Relevant bibliographies by topics / Accelerator of educational practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Accelerator of educational practices'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Accelerator of educational practices"

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Maritz, Alex, Sobhan Arisian, Elia Ardyan, and Gracia Ongkowijoyo. "Let's Start Talking: University Accelerators and Their Strategic Intent Alignment with Entrepreneurship Education in Indonesia." Jurnal Minds: Manajemen Ide dan Inspirasi 10, no. 1 (2023): 41–72. http://dx.doi.org/10.24252/minds.v10i1.32949.

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This paper aims to explore the significance of university accelerators (UAs) in Indonesia by examining neoteric global best practices for aligning university entrepreneurship strategic intent. We introduce an iterative aspect and emerging investigation into multi-method research, which includes a quantitative examination of Indonesian UAs and analyses of entrepreneurial strategic objectives and narratives based on best practice accelerator applications. Our findings demonstrate the scarce allocation of UAs in Indonesia and the lack of alignment with the strategic intent of universities. Additi
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Asmolov, Alexander, Pavel Rabinovich, and Kirill Zavedenskiy. "The Anthropological Turn: Cultural Practices for the Development of Human Complexity." Integration of Education 27, no. 4 (2023): 591–610. https://doi.org/10.15507/1991-9468.113.027.202304.591-610.

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Introduction. In the worldwide situation of collision accompanied with systemic crises, it is proposed to raisea reflexive question – how institutions and knowledge-systems can be arranged to support complexity, diversity,and subjectivity of Human action. Authors propose an approach to overcoming systemic gaps through reframingand re-actualization of the field of socio-humanitarian practices. It is necessary to “build up” the environment ofintegration of sciences and cultural practices of human development. The article presents the key provisions ofthe “Anthropological
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HREBENNYK, NATALYA, and OKSANA LABUNSKA. "IMPLEMENTATION OF BEST GLOBAL BUSINESS ACCELERATION PRACTICES IN THE UKRAINIAN INNOVATION ECOSYSTEM." Economic innovations 26, no. 3(92) (2024): 55–68. https://doi.org/10.31520/ei.2024.26.3(92).55-68.

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Topicality. The integration of global business acceleration practices into the Ukrainian innovation ecosystem is important in the context of globalization and the need to enhance the competitiveness of the national economy. The significance of such practices increases in the face of rapid technological changes and the necessity to adapt to the changing business conditions in Ukraine, particularly those related to the war. Aim and tasks. The main objective of the research is to analyze and evaluate the potential for implementing well-known global business acceleration models in Ukraine to stimu
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Hamzaoui, Radoine, Boudhar Abdeslam, Elhoucine OUASSAM, Younes-Aziz Bachiri, and Bouikhalene Belaid. "The Effectiveness of Distance Learning Assessment Practices: Case Study." International Journal of Scientific Research and Management (IJSRM) 12, no. 02 (2024): 3167–77. http://dx.doi.org/10.18535/ijsrm/v12i02.el01.

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Assessment is an essential component of the educational process as it tracks the progress of lessons, activities and facilitates learning through formative assessment or measures performance towards graduation or entry to higher levels of education or employment through summative assessment. However, increasing student enrollments in open-access educational institutions and the need for frequent assessments have led to a shift towards ICT (information and communication technologies) based remote assessment methods. The emergence of health emergencies and the strategy of Moroccan higher educati
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YATSUKH, Oleh. "Educational innovations and digital technologies as an opportunity to improve the educational environment in Ukraine during martial law." EUROPEAN HUMANITIES STUDIES: State and Society, no. 1 (April 25, 2025): 68–81. https://doi.org/10.38014/ehs-ss.2025.1.06.

