Relevant bibliographies by topics / Student quality

Contents

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

Academic literature on the topic 'Student quality'

Author: Grafiati
Published: 3 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Student quality"

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Donald, Janet G., and D. Brian Denison. "Quality Assessment of University Students: Student Perceptions of Quality Criteria." Journal of Higher Education 72, no. 4 (2001): 478. http://dx.doi.org/10.2307/2672892.

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Nair, Chenicheri Sid, and Mahsood Shah. "Quality of the Student Experience." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 3 (2012): 34–40. http://dx.doi.org/10.4018/ijqaete.2012070103.

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The changing pattern of student participation is playing a key role in the changing trend in the student experience. Research in general has reported the student experience and satisfaction mostly at institutional and national levels. There is limited research on what students see as most important in various institutions with various students which may improve student engagement, retention, and improvement in student satisfaction. This paper reviews the trend in student experience in three universities that have been using student satisfaction surveys for more than a decade with diverse student groups. The study presents an international perspective to student experience and satisfaction and the report in this paper is based on two Australian and one United Kingdom University. The findings and results of this study informs the predictors of student satisfaction which if effectively managed and improved by universities could result in improved student engagement, retention and student satisfaction.
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Henderson, Tom, Roy Rada, and Chaomei Chen. "Quality Management of Student-Student Evaluations." Journal of Educational Computing Research 17, no. 3 (1997): 199–215. http://dx.doi.org/10.2190/0gcn-38hr-q0au-9gq4.

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Classes delivered via the World Wide Web (WWW) have the ability to access large amounts of hypermedia. They can also be designed to present course work in small, orderly steps. Many learning theorists hypothesize that it is important to provide timely feedback which acts as a reinforcer if answers are good and as a corrective measure if answers are inadequate. However, it may not be practical for an instructor to give timely feedback on each submission done by all students in the class. One possible solution is to combine peer-peer evaluations with timely computer generated reports to help the instructor manage such a course. The peer evaluations may replace some or all of the traditional “grading” done by the professor. This process can contribute to higher developmental levels of understanding and students collaborative work skills may be honed by the requirements of the course. We hypothesize that instructors can adopt graphical methods of data presentation and quality improvement to help monitor the peer evaluation process in a timely and adequate fashion. Three such methods were applied to a class at Washington State University. Pseudo R-charts were used to track when comment scores by peers varied widely on an exercise submission. Pseudo X-bar charts helped identify exercise answers with unusually low average comment scores. Finally, relative frequency histograms were used to compare the frequency of questions asked to the frequency of questions answered when categorized using Bloom's taxonomy. Such tools were used during the class and were valuable input to the instructor.
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Ohvall, Richard A. "Improving Student Quality." American Journal of Pharmaceutical Education 49, no. 4 (1985): 429–30. http://dx.doi.org/10.1016/s0002-9459(24)09979-0.

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Tegowati, Tegowati, Dian Palupi, and Yesa Cahayaning Ramadhani. "Analysis of Educational Quality Based on Quality, ServQual and Retention of Students." Journal of Economics and Management Sciences 3, no. 2 (2020): p11. http://dx.doi.org/10.30560/jems.v3n2p11.

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This study analyzed the influence of ServQual (service quality) on satisfaction and student retention. The sample used was 175 STIESIA Surabaya students using non probability sampling called, accidental sampling. Data analysis used Structural Equation Modeling (SEM) with AMOS 21 software. Based on the discussion of the hypotheses proposed in this study, the conclusions are as follows: 1). There is a positive influence between ServQual on satisfaction. This is based on the results of the parameter coefficient output. It is known that the relationship of the ServQual construct to satisfaction is significant at 0.001 (sign p = ***) with a standardized parameter coefficient of 0.735. Thus, if ServQual is good, students will be satisfied, and vice versa if ServQual is bad, students will not be satisfied. 2) There is a positive effect of satisfaction on student retention. This is based on the results of the output coefficient parameter construct relationship satisfaction to student retention significant at 0.001 (p = 0.001) and standardized parameter coefficient of 0.513. Thus if student satisfaction is high then student retention is also high, and vice versa if satisfaction is low then student retention is also low. 3) There is no influence between ServQual on student retention indicated by the output parameter coefficient at 0.001 (p = 0.132) This proves that loyalty cannot be created through service quality, but through satisfaction first. thus, it can be said that satisfaction has a mediating effect between ServQual and Student Retention.
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Hasan, Mahamudul, and Md Zakir Hosen. "University Service Quality." International Journal of Asian Education 1, no. 3 (2020): 135–46. http://dx.doi.org/10.46966/ijae.v1i3.46.

