authoring tools in educational hypermedia should use the separation of educational and technical content based on different teaching and learning strategies which allows educational experts with low computing skills to create educational content for delivery via the World Wide Web.
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Lagerqvist, Gustaf, and Anton Stålhandske. "Recommendation systems for recruitment within an educational context." Thesis, Malmö universitet, Fakulteten för teknik och samhälle (TS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42902.

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Alongside the evolution of the recruitment process, different types of recommendation systems have been developed. The purpose of this study is to investigate recommendation systems within educational contexts, successful implementations of recommendation system architecture patterns, and alternatives to previous experience when evaluating candidates. The study is conducted through two separate methods; A literature review with a qualitative approach and design science research methodology focused on design and development, demonstration and evaluation. The literature review shows that, for recommendation systems, a layered architecture built within a microservice ecosystem is successfully utilized and has multiple beneficial aspects such as improved scalability, maintainability and security. Through design science research methodology, this study shows a suggested approach to implementing a layered architecture in combination with KNN and hybrid filtering. To avoid the lapse of suitable candidates, caused by demanding previous experience, this study shows an alternative approach to recruitment, within an educational context, through the use of soft skills. Within the study, this approach is successfully used to evaluate and compare students, but the same approach could possibly be applied to evaluate and compare companies. Moving forward, this study could be further expanded by looking into possible biases arising as a result of using AI and choices made during this study, as well as weighting of student-attributes.
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Esmaeily, Kaveh. "Ontological mapping between different higher educational systems : The mapping of academic educational system on an international level." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-876.

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This Master thesis sets its goals in researching and understanding the structure of different educational systems. The main goal that this paper inflicts is to develop a middleware aiming at translating courses between different educational systems.

The procedure is to find the meaning of objects and courses from the different educational systems point of view, this is mainly done through processes such as identifying the context, semantics and state of the objects involved, perhaps in different activities. The middleware could be applied, with small changes, to any structured system of education.

This thesis introduces a framework for using ontologies in the translation and integration of course aspects in different processes. It suggests using ontologies when adopting and structuring different educational systems on an international level. This thesis will, through an understanding of ontologies construct a middleware for the translation process between different courses in the different educational systems. As an example courses in Sweden, Germany and Tajikistan have been used for the mapping and constructing learning goals and qualifications.

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McCusker, Kerri A. "Intelligent assessment and learner personalisation in adaptive educational systems for STEM Education." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675465.

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SPADA, ALICE. "Education for Society in Educational Systems A Comparative Study on Social Competences." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2019. http://hdl.handle.net/10281/241101.

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Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
Educating for society means preparing young members of society for social life. This research focuses on two areas of this topic: a) the different theories regarding educating for society provided through time by different sociological models; b) a comparative empirical study conducted in Milan in order to understand the way in which education for society is currently carried out. To do so, the educational tool considered is social competences. The analysis concentrates on the parameters of definition, transmission and evaluation of social competences as described by middle school teachers and uses phenomenography as a research method. Comparison between high disadvantage index districts and low disadvantage index district is carried out. Results show teachers from high disadvantage index districts concentrate more on the intercultural aspect of social competence compared to teachers from low disadvantage index districts. Results are read both as an effect of reproductions mechanisms and as an effect of systemic normative indeterminacy.
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Books on the topic "Educational systems"

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Watts, John Harrison, ed. Policing America’s Educational Systems. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315155715.

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All systems go: The change imperative for whole system reform. Thousand Oaks, Calif: Corwin Press, 2010.

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Nielsen, Natalie. Building Educational Equity Indicator Systems. Washington, D.C.: National Academies Press, 2020. http://dx.doi.org/10.17226/25833.

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Dorrian, Jean M. Educational background of systems librarians. Washington, DC: Association of Research Libraries, Office of Leadership and Management Services, 1998.

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Ejiogu, Aloy M. Educational management: A systems approach. Ikeja, Lagos: Lantern Books, 1990.

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Educational Resources Information Center (U.S.), ed. Standards-based accountability systems. [Aurora, CO]: Mid-continent Research for Education and Learning, 2000.

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Developing equitable education systems. New York, NY: Routledge, 2012.

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University, Thames Valley, ed. Assessment systems. London: Pitman, 1995.

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service), SpringerLink (Online, ed. Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education - a comparative perspective. Dordrecht: Springer Science+Business Media B.V., 2010.

