Gotowe bibliografie tematyczne / Educational surveys

Gotowa bibliografia na temat „Educational surveys”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 29 lipca 2024

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Artykuły w czasopismach na temat "Educational surveys"

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Sabelnikova, Elena V., i Natalia L. Khmeleva. "International Educational Surveys: The Review of School Assessment Surveys". Journal of Siberian Federal University. Humanities & Social Sciences 9, nr 2 (luty 2016): 491–99. http://dx.doi.org/10.17516/1997-1370-2016-9-2-491-499.

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Bakla, Arif, Ahmet Çekiç i Onur Köksal. "Web-based surveys in educational research". International Journal of Academic Research 5, nr 1 (4.12.2012): 5–13. http://dx.doi.org/10.7813/2075-4124.2013/5-1/b.1.

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Gritsuk, Yu V., i O. V. Gritsuk. "Online surveys as an element feedback in building cloud educational environment". CTE Workshop Proceedings 2 (20.03.2014): 50–53. http://dx.doi.org/10.55056/cte.186.

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The aim of this study is an analysis of questionnaires benefits over other means of feedback in learning. Objectives of the study is to determine differences between surveys and tests, review of cloud services to create polls. The object of research is the organization of surveys in the educational process. The subject of research is the use of cloud-based tools for creating surveys in the educational process.The differences in the usage of tests and surveys in the study process is shown. A cloud services to create polls are supposed. The basic directions of the online survey are given.
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Zormanová, Lucie. "Gender in Educational Communication". Lifelong Learning 4, nr 3 (2014): 26–41. http://dx.doi.org/10.11118/lifele2014040326.

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The article deals with gender-stereotyped patterns of behaviour in educational communication at lower secondary schools in the Czech Republic. Theoretical background of the issue of pedagogical communication and gender stereotypes was followed by the presentation of findings of quantitative research based on audio record analysis. Research focuses on observations and evaluation of communication in a class and its aim is to find out whether there exists a relation between the pupil’s gender and his communication in the lesson. Results of the pedagogical survey are further compared to the results of previously realised Czech and foreign surveys.
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Zhu, Kaixiang, Lily D. Li i Michael Li. "A Survey of Computational Intelligence in Educational Timetabling". International Journal of Machine Learning and Computing 11, nr 1 (styczeń 2021): 40–47. http://dx.doi.org/10.18178/ijmlc.2021.11.1.1012.

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Timetabling problems have been widely studied, of which Educational Timetabling Problem (ETP) is the biggest section. Generally, ETP can be divided into three modules, namely, course timetabling, school timetabling, and examination timetabling. For solving ETP, many techniques have been developed including conventional algorithms and computational intelligence approaches. Several surveys have been conducted focusing on those methods. Some surveys target on particular categories; some tend to cover all types of approaches. However, there are lack of reviews specifically focusing on computational intelligence in ETP. Therefore, this paper aims at providing a reference of selecting a method for the applications of ETP by reviewing popular computational intelligent algorithms, such as meta-heuristics, hyper-heuristics, hybrid methods, fuzzy logic, and multi-agent systems. The application would be categorised and described into the three types of ETP respectively.
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Грицук, Юрій Валерійович, i Оксана Вікторівна Грицук. "Онлайн-анкетування як елемент зворотного зв’язку при побудові хмарного освітнього середовища". New computer technology 12 (25.12.2014): 50–53. http://dx.doi.org/10.55056/nocote.v12i0.692.

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The aim of this study is an analysis of questionnaires benefits over other means of feedback in learning. Objectives of the study is to determine differences between surveys and tests, review of cloud services to create polls. The object of research is the organization of surveys in the educational process. The subject of research is the use of cloud-based tools for creating surveys in the educational process. The differences in the usage of tests and surveys in the study process is shown. A cloud services to create polls are supposed. The basic directions of the online survey are given.
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Park, Kunsoon, Narang Park, Wookjae Heo i Kim Gustafson. "What Prompts College Students to Participate in Online Surveys?" International Education Studies 12, nr 1 (28.12.2018): 69. http://dx.doi.org/10.5539/ies.v12n1p69.

