Gotowe bibliografie tematyczne / Educational standards

Gotowa bibliografia na temat „Educational standards”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 maja 2022

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Artykuły w czasopismach na temat "Educational standards"

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Edwards, TJ. "Educational standards". Journal of Paramedic Practice 5, nr 12 (6.12.2013): 668. http://dx.doi.org/10.12968/jpar.2013.5.12.668a.

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Rada, Roy, i James R. Schoening. "Educational technology standards". Communications of the ACM 40, nr 9 (wrzesień 1997): 15–18. http://dx.doi.org/10.1145/260750.260754.

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Labaree, David F. "Resisting Educational Standards". Phi Delta Kappan 82, nr 1 (wrzesień 2000): 28–33. http://dx.doi.org/10.1177/003172170008200110.

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Goldstein, Harvey. "Measuring educational standards". Significance 1, nr 3 (wrzesień 2004): 103–5. http://dx.doi.org/10.1111/j.1740-9713.2004.00039.x.

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McClelland, M. "Standards - Metadata standards for educational resources". Computer 36, nr 11 (listopad 2003): 107–9. http://dx.doi.org/10.1109/mc.2003.1244540.

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Ayers, William, i James O'Brien. "Standards, Standards, Standards". Journal of the Learning Sciences 13, nr 2 (1.04.2004): 257–64. http://dx.doi.org/10.1207/s15327809jls1302_8.

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Borovskikh, Aleksei Vladislavovich, Lev Vladimirovich Popov i Nikolai Khristovich Rozov. "Concerns about educational standards". Moscow University Pedagogical Education Bulletin, nr 2 (29.06.2013): 15–34. http://dx.doi.org/10.51314/2073-2635-2013-2-15-34.

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In this paper the problems of standardization in Russian education are considered. The criteria that distinguish a standard (in the true sense of the word) from a non-standard are formulated. Relaxed options for standardization and their functions are described. It is shown that standards developed by the Russian Ministry of Education and Science are not the true standard in itself, and are represented as some unspecified projects. With reference to the current situation in education, there are subjects of standardization, the types of standards that are possible to use as well as the possibilities of further evolution of the standardization in the article. The human activity approach is proposed as one of the most promising basis for the development of standards in the future. This approach allows to characterize the content of education in terms of a five-layer system describing the development of children.
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Orlich, Donald C. "Educational Standards—Caveat Emptor". Kappa Delta Pi Record 47, nr 2 (styczeń 2011): 52–57. http://dx.doi.org/10.1080/00228958.2011.10516561.

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Soloviev, V. P., i T. A. Pereskokova. "Educational standards: new challenges". Alma mater. Vestnik Vysshey Shkoly, nr 5 (maj 2021): 13–19. http://dx.doi.org/10.20339/am.05-21.013.

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Examined is the problem of the content of educational standards of various levels of training: secondary vocational education (SPO), bachelor’s degree, specialty, master’s degree. Shown by the example of one enlarged group of specialties and directions, that the standards do not differ much after the changes in 2020. Noted is, that educational programs will differ after the educational organization determines the training profiles and professional competencies. Proposed is to develop generalized standards for all levels of higher education and to form a qualification characteristic for each direction or specialty, indicating the training profiles, the list of professional competencies and the professional standards recommended for use. Also proposed is to form a qualification characteristic for each direction or specialty, indicating the training profiles, the list of professional competencies and the professional standards recommended for use.
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Adamich, Tom. "Materials-to-Standards Alignment". International Journal of Information and Communication Technology Education 6, nr 2 (kwiecień 2010): 62–75. http://dx.doi.org/10.4018/jicte.2010040106.

