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Academic literature on the topic 'Expanding Knowledge in Education'

Author: Grafiati

Published: 10 December 2022

Last updated: 19 February 2023

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Journal articles on the topic "Expanding Knowledge in Education"

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Belitski, Maksim, and Keith Heron. "Expanding entrepreneurship education ecosystems." Journal of Management Development 36, no. 2 (March 6, 2017): 163–77. http://dx.doi.org/10.1108/jmd-06-2016-0121.

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Purpose The creation of start-ups using knowledge provided by universities has been identified as an important source of knowledge spillover and regional economic development. Entrepreneurship ecosystems in education have become the most important and efficient mechanism of business community engagement and knowledge transfer within university-industry-government framework creating value to society and regional economy. The paper aims to discuss these issues. Design/methodology/approach This study undertakes in-depth synthesis of eclectic literature on entrepreneurship ecosystems and knowledge spillover of entrepreneurship, examining the critical success factors and enablers of entrepreneurship ecosystems in education. Findings This study proposes entrepreneurship education ecosystems as an alternative unit of analysis when it comes to considering the role of university-industry-government collaboration in knowledge commercialization. The authors recommend key entrepreneurship education ecosystem enablers for knowledge commercialization and engagement with entrepreneurial communities. Originality/value The authors propose a framework for the creation of an entrepreneurship education ecosystem as a unit of analysis when considering the role of university-industry-government collaboration. It requires different approaches to teaching, research and business outreach, some of which have not yet been discovered or yet need to be created.

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Lewis, B. E. "Expanding medicineʼs knowledge base." Academic Medicine 68, no. 11 (November 1993): 841. http://dx.doi.org/10.1097/00001888-199311000-00006.

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Schrag, Francis. "On Teacher Knowledge - Expanding the Dialogue." Educational Theory 39, no. 3 (June 1989): 269–70. http://dx.doi.org/10.1111/j.1741-5446.1989.00269.x.

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Badgett, Robert G., and Samuel Ofei-Dodoo. "Expanding Our Knowledge of Faculty Well-Being." Academic Medicine 94, no. 4 (April 2019): 456. http://dx.doi.org/10.1097/acm.0000000000002575.

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Gupta, Ramesh K. "The MTT-S Education Committee-Expanding Knowledge for Future Generations [Education News]." IEEE Microwave Magazine 17, no. 9 (September 2016): 110–13. http://dx.doi.org/10.1109/mmm.2016.2580422.

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Dogancay-Aktuna, Seran. "Expanding the Socio-Cultural Knowledge Base of TESOL Teacher Education." Language, Culture and Curriculum 19, no. 3 (December 2006): 278–95. http://dx.doi.org/10.1080/07908310608668768.

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Wilson, Nance S. "Teachers expanding pedagogical content knowledge: learning about formative assessment together." Journal of In-Service Education 34, no. 3 (September 2008): 283–98. http://dx.doi.org/10.1080/13674580802003540.

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Long, Theodore, Krisda H. Chaiyachati, Ali Khan, Trishul Siddharthan, Emily Meyer, and Rebecca Brienza. "Expanding Health Policy and Advocacy Education for Graduate Trainees." Journal of Graduate Medical Education 6, no. 3 (September 1, 2014): 547–50. http://dx.doi.org/10.4300/jgme-d-13-00363.1.

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Abstract Background Education in health policy and advocacy is recognized as an important component of health professional training. To date, curricula have only been assessed at the medical school level. Objective We sought to address the gap in these curricula for residents and other health professionals in primary care. Innovation We created a health policy and advocacy curriculum for the VA Connecticut Healthcare System, Center of Excellence in Primary Care Education, an interprofessional, ambulatory-based, training program that includes internal medicine residents, nurse practitioner fellows, health psychology fellows, and pharmacy residents. The policy module focuses on health care finance and delivery, and the advocacy module emphasizes negotiation skills and opinion-based writing. Trainee attitudes were surveyed before and after the course, and using the Wilcoxon signed rank test, relative change was determined. Knowledge acquisition was evaluated with precourse and postcourse examinations using a paired sample t test. Results From July 2011 through June 2013, 16 trainees completed the course. In the postcourse survey, trainees demonstrated improved comfort with understanding health law and the American health care system (Likert mean increased from 2.1 to 3.0, P = .01), as well as with associated advocacy skills (Likert mean increased from 2.0 to 2.9, P = .04). Knowledge-based test scores also showed significant improvement (increasing from 55% to 78% correct, P ≤ .001). Conclusions Our curriculum integrating core health policy knowledge with advocacy skills represents a novel approach in postgraduate health professional education and resulted in sustained improvement in knowledge and comfort with health policy and advocacy.

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Bengoechea, Enrique García. "Integrating Knowledge and Expanding Horizons in Developmental Sport Psychology: A'Bioecological Perspective." Quest 54, no. 1 (February 2002): 1–20. http://dx.doi.org/10.1080/00336297.2002.10491763.

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ADELMAN, CLIFFORD. "The US Response to Bologna: expanding knowledge, first steps of convergence." European Journal of Education 45, no. 4 (November 23, 2010): 612–23. http://dx.doi.org/10.1111/j.1465-3435.2010.01448.x.

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Dissertations / Theses on the topic "Expanding Knowledge in Education"

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Ratute, Ashley. "Expanding social justice knowledge with sweatshop history." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1476340.