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Online surveys are frequently used in higher education to collect students’ opinions. This study investigated the factors associated with students’ willingness to respond to online surveys. Using 540 samples from undergraduate and graduate students in the United States, this study conducted a factor analysis to categorize the reasons that students willingly participate in online surveys. Four factors were identified: Format, Affiliation, Content, and Contact. The regression analysis revealed format was significantly associated with the undergraduate students’ online survey participation, while content was significantly related to the graduate students’ online survey participation. These findings indicate the behavior of responding to online surveys may vary depending on the participants’ educational level. They also suggest a need to develop different strategies when designing online surveys for educational purposes to enhance response rates.
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Vasilev, Yurii, Polina Vasileva, Olga Batova i Anna Tsvetkova. "Assessment of Factors Influencing Educational Effectiveness in Higher Educational Institutions". Sustainability 16, nr 12 (7.06.2024): 4886. http://dx.doi.org/10.3390/su16124886.

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This paper discusses the results of the study of educational effectiveness at the tertiary level. It contains an overview of the research considering the quality and effectiveness of higher education development, the issues of creating criteria for their assessment and measurement. The four groups of factors (“Man”, “Milieu”, “Material”, “Method”) for evaluating educational effectiveness were determined, totally including 65 points. The results of the students’ surveys revealed the most significant factors as well as the least crucial ones influencing educational effectiveness in higher educational institutions. The total number of respondents was 279. It was found that the subgroup of factors “Teacher’s competence” is the most important from the viewpoint of the respondents, while the subgroup “Infrastructure facilities” is the least valuable one. The priority measures list was given, the implementation of which will make it possible to increase educational effectiveness in higher educational institutions. Methods such as Ishikawa diagram building, brainstorming and the survey of students were used for achieving the objectives of this research.
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Brennan, Robert L., i Barbara S. Plake. "Surveys of Programs and Employment in Educational Measurement". Educational Measurement: Issues and Practice 10, nr 2 (czerwiec 1991): 32. http://dx.doi.org/10.1111/j.1745-3992.1991.tb00194.x.

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North, Gemma, Shardae Osuna i Ghazal Dezfuli. "478 You liked it, but did you learn anything? A process for redesigning follow-up surveys in attempts to measure success beyond satisfaction". Journal of Clinical and Translational Science 6, s1 (kwiecień 2022): 95–96. http://dx.doi.org/10.1017/cts.2022.281.

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OBJECTIVES/GOALS: Project objectives: Collect, analyze, redesign, and redeploy the follow-up surveys sent after services rendered or educational offerings attended to improve outcome measurement. Presentation objectives: Provide a process for others to optimize their assessment surveys. METHODS/STUDY POPULATION: A team of interdisciplinary experts from Evaluation and Improvement, Workforce Development, and Administration took a systematic and collaborative approach to optimizing service and educational offering assessment. The team collected all 35 existing surveys currently in use at the CTSA, developed a matrix table to organize findings, cross-analyzed/normed to recognize and reduce bias, engaged other staff and faculty at specific intervals to encourage buy-in, and responded to feedback. The team then updated both surveys and format, programmed revised surveys into a centralized platform, and provided instructions and training for implementation. RESULTS/ANTICIPATED RESULTS: This effort resulted in streamlining both the assessment process and the surveys used by the Southern California Clinical and Translational Science Institute (SC CTSI). Instead of using different versions of surveys or none at all, now SC CTSI commits to using the same follow-up survey for events and for educational offerings institute-wide, and agrees to store and access that data via a single platform, REDCap, allowing any member to see data in real time. This will allow SC CTSI to monitor and evaluate its short-term outcomes at an institutional level, and determine areas for improvement or best practices. Future plans include training on survey data interpretation for decision making. DISCUSSION/SIGNIFICANCE: Presenters will share lessons learned and considerations when embarking on streamlining assessment practices institute-wide, highlighting the importance of leveraging educational methodology to go beyond measuring satisfaction and into measuring learning. Presenters will share revised surveys.
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Rozprawy doktorskie na temat "Educational surveys"

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Beattie, Amy J. "Program evaluation of Randolph School District's Title 1 Program parent survey /". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008beattiea.pdf.