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The present study explores the effect on student satisfaction and student loyalty of higher education service quality dimensions. Ensuring quality improvement and implementation of strategies for the tertiary education sector has become critical. Moreover, the study also tests the mediating impact of university reputation and external prestige between university service quality and satisfaction and loyalty. Data has collected through a structured questionnaire from a sample of 390 graduate and undergraduate students of two public universities in Bangladesh. The study reflects that the performance on service quality dimensions of selected public universities is not satisfactory. The study results have shown that Teaching, Support services, Library and lab facilities, and internationalization significantly influence student satisfaction except for Administrative service and Hostel facilities. Teaching, Administrative Services, Library and lab facilities, and internationalization significantly influence student Loyalty. The mediating analysis has shown that student satisfaction partially mediates between service quality and student loyalty. The study results have also indicated that university reputation and external prestige partially mediate between service quality and student satisfaction and loyalty. The previous studies which measure service quality of Bangladeshi higher educational institutions have applied the SERVQUAL model, which is not suitable for an educational institution. However, this study has applied a higher education service quality model uniquely developed to measure higher educational institutions' service quality.
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Gershenson, Seth. "Linking Teacher Quality, Student Attendance, and Student Achievement." Education Finance and Policy 11, no. 2 (2016): 125–49. http://dx.doi.org/10.1162/edfp_a_00180.

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Research on the effectiveness of educational inputs, particularly research on teacher effectiveness, typically overlooks teachers’ potential impact on behavioral outcomes, such as student attendance. Using longitudinal data on teachers and students in North Carolina I estimate teacher effects on primary school student absences in a value-added framework. The analysis yields two main findings: First, teachers have arguably causal, statistically significant effects on student absences that persist over time. Second, teachers who improve test scores do not necessarily improve student attendance, suggesting that effective teaching is multidimensional and teachers who are effective in one domain are not necessarily effective in others.
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Pena, Letícia, and Dayr Reis. "Student stress and quality of education." Revista de Administração de Empresas 37, no. 4 (1997): 16–27. http://dx.doi.org/10.1590/s0034-75901997000400003.

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Today, managers are increasingly interested in knowing how the work in organizations aftects employees' health. Less common is the interest in stress erupting in the academic community - among students, faculty and administrators. The authors present a reflection paper focused on student stress. In this paper, they first examine McLean 's model of context, vulnerability and stressors. This model provides the framework for the student surveys and for the entire paper. Based on the students surveys, an assessment is made of how asma" group of students are coping with stress. The paper fina"y suggests what can be done by students, faculty, and administrators to insta" and/or improve social support systems that might reduce the harmful eftects of stress on students and thus impact the quality of education.
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Elistia, Elistia, Jovita Nathania, Rojuaniah, Lista Meria, and Mitsalina Tantri. "Perceived Quality, Trust, Satisfaction on Student Loyalty in Private Universities." Journal of Business and Behavioural Entrepreneurship 6, no. 2 (2023): 51–68. http://dx.doi.org/10.21009/jobbe.006.2.05.

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The best universities certainly have advantages which are their competitiveness. These are essential studies conducted at private universities in West Jakarta, Indonesia, about the effect of perceived quality, trust, and student satisfaction on student loyalty. This study aims to examine the effect of perceived quality on students, student satisfaction, and student confidence in student loyalty. The population of this research is the five best universities in West Jakarta, with a total sample of 150 students. The research design used in this study is a causal descriptive research design and uses a quantitative method approach that is processed and tested using SEM-PLS. The findings of this study indicate that the perceived quality of students, student trust, and student satisfaction is proven to increase student loyalty, and the perceived quality of students will affect student loyalty through student satisfaction. These findings have also provided a better understanding of how each factor affects student loyalty. This research contributes to the theoretical and practical levels, as well as contribute knowledge to the determinants of student loyalty at the 5 Best Private Universities in West Jakarta, Indonesia.
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Sudarma Sudarma and Titi Hendrawati. "Optimization of Quality Management in Quality Based Curriculum Development." LITERACY : International Scientific Journals of Social, Education, Humanities 4, no. 1 (2025): 58–63. https://doi.org/10.56910/literacy.v4i1.1983.

