Bibliografías temáticas / Technical education

Literatura académica sobre el tema "Technical education"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 29 de julio de 2024

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Artículos de revistas sobre el tema "Technical education"

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Ramesh, Sujatha y Natarajan K. "Integrating Educational Technologies into Engineering Education in Indian Technical Universities". Journal of Advanced Research in Dynamical and Control Systems 11, n.º 10-SPECIAL ISSUE (25 de octubre de 2019): 125–31. http://dx.doi.org/10.5373/jardcs/v11sp10/20192783.

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Roodhouse, Simon. "Revisiting “technical” education". Education + Training 50, n.º 1 (15 de febrero de 2008): 55–58. http://dx.doi.org/10.1108/00400910810855513.

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Howarth, Lynne C. "Technical Services Education". Technical Services Quarterly 15, n.º 1-2 (18 de septiembre de 1997): 11–25. http://dx.doi.org/10.1300/j124v15n01_03.

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UTSUMI, Noah. "General Technical Education and Specialized Technical Education for Metal Forming". Journal of the Japan Society for Technology of Plasticity 57, n.º 663 (2016): 310–14. http://dx.doi.org/10.9773/sosei.57.310.

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Rossiter, J. A., B. Pasik-Duncan, A. Visioli, A. Serbezov, K. Zakova, M. Huba y S. Dormido. "Technical Committee on Control Education [Technical Activities]". IEEE Control Systems 39, n.º 4 (agosto de 2019): 20–22. http://dx.doi.org/10.1109/mcs.2019.2913489.

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STEBILA, Ján, Mária KOŽUCHOVÁ y Silvia BARNOVÁ. "INQUIRY-BASED EDUCATION IN TECHNICAL EDUCATION". Journal of Technology and Information 15, n.º 2 (30 de enero de 2024): 118–29. http://dx.doi.org/10.5507/jtie.2024.001.

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Shirk, Henrietta Nickels. "Technical Writing's Roots in Computer Science: The Evolution from Technician to Technical Writer". Journal of Technical Writing and Communication 18, n.º 4 (octubre de 1988): 305–23. http://dx.doi.org/10.2190/l65t-6lj1-pvkr-t6nl.

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The history of Technical Writing closely parallels trends in the discipline of Computer Science. The early technical writers in the computer software industry were its own technicians (programmers and analysts), who used a variety of diagramming techniques to document computer systems. As a result of the widespread availability of computers and software which began in the 1970s, professional communicators joined the software industry and reinterpreted these diagramming techniques from technical source documents into user documentation. The impact of this assimilation process has influenced graphic representations in Technical Writing, as well as created the conceptual metaphors of the “user” and the “module” (which are emerging archetypes). In the past, Technical Writing's historical roots have been the result of reactions to Computer Science. However, the increasing presence of online documentation is now creating opportunities for technical writers to shape their own future by joining with computer scientists as influential equals.
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Coruh, Esen. "Teaching technical specifications in fashion design education". New Trends and Issues Proceedings on Humanities and Social Sciences 2, n.º 1 (19 de febrero de 2016): 256–63. http://dx.doi.org/10.18844/gjhss.v2i1.319.

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ISOGAI, Emiko y Takamasa SUZUKI. "DENSO Technical Communication Education". Journal of JSEE 54, n.º 5 (2006): 80–83. http://dx.doi.org/10.4307/jsee.54.5_80.

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Saini, J. S. y D. D. Sharma. "Entrepreneurising Technical Education Curriculum". SEDME (Small Enterprises Development, Management & Extension Journal): A worldwide window on MSME Studies 23, n.º 2 (junio de 1996): 25–30. http://dx.doi.org/10.1177/0970846419960203.

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Tesis sobre el tema "Technical education"

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Yu, James Hur. "Technical competencies for the electromechanical technician /". The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487326511713688.

