Relevant bibliographies by topics / Student value

Contents

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

Academic literature on the topic 'Student value'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Student value"

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Reid, Sean, Jason Muenzen, and Rasoul Rezvanian. "Value add." Journal of International Education in Business 13, no. 1 (February 28, 2020): 131–43. http://dx.doi.org/10.1108/jieb-07-2019-0036.

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Purpose This paper aims to provide students with a career edge, business students require more than concepts and calculations to be successful in their future career. They require professional skill sets, mentors, relationship guides and as much real industry experience as they can gather before graduation. This study sheds some light on how a small business school (SBS) in a nonprofit private academic institution (NPAI) located in an isolated rural area of the USA has been able to tap its strong alumni relationships to provide mentoring and experiential learning opportunities to students using its student-managed investment funds (SMIFs) as the vehicle. Although this study uses a small, geographically isolated institution, the authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to enhance student learning experience by promoting mentorship and experiential learning. Design/methodology/approach This study starts with a brief introduction (Section 1) and a short review of literature (Section 2) to highlight the numerous benefits of alumni engagement and student mentorship. Section 2 shows institutional background on the NPAI, the SBS and the SMIF. The major part of the study starts with a discussion on the set of rules to guide in the construction of a student-alumni relationship framework that could be easily modified to the unique characteristics of the institution. Next, the role and responsibility of the investment advisory board (IAB) and its members’ engagement with students are discussed. In the last part of the study, SBS is used as a case study to show how alumni contribute to SBS and enhance students’ experiential learning by contributing as mentor, IAB member, advisors to the FMIF and career mentorship. This study concludes with a discussion on potential areas of conflict and friction for alumni involvement. Findings This study shows that SBS in a NPAI has been able to tap its strong alumni relationship to provide mentoring and experiential learning opportunities to students using its SMIF as the vehicle. The authors believe that the approach taken by this particular school can be replicated by any academic institution that strives to promote mentorship and experiential learning. Research limitations/implications This case study is focused on a SBS in a NPAI that has a strong alumni relationship and enough resources to successfully tap on its alumni. It would be interesting to learn how this approach can be used in resource-limited public institutions. Practical implications As the case study shows, any business school that values experiential learning can rely on its alumni to enhance student learning experience by properly using its alumni resources. Social implications The results of this study show that business schools’ outreach opportunities and student experiential learning experience can be enhanced and business schools’ academic qualification and ranking, which leads to improvement in student enrollment, can be improved. Overall, the major beneficiary would be the business schools’ immediate and larger community. Originality/value The authors are positive that multiple universities are properly taking advantage of using their alumni relationship.
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Callender, Jamie. "Value-Added Student Assessment." Journal of Educational and Behavioral Statistics 29, no. 1 (March 2004): 5. http://dx.doi.org/10.3102/10769986029001005.

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Gunarto, Muji, and Ratih Hurriyati. "CREATING EXPERIENCE VALUE TO BUILD STUDENT SATISFACTION IN HIGHER EDUCATION." Dinasti International Journal of Education Management And Social Science 1, no. 3 (February 19, 2020): 349–59. http://dx.doi.org/10.31933/dijemss.v1i3.166.

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Higher education products or services received by students are experiential values. The purpose of this study is how to create the values of student experience so that student satisfaction arises. Higher education should now focus on students by creating strong ties with students and alumni. This research was conducted with a survey confirmatory approach. The survey was conducted at 32 universities in South Sumatra Province, Indonesia with a total sample of 357 students. The sampling technique used was stratified random sampling and data analysis using structural equation modeling (SEM) analysis. The results showed that the values of experience in HE were formed through increased co-creation in HE, where students were directly involved in various campus activities. High co-creation shows that there is a stronger attachment of students to HE and higher value of student experience. Co-creation does not directly affect student satisfaction, but it does indirectly affect experience value. If the value of experience is higher, student satisfaction will also be higher.
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Moosmayer, Dirk C., and Florian U. Siems. "Values education and student satisfaction: German business students' perceptions of universities' value influences." Journal of Marketing for Higher Education 22, no. 2 (December 2012): 257–72. http://dx.doi.org/10.1080/08841241.2012.746254.