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Evaluation is a crucial component in the development and implementation of quality-based curricula. This study explores the effectiveness of various evaluation methods, including formative, summative, and authentic assessments, in measuring curriculum success. The results indicate that formative assessment positively contributes to students' understanding, while summative assessments often fail to accurately reflect students' abilities. Authentic assessments have proven to enhance student motivation and preparedness for real-world challenges. Student involvement in the evaluation process, the use of evaluation data for continuous improvement, and teacher training in diverse evaluation methods are key factors in enhancing evaluation effectiveness. This research emphasizes the importance of selecting appropriate evaluation methods aligned with curriculum objectives to achieve optimal educational outcomes. Thus, the findings provide valuable insights for curriculum development and evaluation practices in educational institutions.
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Dissertations / Theses on the topic "Student quality"

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Avendano, John Palmer James C. "Student involvement assessing student satisfaction, gains, and quality of effort /." Normal, Ill. : Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3115177.

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Thesis (Ph. D.)--Illinois State University, 2003.<br>Title from title page screen, viewed Jan. 10, 2005. Dissertation Committee: James C. Palmer (chair), Phyllis McCluskey-Titus, Paul Vogt, John S. Erwin. Includes bibliographical references (leaves 121-126) and abstract. Also available in print.
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Gibbs, Graham. "Improving the quality of student learning." Thesis, University of South Wales, 2005. https://pure.southwales.ac.uk/en/studentthesis/improving-the-quality-of-student-learning(c759c7fd-fce4-4aa2-92b5-4004f4fb844c).html.

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My scholarship concerning improving student learning has been undertaken at each of six levels of organisation in higher education systems: Improving individual students as learners (Section 1) Improving individual teachers' ability to improve student .learning (Section 2) Improving the design of assessment so that it supports learning better (Section 5) Improving the design of all aspects of courses so that the learning of all students on the courses improves (Section 3) Improving the student support systems that underpin all courses, so that student performance and retention is improved (Section 4) Improving institutional strategies to improve student learning (Section 6) In operating at these different levels my work has progressed from focussing on the micro-level of an individual student undertaking a single learning activity in a specific context, to macro levels involving national and international comparisons of institutional strategies to improve student learning. I started working on 'study skills' (Section 1) in the mid 1970's and have worked on institutional learning and teaching strategies in the last decade (Section 6). My work on Sections 2-5 spans three decades. Research methodologies I have used include phenomenographic interviewing (Beaty, Morgan and Gibbs, 1997), depth interviewing (Gibbs and Durbridge, 1976a), psychometric development of inventories (Gibbs and Simpson, 2004a), use of existing inventories (Gibbs, 1982), use of evaluation questionnaires (Coffey and Gibbs, 2001), analysis of documents (Gibbs et al, 2000) and the use of management information systems to track student performance and progress (Gibbs and Lucas, 1997; Gibbs and Simpson, 2004b). Research designs include before and after testing of the impact of interventions (Gibbs, 1982; Gibbs and Coffey, 2004), longitudinal tracking of individual students (Beaty, Morgan and Gibbs, 1997), use of control groups (Gibbs and Coffey, 2004) and case-based studies (Gibbs, 2003a). I have undertaken and published reviews of the literature associated with five of the sections: Section 1 (Gibbs et al 1982), Section 2 (Gibbs and Gilbert, 1998), Section 3 (Gibbs, 1982), Section 4 (Gibbs, 2003d) and Section 5 (Gibbs and Simpson, 2004). Research in four of the six areas has been published in other countries: Section 1 in the USA (Gibbs, 1983) and Sweden (Gibbs, 1996a); Section 2 in Canada (Gibbs 1995d), Germany (Gibbs 1997a), Holland (Gibbs 1999a) and the USA (Gibbs and Angelo, 1998); Section 4 in Hong Kong (Gibbs and Simpson, 2004) and Section 6 in Portugal (Gibbs, 2003e), Spain (Gibbs, 2004b), and Australia (2005a). Evidence of the scale of impact of this research is outlined in each section. A citation analysis for the 18 selected publications is included as Appendix 1. A selection of 69 of my other publications are cited in support of the account in the sections below.
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Qui, Kuan-Yao. "Relationships among student demographic characteristics, student achievement, student satisfaction, and online business-course quality /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052163.

