Relevant bibliographies by topics / Military education

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

Academic literature on the topic 'Military education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Military education"

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Jin Man Kim, Jin Man Kim, and John Gyun Yeol Park John Gyun Yeol Park. "Character Education in Korean Military." Korea Association for Public Value 6 (June 30, 2024): 75–83. http://dx.doi.org/10.53581/jopv.2023.6.1.75.

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Purpose: This article is intended as a suggestion for the direction that the military character education system should pursue, which is suitable for changing the values of the young generation to the essential values of the military while respecting democratic values. The existing understanding and approaches to the military character education, which has been limited to solving the problems related to interpersonal relationships and military service adaptation within the group he or she belongs, must now be converted into a consistent system that meets the original purpose of military. The new military culture must respect the individuality of its members while integrating individual capabilities into the goals of the military organization. The changes of military culture should begin with changes in the aim and the methods of character education implemented in the military. Method: In that the concept of a soldier's character itself implies intersubjective universality, we would like to examine this article through Weber's ideal type (Idealtypus), which is a social scientific research methodology concepts, a standard concept established based on intrinsic values and universal standards to recognize the diverse and fluid social and cultural phenomena. Taking some into account the Weber’s assertion, the objective validity of all empirical knowledge is based solely on the fact that a given reality is in a certain sense ordered by subjective categories, this study will be conducted by a qualitative approach with literature analysis and materials review. Ideals are subjectivity, but the causality of those Ideals can be objective. Objectivity is the “intersubjective universality,” which refers to whether one's logical process can be valid or not. Objectivity can only be achieved when a value-neutral attitude is maintained, which Weber calls “value freedom (Werfreiheit).” Results: Despite the fact that the mental attitude based on an individual' value system and the externally manifested behavior are not independent of each other, there has been little interest in the relationship between the character of an individual soldier and his will to fight, to the extent that character and mental power are treated separately in military character education. In order to build a soldier's character with mental combat capabilities, the reason and purpose of the military's existence, or the functional characteristics and attributes of the military, must be reflected in military character education. The fact that, while the behavior pursued by a military organization should be purpose-rational, the desirable behavior required of individual soldiers who are members of the military organization is value-rational behavior must be taken into consideration when constructing a character education system. Conclusion: If the purpose of military character education is presented in line with the legitimate and essential values for which the military must exist, military character education will directly and indirectly contribute to improving military efficiency. For a soldier, his or her character is not simply a way of necessary for the adaptation in his or her barracks life and a kind of good interpersonal relationships in it, but also a moral competency that is demonstrated in the battle or the war he or she may carry out. As Weber defined society as a means/end rationality, military organizations also perform their unique functions and use the most efficient and rational means to achieve their specific end. Just as the means/end rationality destroys old traditions, military character education consistent with military identity can most effectively change military organizations.
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Muxitdinovich, Xushvaktov Babur. "PEDAGOGICAL CONDITIONS OF GAME MODELING IN THE MILITARY EDUCATION PROCESS OF HIGHER MILITARY EDUCATION INSTITUTIONS." International Journal of Pedagogics 4, no. 4 (April 1, 2024): 116–19. http://dx.doi.org/10.37547/ijp/volume04issue04-23.

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This article aims to highlight the pedagogical conditions for modeling the game in the process of military education and training in the preparation of cadets of higher military educational institutions for future professional activities. Including the fact that this article is currently carrying out modernization work aimed at improving the quality of education in the educational system of our republic and establishing a new approach to its organization, religious tolerance and interethnic harmony in the cadres of the new generation, spiritual perfection, spiritual and intellectual, independent thinking, has a strict life position, has a deep understanding of democratic reforms and, the effectiveness of the implementation of the model of training cadets of a higher military educational institution has been cited such as providing a combination of pedagogical conditions, the formation of educational and cognitive activity of cadets through the use of Game modeling, the introduction of the process of development of knowledge, training using game modeling.
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Sundevall, Fia. "Military education for non-military purposes." History of Education Review 46, no. 1 (June 5, 2017): 58–71. http://dx.doi.org/10.1108/her-05-2016-0024.