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Griffith, Alan. "Expanding knowledge and practice of construction management systems and procedures." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20163/.

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This submission is a highly focused collection of research-based and scholarly publications in the specialist field of Construction Management. Emphasis is placed on management systems and procedures involved in the procurement and production phases of the total building process. A coherent, original, independent and significant contribution to the advancement and application of knowledge has been made through applied research and dissemination of findings to academic peers, construction industry professionals and students in higher education. This has been achieved through: academic, professional and research-based textbooks; research monographs; refereed papers in learned journals; refereed papers to premier national and international conferences; and papers to foremost construction industry professional institutions. Textbooks have been published by Macmillan, Thomas-Telford in collaboration with the Engineering and Physical Sciences Research Council (EPSRC), Longman and Palgrave with three commissioned by and contributing to the Chartered Institute of Building (CIOB) 'Education Framework' for construction industry. Peer-reviewed papers have been published by eminent journals based within the UK, North America, Australia, Hong Kong and China whilst refereed conference papers have been published both in the UK and internationally at leading research symposia. Among the refereed journal and conference papers presented, a number have merited prestigious awards reflecting "the outstanding contribution to research knowledge and communication within the construction industry" (ciob, 1988) and in recognition of "making a practical and lasting contribution towards the improvement of standards in building practice and education in building"(CIOB, 2004).This submission reflects a distinguished level of dissemination of applied research and scholarship over a twenty year period. The body of work presented has established a highly significant and authoritative contribution to the better understanding of construction management systems andprocedures. Furthermore, it has influenced, where applicable, thinking and practice within the subject field within research groups, higher education, the professions and the construction industry.

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Crouch, Michael A., Leonard Brian Cross, Stacy D. Brown, Larry D. Calhoun, and Wilsie S. Bishop. "Expanding Interprofessional Education Through a Graduation Requirement." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/5288.

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Garza, Moreno Laura. "Expanding knowledge on Mycoplasma hyopneumoniae gilt acclimation, vaccination and genetic variability." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667223.