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Phachon, Khantachvana Kennedy Larry DeWitt McCarthy John R. "Competencies for a technical education curriculum perceptions of technical education teachers in Bangkok, Thailand /". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521334.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 7, 2006. Dissertation Committee: Larry D. Kennedy, John R. McCarthy (co-chairs), Ronald Halinski, George Padavil. Includes bibliographical references (leaves 109-120) and abstract. Also available in print.
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Helaire, Atlas III. "Career Technical Education instructors' perceptions of adult students' academic ability in Career Technical Education classes". Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610819.

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The purpose of this qualitative survey study was to explore the student performance expectations, classroom management and instructional practices, and related professional experiences and specialized training of Career Technical Education (CTE) instructors at a Regional Occupational Center in Southern California in order to learn more about how these instructors achieved 80% or higher CTE course completion rates for adult students for 2 or more consecutive semesters. The study was grounded in the Pygmalion Effect Theory, which postulates that instructors create a Self-Fulfilling Prophecy based on the instructors' perceptions of student academic abilities.

Data were collected from 6 CTE instructors and 126 adult students via an anonymous online survey that consisted of 18 questions for instructors and 14 questions for students organized into 4 categories. Analysis of the data resulted in 4 conclusions:

1. CTE instructors who have high expectations for students promote high student achievement by exhibiting behaviors that require students to learn independently. Participating instructors implemented independent activities in which students had to seek answers prior to asking instructors for assistance.

2. Instructors who have high expectations for student achievement utilize multiple and diverse instructional strategies, assess students frequently, and provide frequent feedback throughout the course. This approach provided students with sufficient opportunities to be successful in class.

3. Establishing high expectations for classroom behavior when the course first starts and dealing with individual students when behavioral issues arise discourages inappropriate behavior. Participating instructors reviewed behavioral expectations throughout their courses.

4. CTE instructors who participate in ongoing professional development after completing a credentialing program promote high student achievement. Each participating instructor participated in ongoing professional development after completing the credentialing program.

Based on the findings and conclusions of this study, it is recommended that: (a) CTE instructors continue to implement instructional strategies that are student-centered and fully engage students, (b) ROC/Ps continue offering and placing a heavy emphasis on professional development, (c) ROC/Ps require instructors to create and review the course syllabus on the first day of class to assist in establishing expectations for classroom behavior, and (d) CTE administrators continue to monitor new instructors' progress throughout the credentialing process.

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Alandas, Saleh N. "Attitudes of freshmen in Saudi technical colleges toward vocational-technical education". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1277380259.

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Mohammad, M. S. "Technical/vocational secondary education planning in Iraq". Thesis, University of Salford, 1989. http://usir.salford.ac.uk/2115/.

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The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has proposed that economic growth in developing countries can best be achieved through a good delivery of technical/vocational education targeted to the specific needs of the country and its economy. In Iraq, the state regards technical/vocational education within the secondary system of education as the main source of the middle-rank skilled labour needed to satisfy the requirements of the economy. This study analyses the development of technical/vocational secondary education policies in Iraq. It seeks to examine this system in relation to the country's geopolitical, economic, social and cultural circumstances. The first chapter considers the arguments for and against I technical and vocational: education. The second chapter is concerned with Iraq's geopolitical position and examines the structure of its society. It will also examine the evolution and development of the Iraqi economy, with the main focus on the period after 1968. The third chapter is an analysis of the existing Iraqi educational system, including principles, aims and priorities, levels of education and quantitative growth, education finance and administration, curriculum and examination system. The fourth chapter reviews the nature of and growing need for technical and vocational education throughout the history of the country. The fifth chapter evaluates the existing system of technical and vocational education by firstly, examining its characteristics and then the problems facing it. Implications for planning and the reform of technical and vocational education in Iraq emerge from the conclusions and suggestions which constitute the final part.
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Fairman, Joyce Johnson. "Career and technical education: General office occupations". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2795.

