Relevant bibliographies by topics / 3-8 education / Journal articles
To see the other types of publications on this topic, follow the link: 3-8 education.

Journal articles on the topic '3-8 education'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic '3-8 education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Editors, RISE. "RISE 8(3) Full Issue." International Journal of Sociology of Education 8, no. 3 (2019): 206–317. http://dx.doi.org/10.17583/rise.2019.4755.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Krampen, Günter. "Kognitive Entwicklung bei 3- bis 8-Jährigen." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 40, no. 2 (2008): 79–86. http://dx.doi.org/10.1026/0049-8637.40.2.79.

Full text
Abstract:
Zusammenfassung. Empirische Untersuchungsbefunde aus zwei Studien zur Entwicklung der Konzentrationsleistung bei 3- bis 8-Jährigen und zum Zusammenhang der Konzentrationsleistung mit den Phasen des vor-operatorischen versus konkret-operatorischen Denkens nach der Entwicklungstheorie von Jean Piaget bei 6- bis 8-Jährigen werden dargestellt. Die Konzentrationsleistung wurde in beiden Studien mit der Kaseler-Konzentrations-Aufgabe für 3- bis 8-Jährige (KKA) erfasst. In Studie I waren N = 5.314 Kinder an Querschnittserhebungen und 471 Kinder aus drei Geburtskohorten an vier Messzeitpunkten im Jahresabstand umfassenden Längsschnitterhebungen beteiligt. Übereinstimmend weisen die Entwicklungsgradienten auf einen starken Anstieg der Konzentrationsleistung im Alter von drei bis sechs Jahren. Für die 6- bis 8-Jährigen zeigt sich ein Deckeneffekt. Korrelationsstatistisch ergab sich für die Konzentrationsentwicklung eine hohe positionale Stabilität. In Studie II wurden neben der KKA die Coloured Progressive Matrices (CPM) und die Aufgaben für die Entwicklungsdiagnostik des kognitiven Entwicklungsstandes nach der Theorie von Jean Piaget (PIA-AUF) eingesetzt. Für nach den KKA-Ergebnissen aus der Ausgangsstichprobe von N = 152 6- bis 8-Jährigen gebildete Extremgruppen mit sehr niedriger (n = 31) versus sehr hoher Konzentrationsleistung (n = 37) zeigte sich ein enger, altersunabhängiger Zusammenhang mit ihrer Zuordnung zu den Phasen des vor-operatorischen versus des konkret-operatorischen Denkens. Die Ergebnisse werden im Kontext der Einbettung der Konzentrationsentwicklung in allgemeine Modelle der kognitiven Entwicklung diskutiert, wobei das Modell der fluiden und kristallisierten Intelligenz sowie die Theorie zur kognitiven Entwicklung von Piaget im Vordergrund stehen. Konzentrationsfähigkeiten und die allgemeinen Phasenbeschreibungen Piagets werden der fluiden, domänen-spezifische Umsetzungen von Assimilationsschemata der kristallisierten Intelligenz zugeordnet. Dies führt zu einem Erklärungsansatz für Phänomene der horizontalen Verschiebung (décalage).
APA, Harvard, Vancouver, ISO, and other styles
3

del Carmen Nolasco Salcedo, Ma. "Perception of the Students in Computer Engineering in the Use of Online Courses as Teaching-Learning Process Support in the Software Engineering I Course." American Journal of Educational Research 3, no. 3 (2015): 301–6. http://dx.doi.org/10.12691/education-3-3-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 3." Higher Education Studies 8, no. 3 (2018): 113. http://dx.doi.org/10.5539/hes.v8n3p113.

