Gotowe bibliografie tematyczne / Educational practice

Gotowa bibliografia na temat „Educational practice”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 9 marca 2023

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Artykuły w czasopismach na temat "Educational practice"

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Kutz, Eleanor. "Reframing Educational Practice". Journal of Education 174, nr 1 (styczeń 1992): 122–29. http://dx.doi.org/10.1177/002205749217400109.

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Kalinina, Tetiana S. "Early Childhood Inclusive Education: The Role and Practice of Educational Institutions". Revista Gestão Inovação e Tecnologias 11, nr 3 (30.06.2021): 911–29. http://dx.doi.org/10.47059/revistageintec.v11i3.1986.

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Bloomer, Martin, i David James. "Educational research in educational practice [1]". Journal of Further and Higher Education 27, nr 3 (sierpień 2003): 247–56. http://dx.doi.org/10.1080/0309877032000098671.

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Steiner, David. "Political Theory, Educational Practice". PS: Political Science and Politics 24, nr 3 (wrzesień 1991): 498. http://dx.doi.org/10.2307/420097.

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Hendry, Graham D. "Constructivism and Educational Practice". Australian Journal of Education 40, nr 1 (kwiecień 1996): 19–45. http://dx.doi.org/10.1177/000494419604000103.

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The constructivist approach is seen to be useful notably in science, mathematics and tertiary education. An account of non-radical constructivism is advanced and applied to classroom teaching and learning, and teaching strategies derived from the application of constructivist principles are identified and evaluated. It is suggested that many traditional classrooms are places of over-control, and certain traditional teaching methods may actually hinder students' potential to procreate human knowledge. Constructivism represents a fundamental challenge to many aspects of educational praxis, and may change significantly the ways by which young people are mass educated.
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HOGAN, PADRAIG. "What Makes Practice Educational?" Journal of Philosophy of Education 24, nr 1 (lipiec 1990): 15–27. http://dx.doi.org/10.1111/j.1467-9752.1990.tb00220.x.

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Lown, Jackie, Glenys Fox, Irvine Gersch, Sue Morris i Rob Stoker. "Reconstructing educational psychology practice". Support for Learning 16, nr 3 (sierpień 2001): 135–39. http://dx.doi.org/10.1111/1467-9604.00205.

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Elton, Lewis. "Educational Research and Practice". PLET: Programmed Learning & Educational Technology 23, nr 1 (luty 1986): 91–92. http://dx.doi.org/10.1080/0033039860230112.

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Steiner, David. "Political Theory, Educational Practice". PS: Political Science & Politics 24, nr 03 (wrzesień 1991): 498–501. http://dx.doi.org/10.1017/s1049096500051350.

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Schoenfeld-Tacher, Regina, i Henry J. Baker. "Educational Theory and Practice". Journal of Veterinary Medical Education 40, nr 2 (czerwiec 2013): 94–95. http://dx.doi.org/10.3138/jvme.0313-051.

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Rozprawy doktorskie na temat "Educational practice"

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Rowe, Dawn A. "Research and Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.

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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience
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Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices". Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

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Summerscales, Ian. "Attentive educational practice : a philosophical analysis". Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531145.

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Duncanson, Charles Scott. "Movement and discourse in educational practice". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1260986477.

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Arnell, Ruth. "Conceptualising evidence-based practice in educational psychology". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34078.

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This exploratory study describes the variation in how evidence-based practice is understood in educational psychology. The study is comprised of two phases, which were both designed, analysed and interpreted using qualitative methodology. In phase one, twenty-two semi-structured interviews were conducted with educational psychologists from eight services in England. A phenomenographic approach to analysis was applied, resulting in a conceptual framework, representing the variation in understandings of evidence-based practice of a group of educational psychologists. In phase two, two focus groups were conducted with a subset of participants from phase one to elucidate the influence of evidence-based practice on decision-making in practice. A framework approach to thematic analysis showed that practice decisions of educational psychologists are influenced by evidence-based practice according to contextual factors, training and practice experiences and personal characteristics. This study gives insight as to how educational psychologists experience and account for the role of evidence and evidence-based practice in their practice and informs how evidence-based practice might be conceptualised in educational psychology. The findings suggest that evidence-based practice is grounded on personal, internalised beliefs while being contextualised by the demands of specific circumstances. The findings have implications for providers of educational psychology training in terms of the curriculum for evidence-based practice and associated learning outcomes.
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Ra'oof, Miranda L. "Afrocentric Pedagogy as a Transformative Educational Practice". Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600106.

