Journal articles: 'Learning standards'

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Rose, Mike. "Standards, Teaching, Learning." Journal of Basic Writing 28, no. 2 (2009): 93–102. http://dx.doi.org/10.37514/jbw-j.2009.28.2.06.

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Mohla, Daleep. "Standards: Learning, Networking, and Recognition [Standards News]." IEEE Industry Applications Magazine 26, no. 4 (July 2020): 98–99. http://dx.doi.org/10.1109/mias.2020.2985518.

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Dossey, John A. "Learning, Teaching, and Standards." Arithmetic Teacher 35, no. 8 (April 1988): 20–21. http://dx.doi.org/10.5951/at.35.8.0020.

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Learning, teaching, and learning teaching—these prophetic words from George Pólya's (1963) title for his address to the members of the Mathematical Association of America nearly twenty-five years ago echo the questions that face our profession today (Curcio 1987). Pólya's legacy has not only touched our knowledge and abilltles in mathematics and problem solving but has also had a significant effect on our thoughts about teaching.

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Dossey, John A. "Learning, Teaching, and Standards." Mathematics Teacher 81, no. 4 (April 1988): 290–93. http://dx.doi.org/10.5951/mt.81.4.0290.

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Learning, teaching, and learning teaching these prophetic words from George Polya's (1963) title for his address to the members of the Mathematical Association of America nearly twenty-five years ago echo the questions that face our profession today (Curcio 1987). Polya's legacy has not only touched our knowledge and abilities in mathematics and problem solving but has also had a significant effect on our thoughts about teaching.

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Singh, Harvi, and Chris Reed. "Demystifying e‐learning standards." Industrial and Commercial Training 34, no. 2 (April 2002): 62–65. http://dx.doi.org/10.1108/00197850210417546.

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Rose, Mike. "Standards, Teaching, and Learning." Phi Delta Kappan 91, no. 4 (January 2010): 21–27. http://dx.doi.org/10.1177/003172171009100405.

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Yudkowsky, Rachel, Yoon Soo Park, Matthew Lineberry, Aaron Knox, and E. Matthew Ritter. "Setting Mastery Learning Standards." Academic Medicine 90, no. 11 (November 2015): 1495–500. http://dx.doi.org/10.1097/acm.0000000000000887.

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McClelland, Marilyn. "Distributed learning metadata standards." Journal of Computing in Higher Education 16, no. 1 (September 2004): 93–105. http://dx.doi.org/10.1007/bf02960284.

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Farmer, Lesley. "How AASL Learning Standards Inform ACRL Information Literacy Standards." Comminfolit 7, no. 2 (2013): 171. http://dx.doi.org/10.15760/comminfolit.2013.7.2.149.

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Artzt, Alice F., and Claire M. Newman. "Implementing the Standards: Cooperative Learning." Mathematics Teacher 83, no. 6 (September 1990): 448–52. http://dx.doi.org/10.5951/mt.83.6.0448.

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Cooperative learning is a teaching strategy that holds promise for improving the mathematical skills and attitudes of students. With increased frequency teachers have been reporting their positive experiences with cooperative-learning techniques in the mathematics classroom (e.g., Artzt [1979]; Behounek et al. [1988]; Gilbert-Macmillan and Leitz [1986]; Rosenbaum et al. [1989]; and Slavin [1987]). Support for cooperative learning now comes from the NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989): “Small groups provide a forum in which students ask questions, discuss ideas, make mistakes, learn to listen to others' ideas, offer constructive criticism, and summarize their discoveries in writing” (p. 79). Group assignments enable learners to work together, helping each other integrate new knowledge with prior knowledge and discover their own meanings as they explore, discuss, explain, relate, and question new ideas and problems that ar ise in the group.

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Moore, Michael G. "Editorial: Standards and learning objects." American Journal of Distance Education 15, no. 3 (January 2001): 1–3. http://dx.doi.org/10.1080/08923640109527089.

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Peate, Ian. "Learning disabilities: meeting essential standards." British Journal of Nursing 21, no. 8 (April 26, 2012): 457. http://dx.doi.org/10.12968/bjon.2012.21.8.457.