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Cutt, James. Support systems for learning: Finance. Victoria: British Columbia Royal Commission on Education, 1988.

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Book chapters on the topic "Educational systems"

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Lo Bianco, Joseph. "Educational Linguistics and Education Systems." In The Handbook of Educational Linguistics, 113–26. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch9.

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Cooley, William W., and William E. Bickel. "Educational Research and Educational Systems." In Decision-Oriented Educational Research, 3–13. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_1.

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Scott, David. "Global Education and Educational Reform." In Education Systems and Learners, 101–7. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-59884-4_6.

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Chapman, Christopher, and Mel Ainscow. "Developing equitable education systems." In Educational Equity, 1–19. Names: Chapman, Christopher, editor. | Ainscow, Mel, editor. Title: Educational equity : pathways to success / edited by Christopher Chapman and Mel Ainscow. Description: Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-1.

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Levin, Mark Sh. "Educational Issues." In Combinatorial Engineering of Decomposable Systems, 247–74. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4615-5831-6_10.

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Gicquel, Renaud. "A new educational paradigm." In Energy Systems, 3–16. 2nd ed. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003175629-2.

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Huang, Ronghuai, J. Michael Spector, and Junfeng Yang. "Systems Perspective of Educational Technology." In Educational Technology, 65–76. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6643-7_4.

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Moallem, Mahnaz. "Smart Educational System." In Smart and Intelligent Systems, 1–32. Boca Raton: CRC Press, 2021. http://dx.doi.org/10.1201/9781003215349-1.

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Levesque, Roger J. R. "Adolescents in Educational Systems." In Advancing Responsible Adolescent Development, 187–237. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26639-4_6.

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Huang, Ronghuai, J. Michael Spector, and Junfeng Yang. "Designing Learning Activities and Instructional Systems." In Educational Technology, 125–47. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6643-7_8.

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Conference papers on the topic "Educational systems"

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Ibrahim, Hazem, and Walid Ibrahim. "Gamification in Online Educational Systems." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11238.

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The usage of gamification in online educational systems has grown considerably over the last several decades. This has been in response to reports of low completion and retention rates in online educational systems such as MOOCs. The usage of gamification and the application of social and educational networking to online education systems has been found to increase student satisfaction with the system. However, it has been shown that as students become more familiar with the gamified educational system, the initial boost in motivation diminishes. Efforts made in order to increase the personalization of gamified educational system, however, indicated an increase in student motivation over the duration of the course. Suggestions for further work include the usage of smarter leaderboard systems, as well as the potential for personalization in peer to peer online tutoring platforms.
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"Smart educational systems." In 2017 International Conference on Smart Systems and Technologies (SST). IEEE, 2017. http://dx.doi.org/10.1109/sst.2017.8188709.

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Friedland, Gerald, Wolfgang Hürst, and Lars Knipping. "Educational multimedia systems." In the international workshop. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1290144.1290145.

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Rezende, Criscilla M. C., Ana Carolina G. Inocencio, Thiago B. De Oliveira, and Ana Paula F. V. Boaventura. "Educational Technologies for Brazilian Basic Education." In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2019. http://dx.doi.org/10.23919/cisti.2019.8760595.

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Matulčíková, Marta, and Daniela Breveníková. "QUALITY OF EDUCATION AND SYSTEMS–BASED EDUCATIONAL EVALUATION." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.029.

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Sousa, Lorena, Luis Pedro, and Carlos Santos. "An Educational Design Research approach for developing Open Educational Resources to doctoral education training." In 2022 17th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2022. http://dx.doi.org/10.23919/cisti54924.2022.9820097.

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Nunes, Samara Soares, Valeria Farinazzo Martins, and Ana Grasielle Dionisio Correa. "Open educational resources to support musical education." In 2015 10th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2015. http://dx.doi.org/10.1109/cisti.2015.7170522.

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Andaloussi, Kenza Sakout, Laurence Capus, and Ismail Berrada. "Adaptive Educational Hypermedia Systems." In BDCA'17: 2nd international Conference on Big Data, Cloud and Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3090354.3090448.

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Lukashenko, D. V. "Information technology educational systems." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2019. http://dx.doi.org/10.18411/lj-03-2019-06.

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Oksyuta, O., and D. Nesterova. "QUALITY OF EDUCATION OF STUDENTS IN SECONDARY TECHNICAL EDUCATIONAL INSTITUTIONS." In Modern aspects of modeling systems and processes. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2021. http://dx.doi.org/10.34220/mamsp_83-88.

