Journal articles on the topic 'Further educational study'
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McDougall, Lynne. "A Study of Bullying in Further Education." Pastoral Care in Education 17, no. 2 (June 1999): 31–37. http://dx.doi.org/10.1111/1468-0122.00125.
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Jones, Frank E. "Age at Immigration and Education: Further Explorations." International Migration Review 21, no. 1 (March 1987): 70–85. http://dx.doi.org/10.1177/019791838702100104.
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Although initial analyses of data, collected for the Canadian Mobility Study, reveal a weak relationship between age at immigration and educational attainment, inclusion of a measure of periodicity in educational attainment models reveals age at immigration to have an effect comparable to that of family size on educational attainment. Given the strong periodicity effect, when age at immigration is excluded from the analysis, it is argued that the status attainment model, which best accounts for the educational attainment of native-born Canadians, also accounts best for the educational attainment of the foreign-born.
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Adebiyi, Marie Elomba, Younis Al-Hassan, Carole Hansbourgh, and Christopher Edginton. "Values Attached to Educational Goals, Study Processes, and Educational Motivation." Journal of Education and Development 1, no. 1 (November 16, 2017): 48. http://dx.doi.org/10.20849/jed.v1i1.252.
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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students’ values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students’ values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students’ values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.
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Muzyka, Olha, Yurii Lopatiuk, Tetiana Belinska, Anna Belozerskaya, and Iryna Shvets. "Modern aesthetic education and its further directions." Linguistics and Culture Review 5, S4 (October 22, 2021): 12–21. http://dx.doi.org/10.21744/lingcure.v5ns4.1537.
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The relevance of the research topic lies in the fact that in the field of modern education there are numerous discussions and study of such an aspect as updating the education methods. The leading task of educational policy is to ensure a high-quality level of education at all stages of education – from preschool to professional. The above also applies to arts education, as it is part of the general education system. The purpose of the study is to study the issue of modern art education, to analyses further possible directions in which it can develop. The main results that can be highlighted in the analysis of aesthetic education at the present time: education in the field of creativity is underestimated in the learning process, although it is an important aspect of the development of a particular individual; artistic and aesthetic education in the context of modern educational activities is not a primary task of society current principles embedded in education provide for the dominance of authoritarian models of regulation art education is insufficiently equipped with a material, technical and personnel base within the framework of the general educational process.
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Korshunov, Ilya A., Tatiana A. Meshkova, Maxim S. Miroshnikov, and Mikhail N. Sverchkov. "Russian Universities’ Further Education: Integration with International Markets." Integration of Education, no. 4 (December 28, 2018): 612–31. http://dx.doi.org/10.15507/1991-9468.093.022.201804.612-631.
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Introduction. The paper describes the role of Russian transnational corporations in the development and implementation of the Adults’ Education and Vocational Education and Trainings programs in foreign countries as the promotion of Russian technologies. As the competition between the universities in the international educational markets rises, they see the increasing need for the fixation of the programs they offer onto the needs of the global companies, broadening the possibilities for the students to obtain relevant qualifications and skills, and corresponding diversification of educational programs. Among the possible directions for the increase in the educational services that are offered for export could be adults’ educational programs, vocational education and trainings. Materials and Methods. The study of the additional vocational education programs for foreign students was carried out with specialized questionnaire. 180 higher education institutions took part in the survey. The analysis of the corporate segment of additional professional education services for foreign markets was carried out on the basis of semi-formalized in-depth expert interviews. Results. Based on the collected empirical data we were able to identify main participants of the Adults’ Education and Vocational Education and Trainings export and structure and spheres of the programs as well as target countries in this market in three years’ time. It was revealed that the most successful providers of the educational programs are the universities that on the one hand offer already well developed and sought-after educational programs on the Russian Adults’ Education and Vocational Education and Trainings market, and on the other hand – already have stable partnership ties with countries that send students to undergraduate programs. Discussion and Conclusion. This study elaborates on the role of universities in promoting competitive technologies through the distribution of Adults’ Education and Vocational Education and Trainings. Mechanisms for formation and implementation of corporate training programs by universities for Russian industrial corporations are structured. Barriers for the attraction of foreign students are discussed to increase the scope of training. Results of the study can be recommended for the universities concerned with the development of the Adults’ Education and Vocational Education and Trainings sector in the international context. Keywords: export education, university, adults educational programs and vocational education and trainings, structure of the market for educational programs, promotion of technologies, corporate education
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Nagoshi, Craig T., Ronald C. Johnson, Sylvia H. L. Yuen, and Frank M. Ahem. "Further investigations of educational and occupational attainment in the Hawaii family study of cognition." Biodemography and Social Biology 33, no. 1-2 (March 1986): 35–50. http://dx.doi.org/10.1080/19485565.1986.9988620.
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Willcoxson, Lesley, and Michael Prosser. "Kolb's Learning Style Inventory (1985): review and further study of validity and reliability." British Journal of Educational Psychology 66, no. 2 (June 1996): 247–57. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01193.x.
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Zalainé Piros, Márta. "Study of Educational Motivation among Agricultural Managers." Acta Agraria Debreceniensis, no. 9 (December 10, 2002): 161–70. http://dx.doi.org/10.34101/actaagrar/9/3577.
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It is a priority for companies to utilise human resources as much as possible. The form and effectiveness of the utilisation of labour largely depends on how much the manager of the company and the human resource management area support and encourage labour to develop individually and work more efficiently – as far as the size of the company justifies and allows. Effective incentive methods have to be set and run. Training incentives will have to play an important part in the future.There has been no major difference between training incentives between managers and subordinates. Material incentives continue to be the key factor. For managers, exchange of information is currently a primary training incentive, as is the opportunity to meet other experts and exchange their ideas. Further, performance-related payment and bonuses applied jointly are also some material incentives. In the future, material incentives will gain in importance. For subordinates, the operation of material incentives is currently highly important as a training incentive. This is not expected to change in the future either, while expectations linked to quality work will strengthen.
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Garbutt, Nathalie, and Frederick Furniss. "Context Sampling Descriptive Assessment: A Pilot Study of a Further Approach to Functional Assessment." Journal of Applied Research in Intellectual Disabilities 20, no. 2 (March 2007): 127–30. http://dx.doi.org/10.1111/j.1468-3148.2006.00317.x.
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Burdina, Elena V., and Sergey V. Alexandrov. "Modern Trends in Further Professional Education of Judges: Russian and Foreign Experience." Integration of Education 26, no. 4 (December 30, 2022): 771–86. http://dx.doi.org/10.15507/1991-9468.109.026.202204.771-786.