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Jukes, Mark. "Improving standards for learning disabilities." British Journal of Nursing 9, no. 2 (January 27, 2000): 88. http://dx.doi.org/10.12968/bjon.2000.9.2.6397.

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Skiba, Diane J. "Quality Standards for Online Learning." Nursing Education Perspectives 38, no. 6 (2017): 364–65. http://dx.doi.org/10.1097/01.nep.0000000000000247.

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Resmer, M. "Internet Architectures for Learning [Standards]." Computer 31, no. 9 (September 1998): 105–6. http://dx.doi.org/10.1109/mc.1998.708454.

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Yen, Neil Y., Timothy K. Shih, Qun Jin, Hui-Huang Hsu, and Louis R. Chao. "Trend of E-Learning." International Journal of Distance Education Technologies 8, no. 1 (January 2010): 69–88. http://dx.doi.org/10.4018/jdet.2010010105.

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With the improvement of internet technologies and multimedia resources, traditional learning has been replaced by distance learning, web-based learning or others’ e-learning learning styles. According to distance learning, there are many research organizations and companies who make efforts in developing the relevant systems. But they lack interoperability. The only way to reuse these applications is to redevelop them for specific purposes. In order to solve this situation and norm the various learning resources, IMS proposes a new e-learning standard named “Common Cartridge”. This standard not only integrates the past e-learning standards like LOM, SCORM and QTI but also proposes a technical architecture called Learning Tools Interoperability to allow applications to reuse different systems without reprogramming. In this paper, we firstly introduce the current e-learning environment. Then we pay attention on the usage of Common Cartridge standards and discuss the architecture of Learning Tools Interoperability. According to these standards, we will point out the e-learning standard that might be widely utilized in the future.

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Pritchard, Ivor A. "Raising Standards in Community Service Learning." About Campus: Enriching the Student Learning Experience 6, no. 4 (September 2001): 18–24. http://dx.doi.org/10.1177/108648220100600404.

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Baker, Keith D. "Frameworks to support e-learning standards." International Journal of Learning Technology 2, no. 4 (2006): 357. http://dx.doi.org/10.1504/ijlt.2006.011340.

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Erb, Tom. "Diverse Students Learning to New Standards." Middle School Journal 33, no. 3 (January 2002): 4. http://dx.doi.org/10.1080/00940771.2002.11494666.

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Knight, Stephanie L., Gwendolyn M. Lloyd, Fran Arbaugh, Jacqueline Edmondson, Scott P. McDonald, James Nolan, and Anne Elrod Whitney. "Teacher Learning and Standards-Based Instruction." Journal of Teacher Education 64, no. 3 (April 8, 2013): 200–201. http://dx.doi.org/10.1177/0022487113480461.

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Strand, Krista L., and Katie Bailey. "Supporting Teacher Learning through “Sketching Standards”." Mathematics Teacher: Learning and Teaching PK-12 113, no. 3 (March 2020): 196–200. http://dx.doi.org/10.5951/mtlt.2019.0039.

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Linn, Marcia C. "Designing Standards for Lifelong Science Learning." Journal of Engineering Education 99, no. 2 (April 2010): 103–5. http://dx.doi.org/10.1002/j.2168-9830.2010.tb01047.x.

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Shih, Timothy K., Hui Huang Hsu, Pao Ta Yu, David J. T. Yang, Jui Hung Chen, and Wen Chih Chang. "Distance learning standards: technologies and challenges." International Journal of Applied Systemic Studies 3, no. 2 (2010): 137. http://dx.doi.org/10.1504/ijass.2010.034105.

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Mills, Susan W. "Reggae for Standards-Based Music Learning." General Music Today 17, no. 1 (October 2003): 11–17. http://dx.doi.org/10.1177/10483713030170010104.