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Teodorovic, Jelena, Ivana Jaksic, and Vladeta Milin. "Value added of schools in Serbia." Zbornik Instituta za pedagoska istrazivanja 52, no. 1 (2020): 81–135. http://dx.doi.org/10.2298/zipi2001081t.

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Value added (VA) is one of the measures to assess the quality of school work; when calculating this value, the individual characteristics of students are statistically equalised in order to focus on the factors that are under the jurisdiction of the educational system. The basic value of VA is seen in providing as fair information as possible about the contribution of teachers and / or schools to student achievement. In this paper, we investigate the value added of schools in Serbia. We have set the following research goals: (1) examining the contribution of students? individual characteristics on student achievement in seven subjects, (2) establishing the connection between the student achievement and the expected VA, (3) examining the representation of school groups selected by the expected student achievement and VA and (4) determining the variability of VA of subjects in a particular school. The study was conducted on the sample of 125 elementary schools, with participation of 5065 8th grade students and 5021 parents of these students. Data on student variables were collected through a questionnaire, and from student achievement from the 2011 TIMSS and 2015 final exam databases. Hierarchical modelling was used for the analyses. The results, among other things, show that the expected student achievement and VA are unrelated for most schools, that most schools have both negative VA and below-average expected achievement, and that VA varies between school subjects. The limitations of this study are also given, as well as the implications that the obtained data have on educational policy in Serbia.
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Miron, Mordechai, and Esther Segal. "Student opinion of the value of student evaluations." Higher Education 15, no. 3-4 (1986): 259–65. http://dx.doi.org/10.1007/bf00129215.

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Jones, Helen. "Student - The value of reflection." Nursing Standard 25, no. 2 (September 15, 2010): 61. http://dx.doi.org/10.7748/ns.25.2.61.s54.

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Zeemering, Eric S. "Student public service value priorities." Journal of Public Affairs Education 26, no. 3 (April 12, 2019): 358–79. http://dx.doi.org/10.1080/15236803.2019.1599621.

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Viyevska, M. H., and L. O. Savchenko. "XXI CENTURY STUDENT: VALUE ORIENTATIONS." Educational Dimension 7 (May 26, 2022): 3–8. http://dx.doi.org/10.31812/educdim.5623.

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The article deals with some problems of value orientations in students ’ life. The analysis of value orientations in students' life in higher educational establishments of economy and pedagogy is provided.
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Burks, Robert. "The Student Mathematics Portfolio: Value Added to Student Preparation?" PRIMUS 20, no. 5 (May 28, 2010): 453–72. http://dx.doi.org/10.1080/10511970802433008.

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Dissertations / Theses on the topic "Student value"

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Zarvell, Ray K. McCarthy John R. "Student value congruency and Greek social organization cultures." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416873.

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Thesis (Ph. D.)--Illinois State University, 1993.
Title from title page screen, viewed March 14, 2006. Dissertation Committee: John R. McCarthy (chair), James Palmer, Sally B. Pancrazio, David L. Tucker. Includes bibliographical references (leaves 74-80) and abstract. Also available in print.
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Saper, Laurie Grace Ryon. "Higher education and its value : American student perspectives." Thesis, University of Aberdeen, 1996. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU077389.

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This study initially explores the value of higher education from a historical perspective, and goes on to discover what value is given to higher education by students pursuing it today. The research approach is inductive, based on principles originally determined by Glaser and Strauss (1967) in the generation of 'grounded theory'. Techniques employed include theoretical sampling and comparative analysis. The university students selected for interview were freshman and sophomore (first and second-year undergraduates in four-year bachelor's programs) native-born American students attending an American university. Fifty students between the ages of 18 and 20, half male and half female, were selected. An interview schedule with 30 questions was used as a guide during the interviews. The interviews were largely informal and non-directive. Initial analysis of interview transcripts revealed broad student perceptions on higher education and its value. Prioritization of emerging data was determined in relation to the study's purposes as well as frequent recurrence to the point of saturation. With continued analysis, six themes emerged as most pertinent to the research while congruently being the most saturated themes within the data. Still later, the themes were synthesized and connections among them developed. A central theme to which all others are connected is the core theme: the 'Superior Societal Being'. The five major connecting themes are the branch themes: 'Real World'; 'The College Experience'; 'Influence and Expectations of Others'; 'The Game'; and 'Money versus Education'. In addition, particular nuances relating to each of the six themes developed. Three of the themes are later examined as featured highlights.
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Öhrn, Lundin Josefin. "Transparency in Global Value Chains : A Case Study on How Swedish Firms in Global Value Chains Perceive Their Level of Transparency." Thesis, KTH, Entreprenörskap och Innovation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-170481.