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In recent years, education in Ukraine has undergone significant changes. The COVID-19 pandemic and the armed aggression of the Russian Federation have accelerated the implementation of digital learning, and higher education institutions have begun to use global learning management systems to organize theeducational process.The study uses a comprehensive approach to the literature review, based on scientific research related to educational innovations and digital transformation. The results of the research identify the main aspects of the relationship between educational innovations and digital
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Kihara, Toshiyuki. "The Light and Shadow Brought to Teacher Education by Digitizing the Educational Environment: The Case of Japan." Education Sciences 11, no. 8 (2021): 399. http://dx.doi.org/10.3390/educsci11080399.

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In this paper, the trends and issues of teacher education research and practices in Japan are clarified from the viewpoint of the digitization of the educational environment. This will be achieved through a review of the literature and policy documents on recent educational practices and teacher education. Firstly, Japanese teacher education and the ICT environment in schools are summarized. In addition, the Japanese concept of “teachers who continue to learn” and its multidimensional character is explained. Secondly, a model of the above idea that consists of five dimensions is introduced: (1
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Коновалов, А. А., and А. И. Лыжин. "Vectors of updating the content of vocational pedagogical education." Vocational education and labour market, no. 2(49) (June 30, 2022): 47–56. http://dx.doi.org/10.52944/port.2022.49.2.005.

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Предмет. В условиях вступления российских колледжей в федеральный проект «Профессионалитет» реализовывать образовательные программы профессионального образования так, как вчера, не представляется возможным. Обновленные принципы профессиональной подготовки, сроки, нацеленность на плотное взаимодействие с участниками реального сектора экономики требуют качественно иного подхода к образовательному процессу.Методы. Анализ теоретических исследований и международных образовательных практик, основанных на новых подходах к содержанию профессионально-педагогического образования и организационных форм е
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Majid Kamran. "Educational Leadership in a Digital Era: Navigating Challenges and Opportunities." AL-ĪMĀN Research Journal 3, no. 01 (2025): 188–99. https://doi.org/10.63283/54wxa275.

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The digital era has profoundly transformed education, reshaping the role of educational leaders in responding to the challenges and opportunities brought by technological advancements. As digital transformation accelerates, leaders must develop new competencies to navigate this evolving landscape effectively. This study explores the critical dimensions of educational leadership in the digital age, focusing on the essential skills required to foster technology-driven institutional growth. It highlights key challenges, including bridging the digital divide, ensuring cybersecurity, managing ethic
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Глухов, Андрей Петрович, Елена Станиславовна Синогина, Михаил Григорьевич Минин та Зоя Алексеевна Скрипко. "УПРАВЛЕНИЕ ЦИФРОВЫми ИНИЦИАТИВАМИ СТУДЕНТОВ В ПЕДАГОГИЧЕСКОМ ВУЗе". Bulletetin of Udmurt University. Series Philosophy. Psychology. Pedagogy 34, № 4 (2024): 392–407. https://doi.org/10.35634/2412-9550-2024-34-4-392-407.

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Исследуется роль образовательных практик, институтов поддержки, ресурсных центров и акселерационных программ как образовательных и ресурсных структур управления в продвижении цифровых инициатив среди студентов педагогических вузов. Исследование было проведено на базе педагогического вуза и включало анкетирование студентов (N=319), интервью с преподавателями и активными студентами (по 15 респондентов от каждой подгруппы), а также несколькими внутривузовскими руководителями институтов поддержки студенческих инициатив. Содержательная структура вопросов строилась вокруг обсуждения нескольких ключе
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Li, Yueheng. "Analysis of the Multi-Stakeholder Integration Mechanism for Cultivating Innovative and Entrepreneurial Talents in Vocational Colleges —— Perspective on the Integration of School Education, Enterprise Practice, and Innovation Networks." SHS Web of Conferences 179 (2023): 04019. http://dx.doi.org/10.1051/shsconf/202317904019.

