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Journal articles on the topic 'Third level education'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Prendergast, James, Mohamad Saleh, Kevin Lynch, and John Murphy. "A revolutionary style at third level education towards TQM." Journal of Materials Processing Technology 118, no. 1-3 (December 2001): 362–67. http://dx.doi.org/10.1016/s0924-0136(01)00982-7.

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2

Ryan, Denis. "Third-level nurse education: learning from the Irish experience." British Journal of Nursing 17, no. 22 (December 2008): 1402–7. http://dx.doi.org/10.12968/bjon.2008.17.22.31865.

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3

Dijanošić, Branko. "Funkcionalna pismenost polaznika osnovnog obrazovanja odraslih od trećeg do šestog obrazovnog razdoblja." Obrazovanje odraslih/Adult Education, no. 1 2013 (2013): 91–105. http://dx.doi.org/10.53617/issn2744-2047.2013.13.1.91.

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According to the statistical data, in year 2001 in Croatia 2,88% of inhabitants have not get any basic education and 16,76% have not finished the basic education (primary school). Above this we have to add that 47,06% of inhabitants have finished only secondary education. This is to conclude that inhabitants have very low level of the functional literacy. In this research functional literacy is tested according to the UNESCO standards. International Adult Literacy Survey was adopted for this purpose. Adults in Primary adult education from 5th till 8th grade were tested. According to the IALS, adults in primary education were tested in prose, documentary and numeracy literacy graded in levels from 1 (por literacy) to 5 (expert literacy). The tasks were taken from everyday life different charts, symbols, simple calculation, and text from ads, newspaper or instructions for different products. The results show that the functional literacy is at the level 1 or 2 that indicates very poor level of Literacy. These results are comparable with the results from other researches which show us that 70% of total population of the each state is functionally illiterate (Slovenia has conducted research in 1998 and the results for entire population were from 65-77% illiterate on level 1 or 2). However, we have to take into consideration that this research is preliminary one because of the fact that this test is used for the first time and that tested population is a part of the entire society with one similarity - all of them have not finished primary education.

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4

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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5

Gorge, Mathieu. "Security for third level education organizations and other educational bodies." Computer Fraud & Security 2007, no. 7 (July 2007): 6–9. http://dx.doi.org/10.1016/s1361-3723(07)70089-1.

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6

White, Anthony. "Enterprise development and entrepreneurship in third‐level courses in Ireland." Irish Educational Studies 5, no. 1 (January 1985): 219–36. http://dx.doi.org/10.1080/0332331850050117.

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7

Greer, Patrick, and Maeve Martin. "Problems experienced by third level students in reading scientific material." Irish Educational Studies 16, no. 1 (January 1997): 173–83. http://dx.doi.org/10.1080/0332331960160114.

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8

Kelly, Gabrielle E. "An activity‐based learning third‐level course on survey sampling." Educational Studies 36, no. 4 (October 2010): 461–64. http://dx.doi.org/10.1080/03055690903425359.

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9

Donnelly, Roisin, and K. C. O'Rourke. "What now? Evaluating eLearning CPD practice in Irish third‐level education." Journal of Further and Higher Education 31, no. 1 (February 2007): 31–40. http://dx.doi.org/10.1080/03098770601167864.

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10

Barry, Frank. "Third-level education, foreign direct investment and economic boom in Ireland." International Journal of Technology Management 38, no. 3 (2007): 198. http://dx.doi.org/10.1504/ijtm.2007.012710.

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11

Baiolláin, Eamonn Ó. "The Marino graded word reading scale at third level: Some insights." Irish Educational Studies 5, no. 2 (January 1985): 67–87. http://dx.doi.org/10.1080/0332331850050206.

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12

Chereshnia, Olga, and Marina Gribok. "Methodology for regional assessment of the third level digital inequality." InterCarto. InterGIS 28, no. 1 (2022): 43–57. http://dx.doi.org/10.35595/2414-9179-2022-1-28-43-57.

