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Journal articles on the topic 'Educational systems'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Below, Susanne von, Justin J. W. Powell, and Lance W. Roberts. "Educational Systems and Rising Inequality." Sociology of Education 86, no. 4 (September 10, 2013): 362–75. http://dx.doi.org/10.1177/0038040713496585.

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12

Sørensen, Annemette. "Book Reviews: Educational Systems Matter." Educational Researcher 21, no. 2 (March 1992): 36. http://dx.doi.org/10.3102/0013189x021002036.

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13

Kurubacak, Gulsun. "Evaluation of Educational Management Systems." i-manager's Journal of Educational Technology 2, no. 4 (March 15, 2006): 19–27. http://dx.doi.org/10.26634/jet.2.4.750.

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14

Hanson, E. Mark, and Walter Henry. "Strategic Marketing for Educational Systems." School Organisation 12, no. 3 (January 1992): 255–67. http://dx.doi.org/10.1080/0260136920120302.

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15

Turner, D. A. "The Control of Educational Systems." Compare: A Journal of Comparative and International Education 22, no. 2 (January 1992): 143–51. http://dx.doi.org/10.1080/0305792920220204.

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16

Halsey, A. H. "Educational Systems and the Economy." Current Sociology 38, no. 2 (September 1990): 79–101. http://dx.doi.org/10.1177/001139290038002005.

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17

Kanakri, Shireen, Megan Schott, Amy Mitchell, Haitham Mohammad, Minna Etters, and Nicole Palme. "Wayfinding Systems in Educational Environments." Environment and Ecology Research 4, no. 5 (September 2016): 251–56. http://dx.doi.org/10.13189/eer.2016.040503.

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18

Bowen Dahle, Karen. "The Clinical and Educational Systems." Focus on Autism and Other Developmental Disabilities 18, no. 4 (November 2003): 238–47. http://dx.doi.org/10.1177/10883576030180040501.

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19

Risley, John S., Lisa Grable‐Wallace, and J. S. Risley. "Dorsett Educational Systems, Inc.: Physics." Physics Teacher 25, no. 6 (September 1987): 388–89. http://dx.doi.org/10.1119/1.2342290.

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20

Dunton, Charles J. "Electronic Educational Systems and Colposcopy." Journal of Lower Genital Tract Disease 2, no. 2 (April 1998): 113–14. http://dx.doi.org/10.1097/00128360-199804000-00025.

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21

Laei, Sooan. "Teachers’ Development in Educational Systems." Procedia - Social and Behavioral Sciences 47 (2012): 250–55. http://dx.doi.org/10.1016/j.sbspro.2012.06.647.

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22

Reigeluth, Charles M. "Principles of educational systems design." International Journal of Educational Research 19, no. 2 (January 1993): 117–31. http://dx.doi.org/10.1016/0883-0355(93)90022-c.

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23

Martinovic, Dragana, and Victor Ralevich. "Privacy issues in educational systems." International Journal of Internet Technology and Secured Transactions 1, no. 1/2 (2007): 132. http://dx.doi.org/10.1504/ijitst.2007.014838.

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24

Weaver, Richard Y. "Society, Educational Systems and Entrepreneurship." Industry and Higher Education 13, no. 6 (December 1999): 376–81. http://dx.doi.org/10.5367/000000099101294717.

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A great deal has been written on the subject of entrepreneurship. This paper attempts to explore the relationship between entrepreneurship and society at large, and specifically between entrepreneurship and the educational processes that society employs. The paper presents a discussion on a number of critical questions, beginning with why society needs entrepreneurship and whether the promises of entrepreneurship satisfy that need. The conclusion reached is essentially that cultural change has to take place, towards a societal state that reflects the characteristics of entrepreneurship, if the economic infrastructure of society is to be capable of coping with the increasingly turbulent environment. The paper further suggests that, if a culture shift is to be made, then an appropriate point of intervention would be through the educational system, and that it would likely be some 10 years before society could observe not only a culture shift but also a measured benefit to it. Accepting that the starting point should be the educational system, then further fundamental questions must be addressed. These concern the academic processes involved in presenting entrepreneurship, and how it challenges traditional teaching paradigms. Indeed a fundamental question often asked with regard to entrepreneurship is ‘Can it be taught at all?’ – some suggest that individuals who behave in an entrepreneurial way do so as a function of some kind of genetic influence. The paper concludes that the only constant is change, and that society needs to contend with the various dimensions of it. In doing so, we need to develop a collective mind-set, capable of coping with uncertainty, tolerant of risk, and opportunistic in coping with the turbulent and dynamic demand patterns with which it is faced. In other words, we need to foster an entrepreneurial culture.
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25