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The accelerated implementation of the innovation-driven development strategy has established new standards for the cultivation of entrepreneurial talents in vocational education in the new era. Based on industrial logic, the integration and coordination among educational institutions, corporate practices, and innovation networks have become important approaches for fostering entrepreneurial talents. Findings from questionnaire surveys, structural equation modeling, and hierarchical regression analysis indicate that participation mechanisms and cooperation mechanisms are the two main dimensions
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Dissertations / Theses on the topic "Accelerator of educational practices"

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Vizza, Jill Pinnola. "PENNSYLVANIA PUBLIC SCHOOL SUPERINTENDENT BELIEFS AND PRACTICES REGARDING SINGLE SUBJECT ACCELERATION IN AN ELEMENTARY SCHOOL SETTING." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/468008.

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Educational Administration<br>Ed.D.<br>This study was designed to identify factors that might influence Pennsylvania public school superintendents in the decision regarding the potential use of single-subject acceleration as a practice for meeting the needs of students in the elementary setting. The research targeted public school superintendents in the Commonwealth of Pennsylvania. In Pennsylvania, gifted education is mandated by Chapter 16 of the Pennsylvania School Code, yet acceleration policy is left to the local education agency (LEA), the school district. Since use of single-subject acc
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Waits, Amanda G. "Interpreting Differences of Self-Efficacy of Gifted or Talented Students with Grouping Practices in Middle School Mathematics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3078.

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The purpose of this study was to determine if there was a significant difference in total scores on the Mathematical Self-Efficacy Scale, the mathematics task self-efficacy portion of the scale, and the math-related school subjects self-efficacy portion of the scale for middle school students between students assigned to a homogeneously grouped accelerated math class and students assigned to a heterogeneously grouped math class. The instrument used to gather information for thus study on student self-efficacy was the Mathematics Self-Efficacy Scale (MSES). The MSES measures 2 domains of mathem
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McDonald, Terry E. "A comprehensive literature review and critique of the identification of methods and practical applications of accelerated learning strategies." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001mcdonaldt.pdf.

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Guilbault, Keri. "Academic Acceleration in Florida Elementary Schools: A Survey of Attitudes, Policies, and Practices." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2073.

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The focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to guide the decision-making process. Results from this study indicated that extant acceleration policies only
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Williams, Richard Larry. "The impact of accelerated versus traditional learning with a practical test in advanced culinary skills at Fox Valley Technical College." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008williamsr.pdf.

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McNiesh, Susan G. "Formation in an accelerated nursing program: Learning existential skills of nursing practice." Diss., Search in ProQuest Dissertations & Theses. UC Only, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324573.

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Hanson-Zalot, Mary E. "Perceptions of accelerated Bachelor of Science in nursing program graduates regarding andragogical practices employed by faculty." Thesis, Widener University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10147082.

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<p> This research study was designed to examine accelerated, second-degree prelicensure baccalaureate graduates&rsquo; perceptions of the andragogical practices employed by faculty that prepared students best to begin practice as entry level professional nurses. The study further sought to identify the ways in which andragogical practices used by faculty incorporated the students&rsquo; prior learning and life experiences as they accrued knowledge of the art and science of nursing. It was anticipated that through the processes of interviewing and listening to the voices of graduates, that an
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Bonds, Calvin. "Best storytelling practices in education." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141728.

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<p> Effective teaching strategies can be defined as utilizing the higher levels of Bloom&rsquo;s taxonomy, which include understanding, application and analysis (Flynn, Mesibov, Vermette &amp; Smith, 2004). Teachers that use effective teaching strategies can significantly impact the future earnings of their students. Students that are recipients of these strategies receive a higher quality of K-12 education, which leads to a higher caliber of colleges and universities chosen. As a result of the higher education institutions attended, students become more competitive when entering an evolving w
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Galan, Maribel. "Educational practices to support homeless students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.

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<p> This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were co
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Samuelowicz, Katherine. "Academics' Educational Beliefs and Teaching Practices." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/365985.