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Crispin, Laura. "Essays on School Quality and Student Outcomes." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346100114.

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Tucker, Beatrice M. "The student voice: Using student feedback to inform quality in higher education." Thesis, Curtin University, 2015. http://hdl.handle.net/20.500.11937/2158.

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This thesis presents a scholarly synthesis of a series of original published works providing evidence that student feedback, collected and analysed using valid and defensible methods, is effective in improving the quality of teaching and learning in higher education. The key factors underpinning the effective use of student feedback for quality improvement of teaching and learning in higher education are revealed. Students’ perceptions of their experience in achieving learning outcomes are reported.
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Gittens, Nicole. "Leadership Practices that Affect Student Achievement: Facilitating High-quality Learning Experiences for Students." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107961.

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Thesis advisor: Diana Pullin<br>It is widely accepted that school leadership has both a direct and indirect impact on student achievement. Hitt and Tucker’s (2016) Unified Leadership framework summarized a decade of work by numerous researchers identifying the five most effective leadership domains that influence student learning. Using that work as a conceptual framework, this qualitative case study analyzed one of the five interdependent leadership domains in an urban elementary school that succeeded in educating traditionally marginalized students and outperformed other schools with similar demographics in the district. This study identified and explored the actions that a principal in a high performing, urban school that served a historically marginalized population took to facilitate high-quality learning experience for students. This study reviewed documents and interviewed school and district level personnel to learn whether or not the school leader engaged in certain practices. The study found that the school leader engaged in many practices that facilitate a high-quality learning experience including monitoring instruction, assessment and curriculum, as well as maintaining a safe and orderly environment. Recommendations from this study include considering the diversity of students’ backgrounds as a source of strength and not something to be ignored<br>Thesis (EdD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education
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Alderman, Rosalind Veronica. "Faculty and student out-of-classroom interaction: student perceptions of quality of interaction." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85919.

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The purpose of this study was to identify ways in which students interact with faculty members outside of the classroom and learn what students believe makes for high quality interaction. Additionally, this study sought to identify successful out-of-classroom facultystudent interaction strategies from the student perspective. This knowledge can aid colleges and universities in promoting more formal and informal faculty-student out-of-classroom interaction, thereby increasing the overall quality of the undergraduate student experience. The study employed a naturalistic inquiry paradigm of research. The author interviewed 25 students at a Hispanic Serving institution (HSI) in San Antonio, Texas. All students interviewed had interacted with faculty outside of the classroom. Six themes emerged in terms of types of interaction: course-related activities; traveling for conferences or study abroad; casual interactions around campus; career and graduate school focused interaction; visiting faculty in their offices (most common); and participating together in campus clubs or athletic activities. High quality out-of-classroom interactions had four characteristics: faculty members were approachable and personable; faculty members had enthusiasm and passion for their work; faculty members cared about students personally; and faculty members served as role models and mentors. The most powerful element of high-quality faculty-student out-of-classroom interaction is that of relationship. The most pronounced differences between underclassmen and upperclassmen were in the areas of going to faculty offices and speaking with faculty about career and graduate school plans. Juniors and seniors proportionately had more interaction with faculty on these themes. Students offered suggestions on how the University could encourage more facultystudent out-of-classroom interaction. Students' ideas revolved around three themes: promoting social events and interaction; stressing the importance of office hours; and suggestions directed at faculty members. Students can also serve as ambassadors to other students by encouraging them to engage in faculty-student out-of-classroom interaction. To continue improving the undergraduate collegiate experience, colleges and universities should strengthen and refine institutional commitment to practices that foster the undergraduate experience, including that of faculty-student interaction. Finally, institutions must remember to keep students at the center of their purpose and find ways to regularly solicit qualitative feedback from students of all segments of the campus environment.
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Kärde, Wilhelm. "Tool for linguistic quality evaluation of student texts." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-186434.