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The article describes and analyzes the three levels of digital inequality in society currently identified, and examines the world experience of their assessment. It is shown that the third level of digital inequality is the most difficult for research. It represents an uneven distribution of opportunities for obtaining important results in real life (employment, education, participation in political life, etc.) through the use of modern technologies. The authors have developed a methodology for the regional quantitative assessment of third-level digital inequality by analyzing the popularity of Google search query topics related to three categories: “Everyday services and services”, “Education, science and technology”, “Entertainment”. These categories are highlighted as markers for evaluating the effectiveness of Internet use by the population. At the same time, an increased search interest in entertainment indicates a lower efficiency of Internet use, and a higher interest in services and education. The indexes of popularity of search queries for each of the categories are calculated and then, based on them, an integral index of the efficiency of Internet use in the regions of Russia is calculated. Statistical data for the study were collected using the Google Trends service for 2016–2020. All calculated indicators are presented on maps, their territorial features are identified and described. The lowest level of Internet use efficiency is observed in the regions of the North Caucasus, and the highest is in the Republics of Tatarstan and Sakha (Yakutia), as well as in Moscow and St. Petersburg.

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13

Nuss, Shirley, and Lorraine Majka. "Economic Development and Education of the Female Population." Sociological Perspectives 28, no. 3 (July 1985): 361–84. http://dx.doi.org/10.2307/1389152.

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This article examines the empirical relationship of GNP/capita as an indicator of economic development and the education of women. Several indicators of female participation in first-, second-, and third-level education are used for 162 countries and territories of the world. The findings suggest that economic development has a positive effect on female education for many countries. Quadratic relationships explain significantly more of the variance than linear relationships for median educational attainment, student enrollment ratios at the second level, and the proportional participation of females in third-level education. Cubic relationships explain significantly more of the variance than either quadratic or linear relationships for economic development and first-level education and the proportional participation of females as graduates from third-level education in the field of education. Economic development is a weak predictor of the integration of females as third-level graduates in the important fields of engineering and agriculture.

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14

Wickham, Sheelagh, Malcolm Brady, Sarah Ingle, Caroline McMullan, Mairéad Nic Giolla Mhichíl, and Ray Walshe. "Implementing a standardised annual programme review process in a third-level institution." Quality Assurance in Education 25, no. 3 (July 3, 2017): 362–74. http://dx.doi.org/10.1108/qae-05-2015-0021.

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Purpose Ideally, quality should be, and is, an integral element of education, yet capturing and articulating quality is not simple. Programme quality reviews in third-level education can demonstrate quality and identify areas for improvement, offering many potential benefits. However, details on the process of quality programme review are limited in the literature. This study aims to report on the introduction of a standardised programme review process in one university. Design/methodology/approach Using a standardised template, the annual programme review (APR) process captured student voice, external examiner reports, statistical data and action/s since the previous review. Following completion of programme reviews across the university, the APR process was itself evaluated using questionnaires and focus groups. Findings Findings showed that the programme chairs understood the rationale for the review, welcomed the standardised format and felt the information could inform future programme planning. However, in the focus group, issues arose about the timing, ownership and possible alternate use of the data collected in the course of the review. Research limitations/implications This case study demonstrates the experience of APR in a single third-level institution, therefore, limiting generalisability. Practical implications APR offers a comprehensive record of the programme that can be carried out with efficacy and efficiency. The study illustrates one institution’s experience, and this may assist others in using similar quality evaluation tools. Using APR allows quality to be measured, articulated and improved. Social implications Using APR allows quality, or its lack to be to be measured, articulated and improved in the delivery of education at a third-level institution. Originality/value This study demonstrates the experience of the introduction of an APR process in one higher education institute. Programme review is an important and essential part of academia in the 21st century. At third level, quality assurance is, or should be, a central part of academic programmes and delivery. The review of the first implementation has provided valuable information that will inform future programme review processes. Academic programmes grow, evolve and need to be reviewed regularly. It is hoped that the information reported here will aid others developing academic review procedures.

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15

Shestak, V. P., and N. V. Shestak. "Graduate School as the Third Level of Higher Education: Field of Discourse." Russian Education & Society 58, no. 7-8 (August 2, 2016): 538–57. http://dx.doi.org/10.1080/10609393.2016.1298377.

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16

Avasthi, Tara Prasad. "Thesis Writing at Master’s Level in Education." Third Pole: Journal of Geography Education 13 (November 13, 2014): 57–59. http://dx.doi.org/10.3126/ttp.v13i0.11548.

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This paper has highlighted the thesis writing format for Master’s Degree in Education at Tribhuvan University, Kathmandu. It briefly describes the process to make uniformity in the style of writing. Here focus has been given on American Psychological Association (APA) style. This format is commonly adopted in most of the Departments in the Tribhuvan University, and Department of Geography Education is one of them. It is essential for the students and researchers who involve in theses research and formatting their writings. It is a very important aspect of Master's level research for students and an essential element of research reporting. Moreover, it gives good ideas and way-out in thesis writing. DOI: http://dx.doi.org/10.3126/ttp.v13i0.11548The Third PoleVol. 13, 2013Page 57-59

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17

Swiatek, Mary Ann, Ann Lupkowski-Shoplik, and Cathleen C. O'Donoghue. "Gender differences in above-level EXPLORE scores of gifted third through sixth graders." Journal of Educational Psychology 92, no. 4 (2000): 718–23. http://dx.doi.org/10.1037/0022-0663.92.4.718.

