Gotowe bibliografie tematyczne / University education

Gotowa bibliografia na temat „University education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "University education"

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Suzuki, Yuji, Natsuo Suzuki, Ryo Miyakoshi i Hidetoshi Ohkubo. "Environmental and recycling education at Tamagawa University". International Conference on Business & Technology Transfer 2012.6 (2012): 95–100. http://dx.doi.org/10.1299/jsmeicbtt.2012.6.0_95.

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Morris, Brian. "PRE‐UNIVERSITY EDUCATION". Anthropology Today 21, nr 1 (luty 2005): 22–23. http://dx.doi.org/10.1111/j.0268-540x.2005.00328.x.

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Bourner, Tom. "A University Education". Action Learning: Research and Practice 16, nr 1 (2.01.2019): 100–104. http://dx.doi.org/10.1080/14767333.2019.1559987.

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Roberts, Gethin Wyn. "International University Education". International Journal of Chinese Education 4, nr 1 (19.08.2015): 68–90. http://dx.doi.org/10.1163/22125868-12340045.

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In 2004, The University of Nottingham was the first Sino-Foreign University to open a campus in mainland China. Today, the University of Nottingham Ningbo, China (unnc) campus holds approximately 6,600 students and 500 staff from 40 different countries. Science and Engineering subjects are relatively new on the campus, but are all based on the long standing pedigree at the University of Nottingham in the United Kingdom. In 2012, a newmsc course in Engineering Surveying and Geodesy started atunnc, which was the same as the course in theuk. All the courses atunncare the same in learning outcomes as those on theukcampus, all the teaching is carried out in the medium of English and undergo the same stringent Quality Assurance. The University of Nottingham also has a campus in Malaysia, which makes the university truly global. Students attending any of these campuses have the opportunities of exchange at any of the other two, as well as many other international universities.unncaspires to grow to 8,000 students by 2020, consisting of 20% international students and 15-20% postgraduate students, approximately 40% of which will be within the Faculty of Science and Engineering.This paper details the model used by the University of Nottingham in establishing and operating themsc course and research activities in Engineering Surveying and Geodesy atunnc, and gives a case study of this parallel course.
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Osborne, Michael, i Iddo Oberski. "University continuing education". Journal of European Industrial Training 28, nr 5 (czerwiec 2004): 414–28. http://dx.doi.org/10.1108/03090590410533099.

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Šmajs, Josef, i Božena Šmajsová-Buchtová. "On university education". Novosibirsk State Pedagogical University Bulletin 5, nr 6 (21.12.2015): 141–50. http://dx.doi.org/10.15293/2226-3365.1506.15.

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Akyol, Bertan, Filiz Tanrısevdi, Yusuf Gidiş, Nahide Nur Dumlu i İlknur Durdu. "Organizational Culture at University: A Sample of a State University, Faculty of Education". Journal of Qualitative Research in Education 8, nr 1 (30.01.2020): 18–38. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.1s.2m.

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Ryu, Tae. "University Education Guided by Education Research". TRENDS IN THE SCIENCES 2, nr 2 (1997): 88–89. http://dx.doi.org/10.5363/tits.2.2_88.

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Prof. K. Sudha Rani, Prof K. Sudha Rani, Dr T. Ananda Dr. T. Ananda i M. Krishnaveni M. Krishnaveni. "Education for Employability-The Role of University Adult Education Department-An Indian Experience". International Journal of Scientific Research 2, nr 5 (1.06.2012): 93–94. http://dx.doi.org/10.15373/22778179/may2013/34.

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Çekerol, Gülsen Serap. "Senior Executives Opinions regarding Educational Competencies of University Graduate Young Labor Force: Logistics Education Case". Journal of Qualitative Research in Education 8, nr 3 (30.07.2020): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.3s.2m.

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Rozprawy doktorskie na temat "University education"

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Lemmens, Juan-Claude. "Students’ readiness for university education". Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/26675.