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Introduction. Modern further professional judicial education has a direct impact on the institutional and personal parameters of judicial independence and has a public significance as a guarantee of a judge's competence during his long career. The relevance of the research consists in development and substantiation of theoretical and methodological foundations of further professional education of judges as an independent form of their continuing education. The aim of the article is to systematize Russian and foreign experience in the organization of judicial professional development, to fill in the need for a comprehensive solution of legal, organizational and educational issues of judicial re-training, to substantiate promising models of the educational process and educational practices of continuous training of judges. Materials and Methods. The object of the study was further professional education of judges as a state-legal and educational institute. The comparative nature of the research, based on the study of modern domestic and foreign experience in organizing further education for judges, provided data that had not previously been analyzed in the Russian scholarly literature. On the basis of a comprehensive (interdisciplinary) approach, conclusions were obtained concerning both the issues of legal regulation of the procedure of further professional education of judges and issues of pedagogical nature. A systematic analysis of further professional education of judges predetermined the identification of specific features of teacher training, the nature of training programs, methods and technologies of training of judges. Sociological methods were used to formulate conclusions on the conditions of admissibility of the electronic educational process in the judicial classroom. The research drew on electronic resources that reveal organizational peculiarities and educational practices of national and foreign judicial schools. Results. Regularities determining the trends in the evolution of further professional education of judges in Russia and abroad have been determined and disclosed. Models of judicial schools operating in foreign states depending on their legal status, nature and types of educational processes were identified. The principles of organization of further professional education of judges, allowing to distinguish this type of education from traditional systems of higher legal education, were substantiated. Proposals for improving the legal and educational model of the Russian judicial school are formulated. Discussion and Conclusion. The results of the study can be useful for the further development of the theory of specialized judicial education, the definition of the legal status of the Russian judicial school that performs the functions of continuing education of judges, as well as for improving the educational process, given the need for methodological diversity of further programs and methods of training of judges.
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Barone, Tom. "Further Comment: Pragmatizing the Imaginary: A Response to a Fictionalized Case Study of Teaching." Harvard Educational Review 71, no. 4 (December 1, 2001): 734–42. http://dx.doi.org/10.17763/haer.71.4.254711411187p4m8.
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In the Voices Inside Schools section of its Fall 2000 issue, the Harvard Educational Review published an article entitled, "Historical Perspective as an Important Element of Teachers' Knowledge: A Sonata-Form Case Study of Equity Issues in a Chemistry Classroom." The article was coauthored by Zachary Dean Sconiers, a middle school science teacher, and Jerry Rosiek, a university-based teacher educator and research methodologist.
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Budiyanto, Cucuk, Adi Prananto, and Felix Ter-Chian Tan. "Designing Embedded Case Study Research Approach in Educational Research." International Journal of Pedagogy and Teacher Education 3, no. 1 (June 17, 2019): 1. http://dx.doi.org/10.20961/ijpte.v3i1.15002.
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Despite the case study research method has been widely adopted in qualitative research, few scholarly articles addressed the comprehensive guidance on the use of embedded case study research design. This paper aims to contribute to the literature by demonstrating the use of embedded case study research design in qualitative research. A pseudo case was exemplified by exploring the relationship between a holding company and its subsidiary companies of a corporate group. What construct a case and the rationale for the case being studied is exemplified. The paper further outlines the research protocol, the procedure of inquiry, and the design of the embedded case analysis. A brief explanation of the context of the case enriches the understanding of the investigated cases.
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Pukhnarevich, S. I. "Legal Forms of Further Professional Education for Judges: Concept, Types, Content." Rossijskoe pravosudie 11 (October 26, 2020): 41–46. http://dx.doi.org/10.37399/issn2072-909x.2020.11.41-46.
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The article is devoted to the study of the legal forms of training for judges in the Russian Federation under programmes of further professional education. Based on the features of further professional education, the author provides a definition of the legal form in which educational activities are carried out, substantiates the types of legal forms and discloses their content in relation to the subject of the study. The article substantiates the author's conclusion that retraining and further training of judges are legal forms within which the educational activities of the Russian State University of Justice are carried out being organically related to the implementation of relevant functions of the state and aimed at achieving and legitimizing socially and legally significant results.
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James, David. "Professional Identity, Learning Cultures and Educational Quality: Some Lessons from Further Education." Cylchgrawn Addysg Cymru / Wales Journal of Education 19, no. 1 (March 1, 2017): 107–24. http://dx.doi.org/10.16922/wje.19.1.6.
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This article argues that professional identity is central to the quality of educational provision, especially in vocational Further Education (FE). It revisits a relational and sociological approach to the study of teaching and learning, developed over a decade ago in Transforming Learning Cultures in FE, which is still the only large independent research project of its kind. The article illustrates the capacity of the 'learning cultures' approach to foster a deep understanding of professional identity and practice in context. More specifically, the analysis underlines the importance of 'dual professionalism' in vocational provision. Brief attention is given to the current process of Area Based Reviews and the currently influential Sainsbury review of technical education. The article concludes that there continues to be insufficient attention paid to professional identity as a resource in high quality provision.
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Hinojo Lucena, Francisco, Inmaculada Aznar Díaz, María Cáceres Reche, Juan Trujillo Torres, and Gerardo Gómez García. "Analysis of Further Education Students’ Attitudes Regarding Environmental Pollution. A Case Study in Granada." International Journal of Environmental Research and Public Health 16, no. 6 (March 13, 2019): 905. http://dx.doi.org/10.3390/ijerph16060905.
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Pollution is shown as the environmental challenge, which has the greatest impact on global climate change. Faced with this situation, numerous environmental summits agree on the fact that Environmental Education needs to be implemented within the different disciplines and educational institutions. Therefore, Further Education must foster the research and management of environmental education with the aim of developing responsible citizens with sustainable attitudes. Based on this idea, this paper aimed to analyse the attitudes in Further Education students towards different situations and habits linked to pollution, as well as some of its varied typologies (chemical pollution, acoustic pollution and management of solid urban waste and rubbish). To achieve this, a sample of 307 students from different degrees of Preschool and Primary Education was included, using a questionnaire as a measuring instrument. The methodology of the study was both descriptive, through the analysis of its measures, and inferential, with the preparation of a confirmatory conceptual model through the structural equation model (SEM). Results revealed that students are highly concerned about the different situations proposed, and that the predictive model forges strong correlations between the four variables of the study. Hence, the study focused on the idea of trying to enhance environmental awareness in the groups of students from different educational phases, to subsequently foster the implementation of specific actions aimed at preserving and conserving natural resources, and to guide society towards sustainable development.
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KHVATOVA, Olena. "USE OF THE NETWORK FORM OF EDUCATION AS A PREREQUISITE FOR FURTHER TRANSFORMATIONS OF THE EDUCATION SYSTEM." Dnipro Academy of Continuing Education Herald. Series: Public Management and Administration, Vol. 1 No. 1 (2021) (December 20, 2021): 50–54. http://dx.doi.org/10.54891/2786-698x-2021-1-12.
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Summary. The strategic direction of the development of the national education system at the state level is related to ensuring a quality educational process in the conditions of the information society. The growing demands of the state and society to the quality, accessibility and efficiency of educational services encourage the active search for new ways to develop the education system, which is designed to meet the real needs of society, to provide access to a wide range of quality educational services. The main priority of Ukraine’s foreign policy, namely European integration, is to build and deepen relations between Ukraine and the EU in all spheres of life. An important element of this process is the entry of the national educational system of Ukraine into the European educational space. The introduction and consolidation of the best European educational traditions in Ukrainian society through the application of innovative approaches to learning and educational content should contribute to this. One of the current areas of higher education is the introduction of online learning in the educational process. The aim of the article is to study the possibility of transforming the education system through the application of innovative approaches to learning and educational content. The methodological basis of the study are methods of logical generalization, systems analysis and synthesis, observation. Networking between educational institutions is a mechanism for organizing joint resource potential. The main purpose of such interaction as the integration of educational, scientific, personnel, logistical and innovative potential of higher education institutions is determined. The educational potential of networking and the conditions under which it can be maximized are considered, given that the results of such interaction in education are often delayed or delayed. It is substantiated that the use of the educational potential of the university-university network interaction will allow to support and scale at the regional level exactly those practices that most productively solve the problems of higher education. The scenario of the organization of educational process on a network form is offered, it is proved that increase of competitiveness of each network partner is possible at the expense of use of the advantages, mobilization of personnel, material and technical, educational and methodical potentials.
