Relevant bibliographies by topics / Schedules (Schools)

Academic literature on the topic 'Schedules (Schools)'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Schedules (Schools)"

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Medaille, Ann. "Flexible Scheduling May Have a Positive Impact on School Library Circulation." Evidence Based Library and Information Practice 6, no. 1 (March 16, 2011): 64. http://dx.doi.org/10.18438/b8mg86.

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A Review of: Gavigan, K., Pribesh, S., & Dickinson, G. (2010). Fixed or flexible schedule? Schedule impacts and school library circulation. Library and Information Science Research, 32(2), 131-37. Objective – To determine whether a significant, positive relationship exists between flexible scheduling in elementary school library media centers and per-pupil circulation statistics. Design – Online survey. Setting – Library media centers in public elementary schools in two states of the United States. Subjects – A total of 88 elementary school library media specialists completed the survey. Methods – A 22-question online survey was created using Inquisite software. A link to the survey was sent via e-mail to a 600-person random sample of public school library media specialists whose names were drawn from the memberships of the North Carolina School Library Media Association and the Virginia Educational Media Association, with combined memberships totalling approximately 2,000. A random sample of 600 was chosen to provide a 95% confidence level with a confidence interval of plus or minus three points. The survey included questions about school schedules (flexible, partially flexible, or fixed), collection size, circulation statistics, total student enrolment, school type (elementary, middle, or high), school location (urban, rural, or suburban), percentage of students eligible for free and reduced price lunch, numbers of full-time professional library media specialists employed at the school, access procedures, and library closure information. The survey response rate was 29.3% (176 respondents). Because fixed versus flexible scheduling is an issue that primarily affects elementary schools, the authors further narrowed their subject pool to 88 elementary school respondents. Data were analyzed using SPSS 16.0 statistical software. Correlation analysis, including the analysis of covariance (ANCOVA), was used to compare differences in the three scheduling types and to control for other variables (such as location, socioeconomic status, collection size, staffing, days closed, and others) that may affect circulation. Main Results – Of the 88 elementary school responses, 33 (38%) had fixed schedules, 44 (50%) had partially flexible schedules, and 11 (13%) had totally flexible schedules. Fifty-three schools supplied data regarding per-pupil check-out, and the average number of books checked out per student per year was 52, across all types of schools. The number of book check-outs per pupil differed according to schedule type. Students in schools with fixed schedules checked out an average of 51 books per year, those in schools with partially flexible schedules checked out 46 books per year, and those in schools with totally flexible schedules checked out 71 books per year. When the authors adjusted the data for other factors affecting circulation (such as location, socioeconomic status, collection size, staffing, and others), they found that students in schools with fixed schedules checked out 57 books per year, those in schools with partially flexible schedules checked out 68 books per year, and those in schools with totally flexible schedules checked out 102 books per year. The authors concluded that schedule accounts for 21% of variation in the rate of book check-out per pupil. Conclusion – These results suggest that the type of schedule used in elementary school library media centers does have a significant relation to circulation statistics. Specifically, when library media centres employ flexible scheduling, students are likely to check out more books per year on average. Although these results are not generalizable, this study provides much-needed research into the relationship between scheduling and circulation, and establishes a basis for further studies in this area.
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Perreault, George, and Nancy Isaacson. "Learning from Schools with Restructured Schedules." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 5 (June 1996): 265–67. http://dx.doi.org/10.1080/00098655.1996.10114313.

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Dorji, Karma, Phuntsho Norbu, Ugyen Lhendup, and Bhoj Raj Rai. "Class schedules from international practices to the Bhutanese context: A review of literature." Mediterranean Journal of Social & Behavioral Research 7, no. 2 (May 1, 2023): 51–57. http://dx.doi.org/10.30935/mjosbr/12806.

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The class schedule is one of the most important determinants of students’ academic achievement. In the face of a rising tide of competency-based curricula, there are calls that urge schools to reschedule class structure from a traditional mode to systems that can lend larger blocks of time. As Bhutan recently implemented competency-based curricula, it appeared quite reasonable that there should be a system that allows larger blocks of time in each class. This narrative overview was, thus, carried out to examine the trends of class schedules world-wide and provide insights, if any, to contextualize into Bhutanese setting. The study searched literature from Scopus, ERIC, and Google Scholar supplemented by random search from search engines and citations of the articles retrieved. 81 articles met the criteria for review and analysis after screening out using a set of inclusion and exclusion criteria. The practices, including traditional schedule, 4×4 block schedule, A/B block schedule, hybrid block schedule, trimester plan, Copernican schedule, interdisciplinary block schedule, and one-subject-a-day schedule appeared in most of the articles reviewed. It emerged that 4×4 and A/B block schedules are far more popular than other class schedules practiced effectively with supporting empirical evidence. Findings from this review have implications to the way the class schedules are organized in Bhutanese educational settings. The implications that need urgent attention by relevant agencies are discussed.
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Veal, William R., and James Schreiber. "Effects of Block Scheduling." education policy analysis archives 7 (September 19, 1999): 29. http://dx.doi.org/10.14507/epaa.v7n29.1999.

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This study examined the effects of a tri-schedule on the academic achievement of students in a high school. The tri-schedule consists of traditional, 4x4 block, and hybrid schedules running at the same time in the same high school. Effectiveness of the schedules was determined from the state mandated test of basic skills in reading, language, and mathematics. Students who were in a particular schedule their freshman year were tested at the beginning of their sophomore year. A statistical ANCOVA test was performed using the schedule types as independent variables and cognitive skill index and GPA as covariates. For reading and language, there was no statistically significant difference in test results. There was a statistical difference mathematics-computation. Block mathematics is an ideal format for obtaining more credits in mathematics, but the block format does little for mathematics achievement and conceptual understanding. The results have content specific implications for schools, administrations, and school boards who are considering block scheduling adoption.
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Katitia Melita David, Edward Tanui, and Florence Oruta. "Determining the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya." Editon Consortium Journal of Business and Management Studies 1, no. 1 (September 30, 2019): 18–27. http://dx.doi.org/10.51317/ecjbms.v1i1.45.

