Relevant bibliographies by topics / Activity programs in education

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

Academic literature on the topic 'Activity programs in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Activity programs in education"

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Chapman-Novakofski, Karen. "Physical Activity and Nutrition Education Programs." Journal of Nutrition Education and Behavior 50, no. 10 (November 2018): 958. http://dx.doi.org/10.1016/j.jneb.2018.09.011.

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Allar, Ishonté, Jun-Hyung Baek, and Andrea Taliaferro. "Addressing Inclusion in Higher Education Physical Activity Programs." Journal of Physical Education, Recreation & Dance 85, no. 9 (October 27, 2014): 36–41. http://dx.doi.org/10.1080/07303084.2014.958254.

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McGing, Eileen. "Aerobic Activity—Do Physical Education Programs Provide Enough?" Journal of Physical Education, Recreation & Dance 60, no. 9 (December 1989): 43–48. http://dx.doi.org/10.1080/07303084.1989.10609810.

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Zhang, Xiaoxia, Xiangli Gu, Tao Zhang, Jean Keller, and Senlin Chen. "Comprehensive School Physical Activity Programs: Recommendations for Physical Education Teacher Education." Journal of Physical Education, Recreation & Dance 89, no. 5 (May 11, 2018): 11–18. http://dx.doi.org/10.1080/07303084.2018.1440268.

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Ross, James G., Charles O. Dotson, Glen G. Gilbert, and Susan J. Katz. "After Physical Education … Physical Activity outside of School Physical Education Programs." Journal of Physical Education, Recreation & Dance 56, no. 1 (January 1985): 77–81. http://dx.doi.org/10.1080/07303084.1985.10603691.

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Solmon, Melinda A., Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer. "Physical Education Teacher Education in Kinesiology: Past, Present, and Future." Kinesiology Review 9, no. 4 (November 1, 2020): 305–12. http://dx.doi.org/10.1123/kr.2020-0047.

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This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.
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Dwyer, Terence, Rosalie Viney, and Michael Jones. "Assessing School Health Education Programs." International Journal of Technology Assessment in Health Care 7, no. 3 (1991): 286–95. http://dx.doi.org/10.1017/s0266462300005675.

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AbstractThis review focuses on the component of health education directed at achieving changes in health behavior. Much of the work in this field has centered on health behavior that has a role in preventing future disease. Because the evidence is strongest in relation to coronary heart disease (17), considerable effort has been devoted to this area. Walter et ai. (34) indicated that the most relevant forms of health behavior to be considered in school-based programs on heart disease are those relating to diet, physical activity, and smoking. Programs relating to each of these behaviors are addressed here.
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Siedentop, Daryl L. "National Plan for Physical Activity: Education Sector." Journal of Physical Activity and Health 6, s2 (November 2009): S168—S180. http://dx.doi.org/10.1123/jpah.6.s2.s168.

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Background:Schools must play a central role in combating the prevalence of overweight and obesity among children and youths. This cannot be achieved without more robust policy and funding programs at both federal and state levels.Methods:Reviews of meta-analyses were used to assess the efficacy of improving PA/MVPA through interventions in school physical education programs. Individual research studies were reviewed to assess the efficacy of improving PA/MVPA in preschool settings, recess, and classroom activity breaks. Legislation at the federal and state levels was reviewed along with surveillance and accountability mechanisms at the state level.Results:Physical education interventions produce improvements in PA/MVPA if protocols relating to use of time are followed. PA/MVPA in recess can be increased through careful planning for attractive activity opportunities on carefully designed playgrounds. Classroom activity breaks provide important PA/MVPA daily and improve student on-task behavior.Conclusions:Federal legislation is needed to provide guidelines and financial support for states to improve the quantity and quality of PA in school programs. States need to develop clear expectations for quantity and quality of PA programs in schools, surveillance systems to monitor district compliance in meeting those expectations, and an accountability system aimed at ensuring that state expectations are being met with assistance for districts that do not meet expectations.
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Globetti, Gerald. "Alcohol Education Programs and Minority Youth." Journal of Drug Issues 18, no. 1 (January 1988): 115–29. http://dx.doi.org/10.1177/002204268801800111.