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Glen, Jonathan. "Case Study of the Dundee Academy of Sport Secondary, Further and Higher Education Work (2013-17)." Journal of Perspectives in Applied Academic Practice 6, no. 2 (September 5, 2018): 91–98. http://dx.doi.org/10.14297/jpaap.v6i2.338.
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Widening access to Higher Education has been a priority globally in recent years. This has helped shape projects that work with educational establishments in more deprived communities to remove barriers to continued education. One such barrier is often the difficulty that students face in transitioning between educational environments. In Scotland, the Government have made widening access a key initiative and have supported projects that work towards this aim. The Dundee Academy of Sport (DAoS) project was established as a venture between Abertay University and Dundee and Angus College. The project works with schools from an SIMD20 (deprived) background and attempts to remove barriers to Further Education (FE) and Higher Education (HE). The project works throughout the educational continuum and supports students at each stage of transition. This study focused specifically on the work within secondary schools, FE, HE, as well as the role of DAoS in supporting transition across sectors. Six practitioners from three partner schools, two partner colleges and one lecturer at the university were interviewed to give their evaluation on how DAoS worked with their institution. At secondary level, work with senior pupils was highlighted as being useful in preparing students for FE and HE. Changes in attitude and mind-set for the pupils were noted among those who previously may not have considered continued education. Financial support and skills of DAoS staff were identified as being beneficial to schools. This suggests that a contextualised approach in schools can be useful for engaging pupils. This also suggests that by offering access to FE and HE establishments can make pupils consider these as viable options moving forward. Areas for improvement identified included further embedding of the project into FE and HE courses, further integration of staff, as well as the project being focussed more towards the senior phases of secondary schools.
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Kolodii, Ihor, Tetiana Kostolovych, Tetiana Kolomiiets, Iryna Muratova, and Mykola Tsoi. "Ensuring quality control of educational activities of higher educational institutions." LAPLAGE EM REVISTA 7, no. 3B (September 22, 2021): 292–300. http://dx.doi.org/10.24115/s2446-6220202173b1549p.292-300.
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The study aims to establish a general concept and stages of modeling the implementation of quality control of the educational process; to determine the assessment of employees of the institution of higher education presented an innovative model of quality control using automated learning and control systems (ALCS). The main method was the experiment, the study also used questionnaire and observation methods. The data was analyzed through content and thematic analysis. The main hypothesis is that the implementation models of quality control of education should be comprehensive, meet the mission and strategy of the educational institution and require continuous improvement. The result is the establishment of the main conceptual framework for the formation of an innovative model of quality control, should focus on quality education, use a wide range of advanced technologies, effective communication, improve learning strategies. A further perspective is to investigate the effectiveness of models of quality control of the educational process.
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Ed.D., Linda Crismon,, Mary Helou, Ph.D., and Christopher Crismon. "The Synergy between John Dewey’s Educational Democracy and Levant’s Lebanon Educational Reforms." World Journal of Educational Research 9, no. 3 (June 2, 2022): p55. http://dx.doi.org/10.22158/wjer.v9n3p55.
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This study examines the impact of John Dewey’s democratic educational principles on the reforms of the Lebanese educational system using data collected through semi-structured in-depth interviews, with open-ended questions, as part of case studies designed for this purpose. The participants in this study are all academics, facilitators, intellectuals and scholars of a Lebanese decent (n=30), undertaking full-time and part-time academic posts, involving learning and teaching activities at universities and other higher educational institutions/providers in Lebanon and in the diaspora (United States of America and Australia). As part of the case studies, the individual, personal, and professional teaching and learning journeys of the educators are sketched in details in relation to John Dewey’s four (4) key democratic educational reformative principles. Moreover, the current research study finally concludes by providing a realistic response to the following question that currently lingers in every academic Lebanese mind and on every Lebanese, scholar’s lips, namely, given Lebanon’s current liberal and relatively democratic educational system, are the Lebanese intellectual reformers truly given the opportunity to create a positive and constructive future vision for Lebanon through its educational system. The current chapter further provides a realistic and clear-cut description of the hurdles facing the current Lebanese educational system, including the scholars, intellectuals, and academics, residing in both Lebanon and in the diaspora. The current study further provides an elaboration on how such hurdles to actual and realistic reforms in Lebanon are impacting on the country’s brain drain phenomenon, as witnessed during the unfortunate latest Lebanese crisis (1975-1991), and post-crisis (1992-present) periods, which, in itself, act as a vicious circle, heavily contributing to the continuously deteriorating state of the current public Lebanese educational system.
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Simonova, Galina, and Anastasia Luchinina. "Study of Educational Needs of Applicants with Disabilities." Education and Self Development 17, no. 1 (March 31, 2022): 28–43. http://dx.doi.org/10.26907/esd.17.1.03.
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Background. The presence of health limitations and disabilities of students affects the structure and content of their educational needs. In some cases, these students may require special counseling in career guidance, assistance in social and psychological support in the process of acquiring education. Aims. The purpose of this study was to analyze the educational needs of applicants with disabilities and develop recommendations to expand the accessibility of higher education for this category of youth. The research was carried out as part of the State task of the Ministry of education and science of the Russian Federation. Methods and procedures. The researchers monitored the educational needs of applicants with disabilities using the survey method in the form of an online questionnaire. Outcomes and results. The article presents the results of monitoring the educational needs of 170 Russian school graduates with disabilities and health limitations who studied in 16 comprehensive educational institutions, where students of the 11th grades were trained and who expressed a desire to participate in the monitoring. The research was carried in the assigned territory out as part of the State task, which includes 7 constituent entities of the Russian Federation: the Republic of Bashkortostan, Mari El, Tatarstan, the Udmurt and Chuvash Republics, the Orenburg and Kirov regions. Conclusions and implications. Based on the analysis of the monitoring results, recommendations for regional and municipal authorities and educational organizations subordinate to them were developed. The recommendations are aimed at positioning ways to increase the accessibility and quality of higher education for persons with disabilities, their further employment and career growth.
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Zabin, Rakha. "International Student Challenges Further Amplified in the Era of a Pandemic." Journal of International Students 12, S2 (August 21, 2022): 193–211. http://dx.doi.org/10.32674/jis.v12is2.4315.
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International students have always been in challenging situations and this pandemic amplified it further. To smoothly transition to the educational platforms and integrate into a new country, especially during and after the Covid-19 pandemic, international students need adequate support from educational institutions and governments. Integration plays a dominant role in adaptation to life in a foreign country and academic success. Based on Tinto's (2011) integration model, this study explores the unique challenges based on the lived experiences of an international doctoral student from a lower-income country, Bangladesh, enrolled in an Ontario university. It focuses on the learning experience of the international doctoral student's integration to become a scholar within this changing time. Self-reflection on the hurdles experienced and the coping strategies during the evolution inform the analysis. Finally, the study concludes by highlighting the role of adequate institutional and government support services by offering valuable recommendations for international students’ integration.