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Purpose The purpose of this paper is to explore military service-linked economic and social governing initiatives in early twentieth-century Sweden, and thereby offer a broadened understanding of educational institutions as governing arenas. Design/methodology/approach Using the term “governing” to describe and analyse various calculated techniques of the state – and/or affiliated governing actors – to influence and direct the behaviour of conscripts in order to deal with particular economic and/or social problems, the author ask what kind of economic and social problems policymakers and social commentators of education were looking to deal with, why military service was considered a suitable means and/or setting for doing so, and what governing techniques they proposed be used. The author furthermore take in consideration the intimate links between citizenship, gender, and military service and argue that the governing initiatives analysed enables us to understand these links in partly new and a more concrete way. Findings The study shows that there were numerous ideas and requests amongst policymakers and social commentators of education on making use of the nation’s conscription scheme for non-military purposes as it provided the nation with a unique opportunity to reach and influence entire generations of men on the threshold of adulthood. Proposals included, e.g., the use of various forms of instruction in assorted subjects, facilitation of base libraries and an extension of the period of military service, in order to deal with economic and social problems such as, e.g., mass unemployment, alcohol abuse, elementary education deficiencies, and uneducated voters, as well as shortages of skilled personnel in particular branches of great importance for the nation’s economy. Originality/value While there is a sizable and growing body of research on governing initiatives in non-military educational settings, proposed and implemented to solve various economic and social problems in society, scholars in Sweden and elsewhere have largely overlooked the use and role of military service in such undertakings. This paper seeks to redress the balance and thereby offers a broadened understanding of educational institutions as governing arenas.
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Koroleva, Т. М. "Formation and Development of Military Education and Military Training of Youth in Eastern Siberia." Izvestiya of Altai State University, no. 2(112) (June 10, 2020): 46–51. http://dx.doi.org/10.14258/izvasu(2020)2-07.

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The article deals with the formation and development of military education in Eastern Siberia. The author identifies and аnаlyzes the рrоblems faced by military schools during the Great Раtriоtic War and the роstwаr рeriоd. It includes evacuation, unsettled living conditions, lack of sufficient material and technical base for training future officers, etc. The аuthоr cоmes tо the cоnclusiоn thаt, despite аll the difficulties in the trаining оf militаry рrоfessiоnаls in Eаstern Siberiа а lоt оf wоrk was done to trаin quаlified militаry рersоnnel. In the most difficult conditions of wartime, without sleep, without food,with a meager educational and material base, reduced to the limit terms of training military educational institutions, the front was provided with well-trained and politically mature commanders. In the post-war period, military education develops and undergoes changes that were caused by the scientific and technical revolution and the revolution in military Affairs. Today it is necessary to continue to improve the system of military education. The complex geopolitical situation in the world requires special attention to military education and military training of the youth.
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Oh, Je-Yeon. "College Military Education and Student Movement against Military Education 1969-1971." SARIM 87 (January 31, 2024): 37–73. http://dx.doi.org/10.20457/sha.87.2.

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Erkinov, Ilhom Erkinovich, Alisher Sagdullaevich Kuchkorov, and Azamat Nizamkulovich Atamurodov. "The Importance Of Military Patriotic Education In Higher And Secondary Special Educational Institutions." American Journal of Social Science and Education Innovations 02, no. 12 (December 17, 2020): 88–92. http://dx.doi.org/10.37547/tajssei/volume02issue12-16.

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One of the urgent tasks of today is to educate young people in the spirit of patriotism, to prepare them physically and spiritually for the defense of the Motherland. Organizes the organization, content, forms and methods of spiritual, political, psychological and physical training of students to serve in the Armed Forces of the Republic of Uzbekistan. This article discusses the military patriotic education of students in higher education institutions. The information provided in the article also includes ideas on patriotic education of students and military personnel.
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PEŠEC, MOJCA, and UROŠ KREK. "ALI LAHkO PROCES PROFESIONALNEGA VOJAŠkEGA IZOBRAžEVANJA USTVARI VOJAŠkE STRATEGE?" PROFESIONALIZACIJA SLOVENSKE VOJSKE / PROFESSIONALIZATION OF THE SLOVENIAN ARMED FORCES, VOLUME 2012/ ISSUE 14/1 (May 30, 2012): 41–54. http://dx.doi.org/10.33179/bsv.99.svi.11.cmc.14.1.3.