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Bruen, Charles James. "Secondary school computing in the State of New Jersey /". Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11586102.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Bruce R. Vogeli. Dissertation Committee: J. Philip Smith. Includes bibliographical references (leaves 110-116).
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Salifu, Shani. "Detecting Satisficing in Online Surveys". Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1326834864.

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Parkar, Mubeen A. "WebCLASSE a web-based software solution to support CLASSE assessment /". abstract and full text PDF (free order & download UNR users only), 2006. http://0-gateway.proquest.com.innopac.library.unr.eduopenurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1438935.

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Kung, Ping-yin Eric. "An exploration into the educational needs of the resident leaders /". [Hong Kong] : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1234154X.

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Ma, Kwai-heung Catherine. "A study of the relationship between self concepts, educational attitudes and teaching behaviours of student teachers in a college of education in Hong Kong". Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906549.

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Sun, Yanling. "Effects of web page design and reward method on college students' participation in web-based surveys". Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1150392670.

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Lilly, Gary L. "Correlating technology surveys and third- and fifth-grade proficiency levels in math and reading throughout Tennessee". [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0831104-100709/unrestricted/LillyG091504f.pdf.

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Thesis (Ed.D.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0831104-100709 Includes bibliographical references. Also available via Internet at the UMI web site.
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Adams, Robin Lee. "Stakeholder Beliefs, Satisfaction and Assessments of School Climate after Implementation of a Year-Round Calendar". [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-1107101-144527/unrestricted/Adamsr113001.pdf.

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Phommavong, Viengkeo Manee Chaiteeranuwatsiri. "A survey of capacity building situation in decentralized education management of provincial education services in the central part of Lao people's democratic republic /". Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd390/4738066.pdf.

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Książki na temat "Educational surveys"

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Terblanche, T. J. Educational needs and problems in Ciskei. Pretoria: Human Sciences Research Council, 1986.

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Jenkins, Pat. Surveys and questionnaires. Wellington, NZ: New Zealand Council for Educational Research, 1999.

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Z, Wilder Gita, Casserly Patricia Lund i Burton Nancy W, red. Young SAT-takers: Two surveys. New York: College Entrance Examination Board, 1988.

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West, Environics. Pilot project report. [Edmonton, AB]: Alberta Education, 1995.

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T, Ewell Peter, red. Assessing educational outcomes. San Francisco: Jossey-Bass, 1985.

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Abraham, Knife. The status of education in Region 1. Addis Ababa, Ethiopia: Ethiopian International Institute for Peace and Development, 1997.

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National Center for Education Statistics, red. Overview of the NHES field test. Washington, D.C: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1992.

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Steinhaus, Kurt A. New Mexico Education Technology Planning Committee's report of educational technology: Kindergarten through twelfth grade. Santa Fe, N.M: New Mexico State Dept. of Education, 1991.

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Bangladesh. Śikshā Tathya o Parisaṃkhyāna Byuro., red. Post-primary educational institution survey, 2005: Final report. Dhaka: Bangladesh Bureau of Educational Information & Statistics, 2006.

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Ries, Peter W. Educational differences in health status and health care. Hyattsville, Md: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Center for Health Statistics, 1991.

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Części książek na temat "Educational surveys"

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Spino, LeAnne L. "Leveraging Student Surveys to Promote Recruitment and Retention". W Educational Linguistics, 159–65. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-43654-3_12.

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Koberg, Tobias. "Disclosing the National Educational Panel Study". W Methodological Issues of Longitudinal Surveys, 691–708. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11994-2_38.

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Nusser, Lena, i Jana Heydrich. "Validity of Survey Data of Students with Special Educational Needs— Results From the National Educational Panel Study". W Methodological Issues of Longitudinal Surveys, 251–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11994-2_15.

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Nührenbörger, Marcus, Bettina Rösken-Winter, Chun-Ip Fung, Ralph Schwarzkopf, Erich Christian Wittmann, Kathrin Akinwunmi, Felix Lensing i Florian Schacht. "Design Science and Its Importance in the German Mathematics Educational Discussion". W ICME-13 Topical Surveys, 1–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43542-8_1.

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Leisawitz, D., S. W. Digel i S. Geitz. "Multiwavelength Milky Way: An Educational Poster". W New Horizons from Multi-Wavelength Sky Surveys, 237. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-009-1485-8_54.

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Jarsinski, Stephan, Sarah Frahm, Inge Blatt, Wilfried Bos i Michael Kanders. "Assessing Spelling Competence Development in the National Educational Panel Study". W Methodological Issues of Longitudinal Surveys, 427–39. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11994-2_24.

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van de Vijver, Fons J. R., Nina Jude i Susanne Kuger. "Challenges in International Large-Scale Educational Surveys". W The SAGE Handbook of Comparative Studies in Education, 83–99. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526470379.n6.

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Galloway, Harry M. "Soil Surveys and Urban Development-An Educational Approach". W Soil Surveys and Land Use Planning, 137–46. Madison, WI, USA: Soil Science Society of America and American Society of Agronomy, 2015. http://dx.doi.org/10.2136/1966.soilsurveys.c15.

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Kristen, Cornelia, Melanie Olczyk i Gisela Will. "Identifying Immigrants and Their Descendants in the National Educational Panel Study". W Methodological Issues of Longitudinal Surveys, 195–211. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-11994-2_12.

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Longford, Nicholas T. "Inference from surveys with complex sampling design". W Models for Uncertainty in Educational Testing, 157–97. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4613-8463-2_7.

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Streszczenia konferencji na temat "Educational surveys"

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Inegbedion, Obhajajie Juliet. "Promoting Lifelong Learning through Capacity Development in Open Educational Resources". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5424.

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Job pattern and strategies keep changing along with changes in technology. The same changes are observed in employability skills whereby the skills obtained in the formal school can only serve as basic skills. Therefore, to meet with daily skill demand calls for capacity building in lifelong learning using open educational resources. This need became more obvious in the era of Covid-19 where some people lost their jobs or could not earn money because of the lack of the new skill demand. Three research questions were raised to find out the level of knowledge gained in the use of OER, willingness to integrate OER, and techniques of impacting knowledge using OER. To answer the research questions, MOOC on Open Educational Resources for Online Learning was organised for four weeks. 2,647 participants were drawn from different continents. Three surveys were conducted – pre-survey before the course start date, mid-survey, and post-survey. The survey data were analysed using descriptive statistics and from the findings, there is a high level of willingness to learn and integrate OER in online learning; mixed mode of delivery – asynchronous and synchronous was solicited for by participants; and lifelong skills are best learned through self-paced, self-directed, and through short courses.
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Ponomarenko, Alexey. "Reformatting statistical education in Russia: changes in classifications, standards, and programs". W Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17314.

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In the centrally planned economy the main function of official statistics was monitoring of plans’ execution. Hence, official statisticians had to be experts in economics and bookkeeping, like tax inspectors. Russian statistical education was oriented mostly to official needs and statistics was included in the same educational group as economics. Currently, professional requirements for statisticians have changed. Official statistics lost its control function, and the old reporting system is being replaced by sample surveys that are less onerous for respondents and also less expensive. The statistical agency needs more professionals in survey methodology, as well as statistical managers and mathematicians. In 2015, the new professional standard "statistician" was accepted in Russia in line with ISCO 2008. It consists of set of competences for professionals in data collection, processing, analysis and methodology in any field of activity, including business, finance, science, medicine. In 2016, the educational classification of statistics was changed to the same group as mathematics. A new educational standard for statistics was also accepted. This presentation describes part of the reconstructive process.
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Vorobyova, Olga Ivanovna, i Larisa Alexandrovna Khokhlova. "EDUCATIONAL TECHNOLOGIES IN THE DIGITAL AGE: PROS AND CONS". W Themed collection of papers from Foreign International Scientific Conference «Modern research on the way to a new scientific revolution». Part 1. by HNRI «National development» in cooperation with AFP (Puerto Cabezas, Nicaragua). November 2023. – Varadero (Cuba). Crossref, 2024. http://dx.doi.org/10.37539/231128.2023.64.91.002.