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This thesis is a qualitative case study on how Swedish companies operating in global valuechains percieve their level of transparency concerning social- and environmental aspects, andhow they manage this work. The thesis contributes to existing literature since it draw attentionto the role of transparency concerning social- and environmental aspects and study howcompanies operating in global value chains actually perceive their level of transparency. Theanalysis and results in this thesis is based on interviews with sustainability experts within fivedifferent Swedish companies operating in global value chains. The companies in this studydiffer in size and belong to different industries. The result shows that companies in this studydo not perceive transparency as an issue in itself; rather the ability to control the chains has animpact on the level of transparency. The level of control seems to depend on resources andstakeholders pressure, and differ depending on industry and size of the company. In thisstudy, the larger companies have more resources to control their chains than the smallercompanies and therefore they have a higher level of transparency.
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Sandison, Terri. "Exploring the value of a staff-student shadowing scheme." Thesis, University of Winchester, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.698126.

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This study critically examines the value of a university-based staff-student shadowing scheme, the aims of which were to increase staff understanding of the daily experience of students and through this to suggest ways in which students’ experience could be enhanced, for example through improvements to services, systems or facilities. The value, as perceived by eleven staff participants, is situated within an exploration of issues of ethics and power relations arising from the application of a limited form of corporate ethnography to a higher education context, when both researcher and ‘shadowers’ are insiders. Shadowers were drawn from a range of academic and non-academic role across the University, with differing levels of seniority. Students were volunteers representing a variety of programmes. Principal research methods were interviews with staff, together with questionnaire surveys of staff and students and my own participation as a shadower. The project was conducted as insider/practitioner action research and was, in a sense, institutional research into a form of institutional research, investigating the insights gained by staff. The study employed ethnographic methods to explore ethical issues which emerged for participants and the effects of power relations and positions on perceptions of the scheme, its operation and outcomes. These are discussed with reference to Foucault’s writings on discipline, surveillance and power. The study raises questions about shadowing as a method, discussing in particular its focus on unique experiences of individuals, thus aiming to contribute to the limited body of literature in this area. A key contribution of the study is its exploration of the interplay of power relations in a senior management-initiated scheme, within a context of increased marketization in higher education in which students may be more likely to perceive themselves as consumers.
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Ruff, Chloe Besse. "Examining and Supporting Domain Identification and Student Interest in First Year College Students." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/52938.

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Students entering college with a pre-selected major have often developed some beliefs and knowledge related to their major. Domain identification (DI) and interest are two constructs that could be particularly useful to researchers and practitioners examining the first year experiences of college students within their prospective major. This dissertation examines how first year college students and their professors perceive DI and interest in a prospective science major within the context of courses designed to introduce students to their major. This dissertation uses a manuscript format to examine DI and interest through theoretical analysis and the lived experiences of first year college students and their professors. The theoretical manuscript (Chapter 3) compares the theory and research supporting Osborne and Jones' model of DI as well as Hidi and Renninger's (2006) and Krapp's (1999, 2002) models of interest development. The two empirical manuscripts (Chapters 4 and 5) qualitatively explore perceptions of first year college students and their professors by focusing on the following areas: (a) first year college students' perception of their DI and interest in their prospective major, (b) professor's perceptions and support for their first year students' DI and interest in a prospective science major, and (c) the similarities and differences between these perceptions. Taken as a whole, the findings of these manuscripts highlight the theoretical and practical distinctions between the two constructs. Although the models are similar in framing DI and interest as value-based concepts that develop through experience, they each possess a distinct theoretical framing and definition for value. This distinction between the value components of DI and interest is emphasized in the students' descriptions of their current major's relevance to their future goals and aspirations. Themes emerging from both of the qualitative studies are generally consistent with Osborne and Jones' (2011) model of DI; however, the findings of these studies did not fully align with Hidi and Renninger's (2006) model of interest. The comparison of student and faculty perceptions provided support for some methods the professors used to encourage the development of DI and interest in their students.
Ph. D.
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Neal, Phyllis A. "Student Perceptions of the Value of Student Services at a For Profit 2-Year College." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1334967610.