Full text
Abstract:
Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 3Ana-Cornelia Badea, Technical University of Civil Engineering Bucharest, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAusra Kazlauskiene, Siauliai University, LithuaniaÇelebi Uluyol, Gazi University, Turkey, TurkeyDonna Harp Ziegenfuss, The University of Utah, USADonna.Smith, The Open University, UKFirouzeh Sepehrian Azar, Orumieh University, IranGerard Hoyne, School of Health Sciences, University of Notre Dame Australia, AustraliaGregory S. Ching, Fu Jen Catholic University, TaiwanHermes Loschi, University of Campinas, Braziljames badger, University of North Georgia, USAJisun Jung, University of Hong Kong, Hong KongJohn Cowan, Edinburgh Napier University, United KingdomJohn Lenon Ednave Agatep, AMA Computer College, PhilippinesLaid Fekih, University of Tlemcen Algeria, AlgeriaMichael John Maxel Okoche, Uganda Management Institute, UgandaNajia Sabir, Indiana University Bloomington, USANicos Souleles, Cyprus University of Technology, CyprusQing Xie, Jiangnan University, ChinaRanjit Kaur Gurdial Singh, The Kilmore International School, AustraliaSakiru Abiodun, Adeniran Ogunsanya College of Education, NigeriaSandhya Rao Mehta, Sultan Qaboos University, IndiaSavitri Bevinakoppa, Melbourne Institute of Technology, AustraliaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaVasiliki Brinia, Athens University of Economic and Business, GreeceYi Luo, University of Illinois at Urbana- Champaign, USA
APA, Harvard, Vancouver, ISO, and other styles
5

Tratras Contis, Ellene, and Batoul Abdallah. "Sustaining Solutions in Undergraduate STEM Education." ATHENS JOURNAL OF SCIENCES 8, no. 3 (2021): 199–212. http://dx.doi.org/10.30958/ajs.8-3-3.

Full text
Abstract:
Science, Technology, Engineering and Mathematics (STEM) programs that attract and sustain student interest feature learning that is experiential, investigative, hands-on, personally significant to both students and faculty, connected to other inquiries, and suggestive of practical application to students’ lives. Such learning flourishes in a community in which faculty are committed equally to teaching, to maintaining their own intellectual vitality, and to partnering with students in learning, and in which institutional support for such a community exists. The Creative Scientific Inquiry Experience (CSIE) Program at Eastern Michigan University (EMU) is involved in retaining and increasing the number of STEM graduates by including faculty professional development, student connectedness to the sciences and mathematics through academic service-learning, and curricular reform. In this conference paper we report on the success of the CSIE program, including course development, student engagement, student success, especially among underserved students, and sustainability. This work is important because it offers insight into the development, sustainability, and scalability into faculty-driven STEM education reform spanning 15 years. Keywords: STEM education, retention strategies, undergraduate STEM, majors/non-majors
APA, Harvard, Vancouver, ISO, and other styles
6

Szczurek-Boruta, Alina. "Intercultural Education in Cieszyn Silesia." American Journal of Educational Research 2, no. 3 (2014): 154–58. http://dx.doi.org/10.12691/education-2-3-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kraska, Thomas. "Mathematical Modeling in Secondary Chemistry Education: Chromatography." World Journal of Chemical Education 8, no. 3 (2020): 114–21. http://dx.doi.org/10.12691/wjce-8-3-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Holubova, Renata. "Environmental Education – A Model of the Gulf Stream." American Journal of Educational Research 3, no. 8 (2015): 1057–61. http://dx.doi.org/10.12691/education-3-8-18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Buckner, Terrelle. "Across the Tables, Vol. 8, No. 3." Performance Improvement Quarterly 8, no. 3 (2008): 135–47. http://dx.doi.org/10.1111/j.1937-8327.1995.tb00693.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lin, Grace. "Reviewer Acknowledgements for Journal of Education and Learning, Vol. 8, No. 3." Journal of Education and Learning 8, no. 3 (2019): 251. http://dx.doi.org/10.5539/jel.v8n3p251.