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Esta Tesis Doctoral está constituida por tres estudios. El primer estudio consistió en identificar las estrategias actuales de adaptación de la reposición frente M. hyopneumoniae utilizadas en las granjas porcinas de Europa. Para alcanzar este objetivo, se diseñó un cuestionario centrado en las diferentes características de la explotación, la reposición y el proceso de adaptación. Los resultados obtenidos indicaron que la vacunación frente M. hyopneumoniae con múltiples dosis, fue la estrategia más utilizada, sola o en combinación con otros métodos, para la adaptación de la reposición frente a este patógeno en Europa. No obstante, el efecto de la vacunación de la reposición se desconocía. Para conocer el efecto de la vacunación de la reposición frente a M. hyopneumoniae, se evaluaron diferentes programas vacunales en el segundo estudio de esta Tesis. Para ello, se seleccionaron 180 cerdas negativas frente a M. hyopneumoniae en la unidad de adaptación de una granja positiva a M. hyopneumoniae y se distribuyeron según el programa vacunal en tres grupos: (A) cuatro dosis de una vacuna comercial contra M. hyopneumoniae a las 2, 4, 6 y 8 semanas tras la entrada (spe) en la adaptación, (B) dos dosis de vacuna a las 2 y 6, y dos inyecciones de solución salina tamponada con fosfato (PBS) a las 4 y 8 spe, y (C) cuatro dosis de PBS a los mismos tiempos. Los grupos vacunados (A y B) mostraron una proporción significativamente más baja de nulíparas excretoras y niveles de anticuerpos más elevados en comparación con el grupo no vacunado. No se encontraron diferencias significativas entre los protocolos de vacunación con cuatro o dos dosis en términos de excreción y niveles de anticuerpos Respecto a los lechones al destete, todos fueron negativos a M. hyopneumoniae por PCR en tiempo real, independientemente del programa de vacunación administrado a sus madres. Por otro lado, la proporción de lechones seropositivos y los niveles de anticuerpos fueron mayores en los lechones provenientes de los grupos vacunados. Este estudio demostró por primera vez que la vacunación de la reposición frente a M. hyopneumoniae puede ser una herramienta eficaz para reducir la presión de infección y la variabilidad de M. hyopneumoniae en lotes de reposición, así como proporcionar una inmunidad humoral a largo plazo para la reposición y sus lechones. El tercer estudio de esta Tesis tuvo como objetivo evaluar la variabilidad genética de M. hyopneumoniae en cerdos no vacunados y vacunados que presentaban lesiones pulmonares asociadas a M. hyopneumoniae en los mataderos. Asimismo, se evaluó la variabilidad genética de las vacunas comerciales frente a M. hyopneumoniae utilizadas en las granjas vacunadas. Para lograr este objetivo, se seleccionaron diez granjas de cerdos de engorde vacunadas y diez no vacunadas, positivas a M. hyopneumoniae. En el matadero, se evaluaron las lesiones pulmonares compatibles con M. hyopneumoniae de un lote por granja y se recogieron muestras de los tres pulmones con la lesión más extensa. Las muestras positivas a M. hyopneumoniae por PCR se genotiparon contando el número variable de repeticiones en tándem (del inglés, variable number of tandem repeats) en dos (P97, P146) o cuatro genes (P97, P146, H1 y H5) y se les asignó un perfil de tipificación (TP) de M. hyopneumoniae. Se detectó una elevada variabilidad entre granjas, mientras que la variabilidad dentro de las granjas fue limitada usando dos o cuatro genes. Curiosamente, Cuanto mayor fue el número de genes estudiados, mayor variabilidad. No obstante, se detectó un TP por pulmón y los TPs detectados en cerdos de granjas vacunadas fueron diferentes de la cepa vacunal utilizada en la granja.
The present PhD Thesis consisted of three studies. The first study sought to identify the current gilt acclimation strategies against M. hyopneumoniae performed in European pig farms. To reach that goal, a questionnaire focused on different features of the recipient herd, incoming replacements and acclimation process, was designed. Obtained results indicated that the most common strategy used for M. hyopneumoniae gilt acclimation was vaccination based on multiple doses programs. However, the effect of such process was unknown. In order to know the effect of vaccination against M. hyopneumoniae during the acclimation period in gilts and their piglets, different gilt vaccination schedules were evaluated in the second study of this Thesis. One hundred-eighty gilts were distributed according to the vaccination program into three groups: (A) four doses of a commercial vaccine against M. hyopneumoniae at 2, 4, 6 and 8 weeks post entry (wpe) into acclimation unit, (B) two vaccine doses at 2 and 6, and two doses of phosphate-buffered saline (PBS) at 4 and 8 wpe, and (C) four doses of PBS at the same time points. Vaccinated groups (A and B) showed significantly lower proportion of shedding gilts and higher levels of antibodies compared to the non-vaccinated group after acclimation. However, no significant differences in terms of shedding or levels of antibodies were found between vaccination programs with four or two doses. Sampled piglets at weaning were M. hyopneumoniae negative by real time PCR (rt-PCR) independently of gilt vaccination program administered. In contrast, the proportion of seropositive piglets and levels of antibodies were higher in those coming from vaccinated groups. The present work represents the first attempt to demonstrate that gilt vaccination against M. hyopneumoniae can be an effective tool to reduce the infectious pressure and bacterium variability into replacement batches, as well as provide a long-term humoral immunity to gilts and their offspring. The third study aimed to evaluate the M. hyopneumoniae genetic variability in non-vaccinated and vaccinated pigs showing M. hyopneumoniae-like lung lesions at slaughterhouses, as well as in the vaccines used in each vaccinated farm. To achieve this objective, ten vaccinated and ten non-vaccinated fattening farms positive to M. hyopneumoniae were selected. At slaughterhouse, M. hyopneumoniae-like lung lesions from one batch were scored and three lungs showing the most extensive lesion were collected per batch. Positive samples were genotyped by counting the variable number of tandem repeats of two (P97, P146) or four loci (P97, P146, H1 and H5), and a M. hyopneumoniae typing profile (TP) was assigned. High inter- and limited intra-farm M. hyopneumoniae genetic variability among non-vaccinated and vaccinated fattening farms in Spain using two and four loci. Interestingly, the higher the number of tested loci, the higher the variability. Despite this, only one TP was detected per sample and the TPs detected in pigs from vaccinated farms were different from the strain of the corresponding vaccine used. Furthermore, this study provides novel and interesting data for future discussion regarding the influence of the number of loci tested on the M. hyopneumoniae genetic variability.

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Yasin, M., Florence M. Weierbach, and Jerrilyn S. Brehm. "Expanding Prelicensure Education to Rural and Vulnerable Clinics in Appalachia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7396.

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Lundkvist, Robert. "Expanding the use of contract inspections in construction : An approach to inter-project knowledge diffusion?" Licentiate thesis, Luleå tekniska universitet, Byggkonstruktion och -produktion, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26285.