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Campbell, Judith Prugh. "EVALUATING TEACHER PERFORMANCE IN HIGHER EDUCATION:THE VALUE OF STUDENT RATINGS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3032.

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The purposes of this research were to: (a) assess community college students' perceptions of the student evaluation practice; (b) assess community college faculty members' responses to student evaluations of teachers and the extent to which instructional modifications resulted from student ratings; and (c) assess community college administrators' responses to student evaluations of teachers, the extent student ratings influenced administrators' evaluations of faculty, and how the results from student ratings were used to promote instructional effectiveness. A total of 358 students, faculty, and administrators from 5 Florida community colleges contributed their opinions on the value of the practice of student evaluation of teaching. Data were collected using mixed methodology. The survey and interview sessions were conducted on location at the respective community colleges. Descriptive statistics, correlation and regression procedures, one-way analysis of variance, t-test, and phenomenological analysis were used to analyze the data. Quantitative results indicated that these 320 community college students believed that student ratings had value, and, thus their role as instructor evaluator was important. Furthermore, the students believed student evaluations were important to faculty and administrators. However, most students were either unaware or did not believe that student evaluations had any effect. Phenomenological analysis of the extensive descriptions provided by 21 faculty participants suggested that the numeric data provided by student evaluations was generally an ineffective method to impact instruction. Faculty described their frustration with inadequately designed instruments, ineffective methods of receiving ratings results, and limited or non-existent feedback from supervisors. Phenomenological analysis of the 17 administrators' transcriptions suggested that although the student ratings practice was vital to institutional integrity the results from student evaluations were marginally valuable in their impact on enhancing instruction and of limited value in faculty evaluation. Implications for student evaluation practices drawn from this study included the need for institutions to: (a) assess the value of their student evaluation practice and its impact on teaching effectiveness; (b) define and clearly articulate a statement of purpose for conducting student evaluations; (c) refine procedures for administering the student evaluation practice; (d) examine their student evaluation practices and instrument on a regular review cycle; (e) adopt alternative methods for collecting and disseminating student feedback; (f) implement student evaluation measures that reflect the varied teaching approaches and diverse learning environments.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Tarasidis, Andrew, Karilynn Dowling, Anh Dinh, Pooja Subedi, Daniel Ventricelli, and Nicholas E. Hagemeier. "Residency, Fellowship, and Graduate School Value Beliefs among Student Pharmacists." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1439.

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Objectives: To compare pharmacy students’ value beliefs across residency training, fellowship training, and graduate education with research and non-research emphases using expectancy-value theory as a framework. Method: First through fourth professional year (P1-P4) students (N=263) completed the 26-item Postgraduate Training Value Instrument (PTVI) for four postgraduate training paths. Items were responded to using a 5-point Likert scale. Intrinsic, attainment, utility, financial value and perceived cost scores were calculated for each training path. Using SAS 9.0, ANOVA procedures were employed to test differences between mean value construct scores across training paths. Results: An 84% response rate was obtained. Value construct scores ranged from 2.02 for financial value of fellowship training to 3.36 for intrinsic value of residency training. Positive value scores (i.e., scores that theoretically support task choice) were noted for two (residency intrinsic value and residency utility value) of the 20 evaluated value constructs. Students reported statistically significantly higher intrinsic, attainment, utility, and financial value scores for residency training as compared to other paths (pImplications: To our knowledge, this is the first study to theoretically quantify students’ value beliefs across commonly pursued postgraduate training paths. Our results indicate an overall lack of intrinsic, attainment, utility, and financial value for most paths and high perceived cost across all paths. The PTVI could be used to target interventions across curricula that seek to promote the value of various postgraduate training paths. Research is warranted to explore students’ value beliefs longitudinally.
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Lusco, Ellen. "A Value-Added Analysis of Teacher Effects on Student Achievement." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/265.

