Bibliographies thématiques / Education context

Littérature scientifique sur le sujet « Education context »

Auteur : Grafiati
Publié le 4 août 2023

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Articles de revues sur le sujet "Education context"

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Haider, Md Shahrier, et Jannatul Ferdous. « A Review of Inclusive Education Contents included in Teacher Education Courses : Bangladeshi Context ». International Journal of Science and Research (IJSR) 8, no 9 (5 septembre 2019) : 175–81. http://dx.doi.org/10.21275/art2020794.

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Maudsley, R. F. « Content in context ». Academic Medicine 74, no 2 (février 1999) : 143–5. http://dx.doi.org/10.1097/00001888-199902000-00013.

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Williamson, Peter, Xornam Apedoe et Christopher Thomas. « Context as Content in Urban Teacher Education ». Urban Education 51, no 10 (3 août 2016) : 1170–97. http://dx.doi.org/10.1177/0042085915623342.

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Urban teacher residencies have emerged as an innovation for recruiting, preparing, and retaining teachers for high-need urban schools. Though residencies aim to prepare teachers for specific urban contexts, we know little about how context is conceptualized in the teacher education curriculum or what teachers learn about it. This study finds that participants in one residency in San Francisco came to see context as complex and layered, interrupting stigmas often associated with urban schools. Participants felt well prepared to teach in particular high-need settings, but their knowledge and skills did not necessarily transfer to other urban settings in the same city.
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ANGHEL, Gabriela Alina, et Mariana DOGARU. « School education in the context of inclusive education policies ». ICOANA CREDINTEI 4, no 8 (25 juin 2018) : 71–78. http://dx.doi.org/10.26520/icoana.2018.8.4.71-78.

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Hammerness, Karen, et Kavita Kapadia Matsko. « When Context Has Content ». Urban Education 48, no 4 (22 août 2012) : 557–84. http://dx.doi.org/10.1177/0042085912456848.

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YUDKOWSKY, RACHEL, et ALAN SCHWARTZ. « Content, Culture, and Context ». Academic Medicine 75, Supplement (octobre 2000) : S99—S101. http://dx.doi.org/10.1097/00001888-200010001-00032.

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Zeldin, Michael. « Content and Context ». Journal of Jewish Education 77, no 1 (28 février 2011) : 1–3. http://dx.doi.org/10.1080/15244113.2011.552855.

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Levin, Dana S., et Amy C. Hammock. « School context and content in Canadian sex education ». Canadian Journal of Human Sexuality 29, no 3 (1 décembre 2020) : 323–38. http://dx.doi.org/10.3138/cjhs.2019-0046.

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Shields, David. « FRIENDSHIP : CONTEXT AND CONTENT OF CHRISTIAN RELIGIOUS EDUCATION ». Religious Education 91, no 1 (janvier 1996) : 104–21. http://dx.doi.org/10.1080/0034408960910108.

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Dodge, Brian, Kristina Zachry, Michael Reece, Ellen D. S. López, Debby Herbenick, Kristin Gant, Amanda Tanner et Omar Martinez. « Sexuality Education in Florida : Content, Context, and Controversy ». American Journal of Sexuality Education 3, no 2 (16 juin 2008) : 183–209. http://dx.doi.org/10.1080/15546120802104443.

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Thèses sur le sujet "Education context"

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Long, Jonathan C. « Spiritual education in an educational context ». Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286649.

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Ntuli, Esther, et Arnold Nyarambi. « Learning in a Global Context : Education Diplomacy in Primary Grade Content Preparation ». Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8218.

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The article shares the authors' thoughts about the concept of education diplomacy and its relevance in developing content for elementary grade levels. They emphasize the importance of learning about education diplomacy at an early age in order to develop adaptability among human beings. The piece offers insights on developing content for teacher preparation programs to provide elementary teachers with tools to teach about education diplomacy to the future generation. It also opens up a discussion on the importance of the intersecting time-tested skills, knowledge, and dispositions required by education diplomats in understanding and applying the concept.
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Greatorex, Jacqueline Teresa Ann. « Educational levels in a higher education and healthcare context ». Thesis, University of Derby, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365047.

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Dowd, Courtney. « Sexual health education in the context of Quebec educational reform ». Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86998.

