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Artykuły w czasopismach na temat „Educational standards”

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

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1

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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8

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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9

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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10

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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11

Adăscăliță, Viorica, i Rita Ciuntu. "Competențele cadrului didactic în afinitate cu standardele educaționale". Psihologia. Revista științifico-practică = Psychology. Scientific-practical journal 39, nr 2 (grudzień 2021): 58–65. http://dx.doi.org/10.46728/pspj.2021.v39.i2.p58-65.

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The educational system is constantly changing and evolving. In order to enhance the quality of education, the teacher is always involved in the development of his skills within professional practice to meet the standards. Standards are general statements that specify the quality of education throughout the educational system. The standards are proposed to the teacher as an input fl ow in the realization of the educational process. National and international experts from over 20 institutions contributed to the validation of the standards in our country. Education is a mobile fi eld, and the main factor of change in education is the personality of the teacher. The general and special skills of the teacher play an important role in the successful realization of the educational process.
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12

Smith, Ralph A. "Rembrandt, Educational Standards, and Policy". Arts Education Policy Review 109, nr 5 (maj 2008): 3–8. http://dx.doi.org/10.3200/aepr.109.5.3-8.

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Foster, Beverly B. "Regulatory Change: Redefining Educational Standards". Journal of Nursing Regulation 1, nr 2 (lipiec 2010): 49–51. http://dx.doi.org/10.1016/s2155-8256(15)30351-3.

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14

Rada, Roy, i James Schoening. "New standards for educational technology". ACM SIGSOFT Software Engineering Notes 22, nr 4 (lipiec 1997): 9–10. http://dx.doi.org/10.1145/263244.263248.

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15

Gambrill, Eileen D. "Educational Policy and Accreditation Standards". Journal of Social Work Education 37, nr 2 (kwiecień 2001): 226–39. http://dx.doi.org/10.1080/10437797.2001.10779050.

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16

Medeiros, John M. "Educational Standards for Residency Education". Journal of Manual & Manipulative Therapy 8, nr 2 (kwiecień 2000): 50. http://dx.doi.org/10.1179/106698100790819500.

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17

Farrell, Michael. "Educational Inclusion and Raising Standards". British Journal of Special Education 27, nr 1 (marzec 2000): 35–38. http://dx.doi.org/10.1111/1467-8527.t01-1-00154.

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18

Leckrone, M. J., i B. G. Griffith. "Retention Realities and Educational Standards". Children & Schools 28, nr 1 (1.01.2006): 53–58. http://dx.doi.org/10.1093/cs/28.1.53.

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19

Anderson, Lesley, i Tony Bush. "Educational Standards and Grantmaintained Schools". Educational Management & Administration 27, nr 1 (styczeń 1999): 17–27. http://dx.doi.org/10.1177/0263211x990271002.

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20

Cope, Greg. "International Educational Standards for Homeoprophylaxis". Homœopathic Links 29, nr 02 (czerwiec 2016): 113–16. http://dx.doi.org/10.1055/s-0036-1583938.

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Homeopathic education standards are regulated by a range of variable practices in different countries. Professional organisations commonly regulate courses without statutory support for this task. Statutory enforcement of educational standards (with/without statutory registration of practitioners) is relatively uncommon. The development of professional standards in homeopathic education has increased in recent decades; however, most systems remain voluntary and provide guidance rather enforce requirements. Educational standards include a significant degree of commonality in homeopathic knowledge and skills, with larger variations in biosciences, social sciences and research methodology. Homeopathic prophylactic techniques are an exception to this commonality, and are rarely well addressed in educational guidelines despite the attention they receive within the community. Public health and infectious disease training is similarly inadequately addressed as underpinning knowledge for prophylactic prescribing approaches in practice.
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21

Norcini, John J. "Setting standards on educational tests". Medical Education 37, nr 5 (maj 2003): 464–69. http://dx.doi.org/10.1046/j.1365-2923.2003.01495.x.

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22

Pospelov, A. S., S. G. Kal'nei i T. A. Oleinik. "The Third-Generation Educational Standards". Russian Education & Society 53, nr 4 (kwiecień 2011): 3–22. http://dx.doi.org/10.2753/res1060-9393530401.

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23

Dementev, D. V. "Interconnection of Educational and Professional Standards". Accounting. Analysis. Auditing 5, nr 3 (10.08.2018): 120–27. http://dx.doi.org/10.26794/2408-9303-2018-5-3-120-127.