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Spell checkers are nowadays a common occurrence in most editors. A student writing an essay in school will often have the availability of a spell checker. However, the feedback from a spell checker seldom correlates with the feedback from a teacher. A reason for this being that the teacher has more aspects on which it evaluates a text. The teacher will, as opposed to the the spell checker, evaluate a text based on aspects such as genre adaptation, structure and word variation. This thesis evaluates how well those aspects translate to NLP (Natural Language Processing) and implements those who translate well into a rule based solution called Granska.<br>Grammatikgranskare finns numera tillgängligt i de flesta ordbehandlare. En student som skriver en uppsats har allt som oftast tillgång till en grammatikgranskare. Dock så skiljer det sig mycket mellan den återkoppling som studenten får från grammatikgranskaren respektive läraren. Detta då läraren ofta har fler aspekter som den använder sig av vid bedömingen utav en elevtext. Läraren, till skillnad från grammatikgranskaren, bedömmer en text på aspekter så som hur väl texten hör till en viss genre, dess struktur och ordvariation. Denna uppsats utforskar hur pass väl dessa aspekter går att anpassas till NLP (Natural Language Processing) och implementerar de som passar väl in i en regelbaserad lösning som heter Granska.
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Loui, James, Ashorena Mezdo, and Nikita Patel. "Pharmacy student perceptions on geriatric quality of life." The University of Arizona, 2012. http://hdl.handle.net/10150/623652.

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Class of 2012 Abstract<br>Specific Aims: To review overall quality of life (QOL) in active geriatric patients and to observe different attitudes toward aging in the student comparison groups. Subjects: Current students, regardless of academic year, attending the University of Arizona College of Pharmacy with a university email account. Methods: Data was collected using an electronic questionnaire. A link to the questionnaire was sent out via email to all University of Arizona, College of Pharmacy students. Another email containing the link to the questionnaire was sent two weeks after the initial notification. The questionnaire consisted of 36 questions requesting students to express their perspective on the health status, mental status and physical abilities of the elderly. Main Results: Geriatric patients tended to have a more positive view on their overall health when compared to students' perceptions of geriatric QOL (86.7% versus 35.7%, P <0.05). Students were also more likely to have the perception that geriatric patients had limitations in regular activities due to physical health and emotional problems when compared to the actual responses of older adults (72.6% versus 40.0%, P <0.05; and 60.0% versus 16.7%, P <0.05; respectively). There was a significant difference (P<0.05) between responses from students and geriatric patients to every question. Conclusions: There appears to be a noteworthy difference between pharmacy student perceptions of geriatric QOL and actual older adult QOL responses that may warrant an educational intervention.
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Loui, James, Ashorena Mezdo, Nikita Patel, and Jeannie Lee. "Pharmacy Student Perceptions on Geriatric Quality of Life." The University of Arizona, 2012. http://hdl.handle.net/10150/614506.

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Class of 2012 Abstract<br>Specific Aims: To review overall quality of life (QOL) in active geriatric patients and to observe different attitudes toward aging in the student comparison groups. Subjects: Current students, regardless of academic year, attending the University of Arizona College of Pharmacy with a university email account. Methods: Data was collected using an electronic questionnaire. A link to the questionnaire was sent out via email to all University of Arizona, College of Pharmacy students. Another email containing the link to the questionnaire was sent two weeks after the initial notification. The questionnaire consisted of 36 questions requesting students to express their perspective on the health status, mental status and physical abilities of the elderly. Main Results: Geriatric patients tended to have a more positive view on their overall health when compared to students' perceptions of geriatric QOL (86.7% versus 35.7%, P <0.05). Students were also more likely to have the perception that geriatric patients had limitations in regular activities due to physical health and emotional problems when compared to the actual responses of older adults (72.6% versus 40.0%, P <0.05; and 60.0% versus 16.7%, P <0.05; respectively). There was a significant difference (P<0.05) between responses from students and geriatric patients to every question. Conclusions: There appears to be a noteworthy difference between pharmacy student perceptions of geriatric QOL and actual older adult QOL responses that may warrant an educational intervention.
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Books on the topic "Student quality"

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Nilsen, Trude, and Jan-Eric Gustafsson, eds. Teacher Quality, Instructional Quality and Student Outcomes. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41252-8.

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Westley, Katherine E. Teacher quality and student achievement. Nova Science Publishers, 2010.

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Hare, Beri. Student induction: Delivering a quality programme. Matrix, 1990.

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Ince, Darrel. Software quality assurance: A student introduction. McGraw-Hill, 1995.