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The objective of the study was to determine the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya. Descriptive survey design was adopted for this study. The target population for this study was the 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education in the 6 Sub-counties and 1 County Director of Education in Kajiado County. The study used 30% of the accessible population as sample size. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers,183 students, 2 Sub- county Directors of Education and 1 County Director of Education. This study used questionnaires, Observation schedules and interview schedule as tools for data collection. The questionnaires were administered to Principals, teachers and ICT coordinators while interview schedules were administered to the students, Sub-county Directors of Education and the County Director of Education. The pilot test was carried at the schools with similar characteristics to those sampled through random sampling. Instrument reliability was determined through test- retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. The study concluded that most of the public secondary schools in Kajiado County had not embraced ICT in various areas of administration. Based on the findings, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Das, Satyabrata. "STATUS OF KASTURABA GANDHI BALIKA VIDYALAYAS IN KALAHANDI DISTRICT." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 46 (August 1, 2021): 11390–99. http://dx.doi.org/10.21922/srjhsel.v9i46.6649.

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Our country India possess great diversity as far as socioeconomic status of the people is concerned. People from various minority communities like Scheduled Caste, Scheduled Tribe etc. are major contributor to rural population. These people are integral part of the society. Kasturaba Gandhi Balika Vidyalayas (KGBVs) are established under Government of India and Department of School and Mass Education, Government of Odisha in the year 2004. They are working actively to bring the change the socio-economic standard of people living in tribal belt of Odisha. So the present study is carried out to investigate the 1. Status of. Kasturaba Gandhi Balika Vidyalayas in Kalahandi District with regard to Number of Schools, Availability of physical facilities, Availability of Teaching Aids, Evaluation procedures 2. Studied the problems faced by Heads of the Institutions, teachers , students in KGVB. Descriptive Survey Method is used in the present Study. Out of 13 Kasturaba Gandhi Balika Vidyalayas of Kalahandi district, 5 Kasturaba Gandhi Balika Vidyalayas were selected randomly. Interview schedules, Questionnaire Used as Tools. Data collected through both interview schedule and questionnaire were analysed using frequencies and percentage. The information obtained by the investigator revealed that majority of schools had Good Infrastructure, teaching staff, good curriculum transaction, but some had lacking of those facilities. The quality of teaching most of the school were disturbed by not having proper internet connection, poor teaching members etc. So the Government should give proper attention towards KGBV to enhance its quality education.
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Omariba, Alice, Bernard Lawrence Ong’amo, and Samson Rosana Ondigi. "EXTENT OF USE OF BIOLOGY INSTRUCTIONAL RESOURCES AND EFFECT ON STUDENTS ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN SIAYA COUNTY – KENYA." International Journal for Innovation Education and Research 5, no. 7 (July 31, 2017): 118–41. http://dx.doi.org/10.31686/ijier.vol5.iss7.723.

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This study sought to find out the extent of use of biology teaching and learning resources and how it affects students’ academic performance. The study was carried out in public secondary schools in Siaya County. The researcher used a sample of twenty-three schools drawn from ninety two public secondary schools selected through stratified random sampling. Teacher respondents were purposively or randomly sampled. Purposive sampling was used to choose the most experienced biology teacher from two or more teachers teaching form two classes. Where there existed more than one long serving and experienced teachers teaching form two classes, random sampling was employed to pick one of them for interview. Student respondents were chosen through random sampling in single sex schools and stratified random sampling in mixed schools. Head teachers from each of the sampled schools were selected for personal interview. The data were collected using questionnaires, checklists, observation schedules and interview guides. Observation schedules were used by the researcher to ascertain use of resources by teachers and learners and the resultant tests used to determine the score differences in achievement between classes frequently taught using resources and those rarely taught using resources. Interviews with head teachers were used to countercheck the information given by teachers and students on utilization of resources. The findings of the study established that audio-visual resources were least usedin schools. The resources were mainly bought by the headteachers. The researcher’s assessment during live lesson teaching using observation schedules showed that students frequently taught using resources performed better than those rarely taught using the resources. The research also established that frequent use of resources was not the only factor determining high student’s academic performance but other factors like teacher’s qualification, pedagogy, attitudes and students’ entry behaviour also played a role in realizing improved academic performance in students.
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Wishnitzer, Avner. "Teaching time: Schools, schedules, and the Ottoman pursuit of progress." New Perspectives on Turkey 43 (2010): 5–32. http://dx.doi.org/10.1017/s0896634600005756.

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AbstractThe gradual implementation of new pedagogical methods in Ottoman schools during the second half of the nineteenth century brought about significant changes in the organization of teaching time. The first part of this paper focuses on some of these changes and demonstrates that the adoption of time-tabled instruction facilitated increased levels of surveillance and centralization, and a more efficient pedagogical process. The same temporal constructs also served as an implicit curriculum, imbuing students with a keen time consciousness. The effect of the structure, I maintain in the second part of the article, was reinforced by time-related educational contents. Late Ottoman textbooks attached moral value to regularity, punctuality and efficiency and weaved such traits, now praised as virtues, into the ideological agendas of both the Hamidian and the Young Turk regimes. Thus, through the mutual reinforcing effect of form and content, the Ottoman education system contributed to the formation of new elites that identified temporal order with ideas of progress and patriotism, as well as authoritarianism. Similar time-related material was taught to female students in an attempt to mobilize them for the Ottoman project of modernization, while constantly reminding them of the limited roles they could actually play in that project.
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Nyatuka, Benard Omenge, and Eleanor Maud Lemmer. "Home-School Communication Practices in Primary Schools in Kenya." Journal of Education and Training 5, no. 1 (February 23, 2018): 22. http://dx.doi.org/10.5296/jet.v5i1.12703.

