Literatura científica selecionada sobre o tema "Alberta Educational Communications Authority"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Alberta Educational Communications Authority".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Alberta Educational Communications Authority"
1
Pelkey, Samuel, Bonnie Stelmach e Darryl Hunter. "Texts, Lies, and Mediascapes: Communication Technologies and Social Media as Risk in the Educational Landscape". Canadian Journal of Educational Administration and Policy, n.º 196 (30 de junho de 2021): 16–33. http://dx.doi.org/10.7202/1078515ar.
Texto completo da fonteResumo:
Studies have shown how digital communications impact administrators’ work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al’s (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators’ perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.
2
Ólafsson, Ragnar F., e Börkur Hansen. "Characteristics of the Authority Basis of Icelandic Compulsory School Principals in Comparison to Other TALIS Countries". Education Sciences 12, n.º 3 (18 de março de 2022): 219. http://dx.doi.org/10.3390/educsci12030219.
Texto completo da fonteResumo:
The purpose of this paper is to explore the authority basis of compulsory school principals in Iceland by making a general comparison to the other participating countries in the OECD Teaching and Learning International Survey (TALIS) 2018, as well as by using Hofstede’s cultural dimensions theory. The study utilizes data from principals in 48 of the countries that participated in the TALIS 2018. The authority bases of the principals and of the other governing agents are explored with regard to the key task areas, which range from managerial to curriculum tasks. The authority basis of the principals and the other agents in Iceland has commonalities with most of the other Nordic countries, as well as with Baltic countries, Anglophone countries (except for Canada (Alberta)), and with many Eastern European countries. On the basis of Hofstede’s cultural dimensions model, Iceland is “individualist”, with a low “power distance”, and it allocates more responsibility to the principals and to the other school agents at the school level than it does to the authorities. The major implication of this study for the Icelandic context is the need to enhance and strengthen the role of the school boards in terms of the professional support for principals.
3
Mosher, Ronna, Lori Pamplin, Nadia Delanoy e Barbara Brown. "School leadership standards and graduate education: Instructional negotiations of theory, practice, and policy regulation." International Journal for Leadership in Learning 22, n.º 2 (9 de dezembro de 2022): 104–39. http://dx.doi.org/10.29173/ijll22.
Texto completo da fonteResumo:
The presence of school leadership standards in graduate education has come to influence the scope and content of leadership programs, highlighting tensions between political, practical, and scholarly views of leaders and leadership. This paper reports on a study of instructional practices within a graduate program in educational leadership connected to the Alberta Leadership Quality Standard to explore how instructors, as policy actors, encounter leadership standards not just as policies of compliance but of possibility. We interpret interview data from three faculty members through the lens of policy enactment to understand how their instruction negotiated relationships of theory and practice and how they negotiated the policy-based regulatory discourses associated with school leadership standards. Working between images of policy standards as text and discourse, findings show instructors engaged in dialogic commitments that help students develop practical and scholarly competencies while displacing the authority of standards, recontextualizing the standardization of leadership, and displacing the standards’ normative gaze.
4
Sanderson, Kim, Bonnie Hutchinson e Jana Grekul. "EXPLORING THE LINK BETWEEN SCHOOL ATTENDANCE, DEVELOPMENTAL ASSETS, AND SOCIAL CAPITAL IN A FIRST NATIONS COMMUNITY". International Journal of Child, Youth and Family Studies 4, n.º 1 (17 de janeiro de 2013): 42. http://dx.doi.org/10.18357/ijcyfs41201311836.
Texto completo da fonteResumo:
<br />In Alberta, concerns about the state of educational achievement among First Nations students have been widely reported. Academic literature has well established the link between poor school performance and delinquency. Miyo Wahkohtowin Community Education Authority of Ermineskin First Nation in Hobbema (“Miyo”) has identified one of its major concerns to be low attendance rates among many students. Based on the significant body of work related to risk and protective factors in school-aged children by the Search Institute of Minneapolis, and research related to social capital in Aboriginal communities by Mignone and O’Neil (2005) and others, this study draws on the standard Developmental Asset Profile developed by the Search Institute, and Mignone and O’Neil’s (2005) standardized questions related to cultural and social capital in Aboriginal communities. Results from a survey administered to high school age students (n = 69) and attendance rates for the students, reveal a strong correlation between attendance rates and developmental asset scores. On the other hand, no correlation was revealed between attendance rates and sense of cultural heritage, or perceptions of a positive community context. Implications for building assets and social capital among youth, and strengthening community attachments are discussed.