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18

Coolahan, John. "The commission on higher education, 1967, and third‐level policy in contemporary Ireland." Irish Educational Studies 9, no. 1 (March 1990): 1–12. http://dx.doi.org/10.1080/0332331900090104.

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19

Laih, Hueih-Lirng, and Ian Westbury. "Transformation of Taiwan's Upper Secondary Education System." education policy analysis archives 6 (September 8, 1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.

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This paper explores the policy issues circling around the structural "transition" in upper secondary education implicit in the twenty-year increase in secondary and third-level school enrollment rates in Taiwan. This expansion has taken place within a secondary school system which is rigidly divided into both general, i.e., academic, and vocational tracks and into public and private sectors: the majority of students are enrolled in the private vocational sector which is only loosely articulated with the university sector. These features of the school system are analysed against the background of social and economic developments in Taiwan as well as public opinion. The analysis suggests that the present structures of school must be "reformed" in ways that will result in a more unified secondary system with both greater public funding and better articulation of all school types with the third level. The policy options that circle around the possibility of such reforms in the areas of curriculum, examination structures and second level-third level articulation are discussed and a policy framework for the reform of the Taiwan secondary education sector is outlined.

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20

O'Brien, Trevor. "Exploring the views of students with dyslexia attending a third level college in Ireland." Support for Learning 37, no. 3 (August 2022): 423–34. http://dx.doi.org/10.1111/1467-9604.12418.

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21

Bakhrushyn, Volodymyr. "PROBLEMS OF DEVELOPING THE STANDARDS OF THE THIRD LEVEL OF HIGHER EDUCATION IN UKRAINE." Educational Analytics of Ukraine, no. 4 (2021): 46–59. http://dx.doi.org/10.32987/2617-8532-2021-4-46-59.

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Problems of developing the Ukrainian PhD standards of higher education are analyzed. The legal framework, which is the basis for their development, requires improvement and elimination of internal contradictions in legal documents and contradictions between different documents. Article 10 of the Law of Ukraine "On Higher Education" needs to be clarified. First of all, this concerns the requirement of Paragraph 1 of Part 3 to define in the standards the number of ECTS credits required for the appropriate degree of higher education. But according to Part 6 of Article 5, the third level educational program must consist of educational and scientific components. Only for the educational component, the Law provides a credit dimension. Therefore, for PhD programs, this requirement of the Law cannot be met. The most problematic of the normative documents is the Procedure for training applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education and scientific institutions. In some norms, it uses outdated or indefinite terminology, contradicts the Law of Ukraine "On Higher Education", underestimates the requirements for competencies/learning outcomes established by the National Qualifications Framework. In particular, the requirements of the Procedure for dividing the educational component into separate blocks aimed at achieving certain competencies are incorrect. These competencies are formed not by studying individual components, but by fulfilling the entire educational program, including its scientific component. Some of the requirements of the Procedure would be more relevant in bachelor’s or master’s standards. Some discussion issues are also analyzed. In particular, these concern the description of the subject area, formulation of competencies and learning outcomes, requirements for certification of applicants, recognizing the outcomes of previous learning, an acceptable degree of unification of requirements for different specialties, etc.

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22

Bakhrushyn, Volodymyr. "PROBLEMS OF DEVELOPING THE STANDARDS OF THE THIRD LEVEL OF HIGHER EDUCATION IN UKRAINE." Educational Analytics of Ukraine, no. 4 (2021): 46–59. http://dx.doi.org/10.32987/2617-8532-2021-4-46-59.