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Novembra 2011 je na Poveljstvu za doktrino, razvoj, izobraževanje in usposablja- nje potekalo 5. redno srečanje Foruma centralnih evropskih držav o vojaškem izo- braževanju (Central European Forum on Military Education – CEFME). Osrednja tema posveta je bila izobraževanje vojaških strategov. Na srečanju so sodelovali visoki predstavniki s področja vojaškega izobraževanja iz devetih srednjeevropskih držav in predstavnik zveze Nato. Osrednja referata sta pripravila Uroš Krek, preda- vatelj predmeta vojaška strategija v generalštabnem programu Slovenske vojske, in polkovnica Mojca Pešec. V nadaljevanju avtorja predstavljata poglede na programe izobraževanja vojaških strategov v Sloveniji s teoretičnega in praktičnega vidika in utemeljujeta potrebo po intenzivnejšem in kakovostnejšem študiju strateške teorije za učitelje in študente predmeta vojaška strategija, nujnost oblikovanja celovitega programa učenja strategije z vidika izbora udeležencev in predavateljev ter potrebo po postavljanju dosegljivih ciljev, ko gre za časovni obseg in določanje vsebin programa. In November 2011, the 5th regular meeting of the Central European Forum on Military Education (CEFME) was convened at the Doctrine, Development, Education and Training Command. The central theme of the conference was military strategist training. The meeting brought together senior military education representatives from nine Central European countries, and a represen- tative of NATO. The two central papers were prepared by Uroš Krek, military strategy lecturer in the Slovenian Armed Forces General Staff Programme, and by Colonel Mojca Pešec. In their article, the authors present views on education programmes for military strategists in Slovenia from the theoretical and practical point of view, and substantiate the need for more intensive and better quality strategic theory study programmes for military strategy teachers and students. They also define the need for developing a comprehensive programme of learning the strategy in terms of selection of participants and lecturers, and the need for setting up achievable targets when it comes to time frame and the determination of programme subjects.
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Corum, James S. "Some Key Principles of Multinational Military Education." Connections: The Quarterly Journal 11, no. 4 (2012): 10–26. http://dx.doi.org/10.11610/connections.11.4.02.

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Troxell, John F. "The Moldovan Military Academy: Transforming Officer Education." Connections: The Quarterly Journal 11, no. 4 (2012): 99–107. http://dx.doi.org/10.11610/connections.11.4.11.

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Aghion, Philippe, Xavier Jaravel, Torsten Persson, and Dorothée Rouzet. "Education and Military Rivalry." Journal of the European Economic Association 17, no. 2 (June 30, 2018): 376–412. http://dx.doi.org/10.1093/jeea/jvy022.

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Dissertations / Theses on the topic "Military education"

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Adams, Carole J. "Allocation of funds at the service academies: trends in the ratios of instructional to administrative costs from 1976 through 1995." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1069272509.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xiii, 225 p.; also includes graphics (some col). Includes bibliographical references (p. 191-211). Available online via OhioLINK's ETD Center
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Narkunas, Kostiantyn. "Ukrainian military education : high time for reform." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA396192.

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Thesis (M.S. in International Resource Planning and Management) Naval Postgraduate School, June 2001.
Thesis advisors, Mark J. Eitelberg, Benjamin J. Roberts. Includes bibliographical references (p. 61-62). Also available online.
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Loureiro, Samuel Robes. "A invenção da Academia de Polícia Militar (1809-1958)." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20256.