5
Мякотникова, Светлана, e Svetlana Myakotnikova. "Science Communication in the Scientific and Educational Field in Different Countries". Scientific Research and Development. Modern Communication Studies 7, n.º 1 (2 de fevereiro de 2018): 52–57. http://dx.doi.org/10.12737/article_5a65a5f8443f60.13164880.
Texto completo da fonteResumo:
The article deals with the phenomenon of “science communication”, which is considered as a complex system including different subjects who use varied communication channel and vehicles to generate personal interest, form positive attitude and understanding of science. The article examines the reasons which have led to an increased need for scientists to communicate. Among the latter can be identified: the loss of expertise and authority of scientists; a change in the nature of knowledge production; improved communications and a proliferation of sources of information; the democratic deficit. These factors are equally valid in the developed countries. The peculiarities of science communication in scientific and educational field in Russia, the USA, Germany, Great Britain, China and Japan are also investigated. The conclusion is made about the need of two-way communication between science and society; the dependency of communication peculiarities on government goals.
6
Wallace, Nurmina, e Masnona Asiri. "An assessment of the employee satisfaction of Bangsamoro ports management authority in Sulu". SOCIAL PSYCHOLOGY AND HUMAN EXPERIENCE 1, n.º 1 (6 de maio de 2024): 1–16. http://dx.doi.org/10.62596/paxc7358.
Texto completo da fonteResumo:
This study is to ascertain the degree of employee satisfaction at the government collecting agency under the Ministry of Transportation and Communications, Bangsamoro Ports Management Authority in Sulu. Using a purposive sample technique, 100 employees served as respondents for the quantitative-descriptive design. The majority were casual and college-educated, with a slightly skewed distribution of educational attainment. The majority were satisfied with their work environment, discipline, and pay. The Bangsamoro Port Management Authority employee respondents in Sulu have varying opinions about their level of satisfaction based on their gender, with the exception of work discipline. The standard deviations of all three tables show some variation among the employee respondents in their agreement, but not enough to affect the overall rating. Their level of happiness is not considerably impacted by other demographic factors like age, length of service, education, or appointment status. Accordingly, employee respondents who express greater satisfaction with one facet of their work are likely to do so with the others as well, and vice versa. The following recommendations are made by this study: Bangsamoro Ports Management Authority-Sulu may maintain and increase employee satisfaction by providing a fair, encouraging, and rewarding work environment; Bangsamoro Ports Management Authority-Sulu may improve employees' prospects for career advancement, particularly for those who have been employed permanently; Lastly, employees may seek and pursue personal and professional growth and development by taking advantage of the organization's opportunities and incentives as well as participating in lifelong learning and professional development activities and future studies may compare the employee’s satisfaction at Bangsamoro Ports Management Authority-Sulu with other ports management authorities in the region and the country.
7
Ahmed Suleiman Yahya Al- Maliki, Ahmed Suleiman Yahya Al Maliki. "The Intermediate School Mathematics Teachers' Role in creating Professional Standards- based Learning Environments of The Education and Training Evaluation Commission from the Specialists' Perspectives: دور معلمي رياضيات المرحلة المتوسطة في تهيئة بيئات تعلم تفاعلية قائمة على المعايير المهنية لهيئة تقويم التعليم والتدريب من وجهة نظر المختصين". مجلة العلوم التربوية و النفسية 6, n.º 5 (30 de janeiro de 2022): 112–35. http://dx.doi.org/10.26389/ajsrp.s200421.