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This licentiate thesis presents a taxonomic approach to classification of defect information in construction projects. A conceptual model, based in a frame of reference consisting of the concepts of Continuous Improvement, Performance Measurement, Knowledge Management, as well as the current Quality Management regime of the industry helps to understand how the use of Contract Inspections can be developed towards facilitating inter-project knowledge diffusion and continuous improvement in construction.Three research questions were formulated:RQ I:How is information from inspection reports currently used?RQ II:How could information from inspection reports be utilised further?RQ III:How should information from inspection reports be structured and codified, to enable storage and future data analysis to facilitate continuous improvement?Qualitative as well as quantitative data has been collected in three different studies. In the first contractors were surveyed through a questionnaire about their use of different suggested experience feedback concepts, such as contract inspections. In the second other project participants than contractors was an interviewed, asking them how they use inspections and how the current usage could be extended. In the third study, a single case study about the inspection activities in one construction project, the purpose was to analyse the method and results of Pre- and Final Inspections. These results were interpreted through classification theory. It is further suggested how inspection data could be enhanced for the purpose of database storing, transforming, and easy access.The thesis concludes that both contractors and the other project roles currently use and view inspections as they are prompted in the General Conditions (AB 04), i.e. as an activity that document what defects there are for the contractor to rectify. Several companies have started to store inspection reports on project-dedicated servers, a routine that is thought to enhance the access to information to some extent. Several respondents have also introduced the compilation of defect statistics.Except automating the compiling of descriptive defect statistics, a system for managing inspection information, giving the widest access to the information about previously experienced defects, is expected to serve a Continuous Improvement process with input for identifying reoccurring problems in the production process. This system could as well be utilised for giving performance feedback to contractors and suppliers. Through continual surveying of the performance of current projects, the performance of the production process can be monitored. Based on the analysed reports, and the literature on taxonomy, the conclusions for RQ III identifies 15 different types of data tags, or types of information, that should be used as structure for the defects’ information: Unique Project Identifier, Unique Defect Identifier, Inspection Identifier, Responsibility, Defect Serial Number, Floor level, BSAB 96 Space Code, BSAB Object code, Defect type, Defect description, Rectification measure, Flag for Safety Issue, Cause, Date logging, and Photos.Future research should focus on the validation of the proposed model and system, suggested through case studies.
Den här licentiatavhandlingen presenterar ett taxonomiskt upplägg för att klassificera informationen om de fel som uppkommer i byggprojekt. Tre forskningsfrågor formulerades:FF I: Hur används informationen i besiktningsutlåtandena i nuläget?FF II: Hur kan användningen av informationen i besiktningsutlåtandenavidareutvecklas?FF III: Hur bör informationen från utlåtandena struktureras och kodifieras, för att tillåta lagring samt framtida dataanalys, till hjälp för Ständiga förbättringar?Kvalitativ, såväl som kvantitativ, data har samlats in över tre olika studier. I den första tillfrågades Sveriges byggentreprenörer genom en enkät hur de använder olika typer av föreslagna erfarenhetsåterföringsaktiviteter, t.ex. entreprenadbesiktningar. I den andra studien intervjuades övriga projektroller om hur de använder besiktningsinformationen, samt hur det nuvarande användandet kan utökas till andra områden. I den tredje studien, en singel-fallstudie över besiktningsaktiviteterna i ett större byggprojekt, analyserades och klassificerades informationen om felen från projektets besiktningsutlåtanden utifrån det svenska klassificeringssystemet för byggbranschen, BSAB 96.Resultaten visar att alla tillfrågade projektroller idag har den syn på besiktningar som de är tänkta från början, som de presenteras i AB 04, d.v.s. som en aktivitet som dokumenterar de fel som finns i ett projekt och som entreprenören måste åtgärda innan besiktningen blir godkänd. Ett flertal företag har dock börjat spara de färdiga besiktningsutlåtandena på projektportaler, en rutin som torde öka möjligheten till spridning av besiktningsinformationen något. Några respondenter har även börjat med att sammanställa enklare statistik över fel inom produktionen i företaget. Baserat på de analyserade besiktningsutlåtandena och litteraturen om taxonomier så föreslås även 15 olika klassificeringsbegrepp, med syftet att förädla informationen om felen i utlåtandena: Unikt Projekt-ID, Unikt Fel-ID, Besiktnings-ID, Ansvar, Löpnummer fel, Våning, BSAB 96 Utrymme-kod, BSAB element/objekt-kod, Feltyp, Felbeskrivning, Åtgärd, Flagga för säkerhetsproblem, Orsak (förslagsvis grundorsaksanalys), datumloggning och foton.Förutom att kunna automatisera statistikframställning, så ger en systemlösning för att hantera besiktningsinformation möjligheter till att kunna sprida informationen om tidigare producerade fel. Systemet antas kunna förse en process för Ständiga förbättringar med input för att kunna identifiera systematiskt återkommande fel och därav problemområden för förbättringsorganisation att arbeta med.Baserat på idéerna om Ständiga förbättringar, prestationsmätningar och Knowledge Management utvecklades en modell för hur arbetet med entreprenad-besiktningar kan utvecklas till att kunna hjälpa vid med kunskapsspridning mellan projekt samt Ständiga förbättringar. Framtida forskning bör framförallt fokusera på att validera den föreslagna modellen och systemet, förslagsvis genom fallstudier.
Godkänd; 2011; 20111115 (roblun); LICENTIATSEMINARIUM Ämnesområde: Byggproduktion/Construction Engineering Examinator: Professor Thomas Olofsson, Institutionen för samhällsbyggnad och naturresurser, Luleå tekniska universitet Diskutant: Filosofie doktor Kajsa Simu, NCC Construction, Luleå Tid: Fredag den 16 december 2011 kl 10.00 Plats: E246, Luleå tekniska universitet

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Gutin, Sarah Anne. "Expanding contraceptive options in South Africa : knowledge, attitudes, and practices surrounding the intrauterine device (IUD)." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/25805.