Full text
APA, Harvard, Vancouver, ISO, and other styles
11

Liu, Qinde, and Suning Wang. "Preparation of Two Luminescent Complexes: AlIII(8-hydroxyquinolinolato)3 and EuIII(thenoyltrifluoroacetonato)3(1,10-phenanthroline)." Journal of Chemical Education 80, no. 12 (2003): 1474. http://dx.doi.org/10.1021/ed080p1474.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Bogard, Kimber, and Ruby Takanishi. "PK-3: An Aligned and Coordinated Approach to Education for Children 3 to 8 Years Old." Social Policy Report 19, no. 3 (2005): 1–24. http://dx.doi.org/10.1002/j.2379-3988.2005.tb00044.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Valeriy, Cheporov, and Cheporova Galina. "The Time Equations and Formula Budgeting in Jointed Model for Higher Education." American Journal of Educational Research 3, no. 8 (2015): 1015–19. http://dx.doi.org/10.12691/education-3-8-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
14

Massell, Wulf. "Education doesn't cost, it pays. … and how 3-D can become 8-X." Leading Edge 17, no. 6 (1998): 738. http://dx.doi.org/10.1190/tle17060738.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Deepthi, Edussuriya, Marambe Kosala, Abeyasinghe Nilukshi, and Jayawickramarajah Ponnampalam. "An Evidence Based Approach to Identifying Competencies for a Medical Curriculum: A Proposal Based on Medico-Legal Practice in Sri Lanka." American Journal of Educational Research 1, no. 3 (2013): 107–9. http://dx.doi.org/10.12691/education-1-3-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Ali, Shoukat, Zubair Haider, Fahad Munir, Hamid Khan, and Awais Ahmed. "Factors Contributing to the Students Academic Performance: A Case Study of Islamia University Sub-Campus." American Journal of Educational Research 1, no. 8 (2013): 283–89. http://dx.doi.org/10.12691/education-1-8-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Ramdiah, Siti, and A. Duran Corebima. "Learning Strategy Equalizing Students’ Achievement, Metacognitive, and Critical Thinking Skills." American Journal of Educational Research 2, no. 8 (2014): 577–84. http://dx.doi.org/10.12691/education-2-8-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Martínez Priego, Consuelo, Guiomar Nocito Muñoz, and Monika Ciesielkiewicz. "Blogs as a Tool for the Development of Self-Regulated Learning Skills: A Project." American Journal of Educational Research 3, no. 1 (2015): 38–42. http://dx.doi.org/10.12691/education-3-1-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
19

Burešová, Iva, and Jana Marie Havigerová. "Information Behavior of Gifted Children in the Pre-literate Stage – Qualitative Study." American Journal of Educational Research 3, no. 2 (2015): 159–65. http://dx.doi.org/10.12691/education-3-2-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
20

Singh, Mamta, and Sandra West. "Entry-Level Biology Courses for Majors and Non-Majors: Performance and Assessment." American Journal of Educational Research 3, no. 5 (2015): 581–87. http://dx.doi.org/10.12691/education-3-5-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
21

Ibrahim Hussein, Mona, and Sanaa Mohamed Rashad Similan. "Contemporary Plastic Visions of Glass Formation Arts to Enrich the Aesthetic and Creative Side upon the Students of Art Education at the University of Umm Al Qura- Saudi Arabia." American Journal of Educational Research 3, no. 6 (2015): 713–20. http://dx.doi.org/10.12691/education-3-6-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
22

B. BinBakr, Maha, and Eman I. Ahmed. "An Empirical Investigation of Faculty Members' Organizational Commitmentin the Kingdom of Saudi Arabia." American Journal of Educational Research 3, no. 8 (2015): 1020–26. http://dx.doi.org/10.12691/education-3-8-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Çetin, Münevver, and Sıtar Keser. "The Teacher Leader in Context of Shared Leadership in Public Schools." American Journal of Educational Research 3, no. 8 (2015): 1027–35. http://dx.doi.org/10.12691/education-3-8-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
24