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Barros-Justo, Jose L., Nelson Martínez-Araujo, David N. Olivieri, and Alejandro González-García. "Educational value of Systematic Mapping Studies: A replication study." Journal of Computer Science and Technology 19, no. 2 (October 10, 2019): e12. http://dx.doi.org/10.24215/16666038.19.e12.
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Contribution: The goal of this study is to validate the results of a prior study on the educational value of systematic mapping studies (SMS) and evaluate the possibility of generalizing those results to similar contexts. Background: since the inception of the Evidence Based Software Engineering (EBSE) paradigm in 2004, few studies have aimed at evaluating their impact in the academic field, and the educational values that SMS can offer to the students. In 2010, three renowned researchers presented an article on this subject at ICSE'10. The study made interesting contributions. We believe that, after 8 years, a replication of that study can be useful to assess the original findings and to guide future educational interventions. Research Questions: What educational value does a SMS provide? Methodology: a replication of a multi-case holistic study. Findings: This replication confirms all but two of the results from the original work. The differences may be due to slight variations in the context. The experience of undertaking an SMS provided the students with both research skills and a broad understanding of a research area. We encourage other researchers to replicate this study, to gain further insights into the educational value of this method.
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Zhang, Ling, and Xiaodong Tan. "Educational Assortative Mating and Health: A Study in Chinese Internal Migrants." International Journal of Environmental Research and Public Health 18, no. 4 (February 3, 2021): 1375. http://dx.doi.org/10.3390/ijerph18041375.
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Previous studies have shown that marriage is related with people’s health. Based on data from the Volume A of China Migrants Dynamic Survey (CMDS_A) in 2017 (N = 127,829), this study attempted to document the degree of educational assortative mating in Chinese internal migrants, as well as how it evolves over time, and further analyze the relationship between educational assortative mating and people’s self-rated health (SRH). The results indicated that the proportion of educational homogamy kept increasing and gradient marriage kept decreasing over time both in male and female. “Educational homogamy” (58.8%) and “male more educated” (27.2%) were still the main marital education matching patterns in first-married couples of Chinese internal migrants. Educational homogamy was beneficial to promote people’s SRH and educational hypogamy would impair their SRH, and the negative effects of educational hypogamy on SRH was stronger in female than in male. The gender equality of educational opportunities increases the degree of educational assortative mating in Chinese internal migrants. Educational attainment is playing a more and more important role in “love” marriages. “Likes attract likes” is not just about love, but also an important part of health.
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Lemos, Monica Ferreira, and Yrjö Engeström. "Collective concept formation in educational management: An intervention study in São Paulo, Brazil." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 6, no. 1 (May 1, 2018): 32–56. http://dx.doi.org/10.12697/eha.2018.6.1.02b.
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The purpose of this paper is to analyze how a new concept of educational management was produced in a formative intervention project for manager educators in the city of São Paulo, Brazil. Drawing on Vygotsky and Leontiev, we asked: What is the nature of the interplay between participants’ personal senses and the societal meaning of educational management in the process of collective concept formation? The collective concept formation discourse was analyzed in three steps: initial explication of a raw object, clashes in further elaboration of the raw object, and stabilization of the new concept. The raw object reproduced a taken-for-granted meaning of educational management as promoting conditions for teaching and learning. The clashes occurred mainly between the notion of management for teaching and learning and the notion of management for teaching and learning for community transformation. The stabilization was achieved by a vote and defined the purpose of educational management seemingly as it was already formulated in the raw object. However, this stabilization was temporary and involved attempts to transcend the opposition between the two alternative definitions. Thus, the actual meaning and concept of educational management remained open to further steps. In this paper, we report on how manager educators engage in a collective effort to conceptualize educational management. Our article proposes and tests a new theoretical framework for studying changes in educational management as processes of collective concept formation.
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Augskalne, Inese, and Beatrise Garjane. "FORMATION OF TEACHERS’ COMPETENCES IN FURTHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 21, 2019): 15. http://dx.doi.org/10.17770/sie2019vol5.3885.
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The interest of contemporary society in improving the quality of education is mainly reflected in the issue of educational results - competences - and their provision in the learning process. Introducing the 21st Century educational standards, the development of competencies required for teaching become more relevant. International documents indicate that a teacher should have the ability to teach, effectively use technologies in learning, help students gain transversal competencies. The teacher should be able to participate in research, use innovation, reflect on his/her work, collaborate with colleagues and parents. It is the teacher’s duty to direct the student's individual development.Latvian legislation offers wide opportunities for a person employed in education (especially in vocational and education of interests) to become a teacher. It is possible to work as a teacher after attending a short professional development course in education theory. In that case, competences in education (and the right to work at a school) is certified by the B-course certificate after basic training (72 hours total). The goal of this study is to identify and characterize teacher’s competences in education as acquired by teachers during this course. Research methods are a content analysis of 210 questionnaires filled in by vocational education teachers after attending the course and content analysis of their self-assessment. The results of the research show that teacher’s competences are only partially formed and incomplete. The attitude towards the needs of the student's personality is inappropriate, there is a desire for an authoritarian style.
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English, Kris. "Best Practices in Educational Audiology." Language, Speech, and Hearing Services in Schools 22, no. 1 (January 1991): 283–86. http://dx.doi.org/10.1044/0161-1461.2201.283.
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A survey was conducted of the membership of the Educational Audiology Association (EAA) to determine the emerging level of best practices in the field. An enthusiastic response from the membership provided information about optimal amplification monitoring, the application of the consultation model, and the appropriate use of some clinical expertise. The results of this study may serve as a springboard for further discussion regarding the development of professional identity and the provision of optimal audiological services to students with hearing impairments.
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Paudel, Deepak Raj, Umesh Singh Yadav, Surya Bahadur G.C., Santosh Kumar Gurung, Pradeep Sapkota, and Ravindra Prasad Baral. "Socioeconomic Determinants of Employment and Further Study Status of University Graduates: Evidence From a Higher Educational Institute of Nepal." Quest Journal of Management and Social Sciences 3, no. 1 (June 10, 2021): 1–13. http://dx.doi.org/10.3126/qjmss.v3i1.37575.
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Background: There has been a tremendous expansion of higher education in Nepal over the years and this expansion has increased the number of graduates entering the job markets.
Objective: Within this context, the objective of this paper is to find socioeconomic determinants of employment and opportunities for further studies on the status of management graduates of Pokhara University, a relatively young university in Nepal.
Method: The survey instrument was adapted using the questionnaire developed by the University Grants Commission of Nepal. The primary data was collected from 261 graduates, who were graduated in 2017 and 2018, from the School of Business, Pokhara University. The determinants of being employed and pursuing higher study were carried out using logistic regression analysis.
