Literatura académica sobre el tema "Outcomes based education"
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Artículos de revistas sobre el tema "Outcomes based education"
Yu, Fu-Lai Tony. "Outcomes-Based Education". International Journal of Educational Reform 25, n.º 3 (julio de 2016): 319–33. http://dx.doi.org/10.1177/105678791602500306.
Texto completoSchnur, James O., James A. Siders y Mark G. Richmond. "Outcomes-Based Teacher Education". Action in Teacher Education 9, n.º 3 (septiembre de 1987): 25–32. http://dx.doi.org/10.1080/01626620.1987.10519354.
Texto completoRao, N. J. "Outcome-based Education: An Outline". Higher Education for the Future 7, n.º 1 (enero de 2020): 5–21. http://dx.doi.org/10.1177/2347631119886418.
Texto completoCooper, Stephen, Lillian Cassel, Barbara Moskal y Steve Cunningham. "Outcomes-based computer science education". ACM SIGCSE Bulletin 37, n.º 1 (23 de febrero de 2005): 260–61. http://dx.doi.org/10.1145/1047124.1047437.
Texto completoGeo-JaJa, Macleans A. y Garth Mangum. "Outcomes-Based Education and SAP: Nigeria". World Studies in Education 3, n.º 2 (1 de enero de 2002): 81–102. http://dx.doi.org/10.7459/wse/03.2.02.
Texto completoSafiudin, Adip, Sutrisno ., Meiyanto Eko Sulistyo, Subuh Pramono y Agus Ramelan. "The Development Of Web-based Outcome Based Education Information System". Journal of Electrical, Electronic, Information, and Communication Technology 2, n.º 2 (30 de octubre de 2020): 61. http://dx.doi.org/10.20961/jeeict.2.2.45291.
Texto completoNewfield, Denise y Hilary Janks. "Outcomes-Based Education Does Not Have to be Outcomes Driven: An Integrated Model for Lesson Planning in Outcomes-Based Education". Southern African Journal of Applied Language Studies 6, n.º 2 (junio de 1998): 65–81. http://dx.doi.org/10.1080/10189203.1998.9724686.
Texto completoManzoor, Arooj, HARIS AZIZ, Mirza Jahanzaib, Ahmad Wasim y Salman Hussain. "Transformational Model for Engineering Education from Content-Based to Outcomes-Based Education". International Journal of Continuing Engineering Education and Life-Long Learning 27, n.º 4 (2017): 1. http://dx.doi.org/10.1504/ijceell.2017.10003459.
Texto completoG. Ganesh Narayanan, Dr K. Bala Sathya,. "New Paradigm of Outcome-Based Education – A Higher Education Boon". Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, n.º 5 (11 de abril de 2021): 495–97. http://dx.doi.org/10.17762/turcomat.v12i5.1041.
Texto completoBalasubramani, R. "Attainment of Course Outcomes in Outcome Based Education: A Case Study". Journal of Engineering Education Transformations 30, n.º 2 (1 de octubre de 2016): 82. http://dx.doi.org/10.16920/jeet/2016/v30i2/105449.
Texto completoTesis sobre el tema "Outcomes based education"
Jenkins, Timothy Edward. "Adult learning outcomes based on course delivery methodology". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2853.
Texto completoSlamat, Jerome Albert. "Teachers, assessment and outcomes-based education: a philosophical enquiry". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1131.
Texto completoENGLISH ABSTRACT: The core question that is addressed in this dissertation is: “How can we think differently about education in order to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching?” This question is addressed against the background of my own narrative and experience in education in South Africa and in dialogue with the ideas of a number of contemporary philosophers. I assume an internal link between the outcomes-based discourse and its attendant assessment system. I argue that although outcomes-based education is proclaimed to be a progressive pedagogy, an alternative argument can be made that characterises it as an old behaviourist, management theory, overlain by a new policy technology called performativity. Thereafter, I engage critically with outcomes-based assessment as a prime example of performativity. In the next step I explore the ways in which outcomes-based assessment poses a predicament to teachers and to the practice of teaching. I then construct an alternative view of education that, in my opinion, provides a way to transcend the predicament that outcomes-based assessment poses for teachers and the practice of teaching. I also compare my alternative view of education with a new notion of education as therapy and standing in need of therapy, which is also presented as an alternative to instrumental approaches to education. Thereafter I consider the implications of my alternative view of education for teachers and assessment. I consider potential critiques against my argument at various stages in this dissertation. In the final chapter, I anticipate five more potential critiques against the argument developed in this dissertation and give initial responses to these. At the end of this dissertation I extend an invitation to deliberation in the spirit of my alternative view of education.