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This thesis examines the ways in which the histories of the Military School of Realengo (EMR), the Military Police Academy of Barro Branco (APMBB) and the Officers’ Training School (EFO) of the Military Police of the Federal District (PMDF) are interwoven. The main objective was to uncover the process of the creation and consolidation of a particular military school model present throughout the country: Military Police Academies (APMs). The research sought to prove the hypothesis that the APM prototype would have resulted from a mixture of the curriculum of the professional course of the PMDF, created in 1920, and the traditions invented by the José Pessoa reform in the EMR, between 1931 and 1934, and also that the first school which underwent this transformation was the APMBB, between 1935 and 1938. From there, the model would have been disseminated to all Brazilian Military Police (PMs), including the PMDF itself. The research advances studies in the history of school institutions and educational intellectuals, with an emphasis on the processes of the invention of traditions, the reformulation of curricula, and the history of school subjects. Starting from a criticism of the theoretical-methodological reference of Althusserian structuralism, the work references ideas such as Thompson's notion of experience, Hobsbawm’s invention of tradition, and the meaning of the term intellectual as attributed by Sirinelli. This reference was supplemented by notions from Anthropology like Gilberto Velho's “field of possibilities” and Celso Castro's “military spirit”. Specific references from the history of education also provided support for the research, including notions of curriculum from Goodson, Forquin, Sacristan and Circe Bittencourt, as well as Cherval's ideas about the history of school subjects. As research involving the invention of traditions, the origins and the stabilization of these traditions were examined, which involved taking a historical cross-section covering the founding of the Military Division of the Royal Guard of Police in 1809 to the consolidation, in 1958, of the ceremony in which the cadets receive their swords in the EFO of the PMDF. For this purpose, an investigation of a variety of sources was necessary: personal archives, official documents, legislation, archives of materials, press, among others. It was possible to conclude that that the APMs were an invention of Brazilian army officers who adapted the traditions idealized for the EMR between 1931 and 1934 and the curriculum of the PMDF’s professional course from 1920. They created a new type of military school that was established in São Paulo at the APMBB between 1935 and 1938, and then disseminated throughout the country. The purpose of this invention would be to facilitate the transformation of state military forces into MPs, the army’s reserve and auxiliary force. However, such a standard was not imposed on state military forces, it was desired; and the companies not only assimilated but improved this new type of military school. As a result, state military forces became PMs, the army's reserve force, in order to survive the imminent threat of extinction after the Revolution of 1930 and the end of the governors' policies
A presente tese estuda as imbricações entre as histórias da Escola Militar do Realengo (EMR), da Academia de Polícia Militar do Barro Branco (APMBB) e da Escola de Formação de Oficiais (EsFO) da Polícia Militar do Distrito Federal (PMDF). O principal objetivo foi desvendar o processo de gênese e consolidação de um modelo específico de escola militar presente em todo o país: as Academias de Polícia Militar (APMs). Buscou-se comprovar a hipótese de que o protótipo de APM seria resultante de um amálgama entre os currículos do curso profissional da PMDF, criado em 1920, e as tradições inventadas pela reforma José Pessoa na EMR, entre 1931 e 1934, e que a primeira escola que sofreu essa transformação foi a APMBB, entre 1935 e 1938. A partir dela, o modelo teria sido disseminado para todas as Polícias Militares (PMs) do Brasil, incluindo a própria PMDF. A pesquisa avança nos estudos da história das instituições escolares e dos intelectuais da educação, com ênfase nos processos de invenção das tradições, reformulação de currículo e na história das disciplinas escolares. A partir da crítica ao referencial teórico e metodológico do estruturalismo althusseriano, foram utilizados referenciais como a noção de experiência de Thompson, o processo de invenção das tradições de Hobsbawm e a acepção de intelectual de Sirinelli. Esse referencial foi complementado por noções da Antropologia, como o “campo de possibilidades” de Gilberto Velho e o “espírito militar” de Celso Castro. Deram suporte ainda referenciais específicos da história da educação, como as noções de currículo de Goodson, Forquin, Sacristán e Circe Bittencourt, e as ideias sobre história das disciplinas escolares de Chervel. Por tratar-se de uma pesquisa que envolve a invenção de tradições, foram examinadas as origens e a estabilização dessas mesmas tradições, o que implicou um recorte histórico que englobou desde a fundação da Divisão Militar da Guarda Real de Polícia, em 1809, até a consolidação da solenidade de entrega de espadins na EsFO da PMDF, em 1958. Para tal, foi necessária a investigação em diversos tipos de fontes, como arquivos pessoais, documentos oficiais, legislação, acervo material, imprensa, entre outros. Pudemos concluir que as APMs foram uma invenção de oficiais do Exército brasileiro que adaptaram as tradições idealizadas para a EMR, entre 1931 e 1934, e os currículos do curso profissional da PMDF de 1920. Com isso, criaram um novo tipo de escola militar que foi implementado em São Paulo, na APMBB, entre 1935 e 1938, depois disseminado para o país. O objetivo dessa invenção seria facilitar a transformação das forças militares estaduais em PMs, força reserva e auxiliar do Exército. Porém, tal padrão não foi imposto às forças militares estaduais, foi desejado, e as corporações não só assimilaram como aprimoraram esse novo tipo de escola militar. Com isso, as forças militares estaduais transformaram-se em PMs, força reserva do Exército, visando sobreviver à ameaça iminente de extinção após a Revolução de 1930 e o fim da política dos governadores
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Dulchinos, Paul C. "Military and Veteran Student Perceptions of Military Friendliness on the College Campus." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619794.