Shute, Valerie J., and Diego Zapata-Rivera. "EDUCATIONAL ASSESSMENT USING INTELLIGENT SYSTEMS." ETS Research Report Series 2008, no. 2 (December 2008): i—15. http://dx.doi.org/10.1002/j.2333-8504.2008.tb02154.x.

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26

Burleson, Wayne, Aura Ganz, and Ian Harris. "Educational Innovations in Multimedia Systems*." Journal of Engineering Education 90, no. 1 (January 2001): 21–31. http://dx.doi.org/10.1002/j.2168-9830.2001.tb00563.x.

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27

Khadiullina, Rezeda, and Rafina Zakieva. "EDUCATIONAL ENVIRONMENT OF A PROFESSIONAL EDUCATIONAL INSTITUTION: INDIVIDUAL EDUCATION SYSTEMS." Вестник Северо-Кавказского федерального университета, no. 1 (2020): 209–14. http://dx.doi.org/10.37493/2307-907x.2020.1.25.

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28

Allard, J. Brad, and Diane Cordry Golden. "Educational Audiology." Language, Speech, and Hearing Services in Schools 22, no. 2 (April 1991): 5–11. http://dx.doi.org/10.1044/0161-1461.2202.05.

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Data were collected representing three audiology service delivery systems: (a) school-based audiology within the district, (b) nonschool-based audiology within the immediate community area, and (c) school-based audiology in a community remote from the school. Analysis of information found in the case records of hearing-impaired students serviced by these delivery systems showed superiority of school-based audiological programs on a variety of quality indicators.
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29

Huang, Albert. "Applying Sustainable Systems Development Approach to Educational Technology Systems." Journal of Educational Technology Systems 40, no. 1 (September 2011): 19–34. http://dx.doi.org/10.2190/et.40.1.c.

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30

Cohen, David K., and James P. Spillane. "Educational System Building." Educational Policy 33, no. 6 (August 20, 2019): 807–11. http://dx.doi.org/10.1177/0895904819866913.

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Recognizing that there are many different sorts of school systems in the United States and noting the absence of comparative research on these systems, we sampled six such systems—two public, one not, and three at various places on the border between public and private—for a comparative study of educational system in the United States. In this introduction, we motivate the research and discuss our research questions in order to situated the four papers in this special issue. The first three papers capture how different systems inhabit their environments similarly and differently, exploring the relationship between environments on one hand and the system–instruction connection on the other. The fourth paper sketches a comparative research agenda that would include more school systems, in and outside the United States, as they try to improve instruction.
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31

Stetskyi, Vasyl. "Local educational system." Visnyk of the Lviv University. Series Geography, no. 47 (November 27, 2014): 265–72. http://dx.doi.org/10.30970/vgg.2014.47.971.

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The article deals with social and geographical theoretical questions of formation and development of local educational systems (LESs), general methodological approaches of their studies and results of organizational and functional development. The determining position of local educational systems as lower element of educational process organization in the structure of national educational complex is also described. It was remarked that LESs possess certain educational potential, have several aspects of evaluation such as determining the levels of population education and forming the structure and network of educational institutions regarding the population multiplicity and labor market in particular. Key words: educational system, territorial system of education, local educational system, elementary local educational system, local educational systems of minimum normative services, local educational systems of maximum normative services.
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32

Frederiksen, John R., and Allan Collins. "A Systems Approach to Educational Testing." Educational Researcher 18, no. 9 (December 1989): 27. http://dx.doi.org/10.2307/1176716.

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33

Cummings, William K. "How Educational Systems Form and Reform." World Studies in Education 9, no. 1 (January 1, 2008): 5–29. http://dx.doi.org/10.7459/wse/09.1.02.

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34

Tressa, Neethu. "Information Systems in Higher Educational Institutions." International Journal of Computer Sciences and Engineering 06, no. 06 (July 31, 2018): 6–9. http://dx.doi.org/10.26438/ijcse/v6si6.69.