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Effective two-way communication between the parents and schools is crucial in realizing meaningful learning among children. However, home-school communication was reported to be poor, especially among primary schools in Kakamega County, Kenya. Thus, this study sought to ascertain the effectiveness of family-school communication practices in these schools. A literature review concerning family-school communication and interviews were conducted. Twelve parents, thirteen Parent Teacher Association (PTA) chairpersons and ten District Quality Assurance and Standards Officers (DQASOs), as being information-rich informants, were purposively sampled for the interviews. Semi-structured individual interviews, guided by interview schedules were used. The presentation of the relevant data was done in a narrative format substantiated by verbatim quotations. The findings revealed inadequacies in as far as home-school communication was concerned. It was established that the family-school communication practices in the county were largely ineffective. The findings could be used to improve practice with intent to enhance meaningful learning among the children.
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Dorman, Sandra C., Alain P. Gauthier, Michelle Laurence, Laura Thirkill, and J. Lynn Kabaroff. "Photographic Examination of Student Lunches in Schools Using the Balanced School Day Versus Traditional School Day Schedules." ICAN: Infant, Child, & Adolescent Nutrition 5, no. 2 (February 14, 2013): 78–84. http://dx.doi.org/10.1177/1941406413476547.

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Dissertations / Theses on the topic "Schedules (Schools)"

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Ruddy, John J. "Differences on selected school variables in high schools adopting alternative-time and traditional-time schedules /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137742.

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Alderman, Duane Thomas. "A Comparison Study of the Relationships of 4/4 Block Scheduled Schools and 7-Period Traditional Scheduled Schools on the Standards of Learning Tests for Virginia Public Secondary Schools." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26894.

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Learning in America has been restrained by time. Educators have developed a time-bound mentality and deceived themselves into believing that schools can educate all students at the same pace. Across the nation there is a growing trend toward restructuring as educators seek smaller class enrollment with more flexible use of time. Block scheduling utilizes classes organized into longer blocks of time and may be an element that meets these demands for restructuring. In Virginia, 4/4 block scheduling is the most popular (31.6%) arrangement of the school day. Advocates of 4/4 block scheduling are convinced this schedule meets students' needs. With the adoption of the new Standards of Learning Tests for Virginia Public Schools it is important for educators to determine which schedule will help students improve their test scores. There are no empirical studies on the effect of 4/4 block scheduling on these Standards of Learning Tests. This study will attempt to determine if there is a meaningful relationship between two types of schedules, the 4/4 block and 7-period traditional schedules, and student achievement on the Standards of Learning Tests for Virginia Public Schools.
Ed. D.
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Throneburg, Michael Wayne Riegle Rodney P. "Problems and successes of block scheduling implementation as perceived by high school principals in Illinois." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835917.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 6, 2006. Dissertation Committee: Rodney Riegle (chair), Paul Baker, Kenneth Strand, Michael Reisen. Includes bibliographical references (leaves 96-100) and abstract. Also available in print.
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Watkins, Thomas S. Hines Edward R. "A comparison of student achievement after the first two years of one rural high school's implementation of a modified 4 x 4 block schedule." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087878.

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Thesis (Ph. D.)--Illinois State University, 2003.
Title from title page screen, viewed October 19, 2005. Dissertation Committee: Edward R. Hines (chair), Darryl A. Pifer, Albert T. Azinger, Norman Durflinger. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.
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Muggy, Timothy Luke. "The SMART scheduler: a revolutionary scheduling system for secondary schools." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/12058.

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Master of Science
Department of Industrial & Manufacturing Systems Engineering
Todd W. Easton
Westside High School (WHS) of Omaha, Nebraska utilizes a novel scheduling system called Modular scheduling. This system offers numerous advantages over the standard school day in terms of student learning and faculty development. Modular Scheduling allows teachers to design the structure of their own classes by adjusting the frequency, duration and location of each of their daily lessons. Additionally, teachers are able combine their classes with those of other teachers and team-teach. Modular scheduling also allows for open periods in both students’ and teachers’ schedules. During this time, students are able to complete school work or seek supplemental instruction with a teacher who is also free. Teachers are able to use their open mods to plan, meet in teams and help students who have fallen behind. Currently, a semester’s class schedules are constructed over the course of a seven week period by a full-time employee using a computer program developed in FORTRAN®. The process is extremely tedious and labor intensive which has led to considerable wasted time, cost and frustration. This thesis presents a novel scheduling program called the SMART Scheduler that is able to do in seconds what previously took weeks to accomplish. Once parameters have been input, The SMART Scheduler is able to create cohesive class schedules within a modular environment in less than 6 seconds. The research presented describes the steps that were taken in developing the SMART Scheduler as well as computational results of its implementation using actual data provided by WHS. The goal of this research is to enable WHS and other schools to efficiently and effectively utilize modular scheduling to positively affect student learning.
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Cole, Homer W. "A Comparison of Quantitative Skills in Texas Year-round Schools with Texas Traditional Calendar Schools." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2810/.

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This study analyzed the academic impact of year-round calendar schools as compared with the academic achievement of traditional calendar schools. The population studied was the 1998 public elementary schools in Texas. The academic impact was based upon the 1998 Texas Assessment of Academic Skills (TAAS) test administrated by the Texas Education Agency. The two groups of schools studied were Texas elementary schools that were on a year-round calendar schedule, and the Texas elementary schools on a traditional calendar schedule. Multiple regression statistics were used, in addition to means, and differences between the means of variables. Year-round schools (YRE), when compared to the means of traditional schools, have means lower in math scores (6.16 percent) than traditional schools. Year-round schools have fewer African Americans students (2.78%), White students (21.06%), and special education students (.25%). Year-round schools are higher in population size (72.72students), Economic Disadvantaged students (15.87%), Hispanic students (23.46%), and Mobility (3.23%).
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Akins, Jerry G. "High school block scheduling and selected student outcomes : a longitudinal approach /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974605.