DÖRFER, Claudia. "University Students’ Expectations and Perceptions of Study Abroad: Case Studies in Administrative Sciences." American Journal of Educational Research 3, no. 8 (2015): 1036–39. http://dx.doi.org/10.12691/education-3-8-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Silvio, Bagnariol. "Construction of an Inclusive Learning Environment: Towards a New Ecological Class." American Journal of Educational Research 3, no. 8 (2015): 1005–9. http://dx.doi.org/10.12691/education-3-8-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Iwan, I., Eko Siswono, and Durotul Yatimah. "Improving IPS Learning Results through Learning Media Playing King Ludo." American Journal of Educational Research 6, no. 8 (2018): 1078–84. http://dx.doi.org/10.12691/education-6-8-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

R. Schraeder, Matthew, Laura J. Pyzdrowski, and David A. Miller. "The Impact of Prior Exposure to Calculus." American Journal of Educational Research 7, no. 3 (2019): 237–43. http://dx.doi.org/10.12691/education-7-3-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

P. Janecka, Ivo. "The Essence of Health and Longevity." American Journal of Educational Research 8, no. 11 (2020): 828–46. http://dx.doi.org/10.12691/education-8-11-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

M. Ghoneim Sywelem, Mohamed. "Challenges of International Ranking of Egyptian Universities from the Academicians’ Perspective." American Journal of Educational Research 8, no. 7 (2020): 465–74. http://dx.doi.org/10.12691/education-8-7-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
30

Kafle, Bharat. "Teachers’ Perception of Letter Grading System and Its Challenges a Qualitative Study in Vyas Municipality of Tanahun." American Journal of Educational Research 8, no. 9 (2020): 622–32. http://dx.doi.org/10.12691/education-8-9-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

James Mukhula, Gideon, Deborah Manyiraho, Dennis Zami Atibuni, and David Kani Olema. "ICT Adoption Readiness and ICT Policy Implementation in Secondary Schools in Mayuge District, Uganda." American Journal of Educational Research 9, no. 8 (2021): 479–87. http://dx.doi.org/10.12691/education-9-8-3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Ambusaidi, Intisar, Bernard Badiali, and Khalid Alkharousi. "Examining How Biology Teachers’ Pedagogical Beliefs Shape the Implementation of the Omani Reform-Oriented Curriculum." ATHENS JOURNAL OF EDUCATION 8, no. 3 (2021): 263–304. http://dx.doi.org/10.30958/aje.8-3-3.

Full text
Abstract:
Research on science-education reform affirms the importance of taking into consideration teachers’ pedagogical beliefs in relation of the constructivist perspective to ensure successful implementation of a reform-oriented curriculum. In addition, prominent studies pinpoint the need for teachers to have sufficient pedagogical content knowledge (PCK) to adapt a reform-oriented science curriculum to meet students’ abilities and interests. This study focused on the reform-oriented science curriculum in Oman, and in particular, the grade 12 biology curriculum. The new biology curriculum emphasizes constructivism and encourages student-centered instruction, inquiry-based learning, cooperative learning, problem-solving, and critical thinking. However, since its implementation in 2008, various obstacles and challenges have been reported by teachers. These include a mismatch between the planned curriculum and the implemented curriculum. This mismatch has been attributed to a lack of motivation and PCK among teachers that would allow them to shift their teaching practices. Consequently, the purpose of this study was to understand how teachers’ pedagogical beliefs about student-centered learning have shaped their implementation of the curriculum. The study also sought to identify how biology teachers perceive the relationship between their PCK and their pedagogical decisions. An ethnographic approach to data analysis was employed, with multiple data sources including classroom observations, learning artifacts, reflections, and semi-structured interviews used. The findings of this ethnographic study indicate that Omani teachers’ beliefs and PCK shape the implementation of the reform-oriented curriculum by influencing their conceptualization of the curriculum, their identification of students’ misconceptions, their decisions about classroom teaching practices, and the level of their students’ engagement. The results of this study corroborate and expand upon previous research that suggests that teachers’ beliefs and PCK should be taken into consideration when designing and planning for new curriculum materials, teacher-education programs, and professional development opportunities. Keywords: pedagogical beliefs, reform-oriented curriculum, pedagogical content knowledge (PCK), constructivism, curriculum implementation.
APA, Harvard, Vancouver, ISO, and other styles
33