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This mixed-methods study analyzed the effectiveness of the practices and attitudes of selected African American teachers who use culturally relevant and responsive Afrocentric pedagogies as the instructional foundation for improved academic outcomes with their African American students. The theory of Afrocentricity was used as the philosophical framework to study their pedagogy. Afrocentricity is a mode of thought and practice in which in African people are placed at the center of their own history and culture; engages them as subjects rather than objects; and approaches them with respect for their interests, values, and perspectives (Asante 1980, 2003). Concepts employed from this theoretical framework provided a lens for the triangulation of qualitative and quantitative data collected and analyzed. The setting for this study was a private Afrocentric prekindergarten through 8th-grade school. The participants in this study were 3 African American teachers. Data collected and analyzed supported using culturally relevant and responsive pedagogy to produce improved academic outcomes for students of color (Boykin, 1984, 1994; Hale-Benson, 1986; King, 1991; Ladson-Billings, 1994; Shujaa, 1995; Villegas, 1991).

Findings suggested that in selected academic settings improved academic performance occurred for African American students when teachers used culture relevant and responsive pedagogy. The following themes were embedded in the pedagogy: self-determination, academic empowerment, cultural empowerment, and family/community empowerment. The findings implied a need for teachers and teacher-training institutions to re-examine, recommit, and re-institute culturally relevant and responsive pedagogy that respects and addresses the culture, education, and social improvement for positive academic outcomes for all children.

Keywords: Afrocentricity, Afrocentric Pedagogy, achievement gap, culturally responsive pedagogy.

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Buttle, Joseph Walter. "Educational projects : theory, practice and curriculum change". Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.306000.

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This thesis sets out to add to our understanding of the "what" "how" and "why" of curriculum change in the following ways: (a) it takes a broad view of "curriculum", including the interactive as well as the pre-active; and evaluation and pedagogy as well as curriculum content. By means of the concept of "curricularisation", it forces attention upon the constructed nature of curriculum and the knowledge-constitutive interests it serves, whilst the notion of "evolution" is looked at in the context of cultural hegemony; (b) by focussing upon the "educational project" and its relationships between theory and practice, it renders problematic the rationalism, pedagogy and assessment procedures associated with traditional education; (c) substantively, it takes two sixth-form student projects as case-studies: the "pure" science of Nuffield Biology, and the "applied" science of Cambridge Technology; (d) methodologically, it views their pre-active curricula from both micro- and macro- sociohistorical perspectives, and studies their interactive curricula by ethnographic methods. The former method explores the cultural roots of the curriculum and the major external forces acting upon it, whilst the latter seeks to identify its internal dynamics in terms of linguistic sequences and their associated control. The sociohistorical evidence presented suggests that, contrary to fashionable belief, it is the aristocratid culture with its academic curriculum which is hegemonic. Whilst interactional data shows that, despite opportunities for "practical" curricularisation, it is the "technical" mode which predominates, raising the issue of the limits of curriculum change. Several other issues are raised in the course of this research. Those addressed here concern the problematic relationships between theory and practice in the fields of subject content, pedagogy and evaluation. Whilst underlying all such issues are the assumptions, foundations and curriculum structures which, although problematic, are taken for granted.
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Moller, Virginia. "Leading Practices of Steiner School Principals: A Reflective Practice Perspective". Thesis, The University of Sydney, 2020. https://hdl.handle.net/2123/22139.

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The study is located in a Steiner and broader educational context. There has been a shift towards a principal leadership model in Steiner school settings that have been required to meet the contemporary realities of increased regulatory and compliance-driven demands. This is at odds with non-hierarchical Steiner organisational models, which reflect the educational and social renewal ideals of Steiner’s world view. Steiner school principals are caught in the crossfire of this ideological divide. Through an autoethnographic inquiry using the theory of practice architectures as a framing and an analytic tool, I explored the nature of my leading practices as principal in a volatile Steiner school context where I ‘sat in the fire’ of whole school upheaval over a sustained period. My narrative inquiry has revealed that the practice of shared and collective responsibility within Steiner’s republican/democratic ideal is not impossible where there is a principal role in the school’s leadership arrangements. Capable, praxis-led leading practices are not only possible to overcome persistent doubt and uncertainty in the Steiner context, but also crucial in developing both its educational and social ideals. This involves moving beyond simplistic binaries of hierarchy/non-hierarchy to acknowledge multiple authorities in the school, as well as a deep and shared understanding of the role of decision making, pedagogical leadership, and the power of reflective practice in shaping capable, praxis-led leading practices towards renewal. The research findings are highly significant, as the first in Australia which focuses on lived experience as a basis for bringing to light the nature of such leading practices in a specific context.
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Williams, Maryshannon. "Assessing the Impact of an Innovative Community of Practice on Teacher Efficacy, Leadership and Practice". Thesis, University of Missouri - Columbia, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10629019.