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Research relative to the drinking behavior of minority youth, as well as alcohol-abuse prevention programs for these youth, have been largely neglected. Moreover, the existing data on both of these subjects are limited in that they either treat minority youth as a homogeneous entity or apply a white middle-class curriculum to prevention activity. This paper examines several alcohol-education protocols within schools and how these strategies present unique problems to prevention programs for minority youth. Curricula derived from the developmental and the socio-cultural models appear most applicable to minorities.
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BEREA, Gabriela. "The Role of Afterschool Programs in the Educational Activity." Logos Universality Mentality Education Novelty. Section: SOCIAL SCIENCES 04, no. 01 (June 30, 2015): 147–55. http://dx.doi.org/10.18662/lumenss.2015.0401.13.

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Dissertations / Theses on the topic "Activity programs in education"

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Blandon, Alondra Marcela. "Incorporating multicultural education criteria into Project Learning Tree curricula." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3285.

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Many environmental educators have realized that in order to effectively teach environmental sensitivity and literacy, they must approach their audience through a cultural context. Thus, environmental education lessons need to incorporate strategies used in multicultural education in order to be more culturally inclusive. This project includes the identification of multicultural education criteria and the application of these to three lessons from Project Learning Tree: PreK-8 Environmental Education Activity Guide.
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Chung, Chak. "The implementation of the activity approach in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18540296.

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Andres, Teresa E. "Programmatic assessment of nonformal environmental education programs in southern New Jersey /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.

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Armstrong, James B. "An evaluation management model for environmental education programs." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/76272.

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The study was designed to develop a management model for the evaluation of environmental education supplements developed by nonprofit special-interest groups. Naturescope, an interdisciplinary environmental education supplement developed by the National Wildlife Federation (NWF), was used as a vehicle for developing this model. The first component of the study involved the development of the model, while the second component measured evaluation outcomes relative to NatureScope. Working in conjunction with NWF program staff, four issues of NatureScope were randomly selected from the fifteen issues available at the time of the study. Volunteer fifth and seventh grade teachers from Virginia and Georgia were used in the study. A separate knowledge test was developed for each of the four issues. In addition, a 16-item likert scale was developed to measure environmental attitudes. Qualitative information related to the usefulness of NatureScope was collected through a teacher questionnaire. Evaluator interactions with the client, school administrators, and teachers influenced the development and success of the evaluation. The politically-motivated hidden agendas of the client resulted in unexpected modifications to the evaluation process. School administrators displayed a reluctance to permit teachers to participate in the study. Teachers who volunteered expressed concern over a lack of familiarity with the topics and the evaluation process. The evaluation outcomes of the study measured the effects of NatureScope on environmental knowledge and attitudes. Students exposed to Let's Hear It for Herps demonstrated the greatest differences in subject knowledge when compared to the control group. None of the issues had a significant effect on environmental attitudes when compared to the control group. Fifth grade students systematically scored higher than seventh grade students on all measures. Teachers responded favorably to NatureScope, however, the materials were criticized as too simple for seventh grade. The NatureScope evaluation portion of the study indicates that the materials may be best suited for fifth grade students of average ability.
Ph. D.
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Bruning, Merribeth J. "Use of integrated technology for teaching multicultural concepts for children in second grade." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861396.

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The purpose of the study was to determine if instruction with or without the use of integrated technology made a significant difference in the mean scores of second grade children in a unit of instruction concerning multicultural education and if there were any gender bias.The unit for Multicultural Education was created by the researcher. The researcher designed the Multicultural Cognition Assessment I (pretest), Multicultural Cognition Assessment II (posttest), and Child Preference Inventory instruments.The school corporation chosen as the site for the research had two elementary schools in neighboring towns with two sections of second grade each. Each school had a racially homogeneous population (Caucasian) and similar technology available. One class from each school received lessons with technology, and one class was taught without technology. There were 90 students in the study with complete data available for 78 students. After an initial observation, the researcher conducted the study on Wednesdays for six subsequent visits.ResultsA repeated measures analysis with one within-subject factor (pretest, posttest) and two between-subjects factors method (showing the difference between the use of technology and without technology and gender) was used to test Hypothesis I and II. Hypothesis I concerned the method of instruction and resulted in p = .445>.05. Hypothesis II concerned the effect of gender and resulted in p = .075>.05. No significant differences were found. Both hypotheses were accepted. There was no interaction effect between method and gender. There was a significant difference between the overall mean scores in the Pretest and Posttest analysis at p = .007<.05. A one sample t test was applied to determine if the mean of the overall preference was zero on the Child Preference Inventory. The result of the one-tailed t test resulted in t value of 13.32 with p = 0.000, indicating a positive response toward technology.
Department of Elementary Education
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Hamilton, Rachael Anne. "Educational interpretive programs for ecotourism destinations." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3171.

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Five interpretive programs designed for use by educators, naturalists, or interpreters working at ecotourism destinations. Topics covered include environmentally responsible behavior, on-site recycling programs, renewable energy systems, and plant and animal species conservation.
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Waitman, Carol Ann. "Creative experiences for environmental awareness, including a simulated camp: Thematic units for grades three and four." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1448.

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The project is an activity based, interdisciplinary curriculum for a simulated outdoor camp that occurs primarily within the elementary classroom. The purpose of the camp is to increase the students' level of awareness of and appreciation for the outdoors.
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Chung, Chak, and 鍾澤. "The implementation of the activity approach in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958588.

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Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.

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Vickery, Tracee Joanne. "More than trees: An interdisciplinary, literature-based unit, emphasizing drama and hands-on activities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1111.

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This guide was developed to provide a hands-on, interdisciplinary curriculum, based on children's literature for grades four through six. It is a resource for teachers incorporating environmental education into their regular curriculum, revolving around a common theme, trees.
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Books on the topic "Activity programs in education"

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Horgan, Kathleen. Team planet: An action pack on our world and ourselves. (Limerick): Primary School Development Education Project, 1993.

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Horgan, Kathleen. Team planet: An action pack on our world and ourselves. (Limerick): Primary School Development Education Project, 1994.

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Horgan, Kathleen. Team planet: An action pack on our world and ourselves. (Belfast): South Eastern Education and Library Board, 1994.

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Eileen, Adams, and Kinoshita Isami, eds. Machi-work: Education for participation. Chiyoda-Ku, Tokyo: Fudosha, 2000.

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Briggs, Diane. Toddler storytime programs. Metuchen, N.J: Scarecrow Press, 1993.

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United States. Alcohol, Drug Abuse, and Mental Health Administration., ed. Let's visit a research laboratory: Introduction and lesson plans. [Rockville, Md.?]: Dept. of Health and Human Services, Public Health Service, Alcohol, Drug Abuse, and Mental Health Administration, 1991.

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L, Roberts Stephen, Roberts Karen A, and Association of Christian Schools International., eds. Programs for the Christian school. Whittier, Calif. (P.O. Box 4097, Whittier 90607): Association of Christian Schools International, 1988.

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Johnson, Jeff A. Everyday early learning: Easy and fun activities and toys from stuff you can find around the house. St. Paul, MN: Redleaf Press, 2008.

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Witoski, Mary L. It's not just a parachute: Integrative activities for children of all abilities. Tucson, Ariz: Therapy Skill Builders, 1992.

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McKenzie, Thomas L. SPARK physical education program. San Diego, Calif: SPARK Physical Education, San Diego State University, 1993.

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Book chapters on the topic "Activity programs in education"

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Doll-Tepper, Gudrun. "Adapted Physical Education Programs for Mentally Retarded Children." In Adapted Physical Activity, 20–24. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_3.

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Rintala, Pauli, and Niina Palsio. "Effects of Physical Education Programs on Children with Learning Disabilities." In Adapted Physical Activity, 37–40. Tokyo: Springer Japan, 1994. http://dx.doi.org/10.1007/978-4-431-68272-1_6.

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Theodoraki, Xarikleia, and Katerina Plakitsi. "University Science Teaching Programs." In Activity Theory in Formal and Informal Science Education, 159–95. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-317-4_7.

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Ressler, James D., and Zachary Wahl-Alexander. "Student voice in physical education and before- and after-school physical activity settings." In Before- and After-School Physical Activity Programs, 227–38. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge studies in physical education and youth sport: Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-19.