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The intrauterine device (IUD) is a safe, effective, convenient, reliable, inexpensive, and cost-effective form of reversible contraception. It rivals female sterilization, injectables, and implants with respect to effectiveness in pregnancy prevention. Once inserted, IUDs are nearly maintenance free; some IUDs can even be used for over a decade. In many settings however, the utilization of this form of contraception is poor and a number of barriers to usage exist. These barriers often relate to lack of knowledge and misperceptions among both potential users and healthcare providers. The IUD is a reliable option that may be an ideal form of contraception for many women in South Africa. In order to make this method available on a wider scale, it is necessary to provide correct information to women and health care professionals and to increase the availability and use of this highly effective method. We conducted a cross-sectional descriptive study designed to assess the current knowledge, attitudes, and practices of potential users and health care providers with respect to the IUD. We recruited 205 women between 15 to 49 years of age who were attending family planning and ST! care services at four primary level public clinics (two in the more urban Western Cape Province and two in the rural Eastern Cape Province in South Africa). In addition, we interviewed 32 providers from 12 clinics (six clinics per province). Ethical approval for this research was obtained from both the University of Cape Town and Walter Sisulu University (formerly the University of the Transkei). Permission was also given by the local and provincial health services. Among clients, knowledge of the IUD was poor. About 26% of women had heard of the IUD. After the method was explained to them, 89.7% of women believed that there were advantages to using the IUD and 72.7% of women said that they would consider using the JUD in the future. Also, women thought the IUD was an easier contraceptive method to use than oral contraceptive pills, injectables, male and female condoms, and female sterilization. Logistic regression modelling showed that, after adjusting for level of education, being from the Western Cape, older age, and having heard of emergency contraception all independently predicted awareness of the IUD method. For the most part, providers knew how the IUD worked to prevent pregnancy; however, providers were lacking in more detailed knowledge about the method and had misinformation about the IUD. Almost all (93 .6%) of providers recognized their need for more information and training about the IUD. Providers reported that barriers to IUD usage in South Africa were lack of knowledge of the method on the part of providers (84.4%), a lack of trained providers to insert or remove the IUD (62.5%), limited availability of the device at health facilities (56.3%), and a lack of knowledge on the part of potential users (46.9%). Despite these barriers, 81 % of providers believed women would be interested in the IUD if they knew about it and 73.3% believed the IUD should be promoted in South Africa. Our results suggest that the IUD would be a welcome addition to the contraceptive method mix in South Africa and that both clients and providers would be interested in this method. It is clear that awareness campaigns among women seeking contraception would be necessary for building support and publicizing the IUD. It will also be necessary to train and educate providers, focusing on up to date information, dispelling myths, and proper insertion and removal techniques. South Africa could re-introduce the IUD into the contraceptive method mix and increase women's choice by adding this valuable, viable, and sustainable option to the contraceptive method mix. The findings of this study, which was requested by the provincial health services, will be used to inform policy and as a starting point for assessing the feasibility and acceptability of a greater role for the IUD in the contraceptive method mix in South Africa.

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Coates, Chad O. "Private Higher Education in Jamaica: Expanding Access in Pursuit of Vision 2030." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1329100651.

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Williams, Ronald Wayne. "Expanding missions education and involvement through an annual local church missionary conference." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Brown, Melinda Stites. "Expanding teacher understanding of Wisconsin's prairie chickens / by Melinda Stites Brown." Link to Abstract, 2003.

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Books on the topic "Expanding Knowledge in Education"

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Rohfeld, Rae Wahl. Expanding access to knowledge--continuing higher education: NUCEA, 1915-1990. Washington, D.C: National University Continuing Education Association, 1990.

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Phillips, Paul Vincent. Knowledge and education. Uxbridge: Brunel University, 1990.

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Knowledge and education. [Place of publication not identified]: Judy & Leslie Daniel, 2009.

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Dwinell, Patricia L., and Jeanne L. Higbee. The expanding role of developmental education. Morrow, GA: National Assn. for Developmental Education, 1999.

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The knowledge evolution: Expanding organizational intelligence. Boston, Mass: Butterworth-Heinemann, 1997.

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Project, New York (State) Educational Excellence. Preparing for success: Expanding prekindergarten & educational daycare. [Albany, N.Y. (State Capital, Rm. 326, 12224): Lieutenant Governor, State of New York, 1996.

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Interrogating women's education: Bounded visions, expanding horizons. Jaipur: Rawat Publications, 2001.

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C, Gandara Patricia, Orfield Gary, and Horn Catherine L, eds. Expanding opportunity in higher education: Leveraging promise. Albany, N.Y: State University of New York Press, 2006.

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Tan, Seng Chee, Hyo Jeong So, and Jennifer Yeo, eds. Knowledge Creation in Education. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-047-6.

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Sallis, Edward. Knowledge management in education: Enhancing learning & education. London: Kogan Page, 2002.

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Book chapters on the topic "Expanding Knowledge in Education"

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Grealish, Laurie. "Revealing, Sharing and Expanding Practical Knowledge of Work-Integrated Learning." In Practice-Based Education, 227–38. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-128-3_17.

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Delport, John, Jamia Richmond, Nanci E. Howard, and Talya Kemper. "Chapter 5 Crossing the Barriers, Expanding Knowledge, Fostering Relationships." In Best Practices for Education Professionals, 71–108. 3333 Mistwell Crescent, Oakville, ON L6L 0A2, Canada: Apple Academic Press Inc., 2016. http://dx.doi.org/10.1201/9781315366128-6.

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Han, Jinghe. "English Medium Instruction: Expanding Notions of English Hegemony and Colonization." In SpringerBriefs in Education, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_1.

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AbstractThis Chapter provides the background to the EMI research undertaken which has provided the evidence base for this book. It acknowledges internationalization of higher education within the current neoliberal global economy, and the swift move in the countries of the Expanding Circle towards EMI delivery as a strategy to expand academics’ and universities’ global agendas. This Chapter points to the theoretical and methodological limitations in current EMI research as convenient and unsystematic. Consequently, the knowledge generation to inform EMI teaching is limited. It concludes with an outline of the structure of the book highlighting the key foci for each Chapter.