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The authors of the article provide an analysis of current problems of learning and teaching related to traditional and distance learning. The experience of teaching methodologists in different countries of the world allows us to objectively assess the pros and cons of traditional and distance learning. Feedback from students must be taken into account when conducting modern classes. This is very important in the professional training of students in various areas, in obtaining professional knowledge that needs to be consolidated in practice. Using the method of comparison and grouping, the study analyzed a series of surveys of 180 students aged 17-35 years, as well as a survey of 150 teachers. The obtained material gives important results applicable in the practice of working with university students. Creating the necessary and safe conditions for student learning, as well as more active use of Internet resources. This problem is very relevant for teachers and students of foreign countries and for Russia.
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Foley, Stephany, i Kazem Kazerounian. "Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions". W ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34424.

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This paper studies “creativity” in engineering education, by examining the perception of instructors and students. We aims to identify factors that impede a creative environment (creativity blockers). The study entails review of established research in the fields of psychology and educational psychology to identify factors which create an educational environment conducive to creativity. These factors are formalized in the Ten Maxims of Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, created, distributed and statistically quantified to study the perceptions of engineering educators and students, in comparison to non-engineering educators and students. The results unfortunately show that the current engineering student experiences almost none of the Ten Maxims of Creativity as a part of their academic experience.
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Dragozova, Elena, Stanislava Kovacheva i Veselin Rangelov. "ASSESSMENT OF THE LANDSCAPE ARCHITECT EDUCATIONAL COMPETENCIES". W 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s14.120.

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Modern educational requirements are aimed at the acquisition of knowledge, skills and competencies, practical orientation to the requirements of the labour market and the achievement of sustainable development of landscapes. The object of the research is the acquired landscape architecture educational competencies of students and employers' assessment of the competencies in practice. The aim of the study is to investigate the level of specialized educational competencies acquired by landscape architecture students through formal education, to highlight problem areas in the acquisition of professional and general competencies and to adapt curricula and approaches. The main tasks of the research are: systematization of general and specific professional competencies by elements and a specific context, in relation to levels of professional performance; processing information from students and stakeholders from the professional communities about acquired educational competencies in relation to key professional competencies of the landscape architect; analysis of results and recommendations for improving educational resources. The research was conducted through surveys with landscape architecture students and an indicative interview with landscape architecture specialists working in business structures, administrative and management bodies in urban and sub-urban green infrastructure. The questions focus on the necessary competencies of the landscape architect to create sustainable green infrastructure. This article presents a stage of a comprehensive study of the necessary educational competencies to correspond to the competencies for practicing the profession of landscape architect.
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Wang, Dan. "Characteristics of Insufficient Effort Students and Schools in Large-Scale Low-Stake Educational Surveys". W AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2010459.

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Lin, Che-Chern, Hung-Jen Yang i Lung-Hsing Kuo. "On Loosely Coupling Structure for Internet Surveys: A Case Study of a Survey System for Teachers In-Service Educational Demands". W 2006 International Conference on Information Technology: Research and Education. IEEE, 2006. http://dx.doi.org/10.1109/itre.2006.381521.

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Filatova, Tetiana, i Iryna Ivchenko. "Methods Of Eliciting Companies' Demand For Intellectual Products". W 27th International Scientific Conference “Competitiveness and Innovation in the Knowledge Economy”. Academy of Economic Studies of Moldova, 2024. http://dx.doi.org/10.53486/cike2023.20.