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Currently, Quebec's Ministry of Education is in the process of implementing broad curricular reforms that will fundamentally change the ways in which Quebec youth learn and come to develop academic, personal and social skills. As part of the broad reforms, the Ministry of Education has mandated that the delivery of sexual health education be reformed also. The former, more formal class allotment for sexual health education is being replaced by a more spontaneous and discussion based approach that spans across the curriculum and is the responsibility of the entire school community. Thus, there is a need to understand how both the educators and students are experiencing these changes. It is important to gain a better understanding of what these individuals believe is working and what they think needs improvement. In understanding better these realities, it will be possible to make suggestions for improvement or continued focus. Accordingly, this thesis is comprised of two main sections aimed at accomplishing these objectives. The first consists of an in depth literature review that looks closely at the context of sexual health education in both Quebec and Canada as well as the debate over best practices. The literature review also includes a document analysis that looks critically at the Ministry of Education document, Sex Education in the Context of Education Reform, intended to guide the reformation process. The second section of this thesis is a research article, which presents a phenomenological look at the experiences of educators and students as they adjust to sexual health curricular reforms at an independent secondary school in Quebec.
Actuellement, le Ministère de l'Éducation du Québec est en processus d'implémenter de vaste réformes curriculaires qui changeront drastiquement la façon dont les jeunes Québécois apprennent et développent leurs outils académiques, personnels et sociaux. Dans ce vaste réforme, le Ministère de l'Éducation a mandaté que l'éducation à la santé sexuelle soit aussi réformé. La façon plus formelle d'enseigner l'éducation à la santé sexuelle sera remplacée par une approche plus spontanée, qui sera basée sur la discussion et touchera à toute les facettes du curriculum. Elle sera aussi la responsabilité de toute la communauté écolière. Ainsi, il y a un besoin à comprendre comment les éducateurs et les étudiants vivront ces changements. Il est important d'acquérir une meilleure compréhension de ce que ces individus croient fonctionne bien, ainsi que ce qui ne fonctionne pas. En comprenant mieux ces réalités, il sera possible de d'émettre des suggestions d'amélioration ainsi que de continuer le focus établi. En ce sens, cette thèse comprendra deux sections principales visant à accomplir ces objectifs. La première sera une revue en profondeur de la littérature qui regarde étroitement le contexte de l'éducation à la santé sexuelle au Québec et au Canada ainsi que les débats sur les meilleures pratiques. La revue littéraire inclura aussi l'analyse d'un document critiquant le document du Ministère de l'Éducation, «Sex Education in the Context of Education Reform », qui a pour but de guider la réforme. La deuxième section de cette thèse est un article de recherche, qui présente un regard phénoménologique sur les expériences des éducateurs et des étudiants pendant qu'ils s'ajustent aux réformes curriculaires dans une école secondaire indépendante au Québec. fr
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Aakre, Bjørn Magne. « Vocational Teacher Education A Norwegian Context ». 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12144.

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Jackson, Robert. « Religious education in a plural context ». Thesis, University of Wales Trinity Saint David, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683002.

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Fragomeni, Samuel V. « Supporting First-Year Teachers in an Urban Charter Context ». Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256683.

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Teaching in an urban school that serves communities with a high concentration of poverty seems to involve the development of specific, contextually relevant teaching skills. For years, the particular challenges of teaching in under-served schools in the United States have contributed to the attrition of talented, experienced teachers, leaving many urban schools scrambling to find qualified teachers. For this and other reasons, urban charter school leaders frequently hire young, inexperienced teachers. Urban charter school leaders often seek to provide intense support to these teachers in an effort to increase the likelihood of retaining them and providing the students in their classrooms with a high-quality education. This study is grounded in a conceptual framework including three major strands of work: teacher professional development opportunities, professional development for first-year teachers, and teaching in urban environments. This practitioner research study involved collecting contextualized data about professional development opportunities from eighteen first-year teachers at two different points during their first year of teaching. The data from these interviews was used to ascertain how participants reported their experiences of professional development opportunities as influencing their teaching practice. This study’s findings demonstrate that participants focused largely on how strategies that were immediately implementable influenced their teaching practice, especially those related to classroom management. Teachers also reported that their experiences of professional development were supported by the growth stance that exists regarding professional development at Explore Schools. In conclusion, this study offers rich data regarding how first-year teachers report professional development opportunities as influencing their practice and offers evidence to support the idea that first-year teachers in urban charter schools may benefit from opportunities that focus on information that can be immediately implemented.