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The research presented in this thesis focuses on two questions—how academics conceptualise teaching and learning and whether their educational beliefs and teaching and assessment practices are ‘thematically related’. The interest in finding answers to these questions lies in their implications for improving teaching and ultimately students’ learning. Although academic staff development as such was not the main focus of the present research, understanding how academics think about teaching, how they teach and what they value as learning outcomes is a prerequisite for effective staff developme
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Books on the topic "Accelerator of educational practices"

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Linda, Brody, and National Association for Gifted Children (U.S.), eds. Grouping and acceleration practices in gifted education. Corwin Press, 2004.

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J, Wlodkowski Raymond, and Kasworm Carol E, eds. Accelerated learning for adults: The promise and practice of intensive educational formats. Jossey-Bass, 2003.

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Lock, Jennifer, Petrea Redmond, and Patrick Alan Danaher, eds. Educational Developments, Practices and Effectiveness. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137469939.

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Kaganoff, Ann Parkinson. Best Practices in Educational Therapy. Routledge, 2019. http://dx.doi.org/10.4324/9780429453687.

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Lunenburg, Frederick C. Educational administration: Concepts and practices. Wadsworth Pub. Co., 1991.

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Lunenburg, Frederick C. Educational administration: Concepts and practices. 3rd ed. Wadsworth Pub. Co., 2000.

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Seal, Brenda Chafin. Best practices in educational interpreting. Allyn & Bacon, 1998.

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Lunenburg, Frederick C. Educational administration: Concepts and practices. 2nd ed. Wadsworth Pub. Co., 1996.

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C, Ornstein Allan, ed. Educational administration: Concepts and practices. 5th ed. Wadsworth, 2008.

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Dovigo, Fabio, ed. Special Educational Needs and Inclusive Practices. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0.

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Book chapters on the topic "Accelerator of educational practices"

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Rodiyah, Rodiyah, Sang Ayu Putu Rahayu, Mohamad Ikhwan Rosyidi, and Asyaffa Ridzqi Amandha. "Redesign Practices for Acceleration of Educational Independence UNNES PTNBH." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. https://doi.org/10.2991/978-2-38476-303-0_80.

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van der Berg, Servaas, and Bianca Böhmer. "South Africa: COVID-19 Learning Losses and Attempts at Recovery in a Poorly Performing and Unequal Education System." In Evaluating Education: Normative Systems and Institutional Practices. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-69284-0_11.

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AbstractThe COVID-19 pandemic significantly affected education in South Africa. School closures, rotational timetabling, remote learning challenges and higher absenteeism compounded educational disparities. PIRLS 2021 results demonstrate significant learning loss in Grade 4 reading achievement, with a decline of 31 PIRLS points since 2016, equivalent to 50–60% of a year’s learning. The proportion of extremely low performers doubled to over a quarter. Socio-economically disadvantaged students were disproportionately affected. Pandemic-induced curriculum adaptations and lenient promotion policie
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Infante, Pierpaolo. "Competenze digitali e innovazione nell’istruzione: metodologie di formazione e valutazione." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.17.

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The Digital Education Action Plan 2021-2027 focuses on digital skills development and drives digital transformation in school education. The EU Recovery and Resilience Facility (RRF) is crucial to accelerate the digital transition through educational reforms, teacher upgrades, and digital skills investments. Digital transformation requires adaptations in education and training systems to respond to rapid and "disruptive" technological changes. Digital skills shortages emerge as a major cause of underachievement in education and training, underscoring the urgency of targeted interventions. The
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Robinson, Ann, Bruce M. Shore, and Donna L. Enersen. "Acceleration." In Best Practices In Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003233244-29.

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Romero, Margarida, Thomas Frosig, Amanda M. L. Taylor-Beswick, et al. "Manifesto in Defence of Human-Centred Education in the Age of Artificial Intelligence." In Palgrave Studies in Creativity and Culture. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55272-4_12.