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To influence the level of preparation of both IT specialties and economic fields closely related to IT technologies in higher or secondary educational institutions in order to meet the needs or requirements of various companies. Collaborative efforts between businesses and education can address the issue of quality potential personnel and enhance students' preparedness through the establishment of a standardized set of business demands. When identifying the requirements for IT specialties, the key vectors include not only work experience and skills but also business qualities and the ability to work in a labor collective, aligning with company values. To better define the competencies of future employees, one of the best methods we believe is the Delphi method, which involves expert judgment. This method is a form of collective expert assessment that includes several rounds of anonymous surveys of the expert group to achieve consensus. By involving interactions between companies and educational institutions in the study, surveys can be conducted to gather statistics and utilize educational plans that interest organizations. The competencies proposed by experts may carry similar semantic meanings but be described with different words. Additionally, the merging of similar competencies into more comprehensive ones is possible. In the era of rapid IT development, this issue can be addressed through existing text analysis and comparison techniques in databases. Thus, unification of competencies can be established during the learning process.
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Barrós-Loscertales, Alfonso, Laura Marquez-Ramos, Oscar Climent, Elisenda Bueichekú i Juan Carlos Bustamante. "Students’ surveys and involvement in educational activities within virtual environments are related to students’ satisfaction in e-learning graduate programs". W Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5427.

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This paper evaluates associations across the dimensions included in students’ surveys and virtual activities for applying educational models within e-learning graduate programs. Firstly, we focus on the outcomes derived from teachers’ and students’ participation in virtual classroom forums and, secondly, on the determinants of students’ satisfaction in the graduate program. Data analyses show that teachers’ and students’ participation in forums as dynamic educational activities are positively correlated with students’ general satisfaction. To study the determinants of students’ satisfaction, we perform a regression analysis that considers as explanatory variables educational planning, teaching qualifications and development of learning, as well as of a number of controls related to the virtual learning environment and participation in the academic program. According to the obtained results, teaching skills and learning environments are associated with higher students’ satisfaction in a virtual learning environment. This type of analysis is of great interest in a social environment characterized by increasing communication via electronic networking. We find that dynamic educational activities and dimensions taken on board on students’ surveys are related to students’ satisfaction in e-learning graduate programs.
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Wang, Yujun, i Fangzhou Sun. "Integrating Art and Event Management: A Mobile Application Approach to Democratizing Art History Education". W 12th International Conference on Software Engineering & Trends. Academy & Industry Research Collaboration Center, 2024. http://dx.doi.org/10.5121/csit.2024.140812.

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This paper presents the development of a mobile application designed to integrate event management with art history education, leveraging Dart and Flutter for frontend development and Python for backend processes, including web scraping [3]. Addressing the gap in accessible cultural education, the app combines intuitive event management with enriching art historical content, aiming to democratize art education and enhance user engagement. Through usability surveys and performance analysis, the application was evaluated for its user interface, content relevance, and technical efficiency [4]. Key findings indicated high usability and educational value, though opportunities for optimization in content loading and responsiveness were identified. Comparative analysis with existing methodologies highlighted our app's broader accessibility and interactive learning potential, surpassing limitations of classroom-bound or high-tech dependent solutions. Experimentation across various user scenarios underscored the app's effectiveness in fostering a dynamic community of art enthusiasts. The results advocate for the app's utility in making art history engaging and accessible, proposing a model for future educational tools.
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Raporty organizacyjne na temat "Educational surveys"

1

Prasad, Deepak. Institutional Surveys on Open Educational Resources at Fiji National University. Commonwealth of Learning (COL), grudzień 2022. http://dx.doi.org/10.56059/11599/4934.

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This report presents the findings of two surveys conducted at Fiji National University as preparation for the development of a policy for open educational resources (OER). Findings of the faculty survey indicates positive attitude towards sharing resources. The respondents were highly motivated to use and share resources but were suspicious about OER quality. The respondents also lacked confidence in their knowledge of intellectual property rights. This was ranked as the major barrier to OER adoption. Among other barriers were lack of incentives for developing OER and lack of ICT skills. Overall, respondents showed a positive attitude towards OER, recognising its benefits for teaching and learning. Results of the student survey shows they mostly had access to laptops and smartphones to access their course material and the Internet. Students reported primarily accessing the Internet at home. A significant number of students had no access to learning resources throughout the duration of their course. However, it was noted that some students were able to find alternatives to purchasing the textbooks. While some students’ decisions were not affected by the cost of the resources, others reportedly found it influenced their choice of courses. Although students showed positive opinions of OER and were eager to begin using these resources, an evident lack of awareness leads to the recommendation that OER awareness programmes be considered for students.
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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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Ogwuike, Clinton Obinna, i Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), listopad 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Gandelman, Néstor, i Santiago Acerenza. Household Education Spending in Latin America and the Caribbean: Evidence from Income and Expenditure Surveys. Inter-American Development Bank, marzec 2017. http://dx.doi.org/10.18235/0011785.