Texto completo da fonteResumo:
This research aims to identify the role of middle school mathematics teachers in creating interactive learning environments based on the professional standards of the Learning and Training Evaluation Authority from the specialists' point of view. To achieve this, the researcher used the descriptive method with its survey design. The research sample included (120) individuals, (5) teaching Staff Members of curricula and mathematics, and (19) educational supervisors in the mathematics department in Makkah Directorate of education. The role of the middle school mathematics teacher in creating interactive learning environments based on the professional standards of the Education and Training Evaluation Authority from the point of view of specialists came with a degree of (approval). The arrangement of the axes was descending as follows: (the use of modern technology in teaching mathematics, strategies for teaching mathematics, the time teaching mathematics effectively, the use of mathematical communication) for all axes (4,24,4,47,4,47,4,50). There is statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the job title (teacher, educational supervisor, faculty member) due to the effective use of modern technology for mathematics and teaching mathematics effectively, and it reached (5,275,5,93). There is statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the job title (teacher, educational supervisor, faculty member) due to the use of mathematics teaching strategies and using the mathematical communications, and it reached (6,749,7,434). There is a statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the academic qualification (BA, MA, and PhD). There is a statistically significant difference at the level of (0.05) between averages of responses attributed to years of experience, at the role of mathematics teacher in using modern technology and strategies for teaching mathematics, the time of effectively teaching mathematics, mathematical communication reached (13,863,17,806,14,356,9,548). The researcher recommended a number of recommendations, including strengthening professional practices related to creating interactive learning environments and providing educational supervisors with the proposed vision that came out of this study in promoting an interactive educational environment.
8
Wang, Bin, Genutė Gedvilienė, Hongfeng Li e XinYue Wang. "The Implementation of Network Big Data on Vocational College Teacher Training Strategy". Wireless Communications and Mobile Computing 2022 (30 de junho de 2022): 1–13. http://dx.doi.org/10.1155/2022/5485498.
Texto completo da fonteResumo:
Teachers’ teaching level and teaching philosophy have an important impact on students. As the country pays more and more attention to education, the relevant level of teachers also needs to be continuously improved. Training for teachers is one of the important ways to improve teachers’ level. Although the strategy of training teachers in vocational colleges has a long history, there is no analysis of its implementation. With the popularity of the Internet of Things, lives are full of data information and data, and the field of education and training is no exception. Network big data refers to a collection of data that cannot be captured by conventional software tools within a certain time frame. It is an information asset that requires new processing modes to have stronger decision-making, insight, and process optimization capabilities. This paper aims to study the analysis of network big data on the implementation of teacher training policies in vocational colleges. It is expected that with the support of network big data, the implementation of vocational teachers’ training policies will be analyzed, and the implementation effects of relevant policies will be explored, so as to help teachers improve their professional abilities and promote the development of the education industry. In a broad sense, the implementation of educational strategy refers to the identification, construction, and termination of educational policies. Educational strategy in a narrow sense refers specifically to the educational strategy, educational setting plan, educational budget, and educational plan formulated by the competent educational authority. From the perspective of career management, this paper briefly analyzes the situation of teachers participating in training in vocational colleges and reexamines the connotation of current higher vocational teacher training. It takes the teacher training of vocational colleges as the content and makes a brief analysis of the relevant situations, attitudes, and achievements in the process of teacher training by means of a questionnaire survey. The results showed that the largest number of teachers who participated in the training received scores between 80 and 100 points, indicating that the implementation of training policies is in place; the proportion of schools that attach importance to teacher training is as high as 80%, indicating that the environment for strategy implementation is better.
9
Hudson, Amanda, e William J. Montelpare. "Predictors of Vaccine Hesitancy: Implications for COVID-19 Public Health Messaging". International Journal of Environmental Research and Public Health 18, n.º 15 (29 de julho de 2021): 8054. http://dx.doi.org/10.3390/ijerph18158054.
Texto completo da fonteResumo:
Objectives: Successful immunization programs require strategic communication to increase confidence among individuals who are vaccine-hesitant. This paper reviews research on determinants of vaccine hesitancy with the objective of informing public health responses to COVID-19. Method: A literature review was conducted using a broad search strategy. Articles were included if they were published in English and relevant to the topic of demographic and individual factors associated with vaccine hesitancy. Results and Discussion: Demographic determinants of vaccine hesitancy that emerged in the literature review were age, income, educational attainment, health literacy, rurality, and parental status. Individual difference factors included mistrust in authority, disgust sensitivity, and risk aversion. Conclusion: Meeting target immunization rates will require robust public health campaigns that speak to individuals who are vaccine-hesitant in their attitudes and behaviours. Based on the assortment of demographic and individual difference factors that contribute to vaccine hesitancy, public health communications must pursue a range of strategies to increase public confidence in available COVID-19 vaccines.