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Finley, James R. (James Roderick). "Modified block scheduling : a case study /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999282.

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Arons-Polan, Bonnie. "An analysis of the impact of three high school schedules on student achievement in advanced placement biology classes." Thesis, Boston University, 2004. https://hdl.handle.net/2144/33401.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study examined the effect of three schedule types on student achievement in Advanced Placement Biology classes. AP Biology test scores from students on three types of full-year schedules were analyzed to assess the impact schedule type had on student achievement. The three schedules included the block and traditional schedules, and the rotating/hybrid, a blend of the former two schedules. The results indicated the variable most closely associated with success on the AP Biology exam was the length of experience the teachers had teaching the course, regardless of schedule type. Although significant differences were seen in mean AP Biology test scores among the three schedule types, this could be explained by the relationship between instructors' experience and schedule type. Regression analysis determined the two strongest predictors of successful performance on the AP Biology exam were instructors' experience and perceived teaching style, regardless of schedule type. It appears that the economically developed suburbs, had teachers with the largest amount of experience teaching AP Biology, and these teachers reported using a direct approach to teaching, using lecture greater than 50% of the time. The results of this study also suggest when restructuring to improve student achievement, educators should examine other variables in addition to the high school schedule. Restructuring the day to allow for longer classes must be accompanied by professional staff development to allow teachers to develop new teaching methods. Most of the teachers in the suNey reported using lecture a great deal of the time, regardless of schedule type. Comments from the teachers from the various schedules revealed that the ability to add student centered, inquiry based activities and labs were dependent on adequate class time. No information on whether or not the teachers were given professional development to expand their repertoire of teaching methods when the school adopted a block or rotating hybrid schedule was obtained. Limitations to this study include the fact that there was no independent verification of teaching style as reported by the teachers in this study. This study involved only Advanced Placement Biology classes, so no generalizations can be made to other science classes.
2031-01-01
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Jones, McCurdy. "The role of time in learning." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Jones_M%20MITthesis%202007.pdf.

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Books on the topic "Schedules (Schools)"

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Williamson, Ronald D. Scheduling to improve student learning. Westerville, Ohio: National Middle School Association, 2009.

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Woronowicz, Stephanie. Block scheduling in the high school. Arlington, Va: Educational Research Service, 1996.

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Dougherty, Barbara. Policy briefing: Block scheduling in secondary schools. Honolulu, Hawaii: Pacific Resources for Education and Learning, 1998.

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How to build the master schedule in 10 easy steps: A guide for secondary school administrators. Thousand Oaks, Calif: Corwin Press, 2008.

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Williamson, Ronald D. Scheduling middle level schools: Tools for improved student achievement. Reston, VA: National Association of Secondary School Principals, 1998.

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Merenbloom, Elliot Y. Making creative schedules work! in middle and high schools. Thousand Oaks, CA: Corwin Press, 2007.

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Kadzamira, Esme C. GABLE double shifts pilot study: Final report. [Zomba, Malawi]: University of Malawi, Centre for Educational Research & Training, 1996.

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Williamson, Ronald. Scheduling the middle level school: To meet early adolescent needs /by Ronald Williamson. Reston, VA: NASSP, 1993.

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Myers, Kate. Genderwatch: Self-assessment schedules for use in schools. London: SCDC Publications, 1987.

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Intensive scheduling: Restructuring America's secondary schools through time management. Thousand Oaks, Calif: Corwin Press, 1998.

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Book chapters on the topic "Schedules (Schools)"

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Ringstaff, Cathy, and Judith Haymore Sandholtz. "From Budgets to Bus Schedules: Contextual Barriers and Supports for Science Instruction in Elementary Schools." In Advances in STEM Education, 67–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97475-0_4.

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Radošević-Vidaček, Biserka, Adrijana Košćec, and Marija Bakotić. "Parents Working Non-standard Schedules and Schools Operating in Two Shifts: Effects on Sleep and Daytime Functioning of Adolescents." In Social and Family Issues in Shift Work and Non Standard Working Hours, 109–36. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42286-2_6.

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Clough, Nick, and Jane Tarr. "CM 1: DEVELOPING AN OBSERVATION SCHEDULE USING FLOW DIMENSIONS." In Addressing Issues of Mental Health in Schools through the Arts, 238–46. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429032172-11a.

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Gavigan, Karen, Gail Dickinson, and Shana Pribesh. "ACCESS Issues in School Library Media Centers: Examining Library Schedules, Library Closures, and Poverty." In Educational Media and Technology Yearbook, 187–97. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_16.

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Freddi, Alessandro, Catia Giaconi, Sabrina Iarlori, Sauro Longhi, Andrea Monteriù, and Daniele Proietti Pagnotta. "Assistive Robot for Mobility Enhancement of Impaired Students for Barrier-Free Education: A Proof of Concept." In Makers at School, Educational Robotics and Innovative Learning Environments, 333–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_44.

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AbstractSmart wheelchairs are in the category of assistive robots, which interact physically and/or non-physically with people with physical disabilities to extend their autonomy. Smart wheelchairs are assistive robots that enhance mobility, and can be especially useful for improving access to university premises. This paper proposes a smart wheelchair that can be integrated with an academic management system to enable students who have serious leg problems and cannot walk on their own to reach any academic building or room on a university campus autonomously. The proposed smart wheelchair receives information from the academic management system about the spaces on campus, the lesson schedule, the office hours of lecturers, and so on. Students can select the desired task from the user interface. The smart wheelchair can then guide the student autonomously to the desired point of interest, while planning the best barrier-free route inside the campus/building and, simultaneously, avoiding fixed and moving obstacles. The assistive robot has localization and navigation capabilities, which allow students to move about campus freely and autonomously, and benefit from a barrier-free education.
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Bloom, Scott. "Mental Health Services." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0018.