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Nurbawani, Aris. "ANALISIS PENGARUH PEMENUHAN STANDAR PROSES DAN SARANA PRASARANA TERHADAP MUTU PENDIDIKAN PADA MASA PANDEMI COVID-19." Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan 21, no. 01 (July 26, 2021): 100–129. http://dx.doi.org/10.21274/dinamika.2021.21.01.100-129.

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In the National Education Standards (SNP), there are eight minimum standards to realize quality national education. Two of them are process standards and learning facilities and infrastructure standards. Environmental changes due to the COVID-19 pandemic certainly have an impact on changes in the fulfillment of process standards and standards for learning facilities and infrastructure. Online learning has become a necessity as a learning method in universities during the COVID-19 pandemic. These changes can ultimately have an impact on the quality of education. This study aims to determine the effect of process standards and standards of learning facilities and infrastructure on the quality of education during the COVID-19 pandemic. The data used is primary data obtained from a survey of FATIK IAIN Ponorogo students. The results showed that the standard of the process and the standard of learning facilities and infrastructure had a significant effect either partially or simultaneously. Process standards and standards of learning facilities and infrastructure simultaneously affect the quality of education by 33.6%.

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Aqel, Magdy S. "Design Learning Environment Based on ISTE Standards." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–10. http://dx.doi.org/10.4018/ijicte.20211001.oa8.

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The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islamic University; the tool of the study was a content analysis to analyze and design the learning environment based on ISTE standards. The study recommended Integrate ISTE standards in academic preparation programs for teachers of faculty of education and Hold training courses for students and teachers in universities to introduce ISTE standards, and motivate teachers and students to embrace these standards.

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��, S. Redko, ��, and A. Shadrin. "Concepts of CDIO Standards and Education Management Standards in Teaching Engineering Programs." Standards and Monitoring in Education 2, no. 4 (August 15, 2014): 52–56. http://dx.doi.org/10.12737/5875.

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The article surveys peculiarities of CDIO � an international framework forengineering programs based on twelve standards of education institutions activity:the context, learning outcomes, integrated curriculum, introduction to engineering, design-implement experiences, engineering workspaces, integrated learning experiences, active learning, enhancement of faculty CDIO competence, enhancement of faculty teaching competence, CDIO learning assessment, CDIO program evaluation. The concept is proven to have common purpose with well-known IWA 2 concept and GOST R 52614.2 � internationaland Russian national standards of education. Key aspects of these standards are evaluated: structures of specified standards are comparable to typical structure of international management standards; CDIO standards specify methods and processes of engineering school. Combined application of CDIO standards and GOST R 52614.2 for engineering education in Russian colleges is recommended.

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Library Association, American. "ACRL Standards: Standards for community, junior, and technical college learning resources programs." College & Research Libraries News 55, no. 9 (October 1, 1994): 572–87. http://dx.doi.org/10.5860/crln.55.9.572.

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Piña, Anthony A. "AECT Instructional Design Standards for Distance Learning." TechTrends 62, no. 3 (March 28, 2018): 305–7. http://dx.doi.org/10.1007/s11528-018-0282-9.

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Quigley, George. "Dearing's Proposals on Learning, Teaching and Standards." Journal of Geography in Higher Education 22, no. 1 (March 1998): 60–67. http://dx.doi.org/10.1080/03098269886038.

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Kriewaldt, Jeana. "Reorienting teaching standards: learning from lesson study." Asia-Pacific Journal of Teacher Education 40, no. 1 (February 2012): 31–41. http://dx.doi.org/10.1080/1359866x.2011.643761.

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Sgouropoulou, Cleo E., and Anastasios G. Koutoumanos. "Applying metadata standards to multilingual learning objects." International Journal of Learning Technology 1, no. 4 (2005): 425. http://dx.doi.org/10.1504/ijlt.2005.007153.

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Saurabh, Kumar. "Standards of e- Learning Based Distance Education." i-manager's Journal of Educational Technology 3, no. 3 (December 15, 2006): 23–29. http://dx.doi.org/10.26634/jet.3.3.690.