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Liu, Xiufeng. "Expanding Notions of Scientific Literacy: A Reconceptualization of Aims of Science Education in the Knowledge Society." In Science Education for Diversity, 23–39. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4563-6_2.

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August, Stephanie E., and Audrey Tsaima. "Artificial Intelligence and Machine Learning: An Instructor’s Exoskeleton in the Future of Education." In Innovative Learning Environments in STEM Higher Education, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58948-6_5.

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AbstractThe role of artificial intelligence in US education is expanding. As education moves toward providing customized learning paths, the use of artificial intelligence (AI) and machine learning (ML) algorithms in learning systems increases. This can be viewed as growing metaphorical exoskeletons for instructors, enabling them to provide a higher level of guidance, feedback, and autonomy to learners. In turn, the instructor gains time to sense student needs and support authentic learning experiences that go beyond what AI and ML can provide. Applications of AI-based education technology support learning through automated tutoring, personalizing learning, assessing student knowledge, and automating tasks normally performed by the instructor. This technology raises questions about how it is best used, what data provides evidence of the impact of AI and ML on learning, and future directions in interactive learning systems. Exploration of the use of AI and ML for both co-curricular and independent learnings in content presentation and instruction; interactions, communications, and discussions; learner activities; assessment and evaluation; and co-curricular opportunities provide guidance for future research.

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Heggen, Marianne Presthus, and Anne Myklebust Lynngård. "Curious Curiosity – Reflections on How Early Childhood Lecturers Perceive Children’s Curiosity." In International Perspectives on Early Childhood Education and Development, 183–201. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_11.

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AbstractCuriosity and wonder are considered fundamental for children’s development. However, no precise definition of curiosity exists, and there is little research on the nature of curiosity. There is also a lack of knowledge and ideas about how pedagogy can sustain and stimulate curiosity. Drawing upon empirical material from semi-structured interviews with seven Early Childhood Teacher Education (ECTE) lecturers from the disciplines of mathematics, arts, literature, drama, pedagogy, science and physical education about their view of children’s curiosity, the authors aim to explore the lecturers’ understanding of children’s curiosity and how this understanding varies between disciplines. Children enact their curiosity in a cultural-historical context. The cultural-historical tradition of outdoor play is a part of the institution’s practices influencing the children, while the children may use curiosity to influence the content of these practices. Although the lecturers are from different disciplines, their understanding of curiosity were consistent, particularly with regards to their focus on bodily expressions of curiosity. Expanding the concept of curiosity, we suggest the term bodily curiosity to recognise and operationalise a sensory, active and embodied search for answers. Similarly, we suggest the term bodily wonder about a kind of embodied philosophising.

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Whiting, Edwin. "Expanding education." In A Guide to Unemployment Reduction Measures, 83–99. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-08621-4_9.

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Sik-Ying Ho, Petula, Celia Hoi-Yan Chan, and Sui-Ting Kong. "Expanding Paradigms." In Arts-Based Research in Education, 137–46. Second edition. | New York: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315305073-12.

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Agrell, P. S. "Expanding Churchman’s Philosophical Discourse." In Wisdom, Knowledge, and Management, 33–44. New York, NY: Springer New York, 2006. http://dx.doi.org/10.1007/978-0-387-36506-0_4.

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Taavitsainen, Irma. "Expanding the borders of knowledge." In Early Modern English Medical Texts, 11–12. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/z.160.01taa.

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Conference papers on the topic "Expanding Knowledge in Education"

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Feszterova, Melania. "EXPANDING PUPILS´ KNOWLEDGE OF THE CHEMICAL COMPOSITION OF WASTE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2176.

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Ancheva, Veselina, and Valentina Voinohovska. "USING NODE-RED FOR EXPANDING THE STUDENTS' KNOWLEDGE AND SKILLS ON OBJECT BASED PROGRAMMING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0529.

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Alexandrova, Nedyalka. "KNOWLEDGE OF MEDIATION IN INTERNATIONAL BUSINESS TRAINING." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.196.

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The report outlines the peculiarities of international business in modern conditions such as the complexity and long-term nature of the relationship and substantiates the role of mediation in overcoming conflicts in them. The vision is expressed for opportunities for expanding the scope of mediation by introducing methods specific to it in conducting business negotiations. The need to include knowledge about mediation in international business education is substantiated.

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Alexandrova, Nedyalka. "KNOWLEDGE OF MEDIATION IN INTERNATIONAL BUSINESS TRAINING." In THE MEDIATION IN THE DIFFERENT PUBLIC SPHERES 2021. University publishing house "Science and Economics", University of Economics - Varna, 2021. http://dx.doi.org/10.36997/mdps2021.18.

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The report outlines the peculiarities of international business in modern conditions such as the complexity and long-term nature of the relationship and substantiates the role of mediation in overcoming conflicts in them. The vision is expressed for opportunities for expanding the scope of mediation by introducing methods specific to it in conducting business negotiations. The need to include knowledge about mediation in international business education is substantiated.

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Stevanoviu, Jelena, Srdjan Atanasijeviu, Tatjana Atanasijeviu, and Monika Zahar. "Expanding the level of engineer knowledge for software modeling within corporate education by active and collaborative learning." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125250.

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"Synthesizing Design and Informing Science Rationales for Driving a Decentralized Generative Knowledge Management Agenda." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4230.