AFRIKAANSE OPSOMMING: Die kernvraag wat in hierdie proefskrif aan bod kom, is: “Hoe kan ons anders dink oor onderwys sodat die penarie wat uitkomsgebaseerde assessering vir onderwysers en die onderwyspraktyk meebring, oorkom kan word? Die vraag word beredeneer teen die agtergrond van my eie narratief en ervaring in onderwys in Suid-Afrika en in dialoog met die idees van ’n aantal kontemporêre filosowe. Ek veronderstel ’n interne skakel tussen die uitkomsgebaseerde diskoers en die verbandhoudende assesseringstelsel. Ek voer aan dat hoewel uitkomsgebaseerde onderwys as ’n progressiewe pedagogie voorgehou word, ’n alternatiewe argument gemaak kan word wat dit as ’n ou, behavioristiese bestuursteorie beskryf, wat oordek is met ’n nuwe beleidstegnologie genaamd performatiwiteit. Daarna gaan ek krities om met uitkomsgebaseerde assessering as ’n primêre voorbeeld van performatiwiteit. In die volgende stap verken ek die maniere waarop uitkomsgebaseerde assessering ’n penarie vir onderwysers en die onderwyspraktyk voorhou. Ek ontwikkel dan ’n alternatiewe beskouing van opvoeding wat, na my mening, ’n manier verskaf om die penarie wat assessering vir onderwysers en die onderwyspraktyk veroorsaak, te oorkom. Ek vergelyk ook my alternatiewe beskouing van onderwys met ’n nuwe konsep van onderwys as terapie en as behoeftig aan terapie, wat ook as ’n alternatief vir instrumentele benaderings tot onderwys aangebied word. Daarna oorweeg ek die implikasies van my alternatiewe beskouing van onderwys vir onderwysers en assessering. Ek oorweeg op verskillende stadiums in hierdie proefskrif potensiële punte van kritiek teen my argument. In die laaste hoofstuk antisipeer ek vyf bykomende potensiële punte van kritiek teen die argument wat in hierdie proefskrif ontwikkel is en gee aanvanklike reaksies daarop. Teen die einde van hierdie proefskrif rig ek ’n uitnodiging tot beraadslaging in die gees van my alternatiewe beskouing van opvoeding.
Longobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.
Texto completoMatshidiso, Mekube Norah. "Educators' perceptions of Outcomes-Based Education (OBE) assessment / Mekube Norah Matshidiso". Thesis, North-West University, 2007. http://hdl.handle.net/10394/1398.
Texto completoDu, Preez Petro. "Facilitating human rights values across outcomes-based education and Waldorf education curricula". Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50351.
Texto completoENGLISH ABSTRACT: The facilitation of human rights values might be considered a means to rethink and redefine values education in South Africa. This study aimed at determining how human rights values were addressed in the context of independent Waldorf Education and government initiated outcomes-based education in South Africa, and how educators facilitated these values in various circumstances. In exploring the philosophies, theories and practices of these education models against the background of paradigmatic and post-paradigmatic philosophies in support of the socially constructive curriculum theory, important notions were highlighted that have preceded, and might follow, the facilitation of human rights values. The epistemologies, ontologies and methodologies of the emancipatory paradigm and postparadigmatic framework appeared to provide appropriate philosophical departure points regarding the facilitation of human rights values. This study anticipated the theoretical clarification of the concept human rights values and included a discussion on the importance of these values in various school contexts. Values identified from the Manifesto on Values, Education and Democracy (2001), that were also present in the Curriculum: Waldorf Schools in South Africa (1995), were discussed as possible human rights values. Empirical research was conducted to explore how human rights values were attended to in good practice scenarios in order to provide insight into the questions posed regarding the facilitation of human rights values. Through systematic ethnographic observations and semi-structured interviews it appeared that in both school contexts human rights values were more frequently addressed in incidental situations than in formal curriculum contents. This is interesting seeing that the outcomes-based education model has a number of documents to guide the facilitation of human rights values within formal curriculum contents, whereas the Waldorf approach has no such supportive documents. One might question the value and influence of numerous documents if basic knowledge that is required for the meaningful interpretation of such documents is not communicated from the outset. Moreover, it became evident that since Waldorf educators are adequately trained in Anthroposophy, the philosophy to which Waldorf schools adhere, they deal with curriculum matters such as socially constructing a curriculum more effectively. The training of outcomes-based education educators can be questioned regarding the philosophy, theory and methodology of outcomes-based education in view of the hasty implementation of this new model for government schools. As a result of this hurried process, educators of outcomes-based education are experiencing numerous uncertainties when they have to manage curriculum matters such as socially constructing a curriculum. Recommendations and related examples were provided after the completion of the study. This included, among others, the notions of dialogically facilitating human rights values to promote learners' understanding of their rights, and the rights of others; to transform incidental facilitation of human rights values into worthwhile teaching-learning experiences; to use human resources - including learners - to convey human rights values; and to focus educators' training (both in-service and pre-service) toward the inclusion of human rights values and promoting an understanding of socially constructing a curriculum. The study was concluded with the remark that human rights values might be an appropriate means to redefine values education, provided that the facilitation of human rights values are based on suitable theoretical and philosophical premises; and that those held responsible to facilitate such values are assisted in this task.