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The aim of the thesis is to investigate the readiness characteristics that determine risk for either failure or withdrawal before students enter university. These relationships are investigated and explained with a literature discussion that includes readiness for university education, student transition, retention and withdrawal theory. The motivation for this research emanates against the challenges that the South African Higher Education in general faces as well as the demands placed on the Faculty of Economic and Management Sciences to supply for the high demand for well equipped financial service professionals. The research project was completed in three phases. In the first phase a structured questionnaire was developed to measure the non-cognitive factors relating to readiness for university education. The purpose of the ‘Academic Readiness Questionnaire’ is to function as a screening test for first-year students that enter university. The Academic Readiness Questionnaire went through a scientific process of test development and standardisation. The overall Cronbach’s alpha for the questionnaire is 0.87, which indicates good internal consistency reliability for the scale with this sample. In the second phase the Academic Readiness Questionnaire was administered to the 2008 cohort of first-time entering students from the faculty of Economic and Management Sciences during the first-year orientation week. The total number of students in the sample is 829 students. In the third phase the students who withdrew from their studies were interviewed telephonically. A total of 42 students were interviewed to determine the salient reasons for withdrawal. Quantitative data were analysed using various descriptive and inferential statistical methods. These include factor analysis, regression analysis and multiway frequency analysis. The telephonic interviews were analysed with content analysis. The main findings reveal that the readiness characteristics show a direct relationship with academic success and intention to withdraw. The number of variables able to predict risk for either failure or withdrawal differ. More variables show a significant relationship with risk for failure than for withdrawal. Furthermore, the research results show that African students have higher academic achievement and are less likely to withdraw, when compared to white students. African students also tend to have higher academic success, compared to white students. The differences in academic success and withdrawal rates among African and white students are due to high school achievement and the number of credits the students register for. White students are also more likely to withdraw voluntarily, mostly within the first couple of weeks or months mainly due to choosing an incorrect study choice.
Thesis (PhD)--University of Pretoria, 2011.
Psychology
unrestricted
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Latif, Mohammad. "Innovation in university education : a case study of Brunel University". Thesis, University of Cambridge, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292836.

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Patterson, Sarah. "Focus enhancement intervention: A university classroom experience". Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28105.

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Focus plays an integral role in learning, performance and living across a variety of applied settings (Abernethy, 2001; Orlick, 2008; Werthner, 2002). The purpose of this intervention study was to evaluate to impact of a focus enhancement intervention project delivered in a university classroom context. Interpretive phenomenological analysis of 10 participants' journal from an applied sport and performance psychology course drew out participant's experiences with focus enhancement (Smith & Osborn, 2008). Essential elements of improved focus included exclusive thoughts, present moment focus and sense of connection. The enhanced focus experience emerged as a learning cycle of preparation, action, reflection and lessons learned utilizing goal setting, relaxation techniques, cue words, shifting to a positive focus and creating an optimal focus environment and. These findings have broad potential implications in many life areas.
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Seipel, Sandra Helene. "Stakeholder Perceptions| The Impact of a University-based Laboratory School on a Campus-based University Educator Preparation Program". Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877170.

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A gap in research on the impact of a university-based laboratory school on a campus-based educator preparation program and a decrease in the number of university-based laboratory schools requires current laboratory school programs to evaluate strengths and weaknesses to provide quality evaluative data to ensure continued viability. This qualitative study sought to expand the extant research by identifying perceptions of stakeholders, educator preparation program students, faculty, administrators, and laboratory school teachers, parents, and administrators—to examine the impact of a laboratory school on an educator preparation program. The case study outlined stakeholder perceptions at one university and one laboratory school and investigated the perceptions of stakeholders regarding the impact of a university-based laboratory school to a campus-based educator preparation program. Four major themes emerged related to the impact of a laboratory school on an educator preparation program include: experimentation, early practice and ability to bridge theory to practice, expertise of faculty and teachers, and safety and support of environment to practice new learning. A fifth overarching theme was identified as significant to research: complexity of the organization.

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Smerek, Alison. "Attachment, trauma, and adjustment to university". Thesis, University of Ottawa (Canada), 2001. http://hdl.handle.net/10393/6274.