Seibert, Dinah, and Judy C. Drolet. "Death Themes in Literature for Children Ages 3-8." Journal of School Health 63, no. 2 (1993): 86–90. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06086.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Strebkov, Alexander I. "Education and Media Education: Risks, Losses and Acquisitions." Voprosy Filosofii, no. 3 (2020): 5–8. http://dx.doi.org/10.21146/0042-8744-2020-3-5-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

John, Albert. "Reviewer Acknowledgements for International Journal of Chemistry, Vol. 8, No. 3." International Journal of Chemistry 8, no. 3 (2016): 74. http://dx.doi.org/10.5539/ijc.v8n3p74.

Full text
Abstract:
International Journal of Chemistry wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Chemistry publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 3 Ahmet Ozan GezermanAna SilvaAyodele Temidayo OdularuKallen Mulilo NalyanyaKhandan AmirsalarLeiming WangOng Siew TengPrathapan SreedharanR. K. DeyRabia RehmanRizvi SyedRuogu PengSitaram Acharya Albert JohnOn behalf of,The Editorial Board of International Journal of ChemistryCanadian Center of Science and Education
APA, Harvard, Vancouver, ISO, and other styles
36

Eklund, Kenneth, Minna Torppa, Mikko Aro, Paavo H. T. Leppänen, and Heikki Lyytinen. "Literacy skill development of children with familial risk for dyslexia through grades 2, 3, and 8." Journal of Educational Psychology 107, no. 1 (2015): 126–40. http://dx.doi.org/10.1037/a0037121.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Tippett, Christine D., and Larry D. Yore. "Language and literacy in inquiry-based science classrooms, grades 3-8." Science Education 96, no. 4 (2012): 760–62. http://dx.doi.org/10.1002/sce.21011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
38

Hollenbeck, Kevin. "Boosting the Economy through Career and Technical Education." Employment Research 16, no. 3 (2009): 9. http://dx.doi.org/10.17848/1075-8445.16(3)-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
39

Klein, Ann G., and Debra Zehms. "Self‐concept and gifted girls: A cross sectional study of intellectually gifted females in grades 3, 5, 8." Roeper Review 19, no. 1 (1996): 30–34. http://dx.doi.org/10.1080/02783199609553780.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

Boytsov, B. V., and Yu V. Kryanev. "Quality and Education." Quality and life 22, no. 2 (2019): 3–8. http://dx.doi.org/10.34214/2312-5209-2019-22-2-3-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Tytova, Nataliya. "THE PSYCHOLOGICAL AND PEDAGOGICAL TRAINING MODEL OF THE PROFESSIONAL EDUCATION TRAINING TEACHER." Educational Discourse: collection of scientific papers, no. 7(8) (August 30, 2018): 31–40. http://dx.doi.org/10.33930/ed.2018.5007.7(8)-3.

Full text
Abstract:
The psychological and pedagogical training model of the professional education training teacher consists of such blocks as target, conceptual, informative, procedural and efficient. The central element of the psychological and pedagogical training model of the professional education training teacher is the interaction of the student and teacher based on transparency, participatibility and collaboration. The proposed techno-logization of the psychological and pedagogical training of the professional education training teacher in institutions of higher education will contribute to its constant updating and improvement in order to improve the quality of vocational education. Modern information technologies of training project the role of the professional education training teacher as a tutor, facilitator, coach, mentor, moderator, educator, master, etc.
APA, Harvard, Vancouver, ISO, and other styles
42

Klyachko, T. A., and E. A. Semionova. "Contribution of Education to the Socio-Economic Development of the Subjects of the Russian Federation." Economy of Region 14, no. 3 (2018): 791–805. http://dx.doi.org/10.17059/2018-3-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

HEJASE, HUSSIN JOSE, YOLANDE SKAFF, DIANA EL SKAFF, and ALE J. HEJASE. "Effect of Education and Emotional Intelligence on Consumers Impulsive Buying Behavior." International Review of Management and Business Research 7, no. 3 (2018): 732–57. http://dx.doi.org/10.30543/7-3(2018)-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Benson, Jamie Heintz, John R. Slate, George W. Moore, Cynthia Martinez-Garcia, and Frederick C. Lunenburg. "Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis." Asian Journal of Interdisciplinary Research 2, no. 4 (2019): 120–40. http://dx.doi.org/10.34256/ajir19412.