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Oxenford-O'Brian, Julie. « Formative assessment in context ». Thesis, University of Colorado at Denver, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605480.

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This dissertation responds to critical gaps in current research on formative assessment practice which could limit successful implementation of this practice within the K-12 classroom context. The study applies a socio cultural perspective of learning to interpret a cross-case analysis of formative assessment practice occurring during one mathematics instructional unit in a 5th and one in a 6th grade classroom. It illustrates how a fully defined theoretical foundation deepens understanding of the roles of formative assessment in learning, posits a working definition by which the describe what formative assessment practice looks like and sounds like as it is occurring in actual classrooms, and explains how the classroom social context influences formative assessment practice. The study has implications for future researchers investigating formative assessment practice; practitioners interested in implementing formative assessment practice; and policy makers evaluating the effectiveness of teachers' instructional practice.

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Keblawi, Amal, Isak Johansson et Dennis Svensson. « Student satisfaction in a higher education context ». Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11165.

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Purpose - The purpose of this study is to find out to what extent the business administration students of Kristianstad University feel satisfaction in regard to service quality. Also, we want to find out if the impact of positive news about the university affects the students’ level of satisfaction. Approach/methodology - In order to be able to answer these questions, a quantitative research was conducted. Additionally, we used a 7-point Likert scale to measure the students’ opinions. Findings - The study found that the students were satisfied with the university, despite a negative service quality-gap. Furthermore, service quality only affected customer satisfaction to a small degree. Also, we found a positive relation between the impact of positive news and the level of satisfaction amongst the students. Research limitations/implications - The University may look at this paper’s findings and use them to realize its strengths and weaknesses. Future research may be conducted to find out if other factors have greater impact on customer satisfaction than service quality does. Originality – This study is unique in the sense that it investigates the service quality-gap in a higher education context. Also, the study brings new knowledge of the impact of positive news on customer satisfaction. Social implications - Hopefully, the impact of this study will increase the public’s insight of Kristianstad University. A study similar to this one is useful to any organization in the world, in order to establish the level of satisfaction from time to time.
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Singal, Nidhi. « Exploring inclusive education in an Indian context ». Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616137.

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Livres sur le sujet "Education context"

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Taylor, Neil, Frances Quinn, Michael Littledyke et Richard K. Coll, dir. Health Education in Context. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6.

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Bangladesh, South-South Centre, et United Nations Population Fund, Bangladesh, dir. Sex education, Bangladesh context. Dhaka : South-South Centre, Bangladesh, 2002.

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Mani, Gomathi. Education in the international context. New Delhi : Sterling Publishers, 1991.

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W, Neperud Ronald, dir. Context, content, and community in art education : Beyond postmodernism. New York : Teachers College Press, 1995.

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Inclusive education : The Indian context. Kolkata : Progressive Publishers, 2003.

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The legal context of education. Toronto, Ont : OISE Press-Guidance Centre, 1988.

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Primary education : Structure and context. London : Harper & Row, 1986.

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Council of Ministers of Education (Canada). Education in the Unesco Context. S.l : s.n, 1985.

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Zuker, Marvin A. The legal context of education. Toronto : OISE/UT, 1997.

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Cornbleth, Catherine. Curriculum in context. London : Falmer Press, 1990.

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Chapitres de livres sur le sujet "Education context"

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Oleson, Kathryn C. « Context and Content ». Dans Promoting Inclusive Classroom Dynamics in Higher Education, 52–79. New York : Routledge, 2023. http://dx.doi.org/10.4324/9781003446552-3.

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Sultmann, William, Janeen Lamb, Peter Ivers et Mark Craig. « Research Context ». Dans SpringerBriefs in Education, 9–34. Singapore : Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9180-6_2.

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Taylor, Neil, Frances Quinn, Michael Littledyke et Richard K. Coll. « Health Education in Context ». Dans Health Education in Context, 1–3. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_1.

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Jülicher, Tim. « Education 2.0 : Learning Analytics, Educational Data Mining and Co. » Dans Big Data in Context, 47–53. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62461-7_6.