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Over two million military personnel will leave the service over the next decade (Cook & Kim; 2009). The majority of these veterans will receive the most generous GI Bill since its inception (United States Department of Veterans Affairs [VA], 2011). Institutions will covet these students to offset discounting (Barr & McClellan, 2011; Basch, 1997; Curs & Singell, 2010; Parrott, 2008; United States Senate Health, Education, Labor and Pensions Committee [HELP], 2012). To recruit and retain these students, military veterans must view these institutions as friendly (Bean & Metzner, 1985; Radford, 2011; Vacchi, 2012).

Previous studies focused on transition and access to veteran services (Ackerman, DiRamio, & Garza-Mitchell, 2009; Cook & Kim; 2009; Diamond, 2012; DiRamio, Ackerman, & Mitchell, 2008; Griffin & Gilbert, 2012; McBain, Kim, Cook, & Snead, 2012; Rumann & Hamrick, 2010). They identified factors that contribute to military friendliness along dimensions of cost, culture, collaboration, convenience, caring, and characteristics; however, they did not correlate these variables with veteran perceptions of friendliness (Ackerman et al., 2009; Diamond, 2012; DiRamio et al., 2008; Rumann & Hamrick, 2010). These studies were qualitative and used small samples (Ackerman et al., 2009; Diamond, 2012; DiRamio, et al., 2008; Rumann & Hamrick, 2010). This study determined how military veterans ranked these variables, compared how they differed by demographics, and determined to what extent these factors explained impressions of military friendliness at their institutions.

This quantitative correlational study surveyed veteran populations (N=188) at five institutions in the New England. Data were analyzed using the Statistical Package for Social Sciences (SPSS) to run descriptive and inferential statistics to rank military friendliness factors and compare these rankings along various demographics. Findings revealed significant differences in student perceptions based on gender, marital status, children, age, combat experience, military status, educational assistance eligibility, academic status, institution type, and college residency. Findings also determined to what extent and in what manner these factors explained respondents' perceptions of military friendliness at their own institutions. The results of this study may inform higher educational leaders how to prioritize initiatives and to provide better support to military veteran students.

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Pogkas, Nikolaos. "The Distance Training System (DTS) application using Dreamweaver MX2004 and JSP application server technology." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Sep%5FPogkas.pdf.

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Connors, Niall. "Education and the humanitarian space : is there a dissonance between military education and military practice in the Irish Defence Forces?" Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/55390/.

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This thesis is centred on education and the humanitarian space, specifically, an analysis of whether there a dissonance between military education and military practice in the Irish Defence Forces. In this context, the research audience is considered to be constituted of two distinct cohorts; military personnel within the Irish Defence Forces and individuals within the development sector, in particular those with responsibility for the education and 'pre-deployment' training of those within the humanitarian space. Broadly speaking, the research is framed to examine education and the humanitarian space through the lens of the human security paradigm using qualitative research methods. To achieve this, a multi-layered strategy was employed focussed on the Strategic and Operational Practice levels using a thematic framework centred on the human security paradigm informed by both the gender and cultural perspectives. At the strategic level a number of published and unpublished documentary resources were analysed in order to explore how Irish identity and concepts of self are presented, while at the operational practice level a number of semi-structured interviews were conducted with an elite group of thinkers and decision makers within the Irish Defence Forces in order to get their unique perspective on policy interpretation, policy implementation and operational practice. The research process identified that there are dissonances between military education and military practice in an Irish Defence Forces context, specifically in respect of military operations within the humanitarian space. The research also indicated that this has contributed to tension within the community of practice and suggests possibilities for further research, which may mitigate the risk of dysfunction within the humanitarian space.
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Bolling-Harris, Ella. "An Evaluation of Military Education Assistance Programs From Participants Perspectives." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1253.