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Problems of developing the Ukrainian PhD standards of higher education are analyzed. The legal framework, which is the basis for their development, requires improvement and elimination of internal contradictions in legal documents and contradictions between different documents. Article 10 of the Law of Ukraine "On Higher Education" needs to be clarified. First of all, this concerns the requirement of Paragraph 1 of Part 3 to define in the standards the number of ECTS credits required for the appropriate degree of higher education. But according to Part 6 of Article 5, the third level educational program must consist of educational and scientific components. Only for the educational component, the Law provides a credit dimension. Therefore, for PhD programs, this requirement of the Law cannot be met. The most problematic of the normative documents is the Procedure for training applicants for the degree of Doctor of Philosophy and Doctor of Science in higher education and scientific institutions. In some norms, it uses outdated or indefinite terminology, contradicts the Law of Ukraine "On Higher Education", underestimates the requirements for competencies/learning outcomes established by the National Qualifications Framework. In particular, the requirements of the Procedure for dividing the educational component into separate blocks aimed at achieving certain competencies are incorrect. These competencies are formed not by studying individual components, but by fulfilling the entire educational program, including its scientific component. Some of the requirements of the Procedure would be more relevant in bachelor’s or master’s standards. Some discussion issues are also analyzed. In particular, these concern the description of the subject area, formulation of competencies and learning outcomes, requirements for certification of applicants, recognizing the outcomes of previous learning, an acceptable degree of unification of requirements for different specialties, etc.

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23

Stetinova, Katarina, and Ingrid Ruzbarska. "MOTOR SKILLS OF THIRD AND FOURTH YEAR PRIMARY SCHOOL PUPILS." Slavonic Pedagogical Studies Journal 11, no. 2 (September 2022): 227–35. http://dx.doi.org/10.18355/pg.2022.11.2.4.

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The purpose of physical and sports education at the primary education level is to develop motor abilities and acquire fundamental motor skills. Currently, we have available the MOBAK test battery, which enables the diagnosis of fundamental movement competencies in physical and sports education. This test battery could be a suitable test tool to easily find out and assess the level of competence areas within practice. Information obtained from individual test items could help teachers adapt teaching strategies to the needs of students. The aim of our research is to determine and compare the level of fundamental motor skills between third and fourth graders (n = 229; boys = 113, girls = 116) using the MOBAK 3-4 test battery. This contribution is a partial output of the VEGA grant project no. 1/0162/22 entitled "Pupils' movement competencies in the context of primary education - determinants and possibilities of stimulation."

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24

Adamson, J., and H. Clifford. "An Appraisal of A-Level and University Examination Results for Engineering Undergraduates." International Journal of Mechanical Engineering Education 30, no. 3 (July 2002): 265–79. http://dx.doi.org/10.7227/ijmee.30.3.8.

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The examination performance of Mechanical Engineering undergraduate students from two comparable UK universities over a three-year study period is analysed. For each student group the examination results from each year of study are compared with each other, with the third-year project mark, with A-level results and with the results of a prior knowledge assessment test using a ranking correlation technique. The significance of the derived correlation coefficients is assessed and discussed. Subsequently, third-year marks are further appraised in relation to the combined A-level ‘score’ and A-level Mathematics ‘grade’, and the distribution of the differences between third- and first-year marks is examined.

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25

Cardinot, Adriana, and Paul Flynn. "Rapid Evidence Assessment: Mentoring Interventions for/by Students with Disabilities at Third-Level Education." Education Sciences 12, no. 6 (June 2, 2022): 384. http://dx.doi.org/10.3390/educsci12060384.

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The number of students with disabilities enrolling in higher education has shown an increase across the world. Despite this, many students with disabilities still encounter several barriers in transitioning to third-level education. Educational mentoring programmes have emerged as interventions that have the potential to provide peer support and reduce isolation in higher education. However, there is little understanding of how this intervention could benefit students with disabilities in mentor and mentee roles. This systematic review aimed to collate, synthesise, and compare empirical studies describing mentoring programmes, interventions, or initiatives in which undergraduates with disabilities acted as mentors or mentees. The study employs a rapid evidence assessment methodology to gather, analyse, and compare relevant publications describing mentoring interventions involving students with disabilities. The search was limited to studies published between 2010 and 2021. In total, eleven studies met the PICO criteria established in this review. The results obtained in this study present evidence of the multiple benefits and key elements of mentoring programmes for/by students with disabilities to facilitate the transition to higher education in social and academic engagement. In particular, it was found that mentoring programmes can have an impact on mentors and mentees, such as the feeling of empowerment, a sense of belonging in the university, normalising academic challenges, and increased empathy and awareness of disabilities. Key recommendations for designing mentoring interventions involving students with disabilities are also outlined.

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26

Gámez Gutiérrez, Jorge, and Jossie Esteban Garzón Baquero. "New cross-proposal entrepreneurship and innovation in educational programs in third level (tertiary) education." Contaduría y Administración 62, no. 1 (January 2017): 239–61. http://dx.doi.org/10.1016/j.cya.2016.10.005.

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27

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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28

Lucas, K. C., S. M. Dippenaar, and P. H. Du Toit. "Analysis of assessment practice and subsequent performance of third year level students in natural sciences." Africa Education Review 11, no. 4 (September 3, 2014): 563–83. http://dx.doi.org/10.1080/18146627.2014.935004.

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29

Anakara, Hazem Riad Suleiman. "Assessment of Biological Literacy Levels Among Third-Grade Secondary School Students in Medina." International Education Studies 14, no. 7 (June 24, 2021): 47. http://dx.doi.org/10.5539/ies.v14n7p47.

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This research aims to assess the levels of biological literacy (nominal, functional, structural, and multi-dimensional) among students of the third grade of scientific secondary school in Medina. To achieve the objectives of the research, the researcher used the descriptive and analytical method, and a sample of (340) students was selected by the random cluster method. A scale was prepared in the light of Project (2061) Vision, and the Uno and Bybee model (Uno & Bybee, 1994) to assess students’ ability to identify biological concepts (nominal literacy), define some biological concepts (functional literacy), and understand biological diagrams (structural literacy), and measuring some students’ skills on understanding a short biological text (multi-dimensional literacy). The results reflected a high level of nominal literacy and a low level of multi-dimensional literacy. The results also showed that the students possessed the functional level and the structural level. The study recommends that biology teachers use effective teaching methods that enable them to present biological knowledge in the form of social issues and problems related to technology and other sciences.

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30

Maxwell, Nicola, and Claire Dorrity. "Access to third level education: challenges for equality of opportunity in post celtic tiger Ireland." Volume 2 Issue 1 (2010) 2, no. 1 (January 1, 2010): 56–74. http://dx.doi.org/10.33178/ijpp.2.1.4.

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There are numerous barriers to third level education, all of which are well documented. While several initiatives are taking place locally indicating a range of responses from community education to further education to third level, a number of gaps remain which continue to contribute to educational inequality in Ireland. A number of issues warrant attention; the need to move beyond a ‘deficit model of disadvantage’; to address educational inequality in a framework that challenges the language of disadvantage; the need to recognise the complexities and range of supports required to tackle educational inequality; and the need for more collaborative and interactive consultation processes in representing communities that are persistently marginalised. The aim of this article is to address a number of the above issues and to document some emergent themes from research currently being undertaken within Cork city. The research is being conducted through the Strategic Innovation Fund ‘Connections Project’ at UCC with a focus on adult non-traditional learners. It is one of four strands of the project. The research findings to date reflect the view of recent literature pointing to the need to open up the debate on the value of community education.

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31

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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32

Zelenskyi, B., and R. Zelenskyi. "Motivation: Attitude of Students of Higher Education Institutions of the I-II Accreditation Levels Toward Physical Education Classes." Teorìâ ta Metodika Fìzičnogo Vihovannâ 18, no. 3 (September 25, 2018): 114–25. http://dx.doi.org/10.17309/tmfv.2018.3.02.

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The purpose of the paper is to identify the dominant motives for physical education among students of higher education institutions of the I-II accreditation levels at different stages of studying. Materials and methods. The study involved first-year (n=30), second-year (n=30), and third-year (n=30) female students of the College of the National Pharmaceutical University (Kharkiv) who attend physical education classes in the main group. The paper used general scientific methods of theoretical level (analysis, synthesis, generalization, induction, deduction), as well as general scientific methods of empirical level (observation, questioning, ranking). The study materials were processed by the IBM SPSS 23 statistical analysis software. The following parameters were calculated: the Kruskal — Wallis test for independent samples, the Pearson χ2 criterion, the Pearson correlation coefficients, and the Kendall’s Tau-b. Results. The analysis of the data obtained shows that most female students lead sedentary lifestyles. Only 13.3% of the first- and second-year students and 16.7% of the third-year students participate in physical activity outside of curriculum time every day; at least three times a week – 53.4% of the first- and third-year students, and 40% of the second-year students; several times a month – 26.6% of the first-year students, 33.4% of the second-year students, and 20% of the third-year students; no physical activity at all – 6.7% of the girls of the first year, 13.3% – of the second year, and 10% – of the third year of study. The most significant motives for physical education among the college female students are to improve body shapes, to improve health, to lose weight, and to foster one’s moral and volitional qualities. Conclusions. The dominant motive for physical education among female students of higher education institutions of the I-II accreditation levels regardless of the year of study are to improve body shapes, to improve health, to lose weight.

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33

Haroun, Eltayeb Ahmed Hassan. "The Effect of Navigation Structure in Electronic Courseware and Self-regulated Learning on achievement and Satisfaction in Instructional Design for Undergraduate Students." International Journal of research in Educational Sciences 5, no. 1 (January 1, 2022): 129–84. http://dx.doi.org/10.29009/ijres.5.1.4.

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This study aims at identifying the effects of navigation structure in electronic courseware, and student self-regulation level on achievement in instructional design and satisfaction towards learning environment for undergraduate students. A quasi-experimental (3x3) factorial ANOVA design used to explore the main effects the independent variables. Two hundred nineteen respondents selected from third class undergraduate students in the faculty of education at Ablaba University. The respondents randomly assigned into one of three treatment groups varied in navigation structure. The treatment group used linear, hierarchical, and network navigation respectively. The tools consist of, achievement test, student's satisfaction scale, and self-regulation scale. The results showed that high-level self-regulated learners outperformed low-level self-regulated learners in achievement, and in satisfaction scale. There were no significant differences for the three treatments; the navigation structure employed in this study had no effect on participants’ learning and satisfaction. A significant interaction seen between leaning self-regulation skills and navigation structure. High-level self-regulated learners learn better from hierarchical navigation and less with linear navigation weak-level self-regulated learners learn better with linear navigation and weak with hierarchical. However, the network navigation structure mediate the two other navigation structure for all treatment group.

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34

Walsh, Richard, and Aoife Guerin. "A framework and rubric for guiding the training of mathematics tutors in third-level education." International Journal of Mathematical Education in Science and Technology 50, no. 3 (August 13, 2018): 390–420. http://dx.doi.org/10.1080/0020739x.2018.1507052.

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35

Rizzo, Lucas, and Luca Longo. "Self-reported data for mental workload modelling in human-computer interaction and third-level education." Data in Brief 30 (June 2020): 105433. http://dx.doi.org/10.1016/j.dib.2020.105433.

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36

Zborovsky, G. E., and P. A. Ambarova. "«Silver» education as a resource for regional development." RUDN Journal of Sociology 20, no. 4 (December 15, 2020): 939–52. http://dx.doi.org/10.22363/2313-2272-2020-20-4-939-952.

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The article considers the educational level, needs and activities of the third age, and the readiness of the Sverdlovsk Region to develop practices of silver education. The object of research - practices of silver education in the region and the readiness of pensioners and pre-retirees to participate in them. The research is based on the authors concept of silver education as a resource for preserving and developing the social community of the third age. The theoretical framework of the study combines the key ideas of the theories of adult education, continuing education, human capital and resource capacity. Main research methods are analysis of educational and demographic statistics, regulations and government programs, secondary analysis of sociological data, a survey in the Sverdlovsk Region (respondents older than 45 years), and an expert survey. According to the authors hypothesis, today the regional system of silver education cannot serve as a resource for its development, since neither the third age community nor the region is ready for it. The authors present the following main results of the research: interpretation of the third age social community and estimates of its educational level; educational needs and activities of the third age in the Sverdlovsk Region; the readiness of the region to develop practices of silver education. The results of the research can be useful for the public policy in the interests of the older generation and the regional development. The authors conclude that it is necessary to develop a concept of the regional silver education system and a corresponding policy for improving the quality of the third age educational capital.

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Borooah, Vani K., Donal Dineen, and Nicola Lynch. "Which are the ‘best’ feeder schools in Ireland? Analysing school performance using student third level destination data." Irish Educational Studies 29, no. 2 (June 2010): 107–30. http://dx.doi.org/10.1080/03323311003779027.

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Sheridan, Vera. "A holistic approach to international students, institutional habitus and academic literacies in an Irish third level institution." Higher Education 62, no. 2 (September 30, 2010): 129–40. http://dx.doi.org/10.1007/s10734-010-9370-2.

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Chapin, John. "Third-Person Perception and Facebook." International Journal of Cyber Behavior, Psychology and Learning 4, no. 3 (July 2014): 34–44. http://dx.doi.org/10.4018/ijcbpl.2014070103.