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Develops a culturally and linguistically sensitive curriculum that provides unskilled and underemployed African Americans living in San Bernardino County with vocational education for technical and office occupations. This project will operate as a resource for teachers, counselors, and trainers who assist unskilled African Americans entering the workplace and that are in need of career and professional development in office protocol, computer software applications, and verbal and written communication skills.
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Gogan, Bradley Eric. "Impact of Career and Technical Education Programs". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3884.

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Autism spectrum disorder rates are climbing in the United States. Because this population is growing, research is needed to understand how to assist these individuals in pursuit of postsecondary educational and employment opportunities. The purpose of this qualitative study, as reflected in the central research question, was to investigate how a career and technical education program impacted the preparedness of students diagnosed with autism spectrum disorder for educational and employment opportunities beyond high school. The conceptual framework was based on Bronfenbrenner's ecological perspective of human development, Zhao and Frank's ecological perspective of technology, and Song's research about distributed cognition. This study used a single case study design, and the case was a career and technical education program at a high school located in Southwestern state. Participants included one program administrator, three career and technical education teachers, and two special education teachers. Data were collected from multiple sources, including individual interviews with participants and program documents. Data analysis included line-by-line coding and category construction to determine themes and discrepancies. Key findings indicated that the CTE program prepared ASD students for postsecondary educational and employment opportunities, differentiated instruction to meet the individual needs of ASD students, technologies such as computers helped ASD students prepare for postsecondary educational and employment opportunities, helped ASD students learn technical skills, life skills, and job skills. As a society we need to recognize ASD students are impacting the paradigm associated with special needs students as they attend universities, work study programs, technical schools, and other opportunities which have evaded this population.
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Rowe, Dawn A. "Career Technical Education & Secondary Students with Disabilities". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5935.

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Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education (CTE). The content presented will support practitioners in aligning services and supports in the Individualized Education Program (IEP) to increase the likelihood of postschool success after high school.
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Mbewe, Mambwe Luka. "Assessing the Zambian technical and vocational training". CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1132.

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Семенець, В. В., І. В. Свид, О. В. Воргуль, В. С. Чумак, О. С. Митцева y Н. В. Бойко. "Aspects of Quality Assurance of the Educational Process of Higher Technical Education". Thesis, MC&FPGA, 2021. https://openarchive.nure.ua/handle/document/18107.

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The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well.
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Libros sobre el tema "Technical education"

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Great Britain. Scottish Education Dept. Assessment of Achievement Programme, ed. AAP Technical education. Edinburgh: H.M.S.O., 1988.

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N'Jie, O. N. C. Technical/vocational education. [Bakau?]: [s.n.], 1987.

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Ewen, Dale. Mathematics for technical education. 3a ed. Upper Saddle River, N.J: Prentice Hall, 1998.

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McEvoy, Bernard. Report on technical education. Toronto: G.N. Morang, 1986.

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Unesco, ed. Technical and vocational education. [Paris: UNESCO, 1987.

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Christine, Howarth Lynne, ed. Technical services in library education. Binghamton, N.Y: Haworth Press, 1997.

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Riaz, Ahmad, ed. Fatima Jinnah on technical education. Islamabad: National Institute of Historical and Cultural Research, Centre of Excellence, Quaid-i-Azam University, 2003.

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Connelly, Robert. Opportunities in technical education careers. Lincolnwood, Ill., USA: VGM Career Horizons, 1998.

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Massachusetts. Dept. of Education. Massachusetts vocational-technical education: Directory. Quincy]: Commonwealth of Massachusetts, Dept. of Education, 1989.

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Association, Ontario Educational, ed. A paper on technical education. [Ontario?: s.n., 1994.

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Capítulos de libros sobre el tema "Technical education"

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Stevenson, Clare, Martin Dellar y Martyn Poliakoff. "Research technician or technical researcher?" En Technicians in Higher Education and Research, 65–79. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003296119-4.

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Stern, David H. "Technical Workshop". En Simulators in Anesthesiology Education, 75–84. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-0109-5_10.

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Hawkridge, David. "Technical Problems". En New Information Technology in Education, 181–85. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-20.