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An Evaluation of Military Education Assistance Programs From ParticipantsF Perspectives by Ella Bolling-Harris MS, Capella University, 2008 MS, Capella University, 2004 BS, Park University, 2000 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2015 Military education programs exist to assist military members in completing their college education prior to exiting the military. At a southwestern United States Army Installation, members have expressed dissatisfaction with the education programs. The purpose of this case study was to examine the education programs from the participants' perspectives. Mezirow's transformative learning theory was used as the framework for the study. The research questions elicited program participants' perceptions of various aspects of the programs, the potential for conversion of a basic skills program to a 2-year degree program, and suggestions for leaders for implementation of programs. The sample of participants included 15 military members stationed at the Army Installation who were enrolled in college and exiting the military within 12-24 months, were serving on active duty at the Installation, had been on repeated deployments, were 18 years or older, and had been in the military 4 or more years. Data were collected through interviews and responses were coded and analyzed for common themes. Results from emergent themes were used to develop a project that included strategies for military leaders to assist military members in their degree completion. Recommendations included a timeline for leaders to implement strategies to assist military members desiring an education, converting the current Basic Skills Education Program to a 2-year general studies degree program, implementing adjustments for deployment, and creating an education buddy team for military members enrolled in college. Implications for social change include improving military education assistance programs to allow more military members to complete their education in order to assist them in entering the civilian workforce in their own communities or others after their military obligation has expired.
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Dexter, Robert M. "United States Special Operations command professional military education." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38915.

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Approved for public release; distribution is unlimited.
The United States Special Operations Command does not have an intermediate-level professional military education program for its officers. Current service-provided PME programs are not adequately meeting the educational goals for officers as required by USSOCOM. Through the Joint Special Operations University, SOCOM could establish its own PME program for officers of all services who are assigned to USSOCOM. Through the review of formal documents and interviews with senior officers in USSOCOM, an education gap was identified and analyzed. Three courses of action are presented as to how USSOCOM can overcome this education gap and meet Admiral William H. McRavens intent to have the best educated force in the United States military.
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Placido, Robert B. "Self-determination of Military Students in Postsecondary Education." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699858/.

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The purpose of this quantitative study was to examine undergraduate military veteran students’ self-determination and academic effort in relation to their nonveteran college peers. A total of 734 undergraduates attending 4-year institutions in Texas completed a survey, including: 76 veterans (63% males, 37% females); and 658 non-veterans (26% males, 74% females). This research created a more holistic survey of self-determination by adding the 8-item New General Self-Efficacy Scale to the 10-item Self-determination Scale. The survey also included 13-items drawn from the National Survey of Student Engagement. A factor analysis with a varimax rotation of the items identified six factors: competence, autonomy, relatedness, reflection, learning strategies, and quantitative reasoning resulting in a significant Bartlett’s test of sphericity (2 (465) = 12324.53, p < .001). The first hierarchical ordinary least squares (HOLS) analysis results showed that undergraduate veteran students have statistically significant higher levels of self-determination than students without military experience with a small effect size (R2 = .022%, p < .001); however, a meta-analysis of self-determination revealed a large effect size of d = 1.33 between veterans (M = .81, SD = .12) and freshmen undergraduates (M = .65, SD = .12). The second HOLS analysis revealed that self-determination is a positively related, statistically significant factor in academic effort potentially adding 6.8% variance explained to the multi-factored general causal model of college impact (GCMCI).
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Fisher, Robin G. "A Comparative Analysis of Military and Non-Military Parent Engagement in Public Elementary Schools." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1596660465105159.

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Books on the topic "Military education"

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Paul, Robinson, De Lee Nigel, and Carrick Don, eds. Ethics education in the military. Aldershot, England: Ashgate Pub. Company, 2008.

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Greg, Kennedy, and Neilson Keith, eds. Military education: Past, present, and future. Westport, Conn: Praeger, 2002.

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United States. Army Medical Dept, ed. Military medicine: A never ending education. [Washington, D.C: Army Medical Dept., 1986.

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Greg, Kennedy, and Neilson Keith, eds. Military education: Past, present, and future. Westport, CT: Praeger, 2002.