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The paper discusses some issues of existing norms and requirements to educational and professional activities. The required soft (non-technical), general professional and professional skills are prescribed by educational standards, job descriptions are regulated by professional standards. Higher education programs must provide quality professional skills. A mandatory assessment and monitoring of professional skills should become a powerful motivator for employees’ long-life learning and selfeducation. A criterion for assessing the quality of education is a graduate who works in the specialty and qualitatively fulfils the job responsibilities. The reference to the statistics in educational and budgeting spheres is used to raise the problem of practical compliance of educational standards and professional job functions. Educationalstandardsshouldspecifythejobsappropriateforthegraduate.The control over competence formation must ensure the qualitative qualification. The conclusion is made that an employer does not finds it beneficial to retrain a certified specialist. A graduate of higher educational institution should be able to immediately fulfill the duties stated in his job description. In all stages of their higher education program, students should learn by doing to enhance skills by action learning, which must be ensured by the educational institution. In this regard, internship curriculum should be constantly monitored and regularly updated. There is an urgent need for educators to take up part-time jobs with relevant non-educational organizations or to receive regular refresher training. As for engaging outside professionals from non-educational organizations, it could be considered only as exception. It is proposed to develop a separate educational standard for the training of lecturers of higher education, as teachers must master the methodology of teaching students. A standard to guide professional activities of lecturers should also be worked out and recommended for practical application. This standard should be an extension of the educational standard. The potential and viability of this study is proved by the draft educational standards that put educational skills in compliance with professional standards (job descriptions).The growing number of publications on harmonizing educational and professional standards is also an evidence of its topicality.
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24

Levin, Henry M. "Educational Performance Standards and the Economy". Educational Researcher 27, nr 4 (maj 1998): 4–10. http://dx.doi.org/10.3102/0013189x027004004.

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25

Diveeva, Nelli I., i Elena N. Dobrokhotova. "Professional and educational standards in jurisprudence". Pravovedenie 62, nr 3 (2018): 453–64. http://dx.doi.org/10.21638/11701/spbu25.2018.302.

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26

Voss, Grażyna. "EDUCATIONAL RESULTS – ETHICAL STANDARDS IN ACCOUNTING". Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu, nr 479 (2017): 174–84. http://dx.doi.org/10.15611/pn.2017.479.15.

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Levin, Henry M. "Educational Performance Standards and the Economy". Educational Researcher 27, nr 4 (maj 1998): 4. http://dx.doi.org/10.2307/1176618.

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28

Costrell, Robert M. "Can centralized educational standards raise welfare?" Journal of Public Economics 65, nr 3 (wrzesień 1997): 271–93. http://dx.doi.org/10.1016/s0047-2727(97)00017-0.

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29

Geenen, Kristin, i Jim Ysseldyke. "Educational Standards and Students with Disabilities". Educational Forum 61, nr 3 (30.09.1997): 220–29. http://dx.doi.org/10.1080/00131729709335259.

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30

Stewart, Donald M. "Achieving the educational standards we need". Assessment Update 4, nr 1 (styczeń 1992): 1–7. http://dx.doi.org/10.1002/au.3650040102.

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31

Lingenfelter, Paul E. "Educational Accountability: Setting Standards, Improving Performance". Change: The Magazine of Higher Learning 35, nr 2 (marzec 2003): 18–23. http://dx.doi.org/10.1080/00091380309604089.

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32

Resnick, Lauren B. "Introduction: Standards, Assessment, and Educational Quality". Journal for the Education of the Gifted 17, nr 4 (październik 1994): 407–20. http://dx.doi.org/10.1177/016235329401700406.

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Lane, Kenneth E. "Educational Reform: The Higher Standards Illusion". Clearing House: A Journal of Educational Strategies, Issues and Ideas 60, nr 9 (maj 1987): 400–402. http://dx.doi.org/10.1080/00098655.1987.9959385.

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Brintnell, E. Sharon, i E. Skakun. "Educational Standards and Entry Level Considerations". Canadian Journal of Occupational Therapy 53, nr 5 (grudzień 1986): 255–56. http://dx.doi.org/10.1177/000841748605300502.

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Diveeva, Nelli I., i Elena N. Dobrohotova. "Professional and educational standards in jurisprudence". Pravovedenie 62, nr 3 (2018): 453–64. http://dx.doi.org/10.21638/spbu25.2018.302.