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The purpose of the present study was to examine the effects of teachers on student achievement using a longitudinal analysis. The analysis was based on the value-added assessment system implemented in Tennessee. In order to conduct this study, data were collected for two sets of students in one school district. The first set of students began Kindergarten in Spring 2000-Spring 2001 and continued to third grade in the Spring 2003-Spring 2004. The second set began Kindergarten in Spring 2001-Spring 2002 and went through second grade in the Spring 2003-Spring 2004 school year. Using mixed model ANOVAs modeled after Sanders' work, data were examined in thirteen separate analyses using nine independent variables. Year-to-year language arts differences, math differences, and reading differences on the ITBS were the dependent variables. In all of the year-to-year models, teachers were found to have a profound impact on student achievement. Prior achievement level was found to be another important factor in student achievement, with higher achieving students making consistently higher year-to-year gains than lower-achieving students.
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Micheli, Aubrey. "Value-Added and Curriculum-based Measurement to Evaluate Student Growth." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1273887704.

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Books on the topic "Student value"

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Parkin, Michael. Microeconomics, Student Value Edition. Pearson Education Canada, 2018.

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Management Student Value Edition. Prentice Hall, 2011.

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Rudelius, William, Steven W. Hartley, and Roger A. Kerin. Marketing: Student Value Edition. McGraw Hill, 2013.

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Acemoglu, Daron. Macroeconomics, Student Value Edition. Pearson Education, 2017.

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Economics, Student Value Edition. Pearson Education Canada, 2018.

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Croushore, Dean, Ben Bernanke, and Andrew B. Abel. Macroeconomics, Student Value Edition. Pearson Education, 2016.

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Macroeconomics, Student Value Edition. Pearson Education, 2016.

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Parkin, Michael. Macroeconomics, Student Value Edition. Pearson Education Canada, 2018.

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Grewal, Ph D. Dhruv, and Ph D. Michael Levy. Marketing Student Value Edition. McGraw Hill, 2013.

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Parkin, Michael. Economics, Student Value Edition. Pearson Education Canada, 2018.

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Book chapters on the topic "Student value"

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Watts, Rob. "The Student Experience." In Public Universities, Managerialism and the Value of Higher Education, 259–98. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53599-3_8.

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Schuh, Kathy L. "Of What Value Are Student Links?" In Making Meaning by Making Connections, 127–42. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-024-0993-2_7.

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Waters, Johanna, and Rachel Brooks. "The Value of International Higher Education." In Student Migrants and Contemporary Educational Mobilities, 87–130. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78295-5_4.

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Pounder, James Stuart. "Measuring Student Success: A Value-Added Approach." In The Future of Higher Education in the Middle East and Africa, 205–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64656-5_17.

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Galloway, Casey, Mariah Curtis, and Anshu Saxena Arora. "Social Media Driven Student-Centered Learning Through Social Commerce in Higher Education." In Global Business Value Innovations, 35–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77929-4_3.

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Sutherland, Kathryn A., Isabella Lenihan-Ikin, and Charlotte Rushforth. "The Value of Working with Students as Partners." In Engaging Student Voices in Higher Education, 37–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_3.

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Swanson, Dalene M. "Value in Shadows: A Critical Contribution to Values Education in Our Times." In International Research Handbook on Values Education and Student Wellbeing, 137–52. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_8.

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Neeley, Concha Ramsey, and Rajasree K. Rajamma. "Antecedents to Student Preference for Web-Based and Traditional Classes." In Creating and Delivering Value in Marketing, 224. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11848-2_80.

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Brusilovsky, Peter, Sibel Somyürek, Julio Guerra, Roya Hosseini, and Vladimir Zadorozhny. "The Value of Social: Comparing Open Student Modeling and Open Social Student Modeling." In Lecture Notes in Computer Science, 44–55. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20267-9_4.

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Balasooriya, Isuru, Jordi Conesa, Enric Mor, and M. Elena Rodríguez. "Student Engagement Value (SEV): Adapting Customer Lifetime Value (CLV) for a Learning Environment." In Advances on P2P, Parallel, Grid, Cloud and Internet Computing, 601–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69835-9_56.

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Conference papers on the topic "Student value"

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Ismail, Nurshafiza, Nabilla Afzan Abdul Aziz, Chew Kew Hong, and Mohamed Zamrud Zainal. "Assessing Teamwork Value in Project-Based Learning of Capstone Project Course." In International Conference on Student and Disable Student Development 2019 (ICoSD 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200921.025.

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Kar, Reshma, Mandakranta Chakraborty, and Diptendu Bhattacharya. "Optimised Value Retrival in Type-2 Fuzzy Face-Space for Emotion Recognition." In Student Research Symposium 2012. Research Publishing Services, 2012. http://dx.doi.org/10.3850/978-981-07-3043-7_018.

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Ciroski, Viktor, and Jungme Park. "Lane Line Detection by LiDAR Intensity Value Interpolation." In SAE Student/Young Professional Technical Paper Competition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2019. http://dx.doi.org/10.4271/2019-01-2607.

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Johan, Henny, Afrizal Mayub, and Sipriyadi. "Student Spiritual Value Through Environmental Science Learning." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.037.

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Floyd, Kevin, Susan Harrington, and Julie Santiago. "The Effect of Engagement and Perceived Course Value on Deep and Surface Learning Strategies." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3354.

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This study investigated the relationships among perceived course value, student engagement, deep learning strategies, and surface learning strategies. The study relied on constructs from previous studies to measure course value, engagement, surface learning strategy, and deep learning strategy. Statistically significant findings were observed between perceived course value, student engagement, and deep learning strategy. Surface learning strategies occur when the student’s perceived value of the course is low. These findings suggest that deep learning strategies occur when students are engaged in the learning process and their perceived value of the course content is high. While there is much research to support the finding that engagement is a way to help students learn, the findings of this study show that course value has a greater positive influence on deep learning and surface learning strategies than engagement. By understanding and enhancing perceived value and engagement, the ultimate goal of enhancing deep learning should result.
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Pivovarova, I. "Healthy Lifestyle As Value System Of Student Youth." In RPTSS 2017 International Conference on Research Paradigms Transformation in Social Sciences. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.02.126.

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Usman, M. Dzulhafizi, and Mohamed Shaaban. "Value at risk estimation of a power system including wind generation." In 2013 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2013. http://dx.doi.org/10.1109/scored.2013.7002649.

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Bowman, Jerry, and Dale Tree. "Assessing the Value of Engineering Education Using Student Surveys." In 41st Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.2003-948.

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Bangyun, Han. "Customer value evaluation model of vocational college student custom." In 2011 International Conference on Uncertainty Reasoning and Knowledge Engineering (URKE). IEEE, 2011. http://dx.doi.org/10.1109/urke.2011.6007912.

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Cunha, Madalena, and Nuno Campos. "STUDENT MENTOR'S IDEAL FEATURES: PEER CHOICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end011.

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Introduction: A student mentor is someone who shares his or her knowledge with a less experienced colleague in order to help the other developing his or her full academic potential by providing him/ her with the right guidance and support during his learning, social and academic integration processes. Objective: To assess the features higher education students consider to be the most effective characteristics their Student Peer Mentor should possess. Method: A descriptive-exploratory study, with a cross-sectional focus, involving a sample of 306 higher education health students, with a mean age of 21.15 (± 3,540) years. 81.7% of the participants are female. Data collection was achieved using Cunha’s Ideal Mentor Faces Scale (2017) with images adapted from Botas, Gabriel & Welling, (1997/1998). Results: Results show that 61.8% of the students surveyed would like to be student mentors and that most participants (54.2%) look at their ideal mentor as someone who possesses positive features, while 12,1% of the participants would choose for their ideal mentor a student whose features might suggest the existence of a risk profile. Finally, and paradoxically, 33.7% of them would choose a student mentor who tends to exhibit certain negative features. Positive characteristics were granted the highest mean values. Those values ranged between Satisfied (68%), Tranquil (78.1%); Optimistic (85%); Confident (88.2%) and Interested (87.9%). Conclusions: Results suggest that higher education students value the existence of student mentors with positive features/characteristics and realize that their existence is of great pedagogical importance. Therefore, there is now a greater need to ask higher education students to participate in Mentoring programs implemented with the support of second or third year Student Mentors who, on a voluntary basis, using their experiences and academic experiences can supervise incoming first year students (Mentee Students) in order to facilitate their integration and their adaptation to the different dimensions (pedagogical, scientific, social and any other) of the academic environment.
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Reports on the topic "Student value"

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

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Rothstein, Jesse. Student sorting and bias in value added estimation: Selection on observables and unobservables. Cambridge, MA: National Bureau of Economic Research, January 2009. http://dx.doi.org/10.3386/w14666.

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Chetty, Raj, John Friedman, and Jonah Rockoff. The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood. Cambridge, MA: National Bureau of Economic Research, December 2011. http://dx.doi.org/10.3386/w17699.

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Hanushek, Eric, Marc Piopiunik, and Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. Cambridge, MA: National Bureau of Economic Research, December 2014. http://dx.doi.org/10.3386/w20727.

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Chetty, Raj, John Friedman, and Jonah Rockoff. Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood. Cambridge, MA: National Bureau of Economic Research, September 2013. http://dx.doi.org/10.3386/w19424.

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Bacher-Hicks, Andrew, Mark Chin, Thomas Kane, and Douglas Staiger. An Evaluation of Bias in Three Measures of Teacher Quality: Value-Added, Classroom Observations, and Student Surveys. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23478.

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Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. Digital competence of pedagogical university student: definition, structure and didactical conditions of formation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3851.

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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Kondratenko, Larysa O., Hanna T. Samoylenko, Arnold E. Kiv, Anna V. Selivanova, Oleg I. Pursky, Tetyana O. Filimonova, and Iryna O. Buchatska. Computer simulation of processes that influence adolescent learning motivation. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4452.

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In order for the learning process to always retain personal value for the learner, it is necessary that his or her motivation be maintained through an awareness of his or her purpose and goals. This article presents a local model (at the individual object level) of enhancing external motivation, which give to determine students’ efforts to get rewards. The concept of this model based on describing the behavior of agents (in our case students). The characteristics of the phenomenon in the motivation of learning at different stages of adolescent development are analyzed. The problem of computer modeling of educational processes with the help of agent modeling on the example of studying student motivation is considered. Internal and external factors that may strengthen or weaken the adolescent’s motivation to study have been studied. The expediency of using information technologies of agent modeling to study the dynamics of strengthening or weakening student motivation is substantiated. Using the AnyLogic Cloud computing environment the change of dynamics of strengthening of motivation of teenagers on an example of model of strengthening of external motivation is defined.
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KHARLOVA, E. V., O. N. GORDIENKO, and N. G. BARINOVA. TERMINAL VALUES OF FEMALE AND MALE STUDENTS OF AGRARIAN VOCATIONAL TRAINING. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-2-121-132.

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The purpose of the research presented in this article was to study the terminal values of female and male students of agricultural vocational training. The novelty of the study is to identify the expression of each of the eight terminal values (determined by the methodology of I. G. Senin), their representation in various five spheres of life of students of different faculties of the Agrarian University. The results of the study show that there are differences in the severity of terminal values and the value of life spheres among female and male students.
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Лукаш, ,. Людмила Вікторівна. The didactic model of education of the future elementary school teachers to activities for the prevention of violations of children’s posture. Wydawnictwo Naukowe Wyzszej Szkoly Informatyki i Umiejetnosci, 2016. http://dx.doi.org/10.31812/0564/1459.

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The state of musculoskeletal system incidence of pupils of secondary schools remains a pressing problem in all regions of Ukraine, in spite of significant achievements in this direction. The determination of the readiness of teachers and senior students of pedagogical college for implementation of health-keeping technologies, which are aimed at creating a physiological posture of schoolchildren, to the educational process was conducted by our questioning method. 95% of teachers and 77.6% of students (according to polls) need methodological assistance for effective use of health-keeping technologies. We consider the main task of high school to be an optimization of the informational flow regarding health-keeping during the educational process and adaptation of the ways of presenting information to the perception of modern youth. The self-education has a great value for getting mastery, so it is necessary that a student or a teacher could have a wide access to both literature and electronic media. The Internet conferences, Internet sites, electronic textbooks, computer programs will be useful.
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