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A survey of adolescents (N = 1,488) documented third-person perception (TPP) regarding Facebook use and cyber bullying. As Facebook establishes itself as the dominant social network, users expose themselves to a level of bullying not possible in the analog world. The study found that 84% of adolescents (middle school through college undergraduates) use Facebook, and that most users log on daily. While 30% of the sample reported being cyber bullied, only 12.5% quit using the site, and only 18% told a parent or school official. Despite heavy use and exposure, adolescents exhibit TPP, believing others are more likely to be negatively affected by Facebook use. The study contributes to the TPP literature, by linking the perceptual bias to self-protective behaviors. A range of self-protective behaviors from precautionary (deleting or blocking abusive users) to reactionary (quitting Facebook) were related to decreased degrees of TPP. TPP was also related to optimistic bias, experience, liking of and use of Facebook, and perceived subjective norms and age. Implications for prevention education are discussed.

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Horban, Yurii, Anatolii Humenchuk, Olena Karakoz, Oksana Koshelieva, and Ivan Shtefan. "Application of web 3.0 technologies in distance education (by levels of higher education)." LAPLAGE EM REVISTA 7, Extra-B (May 12, 2021): 575–86. http://dx.doi.org/10.24115/s2446-622020217extra-b974p.575-586.

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The purpose of the survey is to identify the need for Web 3.0-technologies in distance education among higher education seekers initial level (short cycle), first (bachelor's) level, second (master's) level, third (educational-scientific/educational-creative) level, scientific level among 438 applicants for higher education. Features (open source software (OSS) for developing, sharing and configuring programs for global use and application, built-in algorithms for analyzing and interpreting large amounts of data) and the benefits of Web 3.0 in higher education (the ability to organize collaboration on a social network, encourage globalization, improve data management, stimulate creativity and innovation, support the availability of mobile Internet). The correlation between the functions of Web 3.0-technologies in distance education and learning outcomes at all levels of higher education is established. Intelligence indicates a lack of comprehensive scientific research in the relevant field. The practical significance of the results of intelligence lies in the correlation of the functions of Web 3.0-technologies in distance education and learning outcomes at all levels of higher education.

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Arıca, Eylem. "A Brief Narrative of the Third Position as the Initial Position for Beginning-Level Violin Instruction." Music Scholarship / Problemy Muzykal'noj Nauki, no. 4 (December 2019): 65–72. http://dx.doi.org/10.17674/1997-0854.2019.4.065-072.

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Shermuhamedova, Nigina. "PRIORITY DIRECTIONS FOR REFORMS IN HIGHER EDUCATION." Actual Problems in the System of Education: General Secondary Education Institution – Pre-University Training – Higher Education Institution, no. 1 (September 2, 2021): 33–35. http://dx.doi.org/10.18372/2786-5487.1.15817.

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The civilization of the third millennium has grown to such an extent that the problem of raising the level of education has become of paramount importance, and understanding this phenomenon presupposes a change in the attitude of the state, society and citizens to the education system.

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Kristanti, Corry, Ni Ketut Alit Armini, and Aria Aulia Nastiti. "Analysis of Factors Related to the Nutritional Status of Third Trimester Pregnant Women at Primary Level Health Facilities." Journal of Computational and Theoretical Nanoscience 17, no. 7 (July 1, 2020): 3058–62. http://dx.doi.org/10.1166/jctn.2020.9135.

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Nutritional status is an important thing to consider during pregnancy because nutritional factors are very influential on maternal health status for fetal growth and development. Various factors that affect the nutritional status of pregnant women include: economic and social status, age, education, and health status so it needs to be further investigated. To analyze factors related to the nutritional status of third trimester pregnant women at primary level health facilities. This study used a cross sectional approach, which consisted of the dependent variable (nutritional status of pregnant women) and independent variables (economic level, age, education, and health status). Sampling used non-probability sampling type, purposive sampling technique. This study used questionnaire sheets, weight scales, and height meters as instruments. Data collected were analyzed using Spearman’s Rho statistical correlation test with the significance level of p 0.05. The total respondents of this study were 50 people. The highest age was low risk age (88%), the highest economic level was upper economy (74%), most education was high school (40%), and the highest health status was low risk health status (52%). The results showed no relationship between economic levels (p value = 0.161) and age (p value = 0.346). In health status showed that a low relationship level (p value = 0.013) then in education showed a moderate relationship level (p value = 0.000). The dominant factor related to the nutritional status of pregnant women was education. This was because higher education will make it easier for pregnant women to receive information from outside properly.

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Weiss, Anna. "And who says it doesn’t make sense? Drama in third-level language classrooms." Scenario: A Journal of Performative Teaching, Learning, Research I, no. 1 (January 1, 2007): 25–51. http://dx.doi.org/10.33178/scenario.1.1.2.

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This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail.