AFRIKAANSE OPSOMMING: Die fasilitering van menseregte-waardes kan beskou word as 'n wyse om waarde-opvoeding in Suid-Afrika opnuut te deurdink en te herdefinieer. Hierdie studie het ten doel gehad om vas te stel hoe menseregte-waardes in onafhanklike Waldorf Onderwys en staatsgeïnisieerde uitkomsgebaseerde onderwyskontekste in Suid-Afrika aangespreek word, en ook hoe dit in die praktyk gefasiliteer word. Die verkenning van teorieë, filosofieë en praktyke aangaande die twee opvoedingsrnodelle teen die agtergrond van paradigmatiese en post-paradigmatiese filosofieë, ter ondersteuning van kurrikulumteorie, het kardinale aspekte wat die fasilitering voorafgegaan het, en moontlik tot gevolg kan hê, uitgelig. die sosiaal-konstruktiewe van menseregte-waardes Dit kom voor asof die epistemologieë, ontologieë en metodologieë onderliggend aan die emansipatoriese paradigma en die post-paradigmatiese raamwerk 'n genoegsame filosofiese aanvangspunt bied met betrekking tot die fasilitering van menseregte-waardes. In die studie is die konsep menseregte-waardes konseptueel-teoreties verklaar. Dit het ook 'n bespreking oor die belangrikheid van hierdie waardes in verskeie skoolkontekste ingesluit. Waardes geïdentifiseer uit die Onderwysrnanifes oor Waardes en Demokrasie in die Onderwys (Manifesto on Values, Education and Democracy, 2001) wat ook sigbaar was in die Waldorf-kurrikulumdokument (Curriculum: Waldorf Schools in South Africa, 1995), is bespreek as moontlike menseregte-waardes. Empiriese navorsing is onderneem om die wyse waarop menseregte-waardes in goeie praktyk-scenarios aangespreek word te verken ten einde nuwe insig te verkry rakende die fasilitering van menseregte-waardes. Deur die sistematies-etnografiese waarnemings en semi-gestruktureerde onderhoude het dit voorgekom dat menseregte-waardes in beide skoolkontekste meestal in toevallige situasies aangespreek word, eerder as deel van formele kurrikuluminhoude. Dit is interessant, gegewe die feit dat die uitkomsgebaseerde opvoedingsmodel heelwat dokumente beskikbaar gestel het om die fasilitering van menseregte-waardes te rig, terwyl die Waldorf-benadering geen ondersteunende dokumentasie in dié verband bied nie. Mens kan tereg vra wat die waarde en invloed van sulke dokumente is as basiese kennis, wat nodig is om hierdie dokumente betekenisvol te interpreteer, nie eerste oorgedra word nie. Dit het ook gelyk asof Waldorf-onderwysers beter met kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, omgaan weens hul goeie opleiding betreffende Antroposofie, die filosofie wat Waldorf-onderwys onderlê. Opvoeders in uitkomsgebaseerde onderwys se opleiding in die teorie, filosofie en metodologie van die onderwysmodel, wat beïnvloed is deur die haastige implementering van die nuwe model in staatskole, kan bevraagteken word. Laasgenoemde aspek blyk onsekerhede te veroorsaak wanneer hierdie onderwysers kurrikulumverwante sake, soos die sosiale konstruering van 'n kurrikulum, moet hanteer. Ná afloop van die studie is sekere aanbevelings en verwante voorbeelde gegee. Dit het onder meer die volgende ingesluit: dat dialoog na 'n wenslike fasiliteringstrategie lyk in die bevordering van leerders se begrip van hul regte, asook dié van andere; dat situasies waartydens menseregte-waardes toevallig aangespreek word omskep kan word in waardevolle onderrig-Ieerervaringe; dat menslike hulpbronne - insluitende leerders - gebruik kan word om menseregte-waardes oor te dra; en dat onderwysersopleiding (beide indiens en voordiens ) op die insluiting van menseregte-waardes en die bevordering van begrip vir die sosiale konstruering van 'n kurrikulum moet fokus. Die studie is afgesluit met die opmerking dat menseregte-waardes tot die herdefiniëring van waarde-opvoeding mag bydra, gegewe dat dit op gepaste teoretiese en filosofiese begrondinge gebaseer is, en dat diegene wat verantwoordelik gehou word vir die fasilitering van sulke waardes, die nodige ondersteuning in dié verband sal kry.
Pearce, Catherine Rebecca. "Implementation of an outcomes focused approach to education: a case study". Thesis, Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. https://researchrepository.murdoch.edu.au/id/eprint/250/.
Texto completoPearce, Catherine Rebecca. "Implementation of an outcomes focused approach to education : a case study /". Pearce, Catherine Rebecca (2008) Implementation of an outcomes focused approach to education: a case study. Masters by Research thesis, Murdoch University, 2008. http://researchrepository.murdoch.edu.au/250/.
Texto completoau, classicflora@aapt net y Catherine Rebecca Pearce. "Implementation of an Outcomes Focused Approach to Education: A Case Study". Murdoch University, 2008. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080911.114438.
Texto completoVelupillai, Vasanthy. "An investigation into how mathematics educators teach the outcomes-based curriculum". Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-02152007-105629.
Texto completoReyneke, Elizabeth Maryna. "A model for outcomes-based assessment of English first additional language in the further education and training band / E.M. Reyneke". Thesis, North-West University, 2008. http://hdl.handle.net/10394/1893.
Texto completoLibros sobre el tema "Outcomes based education"
Malan, Beverley. Excellence through outcomes. Pretoria: Kagiso Tertiary, 1997.
Buscar texto completoHorst, Helen Van der. OBE, outcomes-based education: A teacher's manual. Pretoria: Kagiso Publishers, 1997.
Buscar texto completoJones, Tiffany, Sosanya Jones, Kayla C. Elliott, LaToya Russell Owens, Amanda E. Assalone y Denisa Gándara. Outcomes Based Funding and Race in Higher Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49436-4.
Texto completoAnema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. New York: Springer Pub. Co., 2010.
Buscar texto completoThe educator's guide to implementing outcomes. Princeton Junction, N.J: Eye on Education, 1994.
Buscar texto completoJan, McCoy, ed. Competency-based nursing education: Guide to achieving outstanding learner outcomes. New York: Springer, 2009.
Buscar texto completoAnema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. New York: Springer Pub. Co., 2010.
Buscar texto completoAnema, Marion G. Competency-based nursing education: Guide to achieving outstanding learner outcomes. New York: Springer, 2009.
Buscar texto completoWriting and using learning outcomes: A practical guide. Ireland: University College Cork, 2007.
Buscar texto completoCook, Bryan G., R. A. McWilliam y Melody Tankersley. Research-based strategies for improving outcomes for targeted groups of learners. Boston: Pearson, 2013.
Buscar texto completoCapítulos de libros sobre el tema "Outcomes based education"
Shaftel, Julia. "Outcomes-Based Education". En Encyclopedia of Cross-Cultural School Psychology, 693–94. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_296.
Texto completoMedley, Donald M. "An Outcomes-Based Teacher Preparation Program". En Teacher Education Evaluation, 58–84. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-009-2675-2_4.
Texto completoTraver, Amy E. "Outcomes-Based Approaches to Mass Atrocity Education". En Humanistic Pedagogy Across the Disciplines, 69–91. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95025-9_4.
Texto completoSteiner-Khamsi, Gita y Ines Stolpe. "Outcomes-Based Education: Banking on Policy Import". En Educational Import, 131–45. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982971_7.
Texto completoWilson, Janie H., Shauna B. Wilson y Angela M. Legg. "Building rapport in the classroom and student outcomes." En Evidence-based teaching for higher education., 23–37. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-002.
Texto completoJones, Tiffany, Sosanya Jones, Kayla C. Elliott, LaToya Russell Owens, Amanda E. Assalone y Denisa Gándara. "Show Me the Outcomes! The Emergence of Performance and Outcomes-Based Funding in Higher Education". En Outcomes Based Funding and Race in Higher Education, 1–10. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49436-4_1.
Texto completoOlder, Susan y Shiu-Kai Chin. "Outcomes-Based Assessment as an Assurance Education Tool". En Security Education and Critical Infrastructures, 179–96. New York, NY: Springer US, 2003. http://dx.doi.org/10.1007/978-0-387-35694-5_19.
Texto completoSmith, Stephanie C. "Pedagogical Differences and Child Outcomes". En Against Race- and Class-Based Pedagogy in Early Childhood Education, 171–99. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1007/978-1-137-48202-0_10.
Texto completoDulekgurgen, Ebru, Cigdem Yangin-Gomec y Didem Okutman Tas. "Curriculum Mapping for Attainment of Student Outcomes from the Perspectives of Senior-Year Students and Instructors". En Engineering Pedagogy Towards Outcome-Based Education, 153–74. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003083160-14.
Texto completoBelland, Brian R. "Intended Learning Outcomes and Assessment of Computer-Based Scaffolding". En Instructional Scaffolding in STEM Education, 79–106. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02565-0_4.
Texto completoActas de conferencias sobre el tema "Outcomes based education"
Crespo, Raquel M., Jad Najjar, Michael Derntl, Derick Leony, Susanne Neumann, Petra Oberhuemer, Michael Totschnig, Bernd Simon, Israel Gutierrez y Carlos Delgado Kloos. "Aligning assessment with learning outcomes in outcome-based education". En 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492385.
Texto completoIskandar, Y. H. P., L. Gilbert y G. B. Wills. "A Conceptual Model for Learning Outcomes in the Motor Skill Domain". En Web-based Education. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.688-052.
Texto completoCooper, Stephen, Lillian Cassel, Barbara Moskal y Steve Cunningham. "Outcomes-based computer science education". En the 36th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1047344.1047437.
Texto completoChit Siang Soh, Kia Hock Tan, Kim Ho Yeap, Vooi Voon Yap y Yun Thung Yong. "Measuring learning outcomes of Bachelor degree program in outcome-based education". En 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940786.
Texto completoWadhwa, Sujata, Audrey Barlow y Siddharth Jadeja. "Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase". En ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50210.
Texto completoTubaishat, Abdallah, Azzedine Lansari y Akram Al-Rawi. "E-portfolio Assessment System for an Outcome-Based Information Technology Curriculum". En InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3341.
Texto completoRajak, Akash, Ajay Kumar Shrivastava y Divya Prakash Shrivastava. "Automating Outcome Based Education for the Attainment of Course and Program Outcomes". En 2018 Fifth HCT Information Technology Trends (ITT). IEEE, 2018. http://dx.doi.org/10.1109/ctit.2018.8649532.
Texto completoYang, Xinfeng y Lingxiao Zhang. "Analysis and Research on Outcomes-based Education". En 8th International Conference on Social Network, Communication and Education (SNCE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/snce-18.2018.39.
Texto completoCooper, S. "Session details: Outcomes-based computer science education". En SIGCSE05: Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2005. http://dx.doi.org/10.1145/3259455.
Texto completoLee, Taerim. "A deep learning analytics to facilitate sustainability of statistics education". En Decision Making Based on Data. International Association for Statistical Education, 2019. http://dx.doi.org/10.52041/srap.19306.
Texto completoInformes sobre el tema "Outcomes based education"
Hornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Fort Belvoir, VA: Defense Technical Information Center, diciembre de 2006. http://dx.doi.org/10.21236/ada612172.
Texto completoHornbeak, Scott. Program Evaluation of Outcomes Based Orthotic and Prosthetic Education. Fort Belvoir, VA: Defense Technical Information Center, diciembre de 2007. http://dx.doi.org/10.21236/ada612173.
Texto completoNewman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi y Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), septiembre de 2021. http://dx.doi.org/10.19088/k4d.2021.114.
Texto completoRada, Gabriel y Lilian Dudley. Does Internet based learning in the health professions improve learning outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608083.
Texto completoKaffenberger, Michelle. The Role of Purpose in Education System Outcomes: A Conceptual Framework and Empirical Examples. Research on Improving Systems of Education (RISE), diciembre de 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/118.
Texto completoOgwuike, Clinton Obinna y Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), noviembre de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.
Texto completoDix, Katherine, Syeda Kashfee Ahmed, Toby Carslake y Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, septiembre de 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.
Texto completoTarricone, Pina, Kemran Mestan y Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, agosto de 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.
Texto completoLevy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), febrero de 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.
Texto completoNchare, Karim. On the Importance of Functioning School Based Management Committees (SBMCs): Evidence from Nigeria. Research on Improving Systems of Education (RISE), noviembre de 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/033.
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