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This paper characterizes household spending in education using microdata from income and expenditure surveys for 12 Latin American and Caribbean countries and the United States. Bahamas, Chile and Mexico have the highest household spending in education while Bolivia, Brazil and Paraguay have the lowest. Tertiary education is the most important form of spending, and most educational spending is performed for individuals 18-23 years old. More educated and richer household heads spend more in the education of household members. Households with both parents present and those with a female main income provider spend more than their counterparts. Urban households also spend more than rural households. On average, education in Latin America and the Caribbean is a luxury good, while it may be a necessity in the United States. No gender bias is found in primary education, but households invest more in females of secondary age and up than same-age males.
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Hoddinott, John, Mesele Araya, Tassew Woldehanna, Ricardo Sabates, Dawit Tibebu Tiruneh i Nurullah Eryilmaz. Which Aspects of Educational Reforms in Ethiopia Have Promoted Equitable Achievements in Mathematics? Research on Improving Systems of Education (RISE), marzec 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/138.

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This paper assesses the factors underpinning trends in mathematics learning for Grade 4 pupils in Ethiopia based on data collected in 2012-13 (the Young Lives surveys, YL) and 2018-19 (the RISE surveys). It combines comparable data on attainments on tests of students’ mathematics knowledge with information on their family background, their teachers, and the schools they attend. The period covered by the study encompasses an education reform, the General Education Quality Improvement Program – Phase II (GEQIP-II). GEQIP-II’s goals included increasing access to primary education and the quality of education that was provided. We find that mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved between 2012 and 2018. Despite this, students in 2018 have learning levels lower than students in 2012. This reflects, in part, changes in the composition of the samples, with the 2018 sample coming from poorer and rural households. However, students in 2018 show greater learning progress over the course of a school year compared to students in 2012. Using a value-added model, we show that learning outcomes in mathematics at the end of the school year are associated with teacher content knowledge, that this association has increased in magnitude over time, and that this content knowledge is especially important for weaker students. The key to reconciling these paradoxical findings is, thus, to recognize that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly for weaker students. This, juxtaposed with the fact that the education reforms implemented over the last decade have sought to both include students from disadvantaged backgrounds and to improve teacher quality, is suggestive of the possibility that the GEQIP initiatives were producing positive learning results.
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Ham, Andrés, Angela Guarin i Juanita Ruiz. How Accurately are Household Surveys Measuring the Size and Inequalities for the LGBT Population in Bogota, Colombia? Evidence from a List Experiment. Inter-American Development Bank, luty 2023. http://dx.doi.org/10.18235/0004721.

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This paper studies whether household surveys precisely identify the LGBT population and are suitable to measure labor market discrimination in Colombia. We first quantify the size of the LGBT population and estimate labor market inequalities from these data, highlighting potential pitfalls from using this approach. We then present findings from a list experiment in Bogotá, Colombia. Results show that household surveys underestimate the size of the LGBT population and may yield biased estimates of labor market inequalities. While survey estimates range between 1-4%, we find that LGBT people constitutes around 12-22% of the total population. We find heterogeneous reporting by sex, age groups, educational attainment, and marital status. Our findings suggest that while current measurement practices are a step forward for the LGBT populations statistical visibility, additional steps are required before household surveys may be used to consistently estimate discrimination and guide policy responses to protect this population.
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Atuhurra, Julius, Rastee Chaudhry i Michelle Kaffenberger. Conducting Surveys of Enacted Curriculum Studies in Low- and Middle-Income Countries: A Toolkit for Policymakers, Researchers, and Education Practitioners. Research on Improving Systems of Education (RISE), marzec 2023. http://dx.doi.org/10.35489/bsg-rise-misc_2023/13.