Full text
Abstract:
In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.
APA, Harvard, Vancouver, ISO, and other styles
45

King, Madeleine, Maxine Courtier, Chet Shaw, Cynthia Anderson, and John Widdowson. "Different Views? The Experiences of International Students Studying HE in Three Non-university Settings." ATHENS JOURNAL OF EDUCATION 8, no. 3 (2021): 239–62. http://dx.doi.org/10.30958/aje.8-3-2.

Full text
Abstract:
The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. Keywords: Higher Education, International students, colleges, value-for-money.
APA, Harvard, Vancouver, ISO, and other styles
46

Vilyak, Oleg I. "ON THE CONSTITUTIONALIZATION OF LEGAL EDUCATION." State power and local self-government 8 (August 15, 2018): 3–16. http://dx.doi.org/10.18572/1813-1247-2018-8-3-16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Kaban, Abdullatif. "Secure Internet Use in Information Technologies and Software Course Textbooks at Primary and Secondary Schools." ATHENS JOURNAL OF EDUCATION 8, no. 1 (2020): 37–52. http://dx.doi.org/10.30958/aje.8-1-3.

Full text
Abstract:
Do we care about the security on the internet environment the way we do in the daily life safety of our children? In order to answer this question, this study aims to reveal what kind of education is provided at school about using secure internet. In accordance with this purpose, Information Technologies and Software Course textbooks at primary and secondary schools are examined applying document analysis method and analyzed by content analysis method. According to the findings, in the textbooks, the most frequently mentioned topics related to the use of secure internet are “protection of personal data”, “security measures that can be taken” and “digital footprint”; and the most frequently mentioned topics related to the ethic are “internet ethics” and “respect for others”. In this study on the use of secure internet, suggestions have been made about the precautions to be taken. The results are expected to provide information and resources to the researchers who work on secure internet use, educational institutions and teachers. Keywords: Curriculum, Information technologies and software, Secure internet use, Primary school, Secondary school.
APA, Harvard, Vancouver, ISO, and other styles
48

Buskila, Yaffa, and Tamar Chen-Levi. "The Role of Authentic School Leaders in Promoting Teachers' Well-Being: Perceptions of Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 2 (2021): 161–80. http://dx.doi.org/10.30958/aje.8-2-3.

Full text
Abstract:
This study aims to explore teachers’ perceptions of the role played by school principals in promoting teachers' well-being. The teachers in Israel have a low professional self-image and work under stressful conditions. Psychological well-being combines a good feeling with effective functioning and promoting well-being can enhance efficacy at work. This is a qualitative study, with a personal interpretive paradigm of teachers' reflections. Data was collected from 53 teachers and analyzed in a four-stage process: condensing, coding, categorizing, and theorizing. The study was based on the planned theory (Ajzen & Fishbein, 1980), and the data was encoded and categorized according to the Goleman, Boyatzis and McKee (2004) emotional intelligence (EI), leadership competence which founds to enhance well-being and effectiveness at work. Findings indicate that school principals can play an important role in promoting teachers’ well-being by displaying relationship management, which generates the highest level of EI: Creating a positive emotional climate, keeping relationships on the right track, and demonstrating genuine concern for teachers. Understanding the importance of EI and mastering it by educational leaders is important for promoting well-being. It is significant for the positive functioning of the teachers and school system. This study contributes to the epistemology of promoting teachers' well-being and developing EI by educational leader. Keywords: School principals, teachers’ well-being, emotional intelligence
APA, Harvard, Vancouver, ISO, and other styles
49

Buskila, Yaffa, and Tamar Chen-Levi. "Intense Teaching Schedule in Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 3 (2021): 329–48. http://dx.doi.org/10.30958/aje.8-3-5.