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The article discusses the approaches to assessing the quality of education in the systems of secondary technical education, the main components in the assessment of professional competen-cies of students, the regulatory requirements for the assessment system.
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Reports on the topic "Educational systems"

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Popel, Maiia V., and Mariya P. Shyshkina. The areas of educational studies of the cloud-based learning systems. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3245.

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The article analyzes the current stage of educational studies of the cloud-based learning systems. The relationship between the notions of the cloud-based learning system and the cloud-based learning environment are investigated. It was found that the researchers paid most attention to the design of a cloud-based learning environment. However, in the process of a cloud-based environment design, the researchers consider a cloud-based system as a component within the cloud-based learning environment of as a stage in the process of design. It is shown that in the research literature there is no single interpretation of the concept of a cloud-based system for educational purposes. Still the number of basic approaches to the interpretation of the concept under investigation are revealed. The first approach is based on the understanding of the system, as a set of cloud services or cloud-based technologies. The second approach is to consider a separate cloud service as a cloud-based learning system. In this case, the cloud service tools should include such components that cover the content, the tools, the forms and the methods of learning. The structure of the cloud-based learning system within the interpretation of the latest works of Ukrainian researchers is considered.
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Dabrowski, Anna, Yung Nietschke, Syeda Kashfee Ahmed, Amy Berry, and Maya Conway. Readiness, response, and recovery: The impacts of COVID-19 on education systems in Asia. Australian Council for Educational Research, September 2022. http://dx.doi.org/10.37517/978-1-74286-689-5.

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This review provides insights into COVID-19 responses in educational systems in Asia, and reviews which policies and practices were already in place to contribute to system readiness and resilience. Although the evidence base remains scarce, reflecting on the different system and school-level responses in Asia provides opportunity to identify gaps in current policies and research, and consider new ways in which countries in Asia can strengthen their educational systems into the future. It considers what makes an education system resilient, and the importance of school level practices. It uses an analytical framework to review readiness, response and recovery, and concludes with a discussion of gaps in evidence in Asia.
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Moore, Mark, and Marla Spivack. The Way Forward in Analyzing National Educational Systems: A Re-Considered View. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/110.

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Low- and middle-income countries around the world face a profound educational challenge. At stake in meeting this challenge is their ability to participate effectively in an increasingly interdependent global economy, society, and polity, and to meet many other goals set out in the International Declaration of Human Rights. Turning the current challenge into an important opportunity will, by definition, require significant improvements in the productivity of national education systems. Productivity changes on this scale require innovations at all three levels of the national systems: micro (classroom pedagogy), meso (school and district management), and macro (national politics and policy) levels. This paper sets out principles for designing a process initiated and supported at the national level that can animate, guide, and evaluate the varied innovations that will help national government meet their educational goals along a path that supports their economic, social, and political goals as well.
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Shapovalov, Viktor B., Yevhenii B. Shapovalov, Zhanna I. Bilyk, Artem I. Atamas, Roman A. Tarasenko, and Vitaliy V. Tron. Centralized information web-oriented educational environment of Ukraine. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3251.

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The modern development of science and technology has provided high quantity of information. This information must be systemized and classified. For taxonomization of educational materials, it was proposed to use existing graph-generators and graph-visualizers of the TODOS IT platform. A separate aspect of the TODOS IT platform is the possibility of using a centralized web-oriented learning environment. Creation of the system and transdisciplinary knowledge is a problem of modern education, which can be solved by creating a centralized web-oriented educational environment. Using this approach is an important part of the learning process. Such a centralized web-oriented environment based on the ontological approach involves filling, adaptive educational services with information resources that reflect the conceptual system of a particular discipline. One of the systems providing not only collection of information but include its systemizing is centralized web-oriented educational environment based on Ontology4 system. Ontology 4 use elements of the TODOS. The paper presents specific developments of one centralized web-oriented educational environment can be used to teach different subjects such as biology, chemistry, Ukrainian language and literature, using the STEM approach.
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Papay, John, Richard Murnane, and John Willett. Income-based Inequality in Educational Outcomes: Learning from State Longitudinal Data Systems. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20802.

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Moore, Mark, and Marla Spivack. A Public Value Approach to Analyzing and Intervening in National Educational Systems. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/10.