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AbstractThis manifesto advocates for the thoughtful integration of AI in education, emphasising a human-centred approach amid the rapid evolution of artificial intelligence (AI). The chapter explores the transformative potential of large language models (LLM) and generative AI (GenAI) in education, addressing both opportunities and concerns. While AI accelerates change in education, adapting to students’ diverse learning needs, it also poses challenges to traditional assessment paradigms. The manifesto stresses the importance of empowering teachers and students as decision-makers, highlighting
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Assouline, Susan G., Ann Lupkowski-Shoplik, and Nicholas Colangelo. "Academic Acceleration 1." In Critical Issues and Practices in Gifted Education, 3rd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003233961-2.

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Casteião, André, and Susana Barreto. "Portuguese Educational Practices." In Which Proximity in Design Education? Routledge, 2025. https://doi.org/10.4324/9781003509929-6.

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Assouline, Susan G., Ann Lupkowski-Shoplik, and Nicholas Colangelo. "Academic Acceleration." In From Giftedness to Gifted Education Reflecting Theory in Practice. Routledge, 2021. http://dx.doi.org/10.4324/9781003235262-1.

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Kruse, Sharon D. "Systems and Practices." In Mindful Educational Leadership. Routledge, 2023. http://dx.doi.org/10.4324/9781003283461-7.

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Ariffin, Tengku Faekah Tengku, and Suhaili Mohd Yusoff. "Contextual Leadership: Characteristics and Practices." In Educational Leadership. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-8494-7_7.

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Conference papers on the topic "Accelerator of educational practices"

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Gabbi, Elena. "TEACHING DATA LITERACY: PERSPECTIVES, APPROACHES AND EDUCATIONAL PRACTICES." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1400.

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Edwards, Travis, Rhea McCaslin, Eddie Bell, Abdel Bayoumi, and Lester Eisner. "A Training and Educational Demonstration for Improving Maintenance Practices." In Vertical Flight Society 72nd Annual Forum & Technology Display. The Vertical Flight Society, 2016. http://dx.doi.org/10.4050/f-0072-2016-11517.

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Improper and unnecessary maintenance actions can result in a waste of resources, time, and money. Training and education play a vital role in maintenance implementation and can be used to prevent improper maintenance procedures. The Center for Predictive Maintenance (CPM) has developed a demonstration framework and tool that can be used to educate and train users extending from maintainers to leadership on the maintenance process from fault to maintenance action. This demonstration tool will walk an audience through the maintenance process starting with the collection of sensor and historical
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Tigges, Nicole, Susan Young, and Antonia Hendrick. "INNOVATIVE EDUCATIONAL PRACTICES CHALLENGING INEQUALITY IN AUSTRALIA AND GERMANY." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1066.

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Lin, Yi, Yanyin Wen, Yue Guan, Xiaomeng Wu, Yingying Cha, and Min Liang. "A Review of Intervention Practices to Improve Teachers’ Occupational Well-Being." In 2024 International Symposium on Educational Technology (ISET). IEEE, 2024. http://dx.doi.org/10.1109/iset61814.2024.00084.

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Chhabra, Gitanjaly, Noosha Mehdian, and Prihana Vasishta. "Rethinking Higher Educational Practices in the Age of Artificial Intelligence." In 2024 IEEE 5th India Council International Subsections Conference (INDISCON). IEEE, 2024. http://dx.doi.org/10.1109/indiscon62179.2024.10744297.

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Romero Ariza, Marta, Antonio Quesada Armenteros, Ana M. Abril, Pilar Rodríguez, and María Martín Peciña. "ENRICHING TEACHERS’ PRACTICES AND STUDENTS’ LEARNING THROUGH OPEN EDUCATIONAL RESOURCES." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1544.

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Chinnasamy, P., M. Pushpalatha, V. Nirmala, Vidhya V, Ramesh Kumar Ayyasamy, and Divya Priya. "AI-Driven Assessment and Evaluation: Enhancing Sustainability in Educational Practices." In 2024 3rd International Conference on Automation, Computing and Renewable Systems (ICACRS). IEEE, 2024. https://doi.org/10.1109/icacrs62842.2024.10841634.