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Mental health problems in children are a major deterrent to learning. Yet the President’s New Freedom Commission on Mental Health in 2002 pointed out that mental health services for children are so fragmented as to be ineffective in major ways. The commission’s report emphasizes the importance of using the school system as the means of delivering such services. The school-based approach to mental health helps accomplish several goals: • Minimizing barriers to learning • Overcoming stigma and inadequate access to care • Providing comprehensive on-site counseling services • Creating a school climate that promotes students’ social and emotional functioning • Promoting healthy psychological and social development This chapter will describe the mental health services at the Children’s Aid Society (CAS) community schools, focusing on staffing, structure, and strategies and describing the clinic at one school in greater detail. Questions of space, accountability, and funding will be explored, and some conclusions based on our work will be discussed. CAS’s school-based clinics, located in elementary and middle schools, provide individual and family counseling, group therapy, in-depth assessments and referrals, and crisis intervention for students and their family members. Referrals to the clinic are made by students, teachers, and parents. Assessment and intervention plans include the active participation of the child, his or her family, school staff, and anyone else who can help in understanding the child’s needs. Based on the assessment, the child and/or family are engaged in shortor long-term individual, group, or family counseling aimed at ameliorating the problems that precipitated the referral. An in-depth psychosocial assessment is the first step in developing a comprehensive treatment plan that includes short- and long-term goals. Psychological and psychiatric evaluations are scheduled as appropriate. Clinicians (social workers with M.S.W. or C.S.W. degrees) generally have caseloads of 18–22 students, with enough room in their schedules to see walk-ins and emergencies. Problems that have been successfully treated include suicide ideation, physical and sexual abuse, drug and alcohol use, disruptive school behaviors, academic delays, hyperactivity, family and peer conflicts, and depression.
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Gibbs, M. Cullen, Elizabeth Vincent, and Ana Arenivas. "School Reintegration for Children with Chronic Medical Conditions." In Pediatric Health Conditions in Schools, edited by Lisa Hayutin, Caitlin E. Walsh, and Elizabeth Bennett, 209–24. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190687281.003.0012.

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School reintegration for the student with a chronic medical condition requires ample preparation and coordination among the student, family, medical providers, and school-based professionals. Changes experienced by the student frequently require that accommodations and interventions are made available to support the return to school. School personnel must clearly understand the challenges experienced by the student in order to appropriately plan for necessary accommodations and interventions. This chapter discusses important factors to consider in support of school reintegration for the student with a chronic medical condition into school. These include medical needs, safety issues, and cognitive, academic, and social-emotional factors. The chapter presents accommodation and intervention strategies that are commonly considered to support school reintegration, such as alternative education settings, modified schedules, and preparation strategies for students, families, peers, and school personnel.
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Smith, Judy, and Mimi Wilson. "OC Teachers Take Their Learning to Other Schools." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0036.

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In 1977, when the OC program was brand-new, and for a number of years thereafter, we shared the excitement and the work, both as parents and as teachers. We are now living in different states, working in very different kinds of schools. Judy is a high school principal in a large public high school in Washington State. Mimi is a fourth-grade teacher in an independent school in South Carolina that is associated with a major school-restructuring initiative (the Coalition of Essential Schools). In our efforts to contribute to reform in our classrooms and schools, we find that we are returning, about 20 years later, to the basic philosophy that directed our OC experience. In many ways, what we learned in the OC, both in terms of instructional practices and in terms of change processes, is giving us the confidence we need to proceed in our new settings. Personal experiences and the general principles of the OC—along with increasingly compelling research about how children learn that questions the way schools are traditionally organized and how we think about curriculum and instruction—have helped us organize and promote new programs on both sides of the country. The changes we are working on are not simple ones. We are looking at ways to integrate across disciplines, combining English, physics, and history into an integrated block. Instead of chopping school days into isolated blocks of time, we are exploring ways of lengthening these blocks of time and trying more flexible schedules. We are looking at designing work for children that covers fewer things in greater depth, through more focused inquiry. Believing that children will learn better if they can make connections, we seek ways to challenge students not just to memorize material but to apply it as well. We are working to make it possible for individual students to carry out research and to present their work before a critical audience. These changes have the potential to challenge the sacrosanct purpose of most schools: to prepare students for the next level and to get them into colleges.
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Hatfield, Mary. "Schooling Young Gentlewomen." In Growing Up in Nineteenth-Century Ireland, 126–68. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198843429.003.0004.

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This chapter considers educational provision for Irish girls and the origins of Catholic female religious teaching orders in Ireland. The purpose and content of female education was based on a construction of the Irish girl as a vain and excitable creature. Her education was intended to curb the supposedly innate character flaws of girlhood. This chapter considers a selection of Loreto, Ursuline, and Dominican boarding schools to examine how institutions implemented the ideal of Catholic girlhood in practice. From academic curricula, disciplinary measures, daily schedules, and uniforms, the boarding school experience contained a variety of mechanisms for forming the behaviour of girls. Debates over female education and the convent boarding school offer an excellent example of how ideas of class, femininity, and religion interacted with evolving views of childhood.
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Detterman, Robin, Jenny Ventura, Lihi Rosenthal, and Ken Berrick. "Introduction." In Unconditional Education. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886516.003.0006.