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Late-adolescents face the challenges of leaving their families and creating lives of their own. Research has focussed on factors affecting their adjustment as they make this transition. Attachment theory is a useful model for understanding this process of adjustment, as moving away from home has been likened to a naturally occurring adolescent-equivalent of the Strange Situation that is used to measure security and style of attachment in infants. First year university students compose a large population of late-adolescents who recently left home, and attachment theory has been used as a basis for understanding the process of adjustment to university. The security of students' attachments to their parents impacts upon their adjustment in several domains. This research has not been linked to the growing literature on adult attachment styles. History of exposure to trauma has been linked to attachment style and to psychological adjustment in undergraduate students, but has not been linked directly to the process of adjustment to university. In the current study, the impacts on adjustment to university of security of attachment to parents, adult attachment style, and history of exposure to trauma were examined using path-analytic models. It was proposed that relationships between security of attachment to parents and adjustment to university would be entirely mediated by adult attachment style. It was also proposed that trauma and its negative after effects would have both direct impacts on adjustment to university, and indirect impacts through attachment style. The results did not support adult attachment style as a strong mediator of the relationship between security of attachment to parents and adjustment to university. Security of attachment style did predict self-perceived academic and social adjustment. Security of attachment style at the beginning of the year was a more important predictor than security of attachment style later in the year. Having a more preoccupied attachment style was linked to conformity motives for drinking. Trauma and its negative after effects had strong impacts on self-perceived emotional adjustment, also impacted significantly upon academic and social adjustment, and was related to drinking to cope with negative affect. The impact of trauma on adjustment in all domains was stronger later in the year than at the beginning of the year. The results are discussed in terms of implications for attachment theory, for the process of adjustment to university, and for the facilitation of adjustment among insecure and previously traumatized students.
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LABARILE, MISA. "Il ruolo sociale delle Università il caso della partnership Boston University-Chelsea". Doctoral thesis, Università Cattolica del Sacro Cuore, 2008. http://hdl.handle.net/10280/306.

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La mia tesi in questo lavoro di ricerca è che le università possono costituire attori di sviluppo grazie ad un'azione immediata e diretta su un'area problematica locale condotta attraverso partnership e reti con altri attori pubblici e privati. L'obiettivo è di creare due fattori di sviluppo: capitale sociale e capitale umano. Ho contestualizzato questa idea nella letteratura dell'istruzione superiore, relativamente ai termini del dibattito intorno a un ruolo innovativo e attivo dell'università contemporanea nel contesto sociale. Di questo mi occupo nel capitolo 1. Nel capitolo 2 analizzo il problema di secondo livello, ovvero l'aspetto organizzativo che può assumere una forma innovativa di funzione sociale: le partnership pubblico-private. Le ipotesi che emergono nei primi due capitoli vengono testate nel terzo sul caso di studio, la partnership tra Boston University e il distretto scolastico di Chelsea, MA: un esperimento unico nel quale un'università privata ha gestito sistematicamente per due decenni un distretto scolastico pubblico. Benché il caso di studio sia unico nel suo genere, e quindi non comparabile, ho voluto contestualizzarlo nel capitolo 4 attraverso l'analisi di altri due casi relativi a problemi affini: riforme scolastiche per la qualità dell'istruzione, e le politiche e la missione delle istituzioni di istruzione superiore. Tutti i casi presentati in questo lavoro appartengono alla prospettiva statunitense.
My thesis in this work is that the universities could be active agents of development, intervening successfully on a local problematic area by networking with public and private actors in order to generate two specific factors of development: social and human capital. I set this idea in the context of the literature on higher education and the debates on innovative and active social functions for the contemporary university. This is the focus of Chapter 1. In Chapter 2 I approach the problem on a deeper level, in its organizational terms: I analyse the public-private partnerships as instruments for the universities to self-assign and re-interpret their local engagement for the creation of human and social capitals. The hypothesis presented in the first two chapters are tested in Chapter 3 on my case study: the Boston University-Chelsea Partnership, a unique example of the day-by-day management of a public district (the Chelsea public schools, MA) by a private university (the Boston University). My case study is set in context in Chapter 4, through the provision of other cases that, albeit not comparably, address similar concerns (quality of education and systems reform, and higher education policies and mission). All these cases are US-focused.
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Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates". Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.