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The Surveys of Enacted Curriculum (SEC) approach is used to analyse and report on the academic content embedded in education instructional components such as curriculum standards, assessments, and teachers' classroom instruction. Through a partnership between the RISE Programme and the Center for Curriculum Analysis, the approach has been used to analyse educational alignment in low- and middle-income country education systems, including in Kenya, Nepal, Nigeria, Tanzania, and Uganda. The SEC approach has many applications including content and alignment analysis for curriculum standards, assessments, and instructional materials; curriculum reform design and implementation support; and teacher professional development and support. This document provides a comprehensive toolkit for conducting an SEC study in LMICs. Following the introduction and background, Section 2 gives an overview of the SEC approach and provides a brief description of sequential steps involved in conducting an SEC study: (i) generating data; (ii) inputting data; (iii) processing and analysing data; and (iv) interpretating results. Section 3 then gives detailed, step-by-step instructions for implementing an SEC study. Section 4 shares lessons learned from conducting SEC studies in LMICs. The document then closes with an Appendix that provides a detailed overview of the SEC tools and other resources provided with this toolkit. These appendices [.zip] are available for download.
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Oza, Shardul, i Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), maj 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Bassi, Marina, Matías Busso i Juan Sebastián Muñoz. Is the Glass Half Empty or Half Full?: School Enrollment, Graduation, and Dropout Rates in Latin America. Inter-American Development Bank, październik 2013. http://dx.doi.org/10.18235/0011516.

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This paper uses 113 household surveys from 18 Latin American countries to document patterns in secondary school graduation rates over the period 1990-2010. It is found that enrollment and graduation rates increased dramatically during that period, while dropout rates decreased. Two explanations for these patterns are provided. First, countries implemented changes on the supply side to increase access, by increasing the resources allocated to education and designing policies to help students staying in school. At the same time, economic incentives to stay in school changed, since returns to secondary education increased over the 1990s. Despite this progress, graduation rates are low, and there persist remarkable gaps in educational outcomes in terms of gender, income quintiles, and regions within countries. In addition, wage returns have recently stagnated, and the quality of education in the region is low, casting doubts on whether the positive trend is sustainable in the medium term.
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Vaughan, Tanya, Sarah Richardson, Toby Carslake, Trisha Reimers, Greg Macaskill, Toby Newton, Nathan Zoanetti, Andrew Mannion i Martin Murphy. Building capacity for Quality Teaching Rounds – Victoria. Final report. Australian Council for Educational Research, czerwiec 2023. http://dx.doi.org/10.37517/978-1-74286-713-7.

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The Australian Council for Educational Research (ACER) was commissioned by the Teachers and Teaching Research Centre (TTRC) at the University of Newcastle to conduct an independent randomised controlled trial (RCT), with the goal of examining effects of Quality Teaching Rounds (QTR) on student outcomes and teachers’ practice in Victorian high schools. A total of 19 schools participated in Quality Teaching Rounds in 2022, with 20 schools in the wait list control. Data were gathered in an ongoing manner during the evaluation with: Progressive Assessment Tests in Mathematics (PAT-M) and reading (PAT-R) – baseline and follow up; student self-efficacy and aspiration surveys – baseline and follow up; teacher surveys – one questionnaire administered every term; implementation fidelity check surveys for teachers to complete for each QT Round; and implementation fidelity checks with onsite visits from ACER staff for 33% of the treatment schools. Key findings include: The mixed model analysis showed that treatment was not a significant predictor of PAT-R and PAT-M outcomes. Differences in student responses to the self-efficacy and aspiration surveys were identified. The control group showed a significant increase in the level of education that they aspired to complete (p = 0.037). Teachers in the control group had statistically significant growth in teacher efficacy, while those in the treatment group showed statistically significant lower teacher student support. Within the QTR process, the longest time was spent on discussing the coding and the individual coding process. Key observations identified from analysis of the fidelity check data are: teacher stress due to high rates of absenteeism, varied use of the Classroom Practice Guide, and analytical conversations about some elements and terms.
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