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Unconditional education (UE) is driven by the belief that public schools are responsible for all students. This may seem a foregone conclusion: national trends in education never seem weary of exclaiming that no child shall be left behind, that all children in this nation will have the opportunity to attain an excellent education or, more recently, that every student shall succeed. The concept of unconditional education is not new. However, public schools have yet to fully deliver on its promise, failing to build truly inclusive systems of care capable of serving students with the most exceptional needs. The UE model, as presented in this book, serves as an organizing framework for education leaders who are looking to reshape their schools in order to better meet the broad range of needs of their students, families, and staff. This book may appear to focus only on students with the most exceptional needs. That focus, however, is not limited. UE is founded on the belief that improving the educational experience of our most vulnerable children, in the end, benefits all children. Its aim is to create learning environments where students receive the support they need when they need it, not only after they have reached a certain, designated threshold of failure. UE seeks to build truly engaging and exhaustively positive environments where all students, their families, and the school’s staff feel safe and deeply connected to the community, laying the foundation necessary for academic success. This is a book about transformational change in schools. Such change, by its very definition, requires a fundamental shift in the way schools do business. To be even more clear: this is a book that seeks to disrupt the well-established ways in which schools operate, from the daily experiences of students, families, and staff to the organizing structures that influence them, such as schedules, discipline practices, working conditions, service delivery, and physical space. This is a book about how to create actual changes within actual schools.
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Conference papers on the topic "Schedules (Schools)"

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Doiphode, Ganesh, Hamidreza Najafi, and Mariana Migliori Favaretto. "Energy Efficiency in K-12 Schools: A Case Study in Florida." In ASME 2020 14th International Conference on Energy Sustainability. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/es2020-1632.

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Abstract Buildings are one of the largest energy consumers in the United States. K-12 schools are responsible for nearly 8% of energy consumption by commercial buildings which is equivalent to 1.44% of total annual energy consumption in the country. Understanding the baseline energy consumption of the schools as well as identifying effective energy efficiency measures (EEMs) that result in significant energy savings without compromising occupant’s comfort in a given climate condition are essential factors in moving towards a sustainable future. In a collaboration between Florida Institute of Technology and Brevard Public Schools, three schools are identified for a test study in Melbourne, FL, representing the humid subtropical climate. Energy audit is conducted for these schools and monthly utility bill data as well as background information, end-user’s data and their associated operating schedules are obtained. A detailed analysis is performed on the utility bill data and energy consumption by each end-user is estimated. Several EEMs are considered and evaluated to achieve an improved energy efficiency for the schools. The implementation cost of each EEM and the associated simple payback period is also determined. A study is also conducted to explore possibility of using solar power to cover 50% of energy requirements of each school and the cost and payback period of the project are evaluated. The results of this paper provide insights regarding prioritizing energy efficiency projects in K-12 schools in humid subtropical climates and particularly the state of Florida and help with decision making regarding investment in on-site power generation using solar energy.
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Alao, Abimbola, I., and Mutiat T. James. "Impact of Information on Positive Nurturing of Adolescences Toward Better Career Choice: Study of Ikorodu Local Government. Ikorodu Lagos, Nigeria." In 27th iSTEAMS-ACity-IEEE International Conference. Society for Multidisciplinary and Advanced Research Techniques - Creative Research Publishers, 2021. http://dx.doi.org/10.22624/aims/isteams-2021/v27p23.

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Impact of Information on Positive Nurturing of Adolescences Toward Better Career Choice: Study of Ikorodu Local Government Ikorodu Lagos, Nigeria 1Abimbola I. Alao & 2Mutiat T. James Office Technology and Management Department Department of Business Administration Lagos State Polytechnic, Ikorodu, Lagos, Nigeria E-mails: abimbolaalao20047@gmail.com; jamesmutiat@yahoo.com Phones: +234803353370; +2348056118346 ABSTRACT Information now plays vital role in all aspect of human endeavor. As it is rightly said information is “power” if not informed, then one would be “deformed” The role of information in formation and nurturing adolescents cannot be overemphasis, as these adolescents will definitely grow to become adults of tomorrow. Types of information students are exposed to will have something to say about the type of adults they grown to become. Environmental factors which comprises but not limited to Home, Schools, and Religious Body have a significant role to play in nurturing adolescents in our society, especially now that information had been littered from various sources. Right source for information is germane to make these adolescents grow to responsible adults hence this study. The study is aimed at investigating the extent to which information has on positive nurturing of Adolescents in Lagos State Metropolis. Questionnaire was used as the major instruments of data collection. Five (5) Schools were selected at random across all the local government in Lagos State, (20) students from classes of SSI, SSII and SSIII, totaling sixty (60) students from each school leaving us with 300 students for the study population. Survey design mainly quantitative was used. The cumulative reliability coefficient of the instrument used was 0.87. Data were analyzed using descriptive statistics, regression and correlation which was facilitated by using the (SPSS). Findings from the study reveals that, many homes are now failing in their responsibility of nurturing adolescents due to busy schedules of parents and other social activities. Schools and religious body now play active roles in giving the information they needed to nurture the adolescence, to become a responsible adult in our society. The study discussed recommendation based on the findings of the study. Keywords: Information, Positive Nurturing, Students, Adolescents, National Development Proceedings Reference Format
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Wakhungu, C. N. "The Impact of Teachers Interpersonal Characteristics on Acquisition of Reading Skills among Grade Three Pupils in Public Primary Schools in Bungoma County, Kenya." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3106.