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The thesis consists of five papers: three deal with the efficiency of higher education institutions (HEI) and two with entrepreneurship among university graduates. The efficiency of HEIs is analyzed at three different levels: units of one university, universities of one country and universities of a group of European countries. Using data envelopment analysis (DEA) the first paper compares technical efficiency among university units at the Royal Institute of Technology (Stockholm). An interesting result is that there seems to be a complementary relationship between efficiency of resource utilization in teaching and in research. The second paper applies stochastic frontier analysis (SFA) to estimate the cost efficiency of Swedish higher education institutions. According to the estimates, half of the Swedish HEIs have an above average efficiency of 85 percent. The efficiency differences are mainly influenced by the source of funding, HEI size, the number of students per faculty as well as faculty and student compositions. The third paper analyses the cost efficiency of universities among a set of public higher education institutions from six European countries by means of stochastic frontier techniques. The results suggest small variation in the mean economic efficiency of higher education institutions from UK, Norway, Sweden, Finland and Switzerland, implying that the efficiency differences are not explained by country effects. Instead the variations in efficiency are related to organizational differences. The two essays on entrepreneurship among university graduates are based on a unique dataset encompassing individual level data on all employees registered in the Swedish labor market. The first paper explores the differences in entrepreneurial choice of graduates from different universities. The main finding from this paper is that the entrepreneurial choice of graduates from internationally ranked Swedish universities systematically differs from others with the difference varying by the area of education. The second paper on entrepreneurship aims at explaining the high interest in entrepreneurship among arts graduates and finds that the need for self-expression is among the main motivations for their high interest in entrepreneurship.

QC 20130107

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Temiro, Babatunde. "How International Students Teach Each Other Outside the University". Thesis, Minot State University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13425786.

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As the number of international students studying in the United States continues to grow, there’s the need to know how they cope in a host country and the challenges they encounter both in the classroom and outside in order improve education and prepare students for the future. The purpose of this study is to know how international students relate with one another both inside and outside the school setting. The study findings were taken from observation and interview from both graduate and undergraduate classrooms.

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Quinlan, James E. "Profiles of software utilization by university mathematics faculty". Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180441531.

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Odendal, Marta W. "Students' university choice". Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23039.

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This thesis addresses UK students’ university choice using discrete choice methods and micro-data obtained from Higher Education Statistical Agency for graduates between 2006 and 2010. The thesis consists of three chapters with each addressing a different aspect of students’ choice. The studies are intended to provide policy-makers and other decision-makers with valuable information that will help them to implement strategies and policies for better higher education. Some work in the literature has been dedicated to students’ university choice. This thesis explores this body of work and builds on it, extends it and improves what is previously known in the literature. The aim of the first chapter is to investigate what affects students’ university choice. It contributes to the literature by establishing the best method to do so. Two models are used: the standard conditional logit and conditional logit with, what is called in this paper, alternative specific constants. Conditional logit with alternative specific constants improves on conditional logit twofold: it deals with unobserved university characteristics and improves the model fit. The results show that the probability of attending a university decreases with an increase in tuition fees and distance between students’ home and the university, and decreases in students’ socio-economic status. The second chapter further investigates the importance of distance on students’ university choice and it contributes to the literature by calculating the willingness to pay of students for distance to university. The chosen models are estimated for different socio-economic group of students separately. This methodology allows for meaningful comparison between socio-economic groups and produces more reliable estimates due to the fact that it accommodates for different unobserved characteristics of universities for different groups of students. The results show that students with the highest socio-economic status are not affected or have a positive utility of distance. The willingness to pay of other socio-economic groups are mixed and depend on the university characteristics used in the model. The third chapter focuses on students’ attitudes towards costs and benefits of university degree by calculating the discount rate of future income using marginal utility of graduate income and tuition fees. In addition, the chapter shows how use of consideration sets of universities for each student improves the model fit. The results show that students have a normal discount rate around 1% without consideration sets. The discount rate becomes negative in all models apart from one, when consideration sets are used.
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Książki na temat "University education"

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Tappan, Henry P. University education. London: Routledge/Thoemmes, 1994.