10
Sule, J. O., L. M. Ojigi, T. O. Adewuyi, S. Azua, A. O. Aliyu e E. O. Akomolafe. "Geospatial Assessment of the Consumption and Absorption of Residential and Educational Land Uses of Zaria and Sabon Gari Area of Kaduna State, Nigeria". Nigerian Journal of Environmental Sciences and Technology 5, n.º 2 (outubro de 2021): 476–89. http://dx.doi.org/10.36263/nijest.2021.02.0299.
Texto completo da fonteResumo:
Human variables such as population increase and distribution, as well as economic expansion, have a strong impact on land usage. Zaria and Sabon Gari local government areas are endowed with various types of institutions that attract people from far and near to its space for studies and employments. This in turn leads to increase in population growth and the expansion of residential land use (LU). Thus, this study assessed the Land Consumption Rate (LCR) and Land Absorption Coefficient (LAC) of the residential and educational LUs using geospatial technique. The study analyzed Landsat imagery of 1987, 1999, 2006, and 2018. The study utilized a combination of quantitative (pixel-based) and qualitative (digitizing) methods of image classification for classifying the residential and educational LUs and biophysical covers. Quantitative assessment of the LU dynamics was achieved by the post-classification computation of LU dynamics, LCR, and LAC. The results revealed that residential LU occupied an area of 2594.25ha in 1987, 2815.15ha in 1999, 4042.54ha in 2006, and 8033.19ha in 2018. In the same vein, the educational LU occupied area of 2623.41ha in 1987, 2991.87ha in 1999, 3021.10ha in 2006, and 3093.75ha in 2018. The LCR values for residential LU were 0.555%, 0.468%, 0.579%, and 0.803% for the years 1987, 1999, 2006, and 2018 respectively. The LCR reduced from 1987 to 1999 and then increased from 1999 to 2018. The LAC values for the residential LU increased across the period of the study. The study concluded that the exploitation of the new lands for residential and educational LUs could be as a result of the demographic and institutional drivers of LU. The study suggested that the urban planning authority should develop planning measures that will regulate the already crowded residential LU in the study area.was transformation of rocky surface and waterbody into urban area, which was caused by population growth, human and agricultural activities in Zuru metropolis.
Livros sobre o assunto "Alberta Educational Communications Authority"
1
Ontario. Ontario Educational Communications Authority Act, revised statutes of Ontario, 1980, chapter 331 =: Loi sur la télécommunication éducative de l'Ontario, lois refondues de l'Ontario de 1980, chapitre 331. [Toronto]: Queen's Printer for Ontario, 1986.
Encontre o texto completo da fonte
2
Authority, Ontario Educational Communications. Application to the Canadian Radio-Television and Telecommunications Commission For A Licence to Operate A French-Language Educational Television Service: Tv Ontario (Ontario Educational Communications Authority). S.l: s.n, 1986.
Encontre o texto completo da fonte
3
Authority, Ontario Educational Communications. Tv Ontario, Volume 1: On Being "Distinctively Different" : Application For the Renewal of the Television Network and Station Licences of tv Ontario (Ontario Educational Communications Authority). S.l: s.n, 1986.
Encontre o texto completo da fonte
4
Angotti, Franco, e Giuseppe Pelosi, eds. Antonio Meucci e la città di Firenze. Florence: Firenze University Press, 2009. http://dx.doi.org/10.36253/978-88-8453-934-2.
Texto completo da fonteResumo:
To mark the bicentenary of the birth of Antonio Meucci, under the umbrella of the «Genio Fiorentino» initiative three important events addressing the figure of the famous inventor of the telephone and the culture of his time were organised by the National Committee for the celebrations, the Provincial Authority and the University of Florence. Bringing together the contributions made on these occasions, this book starts with an initial pictorial itinerary through Meucci's Florence focusing on his educational formation in the Restoration Grand Duchy, and going on to embrace more generally the cultural climate and the technical and scientific milieu of early nineteenth-century Tuscany. A special section is devoted to the aspect of communications at the time, with a view to placing in its historical context the technical and scientific environment in which Meucci's training took place.
Capítulos de livros sobre o assunto "Alberta Educational Communications Authority"
1
Hawkridge, David, e John Robinson. "North America: The Ontario Educational Communications Authority in Canada". In Organizing Educational Broadcasting, 243–50. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003392316-18.
Texto completo da fonte
2
Halsey, A. H. "Retrospect". In Decline of Donnish Dominion, 258–70. Oxford University PressOxford, 1992. http://dx.doi.org/10.1093/oso/9780198273769.003.0020.
Texto completo da fonteResumo:
Abstract THE decline of donnish dominion was written in the stars from the moment that the ancient civilizations of the Near East began to form an abstract alphabet (Goody 1968). Literacy thereby became potentially a democratic possession. Access to human capital became intrinsically available to all. Nevertheless, a long and incomplete evolution has been needed to turn potential into reality. The history of popular communication from usable alphabet through the printing press to modern information technology has been a very slow process, albeit accelerating in our own time. The process has been slow because to democratize communication also requires transformation of virtually every aspect of social structure. People are bound together by power and authority, by interest and sentiment, by habituation and learning, as well as by words and numbers. Vast changes of human society were therefore required to work out all the implications of this original linguistic revolution. Nor is the journey complete. The scope and reach of higher learning never ceases.to unfold. It is built into the modern social project of ever-increasing human command over nature, prolonging life, ceaselessly hungering after economic growth, and permitting more widespread leisure. The pull of professional needs and the push of democratic demands for access continually press for expansion in face of limited public and private resources. Higher education comes at the end of the process as the conspicuous international growth industry of the twentieth century. It is a worldwide phenomenon with ancient roots. We have been concerned in this study with its record in a particular country: but the background of transition out of pre-industrial to industrial society deserves a brief review as it is now, following Max Weber, the standard interpretation of social development among sociologists of education.
3
Mahmoud, Kheder, Catherine Arden e Jennifer Donovan. "Realising the Vision of Technology Integration: A Case Study of K-12 Private Schools in the United Arab Emirates". In Innovations in Educational Leadership and Continuous Teachers' Professional Development, 251–94. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn978819484832512.
Texto completo da fonteResumo:
Heralded by the release of government policies such as Vision 2021, the United Arab Emirates (UAE) has joined the worldwide impetus for the integration of Information Communications Technologies (ICTs) into its K-12 education system as a central plank of reforms to its economy and education system. This presents challenges for schools in both public and private sectors in the UAE as they strive to adhere to national government and local education authority guidelines and standards for educational innovation. Whilst the UAE Government has invested heavily to support technology integration in public schools, private schools must fund their own technology integration initiatives. In a context of strong growth in the private K-12 sector and reported high teacher turnover rates, private school leadership faces particular challenges related to decision-making about investment in suitable technologies and support systems, including teachers‖ professional development. This chapter reports some preliminary findings from a qualitative case study investigating the teacher, school and system-wide factors impacting on technology integration in selected private schools located in four Emirates. The study combines policy analysis with semi-structured interviews of a purposive sample of private school K-12 educators to yield a detailed understanding of the challenges faced by private sector UAE schools in implementing technology integration in response to national government policy directives. The findings will inform the development of an implementation framework providing guidance regarding critical success factors for effective technology integration in private schools with particular implications for school leadership and teachers‖ professional learning.
Trabalhos de conferências sobre o assunto "Alberta Educational Communications Authority"
1
Kostina, V. A. "DEPARTMENT OF SOCIO-CULTURAL COMMUNICATIONS IN THE LIBRARY STRUCTURE (BY THE EXAMPLE OF THE OMSK STATE TECHNICAL UNIVERSITY LIBRARY)". In Dynamics of library and information support for education, science and culture. Omsk State Technical University, 2022. http://dx.doi.org/10.25206/978-5-8149-3568-7-2022-49-59.
Texto completo da fonteResumo:
Sociocultural communication is considered as a process of interaction between the library and its users. The content of the work of the Department of Socio-Cultural Communications of the Library of Omsk State Technical University is analyzed: the prerequisites for the formation of the department, goals and objectives, roles and responsibilities of employees are described. The main directions of the department's work are outlined, including cultural and educational activities, promotion of the library in the information space, and information and library services. Three aspects of the department's activities at different stages of project implementation are considered: delegation of authority, functionality, planning. The work plan of the Department of Socio-Cultural Communications of the OmSTU Library in the preparation of one of the projects is given.
Relatórios de organizações sobre o assunto "Alberta Educational Communications Authority"
1
Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, fevereiro de 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.
Texto completo da fonteResumo:
The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.