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Charzyński, Przemysław, Magdalena Urbańska, Gian Franco Capra, Antonio Ganga, Peter Holmes, Melanie Szulczewski, Undrakh-Od Baatar, et al. "A global perspective on soil science education at third educational level; knowledge, practice, skills and challenges." Geoderma 425 (November 2022): 116053. http://dx.doi.org/10.1016/j.geoderma.2022.116053.

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Nic Eoin, Máirín. "Re-Imagining Academic and Professional Irish Language Programmes in Initial Teacher Education: Implications of a New Third Level Irish Language Syllabus." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 20–33. http://dx.doi.org/10.35903/teanga.v24i0.40.

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In 2008, a national working group was established in Ireland with the objective of producing a new third level Irish-language syllabus based on the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Council of Europe, 2001). The need for such a syllabus was widely acknowledged by third level teachers of Irish, in particular by those working in Irish Departments in the Colleges of Education. This article documents the progress of the Syllabus Project initiated by the national working group, and addresses in particular the question of linguisticdiversity among student teachers preparing for a career in the primary school sector. The author considers language teaching in the debate about initial teacher education models, the policy background to the Syllabus Project, pedagogy and practice in piloting the new syllabus, and future perspectives on third level Irish-language course provision.

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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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Abbas, Dhifaf Akram, and Dr Hassan Kamel Rasan. "Analytical thinking and its relationship to _12century skills among secondary school females students in mathematics." International Journal of Early Childhood Special Education 14, no. 2 (February 28, 2022): 7156–66. http://dx.doi.org/10.9756/int-jecse/v14i2.829.

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The aim of the current research is to identify the nature of the correlation realtion between analytical thinking and twenty-first century skills among secondary school female students in the Salah al-Din Education Directorate / Dujail Education Department To achieve this, the following null hypotheses were formulated: 1. There are no statistically significant differences at significance level (0.05) between the mean of the actual performance and the hypothetical performance of the third-grade intermediate students in the analytical thinking test. 2. There are no statistically significant differences at significance level (0.05) between the mean of the actual performance and the hypothetical performance among the third intermediate grade femalestudents in the twenty-first century skills test and scale 3. There is no statistically significant correlation at the significance level (0.05) between analytical thinking and the twenty-first century skills among third-grade intermediate female students in mathematics. The research sample consisted of (295) female students of the third intermediate grade who were affiliated to middle and secondary schools in the General Directorate of Education of Salah al-Din / Department of Education of Dujail. For the research developed two to collect the data as follows : 1- Analytical thinking test: in its final form, where it consists of (20) test itemsfor 21_century skills test (the skill of learning and creativity): the test may consist of (14) items. 2- Scale of twenty-first skills (digital culture skill, media culture, profession and life skill): The scale consists of (30) items. The appropriate statistical analyzes were conducted using the spss statistical analysis program the results obtained indicated that There is a positive, good and direct correlation between analytical thinking and twenty-first century skills among third-grade intermediate female students in mathematics.

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Varecha, Lukáš. "Third Sector Institutions at the Local Level and their Impact on Human Development." Acta Regionalia et Environmentalica 15, no. 2 (November 1, 2018): 51–56. http://dx.doi.org/10.2478/aree-2018-0009.

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Abstract In the paper, we analyse the relationship between third sector local institutions, which represent a component of social capital, and human development at the level of Slovak municipalities. In order to measure human development we use modified human development index, reflecting unemployment, level of education and gross mortality rate. We hypothesize that third sector institutions acting at the local level have a positive impact on human development. We utilize regression analysis in order to reveal this relationship, using cross-sectional data. Statistical results confirm our hypothesis. There is a positive and statistically significant relationship between the number of civic associations and the level of the human development index, even when filtering out other impacts, including self-government organizations per 1,000 inhabitants and net assets of the municipality per inhabitant. This result may be explained by the concept of social capital, meaning the network of interest-group relationships has a positive impact on providing services, governance and better access to less accessible forms of capital.

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Amimour, Amine, and Lynda Benbessai, Kada Becharef, Hafida Mokhenfer. "Modernize the teaching of mathematics at the secondary level through R programming." Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia 13 (December 31, 2021): 169–83. http://dx.doi.org/10.24917/20809751.13.8.

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Teaching mathematics using programming has cognitive benefits, improves practical skills, and provides powerful independent thinking and problem-solving strategies. R is a free software environment and one of the most popular programming tools, which allows for solving various mathematical problems through coding. In this work, we will use the R language to solve some problems posed in complex numbers and cover some exercises from the third-grade mathematics textbook in Algeria.

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