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Twigg, Carol A. The virtual University. Washington, D.C: Educom, 1997.

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Vries, Marc J. de, Lena Gumaelius i Inga-Britt Skogh, red. Pre-university Engineering Education. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-621-7.

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yliopisto, Helsingin. University further education activities, University of Helsinki. Helsinki: The University, 1990.

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Rolfe, Gary. The university in dissent: Scholarship in the corporate university. New York, NY: Routledge, 2012.

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Marga, Andrei. University reform today. Wyd. 4. Cluj-Napoca, Romania: Cluj University Press, 2005.

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Marga, Andrei. University reform today. Wyd. 2. Cluj-Napoca, Romania: Cluj University Press, 2003.

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Ann, Beer, Gillett Margaret 1930- i McGill University. Faculty of Education., red. Aspects of education. Montreal: Faculty of Education. McGill University, 1991.

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Lewis, Laurie. Distance education in higher education institutions. Washington, DC (555 New Jersey Ave., NW, Washington 20208-5574): U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Indian economy and higher education: With reference to correspondence education. Jaipur, India: Aalekha Publishers, 1985.

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Części książek na temat "University education"

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Rotunno, Laura. "University Education". W The Palgrave Encyclopedia of Victorian Women's Writing, 1–12. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02721-6_290-1.

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Rotunno, Laura. "University Education". W The Palgrave Encyclopedia of Victorian Women’s Writing, 1624–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78318-1_290.

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Smith, Richard. "University Futures". W Education Policy, 129–46. Oxford, UK: John Wiley & Sons, Ltd, 2013. http://dx.doi.org/10.1002/9781118680544.ch11.

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Brabazon, Tara. "Intervention Through Teacher Education". W Enabling University, 77–95. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12802-3_9.

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English, Leona M., i Peter Mayo. "University Continuing Education". W Learning with Adults, 143–55. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-768-4_13.

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Haynes, Stephen R. "University Holocaust Education". W Remembering for the Future, 2509–23. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1007/978-1-349-66019-3_177.

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Winsløw, Carl, i Chris Rasmussen. "University Mathematics Education". W Encyclopedia of Mathematics Education, 881–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_100020.

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Winsløw, Carl, i Chris Rasmussen. "University Mathematics Education". W Encyclopedia of Mathematics Education, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_100020-1.

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Lethbridge, Sarah. "Cardiff University. A Lean University or a Better University?" W Global Lean for Higher Education, 329–39. Boca Raton : Taylor & Francis, 2020. | “A Routledge title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.”: Productivity Press, 2019. http://dx.doi.org/10.4324/9780429399688-20.

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Lo, William Yat Wai. "Taiwan’s Higher Education System in Context". W University Rankings, 15–39. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4560-35-1_2.

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Streszczenia konferencji na temat "University education"

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Mamontova, N. Yu. "DIGITAL TRANSFORMATION OF UNIVERSITY FOREIGN LANGUAGE TEACHING". W THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.47-61.

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The general issues of digital education are considered; the methodical aspects of distant education are actualized as well as pedagogical organization of the learning process; the educational project of foreign language study which is related to on-line and off-line learning forms is implemented in the educational process; creative tasks to develop communicative and digital learners' competences are used and described; the definition of «a learner's digital education» is supplemented; the characteristics of different level students are generalized according to the teaching experience of «generation Z» and masters.
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Nelson, Katherine G., Jenefer Husman, Sarah K. Brem, Christiana Honsberg i Stuart Bowden. "Optimizing educational approaches for University Photovoltaics education". W 2011 37th IEEE Photovoltaic Specialists Conference (PVSC). IEEE, 2011. http://dx.doi.org/10.1109/pvsc.2011.6186175.