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Baugher, Kathryn Hester. Learn: The student quality team process for improving teaching and learning : student quality team manual. s.n.], 1992.

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Sattes, Beth D. (Beth Dankert), ed. Thinking through quality questioning: Deepening student engagement. Corwin Press, 2011.

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Mustonen, Tero. Northern Environment Student Forum. Tampereen yliopistopaino, 2002.

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Student Aid Information Center (U.S.), ed. 2002-2003 quality analysis for windows, a verfication tool training. U.S. Dept. of Education], Federal Student Aid, 2002.

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A, Bryan William, ed. Total quality management: Applying its principles to student affairs. Jossey-Bass Publishers, 1996.

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S, Fecso Ron, King Benjamin F, Panel on Quality Improvement in Student Financial Aid Programs., and National Research Council (U.S.). Committee on National Statistics., eds. Quality in student financial aid programs: A new approach. National Academy Press, 1993.

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Book chapters on the topic "Student quality"

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O’Donnell, Julie. "Student Engagement." In Quality Learning. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-914-0_11.

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Quinn, Suzette. "Student Engagement." In Quality Learning. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-914-0_7.

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Turner, David Andrew. "Student Experience." In Quality in Higher Education. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-684-7_8.

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Zou, Yihuan. "The student perspective." In Quality of Higher Education. River Publishers, 2022. http://dx.doi.org/10.1201/9781003339168-7.

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El-Hassan, Karma. "Student Quality of Life." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2890.

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El-Hassan, Karma. "Student Quality of Life." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2890.

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El-Hassan, Karma. "Student Quality of Life." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_2890-2.

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Layng, Timothy, and Joel Moll. "Gay Student." In Diversity and Inclusion in Quality Patient Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_36.

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Zucker, Shana. "Jewish Student." In Diversity and Inclusion in Quality Patient Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92762-6_37.

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Schleicher, Andreas. "Student Achievement." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2889.

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Conference papers on the topic "Student quality"

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Zeng, Tuo, Yongqin Li, Dingji Zeng, et al. "Analysis of Data Quality Impact on Load Forecasting." In 2024 IEEE 7th Student Conference on Electric Machines and Systems (SCEMS). IEEE, 2024. http://dx.doi.org/10.1109/scems63294.2024.10756359.

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De-Pablos-Heredero, Carmen, Miguel-Ángel Morales-Moya, María-Rosario Pacheco-Olivares, Mónica Santos-Cebrián, Cristina Carrasco-Garrido, and Rocio Flores-Jimeno. "STUDENT SATISFACTION FROM THE QUALITY OF COMMUNICATIONS AND RELATIONSHIPS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1641.

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Shukri, Muhammad Lutfi Muhammad, Wan Norsyafizan Wan Muhamad, Noor Hafizah Abdul Aziz, et al. "IoT-Driven Sustainability: Advancing Urban Aquaponics with Smart Water Quality Monitoring." In 2024 IEEE 22nd Student Conference on Research and Development (SCOReD). IEEE, 2024. https://doi.org/10.1109/scored64708.2024.10872691.

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Zemčík, Tomáš, and Karel Horák. "On Bayer demosaicing impact on image sharpness in lens quality assessment." In STUDENT EEICT 2022. Fakulta elektrotechniky a komunikacnich technologii VUT v Brne, 2022. http://dx.doi.org/10.13164/eeict.2022.291.

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Chatzidrossos, Ilias. "Maximizing streaming quality in heterogeneous overlays through incentives." In the 5th international student workshop. ACM Press, 2009. http://dx.doi.org/10.1145/1658997.1659017.

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Hotaling, L., R. Stolkin, W. Kirkey, et al. "Student enabled water quality sensors." In 2010 OCEANS MTS/IEEE SEATTLE. IEEE, 2010. http://dx.doi.org/10.1109/oceans.2010.5664591.

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Bures, Jan, and Jan Klusacek,. "Modelling of Electric Traction Vehicles with Regard to the Power Quality and Dynamics of Operation." In STUDENT EEICT 2022. Fakulta elektrotechniky a komunikacnich technologii VUT v Brne, 2022. http://dx.doi.org/10.13164/eeict.2022.13.

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Lamali, Mohamed Lamine, Helia Pouyllau, and Dominique Barth. "End-to-end quality of service in pseudo-wire networks." In The ACM CoNEXT Student Workshop. ACM Press, 2011. http://dx.doi.org/10.1145/2079327.2079348.