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The purpose of this study was to assess the nature of participation in a hybrid Community of Practice; exploring how teacher efficacy influenced participation; and how participation impacted both technology teacher leadership and technology integration practice. The researcher addressed the following research questions: What is the nature and frequency of the activities and interactions evidenced by participation in a hybrid CoP? What types of knowledge capital were found in a hybrid CoP? Does teacher efficacy influence participation in the online component of a hybrid CoP? How does participation in a hybrid CoP impact teachers’ technology integration and the development of their technology leadership ability? Participants included 31 teachers enrolled in an Innovative Teacher Leaders (ITL) program. The researcher implemented a mixed methods comparative case study, collecting data via participant observations, monthly self-reports, and semi-structured interviews. A survey instrument was administered to collect data on Teacher Efficacy and Teacher Leadership. Frequency data were collected based on interaction logs and face-to-face training observations of the CoP. Findings of this study pointed to the need for time to practice, implementation support, and peer coaching/discourse as necessary factors for successful professional development. Participation in this hybrid CoP was found to have a positive impact on teacher technology integration and technology leadership ability.

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Rowe, Dawn A. "Quality IEPs: From Paper to Practice". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5934.

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Książki na temat "Educational practice"

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Golby, Michael. Educational research and educational practice. Exeter: Fairway Publications, 1999.

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Szulevicz, Thomas, i Lene Tanggaard. Educational Psychology Practice. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44266-2.

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Hult, Francis M., i Kendall A. King, red. Educational Linguistics in Practice. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847693549.

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1937-, Walberg Herbert J., i Haertel Geneva D, red. Psychology and educational practice. Berkeley: McCutchan, 1997.

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Pollard, Asuman Çelen. Architectural education: Issues in educational practice and policy. London: ?uestion, 1992.

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Pollard, Asuman Çelen. Architectural education: Issues in educational practice and policy. London: ?uestion Press, 1992.

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Bulus, Ibrahim. Guidance practice in schools. Jos [Nigeria]: Ehindero, 1990.

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van, Driel Barry, red. Confronting Islamophobia in educational practice. Stoke-on-Trent: Trentham, 2004.

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Educational research, policymaking and practice. London: P. Chapman, 2002.

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Slavin, Robert E. Educational psychology: Theory and practice. Wyd. 9. Boston: Pearson/Allyn and Bacon Publishers, 2009.

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Części książek na temat "Educational practice"

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Blackledge, Adrian, i Angela Creese. "Heteroglossia as Practice and Pedagogy". W Educational Linguistics, 1–20. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7856-6_1.

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Bridges, David. "Educational Research and Practice". W Philosophy in Educational Research, 77–92. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-49212-4_5.

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Luntley, Michael. "Expertise and Educational Practice". W Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_378-1.

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Luntley, Michael. "Expertise and Educational Practice". W Encyclopedia of Educational Philosophy and Theory, 786–92. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_378.

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Radwan, Dima. "Educational Assessment in Practice". W Overcoming Challenges in Online Learning, 69–81. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003342335-9.

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Dolan, Chris. "Paradoxes of Managerialist Practice". W Educational Leadership Theory, 177–98. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3086-9_8.

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Sjølie, Ela. "Learning Educational Theory in Teacher Education". W Exploring Education and Professional Practice, 49–61. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2219-7_3.

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Wharton, Tim. "Prosody and Meaning: Theory and Practice". W Educational Linguistics, 97–116. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3883-6_7.

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Wilkinson, Jane. "Reclaiming Education in Educational Leadership". W Practice Theory Perspectives on Pedagogy and Education, 231–41. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3130-4_12.

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Mayo, Ann, Linda D. Urden i Janet S. Fulton. "Educational Considerations". W Clinical Nurse Specialist Role and Practice, 53–66. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-97103-2_4.