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The issue of standards of legal activity is relevant for Russia, however, there is no general understanding of what should be standardized and how. In this case, the central element of the condition for admission to legal activities (as a general rule) is the presence of a vocational (legal) education. The authors in the system vein consider the issues of conjugation (correlation) of educational standards and professional standards in jurisprudence as components of the national system for the development of professional qualifications in Russia. The article presents the arguments in favor of the non-direct (non-linear) nature of the relationship between professional and educational standards for: the purpose of their creation; characteristic of constituent elements; the obligation of their implementation by the participants of public relations; time gap in assessing the structure and qualification indicators of graduates and employees. It is concluded that, in fact, the conjugation of standards is not a determining mechanism for managing the development of qualifications, but only an integral part of a wider mechanism — the inclusion of employers (other customers for the training of professional personnel) in the process of implementation by educational organizations of basic educational programs. In this regard, in relation to the field of jurisprudence is proposed a foresight sphere of employment. Outcome of foresight (through the common efforts of the professional community of lawyers and experts in the field of higher professional education) should be the construction of a common “professional core of legal qualifications” or “core of the legal profession”. Thus, it will be possible, firstly, to identify the core of competencies as the basis of the profession called “lawyer”, secondly, to identify the species differences that may provoke the professional community to design relevant professional standards, professional practices framework, quality standards of individual types legal services. Since there can be no linear transition of qualifying requirements and ways to identify them between educational and professional standards, then a different concept and logic of standardization of education is needed. The authors of the article propose legal and social mechanisms for constructing such a concept.
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36

Chernaya, Margarita A., i Franz A. Petrishche. "STANDARDS AND NON-STANDARD SOLUTIONS IN TACTICAL AND STRATEGIC TASKS". RSUH/RGGU Bulletin. Series Economics. Management. Law, nr 3 (2020): 8–14. http://dx.doi.org/10.28995/2073-6304-2020-3-8-14.

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The paper provides an analysis of the standard and non-standard solutions in the field of education. Tactical and strategic objectives of the use of the State Educational Standard of Russia (GOS) as a reference level of education necessary for society in a certain historical period of time are outlined. The formation of didactic units based on the requirements of the new educational standard can be carried out in two ways: the preservation of a set of disciplines based on the accordance to the standard; a complete update of the discipline structures.
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37

Madill, H. M., E. S. G. Brintnell, C. L. A. Nelson i H. Tjandrakasuma. "International development through educational linkages. II: Implementing WFOT educational standards". Occupational Therapy International 2, nr 2 (maj 1995): 88–97. http://dx.doi.org/10.1002/oti.6150020204.

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Галямина, Ирина, i Irina Galyamina. "Comparison of Intergenerational State Educational Standards, and a Project of Updated Educational Standard in the Field of Study “Environmental Engineering and Water Use” (Bachelor Degree Course)". Safety in Technosphere 6, nr 3 (17.10.2017): 67–79. http://dx.doi.org/10.12737/article_59d49ac054fa44.46574066.

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The analysis of the state educational standards and exemplary educational programs of different generations is provided in this paper. The distinction between the state educational standards of different generations has been demonstrated. Necessity for introduction of new generations of standards and their regulatory support has been justified. Also have been demonstrated the structure, contents, merits and demerits of educational standards for each generation. An explanation for the need of consecutive modernization for the Federal educational standard of the third generation and approval of updated standards together with exemplary main educational programs as a single set of documents has been offered. The absence of professional competences in drafts of the updated standards has been explained. The draft of the updated Federal state educational standard in the field of study 20.03.02 has been presented.
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39

Pumfrey, P. D., i C. D. Elliott. "National Reading Standards and Standard Assessment Tasks: An educational house of cards?" Educational Psychology in Practice 7, nr 2 (lipiec 1991): 74–80. http://dx.doi.org/10.1080/0266736910070203.

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40

Stansfield, William D. "Educational Curriculum Standards & Standardized Educational Tests: Comparing Apples & Oranges?" American Biology Teacher 73, nr 7 (1.09.2011): 389–93. http://dx.doi.org/10.1525/abt.2011.73.7.4.

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Mandated biology curriculum standards and standardized tests may vary widely from one state to another, making academic-performance comparisons among the states problematic. This report outlines the effects of the "No Child Left Behind" law and uses California as a test case against which teachers in other states may make comparisons of their own biology curriculum standards and tests. Several sources are cited that offer sample multiple-choice questions that have appeared on previous California standardized tests for sciences/life sciences/biology. These examples, and critique thereof, may help teachers better prepare their own tests to improve student performance in meeting the state's curriculum standards in individual science classes and in mandated statewide tests.
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41

Koski, William S., i Hillary Anne Weis. "What Educational Resources Do Students Need to Meet California's Educational Content Standards? A Textual Analysis of California's Educational Content Standards and Their Implications for Basic Educational Conditions and Resources". Teachers College Record: The Voice of Scholarship in Education 106, nr 10 (październik 2004): 1907–35. http://dx.doi.org/10.1177/016146810410601002.

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This article examines the statutory and policy framework for California's standards-based reform and accountability scheme and argues that this scheme, not unlike others throughout the country, fails to ensure that all children are provided with the necessary resources and conditions to achieve at the high levels prescribed by the state's content standards. Although California has developed a comprehensive standards-based reform scheme that includes challenging educational content standards, curriculum frameworks tied to those standards, and accountability mechanisms that are based on performance on standards-based assessments, the state has never attempted to ascertain the basic educational resources and conditions to which all children should have access in order to achieve at the level of the state's content standards. In an effort to begin to fill that missing policy link, the article then summarizes a systematic analysis of the text of California's educational content standards and supporting materials, which analysis demonstrates that the state itself expects that children will have access to certain educational resources and conditions in four areas—facilities, technology, instructional materials, and teachers. Striking among the conclusions of the analysis is the extent to which California requires that children have access to modern technology, including computers, software, and the Internet. Less surprising, but no less important, is the extent to which the state's content standards assume that all children have access to quality facilities and instructional materials, ranging from laboratory equipment and sophisticated measuring instruments to well-stocked libraries and media centers. The article concludes by calling on the state to analyze its own content standards and curriculum frameworks to develop a complete basket of educational resources and conditions that all children should receive to have an opportunity to achieve the state's standards.
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42

Lambert, Phil. "Educational Standards and Australia: a changed landscape". Revista Brasileira de Estudos Pedagógicos 97, nr 247 (grudzień 2016): 463–71. http://dx.doi.org/10.1590/s2176-6681/291437381.

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Abstract: This article provides insight into the development of Australia's educational standards, the resultant alignment between curriculum, assessment and teaching standards and the move to online tailored testing. Background to the development and nature of the standards is provided as well as areas being considered for further reform. The article acknowledges the challenges in reaching settlement in relation to the standards-setting reforms in a Federation such as Australia. It also outlines the significant benefits now being realised as a result of the collaborative effort to achieve a national curriculum, a national assessment program and national teaching standards.
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Howe, Kenneth R. "Standards, Assessment, and Equality of Educational Opportunity". Educational Researcher 23, nr 8 (listopad 1994): 27. http://dx.doi.org/10.2307/1176860.

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Wilson, Noel. "Educational Standards and the Problem of Error". education policy analysis archives 6 (22.05.1998): 10. http://dx.doi.org/10.14507/epaa.v6n10.1998.

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This study is about the categorisation of people in educational settings. It is clearly positioned from the perspective of the person categorised, and is particularly concerned with the violations involved when the error components of such categorisations are made invisible. Such categorisations are important. The study establishes the centrality of the measurement of educational standards to the production and control of the individual in society, and indicates the destabilising effect of doubts about the accuracy of such categorisations. Educational measurement is based on the notion of error, yet both the literature and practice of educational assessment trivialises that error. The study examines in detail how this trivialisation and obfuscation is accomplished. In particular the notion of validity is examined and is seen to be an advocacy for the examiner, for authority. The notion of invalidity has therefore been reconceptualised in a way that enables epistemological and ontological slides, and other contradictions and confusions to be highlighted, so that more genuine estimates of categorisation error might be specified.
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45

Rada, Roy, i James Schoening. "IEEE efforts towards standards in educational technology". ACM SIGPLAN Notices 32, nr 4 (15.04.1997): 16–18. http://dx.doi.org/10.1145/254459.254462.

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Marsh, David D., i Karen LeFever. "School Principals as Standards-Based Educational Leaders". Educational Management Administration & Leadership 32, nr 4 (październik 2004): 387–404. http://dx.doi.org/10.1177/1741143204046494.

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47

Lauen, Douglas Lee, i S. Michael Gaddis. "Accountability Pressure, Academic Standards, and Educational Triage". Educational Evaluation and Policy Analysis 38, nr 1 (marzec 2016): 127–47. http://dx.doi.org/10.3102/0162373715598577.

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48

Coley, Richard J., i Margaret E. Goertz. "EDUCATIONAL STANDARDS IN THE 50 STATES: 1990". ETS Research Report Series 1990, nr 1 (czerwiec 1990): i—174. http://dx.doi.org/10.1002/j.2333-8504.1990.tb01347.x.

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Goertz, Margaret E. "STATE EDUCATIONAL STANDARDS: A 50-STATE SURVEY". ETS Research Report Series 1986, nr 1 (czerwiec 1986): i—139. http://dx.doi.org/10.1002/j.2330-8516.1986.tb00156.x.

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50

Diekema, Anne R. "Implications and Challenges of Educational Standards Metadata". Journal of Library Metadata 9, nr 3-4 (30.11.2009): 239–51. http://dx.doi.org/10.1080/19386380903405157.

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