Full text
Abstract:
The teaching profession is highly stressful. Stress is a negative phenomenon that develops under conditions of uncontrollable, prolonged and increased pressure. In this study, our goal is (a) to investigate teachers' perception of the sources of stress in school in light of the neoliberal reforms and (b) to compare these sources of stress in primary school, middle school and high school teachers. We hypothesize that the demands and the workload to improve scores in standardized tests, increase the need of teachers to take work home. Therefore, home demands may conflict with school demands. Furthermore, the greatest pressure is on elementary and middle school teachers: Early efforts to improve student achievements in the lower grades would result in better-prepared students in high schools. Data about the sources of stress is based on a previous study of Buskila, Buskila, Giris and Ablin (2019) that investigated the connection between the effects of stress on teachers on somatic syndromes. Three hundred and twenty-one public school teachers working in the Ministry of Education (MOE) in Israel participated in the study. Findings of the mean of the entire samples revealed that the highest level of stress was caused by intense teaching schedule with insufficient breaks. The second cause was related to the composition of the students in the class, and the third was home demands conflicting with school demands. In the middle schools, the highest levels of stress are caused by school principals (M=5.98, SD=3.09) and second is in high school (M=5.00, SD=3.33). The highest level of stress caused by the superintendent is on primary school teachers (M=3.97, SD=3.33) and the second are the middle school teachers (M=3.79, SD = 2.95). The lowest stress level was in high school (M=2.68, SD=2.83). Three significance differences of stress were found among primary, middle, and high schools: The school principal is the highest source of pressure in the middle schools (P=.034), and the superintendent causes the highest level of stress in primary schools (P=.006). The third cause was in high school, related to physical school conditions (p=.002). These results are relevant to teachers, educators, and policy makers involved in planning and managing educational strategies and teachers’ schedules. Identifying and preventing the sources of stress can facilitate better teaching conditions, and a more effective and efficient atmosphere in school. Keywords: Stress at school, teachers' stress, causes of stress in school
APA, Harvard, Vancouver, ISO, and other styles
50

Küçükalioğlu, Tevfik, and Güler Tuluk. "The Effect of Mathematics Teachers’ Self-Efficacy and Leadership Styles on Students’ Mathematical Achievement and Attitudes." ATHENS JOURNAL OF EDUCATION 8, no. 3 (2021): 221–38. http://dx.doi.org/10.30958/aje.8-3-1.

Full text
Abstract:
The aim of this study was to examine the effect of middle school mathematics teachers' self-efficacy and leadership styles on middle school students’ mathematical achievements and attitude towards mathematics. In this study, the general survey method was employed and the research population was consisted of a total of 917, 5th grade students, 472 girls and 455 boys, picked across 10 middle schools in a central district of a province located in North-West Anatolia. In order to gather scientific data, scales such as Mathematics Attitude Scale, Teacher’s Self-Efficacy Scale, and Mathematics Achievement Test were used. Teacher characteristics were divided into two categories which consist of two and three sub-categories respectively; autocratic and semi-democratic based on the Leadership Style Scale. And low, moderate, high level according to teachers’ scores in the Self-Efficacy Scale. The data obtained were analysed in accordance with the objectives by means of frequency, percentage, arithmetic mean, standard deviation, t test, one-way variance analysis (Ancova). The significance level in statistical analyses was set at p<0.05. Consequently, whether the teachers displayed low or high leadership styles had no significant effect on the students’ mathematical achievement and their attitude towards the subject. Teachers’ self-efficacy for classroom management sub-scale was found to have an effect on the mathematical achievement of students. The self-efficacy level of teachers for student engagement does not have a significant effect on students’ mathematical achievement. However, it was found that teachers’ self-efficacy for instructional behaviour, classroom management and student management affected students’ attitude towards mathematics. Keywords: Mathematical achievement, attitude towards mathematics, Teachers’ Self-Efficacy, Leadership Styles of Teachers.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic '3-8 education' for other source types:
Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography