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1
O’Donoghue, Linda A. "Moving Onward: Reflections and Re-interpretations of the Reggio Approach." Journal of Childhood Studies 36, no. 1 (April 30, 2011): 20–25. http://dx.doi.org/10.18357/jcs.v36i1.15135.
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This article offers an insight into teaching and learning from various interviews I conducted with educators about their journey with the philosophy of Reggio Emilia. Many early childhood educators in North America are captivated by the philosophical fundamentals of Reggio Emilia. Emerging from Reggio Emilia, Italy after the destruction of WWII, this approach embraces several key principles that guide the educator. These include: the importance of teachers as researchers, documenters, observers and listeners; the environment as the "third educator," and the image of the capable, competent child (Edwards, Gandini & Forman, 1998).
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Močinić, Snježana, and Catina Feresin. "THE ROLE OF THE SCHOOL SPACE IN PRESCHOOLERS' LEARNING PROCESSES." Humanities & Social Sciences Reviews 5, no. 2 (July 19, 2017): 98–108. http://dx.doi.org/10.18510/hssr.2017.525.
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Purpose of the study
The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian).
The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people.
Methodology
The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school.
Results
The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies.
Implications
In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators.
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Jacobi, Bonnie Schaffhauser. "Eurhythmics, Sufficient Space, and the Role of Environment in the Child’s Development." Music Educators Journal 105, no. 4 (June 2019): 37–44. http://dx.doi.org/10.1177/0027432119849480.
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Sufficient space is integral to high-quality music instruction, but what makes our space “sufficient”? This article provides historical and theoretical background about the role of space in learning and the use of movement as a tool for learning music. When their input is sought, children order space as a high priority within a school and frequently reference aesthetic aspects of the environment. The structure of the educational philosophy of Reggio Emilia (a municipality in northern Italy) is proposed as a model for ways that music educators can envision learning space. By elevating the classroom environment to the level of a “third educator” and inviting input from the child, we may be able to better address challenges of space and build music-learning environments that exceed “sufficiency.”
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Peters, Joseph M. "Paired Keyboards as a Tool for Internet Exploration of Third Grade Students." Journal of Educational Computing Research 14, no. 3 (April 1996): 229–42. http://dx.doi.org/10.2190/76tt-x408-jtwr-u90w.
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This study focuses on the use of paired keyboards attached to a single microcomputer as a means to facilitate internet exploration. A classroom teacher with nineteen years experience and an educator worked with an intact third grade class of twenty-nine public school students. Children worked in pairs, with one child considered as the knowledgeable other who, through interaction with a partner, might extend the partner's Zone of Proximal Development. This type of learning environment allowed for selective intervention among groups which facilitated and accelerated internet exploration and made the experience a much more successful and rewarding one. Interviews along with ongoing weekly observations were employed to examine this scaffolding approach while the students were on-line. The use of paired keyboards become, in a Vygotskian sense, a tool in children's learning. Review of the process indicated that this approach enabled students who were unfamiliar with either computers or the internet to be successful in their quest for information and global collaboration. The implication is that meaningful learning takes place when educators are creative in the way that computer hardware/software is used in support of facilitating education through internet exploration.
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Newell, Ted. "Worldviews in Collision: Jesus as Critical Educator." Journal of Education and Christian Belief 13, no. 2 (September 2009): 141–54. http://dx.doi.org/10.1177/205699710901300206.
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CONTEMPORARY CONNOTATIONS OF “teacher” don't do justice to Jesus' educating activity. “Worldview” understood as a comprehensive social environment helps us to perceive the scale of Jesus' struggle in his society and also Christian teachers' struggle in their settings. Jesus is Israel's teacher in a deeper way than we hear by the term “teacher.” Perspectives opened up by New Testament scholarship's Third Quest for the historical Jesus show that Jesus aimed to clarify the true meaning of God's covenant with Israel while subverting the dominant worldview. The argument is illustrated by analogy with another worldview challenger, the Italian Marxist Antonio Gramsci, who developed strategies to counter what he named “hegemony.” I conclude with implications for Christian teachers: teachers should understand themselves to be enacters of Jesus' way with students in Christian school or state school settings.
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Strong-Wilson, Teresa, and Julia Ellis. "Children and Place: Reggio Emilia's Environment As Third Teacher." Theory Into Practice 46, no. 1 (March 2007): 40–47. http://dx.doi.org/10.1080/00405840709336547.
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Ayoola, Olapeju Latifat. "Personalisation of a U-Learning Environment for Third Level Education." Yuksekogretim Dergisi 4, no. 1 (2014): 54–60. http://dx.doi.org/10.2399/yod.14.005.
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Coy, Kevin L. "The current privacy environment: Implications for third-party research." Journal of Continuing Education in the Health Professions 21, no. 4 (2001): 203–14. http://dx.doi.org/10.1002/chp.1340210404.
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Fitzsimons, Peter. "Third way." Theory and Research in Education 4, no. 2 (July 2006): 151–71. http://dx.doi.org/10.1177/1477878506064541.
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This article explores some features of an international ‘third way’ movement which, in theory and in practice, impacts on centuries-old traditions of communal life and the belief in autonomous agency – traditions which motivate individual participation in society and underpin liberal conceptions of education.The article uncovers some of the hopes and aspirations of third way discourse by examining the work of one of its leading proponents, Anthony Giddens, and reviewing related social policy implementation in the United States, Britain and especially New Zealand. The following are argued as problematic for education: the nature of ‘community’ that underpins commitment to third way values; the way in which individual subjectivity is shaped in response to that community; and the diminishing of the social space in which such changes might be meaningfully critiqued. With a particular focus on New Zealand's policy environment, the article argues that third way is an intensification of neoliberalism under the rhetoric of social democracy, and concludes with a vision of a different kind of third way – not a singular path to a predefined destination, but a journey that embraces difference and antagonism as an essential feature of social life.
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Neitzel, Jennifer, Diane Early, John Sideris, Doré LaForrett, Michael B. Abel, Margaret Soli, Dawn L. Davidson, et al. "A comparative analysis of the Early Childhood Environment Rating Scale–Revised and Early Childhood Environment Rating Scale, Third Edition." Journal of Early Childhood Research 17, no. 4 (September 25, 2019): 408–22. http://dx.doi.org/10.1177/1476718x19873015.
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The Early Childhood Environment Rating Scales, including the Early Childhood Environment Rating Scale–Revised (Harms et al., 2005) and the Early Childhood Environment Rating Scale, Third Edition (Harms et al., 2015) are the most widely used observational assessments in early childhood learning environments. The most recent version of the scale addresses some of the criticisms in the research literature, particularly related to the organization of the Scale and the standard scoring procedures. In the current study, we explore the relationship between the two scales. Specifically, we evaluated the correlations between the Early Childhood Environment Rating Scale–Revised and the Early Childhood Environment Rating Scale, Third Edition, as well as the differences between the overall scores, individual items, and subscales. Implications for practice and future research are also provided.
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Ayoola, Olapeju Latifat, and Eleni Mangina. "The Construction of a Personalised and Social U-Learning Environment for Third Level Education." International Journal of Cyber Ethics in Education 2, no. 3 (July 2012): 45–56. http://dx.doi.org/10.4018/ijcee.2012070103.
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This paper presents a ubiquitous learning (u-learning) system, the “Personalised Ubiquitous Learning Platform” (PULP), which integrates collaborative and social learning for the enhancement of the third level educational learning experience. University College Dublin (UCD) provides its students with managed learning environments (MLEs) and adaptive learning via UCD Horizon which enables students to take different courses from different colleges throughout the university. The main objective of this platform is to complement the current MLEs with a single supported intelligent and personalised ubiquitous learning environment that will promote and make provisions for adaptive and collaborative learning, human computer interaction on mobile and desktop clients anywhere and anytime. The system aims to enhance the students’ learning experience in third level educational environment by employing personalisation techniques such as the agent-oriented recommendation technique to engage students and help them access the content material for their studies.
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Hutagalung, Rotua Julianovia Rebecca. "Peranan Pendidikan Agama Kristen Bagi Pembinaan Anak Tunagrahita." Integritas: Jurnal Teologi 1, no. 2 (January 17, 2020): 156–67. http://dx.doi.org/10.47628/ijt.v1i2.15.
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Christian Religious Education has a role in fostering mentally retarded children so that they know God in their daily lives, and apply that education through their actions towards God, self, and others.
Looking at the results of a research survey it appears that BEFORE retarded children receive education at C1 level SLB, many parents and even the environment are less accepting of their existence; Shyness and low self-esteem are seen in mentally retarded children; the development of children's abilities in trying to help themselves is still difficult; adaptation to the environment is still difficult; parental responses to educators in implementing PAK are still not emphasizing; the development of thinking, emotions, behavior, speech is still lacking.
Seeing the condition of mentally retarded parents and children as above, they really need a Christian educator who can support, direct, educate, and foster them with great love and patience. For this reason a Christian educator needs to understand techniques in teaching, using appropriate teaching methods, getting to know the character of each of his students, even teachers must be able to train and equip them with the teachings of the Word of God so that through this parents can accept the existence of their children, and children can also do something by yourself. Through education given to mentally retarded children they also experience the development of thinking, emotions, behavior, and speaking.
Parents also have an important role in developing, educating, training and teaching them with love. Parents can perform their role properly and correctly if he accepts all of their children's existence in learning, and parents must also be a driving force for their lives in learning and playing so that the child's development can continue to be monitored and children can live independently in carrying out their responsibilities as a child students.
The purpose of writing this article is firstly, when mentally retarded children receive a Christian Religious Education they can apply the Word of God through their attitudes toward God, such as praying, singing, and listening to the Word. Second, besides praying, singing, they can help each other help, love. Third, based on the education provided they can take care of themselves, pay respect to older people. Fourth, their recognition of the Lord Jesus is clearer and educators must provide examples and examples for them.
The discussion in the writing of this article is about the introduction of mentally retarded children; Christian Religious Education for the development of mentally retarded children; the role of parents in handling mental retardation children.
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Saugstad, Letten F. "Third World Adversity: African Infant Precocity and the Role of Environment." Nutrition and Health 16, no. 3 (July 2002): 147–60. http://dx.doi.org/10.1177/026010600201600301.
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The war against illiteracy has not been won. The number of illiterates approaches a billion. Most reside in Third World countries—former colonies—where they are caught in a poverty trap of disease, low agricultural production and environmental adversity requiring technology beyond their means. I argue against the commonly held view that this is mainly attributable to the four hundred years of traffic in men. According to the late K.O. Dike, middle men along the African coast barred foreign merchants from the hinterland, and because of this the social, political structure and sovereignty of the African states remained fundamentally unchanged during the period 1400–1807, whereas a few decades after colonisation the socio-political system collapsed and was replaced by a small rich elite and many poor, while resources were taken out of Africa. Present poverty and underdevelopment represent as great a challenge as the trade in slaves. As did the African Middle-Men of that time, African leaders now must unite in an ambitious and confident Pan-African Union demonstrating strength. Western countries should focus on reducing poverty and improving nutrition. This also makes terrorism and legal and illegal migration less likely. Education is important, but the West should not limit its effort to fighting illiteracy but should also support the establishment of institutions for higher education. Africa possessed optimal conditions and an enriched environment for human evolution. African Infant Precocity is a persistent example. The human brain, like other brains, consists 60% of poly-unsaturated fatty acids (Marine-Fat*), the rest being water. A sufficient amount is required to secure optimal brain growth. It normalizes brain function, and prevents sudden cardiac and infant death, which have been increasing in Western societies. Humans are unique in having a mismatch between the need for brain food—marine fat—and our common high protein diet. Nowhere is the neglect of the brain greater than in pregnancy when protein is the only major nutrient considered. Declining levels of polyunsaturated fatty acids have been observed in human milk. Deficient intake could, if not corrected, gradually impair brain function as has been seen in animal experiments.
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LIAW, MEEI-LING. "Constructing a ‘third space’ for EFL learners: Where language and cultures meet." ReCALL 19, no. 2 (May 2007): 224–41. http://dx.doi.org/10.1017/s0958344007000821.
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Efforts have been made by language educators and researchers to use computer technology to assist L2 learners’ growth in either linguistic or intercultural competence. Nonetheless, web-based environments devoted to developing both types of competences in tandem are new and experimental. The purpose of this project, which involves the collaboration of EFL educators and computer engineers in Taiwan, is to establish an innovative web-based environment to support students in tertiary levels to develop both types of competences. This web-based EFL learning environment experiments with a few main features: (1) instead of reading articles about a foreign culture, the users of this website read articles about their native culture; (2) two on-line computer-based support tools, a bilingual concordancer and a dictionary, are made available to provide students with contextual supports for language learning; and (3) discussion boards are provided for intercultural communication. The web-based learning environment contains several instructional units. While working on a unit, students read an article and then answer comprehension and vocabulary questions. After reading, students share their responses to the articles with intercultural conversation partners via online forums. To evaluate the effectiveness of the learning environment, the researcher recruited a group of Taiwanese university students to test-use the system. Frequencies of the uses of the two e-referencing tools were calculated. The students’ responses to a questionnaire were examined and informal interviews with the students were conducted. Finally, the students’ forum entries were analyzed. The findings revealed initial interest in using e-referencing tools but a dramatic decrease in use after the first few units had been completed. The students used the concordancer as a link to extensive reading materials and suggested adding pronunciation tools to the dictionary. Questionnaire findings showed that students were generally satisfied with the design of the web-based learning environment. An analysis of the students’ forum entries revealed increases in the length and complexity of sentences in their writings, as well as reductions in grammatical errors, as more units were completed. As for intercultural learning, the content analysis of the forum entries demonstrated different types of intercultural competences. Based on the findings, some implications for revision of the virtual environment to enable more effective learning of English as a foreign language and greater development of intercultural competence are drawn.
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Hickling-Hudson, Anne. "The environment as radical politics: Can ?Third World? education rise to the challenge?" International Review of Education 40, no. 1 (1994): 19–36. http://dx.doi.org/10.1007/bf01103002.
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Fordham, Helen. "Disembodied creativity: The role of action research in moderating educator expectations of marketing and public relations students." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 24–37. http://dx.doi.org/10.53761/1.12.4.3.
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This paper explores the experience of a communications educator who instigated an action research project in a third year marketing and public relations cohort, to investigate levels of engagement with higher order critical thinking and behaviours associated with creativity. A qualitative methodology was used to 1) identify the key attributes, skills and behaviours of creativity in learning and working environments; 2) invite students to critically reflect upon and assess their own creative abilities; and 3) analyse the implications of the questionnaire data for students, teaching practice and curriculum design. The action research project exposed divergent views of creativity between the students and the educator and this perception gap offers insight into McCorkle et al’s (2007) conclusion that students’ individual creative abilities are inadequately developed for the workplace.
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Johansson, Bengt. "The Third-Person Effect." Nordicom Review 26, no. 1 (May 1, 2005): 81–94. http://dx.doi.org/10.1515/nor-2017-0248.
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Abstract This article focuses on people’s beliefs about how other people’s political attitudes are shaped and examines how the hypothesis of a third-person effect is related to non-mediated sources of information such as personal experience and interpersonal communication. Also presented are results on the perceived impact of different media such as television, newspapers and political advertising. A representative sample of the Swedish population answered a national survey during the period November - December 2001, and the results show general support for a third-person effect. Mediated information sources and interpersonal communication are believed to influence others more than oneself. Personal experience, on the other hand, is believed to be more important for oneself than for other people, and first-person effects were found among people with a high level of education or a strong political interest. Thus, one conclusion is that people tend to believe their own picture of politics is more dependent on personal experience and that others’ political attitudes are more dependent on mass media or people in their social environment.
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Korshunov, Georgiy V., Inna O. Vedernikova, and Sergey Yu Dubikovsky. "University in a Small City Environment: Campus Vibes." Higher Education in Russia 28, no. 2 (March 8, 2019): 134–43. http://dx.doi.org/10.31992/0869-3617-2019-28-2-134-143.
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The article explores the phenomenon of strong nexus between the development strategies of small cities, claiming for the status of supporting regional cities, and universities located there. The university community and urban public are inclined to the positioning of such cities as “university cities”. The authors dwell on the role of campuses in the implementation of the “third mission” by universities. Particular consideration is given to the specific component of the third mission and, accordingly, the campus infrastructure for the development of local communities, urban and regional environments. A model of the regional environment monitoring system is described, which is based on the system of sociological surveys including five subsystems (questionnaire of employers, questionnaire of schoolchildren aimed at vocational guidance, questionnaire of parents, questionnaire of communities, and internal monitoring). The article also focuses on the forms of using campus facilities for the implementation of various events and social projects involving the local community and aimed at the development of the urban and regional environment in the following areas: consolidation, education and community assistance, social mobilization and public branding.
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Чжао, Яцзюань, Yatszyuan Chzhao, Цун Фу, and Tsun Fu. "PROFESSIONAL ENVIRONMENT MANAGEMENT AS PRACTICE BASIS." Bulletin of Bryansk state technical university 2016, no. 3 (September 30, 2016): 299–304. http://dx.doi.org/10.12737/22135.
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In the paper is made an attempt to consider professional environment as a basis for practice under conditions of a modern high dynamic society for which there were considered not only theoretical aspects of a corresponding range of questions, but a current practice by the example of higher professional education in China. The first part of the paper is devoted to the consideration of perception categories, knowledge, and intelligence in scientific sources. The second part of the paper touches upon the questions of the education influence upon a profession choice. In the third part of the paper the process of higher education perfection in the CPR on the basis of the university number dynamics, the number of students and lecturers, university entrants, schoolleavers and a number of other indices is considered. As a result of the analysis carried out it is possible to draw a conclusion of that the higher education in China has passed a long way of development and at the same time have grown its quantitative indices and last but not least qualitative ones.
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Bosisio, Nicole. "Language Learning in the Third Age." Geopolitical, Social Security and Freedom Journal 2, no. 1 (November 1, 2019): 21–36. http://dx.doi.org/10.2478/gssfj-2019-0003.
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Abstract This paper discusses the importance of foreign language learning as a means of maintaining healthy cognitive, psychological and social functioning in elderly people. It argues that a complex cognitive activity involving multiple skills and stimulating extensive neural networks can greatly contribute to contrast the inception of neurodegenerative disorders such as Alzheimer’s and other types of dementia. Because of age-related physical and mental limitations, and because old learners find it hard to abandon tried-and-tested methodologies and attitudes, it is, however, crucial that teachers and educators try to meet the older adult’s needs by customising teaching procedures and learning environment to their requirements and expectations. Rather than introducing a great amount of new information and learning techniques, it may be much more fruitful to encourage the older adult to retrieve and rely on previously acquired knowledge and consolidated learning strategies. The adoption of computer-assisted language learning, however, may be helpful and motivating for older learners, provided technological demands are kept to a minimum.
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Zecca, Luisa, and Valeria Cotza. "Distance relationships and educational fragilities: A Student Voice research in digital third spaces." Research on Education and Media 12, no. 1 (December 1, 2020): 34–41. http://dx.doi.org/10.2478/rem-2020-0005.
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Abstract What impact did distance learning and education have on the most fragile students during the COVID-19 emergency? How is ‘educational fragility’ perceived by teachers and school educators, and how did this concept change during the school closure? How did children and young people perceive their remote learning experiences? The pandemic scenario forced to switch from face-to-face to distance educational relationships, triggering new fragilities and increasing digital inequalities. Therefore, in the digital environment of third space, a qualitative Student Voice research was conducted to collect students’, teachers’ and educators’ perceptions of remote schooling via semi-structured interviews. The study was implemented with working university students and school-going students with special educational needs, aged between 7 and 13 years, pursuing the teacher preparation aspect in the field of social justice. Preliminary results show that distance relationships fostered students’ self-regulated learning and awareness of their own learning processes; however, only in-presence schooling is experienced as a real ‘living-learning space.’ All these aspects and especially the practitioners’ awareness of the outcomes of distance education open up a new perspective towards an ecological theory of educational fragility, which could contribute to define new in-depth knowledge-construction tools in support of the education practice.
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Yonke, A., and M. Lemon. "Shaping the third year of a primary care program in a tertiary care environment." Academic Medicine 72, no. 5 (May 1997): 436. http://dx.doi.org/10.1097/00001888-199705000-00068.
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Lensmire, Timothy. "Writing Workshop as Carnival: Reflections on an Alternative Learning Environment." Harvard Educational Review 64, no. 4 (December 1, 1994): 371–92. http://dx.doi.org/10.17763/haer.64.4.u1q517012jt516t6.
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In this article, Timothy Lensmire reflects on his teaching and research in a third-grade classroom in order to raise new questions about the theory and practice of writing workshop approaches. Using Bakhtin's notion of carnival, Lensmire highlights both the captivating strengths and perhaps less apparent weaknesses of such literacy practices in schools. As writing workshop approaches become increasingly popular, his work opens an important dialogue between theory and practice.
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Crawford, Maxine R., Mark D. Holder, and Brian P. O’Connor. "Using Mobile Technology to Engage Children With Nature." Environment and Behavior 49, no. 9 (November 3, 2016): 959–84. http://dx.doi.org/10.1177/0013916516673870.
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The efficacy of a mobile application to increase connectedness to nature and impart flora/fauna/ecological knowledge was assessed in 747 children in three separate and distinctive parks: a wetland, a prairie grassland, and an indoor tropical garden. The mobile application was developed with place-based education in mind. At each park, children were randomly assigned to one of three groups. One group of children toured the park using an application on a mobile device with their chaperones, another group toured the park with an environmental educator and their chaperones, and a third group toured the parks with a paper map and their chaperones. Results showed that the mobile application was just as effective at connecting children to nature as more traditional ways of non-formal environmental education, but the mobile application offered additional benefits such as higher ratings of fun.
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Tackett, Sean, Hamidah Abu Bakar, Nicole A. Shilkofski, Niamh Coady, Krishna Rampal, and Scott Wright. "Profiling medical school learning environments in Malaysia: a validation study of the Johns Hopkins Learning Environment Scale." Journal of Educational Evaluation for Health Professions 12 (July 9, 2015): 39. http://dx.doi.org/10.3352/jeehp.2015.12.39.
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Purpose: While a strong learning environment is critical to medical student education, the assessment of medical school learning environments has confounded researchers. Our goal was to assess the validity and utility of the Johns Hopkins Learning Environment Scale (JHLES) for preclinical students at three Malaysian medical schools with distinct educational and institutional models. Two schools were new international partnerships, and the third was school leaver program established without international partnership. Methods: First- and second-year students responded anonymously to surveys at the end of the academic year. The surveys included the JHLES, a 28-item survey using five-point Likert scale response options, the Dundee Ready Educational Environment Measure (DREEM), the most widely used method to assess learning environments internationally, a personal growth scale, and single-item global learning environment assessment variables. Results: The overall response rate was 369/429 (86%). After adjusting for the medical school year, gender, and ethnicity of the respondents, the JHLES detected differences across institutions in four out of seven domains (57%), with each school having a unique domain profile. The DREEM detected differences in one out of five categories (20%). The JHLES was more strongly correlated than the DREEM to two thirds of the single-item variables and the personal growth scale. The JHLES showed high internal reliability for the total score (α=0.92) and the seven domains (α= 0.56-0.85). Conclusion: The JHLES detected variation between learning environment domains across three educational settings, thereby creating unique learning environment profiles. Interpretation of these profiles may allow schools to understand how they are currently supporting trainees and identify areas needing attention.
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Butkutė, Jolanta. "Museum as Educational Environment." Geografija ir edukacija mokslo almanachas / Geography and Education Science Almanac 4 (October 11, 2016): 137–47. http://dx.doi.org/10.15823/ge.2016.12.
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The article analysis major changes in preparation of museums’ educational programs. Such programs’ attractiveness from educational perspective, not only in terms of presenting new way of knowledge, but also as one of the way how to acquire, to learn and to use that knowledge in practical way. Educational sessions are seeking to help schoolchildren to learn in a better way, to remember particular information and strengthen it by completing practical tasks. The purposes of education are: a) to stimulate cultural, cognitive, artistic and other activities; b) to understand, remember and grasp the mea ning of the given information; c) to strengthen the newly acquainted information by completing practical tasks; d) inspirational aspect of given information; e) understanding of process and it’s phenomenon, correlation with the obtained information; f) ones’ interdisciplinary aspect. Educational programs are being modified depending on visitors’ given feedback and ones needs. The article consists of several parts. The first part analysis the spread of educational programs in museums throughout Lithuania’s municipalities. The second part analysis the spread of educational programs in museums depending on a particular educational area. The third part analysis museums’ educational programs’ need and availability in the period of 2008–2014.
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Chung, Chan-Jin. "Robofest – A Playful Learning Environment Through Autonomous Robotics." Pädi Boletín Científico de Ciencias Básicas e Ingenierías del ICBI 7, Especial (September 4, 2019): 1–3. http://dx.doi.org/10.29057/icbi.v7iespecial.4770.
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Robofest [1, 2, 3] is a student centered indoor autonomous robotics competition based on PBL (Problem-Based Learning) [4] and CBL (Competition-Based Learning) [5] paradigms. Its primary mission is to generate excitement & interest among young people for Science, Technology, Engineering, and Mathematics (STEM) through robotics projects integrating STEM subjects and Computer Science. Secondly, Robofest provides playful environment for students to develop well-rounded core value skills such as teamwork, leadership, creativity/entrepreneurship, communication and problem solving skills. Our third mission is to prepare youth to excel in higher education and technological careers for the future.
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Francis, Charles A., Geir Lieblein, Juha Helenius, Lennart Salomonsson, Hanne Olsen, and John Porter. "Challenges in designing ecological agriculture education: A Nordic perspective on change." American Journal of Alternative Agriculture 16, no. 2 (June 2001): 89–95. http://dx.doi.org/10.1017/s0889189300008985.
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AbstractEducators in ecological agriculture are developing learning environments that differ in three fundamental ways from conventional teaching in agricultural universities and colleges. First, increased emphasis on food and production systems will expand and complement the current focus on specific disciplines and technologies. Second, introduction of research methods and learning objectives from social sciences will broaden the potentials for students to understand the complexities of food systems and the people who make them work. Third, action research and education will move learning activities into the agroecosystems environment and the human landscape, where students will learn from a broad array of people and experiences. This design of a new learning environment will enhance the education of students to serve agricultural and food systems well into a future that is changing at an accelerating rate.
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Jurgena, Inese, Ingrīda Keviša, and Anna Līduma. "THE INTEGRATION OF THIRD-COUNTRY NATIONALS IN THE LATVIAN EDUCATION ENVIRONMENT: THE CURRENT SITUATION AND KEY ISSUES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 25, 2018): 186–95. http://dx.doi.org/10.17770/sie2018vol1.3086.
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Due to the European migrant crisis, the issue concerning the integration of refugees, third-country nationals, into Latvia’s society has become increasingly topical in the last years. Since a lot of refugees are under 18, schools also must be ready to accept learners of other nationalities and cultures and help them integrate into the community of the host country. According to studies conducted in Latvia, the system of education needs to change the attitude towards the integration of immigrants in the school environment. Therefore, the incorporation of inter-cultural experience in the curricula of teacher-training institutions is a significant factor that could enable pre-service teachers to prepare for their professional life and the implementation of the approach of inclusive education at school. The aim of the article is to analyse the current situation and the main issues concerning the integration of the children of third-country nationals in the Latvian school environment and the multi-cultural Latvian society. The study is based on the analysis of scientific literature, documents, academic research data as well as student essays. Having analysed the opinions of 166 respondents, the authors of the article concluded that it is important to promote the development of a positive attitude to the inclusion of third-country nationals in the Latvian education environment in the process of teacher training, focussing on cross-cultural communication and the principles of inclusive education.
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Piotrowska-Piątek, Agnieszka. "Cooperation of higher education institutions with environment. Selected issues on measurement of HEIs' third stream activities." Journal of Positive Management 8, no. 3 (June 5, 2018): 3. http://dx.doi.org/10.12775/jpm.2017.121.
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Clements, Douglas H., and Michael T. Battista. "Learning of Geometric Concepts in a Logo Environment." Journal for Research in Mathematics Education 20, no. 5 (November 1989): 450–67. http://dx.doi.org/10.5951/jresematheduc.20.5.0450.
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To investigate the effects of computer programming in Logo on specific geometric conceptualizations of primary grade children, 48 third graders were randomly assigned to either a Logo or a control group. The Logo group was given 26 weeks of instruction in a Logo environment. The children were then interviewed to ascertain their conceptualizations of angles, shapes, and motions. In both groups children's notions of angle and angle measure were multifaceted and included a number of misconceptions, although performance was uniformly higher for the Logo group. The Logo children were more aware than the control children of the components of geometric shapes and were more likely to conceptualize geometric objects in terms of the actions or procedures used to construct them.
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Shanie, Arsan. "Art Education Phenomena in the School Environment (a Case Study of the Application of Art Education in a School Environment)." International Journal of Social Learning (IJSL) 1, no. 1 (December 31, 2020): 35–41. http://dx.doi.org/10.47134/ijsl.v1i1.4.
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Art education exists to help transfer knowledge and attitudes to students and is not to be seen as mere leisure time. Writing this article aims to restore the function of art education to its original function. The method in this study using the Literature method. The results of the research are, first, art is the result of imitation of nature in the form of creativity, feeling and human intention or human ability to do something, in the form of an expression of the artist's activity process starting from physical activity that comes from human feelings and is beautiful so that it can move the human soul and feelings. Second, art education is not present to create students who are experts in the field of art but to foster aesthetic and artistic sensitivity to form critical, appreciative, and creative attitudes in students as a whole. Third, the right approach or method to find out that children have aesthetic experiences using an action-based approach. Fourth, the benefits of art education are as a means to instill aesthetic values, by means of art education students have aesthetic sensitivity. Fifth, the aim of Art Education is not to educate students to become artists.
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Samsudin, Samsudin. "Integrasi Tri Pusat Pendidikan dalam Pendidikan Agama Islam." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 5, no. 2 (December 9, 2018): 216–32. http://dx.doi.org/10.53627/jam.v5i2.3504.
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Abstract: In globalization epoch met by many big influence to society. Influence of good terebut not all but there is also negative influence. Education of Islam as one of the stock to realize real moslem. At its execution of education of application Islam have to pass three education center. Three the education center cover family, society and school. In conducting this research, researcher use research type qualitative. So that the following research mengasilkan: (1) Three education center is three education center covering family, society and school. Third of the environment have responsibility and duty in educating nation child. Family, society and school as underwriter of answer education which must always work along harmoniously. From third the education environment will fall to pieces do not walk one way otherwise keep together. (2) Third education environment as place inculcate Islam teaching values having a purpose to form child become person which either through spirit and also bodily. Family as cultivation first time about Islam teaching, go to school as medium to develop and society as medium for the application of it. (3) Education of Islam represent one of the good stock of life of and also world of eternity. So that execution of process education of Islam must be done pass three education center. Role of family, compact society and school will have strong influence in creating human resource which is genius, high with quality and have august personality
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Weller, Martin. "The Centralisation Dilemma in Educational IT." International Journal of Virtual and Personal Learning Environments 1, no. 1 (January 2010): 1–9. http://dx.doi.org/10.4018/jvple.2010091701.
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The trend with organisational adoption of virtual learning environments (VLE) seems to be cyclical. Initially, a decentralised approach was adopted, wherein each department implemented different learning environments or mixtures of technology, often developed in-house. The last five years have seen an increased centralisation of learning environment implementation, with most universities adopting a single VLE. However, in more recent times the proliferation of free, easy-to-use third party tools that fulfil a range of functions has seen a desire amongst some educators to return to a more decentralised model of technology provision, by supporting Personal Learning Environments (PLE). This paper examines the issues surrounding both a centralised and decentralised model. These include pedagogic, support, financial, reliability, data and technical issues. The conclusion is that although the fully individualised PLE may not be possible or desirable in higher education, maintaining separate, often inferior versions of commonly available software is not a sustainable position.
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McBride, Ronald E., Theresa E. Boggess, and David C. Griffey. "Concerns of Inservice Physical Education Teachers as Compared with Fuller’s Concern Model." Journal of Teaching in Physical Education 5, no. 3 (April 1986): 149–56. http://dx.doi.org/10.1123/jtpe.5.3.149.
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The purpose of this study was to identify and assess the kinds of concerns expressed by experienced physical education teachers and to compare them to Fuller’s postulated developmental theory of teaching concerns. The study also sought to assess the applicability of the Teacher Concerns Questionnaire (TCQ) instrument in a physical education environment. Data were subjected to factor analysis, where it was found that, overall, the experienced teachers did follow Fuller’s three stages of development. Two distinct constellations were identified, as was a third, weaker constellation. This third factor corresponded to Fuller’s task scale and additional study is recommended to identify items more appropriate to an inservice physical education environment. The authors make recommendations for follow-up experiences in an inservice setting.
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Roshdi A.Mostafa, Amal. "Creating a positive learning environment for adult." International Journal of Learning and Teaching 9, no. 3 (September 5, 2017): 378–87. http://dx.doi.org/10.18844/ijlt.v9i3.525.
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The key requirements for creating a positive learning environment do not come readily packaged. Instructors can then implement the concepts to keep students motivated and engaged in the learning process. The aim of study is to Creating a Positive Learning Environment for Adults; by assessing Nursing Students perceptions regarding Clinical Learning Environments in Beni – Suef University (actual and expected). A sample of 127 students in nursing faculty, Beni–Suef University from third and fourth grade in the first semester of the academic year 2014/2015.Tools: Structured interviewing questionnaire sheet, which include: Tool (1): Socio demographic data, Tool (2): the Clinical Learning Environment Inventory (CLEI) originally developed by Professor Chan (2001).Results: The results indicated that there were significant differences between the preferred and actual form in all six scales. In other word, comparing with the actual form, the mean scores of all items in the preferred form were higher. The maximum mean difference was in innovation and the highest mean difference was in involvement scale. Conclusion: It is concluded that nursing students do not have a positive perception of their actual clinical teaching environment and this perception is significantly different from their perception of their expected environment. Key words: adult learner, positive learning environment, Clinical learning environment, Nursing education, Nursing student
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Ismail, Alice Sabrina, and Nur Syaza Zureena Zulkurnain. "The Role of Environment As Third Teacher Towards The Development Of Educational Space For Dyslexic Children." International Journal of Built Environment and Sustainability 6, no. 2 (April 30, 2019): 51–62. http://dx.doi.org/10.11113/ijbes.v6.n2.356.
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Educational space that responds towards disable learning student needs is vital for a conducive learning environment. This paper explores on learning spaces for disable children namely the dyslexic in reference to the role of environment as the third teacher towards designing an appropriate educational space to fulfil their needs. Past literature on dyslexia in Malaysia much focuses on the pedagogy and teaching methods rather than discusses the issue of providing better learning space design that caters to the need of dyslexic children towards their psychological well-being. To conduct this study, the qualitative method involving case study as research strategy is used to establish the appropriate learning space design attributes for the dyslexic children. Data sources for this study are obtained from direct observation on three selected case studies of prominent learning disability school found in the global context. There are two key factors that contributed in the learning process and development of learning disability student namely the dyslexic children. These are the non-physical elements comprises of visual cues, auditory, tactile and kinaesthetic approaches as well as physical elements encompasses of density and size including spatial layout arrangement. Findings of the study are in the form of established referential guideline design to inform future designers, builders, education providers and related authority on how to build a conducive learning space environment for the dyslexic children. This is vital in improving the quality of public education infrastructure for dyslexic students in the Malaysian context towards their betterment in the future.
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Hariawan, Rudi, Nurul Ulfatin, Muhammad Huda A. Y., and Imron Arifin. "Contributions Management of Parenting and Education Program to Strengthen the Service Three Early Childhood Education Center." International Education Studies 12, no. 2 (January 30, 2019): 100. http://dx.doi.org/10.5539/ies.v12n2p100.
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Early age is a “golden moment” which will not be repeated in the period of child development. A rare opportunity must be utilized to provide the best education and care in three centers, namely; school, family and community environment. The purpose of this research is to; 1) Describe the contribution of parenting education management; and 2) Describe the practice of parenting education in three education centers. This research method uses a qualitative approach with a multi-case study design. These informants were teachers, principals, and parents of students from the two Early Childhood Education institutions in the West Nusa Tenggara Province, Indonesia. Data collection is done by in-depth interviews with informants, participatory observation, and documentation review. The results revealed that; 1) a positive contribution to the management of education and parenting in three education centers with the following stages; first, Plan-collaboration in designing the parenting education program; second, Do-collaboration in the parenting education program at school and inactivating it in the family and community environment, and third, Check-control and evaluate program achievements, then make a follow-up plan for the program; 2) Implementation, in; first-family environment strengthens the relationship between mother and child, the growing sense of self-confidence of parents in educating and caring for their children; second kindergartens environment by holding parenting education activities, holding days of child development consultations, building relationships, support and trust in schools; and third-community environment is the application of local wisdom values by community members.
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Dolgova, Natalia, Julia Larionova, and Anastasia Shirokolobova. "Engineering Students English Teaching in E-Learning Environment." MATEC Web of Conferences 297 (2019): 06007. http://dx.doi.org/10.1051/matecconf/201929706007.
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The article deals with the e-learning environment at T.F. Gorbachev State Technical University. The authors describe their experience of English teaching in e-learning environment at non-linguistic university. The reason of e-learning integration into the engineering students teaching is to increase the efficiency and quality of education for bachelor, master and postgraduate degree students. English teaching and students’ independent work are based on blended learning principals because this model helps to achieve the required level of foreign language skills and learning quality. The method of English teaching in e-learning environment consists of three stages. The first stage is incorporation of blended learning principles and structure development of an e-course for technical English teaching; the second stage is the experimental model of the e-course design and its integration into educational process; and the third stage is development of principles to increase students’ motivation and forming their self-education skills. The paper gives the results of the experiment carried out at the foreign languages department of T.F. Gorbachev Kuzbass State Technical University since 2014 to 2019 academic years.
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Baidenko, Valentin I. "Bologna Process: At the Threshold of the Third Decade." Higher Education in Russia 27, no. 11 (December 21, 2018): 136–48. http://dx.doi.org/10.31992/0869-3617-2018-27-11-136-148.
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The paper reviews a present state of the Bologna reforms in terms of their analysis made at the Paris Conference of European Ministers responsible for higher education. The paper is based on numerous materials presented to the Conference by major organizations and associations engaged in conceptual, methodological and regulatory support of the Bologna reforms (EUA, EURASHE, ENQA, ESU, etc.). Among the main challenges of this Bologna transformation stage are implementing studentcentered approach to education as well as focusing on learning outcomes in terms of the competencebased model. The article notes unevenness of the ongoing reforms, disregard of their implementation cohesiveness and a growing negative impact of the current financial and economic problems. The author dwells on difficulties in acquiring a new pedagogical paradigm which asserts a shift “from teaching to learning” in higher education didactics. There are also difficulties in implementing key Bologna commitments including adoption of a three-cycle structure of higher education, academic and professional recognition of qualifications, internal and external quality assurance. The paper highlights the need for a complex systematic work related to the development of strategies for the digitalization of education. The paper brings the experience of European universities concerning ethical practices, the fight against corruption in academic environment and educational management, eradication of incorrect citation and plagiarism in scientific researches, including usurpation of authorship. The paper concludes with outlining main development directions of the Bologna reforms for their third decade.
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Şahin Kalyon, Demet. "THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS' IMAGINE." Journal of Baltic Science Education 19, no. 4 (August 10, 2020): 605–27. http://dx.doi.org/10.33225/jbse/20.19.605.
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This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students’ drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. Keywords: classroom environment, learning environment, science class, science teaching, student drawings.
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Ulrich, Beth T., Ramón Lavandero, Dana Woods, and Sean Early. "Critical Care Nurse Work Environments 2013: A Status Report." Critical Care Nurse 34, no. 4 (August 1, 2014): 64–79. http://dx.doi.org/10.4037/ccn2014731.
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Background The health of critical care nurse work environments has been shown to affect patient care outcomes as well as the job satisfaction and retention of registered nurses. The American Association of Critical-Care Nurses (AACN) Critical Care Nurse Work Environment Survey was first conducted in 2006 following the release of the AACN Standards for Establishing and Sustaining a Healthy Work Environment and was conducted again in 2008. This article reports the results of the third AACN Critical Care Nurse Work Environment Survey conducted in 2013. Objective To evaluate the current state of critical care nurse work environments. Methods A total of 8444 AACN members and constituents responded to an online survey. Results The overall health of critical care nurses’ work environments has declined since 2008, as have nurses’ perceptions of the quality of care. Respondents rated their overall work environment and factors associated with healthy work environments including quality of patient care, staffing, communication and collaboration, respect, physical and mental safety, moral distress, nursing leadership, support for certification and continuing education, meaningful recognition, job satisfaction, and career plans. Although some factors improved, declines in any factors are a concern. Conclusions An increasing body of evidence has shown relationships between healthy nurse work environments and patient outcomes. The results of this 2013 survey identified areas in which the health of critical care nurse work environments needs attention and care, requiring the relentless true collaboration of everyone involved.
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Munip, A. "BUDAYA PENDIDIKAN DI LINGKUNGAN KELUARGA DAN BOARDING SCHOOL." Al-Mubin; Islamic Scientific Journal 4, no. 1 (March 17, 2021): 1–7. http://dx.doi.org/10.51192/almubin.v4i1.90.
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Writing this article with viewpoints on the back of student ability of adjusting with culture of education and culture are in environment family adn Dormitory or boarding school. The methodology used is using a literature study and supported by experience. The result of article was first to know the sate and culture is in environment family, both know culture is in boarding school and third knows the difference between culture education in evironment family and boarding school
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Tusek, Ivan, Momir Carevic, and Jasmina Tusek. "Influence of social environment on caries prevalence in early childhood." Srpski arhiv za celokupno lekarstvo 139, no. 1-2 (2011): 18–24. http://dx.doi.org/10.2298/sarh1102018t.
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Introduction. Early childhood caries (ECC) is a special form of caries that affects decideous teeth with rapid progression and numerous complications. Objective. The aim of the study was to define the prevalence of ECC in children of the South Backa area, the importance of social environment for the prevalence and severity of ECC, and define the model for its prevention. Methods. The survey was the cross-sectional analytical study in the 10% sample of children, aged 13-64 months, different sex, social status and human environment. Severity and prevalence of ECC were assessed by dental check-ups. The epidemiological data were obtained by the interview of parents. The tests of significant statistical differences were performed by the analysis variance and ?2 (p<0.05) test, as well as interdependence of ECC and single characteristics that could be a predictor of the disease by the logistic regression. Results. The prevalence of ECC was 30.5%. The highest disease frequency was found in children of male sex (35.1%), out of kindergardens (54.2%), in the third and the next born child in the family (46.9%) and in part-time employed mothers (47.2%) who had only elementary education (59.3%) and were poorly informed about oral health. The highest prevalence (47.1%) of ECC was found in children whose parents had the lowest income per month. Type 1 of ECC was the most presented one (75.0%). Conclusion. The higher prevalence and more severe ECC were found in the third and the next born male child from rural environment.
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Schwienhorst, Klaus. "The ‘third place’ – virtual reality applications for second language learning." ReCALL 10, no. 1 (May 1998): 118–26. http://dx.doi.org/10.1017/s095834400000433x.
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Recently we have seen a shift of focus in using the Internet from often inappropriate human-computer interactivity to human-human interaction, based on collaborative learning concepts like learner autonomy and tandem learning. The renewed discussion of interface design has provoked a reconsideration of me traditional graphical user interface and a shift towards more intuitive interfaces like virtual reality, mainly building on the concept of constructionism. The MOO (multi-user domain, object oriented) system provides a flexible, easy-to-use multiple user virtual reality that allows for the integration of language learning tools and resources in a common environment, a third place.
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Riley, Jennifer, and Kerry Ward. "Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course." Issues in Accounting Education 32, no. 2 (December 1, 2015): 1–16. http://dx.doi.org/10.2308/iace-51366.
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ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.
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Qi, Jiangyi. "Government Education Expenditure, Third-party Spillover Effect and Economic Growth in China." Journal of Sustainable Development 9, no. 2 (March 30, 2016): 145. http://dx.doi.org/10.5539/jsd.v9n2p145.
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This paper investigates the impacts of government education expenditure on economic growth in China taking into account the spatial third-party spillover effects. After the theretical analyse, a spatial panel estimation model based on the augmented Solow model is applied by using province data in China during 2007 and 2013. The results reveal that (1) In a whole, Government education expenditure in China has significantly positive impact on economic growth, but expenditure in different educational level shows different results. Government education expenditure in below high-education is positive related to local economic growth, whereas the effect of education expenditure in high-education is insignificant. (2) Neighboring government education expenditure shows spatial spillover effects on local economic growth, and spatial spillover effects in two education level is different. (3) Other input factors of third-governmet also have spatial effects. Some policies about education and economic development are proposed. Meanwhile this study recommends that corporation relationship among regions is very important.
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Mutmainnah, Mutmainnah. "LINGKUNGAN DAN PERKEMBANGAN ANAK USIA DINI DILIHAT DARI PERSPEKTIF PSIKOLOGI." Gender Equality: International Journal of Child and Gender Studies 5, no. 2 (November 26, 2019): 15. http://dx.doi.org/10.22373/equality.v5i2.5586.
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Early childhood education is part of the application of lifelong education (life long education) which is the main portal towards the next level of education. There are 3 different environment that is very influential for the psychology and development of children. That is; first, the family environment is the main pillar to form the good and bad of the human person to develop well in ethics, morals, and morals, if not guarded properly, the effect can be prolonged. the family environment is also the initial formation of the person and character. Children's education requires an environment where he can develop the strengths he has brought from birth. Second, PAUD environment which is a place of education for children, PAUD environment should be fun for children and also provide opportunities for the development of the potential of each individual. Third, the environment of the wider community has a major influence on the successful planting of aesthetic values and ethics for character building. In the psychology of physical growth, cognitive development and psychosocial development of children from an early age are very important to be stimulated, so that children can develop according to their capacity.
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Griffiths, Kylie. "Aid adverts that juxtapose rich and poor: A preliminary test of their efficacy in North Australia." South Pacific Journal of Psychology 11, no. 2 (1999): 85–88. http://dx.doi.org/10.1017/s025754340000064x.
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AbstractAid commercials are increasingly advertising for the sponsorship of children in “Third World” countries through juxtaposing images of them alongside children enjoying wealthier, “First World” lifestyles. Sixty-four Bachelor of Education students from Darwin's Northern Territory University viewed images of the same child surrounded by First World, Third World, or a juxtaposed First/Third World environment; responded to an aid donation scenario; and reported their religiosity. Except for those participants who placed a higher value on religion, and compared to conventional “poor only” imagery, the juxtaposed images de-motivated viewers to help children living in Third World countries. Thus, while appealing to a minority of the donor public, juxta-positioning might be leaving the majority of potential donors untouched and unmotivated to help.
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Jingxing, Liao, Feng Lei, and Liu Siyue. "Research and Application on the Third Party Quality Monitoring for Social Public Service: A Case Study of Survey Data in Liaoning Province." E3S Web of Conferences 253 (2021): 01033. http://dx.doi.org/10.1051/e3sconf/202125301033.
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To monitor study and analyze the social public service quality is conducive to promote the construction of a service-oriented government that is satisfactory to the people. In this paper, third-party quality monitoring was conducted in 14 cities of Liaoning Province from 11 public service fields such as living environment, public transportation, infrastructure, medical and health care, public security, culture and sports, compulsory education, pension service, employment service, social security and administrative convenience. The results showed that the public’s satisfaction with social security, compulsory education, living environment, public security and employment services was low, which needed to be paid attention to and further improved by Liaoning Provincial Government.