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34

HAYAT, KEZADRI. "Quality controls and standards in e-learning." Journal of Distance Learning and Open Learning 7, no. 13 (December 1, 2019): 119–48. http://dx.doi.org/10.21608/jdlol.2019.78673.

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Guest, Ross. "Towards Learning Standards in Economics in Australia." Economic Papers: A journal of applied economics and policy 32, no. 1 (March 2013): 51–66. http://dx.doi.org/10.1111/1759-3441.12019.

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Brockmann, Michaela, Linda Clarke, and Christopher Winch. "Can performance‐related learning outcomes have standards?" Journal of European Industrial Training 32, no. 2/3 (February 29, 2008): 99–113. http://dx.doi.org/10.1108/03090590810861659.

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Komives, Susan R., and William Smedick. "Using Standards to Develop Student Learning Outcomes." New Directions for Student Services 2012, no. 140 (December 2012): 77–88. http://dx.doi.org/10.1002/ss.20033.

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Devedzic, Vladan, Jelena Jovanovic, and Dragan Gasevic. "The Pragmatics of Current E-Learning Standards." IEEE Internet Computing 11, no. 3 (May 2007): 19–27. http://dx.doi.org/10.1109/mic.2007.73.

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Forde, Christine, Margery Anne McMahon, Gillian Hamilton, and Rosa Murray. "Rethinking professional standards to promote professional learning." Professional Development in Education 42, no. 1 (March 17, 2015): 19–35. http://dx.doi.org/10.1080/19415257.2014.999288.

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Jowett, Rosalynd, and Ben Wellens. "Developing occupational standards: a learning disabilities project." Journal of Clinical Nursing 9, no. 3 (May 2000): 436–44. http://dx.doi.org/10.1046/j.1365-2702.2000.00387.x.

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Cangro, Richard. "Student Collaboration and Standards-Based Music Learning." Update: Applications of Research in Music Education 34, no. 3 (March 4, 2015): 63–68. http://dx.doi.org/10.1177/8755123314568794.

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Danker, Anita. "Linking Technology with Social Studies Learning Standards." Social Studies 91, no. 6 (November 1, 2000): 253–56. http://dx.doi.org/10.1080/00377990009602474.

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Tandon, Neeraj, and Rajiv Tandon. "Machine learning in psychiatry- standards and guidelines." Asian Journal of Psychiatry 44 (August 2019): A1—A4. http://dx.doi.org/10.1016/j.ajp.2019.09.009.

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Lee, Okhee. "English Language Proficiency Standards Aligned With Content Standards." Educational Researcher 47, no. 5 (March 19, 2018): 317–27. http://dx.doi.org/10.3102/0013189x18763775.

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As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on ELP standards from the vantage point of content areas, the article presents a critique of ELP standards developed by the two major consortia of states, WIDA and English Language Proficiency Assessment for the 21st Century (ELPA21). Specifically, the critique focuses on how each consortium addresses two aspects of alignment: (a) disciplinary practices across content areas and (b) cognitive expectations across proficiency levels. Both consortia fall short in accurately reflecting disciplinary practices and maintaining consistent cognitive expectations. Lessons learned from this critique offer recommendations for the field to move forward in ensuring English learners capitalize on the opportunities and meet the demands for both content and language learning presented by content standards. As the challenges in ELP standards development lie squarely at the intersection of content and language learning, the article ends with a call to action for closer collaboration between language and content educators.

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Corrigan, Joe. "Leadership Standards: Marginalizing Diversity." International Journal of Education 4, no. 2 (May 17, 2012): 138. http://dx.doi.org/10.5296/ije.v4i2.1578.

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This article adopts a macro perspective on the role of leadership standards to comment on the sociological impact of their implementation. Where the growing diversity of learners in Canadian schools has invited a pluralism of ideas, research methods and approaches to learning, leadership standards induce increasingly homogenized responses to complex learning environments. Using a Constructionist theory of knowledge and Foucault’s conceptualization of power, this article asserts leadership standards subordinate the agency of educational leaders. This article will be of interest to educators and educational leaders who must balance administrative priorities with increasingly diverse learner needs.