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Robins, Kevin y Frank Webster. "Education, Utopia and Crisis". En The Technical Fix, 103–40. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20120-4_5.

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Robins, Kevin y Frank Webster. "Education for what Jobs?" En The Technical Fix, 170–200. London: Macmillan Education UK, 1989. http://dx.doi.org/10.1007/978-1-349-20120-4_7.

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Stewart, W. A. C. "Technical and Technological Education". En Higher Education in Postwar Britain, 137–41. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_11.

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Stewart, W. A. C. "Technical and Technological Education". En Higher Education in Postwar Britain, 29–38. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07064-0_3.

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Willis, Richard. "Technical and Vocational Education". En Testing Times, 27–56. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-482-6_3.

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Vickers, Edward y Zeng Xiaodong. "Vocational and technical education". En Education and Society in Post-Mao China, 228–50. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Routledge studies in education and society in Asia ; 7: Routledge, 2017. http://dx.doi.org/10.4324/9781315180571-10.

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Levinson, Edward M. "Technical and professional education." En Encyclopedia of psychology, Vol. 8., 25–28. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10523-012.

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Actas de conferencias sobre el tema "Technical education"

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Serafin, Cestmir. "DIGITAL EDUCATIONAL RESOURCES IN TECHNICAL EDUCATION". En 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0165.

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Calhoun, Cheryl. "Online Technical Education in Advanced Technical Education Funded Programs". En SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162288.

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"Technical program". En Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028908.

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Watson, Robert B. "Enriching Technical Communication Education". En SIGDOC '18: The 36th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3233756.3233929.

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S, Saravanan y Sujitha Juliet.D. "Education Through Technical Games". En 2018 Second International Conference on Advances in Electronics, Computers and Communications (ICAECC). IEEE, 2018. http://dx.doi.org/10.1109/icaecc.2018.8479425.

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Gavrancic, M. "Technical communication: education problem". En International Conference on Professional Communication,Communication Across the Sea: North American and European Practices. IEEE, 1990. http://dx.doi.org/10.1109/ipcc.1990.111152.

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Duco, Stanislav, David Megyesi, Robert Breda, Martin Schrotter, Jakub Lesko, Robert Rozenberg, Danijel Vukovic y Helia Nemethova. "Electronic Education in Aviation Technical Personnel Education". En 2020 5th International Conference on Smart and Sustainable Technologies (SpliTech). IEEE, 2020. http://dx.doi.org/10.23919/splitech49282.2020.9243834.

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Semenets, Valerii, Iryna Svyd, Oleksandr Vorgul, Valeriia Chumak, Olha Myttseva y Natalia Boiko. "ASPECTS OF QUALITY ASSURANCE OF THE EDUCATIONAL PROCESS OF HIGHER TECHNICAL EDUCATION". En 2021 III International Scientific and Practical Conference Theoretical and Applied Aspects of Device Development on Microcontrollers and FPGAs. MC-ampFPGA-2021, 2021. http://dx.doi.org/10.35598/mcfpga.2021.017.

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Abstract The principles of quality assurance of higher education are considered in the work. The analysis of aspects of quality assurance of the educational process of higher technical education on the example of Kharkiv National University of Radio Electronics is given. Measures to develop a quality system of higher education at the university level are proposed as well. Keywords: thigher education, technical education, quality of education, educational process, microcontroller, FPGA, educational laboratory, remote laboratory.
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Tomé, José Manuel Salum. "Project to implement alternating training strategies in technical-professional secondary education". En V Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvmulti2024-031.