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[This Proceedings paper was revised and published in the 2019 issue of Informing Science: The International Journal of an Emerging Transdiscipline, Volume 22.] Aim/Purpose: In a world of rapidly expanding complexity and exponentially increasing data availability, IT-based knowledge management tools will be needed to manage and curate available information. This paper looks at a particular tool architecture that has been previously proposed: The Personal Knowledge Management System (PKMS). The specific focus is on how the proposed architecture conforms to design science principles that relate to how it is likely to evolve. Background: We first introduce some recent informing science and design science research frameworks, then examine how the PKMS architecture would conform to these. Methodology: The approach taken is conceptual analysis. Contribution: The analysis provides a clearer understanding of how the proposed PKMS would serve the diverse-client ambiguous-target (DCAT) informing scenario and how it could be expected to evolve. Findings: We demonstrate how the PKMS informing architecture can be characterized as a “social machine” that appears to conform to a number of principles that would facilitate its long-term evolution. Future Research: The example provided by the paper could serve as a model future research seeking to integrate design science and informing science in the study of IT artefacts.

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Parker, Kevin, Robert Williams, Philip Nitse, and Albert Tay. "Use of the Normalized Word Vector Approach in Document Classification for an LKMC." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3259.

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In order to realize the objective of expanding library services to provide knowledge management support for small businesses, a series of requirements must be met. This particular phase of a larger research project focuses on one of the requirements: the need for a document classification system to rapidly determine the content of digital documents. Document classification techniques are examined to assess the available alternatives for realization of Library Knowledge Management Centers (LKMCs). After evaluating prominent techniques the authors opted to investigate a less well-known method, the Normalized Word Vector (NWV) approach, which has been used successfully in classifying highly unstructured documents, i.e., student essays. The authors propose utilizing the NWV approach for LKMC automatic document classification with the goal of developing a system whereby unfamiliar documents can be quickly classified into existing topic categories. This conceptual paper will outline an approach to test NWV’s suitability in this area.

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Lautala, Pasi T., Rosa´rio Ma´ca´rio, Jo¨rn Pachl, J. Riley Edwards, and William J. Sproule. "Developing Railway Higher Education in the European Union and United States." In 2010 Joint Rail Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/jrc2010-36025.

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Congestion, emissions generated by transportation, increasing fuel costs and expanding demand for mobility have revived the interest for modern rail transportation throughout the world. Simultaneously, expansion of global trade and increasing demands for technology to improve the safety and productivity of the industry are creating a new environment that requires a different way of thinking when developing railway systems. Overall, the authors believe that current changes provide a fertile ground for institutions of higher education in the United States and the European Union (EU) to increase their transatlantic cooperation in education and research. Recent studies related to railway higher education have been undertaken in Europe and the United States. The European Rail Research Network of Excellence (EURNEX) conducted a study to develop and organize educational and training activities in participating higher education institutions. In Germany, a comprehensive inventory was conducted to define the current level of rail transportation activities in higher education institutions. In the United States, American Railway Engineering and Maintenance of Way Association (AREMA) conducted a study to determine the type and extent of rail education currently offered on campuses. In addition, a benchmarking study was performed by Michigan Tech University to investigate rail education and recruitment at universities with the objective to define the quantitative and qualitative demands for rail engineers by industry employers. This paper presents a synopsis of these past studies and introduces an on-going “TUNRail” project to “tune” and intensify the railway higher education knowledge exchange and collaboration between the EU and the United States.

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Grimm, Sandra Biewers, Daniel Weis, and Anita Latz. "SUBJECTIVITY AND SOCIAL RECOGNITION: THEORETICAL AND EMPIRICAL PERSPECTIVES ON THE VALUE OF NON-FORMAL EDUCATION FROM THE PERSPECTIVE OF YOUNG PEOPLE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end008.

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"Due to its principles of voluntariness and openness, and because of its diverse offer of experiential and subject?related educational opportunities, open youth work is increasingly seen as having a special potential in supporting the acquisition of key competences and life skills. But which educational opportunities are meant here and what form of education are we talking about here at all? These are the questions addressed by the qualitative?reconstructive study ""Educational Experiences in Non?formal Settings"", which is being conducted at the Centre for Childhood and Youth Research (CCY) at the University of Luxembourg. The study examines the subjective educational experiences of young people in open youth work on the basis of ethnographic observations in youth centers, in problem-centered interviews and group discussions with young people as well as a supplementary quantitative survey. The study is based on an understanding of education that follows the tradition of subject?scientific theory (v. Humboldt, Koller) as well as the recognition theory (Honneth) and discusses education with concepts of self?determination and maturity in dealing with social norms and routines. The starting point of this consideration is that education can be determined as the transformation of the relationship to the self and the world. It is also linked to the theoretical work of Albert Scherr (1996), who defines the development of self?awareness, self?esteem, self?determination and thus ultimately subjectivity as the central educational goals of youth work. Empirically, it is thus not primarily a matter of investigating processes of knowledge acquisition, but rather of describing ""innovative moments in the development of individual ways of thinking and acting (Koller, 2018, p.112). The results of the data analysis show a differentiated description of youth?related educational occasions and marks small?scale experiences of the appropriation of personal, social and everyday life references. They also highlight moments of expanding young people's ways of thinking, possibilities of action and dispositions in the context of open youth work. The high importance of social recognition as a basic prerequisite for educational processes (among the young people involved) becomes visible."