Result: Of the total 261 respondents, the study had a well-balanced gender distribution with females making up 51%, a majority (58%) of respondents were from Bachelor level, and Brahmin comprised around half. Most of the graduates (87%) are being involved either in a job or pursuing further studies. Nearly one-third (31%) of the graduates were pursuing further studies. The logistic regression analysis revealed that gender and graduation level are significant predictors of employment and pursuing further study. Male graduates are more likely to be employed compared to female graduates (Adjusted Odds Ratio=1.44). In contrast, concerning pursuing further study, being females, they are 56% more likely to pursue their further study compared to male graduates (Adjusted Odds Ratio=1.56).
Conclusion: The status of management graduates is very good as most of the graduates (87%) are already employed or pursuing further studies. However, male graduates have better job opportunities than female graduates and this indicates the socio-economic status such as gender discrimination that reflects the national scenario.
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Rasool, Dr Shahida, Dr Nazia Rahat, and Dr Jameel-ul Rahman. "Study of Allama Iqbal's Educational Thoughts: In Post-Colonial Perspectives." Al-Aijaz Research Journal of Islamic Studies & Humanities 6, no. 1 (March 24, 2022): 158–67. http://dx.doi.org/10.53575/u16.v6.01.(22)158-167.
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The educational views of Iqbal are going through the process of acceptance and rejection like his other views. However until now, no tangible arguments have been presented in their rejection. As in the 20th century our educational system was filled with those defects which were analyzed by Iqbal. Iqbal was against of that educational system which was implemented in Indian subcontinents under the influence of colonial rule. His vision was not limited to the current deteriorated condition of his age, rather his far sightedness could see that even after the end of this colonial rule, this educational system can make us direction less. In this way, in the postcolonial scenario his predictions were proved to be true, and uptil now (the 2nd decade of 21st century) education has only become a machine. The present study aims to analyse the education system in the light of Iqbal’s view in the context of colonialism and particularly post colonialism. The study further aims to explore Iqbal’s views in their depth, meaning and practicality.
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Zinn, Bernd, Kevin Raisch, and Jennifer Reimann. "Analysing training needs of TVET teachers in South Africa: An empirical study." International Journal for Research in Vocational Education and Training 6, no. 2 (August 29, 2019): 174–97. http://dx.doi.org/10.13152/ijrvet.6.2.4.
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Context: This paper reports on a study of the progress of vocational education and training (VET) and the need for further profession-oriented training of lecturers in public, technical vocational colleges in South Africa, under the consideration of societal and political conditions.Approach: The study is based on a mixed methods approach in which an analysis of educational policy documents and a qualitative and a quantitative study with VET teachers and representatives of education authorities in South Africa are conducted.Findings: The classification of the results is conducted in line with the conditions defined by Phillips and Ochs regarding policy transfers. The following can thus be observed through the bilateral relationship between Germany and South Africa: (1) The Guiding Philosophy of the educational system is characterised by societal and political power structures. This is evident in an analysis of approved reforms within the last two decades. (2) The desired effects of “Ambitions Goals” have thus far not taken hold. Nonetheless, there is a willingness to enact reforms to continue developing vocational education, including the training and further education of lecturers that must be noted. Minimum requirements regarding lecturers’ basic qualifications have been formulated, which one in five vocational lecturers in South Africa currently cannot fulfil. (3) The Strategies formulated to implement training methods face the main problem of difficulty in implementation in colleges. (4) The Enabling Structures, i.e. the education-management-system as well as the financial and personnel support of the educational system, are widely perceived by lecturers as unsupportive, ineffective and discriminatory. This is observed, for example, when looking at the equipment used, teachers’ salaries, classroom sizes as well as the mentorship programme and further training opportunities. (5) Processes: a discrepancy exists on the level of the lecturers and the central need for further training regarding modern technologies, especially those used by foreign firms in their production in South Africa. (6) The results of the conducted study document a high variation of qualifications among TVET lecturers when it examines their teaching Techniques.Conclusions: Overall, the empirical results of the study reveal a complex structure with respect to the requirements for further training of TVET lecturers, describe central needs for further training of lecturers and deliver connectable knowledge for both the practical educational advancement of lecturer training and further education training, as well as for research in the context of the internationalisation of vocational training in South Africa.
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Diniz, Ilca M. S., Maria de Fátima S. Duarte, Karen G. Peres, Elusa S. A. de Oliveira, and Angélia Berndt. "Active Commuting by Bicycle: Results of an Educational Intervention Study." Journal of Physical Activity and Health 12, no. 6 (June 2015): 801–7. http://dx.doi.org/10.1123/jpah.2013-0215.
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Objective:The objective of this study was to assess the effectiveness of an educational intervention on active commuting by bicycle.Methods:An intervention study with workers from a metallurgical industry in Santa Catarina state, Brazil was carried out in 2011. A total of 464 individuals were placed in the intervention group (IG) and 468 in the control group (CG). The intervention consisted of strategies based on the transtheoretical model and stages of behavior change. The intervention group took part in activities for 6 months, including 23 meetings. The statistical analysis included intergroup comparison (IG × CG) at baseline and after the intervention. Intragroup analysis was performed 6 months after the intervention. Student’s t-test, chi-square, and McNemar tests were used to analyze the data.Results:Of the original total, 876 individuals (94%) participated in the study. The proportion of participants that used bicycles to commute to work (IG) increased significantly from baseline (45.3%) to the final interventional period (47.5%). No difference was found between the CG and the IG group after the interventional period.Conclusion:We suggest taking these findings into consideration in further studies to understand better the role of educational intervention on active commuting by bicycle.
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Tianjin, Wang. "Educational Reform in Contemporary China: An Autobiographic Ethnographic Study of a Local University in Gansu Province." Advances in Social Sciences Research Journal 9, no. 10 (October 28, 2022): 368–97. http://dx.doi.org/10.14738/assrj.910.13316.
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This paper reviews the educational reform process in contemporary China based on an autobiographic ethnographic case study of Tianshui Normal University (TNU) in Gansu province. It examines the relationship between Chinese culture and education, probes the modern education model in China, and offers some operational suggestions for further education reforms in China. The author adopted qualitative research methods to study the critical issues related to educational reform in contemporary China and demonstrated the accomplishments of educational reform in China.
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Thomas, Andrew, Jiju Antony, Mark Francis, and Ron Fisher. "A comparative study of Lean implementation in higher and further education institutions in the UK." International Journal of Quality & Reliability Management 32, no. 9 (October 5, 2015): 982–96. http://dx.doi.org/10.1108/ijqrm-09-2014-0134.