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35

Nyitrai, Erika, and Balázs Varga. "Ontology-based higher educational information systems." Pollack Periodica 7, no. 3 (December 2012): 139–48. http://dx.doi.org/10.1556/pollack.7.2012.3.14.

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36

Wade, Jon, Steven Dow, Hortense Gerardo, Richard Gessner, and Jace Hargis. "Closed‐Loop Dynamically Adaptive Educational Systems." INCOSE International Symposium 32, S2 (July 2022): 109–18. http://dx.doi.org/10.1002/iis2.12901.

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37

Shalamova, O. A. "VIRTUAL EDUCATIONAL ENVIRONMENT IN QUEUING SYSTEMS." Fundamental and Applied Transport Issues, no. 2 (2021): 111–13. http://dx.doi.org/10.52170/2712-9195/2021_3_111.

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38

Weick, Karl E., Diana Caldera González, and Miguel Ortega Carrillo. "Educational organizations as loosely coupled systems." Gestión y Estrategia 36 (July 1, 2009): 93–110. http://dx.doi.org/10.24275/uam/azc/dcsh/gye/2009n36/weick.

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39

Al-Ibrahim, Mohamed. "Are our Educational Technology Systems Secure?" International Journal for e-Learning Security 1, no. 2 (September 1, 2011): 110–18. http://dx.doi.org/10.20533/ijels.2046.4568.2011.0014.

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40

Rao, Nitya, Germ Janmaat, and Tristan McCowan. "Choices and contradictions in educational systems." Compare: A Journal of Comparative and International Education 46, no. 4 (May 31, 2016): 509–11. http://dx.doi.org/10.1080/03057925.2016.1179471.

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41

Frederiksen, John R., and Allan Collins. "A Systems Approach to Educational Testing." Educational Researcher 18, no. 9 (December 1989): 27–32. http://dx.doi.org/10.3102/0013189x018009027.

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42

Jain, Suresh, and Pallavi Pant. "Environmental management systems for educational institutions." International Journal of Sustainability in Higher Education 11, no. 3 (July 13, 2010): 236–49. http://dx.doi.org/10.1108/14676371011058532.

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43

ALLMENDINGER, JUTTA. "Educational systems and labor market outcomes." European Sociological Review 5, no. 3 (December 1989): 231–50. http://dx.doi.org/10.1093/oxfordjournals.esr.a036524.

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44

Buchanan, J. R. "Educational impacts of new care systems." Academic Medicine 62, no. 2 (February 1987): 100–8. http://dx.doi.org/10.1097/00001888-198702000-00004.

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45

Richards, Craig E. "A Typology of Educational Monitoring Systems." Educational Evaluation and Policy Analysis 10, no. 2 (June 1988): 106–16. http://dx.doi.org/10.3102/01623737010002106.

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The study develops a typology of educational monitoring systems with a view toward its utility for educational policymakers. The three major types are compliance monitoring, diagnostic monitoring, and performance monitoring. Three case studies are presented from New Jersey, Minnesota, and California that typify each approach to monitoring. The concluding section discusses the policy trade-offs that accompany reliance by states on each approach to educational accountability.
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46

Scott, B. "Human Systems, Communication and Educational Psychology." Educational Psychology in Practice 3, no. 2 (July 1987): 4–15. http://dx.doi.org/10.1080/0266736870030203.

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47

Sampson, Demetrios G. "Towards Web Service‐based Educational Systems." Interactive Technology and Smart Education 2, no. 4 (November 30, 2005): 235–46. http://dx.doi.org/10.1108/17415650580000047.

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48

Niţă, E., D. Comeagă, and M. Avram. "Mechatronics educational systems in vibration field." IOP Conference Series: Materials Science and Engineering 997 (December 25, 2020): 012052. http://dx.doi.org/10.1088/1757-899x/997/1/012052.

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49

Groß, Martin. "Educational systems and perceived social inequality." European Societies 5, no. 2 (January 2003): 193–225. http://dx.doi.org/10.1080/1461669032000076892.

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50

Cumming *, J. Joy, and Graham S. Maxwell. "Profiles of educational assessment systems worldwide." Assessment in Education: Principles, Policy & Practice 11, no. 1 (March 2004): 89–108. http://dx.doi.org/10.1080/0969594042000209010.

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