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The acquisition of requisite reading skills plays a crucial role in scaffolding learning and more so when children start their education. These reading skills form an important pivot around which most learning revolves. Nevertheless, studies globally indicate that majority of school-age pupils are not being taught the relevant reading skills at an appropriate age and grade hence most of them attain the age of eleven years before acquiring these skills. The integral role played by the teacher in enabling learners to acquire reading skills cannot be over-emphasized. They are, in fact, an important axis around which all educational processes revolve including the success in the acquisition of the children’s literacy skills. The purpose of this study was to find out the impact of teacher interpersonal characteristics on the acquisition of reading skills among grade three pupils in public primary schools in Bungoma County, Kenya. Vygotsky’s (1978) theory was fundamental to this study. A descriptive survey research was adopted in the study focusing on grade three pupils, their class teacher and the headteachers in Bumula Sub-County. Simple random sampling and purposive sampling techniques were used to select the study sample of 32%. Data was collected using questionnaires, interview schedules and reading tests for grade three pupils to determine their level of reading skills. The researcher designed a pupil test to determine the levels of reading across the Grade III Learners. The study found out that teachers’ interpersonal characteristics had an impact on the acquisition of reading skills among the grade III learners. The study further established that Grade III pupils in Bungoma County have overall poor reading skills as manifested by their dismal sound recognition, comprehension, word recognition, and reading fluency. Furthermore, the study established that Grade III teachers are neither aware nor apply their interpersonal skills, but rely on their skills to help Grade III learners acquire reading skills. The study recommended that Bungoma County’s Ministry of Education should use these findings for policy implementation as a way or improving teacher interpersonal relationships, through modification of the curriculum of teacher training colleges. Keywords: Acquisition, Impact, Interpersonal characteristics, Reading skills
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Huilcapi-Collantes, Catalina, Azucena Hernández Martín, and Juan Pablo Hernández-Ramos. "The Effect of a Blended Learning Course of Visual Literacy for In-service Teachers." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4978.

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Aim/Purpose The purpose of this study was to examine the effects of a 20-hour blended learning visual literacy course applied to in-service teachers. For this purpose, we designed the course to train the educators and the instrument to measure the level of visual literacy of participants before and after the intervention. Then, we found the differences. Background Visual literacy is essential for improving visual communication skills on in-service teachers because they use and construct visual material permanently. Hence, they need to be trained for developing visual literacy taking into account their pace of life and specific needs. Methodology We employed a quasi-experimental one-group pretest-posttest design. The area of study is Social Science, specifically Education. The population was in-service teachers who work in private schools in the north zone of Quito, Ecuador. The convenience sampling method was used to conduct this pilot study of 51 teachers at one private school. The visual literacy course was designed based on the ACRL Visual Literacy Competency Standards. The differences in the level of visual literacy were measured through a visual literacy test of 45 items made for this specific purpose. Differences between pretest and posttest were found after performing paired samples t-test on collected data. Contribution This research contributes to visual literacy research focused on in-service teacher’s instruction. This practical study was based on a complete proposal for training and evaluated the visual literacy level of in-service teachers. Findings Findings show that there are statistically significant differences in pretest and posttest scores, so teachers improved their level of visual literacy after the 20-hour blended learning visual literacy course. Recommendations for Practitioners Practitioners should adapt the length of the training course to the teachers’ schedules. They should review the course themes and the items in the visual literacy test to know about the specific content to be taught along the course. Recommendation for Researchers Researchers who want to replicate a similar study should have a bigger group of participants and, if possible, they should have a control group. Impact on Society This study indicates that teachers could improve their level of visual literacy after attending a well-structured training course. Thus, it is crucial to offer in-service teachers the opportunity to improve their visual communication skills through a concrete learning process adapted to their schedules and life. Future Research Future research should focus on evaluating before and after the treatment, through practical projects, the previous and acquired knowledge of in-service teachers.
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Van Dyke, Bill, and Tom Dabrowski. "Integrated Approach to Remediatiion of Multiple Uranium Mill Tailing Sites for the US DOE in the Western United States." In ASME 2003 9th International Conference on Radioactive Waste Management and Environmental Remediation. ASMEDC, 2003. http://dx.doi.org/10.1115/icem2003-4834.

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This paper provides a case history of a highly successful approach that was developed and implemented for the U.S. Department of Energy (DOE) for the cleanup and remediation of a large and diverse population of uranium mill tailings sites located in the Western United States. The paper addresses the key management challenges and lessons learned from the largest DOE Environmental Management Clean-up Project (in terms of number of individual clean-up sites) undertaken in the United States. From 1986 to 1996, the Department of Energy’s Grand Junction Projects Office (GJPO) completed approximately 4600 individual remedial action site cleanup projects for large- and small-scale properties, and sites contaminated with residual hazardous and radioactive materials from former uranium mining and milling activities. These projects, with a total value of $597 million, involved site characterization, remedial design, waste removal, cleanup verification, transportation, and disposal of nearly 2.7 million cubic yards of low-level and mixed low-level waste. The project scope included remedial action at 4,200 sites in Grand Junction, Colorado, and Edgemont, South Dakota; 412 sites in Monticello, Utah; and, 44 sites in Denver, Colorado. The projects ranged in size and complexity from the multi-year Monticello Millsite Remedial Action Project, which involved investigations, characterization, remedial design, and remedial action at this uranium millsite along with design of a 2.5 million cubic yard disposal cell, to the remediation and reconstruction of thousands of smaller commercial and residential properties throughout the Southwestern United States. Because these projects involved remedial action at a variety of commercial facilities, businesses, churches, schools and personal residences, and the transportation of the waste through towns and communities, an extensive public involvement program was the cornerstone of an effort to promote stakeholder understanding and acceptance. The Project established a DOE model for rapid, economical, and effective remedial action. During the ten years of the contract, the management operations contractor (Duratek) met all project milestones on schedule and under budget, with no cost growth from the original scope. By streamlining remediation schedules and techniques, ensuring effective stakeholder communications, and transferring lessons learned from one project to the next, the contractor achieved maximum efficiency and the lowest remediation costs of any similar DOE environmental programs at the time.
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Sutanto, Erwin, Chintya Mortisalma Romadhon, Fadilla Rahmania Kamil, and Iqbal Maulana Rahman. "Android Application for Baby Immunization Schedule." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007546005110514.

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Hight, Tim, and Chris Kitts. "Reducing Barriers to Interdisciplinary Design Teams." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81104.