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Zinn, William O. "Cooperative Education by the University of Cincinnati and GE". W ASME 1985 International Gas Turbine Conference and Exhibit. American Society of Mechanical Engineers, 1985. http://dx.doi.org/10.1115/85-gt-157.

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The Advanced Course in Engineering (ACE) was started in 1923 at the Alternating Current Engineering Department of the General Electric Company by Dr. Robert E. Doherty. The purpose of this program was, and still is, to teach advanced technology, to solve real engineering problems and to learn how to write good engineering reports. The 61-year-old Advanced Course is less than half as old as the University of Cincinnati. The University of Cincinnati was founded in 1819 as Cincinnati College. In addition to its excellent research programs, the University of Cincinnati is also recognized for its leadership in cooperative education. “The academic climate was set early in this century by Dean Herman Schneider, the originator of the cooperative plan of education. The objective of that plan was to join theory and practice by linking education and industry through knowledge and experience.” The educational objectives of the University of Cincinnati (UC) and the General Electric Company (GE) have been joined through the Advanced Course in Engineering in the university’s College of Engineering.
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child". W 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.
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Lei, Qiaojuan. "Modern Educational Technology Theory and University Quality Education". W 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.58.

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Lopez, M., BK Peddinani, M. O’Connor-Córdova i B. Carrion. "DIGITAL EDUCATIONAL MODEL: TRANSFORMATION TOWARDS A DISTANCE UNIVERSITY EXPERIENCE". W The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7155.

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The declaration of the COVID-19 pandemic as a health emergency disrupted multiple sectors, and education was not an exception. Particularly in medical education, in addition to caring for patients that had been exposed to the virus, faculty members had the responsibility to guarantee academic quality and continuity. The transition to a remote emergency model gave rise to a new digital educational model that provided content delivery and the whole university experience. This study’s objective was to assess the quality of this digital educational model that resulted from the transformation. The study considered a quantitative approach, with a descriptive and cross-sectional design. The sampling strategy was a convenience sample of 213 first-year undergraduate students. As an instrument, a 28-item questionnaire with a Likert scale was used. The statistical analysis considered Cronbach’s alpha, item-total correlation, and factor analysis to analyze the instrument’s structure. Subsequently, descriptive statistics were used to identify trends in the responses of the participants. The internal consistency of the instrument is adequate with a Cronbach’s alpha of 0.9. The factor analysis resulted in four dimensions representing the educational model: 1) content and curriculum, 2)teaching and learning practices, 3)technology and infrastructure, and 4)collaboration and networks. As educational innovations were being developed, the need to assess its impact on the quality of learning was necessary; thus, quality improvement is promoted and accountable. Implementations such as connecting to a learning environment through a mobile device or learning at a relaxed pace have been deeply appreciated. Now that we have tasted those facilitators, it should not be taken away; institutions need to resist the temptation of returning everything as it was before. Keywords: higher education, educational innovation, professional education, distance education, pandemic adaptations
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Adnan, Irma. "ONLINE ASSESSMENT AT UNIVERSITAS TERBUKA (INDONESIA OPEN UNIVERSITY)". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2178.

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Carrera, M. "UNDERSTANDING THAI UNIVERSITY STUDENTS' PREPAREDNESS FOR UNIVERSITY". W The International Conference on Education. The International Institute of Knowledge Management, 2022. http://dx.doi.org/10.17501/24246700.2022.8110.

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De Podestá, Nathan Tejada, i Silvia Maria Pires Cabrera Berg. "New University: liberal education and arts in Brazil". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.