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Any analysis of a “National Educational System” reveals a highly complex social production system that is neither a hierarchical organization, nor a market, nor simply a misaligned system of principals and agents. It is, instead, a complex array of social actors bound together through various social structures and processes on one hand, and important functional relationships on the other. In approaching the challenge of moving that system towards sustained productivity gains, national governments naturally fall prey to the assumption that, in the principal/agent framework they are the principals of the system. But, as we have seen empirically, this idea overestimates the capacities of most central governments in developing countries (Pritchett 2013, Pritchett 2015, Moore and Spivack 2022). The world at large has learned that it is hard to centrally manage complex economies to produce economic prosperity and social equity. It is not obvious that the search for educational improvement is any less difficult. Of course, it is not wrong to imagine that the national government can become an important catalyst, motivator, and director of the system that will enhance its productivity – broadly understood. The important question, however, is how exactly it should practically do so? How can the central government develop a “strategic capacity” that can keep the widely distributed system as a whole moving towards improved performance with respect to both educational goals, and the wider economic, social, and political purposes that a polity hopes to advance through the provision of educational services. Answering that question for a broad class of national governments seeking to promoted sustained educational productivity relative to their goals is the task we will tackle in this essay (Moore and Spivack 2022).
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Osadcha, Kateryna, Viacheslav Osadchyi, Serhiy Semerikov, Hanna Chemerys, and Alona Chorna. The Review of the Adaptive Learning Systems for the Formation of Individual Educational Trajectory. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4130.

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The article is devoted to the review of the adaptive learning systems. We considered the modern state and relevance of usage of the adaptive learning systems to be a useful tool of the formation of individual educational trajectory for achieving the highest level of intellectual development according to the natural abilities and inclination with the help of formation of individual trajectory of education, the usage of adaptive tests for monitoring of the quality of acquired knowledge, the formation of complicated model of the knowledge assessment, building of the complicated model of the subject of education, in particular considering the social-emotional characteristics. The existing classification of the adaptive learning systems was researched. We provide the comparative analysis of relevant adaptive learning systems according to the sphere of usage, the type of adaptive learning, the functional purpose, the integration with the existing Learning Management Systems, the appliance of modern technologies of generation and discernment of natural language and courseware features, ratings are based on CWiC Framework for Digital Learning. We conducted the research of the geography of usage of the systems by the institutions of higher education. We describe the perspectives of effective usage of adaptive systems of learning for the implementation and support of new strategies of learning and teaching and improvement of results of studies.
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Shapovalov, Yevhenii B., Viktor B. Shapovalov, Roman A. Tarasenko, Stanislav A. Usenko, and Adrian Paschke. A semantic structuring of educational research using ontologies. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4433.

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This article is devoted to the presentation of the semantic interoperability of research and scientific results through an ontological taxonomy. To achieve this, the principles of systematization and structuration of the scientific/research results in scientometrics databases have been analysed. We use the existing cognitive IT platform Polyhedron and extend it with an ontology-based information model as main contribution. As a proof-of-concept we have modelled two ontological graphs, “Development of a rational way for utilization of methane tank waste at LLC Vasylkivska poultry farm” and “Development a method for utilization of methane tank effluent”. Also, for a demonstration of the perspective of ontological systems for a systematization of research and scientific results, the “Hypothesis test system” ontological graph has created.
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Moore, Mark. Creating Efficient, Effective, and Just Educational Systems through Multi-Sector Strategies of Reform. Research on Improving Systems of Education (RISE), December 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/004.

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Tarasenko, Roman A., Viktor B. Shapovalov, Stanislav A. Usenko, Yevhenii B. Shapovalov, Iryna M. Savchenko, Yevhen Yu Pashchenko, and Adrian Paschke. Comparison of ontology with non-ontology tools for educational research. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4432.

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Providing complex digital support for scientific research is an urgent problem that requires the creation of useful tools. Cognitive IT-platform Polyhedron has used to collect both existing informational ontology- based tools, and specially designed to complement a full-stack of instruments for digital support for scientific research. Ontological tools have generated using the Polyhedron converter using data from Google sheets. Tools “Search systems”, “Hypothesis test system”, “Centre for collective use”, “The selection of methods”, “The selection of research equipment”, “Sources recommended by Ministry of Education and Science of Ukraine”, “Scopus sources”, “The promising developments of The National Academy of Sciences of Ukraine” were created and structured in the centralized ontology. A comparison of each tool to existing classic web-based analogue provided and described.
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