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Purpose – The purpose of this paper is to investigate and understand the differences that exist between educational institutions in the methods and practices employed in the development and implementation of Lean projects. Whilst many Higher Education Institutions (HEIs) are now starting their journey towards effectively implementing Lean, Further Education Institutions (FEIs) have treaded this well worn path many years previously and so the aim of this paper is to find what key features and issues FEIs have put in place to assist them in implementing Lean projects and whether HEIs can learn from such institutions. Design/methodology/approach – The paper applies two research methods in an attempt to understand the differences between the institutions and hence understand the key features that can be used to better implement Lean initiatives. First, through a series of focus groups, the authors employ a low-level form of Group Consensus Theory in an attempt to understand the organisational dynamics surrounding the adoption of Lean. This is used to understand whether Lean improvement teams within FEIs implement such initiatives with the autonomy and support from senior management. Second, the same group members, detailed interviews were held in order to identify further and more specific information around the tools and techniques employed in the implementation of Lean initiatives in both HEI and FEIs. Findings – The study found that although FEIs had much more experience in the design, development and implementation of Lean initiatives, the organisational infrastructure and dynamics towards driving Lean in FEIs was less well embedded in to the culture of the respective institutions than first thought and, that Lean had been developed and driven initially by a consultancy-based approach and around a tool-driven mentality. It was seen that whilst HEIs were generally slower in getting off the mark, there seemed to be more enthusiasm and willingness to drive such initiatives forward and in a more systematic and holistic manner even though some of the projects were in their very early stages of implementation. Research limitations/implications – Whilst this work provides key information on how Lean initiatives are implemented across different institution types, the work has only looked at a very small sample of two teaching focused HEI and two FEIs. The work will need to be extended much more widely to incorporate a larger set of HEIs (both research and teaching focused) in order to provide a more complete map of Lean development in HEIs. Practical implications – The aim of the paper is to provide Lean project leaders in HEIs with some additional key insights towards the cultural and organisation dynamics that exist in educational institutions other than HEIs in order to assist them in developing further and more comprehensive Lean programmes. Originality/value – This paper is the first of its kind to study the organisational and cultural dynamics that exist between differing educational institutions in their approaches towards the implementation of Lean and business improvement programmes. The key features highlighted in this work raise important issues regarding the need and importance of developing team dynamics around project implementation.
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Tomoyasu, Kota, Reo Kimura, and Haruo Hayashi. "Attempt to Typify Disaster Educational Programs – Case Study of the Disaster Management Education Challenge Plan." Journal of Disaster Research 10, no. 2 (April 1, 2015): 210–16. http://dx.doi.org/10.20965/jdr.2015.p0210.
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This study analyzes the disaster educational programs that were implemented under the “Disaster Management Education Challenge Plan,” an education project supported by the Cabinet Office, Government of Japan. In this study, cluster analysis of the characteristics of the disaster educational programs led to categorization of the programs into four types. The results are expected to encourage the general public to launch disaster management educational activities that incorporate practice cases from each of the four types of programs, and will likely spur the development of further programs.
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Leonova, Elena V. "ADOLESCENT CRISIS AND EDUCATIONAL CRISES OF ADAPTATION TO THE NEXT EDUCATIONAL LEVEL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (May 21, 2019): 86. http://dx.doi.org/10.17770/sie2019vol7.3747.
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The problem of pupils’ adaptation to new educational level is explored from the standpoint of human agency becoming.194 pupils (84 fifth-graders and 110 tenth-graders) took part in the study. Pupils’ agency and psychological resources were surveyed at the beginning of the academic year by Children’s Personality Questionnaire (CPQ), Pupils’ Motives Questionnaire (fifth-graders), High School Personality Questionnaire (HSPQ), Purpose-in-Life Test, Motives of learning activity Questionnaire (tenth-graders). Adaptation criteria (informational, behavioral and affective) were estimated by expert assessment method and academic performance analysis at the end of the academic year. K-means method of cluster analysis, U-test and Spearman's rank correlation coefficient are used for data analysis.In each age category of pupils we have found a lot of significant correlation links between the psychological resources and adaptation criteria indicators only in the cluster of pupils with high agency level. So, only pupils with a high level of agency use their psychological resources to successful overcoming of normative educational crises. Thus, without human agency qualities, both the intellectual and personal resources of pupils can remain unused during the period of adaptation and further training, the results of the study demonstrated.The study was funded by RFBR, project # 18-413-400001
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Zmeev, Vladimir Alekseevich. "Years of M.V. Lomonosovs Study." Moscow University Pedagogical Education Bulletin, no. 3 (September 30, 2011): 80–94. http://dx.doi.org/10.51314/2073-2635-2011-3-80-94.
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The article attempts to analyze the 20-year life and work ofM.V. Lomonosov associated with the primary, special, higher and further education. Shows the basic episodes of his education and upbringing in the family, and also in educational institutions in Moscow, St. Petersburg, Kiev, Marburg and Freiberg. Special attention paid to self work of student Lomonosov, the development of his creative talents by influence of teachers, lecturers and professors.
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Galbadrakh, S., D. Khugjmaa, and G. Byambajav. "THE STUDY OF DEFINING EDUCATIONAL LEADERSHIP MODEL (IN MONGOLIAN SECONDARY SCHOOL CASE)." Vestnik Altaiskogo Gosudarstvennogo Pedagogiceskogo Universiteta, no. 46 (March 15, 2021): 13–17. http://dx.doi.org/10.37386/2413-4481-2021-1-13-17.
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Studying the manifestations of leadership in education managers and creating effective leadership styles is currently a critical issue in education management. The methodological basis of this study is the Concept of Innovation, which has been implemented in Mongolia over the past 20 years. This article analyzes the leadership style of managers of the education system of the Darkhan-Uul aimag, based on various theoretical models of education management. The article presents the results of a survey of 430 managers and educational workers in order to identify models of leadership development in educational institutions, further organizational development of educational institutions using conditional and situational leadership models.
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Cornwall, Jon, Jodyanne Kirkwood, Gavin J. Clark, Stephen Silvey, Ruth D. Appleby, Svea Mara Wolkenhauer, Jayashree Panjabi, Eva Gluyas, Chelsea Brain, and Matthew Abbott. "Can a Short Intensive Course Affect Entrepreneurial Ability, Knowledge and Intent, or Further Entrepreneurial Study?" Industry and Higher Education 29, no. 5 (October 2015): 397–404. http://dx.doi.org/10.5367/ihe.2015.0273.
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The SEED (Student Enterprise Experience in Dunedin) programme was developed as a four-week, intensive entrepreneurial ‘boot camp’ to provide a small group of participants with a highly experiential business course. Using pre-course and post-course surveys, the authors measured the entrepreneurial ability, knowledge and intentions of the sixteen SEED participants to determine whether the programme was successful as an educational format. The results showed that perceived entrepreneurial ability and knowledge significantly improved, while intent increased but not significantly. Almost all participants intended to start a business both before and after the course, while twice as many (six) indicated that they would undertake further formal study in entrepreneurship after the course compared to before. The data suggest that SEED is filling a niche in entrepreneurial development and support for budding entrepreneurs, with the course also facilitating local business development.
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Rajabipoor Meybodi, Alireza, and Fahimeh Forghany. "Study of Staff Training at Educational Hospitals by Qualitative Approach." Journal of Business Strategy Finance and Management 3, no. 1-2 (December 28, 2021): 122–33. http://dx.doi.org/10.12944/jbsfm.03.01-02.12.
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The essential resource for all organizations, mostly educational hospitals, for coping with changes is training of human resources. Staff training is accepted not only as an inevitable necessity for the growth and survival of the organization but also as part of the culture of the organization. That is why the research's main goal is to extract and classify concepts in the training of Staff the method of study was qualitative and had an inductive approach. In this regard, after reviewing the research context using semi-structured interviews, the data collected and analyzed. Considering this research's purpose, which is to design a staff-training model in educational hospitals, in-depth interviews were conducted with 13 experts in this field. In three stages, open coding, axial coding, and selective coding were performed. The thematic analysis technique was used to analyze the data from researchers' interviews in a peaceful environment and identify the model. A further advantage, particularly from learning and teaching, is that it is a method rather than a methodology. To ensure the Quality of the findings, the process of extracting concepts and coding monitored by expert researchers. Based on the results obtained from the software, training needs, training targets, training methods, training effectiveness, and educational hospitals identified by 58 codes. The results show that assessing needs of educational hospitals is the highest priority for staff training criteria.