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Zhu, Zhirong. « Aesthetic Education ». Dans Chinese Aesthetics in a Global Context, 283–312. Singapore : Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-7747-2_9.

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Chrappán, Magdolna. « The Possibility of Health Education in An Education-Based Society ». Dans Health Education in Context, 47–56. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_6.

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Wubshet, Frehiwot, et Temechegn Engida. « Health Education in Ethiopia ». Dans Health Education in Context, 123–31. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-876-6_14.

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Gadsden, Vivian L. « Urban Context ». Dans Handbook of Urban Education, 434–51. 2e éd. Second edition. | New York, NY : Routledge, 2021. : Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-32.

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Pilcher, Nick, et Kendall Richards. « Context ». Dans Enhancing Student Support in Higher Education, 5–21. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81724-4_2.

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Margrain, Valerie, et Annica Löfdahl Hultman. « Introduction : Content and Context ». Dans International Perspectives on Early Childhood Education and Development, 3–12. Singapore : Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7771-6_1.

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Actes de conférences sur le sujet "Education context"

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Petrovic, Jelena, et Dragana Dimitrijević. « EMOTIONAL EDUCATION IN 20th CENTURY SERBIAN PEDAGOGY ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.111p.

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Emotional education, although recognized in pedagogical science as a relatively young scientific concept, has always been a significant aspect of educational activity. The development of this aspect of educational activity was especially intense at the beginning of the 20th century, only to become a subject of scientific research in the 1980s. The aim of this paper is to investigate the development of the concept of emotio­nal education in Serbian pedagogy, and the relation of Serbian educators to this educati­onal concept. The method of theoretical analysis with content analysis technique was used in the paper. The main works of the most influential Serbian educators of the 20th century and the most important textbooks used in the education of pedagogues and teachers throughout the 20th century were analyzed. The point of analysis was emotional education viewed from the perspective of contemporary definitions of emotional education: as a pedagogical action that involves understanding and appreciating emotions in the process of education, developing self-awareness, self-discipline and independence, and helps children achieve positive interpersonal relationships. Despite the opinion that emotional education was under-represented during the 20th century, we found out that Serbian educators did pay attention to this aspect of education, but they didn’t consider it as a special phenomenon, but within the already defined scientific concepts of moral education and family pedagogy. Finally, we found that they understood it in accordance with their pedagogical orientations and social needs.
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Kudrina, Ekaterina L. « Changing library education in the context of developing human capital of Russia ». Dans Twenty Sixth International Conference and Exhibition «LIBCOM-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-257-9-2022-81-85.

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The author addresses the problems of changing library education in the context of developing human capital of Russia. She substantiates the need for educating library professionals with changed competences in accordance with the new approved professional standard of specialists in library and information activities and updating Federal State Educational Standard for Higher Education. The author suggests to revive the library and information department of Moscow State Institute of Culture as a promising initiative aimed at improving the quality of library education.
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Snellman, Lilian. « DEVELOPING EDUCATIONAL LEADERSHIP IN THE CONTEXT OF LIBERAL ADULT EDUCATION – FINNISH CONTEXT ». Dans 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1603.

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Skirpan, Michael, Nathan Beard, Srinjita Bhaduri, Casey Fiesler et Tom Yeh. « Ethics Education in Context ». Dans SIGCSE '18 : The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA : ACM, 2018. http://dx.doi.org/10.1145/3159450.3159573.

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Roslova, Larisa O. « Mathematical Education Content In The Context Of Mathematical Literacy ». Dans EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.77.

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Al-Homoud, Majd. « ARCHITECTURE AND DESIGN PLACEMENT EXAM - CONTEXT AND CONTENT ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2000.

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Škorić, Jovana, et Marko Škorić. « THE IMPORTANCE OF CRITICAL THINKING IN SOCIAL WORKERS` EDUCATION ». Dans SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.255s.

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In this paper, the authors discuss about the importance of critical thinking in the education of social workers, as well as its implications in the practice of this profession. Namely, the authors start from the assumption that students largely uncritically accept knowledge as true, reliable and accurate. On the other hand, the paper shows how critical thinking can be encouraged in the classroom. In the light of this, the authors analyze the components of critical thinking, a brief history of it (in context of social work practice), as well as various contemporary paradigms in this context. At the end of paper, there is a room for potential challenges, as well as barriers in the implementation of the above-mentioned paradigms in the educational system.
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Finkelstein, Noah D. « Context in the Context of Physics and Learning ». Dans 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.inv.003.