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Anderson, Clinton Lee. Adult higher education and the military: Blending traditional and nontraditional education. Washington, D.C: American Association of State Colleges and Universities, 1990.

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Cope, John A. International military education and training: An assessment. Washington, DC: Institute for National Strategic Studies, National Defense University, 1995.

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Cope, John A. International military education and training: An assessment. Washington, DC: National Defense University, Institute for National Strategic Studies : For sale by the U.S. G.P.O., Supt. of Documents, 1995.

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G, Moore Michael, ed. Distance education for corporate and military training. University Park, Pa: American Center for the Study of Distance Education, Pennsylvania State University, College of Education, 1992.

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DelVecchio, Valentine. Cadet gray: Your guide to military schools, military colleges, and cadet programs. Morro Bay, Calif: Reference Desk Books, 1990.

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Balzer, Harley D. Effects of Soviet education reform on the military. McLean, VA: Science Applications International Corp., 1985.

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Book chapters on the topic "Military education"

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Perry, William J. "Military Education." In Perspectives on Complex Global Challenges: Education, Energy, Healthcare, Security and Resilience, 53–57. Hoboken, New Jersey: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118984123.ch6.

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Collins, Royce Ann, and James B. Martin. "Military Education." In Career Pathways in Adult Education, 156–63. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003259602-19.

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Hampson, Sarah Cote, and Nancy Taber. "Military Education." In The Handbook of Adult and Continuing Education, 232–39. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447849-29.

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Caforio, Giuseppe. "Military Officer Education." In Handbooks of Sociology and Social Research, 273–300. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71602-2_14.

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Syme-Taylor, Victoria, and Duraid Jalili. "Professional Military Education." In Routledge Handbook Of Defence Studies, 98–112. Abingdon, Oxon: New York, NY: Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315650463-9.

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Bannard, Preston. "Military Training." In A Companion to Ancient Education, 483–95. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781119023913.ch34.

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Williams, E. S. "Political Education and Training." In The Soviet Military, 3–68. London: Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-07754-0_1.

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Lacquement, Richard A. "Training and Education." In Understanding the U.S. Military, 259–70. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003154877-21.

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Speelman, Jennifer L. "Military Education and Training." In A Companion to American Military History, 709–21. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444315066.ch46.

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Herrero Pérez, José Vicente. "Military Education, 1918–1939." In The Spanish Military and Warfare from 1899 to the Civil War, 161–205. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54747-3_6.

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Conference papers on the topic "Military education"

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Cai, Fei, Pengfei Zhang, and Yanxiang Ling. "Integrated Military and Civilian Education Training of Military Talents." In 2020 5th International Conference on Modern Management and Education Technology (MMET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201023.069.

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Nurnindyah, Dewi, Andrian Pramadi, and Lena Pandjaitan. "Student Engagement in Military Education." In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010810300003347.

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Constantinescu, Maria, and Vlad ionut Dumitrache. "THE IMPACT OF COVID 19 ON THE ROMANIAN MILITARY EDUCATION." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-003.

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The Romanian military education system, like other military and civilian educational systems worldwide, has been affected by the COVID-19 Pandemic. Sanitary measures such as lockdowns and the need to respect social distancing have had profound implications on the education process, such as the need to move the classes in hybrid and online formats, depending on national regulations and the severity of the outbreak in various countries and regions. The aim of this paper is to analyse the advantages and disadvantages of online compared to regular military education, with particular focus on the Romanian military education system. The pandemic has highlighted numerous failures in the current educational system, some of them specific to the online education (such as lack of training for teachers in designing online courses, lack of training for students on using e-learning technology) and some more general, related to the educational system itself (such as a lack of foresight and strategy related to e-learning, whose implementation had to be done on emergency basis, with the associated problems). At the same time, the COVID 19 pandemic has brought to the public and decision maker's attention the undeniable advantages of e-learning, both in the civilian and military education systems. In the second chapter, the paper offers potential solutions and forward steps into implementing online procedures, techniques and tools to further develop online education and training in the field of military education that could be of use in a post pandemic world. The main conclusion of the paper is that digitalization is a priority in a globalized world and online education as part of it has expanded to the circumstances of the Covid-19 crisis. The Romanian military education system should strive to correlate the needs of students, teaching staffs and institutions and to integrate the resulting effects will lead to a more innovative and effective driven learning process.
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Constantinescu, Maria. "CONSIDERATIONS ON REVERSED TEACHING IN THE MILITARY EDUCATION SYSTEM." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-151.