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Kurniawan, Iwan, Eneng Muslihah, Encep Syarifudin, and Supardi Supardi. "Kyai's leadership model in Islamic educational institutions Pondok Pesantren: A literature study." IJGIE (International Journal of Graduate of Islamic Education) 3, no. 2 (August 9, 2022): 302–14. http://dx.doi.org/10.37567/ijgie.v3i2.1311.
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This paper analyzes Kyai's leadership model applied to Islamic boarding schools. The method used is literature study. Related primary data were obtained from reference books and secondary data from several scientific articles from international and reputable national journals. Data analysis was carried out by collecting, analyzing, and drawing conclusions. The analysis results can be concluded that the Kyai leadership model applied to Islamic boarding schools consists of individual and collective leadership models. Some of the findings also found that there were spiritual leadership styles and charismatic leadership applied by Kyai in Islamic boarding schools. Further discussion is discussed on the subject matter of each topic.
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Swinson, Jeremy. "A response to Traxson (2010): A case study." DECP Debate 1, no. 141 (December 2011): 4–6. http://dx.doi.org/10.53841/bpsdeb.2011.1.141.4.
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This paper is a response to an earlier paper in Debate (Edition 136, September 2010, pp. 12-17) concerning the medicalisation of children’s behaviour. It is written to further the discussion and give a practical example of the issues facing families and Educational Psychologists (EPs) using a case study to illustrate the issues.
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Turlubekova, M. B., and R. O. Bugubayeva. "Inclusive education in Kazakhstan: analysis of the organizing process and the possibility of its further development." Central Asian Economic Review, no. 3 (August 15, 2021): 89–109. http://dx.doi.org/10.52821/2224-5561-2021-3-89-109.
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The purpose of the study is to analyze the process of organization and the possibility of using inclusive education in Kazakhstan on the basis of the identified forecast values.The methodological basis of the study is a system of various techniques that make up a set of methods, mechanisms, principles, and measures to improve the effectiveness of the use of tools for improving inclusive education, which are a necessary condition for the further development of the education system.Research methods. The following methods were used in the study:- theoretical, which include: theoretical analysis of the research of domestic and foreign scientists in the field of inclusive education; analysis of legislative and regulatory documents on the implementation of inclusive education and education in general;- methods of high-quality data processing;- methods of mathematical and statistical processing.Methods of mathematical modeling and forecasting were used in the processing and systematization of data. A trend model was constructed using the least squares method, which allowed us to prove the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear trend and to make a forecast for 2021-2023.The conclusions and results of the study were presented using a graphical method of presenting the results obtained.The methods used for the study of economic phenomena and the processing of primary information in their entirety allow us to ensure the reliability of the analysis and the validity of the conclusions.The originality / value of the research. The study is based on the hypothesis that the indicator "Total number of children with special educational needs covered by inclusive education" contains a linear development trend, and if this is proved by the author in the course of the study, it will be possible to make a forecast for 2021-2023.Findings. The author determined the forecast values of the indicator "The total number of children with special educational needs covered by inclusive education" for 2021-2023, as a result of which:1) according to the Irwin criterion, it was found that the original time series does not contain anomalous observations;2) using the criterion of "ascending" and "descending" series, it was determined that the time series under consideration contains a trend component;3) as a result of data approximation, a trend model was obtained;4) the quality of the resulting model was evaluated in two ways: checking the adequacy and evaluating the accuracy of the model.5) predicted values of the share of educational organizations (the share of state preschool organizations, the share of state general education schools, the share of state technical and vocational education (TVE) organizations) that have created conditions for inclusive education for 2021-2023 have been determined.As a result of the study, the author analyzed the trends in the development of inclusive education in Kazakhstan, which showed that the promotion and development of access to inclusive education, social integration and non – discriminatory treatment of persons with special educational needs is relevant. In this regard, there is an urgent need to review the concept of inclusive education at the national level and conduct empirical research on the integration of children from vulnerable groups into the general education system of Kazakhstan in order to fully cover children with special educational needs with inclusive education.
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Hilton III, John, David Wiley, Reta Chaffee, Jennifer Darrow, JoAnn Guilmett, Sarah Harper, and Bryson Hilton. "Student Perceptions of Open Pedagogy: An Exploratory Study." Open Praxis 11, no. 3 (November 15, 2019): 275. http://dx.doi.org/10.5944/openpraxis.11.3.973.
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With the increasing development and adoption of Open Educational Resources, many researchers and practitioners are interested in more carefully examining pedagogies connected with their use. This study describes the perceptions of 173 students of implementations of various approaches to open pedagogy by nineteen instructors in post-secondary institutions in New Hampshire. Students were asked about their perceptions of several aspects of open pedagogy, including its influence on the mastery of core academic content, skills in collaborative learning, critical thinking and problem solving, effective communication, and learning how to learn. Students found value in open pedagogy and believed that open pedagogy had greater overall educational value than traditional educational activities. When students were asked if they would prefer to take a course with open pedagogy or traditional pedagogy, a majority preferred open pedagogy. Further research is necessary to determine the efficacy of open pedagogy beyond student perceptions, and also to determine which types of open pedagogy are most efficacious.
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Naila Irum, Misbah Shafait Abbasi, and Humaira Abbasi. "Study on the Challenges faced by Women Working Educational Managers." sjesr 5, no. 3 (September 30, 2022): 99–107. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(99-107).
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The education sector in Pakistan is facing various challenges, one of which is the under-representation of women in positions of educational management. Underrepresentation of women in positions of educational leadership has been all around as perceived in the writing of the United States and Europe (Lopez, 2008) just as in Asian settings (Shamsodin, Saeed & Shahla, 2012). This socio-culturalcation level. Further settings his study also explored the internal and external barriers faced by women within their cultures and environments. The objectives of the study were to: examine the role of gender in shaping female perception for pursuing educational management position, explore the nature of household responsibilities being performed by women working in educational management, identify the influence of work environment on the performance of female managers, inspect the influence of socioeconomic background and socio cultural beliefs to women pursuing educational management related posts. This study utilized a mixed method approach. All the females on managerial position in Islamabad (International Islamic University Islamabad) and Rawalpindi (Fatima Jinnah Women University Rawalpindi) was identified as population /sample size and universal sampling technique was used. In this study, the researcher administered self-developed questionnaire and semi structured interview guide for collecting data from the participants. Researcher personally visited all the selected universities for data collection. Frequency and percentages was used to analyse the data collected from the questionnaire. Qualitative data were analysed through thematic analysis. It is concluded that need-based regular training program for improvement of women leadership.
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Ferguson, Phil, and Mary Mueller Streib. "Longitudinal outcome effects of non-at-risk and at-risk transition first-grade samples: A follow-up study and further analysis." Psychology in the Schools 33, no. 1 (January 1996): 38–45. http://dx.doi.org/10.1002/(sici)1520-6807(199601)33:1<38::aid-pits5>3.0.co;2-s.