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Rothfork, J. « Community, context, and distance education ». Dans International Conference on Information Technology : Coding and Computing, 2004. Proceedings. ITCC 2004. IEEE, 2004. http://dx.doi.org/10.1109/itcc.2004.1286514.

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Beckwith, Richard, et Sharon Greenfield. « Context aware education for agriculture ». Dans 2009 IEEE International Conference on Pervasive Computing and Communications (PerCom). IEEE, 2009. http://dx.doi.org/10.1109/percom.2009.4912883.

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Rapports d'organisations sur le sujet "Education context"

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Zheleznyakova O.M. The Aim of Education : Context of Complementarity. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, septembre 2017. http://dx.doi.org/10.14526/03_2017_247.

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Halverstadt, Ashleigh Halverstadt. Learning in Context : Reflections on the Education Team’s Approach to Evaluation. San Francisco, CA United States : S. D. Bechtel, Jr. Foundation, avril 2020. http://dx.doi.org/10.15868/socialsector.37444.

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Balarin, María, et Mauricio Saavedra. Reforming Education in the Context of Weak States : The Political Economy of Education Reforms in Peru 1995-2020. Research on Improving Systems of Education (RISE), janvier 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe04.

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In this paper, we explore the political economy of education reforms in Peru through an analysis of the recent history of education policies in the country. Starting in 1995, arguably the inception point for quality-oriented reforms, we follow policy developments in three selected areas – curriculum, teachers and assessment – up to 2020, the year when the study was conducted. Through a detailed reconstruction of policies and policy changes that was based on documentary analysis and in-depth interviews with key stakeholders, we analyse the changing nature of agendas throughout this period and the factors that may explain changes and continuities.
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Melo-Becerra, Ligia Alba, Lucas Wilfried Hahn-de-Castro, Dalma Sofía Ariza-Hernández et Cristian Oswaldo Carmona-Sanchez. Efficiency of public education in a multiproduct context : the case of colombian municipalities. Bogotá, Colombia : Banco de la República, décembre 2016. http://dx.doi.org/10.32468/be.979.

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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko et Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], juin 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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Pit, Sabrina, Louise Horstmanshof, Anne Moehead, Oliver Hayes, Valerie Schache et Lynne Parkinson. Workforce education and training standards frameworks for dementia. The Sax Institute, mai 2022. http://dx.doi.org/10.57022/rxeu9590.

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This Evidence Check review, commissioned by Dementia Training Australia, aimed to identify existing education and training standards frameworks that may be used to support development of a national standards framework for education and training of the dementia workforce in Australia. The report identified thirteen frameworks and key elements which would be relevant and useful to development and implementation of a framework in the Australian context. Three frameworks (from Northern Ireland, the UK and Scotland) were identified for use as a starting point and as most adaptable to the Australian context. Based on analysis of the various frameworks the authors make a series of recommendations for an Australian framework and identify gaps to be addressed.
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Jukes, Matthew C. H., Yasmin Sitabkhan et Jovina J. Tibenda. Adapting Pedagogy to Cultural Context. RTI Press, septembre 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0070.2109.

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This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.
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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, décembre 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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Rajan, Vijitha, Jyoti Dalal et Chetan Anand. Education, Margins and City : Examining the Linkages Through an Ethnographic Exploration. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf1006.2023.

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The city’s relationship with its margins in the context of how state affects the lives of the people has increasingly become an important site of research—especially how pressures of governance split the nature of power and violence of the state at the margins vis-à-vis the city—where the experience of the state and how it operates is starkly different from how it unfolds for the middle-classes of the city. Education in this context has been an under researched area.
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BOBKOVA, ELENA, IGOR GRIGOR’YANTS, INGA KORYAGINA et ANDREW FURSOV. MARKETING ANALYSIS OF THE ENVIRONMENT FACTORS OF EDUCATIONAL ORGANIZATIONS THAT IMPLEMENT HIGHER EDUCATION PROGRAMMES IN COMPLEX SOCIO-ECONOMIC CONDITIONS IN THE CONTEMPORARY CONTEXT. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2070-7568-2020-1-3-32-43.

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