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One way of identifying an effective materials-to-standards relationship (often defined educationally as “alignment”) is through the use of metadata for books, visual media, computer software, educational kits, and manipulative materials. Embedded in the metadata is vocabulary containing standards-based terminology and other elements of educational pedagogy—evidence of an effective materials-to-standards relationship or alignment. This article attempts to define the materials-to-standards alignment process (as it relates to state standards) and its relationship to formative assessment and the use of learning objects—successful strategies being used in today’s educational instruction and testing environment. The article also looks at two statewide examples of the use of metadata reflecting materials-to-standards alignment and identifies both current successes and future challenges associated with the broad use of each.
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Rozprawy doktorskie na temat "Educational standards"

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Crowl, Kelly. "Aligning educational standards to the education of academically talented students". Ashland University Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1450100931.

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Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder i L. Bastian. "Teaching to Standards: English Language Arts". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.
https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg
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Williams, Jamie L. "Sino-standards: lessons from the Chinese system of education standards and asssessments". Thesis, Boston University, 2004. https://hdl.handle.net/2144/28593.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Williams, Jamie L. "Sino-standards: lessons from the Chinese system of education standards and assessments". Thesis, Boston University, 2008. https://hdl.handle.net/2144/28593.

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Boston University. University Professors Program Senior theses.
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Foley, Virginia P. "Creating Units Aligned to Standards". Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5997.

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Shippey, Theodore Clive. "Standards and quality in higher education". Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1987.

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Thesis (Laureatus in Technology (Teacher Education)) -- Cape Technikon, Cape Town,1994
The main hypothesis underlying this study has been formulated on the basis of an identified need in the Republic of South Africa (RSA) for a means of ensuring and preserving acceptable standards (by international norms) and quality in higher education. It has been assumed that this need may partially be met by the adaptation of selected overseas systems of quality control and systems of evaluation and accreditation of standards. The emphasis throughout is on intelligent, selective adaptation of successful attempts at controlling and managing standards and quality in higher education. One of the primary reasons for the establishment of a model for the preservation and enhancement of standards in higher education in the RSA, becomes clear when one identifies the emergence of a growing number of aspirant students. Many of those students attended schools where neither the tuition nor the facilities provided a suitable foundation for further studies at an advanced level. A further need for such a model is related to great pressures to lower standards which are being exerted by political and social groups and the prevailing views amongst many educators that a decrease in standards is inevitable. The hypotheses that will be tested include the assumption that a lowering of standards will seriously affect industry, commerce, and the whole social fabric and ultimately the credibility of South Africa's higher educational institutions and the acceptability of their graduates. This study is therefore aimed primarily at focusing attention on the need for an awareness amongst the higher educational community, and other communities, of the implications of vastly increased enrolments of under-prepared students.
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Bodone, Françoise M. "Enabling or disabling all learners : teachers discuss standards-based education /". view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9978248.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 221-235). Also available for download via the World Wide Web; free to University of Oregon users.
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Dunlap, Daniel R. "Rethinking scientific literacy standards". Thesis, This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06102009-063350/.

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Winton, Terry W. "Student and Teacher Perceptions of Standards-based Grading and Student Performance". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728021.

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Assessing student learning has been part of education since the beginning of formalized schooling. Developments at the national, state, and local level have led to grading reforms over the past quarter century. The purpose of this study was to explore students’ and teachers’ perceptions of standards-based grading to determine if there was a significant difference on standardized tests scores between students graded using standards-based grading and students graded using traditional grading. Teachers and students from one Missouri high school were interviewed to determine their perceptions about standards-based grading. A stratified sample was utilized to select interviewees. Artifacts from the district were analyzed to determine the process in the implementation of standards-based grading. Quantitative data were obtained from the Missouri Department of Elementary and Secondary Education to compare the Missouri Assessment Performance (MAP) Index scores and means on end-of-course exams from the participating high school with Missouri students. A t-test was utilized to determine the difference between the two means. The data revealed teachers’ perceptions of standards-based grading were varied, with only two teachers who preferred standards-based grading. Student perceptions were more positive than those of teachers, with 50% of students who were interviewed preferring standards-based grading. Quantitative data revealed no statistically significant difference between the means on end-of-course exams of students assessed with standards-based grading and students assessed with traditional grading in five of the eight subject areas studied.

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Hill, Gerry R. "Impact of Teacher Attitudes on Implementation of a Standards-Based Grading System". Thesis, Piedmont College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426348.

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The purpose of this phenomenological study was to examine the impact of teacher attitudes and to discover other factors that have an impact on the implementation of a standards-based grading program. This descriptive phenomenology features interviews of 25 educators from Georgia as well as other states and two foreign countries in order to collect their perspectives of the lived experience of the implementation process.

The findings of this study suggest that the attitudes teachers have regarding the implantation process of a standards-based grading program do have a significant impact on the process. Those participants who described themselves as having a positive attitude towards the transition tended to also describe experiencing a more successful implementation of the program. The converse was true as participants describing their experience as being controlled by a negative attitude towards the transition experienced less successful transitions to the standards-based grading program. The findings of this study suggest that school leaders play a vital role in creating a successful implementation process and that other factors such as the quality of professional development and the element of time impact the process.

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Książki na temat "Educational standards"

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Flemming, Emmett. NCES statistical standards. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Flemming, Emmett. NCES statistical standards. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Flemming, Emmett. NCES statistical standards. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Holmes, Patricia A. Resource guide to educational standards. Berkeley, CA: National Center for Research in Vocational Education, Graduate School of Education, University of California at Berkeley, 1998.

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Office, General Accounting. Planning for education standards. Washington, D.C: The Office, 1993.

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Busick, Kathleen U. Weaving standards into learning. [Honolulu, HI]: Pacific Resources for Education and Learning, 2001.

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Jamentz, Kate. Standards from document to dialogue. San Francisco, CA: WestEd, 1998.

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Vogel, Linda R. Leading standards-based education reform. Lanham, Md: Rowman & Littlefield, 2010.

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Maureen, McMahon, i International Society for Technology in Education., red. National educational technology standards for students. Eugene, OR: The Society, 2003.

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G, Kelly M., Witherspoon Tonya L i International Society for Technology in Education., red. National educational technology standards for students. Eugene, OR: International Society for Technology in Education, 2003.

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Części książek na temat "Educational standards"

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Meijknecht, Anna K. "Educational Rights". W Minority Protection — Standards and Reality, 153–71. The Hague: T.M.C. Asser Press, 2004. http://dx.doi.org/10.1007/978-90-6704-703-6_12.

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Lynn, Richard. "Educational Standards in Japan". W Educational Achievement in Japan, 4–17. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_2.

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Davies, Alan. "Accountability and Standards". W The Handbook of Educational Linguistics, 483–94. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch34.

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Lunenburg, Fred C. "National Policy/Standards". W The Wiley Handbook of Educational Supervision, 379–405. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119128304.ch16.

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Bardus, Marco, i Philip Holden. "Educational Standards in Social Marketing". W The Palgrave Encyclopedia of Social Marketing, 1–4. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-14449-4_135-1.

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Normand, Romuald. "The Politics of Standards and Quality". W Educational Governance Research, 63–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31776-2_3.

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Akçadağ, Tuncay, i Melek Kaymaz Mert. "Forming Educational Leadership Standards in Turkey and Educational Leadership Policy Standards: ISLLC 2008". W Chaos, Complexity and Leadership 2012, 253–57. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7362-2_32.

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Feuer, Michael J., Lisa Towne i Richard J. Shavelson. "Scientific Culture and Educational Research". W Standards und Standardisierungen in der Erziehungswissenschaft, 25–44. Wiesbaden: VS Verlag für Sozialwissenschaften, 2005. http://dx.doi.org/10.1007/978-3-322-80769-4_3.

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Neuman, Delia. "Revised Library Media Standards Adopted by the National Board for Professional Teaching Standards". W Educational Media and Technology Yearbook, 219–25. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_19.

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Mainzer, Edward A., i EdD, LMHC EdD, LMHC. "Educational Initiatives and Professional Organization Standards". W Working with Students with Disabilities: Preparing School Counselors, 23–50. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2016. http://dx.doi.org/10.4135/9781071801284.n4.

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Streszczenia konferencji na temat "Educational standards"

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Peterson, George, Tim Brady, J. Melkert, B. Reith i J. van Ingen. "Global Educational Standards". W AIAA International Air and Space Symposium and Exposition: The Next 100 Years. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2003. http://dx.doi.org/10.2514/6.2003-2888.

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Hrivnova, Michaela. "EDUCATIONAL STANDARDS IN HEALTH EDUCATION IN THE CZECH REPUBLIC". W 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s2.058.

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PERESKOKOVA, T. A., i V. P. SOLOVIEV. "ABOUT THE QUALITY OF EDUCATIONAL STANDARDS". W CHALLENGES AND QUESTIONS MODERN SCIENCE part 2. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/pivsn-03-2019-26.

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Yilmazel, Ozgur, Niranjan Balasubramanian, Sarah Harwell, Jennifer Bailey, Anne Diekema i Elizabeth Liddy. "Text Categorization for Aligning Educational Standards". W 2007 40th Annual Hawaii International Conference on System Sciences (HICSS'07). IEEE, 2007. http://dx.doi.org/10.1109/hicss.2007.517.

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Contractor, Danish, Kashyap Popat, Shajith Ikbal, Sumit Negi, Bikram Sengupta i Mukesh K. Mohania. "Labeling Educational Content with Academic Learning Standards". W Proceedings of the 2015 SIAM International Conference on Data Mining. Philadelphia, PA: Society for Industrial and Applied Mathematics, 2015. http://dx.doi.org/10.1137/1.9781611974010.16.

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AL-JANABI, Omar Falah Awad, i Ameer Mohammed Ali Rasool AL-SADI. "EVALUATION OF EDUCATIONAL TELEVISION LESSONS FOR INTERMEDIATE SCHOOL BIOLOGY ACCORDING TO PROPOSED STANDARDS". W 2. IJHER-International Congress of Humanities and Educational Research. Rimar Academy, 2021. http://dx.doi.org/10.47832/ijhercongress2-3.

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The research aimed at evaluating educational television lessons for science for the primary stage according to proposed criteria. Three main fields are (scientific and cognitive field, educational field, performance field) from which (11) criteria and (44) indicators emerge, The two researchers evaluated the educational television lessons of science for the primary stage for the academic year (2020-2021) according to these criteria and indicators, with a number of lessons that amounted to (89) lessons out of (89), and the researchers extracted the validity of the evaluation; This was done through the assistance of two experts in the field of education / methods of teaching science. The two researchers analyzed a random sample of lessons, and then presented the assessed lessons and the proposed assessment criteria and their indicators to the two experts, and they unanimously agreed on the validity of the assessment. Then, they extracted the stability of the calendar by the methods of stability over time and stability between the two evaluators using Holstey's equation. The results showed that all standards were met in the educational television lessons of science for all primary schools, and that the degree of their achievement was significant. Key words: Evaluation, Standards.
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Magomedova, A. N. "Contradictions of educational standards and eco-bioethical orientation". W General question of world science. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/gq-31-03-2018-30.

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Shukla, R., S. S. Kolahi, R. Freeth i A. Kumar. "Educational institutes: Wireless network standards, security and future". W 2010 5th International Conference on Computer Sciences and Convergence Information Technology (ICCIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccit.2010.5711033.

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"On the Standards and Innovation of College Campus News Writing". W 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000957.

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Berge, Ola, i James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning". W InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.

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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Raporty organizacyjne na temat "Educational standards"

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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko i Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Betts, Julian, i Jeff Grogger. The Impact of Grading Standards on Student Achievement, Educational Attainment, and Entry-Level Earnings. Cambridge, MA: National Bureau of Economic Research, wrzesień 2000. http://dx.doi.org/10.3386/w7875.

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Tkachuk, Viktoriia V., Yuliia V. Yechkalo i Oksana M. Markova. Доповнена реальність у навчанні студентів із особливими освітніми потребами. [б. в.], sierpień 2018. http://dx.doi.org/10.31812/0564/2457.

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The article is aimed at developing theoretical and methodological principles of augmented reality application to training students with special educational needs. The research objective is to implement the augmented reality technology as a means of supporting educational activities of students with special educational needs at higher educational institutions. The object of the research is augmented reality in education. The subject of the research is augmented reality in training students with special educational needs. Research methods include analysis of state standards, statistics and publications. The research results imply analysis of actual means of augmented reality, applied to training students with special educational needs. The authors conclude that creation of modern learning tools based on the augmented reality technology and relevant to the world scientific and technical advancements is a key precondition for implementing efficient strategies to achieve goals of inclusive education.
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Бакум, З. П., i Т. П. Бабенко. Development of Research Abilities and Skills of Students Studying in Educational Institutions of Accreditation I-II Level. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/397.

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The problems of students' scientific and research activity in medical colleges are described and analyzed in our article. Scientific analysis gives possibility to assert that one of decision ways of set tasks is an implementation of planning in the departmental medical educational institutions І-ІІ levels of accreditation. The authors conducted a study where the results of student's competences and research skills are presented. They demonstrate the overall average opportunities for young people's creativity. Special attention should be paid to the essence and forming stage of students' research abilities and skills. It is proven that attracting students to scientific and research projects contributes upgrading of this sphere with innovative ideas and thoughts that bring scientific education to European standards.
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Kaffenberger, Michelle, Lant Pritchett i Martina Viarengo. Towards a Right to Learn: Concepts and Measurement of Global Education Poverty. Research on Improving Systems of Education (RISE), grudzień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/085.

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The idea that children have a “right to education” has been widely accepted since the Universal Declaration of Human Rights in 1948 (United Nations, 1948) and periodically reinforced since. The “right to education” has always, explicitly or implicitly, encompassed a “right to learn.” Measures of schooling alone, such as enrollment or grade attainment, without reference to skills, capabilities, and competencies acquired, are inadequate for defining education or education poverty. Because of education’s cumulative and dynamic nature, education poverty needs an “early” standard (e.g., Grade 3 or 4 or age 8 or 10) and a “late” standard (e.g., Grade 10 or 12 or ages 15 and older). Further, as with all international poverty definitions, there needs to be a low, extreme standard, which is found almost exclusively in low- and middle-income countries and can inform prioritization and action, and a higher “global” standard, against which even some children in high income countries would be considered education poor but which is considered a reasonable aspiration for all children. As assessed against any proposed standard, we show there is a massive learning crisis: students spend many years in school and yet do not reach an early standard of mastery of foundational skills nor do they reach any reasonable global minimum standard by the time they emerge from school. The overwhelming obstacle to addressing education poverty today is not enrollment/grade attainment nor inequality in learning achievement, but the fact that the typical learning profile is just too shallow for children to reach minimum standards.
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Kolgatina, Larisa, Lyudmyla Bilousova i Oleksandr Kolgatin. Pedagogical diagnostics with use of computer technologies. CEUR-WS, czerwiec 2013. http://dx.doi.org/10.31812/123456789/3222.

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The technology of the automated pedagogical diagnostics is analysed. The testing strategy, oriented for pedagogical diagnostics purpose, and grading algorithm, which corresponds to Ukrainian school grading standards, are suggested. "Expert 3.05”software for automated pedagogical testing is designed. The methods of administration of the database of the test items are proposed. Some tests on the mathematical topics are prepared with "Expert 3.05". The approbation of these tests in the educational process of Kharkov National Pedagogical University named after G.S.Skovoroda is analysed.
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Dell'Olio, Franca, i Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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DEPARTMENT OF THE ARMY WASHINGTON DC. Medical Services: Nutrition Standards and Education. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2001. http://dx.doi.org/10.21236/ada403178.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, listopad 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Lavadenz, Magaly, Elvira Armas i Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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