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CANOLLI MALLET, Fëllanza. "Why are Certain Students Further from Achieving Their Desired Level of English Proficiency?" PRIZREN SOCIAL SCIENCE JOURNAL 4, no. 2 (August 31, 2020): 70–73. http://dx.doi.org/10.32936/pssj.v4i2.153.
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This study deals with proficiency of students towards English Language Learning. It includes ELT strategies that can properly motivate students to learn the language without betraying where they come from. Although many of them are afraid that learning English might assimilate them, therefore, they hesitate to learn English due to their Educational system which makes them fearful of losing their identity.
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Protano, Carmela, Vittoria Cammalleri, Arianna Antonucci, Alexandra Sabina Ungureanu, Francesa Santilli, Stefano Martellucci, Vincenzo Mattei, and Matteo Vitali. "Further Insights on Predictors of Environmental Tobacco Smoke Exposure during the Pediatric Age." International Journal of Environmental Research and Public Health 16, no. 21 (October 23, 2019): 4062. http://dx.doi.org/10.3390/ijerph16214062.
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Background: The smoking ban in public places has reduced Environmental Tobacco Smoke (ETS) exposure for non-smokers, but despite this, domestic environments still remain places at high risk of exposure, and, today, about 40% of children worldwide are exposed to ETS at home. The aims of the study are to investigate the contribution of several factors on ETS exposure among a group of Italian children and to evaluate the changes in smoking precautions adopted at home when the smoker is the mother, the father, or both parents, respectively. Methods: A cross-sectional study was performed on a sample of 519 Italian schoolchildren. Information was collected via a questionnaire. Results: 41.4% of the participants lived with at least one smoker. Almost half of the children exposed to ETS lived with one or more smokers who do not observe any home smoking ban. Lower maternal or paternal educational levels significantly increase the risk of ETS exposure at home and the “worst case” is represented by both parents who smoke. Conclusions: More effective preventive interventions are needed to protect children from ETS exposure. Some interventions should be specifically dedicated to smokers with a low educational level and to mothers that smoke.
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Kovács, Péter, Tamás Molnár, and Balázs Kósa. "Special Architectural Requirements of Educational Buildings." Műszaki Tudományos Közlemények 11, no. 1 (October 1, 2019): 129–32. http://dx.doi.org/10.33894/mtk-2019.11.28.
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Abstract In the decades elapsed since the construction of the majority of educational buildings in Hungary, there have been various social, economic, and demographic developments that affect the utility of existing infrastructure. These changes present special requirements – those not met by existing, often heritage buildings – setting a challenge to both architects and decision makers. The aim of this study is to analyse the various aspects of these developments and reflect on the extant architectural framework of education, serving as a basis for further investigations on ways architecture can enhance the learning environment.
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Wati Pardi, Kasmah. "Undergraduate Nursing Students’ Perceptions Towards Educational Environment: A Cross-sectional Study." INTERNATIONAL JOURNAL OF CARE SCHOLARS 2, no. 2 (July 31, 2019): 9–13. http://dx.doi.org/10.31436/ijcs.v2i2.126.
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Objective: Educational environment is an essential key factor of students’ academic success. A positive educational environment leads to successes, whereas a negative one would inhibit their accomplishments. However, there is still no consensus on the score of educational environments reported in the previous studies. This study aimed to determine the perceptions of the undergraduate nursing students towards their educational environment in Universiti Sains Malaysia. Methods: This cross-sectional survey was conducted between December 2016 and February 2017. The total of 118 undergraduate nursing students from Year 1 to Year 4 of academic session 2016/2017 were participated in this study. Stratified random sampling method was used to obtain the samples according to their year of study. A self-administered questionnaire, Dundee Ready Education Environment Measure (DREEM) instrument was employed and the results were analysed using IBM SPSS for Window version 22.0. Results: Out of 118 participants, 94% were females and the average age was 21.46 years (SD = 1.4). The score of DREEM obtained was 178.00/200 (M = 133.49, SD = 19.90) which corresponds to an excellent environment. The participants identified the strength of the educational environment in item 2 (The teachers are knowledgeable, M = 3.50, SD = 0.64). At the same time, the participants also identified a few items as problematic areas. Conclusion: Perceptions towards educational environment in this study were excellent. It indicated that the faculty has fulfilled their expectations of the educational environment. Despite the fact that no educational environment is perfect, efforts to further improve the educational environment should be conducted continuously for the students’ academic success. It is recommended that future studies to include nursing programs from other universities and utilise a qualitative approach to provide an in-depth data on educational environment.
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Davis, James W. "The Educational Contribution of Interactive Whiteboards." International Journal of Conceptual Structures and Smart Applications 6, no. 1 (January 2018): 63–76. http://dx.doi.org/10.4018/ijcssa.2018010105.
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Interactive whiteboards (IWBs) are a key element of smart technology being used in classrooms. The principal concern when using interactive whiteboards in an educational setting is how effectively IWB's serve the student and the instructor. A key question is whether the high cost of interactive whiteboards is providing enough value to justify the cost. The purpose of this article is to provide a preliminary exploration of the perceptions of students and teachers regarding their use of IWBs. The study also discusses the factor of bias that might influence these perceptions. This study reported preliminary results of what will be a larger report on the full content analysis. However, preliminary results showed wide variance between teacher and student perceptions of interactive whiteboard use that suggests a need for further research.
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Yu. E., Pudovochkin. "Compulsory Educational Measures." Rossijskoe pravosudie, no. 10 (September 27, 2021): 71–85. http://dx.doi.org/10.37399/issn2072-909x.2021.10.71-85.
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Problem Statement. Improvement of juvenile justice presupposes active and priority application of alternative measures to criminal punishment. Such, according to the Criminal Code of Russia, are compulsory educational measures, which are imposed in the order of exemption from criminal liability or from criminal punishment. Their proper application implies a clear definition of the content of educational measures, clarification of the order of their appointment and execution. Nevertheless, these matters are not fully regulated in the law, which poses a inconsistent practice of their application and ultimately reduces the effectiveness of juvenile justice. In this regard, the task of concretizing the content of compulsory educational measures is seen as urgent. Goals and Objectives of the Study. Specification of the normative prescriptions that define the content of compulsory educational measures and the determination on this basis of the main directions for improving the application practice of the provisions of Art. 90 and Art. 92 of the Criminal Code of the Russian Federation. Methods. Formal-logical analysis of the legal acts that determine the content, application procedure and execution of educational measures; study and critical assessment of literature on the research topic; statistical analysis of judicial practice; documentary analysis of court files in criminal cases. Results, Summary Conclusions. The list of compulsory educational measures established by the law is adequate to the tasks of correcting juvenile offenders and preventing crimes on their part. However, improving the quality of justice in criminal cases involves: disclosure of the content of such a measure of influence as a warning in the text of a judicial act; unification of ideas about the state body, under the supervision of which minors can be transferred and the recognition as such of the territorial commission on minors; the definition of such a measure as the imposition of the obligation to make amends for the harm caused analogously to other situations of exemption from liability and the use of this measure as a backup; normative establishment of the terms for the application of such measures of influence as warning and imposition of the obligation to make amends for the harm caused; further study of regional differences in the enforcement of compulsory educational measures.