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Rathnayake, Nilmini, Ashani Weerasinghe, Naween Weerasinghe, and Janak Kumarasinghe. "Institutional Best Practices Amidst and Beyond the COVID-19: The Case of Higher Educational Institutes in Sri Lanka." In Proceedings of the 2nd International Conference on Sustainable & Digital Business. SLIIT Business School, 2023. https://doi.org/10.54389/jlye6873.

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COVID-19 is a blessing for the higher education industry in developing nations since it has accelerated the digitization of higher education. Education is essential to transforming people into human capital. The COVID-19 restrictions on physically entering educational institutions gave boost to the biggest educational disaster in the world. The objective of this study is to investigate the best practices employed by the Higher Education Institutions (HEIs) in Sri Lanka to enhance university academic role both amid and beyond the pandemic. The technique of nonprobability purposive sampling was
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Bar-On, Sari. "THERAPEUTIC PRACTICES AS AN ACCELERATOR FOR BETTER INCLUSION: THE CASE OF ELECTIVE MUTISM." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0585.

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CÂmara, NaiÁ. "Transmedia literacy in professional training practices: a case study." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.108.

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The changes the digital age brought in communicative practices produced under transmedia logic allow the structure of increasingly complex texts, produced by open, polyphonic, simultaneous, accelerated, and hybrid archenunciations, which expand into different genres, formats, languages , and media, determining new forms of production, reception, and circulation of content. New ethics and aesthetics shape cultural productions in all spheres, especially in the area of entertainment and the arts. Virtual reality, metaverses, among other modifications, demand new communicative skills and abilities
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Reports on the topic "Accelerator of educational practices"

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Näslund-Hadley, Emma. Acceleration of Education and Learning. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005072.

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In Latin America and the Caribbean (LAC), significant proportions of students struggle to attain basic competencies in reading and mathematics. To address this issue, traditional practices like grade repetition are prevalent, leading to delayed access to grade-level education and overcrowded classrooms. However, emerging research challenges the effectiveness of this approach. Instead, an innovative solution gaining traction is Accelerated Learning, rooted in neuroscience and psychology. It emphasizes learner-centered pedagogy, socioemotional development, and collaboration with families. EdTech
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013450.

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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices w
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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Casey, W., A. Miller, J. McCaslin, and L. Coulson. Health physics manual of good practices for accelerator facilities. Office of Scientific and Technical Information (OSTI), 1988. http://dx.doi.org/10.2172/7002036.

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McCall, R. Health Physics Manual of Good Practices for Accelerator Facilities. Office of Scientific and Technical Information (OSTI), 2018. http://dx.doi.org/10.2172/1454037.

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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community
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Tetil, Landen. An Educational Toolkit for Incorporating Food Safety Practices Into School Garden Activities. Iowa State University, 2024. http://dx.doi.org/10.31274/cc-20240624-164.

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Hartline, Beverly, and Kathryn Strozak. Cooperative Pre-College Educational Programs at the Continuous Electron Beam Accelerator Facility (CEBAF). Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/954305.

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Kapp, Julie M., Ryanne Despain, Kristi Ressel, and Kathleen Quinn. Missouri Research-Extension (MO-RE) protocol to accelerate the translation of science to communities. University of Missouri, 2022. http://dx.doi.org/10.32469/10355/98962.

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This project is designed to strengthen the bridge between research and practice through which leading science developed throughout the University of Missouri system (UM) is delivered to its communities, particularly in rural areas. MU Extension’s delivery systems offer immense potential for knowledge translation given they reach every community in the state, but there are infrastructure barriers connecting research to practice that require intentionality before these systems can realize their potential. A focus area of the work is closing the health and health care equity gap with high-touch c
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Diddi, Sonali, Hui-Siang Tan, and Elena Karpova. Exploring International Teaching Assistants Experiences in the U.S. Classroom: Implications for Educational Practices and Training. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-758.

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