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The proportion of Santa Clara University School of Engineering interdisciplinary senior design teams has been rising over the last five years. While many of those teams have been very successful, there has been a significant overhead price paid by the team members who chose to tackle these projects. Since the spring of 2004, an interdisciplinary team of faculty at SCU has been working to reduce the obstacles that have hindered interdisciplinary design teams in the past. Each department had independently developed its own processes and time schedule over the years, and the variations inherent in these separate programs had created some significant difficulties for the students trying to satisfy incongruent requirements. Recent advances have focused primarily on three departments: Mechanical, Electrical, and Computer Engineering. Curricular changes across departments include a number of innovations ranging from aligning schedules and deliverables to introducing joint team-building activities. A short history of the development of each department’s approach will be presented, followed by the current, more integral, plan and the issues that have arisen in its implementation. Many of the changes that have been made are closely tied to ABET-related continuous improvement efforts. A strong commitment to enhancing interdisciplinary design team experiences has been a core tenet of the involved departments. Lessons learned and successes will be discussed as well.
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Pérez, Delmy. "Development of a tool to schedule school timetabling through linear programming." In The 18th LACCEI International Multi-Conference for Engineering, Education, and Technology: Engineering, Integration, And Alliances for A Sustainable Development” “Hemispheric Cooperation for Competitiveness and Prosperity on A Knowledge-Based Economy”. Latin American and Caribbean Consortium of Engineering Institutions, 2020. http://dx.doi.org/10.18687/laccei2020.1.1.104.

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Lou, Yingli, Yunyang Ye, Wangda Zuo, and Jian Zhang. "Energy prediction impact of the Space Level Occupancy schedule for a Primary School." In 2021 Building Simulation Conference. KU Leuven, 2021. http://dx.doi.org/10.26868/25222708.2021.30426.

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"Schedule and abstract book for the Twelfth Annual Undergraduate Research Conference at the Interface of Biology and Mathematics." In Annual Undergraduate Research Conference at the Interface of Biology and Mathematics. National Institute for Mathematical and Biological Synthesis (NIMBioS), 2020. http://dx.doi.org/10.7290/aurcibm12.

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Collection of abstracts from the twelfth Annual Undergraduate Research Conference at the Interface of Biology and Mathematics. Plenary speaker: Gerardo Chowell, Population Health Sciences, Georgia State University School of Public Health, Atlanta. Featured speaker: Olivia Prosper, Mathematics, University of Tennessee, Knoxville.
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Reports on the topic "Schedules (Schools)"

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Merzlykin, Pavlo, Natalia Kharadzjan, Dmytro Medvedev, Irina Zakarljuka, and Liliia Fadeeva. Scheduling Algorithms Exploring via Robotics Learning. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2877.

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The new approach to schedule-related problems learning with use of robotics is reported. The materials are based on the authors' teaching experience within framework of Robotics School at Kryvyi Rih State Pedagogical University. The proposed learning problem may be used both for scheduling algorithms exploring and robotics competitions.
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Szybinska Matusiak, Barbara, Justyna Martyniuk-Peczek, Sergio Sibilio, Claudia Naves, David Amorim, David Amorim, Michelangelo Scorpio, Giovanni Ciampi, et al. Subtask A: User perspective and requirements - A.3 Personas. IEA SHC Task 61, October 2021. http://dx.doi.org/10.18777/ieashc-task61-2021-0009.

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The consumption of energy for lighting in buildings depends very much on the way people interact with the build environment. In this study the following building types were studied, office, school, university, commercial and industry buildings. For each building type typical user groups were identified. Then, Personas have been created for each group. As opposed to describing users with numbers and statistics, a single Persona reflects a group and is presented with a narrative. The Persona has a name, a family and living conditions that are representative for the group, also her/his values and interests are not uncommon. The Personas “typical day” includes a time schedule typical for the group. Visual conditions are common for the group, but some specific challenges connected to the visual conditions that may occur in the group are also mentioned.
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Volodymyr O. Lyubchak, Yurii O. Zuban, Andriy G. Piven, Oleksandra M. Sokolyuk, Andrii V. Iatsyshyn, Oleksandr O. Popov, Volodymyr O. Artemchuk, and Mariya P. Shyshkina. Application of augmented reality technologies for education projects preparation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3856.

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After analysis of scientific literature, we defined that concept of “augmented reality” has following synonyms: “advanced reality”, “improved reality”, “enriched reality”, “mixed reality” and “hybrid reality”. Analysis of scientific literature and own practical experience of the use of augmented reality technologies application in educational practices allowed to state next: augmented reality technologies have a great potential for application in education; there are some cases of augmented reality use for school education; positive aspects of augmented reality technologies application in higher education institutions are confirmed by experiments (isolated cases); only few universities in Ukraine apply augmented reality technologies to educate students; only few universities in Ukraine have special subjects or modules in schedule to teach students to develop augmented reality technologies; various scientific events, mass events, competitions are held in Ukraine, and specialized training on the augmentation of augmented reality technologies is carried out, but this is non-systematic and does not have special state orientation and support. Features of introduction of virtual and augmented reality technologies at Sumy State University (Ukraine) are identified: “e-learning ecosystems” was created; in 2019, augmented and virtual reality research laboratory was established. Advantages and disadvantages of project activity in education are described: project activity is one of the most important components of educational process; it promotes creative self-development and self-realization of project implementers and forms various life competencies. It is determined that augmented reality application for implementation of educational projects will help: to increase students’ interest for educational material; formation of new competences; increase of students’ motivation for independent educational and cognitive activity; activation of educational activities; formation of positive motivation for personal and professional growth; conditions creation for development of personal qualities (creativity, teamwork, etc.). Current trends in implementation of educational projects were identified: most of the winner projects were implemented using augmented reality technology; augmented reality technologies were used in projects to teach different disciplines in higher education institutions. Augmented reality technology application for project activity has positive impact on learning outcomes and competitiveness of the national workforce; it will enhance the country’s position in the global economic space.
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