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McKay, Elspeth, and Bill Martin. "The Scope of e-Learning: Expanded Horizons for Life-Long Learning." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2533.

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The purpose of this paper is to open a discourse on the broad scope of e-Learning. The authors provide an overview of a much larger debate—mindful that the consequential topics are far reaching. The discussion first deals with the need to utilize meta-knowledge within the context of Web-based learning providing the background for the process of scoping e-Learning. The e-Learning phenomenon we experience today provides courseware designers with an opportunity to revisit all the fundamentals of instructional science involving learning theories and human performance. In setting the scene for the reader, it is useful to drill into the background issues of the digital learning context. It will be shown that the scope of e-Learning is more comprehensive than the commonly accepted issue of electronic delivery of instructional/learning materials. Wise use of the technologies can provide the leverage human beings require at this point for expanding their horizons for life-long learning.

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Reports on the topic "Expanding Knowledge in Education"

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Boyes, Allison, Jamie Bryant, Alix Hall, and Elise Mansfield. Barriers and enablers for older people at risk of and/or living with cancer to accessing timely cancer screening, diagnosis and treatment. The Sax Institute, July 2022. http://dx.doi.org/10.57022/ieoy3254.

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• Older adults have complex and unique needs that can influence how and when cancer is diagnosed, the types of treatment that are offered, how well treatment is tolerated and treatment outcomes. • This Evidence Check review identified 41 studies that specifically addressed barriers and enablers to cancer screening, diagnosis and treatment among adults aged 65 years and older. • Question 1: The main barriers for older people at risk of and/or living with cancer to access and participate in timely cancer screening relate to lack of knowledge, fear of cancer, negative beliefs about the consequences of cancer, and hygiene concerns in completing testing. The main enablers to participation in timely cancer screening include positive/helpful beliefs about screening, social influences that encourage participation and knowledge. • Question 2: The main barriers for older people at risk of and/or living with cancer to access and/or seek timely cancer diagnosis relate to lack of knowledge of the signs and symptoms of cancer that are distinct from existing conditions and ageing, healthcare accessibility difficulties, perceived inadequate clinical response from healthcare providers, and harmful patient beliefs about risk factors and signs of cancer. The main enablers to accessing and/or seeking a timely cancer diagnosis include knowledge of the signs and symptoms of cancer, and support from family and friends that encourage help-seeking for symptoms. • Question 3: The main barriers for older people at risk of and/or living with cancer in accessing and completing cancer treatment include discrimination against patients in the form of ageism, lack of knowledge, patient concern about the adverse effects of treatment, predominantly on their independence, healthcare accessibility difficulties including travel and financial burden, and patients’ caring responsibilities. The main enablers to accessing and completing cancer treatment are social support from peers in a similar situation, family and friends, the influence of healthcare providers, and involving patients in treatment decision making. • Implications. The development of strategies to address the inequity of cancer outcomes in people aged 65 years and older in NSW should consider: Increasing community members’ and patients’ knowledge and awareness by providing written information and decision support tools from a trusted source Reducing travel and financial burden by widely disseminating information about existing support schemes and expanding remote patient monitoring and telehealth Improving social support by promoting peer support, and building the support capacity of family carers Addressing ageism by supporting patients in decision making, and disseminating education initiatives about geriatric oncology to healthcare providers Providing interdisciplinary geriatric oncology care by including a geriatrician as part of multidisciplinary teams and/or expanding geriatric oncology clinics.

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Zevenbergen, Justin. Cultural Knowledge Education. Fort Belvoir, VA: Defense Technical Information Center, February 2009. http://dx.doi.org/10.21236/ada509933.

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Cascio, Elizabeth, and Diane Whitmore Schanzenbach. The Impacts of Expanding Access to High-Quality Preschool Education. Cambridge, MA: National Bureau of Economic Research, December 2013. http://dx.doi.org/10.3386/w19735.

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Altindag, Duha Tore, Colin Cannonier, and Naci Mocan. The Impact of Education on Health Knowledge. Cambridge, MA: National Bureau of Economic Research, September 2010. http://dx.doi.org/10.3386/w16422.

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Mocan, Naci, and Duha Tore Altindag. Education, Cognition, Health Knowledge, and Health Behavior. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17949.

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Adriansen, Hanne Kirstine, Karen Valentin, and Gritt B. Nielsen. Placing knowledge: mobility in internationalised higher education. Aarhus University, 2014. http://dx.doi.org/10.7146/aul.107.99.

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Calvin, Wendy. Expanding Geothermal Resource Utilization through Directed Research, Education, and Public Outreach. Office of Scientific and Technical Information (OSTI), June 2015. http://dx.doi.org/10.2172/1187904.

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Carroll, Richard D., Homer J. Coffman, Robert B. Goss, Daniel O. Joyce, and Teri C. Netter. Internet: Education and Application for the Knowledge Warrior. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada327998.

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Kaiser, Tim, Annamaria Lusardi, Lukas Menkhoff, and Carly Urban. Financial Education Affects Financial Knowledge and Downstream Behaviors. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w27057.

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Austrian, Karen. Expanding safe spaces, financial education, and savings for adolescent girls in Kenya. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1040.

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