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Streszczenia konferencji na temat "Educational practice"

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Russkov, Stanislav Pimenovich. "Pedagogical maintenance of algorithmic system of federal state educational standard results’ monitoring in educational establishment". W International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32859.

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This article looks through the current problem of the modern educational system – the need of pedagogical maintenance of algorithmic system of monitoring of FSES requirements in educational establishment in order to deduce and fetch out the results of pedagogical activity. The author analyses the system of quality evaluation of education, used in schools, points the possible forms and types of formalisation of FSES requirements’ results in educational establishment. The article also suggests to use different ways to get the information for the purpose of evaluation and diagnostics of the quality of education.
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Zhao, Siyi. "Educational Theories in Practice". W 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.119.

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Doroschuk, Elena Sergeevna. "The Peculiarity of Digital Technologies Application in Teaching Prospective Journalists". W International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86142.

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The article is devoted to identifying the features of using digital technologies in the educational process for training future journalists. Based on the analysis of the educational practice of Russian universities and the theory of digital education, the specifics of creating and applying a digital educational environment in the conditions of training future specialists in the media sphere are determined. The article substantiates the application of a two-stage model of digital education for journalism students based on the principle of a flexible combination of online and offline education based on the educational activity of students.
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Eroshina, Daria Andreevna, i Arina Viacheslavovna Karandeeva. "Psychological Safety of Educational Environment as a Condition of an Adaptation of Schoolchildren to the Middle Level of Education". W International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96624.

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During the movement from the primary to the middle school children have to adapt to the middle level of education, meet a lot of new teachers and classmates. All the further education depends on the success of an adaptation of a child to new educational environment. Untimely help to teenagers, who don’t manage the situation, can negatively influence to their further education. The process of adaptation is straightly connected to the psychological safety of educational environment, in which a pupil occurs. The psychological safety of the educational environment is thoroughly analyzed in the article.
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Artishcheva, Lyudmila Mikhailovna. "Maintenance and use of electronic educational resources in an educational institution". W International Research-to-practice conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-280843.

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Trushnikov, Denis Yurievich, i Iraida Mikhailovna Dolgikh. "A model of educational activity methodical support and the implementation of Federal State Educational Standard of general education". W IX International Research-to-practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113158.

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Nesyna, Svetlana Vadimovna. "Opportunities of New Formats in the Educational Process of Higher Education". W International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86081.

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Galieva, Rufina Abdurashidovna. "Creative links between educational institutions of additional education of children". W IX International Research-to-practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113793.

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Sumner, Tamara, i Mary Marlino. "Digital libraries and educational practice". W the 2004 joint ACM/IEEE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/996350.996389.

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Logofatu, Bogdan, Anisoara Dumitrache i Michaela Logofatu. "Computer Educational Games in Practice". W Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2012. http://dx.doi.org/10.2316/p.2012.774-028.

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Raporty organizacyjne na temat "Educational practice"

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Ciapponi, Agustín, i Sebastián García Martí. Do educational outreach visits improve health professional practice and patient outcomes? SUPPORT, 2017. http://dx.doi.org/10.30846/170107.

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Educational outreach visits entail the use of a trained person from outside the practice setting to meet with healthcare professionals in their practice. They provide information that may include feedback about professional performance with the intent of improving practice. This type of face-to-face visit is also called academic detailing and educational visiting. The intervention may be tailored based upon previously identified barriers to change or combined with other interventions, including reminders or interventions targeted directly at patients, such as recall clinics
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Uneke, Chigozie Jesse. What are the effects of printed educational materials on professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160812.

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Printed educational materials (PEMs), including clinical guidelines, monographs and publications in peer-reviewed journals, are common channels to distribute recommendations for clinical care and evidence to inform the practice of healthcare providers. PEMs are used across a range of settings as a strategy to improve professional practice and healthcare outcomes through promoting clinical practices that have been shown to be beneficial and discouraging the use of ineffective interventions. The wide use of PEMs in many settings, particularly in the form of clinical guidelines, is linked to the fact that they are seen as familiar, accessible, relatively inexpensive and convenient.
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Flottorp, Signe. Do continuing education meetings and workshops for healthcare professionals improve professional practice and healthcare outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/160809.

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An important aim of continuing education for healthcare professionals is to improve professional practice so that patients can receive improved healthcare. Educational meetings and printed educational materials are the most common types of continuing education for health professionals. Educational meetings include lectures, workshops and courses. The meetings can be highly variable in terms of content, number of participants, the degree and type of interaction, length and frequency.
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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.395.