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Li, Zihao, and Haoming Liu. "Power Quality Pricing Method Considering Quality Risk in Deregulated Retail Market." In 2020 IEEE Student Conference on Electric Machines and Systems (SCEMS). IEEE, 2020. http://dx.doi.org/10.1109/scems48876.2020.9352259.

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Siyamerk, Nur Marhain Daing, Mohd Noor Azli Ali Khan, Suhaily Suhaimi, et al. "Survey on Necessity of Document Guideline for Fellow Assistant in Enhancing Quality of Services." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.032.

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Reports on the topic "Student quality"

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Ra, Sungsup, Sungsook Kim, and Kijong Rhee. Developing National Student Assessment Systems for Quality Education:. Asian Development Bank, 2019. http://dx.doi.org/10.22617/tcs190597-2.

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Adnot, Melinda, Thomas Dee, Veronica Katz, and James Wyckoff. Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w21922.

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Rothstein, Jesse. Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w14442.

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Lavy, Victor, and Adi Boiko. Management Quality in Public Education: Superintendent Value-Added, Student Outcomes and Mechanisms. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w24028.

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García, Emma, Wesley Wei, Susan Kemper Patrick, Melanie Leung-Gagné, and Michael A. DiNapoli Jr. In Debt: Student Loan Burdens Among Teachers. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/497.986.

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This report analyzes data from the National Teacher and Principal Survey from 2020–21. It describes the state of student loan borrowing and repayment among full-time, public school teachers and explores whether student loan burdens differ by teacher characteristics. The analyses also examine the extent to which student loan debt is associated with teachers’ well-being and employment decisions. The report concludes with recommendations that support the expansion of programs that alleviate or minimize the costs of comprehensive teacher preparation and credentialing; improve teaching conditions; and promote high-quality preparation, career advancement, and retention.
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Byrnes, Patricia E., Alan J. Marcus, and Janet E. Thomason. The Role of Student Quality in A-School Training Attrition: Trends in Selected Ratings. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada205634.

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Birge, Mara. Sleep Quality and Quantity of Portland State University Intercollegiate Student-Athletes: A Case Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1983.

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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Basic Education: Quality is the ‘Now’ Frontier. Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.16.

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Over the past three decades, there have been significant improvements in basic education attendance and survival rates. However, schooling quality remains an important challenge. For instance, returns to education, although still decent and economically meaningful, have declined over time. Moreover, issues continue to affect learners across generations, despite advancements in basic education. Written for the Second Congressional Commission on Education, this Policy Note recommends developing a system for generating and utilizing locally validated solutions to learning problems, considering the unique context of the Philippines. Moreover, it emphasizes building a culture of evaluation and learning from education initiatives to improve schooling outcomes through clear indicators for quality and consistent measurement of reforms’ contribution to these indicators. Finally, it recommends investment options backed by evidence, such as developing remedial programs for lagging students, leveraging technology for student-centered education, strengthening private school participation, and addressing implementation issues of good programs rather than prematurely reversing them.
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Elacqua, Gregory, Isabela Munevar, Fabio Sanchez, and Humberto Santos. The Impact of Decentralized Decision Making on Student Outcomes and Teacher Quality: Evidence from Colombia. Inter-American Development Bank, 2019. http://dx.doi.org/10.18235/0001822.

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Vaughan, Tanya, Sarah Richardson, Toby Carslake, et al. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

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The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration surveys – baseline and follow up; teacher surveys – one questionnaire administered every term; implementation fidelity check surveys for teachers to complete for each QT Round; and implementation fidelity checks with onsite visits from ACER staff for 33% of the treatment schools. Key findings include: The mixed model analysis showed that treatment was not a significant predictor of PAT-R and PAT-M outcomes. Differences in student responses to the self-efficacy and aspiration surveys were identified. The control group showed a significant increase in the level of education that they aspired to complete (p = 0.037). Teachers in the control group had statistically significant growth in teacher efficacy, while those in the treatment group showed statistically significant lower teacher student support. Within the QTR process, the longest time was spent on discussing the coding and the individual coding process. Key observations identified from analysis of the fidelity check data are: teacher stress due to high rates of absenteeism, varied use of the Classroom Practice Guide, and analytical conversations about some elements and terms.
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