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This paper is part of an ongoing research on the issue of music education in Brazilian universities. It aims to identify educational models that structure pedagogical practice at this level of studies. It distinguishes the types of professional and human education promoted in each one of the presented models (French, German and American) as well as liberal education, identified as a global trend. Relating the current socio-cultural political and economic context with education with the support of Godwin (2015), Berg (2012) and Jansen (1999) we argue that liberal education provides a structure can favor the development of competences and skills demanded on the current conjuncture. In this frame, we will analyze, with the help of Paula (2008) and Santos & Filho (2008), the historical dynamics of Brazilian higher education and show how liberal education and post-colonial philosophy is restructuring Brazilian universities. This “new university” allows the implementation of a multicultural, multi-epistemic pedagogy that overcome fragmentary disciplinary views and renders feasible the proposition of new ways of conceiving training, studying, teaching and research in music and arts.
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Raporty organizacyjne na temat "University education"

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van Puffelen, Emiel, i M. A. A. U. van Oppen. Supporting cross-cultural university education. Gothenburg, Sweden: Chalmers University of Technology, 2020. http://dx.doi.org/10.18174/531990.

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Cherniavskyi, Ruslan, Yaroslav Krainyk i Anzhela Boiko. Modeling university environment: means and applications for university education. [б. в.], luty 2020. http://dx.doi.org/10.31812/123456789/3742.

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In the paper, we establish an investigation on the development of university 3D-model and its possible applications for educational and research fields. We assume that 3D-model of university can help in various scenarios and should be used to adopt modern immersing technologies into to university processes. Different means are employed for the development of the model. Bottom-up approach for using these means and their connection with each other are shown in the work. Then, details of the 3D-model design process are provided with peculiarities related to the university building location and corpuses positions. Finally, assembled models of university are shown in 3ds Max and Unity environments. In the final part of the paper, we suggest scenarios of model usage for educational and research fields. Universities can gain various benefits from integrating their research efforts to employ new technology and identify new development opportunities for both science and education in university. In case of the developed 3D-model, it is planned to use it in the projects connected with client-server applications, Internet-of-Things, Smart Grid, etc. In the educational process it will be a part of case-studies for learning 3D-modeling, development in Unity environment, training for emergency situations.
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Bajorek, Stephen M. Matching grant program for university nuclear engineering education. Office of Scientific and Technical Information (OSTI), październik 2002. http://dx.doi.org/10.2172/805477.

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Megahed, Nagwa. Gender equality in university education in Egypt [Arabic]. Population Council, 2015. http://dx.doi.org/10.31899/pgy9.1088.

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Livne, Eli, John Valasek, Ryan Starkey i Thomas Strganac. Integrated Research/Education University Aircraft Design Program Development. Fort Belvoir, VA: Defense Technical Information Center, kwiecień 2017. http://dx.doi.org/10.21236/ad1031586.

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Rohatgi, Ajeet, Abasifreke Ebong, Dong Seop Kim, Vijay Yelundur, Mohamed M. Hilali, Brian Rounsaville, Kenta Nakayashiki i Vichai Meemongkolkiat. University Photovoltaic Research, Education, and Collaboration. Final Report. Office of Scientific and Technical Information (OSTI), marzec 2007. http://dx.doi.org/10.2172/936176.

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Jones, B. G. Nuclear Power Engineering Education Program, University of Illinois. Office of Scientific and Technical Information (OSTI), styczeń 1993. http://dx.doi.org/10.2172/6629876.

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Scully, John R., Robert G. Kelly, Richard P. Gangloff, J. T. Burns, B. Kannan, A. D. King, E. B. Neiser, B. E. Risteen, E. J. Schindelholz i Y. Shi. Collaborative University Research on Corrosion OSD Education Initiative. Fort Belvoir, VA: Defense Technical Information Center, listopad 2012. http://dx.doi.org/10.21236/ada576527.

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Keith, Jason, Daniel Crowl, David Caspary, Jeff Naber, Jeff Allen, Abhijit Mukerjee, Desheng Meng, John Lukowski, Barry Solomon i Jay Meldrum. Hydrogen Education Curriculum Path at Michigan Technological University. Office of Scientific and Technical Information (OSTI), styczeń 2012. http://dx.doi.org/10.2172/1032499.

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Osman, Magued. Socio-economic equity in university education in Egypt [Arabic]. Population Council, 2015. http://dx.doi.org/10.31899/pgy9.1087.

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