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Кучерган, Єлизавета Валеріївна, i Надія Олександрівна Вєнцева. Historical educational experience of the beginning the twentieth century in the practice of the modern higher school of Ukraine. [б.в.], 2018. http://dx.doi.org/10.31812/0564/2139.

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The author of the study analyzes and determines the features of the introduction of new forms of education in the highest historical pedagogical institutions of Ukraine in the early twentieth century. In particular: colloquiums, excursions, rehearsals, the organization of scientific sections of students and societies. Colloquiums were held to discuss the creative work of students. Proseminars prepared students for participation in seminars. Excursions prepared students for scientific work and taught them to collect information about historical monuments. Interviews and rehearsals took an important place in the revitalization of academic activity of students in universities. During the interviews, students learned to express their thoughts freely. Rehearsals were used as a means of monitoring the progress of students. An important component of the preparation of the future teacher of history was the organization of scientific student sections and societies. The main forms of their work were: the discussion of scientific reports, the publication of periodicals, the creation of libraries, museums, etc. The most talented students took part in scientific sections and societies. Thus, higher education institutions created prerequisites for the education of gifted young people. The publication also reveals the specifics of the practical training of students. The practical component included not only pedagogical, but also museum practice. In addition, pedagogical institutions of higher education conducted educational excursions, literary and musical evenings, organized social, sanitary and charitable activities. The author of the publication not only explores the features of various forms of education, but also the possibility of using them in the practice of the modern higher pedagogical institution in Ukraine.
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SOLOVEVA, N., i V. TARAKANOVA. TECHNOLOGICAL APPROACHES TO TRAINING IN HIGHER EDUCATION INSTITUTION. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-27-39.

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The article discusses technological approaches to training in Higher Education Institution. The essence of technological approach to training consists in the transformation of educational processes into process with the guaranteed result. It supplements scientific approaches of pedagogy, psychology, sociology and other directions of science and practice. Purpose. To reveal how technological approaches to training in higher education institution influence on knowledge got by students. Scientific novelty. The article reveals development of the personality, creative abilities and it is necessary to use technological approaches of training, various creative tasks, research projects at the lectures. On the first and second years of education the pedagogical technology which is based on motivation of educational cognitive activity through communication and cooperation influences on the intellectual and behavioral status of students. Training is more effective, than the better methodology and technology of educational process will be coordinated with technology of assimilation the knowledge. It is important that all students in a higher educational institution could acquire material and began to use it in practice in the work. The signs of technology, a model of pedagogical technology, the scheme of technological creation of educational process and the results of expense of time in digestion of material by students are described in the article. Technological approach modernizes training on a basis of activity of students. Thanks to it, students achieve goals in the form of assimilation the knowledge in easier and productive way. When using technological approach there is an involvement of each student in educational process, knowledge is put into practice, there is always an access to necessary information (including the Internet), there is a communication and cooperation not only with the lecturer, but also with fellow students and what is more important is a constant test of the forces for overcoming the arising problems. Features of pedagogical technologies consist in activity of the lecturers and students. The activity of the lecturers is in that he knows well psychological and personal features of students and can introduce amendments on the training process course. The lecturer, as directly, and by means of technical means carries out the organizing, operating, motivating and controlling functions in the course of training. Practical significance. The practical importance consists in the use in practice of technological approaches to training in Higher Education Institution that promotes the guaranteed achievement of the set educational objects, the organization of all course of training in compliance to the purposes and tasks, assessment of the current results and their correction in case of need and also final assessment of results.
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa i Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Klevan, Sarah, Julia Daniel, Kendra Fehrer i Anna Maier. Creating the conditions for kids to learn: Oakland’s districtwide community schools initiative. Learning Policy Institute, wrzesień 2022. http://dx.doi.org/10.54300/784.361.

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With historic investments in the community school approach at the federal and state levels, educational leaders must understand how to build, implement, and sustain high-quality community schools in policy and practice. This study builds this understanding by examining the relationship between district support, community schools, and whole child educational practices within the Oakland Unified School District. This report describes how the district supports three community schools—one elementary, one middle, and one high school—by providing a centralized infrastructure that enables them to function as community schools while also prioritizing whole child educational practices.
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NELYUBINA, E., i L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, październik 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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