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Sperka, Leigh. "It's time to predict the implications of outsourcing health and physical education and extra-curricular physical activity programming." In Before- and After-School Physical Activity Programs, 216–26. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Routledge studies in physical education and youth sport: Routledge, 2020. http://dx.doi.org/10.4324/9781003051909-18.

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Brown, A. "Matching the Activity to Ability — Criteria for Selecting the Physical Education Programme." In Adapted Physical Activity, 37–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_6.

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Luguetti, Carla Nascimento. "An Activist Approach in Sport for Development Programmes." In An Activist Approach to Physical Education and Physical Activity, 83–92. New York: Routledge, 2024. http://dx.doi.org/10.4324/b23165-9.

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Fediuk, F. "Effects of an Integrated Adapted Physical Education Program on Psychomotor and Cognitive Parameters of Mentally Retarded Adolescents." In Adapted Physical Activity, 171–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-74873-8_26.

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Lapenok, Marina V., Olga M. Patrusheva, Galina V. Pokhodzey, Anastasiya I. Suetina, Anna M. Lozinskaya, and Irina V. Rozhina. "Automation System of Intellectual Activity on Creating Programs in the Language of Logical Programming." In Smart Education and e-Learning 2018, 67–77. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92363-5_6.

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"Physical Activity." In Preventing Childhood Obesity in Early Care and Education Programs, 63. 2nd ed. American Academy of Pediatrics, 2012. http://dx.doi.org/10.1542/9781581107739-part04-physical_activity.

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Conference papers on the topic "Activity programs in education"

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BARALIUC, Nadejda. "Didactic strategies specific to early education programs." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p161-166.

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The article reflects the challenges of choosing the most appropriate didactic strategies within early education programs. Within the activities, the status of didactic strategies is a central one. Their position within the educational programs is central considering that didactic strategies guide the instructional-educational activity and manage the initiation of genuine training for the development of skills in preschool education.
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Kong, Young Tae, and Sun-Chen Huo. "An Effect of STEAM Activity Programs on Science Learning Interest." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.59.09.

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Milićević, Ivan, Snežana Dragićević, Nedeljko Dučić, Milan Marjanović, and Vojislav Vujičić. "Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.213m.

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Development in information technology has resulted in revolutionizing all aspects of life and this revolution has been realized as Industry 4.0. A main approach that universities’ educational systems may take towards Industry 4.0 is educating students who have the right skill set for reacting to the changes in their working environment, adapting their performance, and learning to cope with technological development. This paper presents the results of the project „Improvement of study programs for bachelor’s and master’s studies in Mechatronics in response to the requirements of Industry 4.0“, which was funded by the Ministry of Education, Science and Technological Development of the Republic of Serbia as a part of program activity „Development of higher education“ and performed in the 2020/21 academic year
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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Nikulchev, Evgeny. "Modernization Of Educational Programs Of Professional Skill Improvement Using Patent Activity Data." In ICPE 2017 International Conference on Psychology and Education. Cognitive-Crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.12.27.

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Martínez-Moreno, Alfonso. "Bibliographic Review Physical Activity Programs In Older Adults: Balance, Prevention Of Falls." In International Conference of Psychology, Sociology, Education and Social Sciences. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.05.1.

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Chegge, V. S. "TRENDS AND MAIN PROBLEMS OF THE DEVELOPMENT OF ADDITIONAL PROFESSIONAL EDUCATION ON THE BASIS OF UNIVERSITIES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. ООО «ДГТУ-Принт» Адрес полиграфического предприятия: 344003, г. Ростов-на-Дону, пл. Гагарина,1., 2023. http://dx.doi.org/10.23947/itse.2023.375-380.

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The development of additional professional education entails a number of transformation processes affecting all infrastructure of this area of educational activity. In addition to global trends, such as online learning, additional vocational education has its own trends, such as the use of the “flipped classroom” method, the integration of additional vocational education courses into the structure of basic educational programs. At the same time, there are problems without solutions to which transformation would not be effective. For example, a decrease in the purchasing power of the audience, the lack of clear channels for promoting additional professional programs based in higher education institutions, and the low degree of digital literacy of part of the audience. An analysis of the above positions was carried out and options were identified, the provision of which in the organization is a condition for compliance with the modern agenda.
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de Lacerda, Dhiego Alves, Maria Eduarda Bezerra Daltro, Guilherme Kauan Cavalcante de Sousa, Jociene Pereira da Silva, Jairo Ferreira da Silva Neto, Sarah Rebeca Alves de Sousa, Francinaldo Andrade de Lacerda Filho, et al. "Effectiveness of health education for the prevention of cardiovascular diseases in rural communities." In VI Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvimulti2024-096.