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Vocational technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by the Ministry of Education through the implementation of the National Vocational Technical Training Policy put into practice through the National Training Strategy Professional Technician. There are multiple challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors to articulate the educational system and economic development. In this sense, professional technical high schools with a specialty in early childhood care assume a strategic and predominant role in the educational sector, since the young people who study the specialty put into practice what they have learned in classrooms and workshops, allowing them to be effectively inserted in the world of work, access their professional practice and enter higher education. And, in most cases, be an agent of change at the family level to socioeconomically improve the reality of their homes. For this reason, Chile needs to have mid-level nursery care technicians who will allow it to address the challenges of its own development and its growing participation in the preschool care system, with demands of greater added value, dynamic and challenging. In this scenario, alternation training will not only strengthen the specific technical skills of the specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a set of transversal skills that will prepare students to perform in multiple areas of education. .
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"Determinants of education at technical higher education institutions". En 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017851.

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Informes sobre el tema "Technical education"

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Avis, William Robert. Women's Participation in Higher Education and Technical and Vocational Education and Training. Institute of Development Studies, abril de 2024. http://dx.doi.org/10.19088/k4dd.2024.002.

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This rapid evidence review collates available evidence on women’s participation in Technical and Vocational Education and Training (TVET) (focused on Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions) and impact on social and economic development. The review notes that overall, the existing literature on vocational training programs in the global south has important gaps. The limited evidence and variation of impacts found in available studies across the global south may partly be explained by differences in social, economic, and labour market conditions, existing skill levels of targeted groups, and training program characteristics. Despite these challenges positive impacts have been identified in the following areas: impact on poverty; impact on inequality and impact on social exclusion.
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Hitchcock, David y Dan Bullock. Texas Hydrogen Education Final Scientific/Technical Report. Office of Scientific and Technical Information (OSTI), junio de 2011. http://dx.doi.org/10.2172/1132634.

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Branson, Robert K. y Joan L. James. Job Skills Education Program: Semi-Annual Technical Report. Fort Belvoir, VA: Defense Technical Information Center, marzo de 1985. http://dx.doi.org/10.21236/ada163013.

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Howden, Sarah y Caroline S. Fawcett. Gender Issues in Technical Training and Vocational Education. Inter-American Development Bank, octubre de 1998. http://dx.doi.org/10.18235/0008895.

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The overall goal of the Bank's Women in Development (WID) Policy is to improve the socioeconomic situation of women in Latin America and the Caribbean and to improve the performance of Bank projects by enhancing women's contributions. To assist project officers in this task, gender guidelines, or resource books, are being prepared in specific sectors and economic structures and markets of Bank Activity. The information in this resource book is focused primarily on training issues regarding skills acquisition in the urban manufacturing and service sectors.
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Shoop, Barry L. Officer Education Reforms: The Need for Increased Technical Competency. Fort Belvoir, VA: Defense Technical Information Center, junio de 2002. http://dx.doi.org/10.21236/ada404045.

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Lehman, Peter A., Eileen Cashman, Timothy Lipman y Richard A. Engel. Final Technical Report: Hydrogen Energy in Engineering Education (H2E3). Office of Scientific and Technical Information (OSTI), septiembre de 2011. http://dx.doi.org/10.2172/1033103.

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Elacqua, Gregory, Maria Fernanda Prada, Patricia Navarro-Palau y Sammara Soares. Does Technical Education Improve Academic Outcomes?: Evidence from Brazil. Inter-American Development Bank, agosto de 2019. http://dx.doi.org/10.18235/0001818.

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Warren, Frederika. Spotlight on Technical and Vocational Education and Training (TVET). HundrED, marzo de 2019. http://dx.doi.org/10.58261/xpdk1549.

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HundrED was asked to research Technical and Vocational Education and Training (TVET) on an international scale. As part of this research ‘Spotlight’ on TVET, three surveys were carried out, eliciting the opinions of TVET institution leaders, employers and students in Finland.
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Beadle, Jorhie. Addressing food insecurity: Experiential learning through entrepreneurship education in a second year Career and Technical Education setting. Ames (Iowa): Iowa State University, enero de 2020. http://dx.doi.org/10.31274/cc-20240624-113.

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Hooper, C. F. Jr. [Research technology and graduate education proposal processing]. Final technical report. Office of Scientific and Technical Information (OSTI), marzo de 1998. http://dx.doi.org/10.2172/656774.

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