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Reversed teaching poses a challenge for any system of education and training focused on resource efficiency and the increased competitiveness of the educational / instructional process. This concept is based on constant access to information technology, on the joint effort of teachers / instructors in developing appropriate teaching materials and of those that are educated / trained at achieving the educational / training purposes. Reversed teaching does not exclude the interaction between teachers and the participants to the learning process, but also provides new points of view to the process of acquiring knowledge and forming skills. Reversed teaching allows the educator / trainer to fully express their imagination, creativity, innovative spirit in organizing, transmitting and assessing the subjects' knowledge and skills, using other learning methods than the traditional lecture, while the subjects of learning are no longer required to learn by heart, based solely on the memory. This paper includes some considerations on the possibility of implementing this concept in the context of military courses or to complement the existing systems of education / training. These considerations are based both on the experience gained by the author as well as that gained by other educators / trainers of military and civilian during the development of online courses. It will analyze the impact that reversed teaching may have on specialized training, but also on the continuous development of the subjects' information technology skills. The paper also examines issues concerning the security of military data and information, that may be transited in the preparation process under the intensive use of the Internet.
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Beryslavska, Oksana, Oleg Gushchyn, Victor Dobrovolsky, and Volodymir Shulgin. "Civil-Military Cooperation Professionals Training During The Military Education Reformation." In Proceedings of the 6th International Conference on Strategies, Models and Technologies of Economic Systems Management (SMTESM 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/smtesm-19.2019.45.

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Ling, Yanxiang, and Fei Cai. "Research on Civil-military Integration and Construction of Military Vocational Education." In 2020 3rd International Conference on Humanities Education and Social Sciences (ICHESS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.601.

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Liu, Ke, Yi He, and Lvshan Xu. "Analysis of Professional Education Military Evaluation System Development for Military Academies." In 2017 World Conference on Management Science and Human Social Development (MSHSD 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mshsd-17.2018.9.

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Xiao-shuang, Wang, Zhao Jing, and Zhao Hai-yan. "Informatization of education in military academies." In ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338181.

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Roliak, Angelina. "FOREIGN LANGUAGE COMPETENCY LEVELS IN MILITARY EDUCATION." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_22.

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Xu, Zekai. "Military Education Robot Based on Wireless Signal." In 2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE). IEEE, 2020. http://dx.doi.org/10.1109/cipae51077.2020.00095.

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Reports on the topic "Military education"

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Moskos, Charles. International Military Education and Multinational Military Cooperation. Fort Belvoir, VA: Defense Technical Information Center, January 2004. http://dx.doi.org/10.21236/ada419747.

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Aghion, Philippe, Torsten Persson, and Dorothee Rouzet. Education and Military Rivalry. Cambridge, MA: National Bureau of Economic Research, May 2012. http://dx.doi.org/10.3386/w18049.

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Dye, Jason R. Educating Captains For War: Deliberately Designing Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001279.

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Shaw, Chris. Professional Military Education: An Alternative Approach. Fort Belvoir, VA: Defense Technical Information Center, April 1992. http://dx.doi.org/10.21236/ada262081.

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AIR UNIV SQUADRON OFFICER COLLEGE. Professional Military Education for Life (PME4L). Fort Belvoir, VA: Defense Technical Information Center, December 2014. http://dx.doi.org/10.21236/ada617850.

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Bankus, Brent, Lorelei Coplen, and James O. Kievit. Examining Military Governance as a Part of Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada544532.

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Scott, Brent W. Military Chaplains and Joint Professional Military Education: Why am I Here? Fort Belvoir, VA: Defense Technical Information Center, November 2007. http://dx.doi.org/10.21236/ada476747.

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Sutter, Richard L. Getting Relevant: Political Education and Military Ethics. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada192496.

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Devine, M. K. Professional Military Education for Navy Operational Leaders. Fort Belvoir, VA: Defense Technical Information Center, May 2010. http://dx.doi.org/10.21236/ada525225.

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Emilio, George A. Promoting Critical Thinking in Professional Military Education. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388497.

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