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Hidayah, Ainia, and Syahrani Syahrani. "Internal Quality Assurance System Of Education In Financing Standards and Assessment Standards." Indonesian Journal of Education (INJOE) 3, no. 2 (March 2, 2022): 291–300. http://dx.doi.org/10.54443/injoe.v3i2.35.

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The important role of quality fulfillment in improving the internal quality of education, where the level of success of learning is strongly supported by the fulfillment of effective quality in accordance with the needs and conditions in the educational environment, education quality assurance, especially in education programs, is obliged to provide and provide assistance in meeting standards. Educational Assessment Standards are criteria regarding the mechanisms, procedures, and instruments for assessing student learning outcomes. Assessment standards by educators according to BSNP include general standards, planning standards, implementation standards, processing and reporting standards of assessment results and standards for the use of assessment results.

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Hidayah, Fathi Hidayah. "ACTFL معيار جودة تعليم اللغة العربية في المدرسة الثانوية في أندونيسيا على أسس معيار." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 2, no. 2 (July 26, 2019): 127. http://dx.doi.org/10.35931/am.v2i2.121.

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Quality is a business oriented to customer or user satisfaction. In the world of learning, quality is closely related to the outcome achieved after the learning process. Similarly with Arabic Learning. In Indonesia, Arabic is taught from the level of Madrasah Ibtidaiyyah to Higher Education especially those under the auspices of the Ministry of Religious Affairs. As a non-Arabic speaking country, Indonesia has a high learning Arabic interest. This expectation is then used as a standard in the acquisition of learning Arabic. Therefore, the curriculum, as a standard of learning process must be adjusted to foreign language learning standards, one of which is made by ACTFL. The ACTFL (American Councils on the Teaching of Foreign Language) is a national association for professional language education from all levels of teaching and represents all languages including Arabic. In detail, ACTFL provides an explanation of Arabic skills and samples that are intended to assist Arabic teachers, students and assessment specialists according to predetermined standards that include four skills in Arabic (istima ', kalam, qira'ah, and kitabah ).This study aims to obtain an analysis of standard Arabic language learning in madrasah in Indonesia based on ACTFL standards. Content analysis in the form of Madrasah Tsanawiyah curriculum document and ACTFL 2012 Proficiency Guidance document. The results of this study indicate that the standard of learning Arabic in Islamic schools in Indonesia is at the level of novice law hing novice mid for the fourth maharah. This indicates that the standard of learning Arabic in Indonesia is in accordance with the standards applicable at the international level, so that basically been able to meet the expectations of its users. Keywords: Quality, Arabic Curriculum at Madrasa Tsanawiya, ACTFL Standards

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Tolibjonov, B., Sh Samandarov, D. Umirzakova, and Y. Yunusova. "Teaching and learning foreign languages in Uzbekistan. CEFR: learning, teaching and assessment." International Journal on Integrated Education 3, no. 1 (January 13, 2020): 57–61. http://dx.doi.org/10.31149/ijie.v3i1.272.

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The Common European Framework of Reference (CEFR) is the most comprehensive, and the most widely used set of foreign language education standards throughout the world. The recent reforms in foreign language teaching in Uzbekistan have mainly touched upon teaching English language in all levels and stages of education. At this point CEFR plays as the main framework to be adopted in developing the national standard. In this article, we shall discuss reforms of adoption and implementation of the new standard which was a requirement of time and has started a new era in the whole system of foreign languages learning in Uzbekistan.

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BALBIERIS, Giedrius, and Vytautas RĖKLAITIS. "Reshaping e-learning content to meet the standards." Informatics in Education 1, no. 1 (October 15, 2002): 5–16. http://dx.doi.org/10.15388/infedu.2002.01.

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Long, Janette. "Integrating Professional Teaching Standards with Teachers’ Professional Learning." International Journal of Interdisciplinary Social Sciences: Annual Review 4, no. 3 (2009): 85–96. http://dx.doi.org/10.18848/1833-1882/cgp/v04i03/52866.

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Journal articles on the topic 'Learning standards'

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