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This study addresses the effectiveness of health education programs in preventing cardiovascular disease in rural communities in Brazil. The literature review highlighted that such programs are effective in improving knowledge about cardiovascular risk factors and promoting healthy behaviors, such as dietary changes and increased physical activity. Examples include initiatives that adapt educational methods to local needs, resulting in significant reductions in blood pressure and cholesterol levels among participants.
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Poddubnaya, Nataliya, Irina Zaitseva, Svetlana Molchanenko, Natalia Zakharova, Vladimir Zakharov, and Sergei Shmatko. "Project activity based on blog technologies for engineering training programs." In PROCEEDINGS OF THE II INTERNATIONAL SCIENTIFIC CONFERENCE ON ADVANCES IN SCIENCE, ENGINEERING AND DIGITAL EDUCATION: (ASEDU-II 2021). AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0104224.

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Ponomarenko, Alexey. "Reformatting statistical education in Russia: changes in classifications, standards, and programs." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17314.

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In the centrally planned economy the main function of official statistics was monitoring of plans’ execution. Hence, official statisticians had to be experts in economics and bookkeeping, like tax inspectors. Russian statistical education was oriented mostly to official needs and statistics was included in the same educational group as economics. Currently, professional requirements for statisticians have changed. Official statistics lost its control function, and the old reporting system is being replaced by sample surveys that are less onerous for respondents and also less expensive. The statistical agency needs more professionals in survey methodology, as well as statistical managers and mathematicians. In 2015, the new professional standard "statistician" was accepted in Russia in line with ISCO 2008. It consists of set of competences for professionals in data collection, processing, analysis and methodology in any field of activity, including business, finance, science, medicine. In 2016, the educational classification of statistics was changed to the same group as mathematics. A new educational standard for statistics was also accepted. This presentation describes part of the reconstructive process.
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Reports on the topic "Activity programs in education"

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Hodder, Rebecca, Luke Wolfenden, Kate O’Brien, Courtney Barnes, Alison Brown, and Fiona Stacey. The effectiveness of obesity prevention approaches targeting children aged 5–12 years delivered in primary schools. The Sax Institute, October 2019. http://dx.doi.org/10.57022/lowm3578.

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This Evidence Check was used to inform the program review and refresh of the ‘Live Life Well @ School’ program as part of the NSW Healthy Children Initiative. It aimed to discover the effectiveness of obesity prevention programs for children delivered in primary school settings. It also examined how best to implement them, to maximise the number of children participating and the overall impact of the programs. Eighteen studies were found to address the question of effectiveness, finding evidence for programs focused on nutrition, physical activity or a combination of them (sometimes with additional components); school food service and environments; and active travel strategies. The studies addressing this question were judged to be of moderate to critically low quality. Thirty-two studies were found to address the question of implementation, finding evidence for strategies involving audit and feedback; continuous quality improvement; external funding; education materials; education meetings or outreach visits; local consensus processes; local opinion leaders; and tailored interventions to improve implementation of healthy canteen policies.
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Smiecinski, Amy, Raymond Keeler, Julie Bertoia, Terry Mueller, Morris Roosa, and Barbara Roosa. Final Report Project Activity Task ORD-FY04-002 Nevada System of Higher Education Quality Assurance Program. Office of Scientific and Technical Information (OSTI), March 2008. http://dx.doi.org/10.2172/924725.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Vakaliuk, Tetiana A., Valerii V. Kontsedailo, Dmytro S. Antoniuk, Olha V. Korotun, Iryna S. Mintii, and Andrey V. Pikilnyak. Using game simulator Software Inc in the Software Engineering education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3762.

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The article presents the possibilities of using game simulator Sotware Inc in the training of future software engineer in higher education. Attention is drawn to some specific settings that need to be taken into account when training in the course of training future software engineers. More and more educational institutions are introducing new teaching methods, which result in the use of engineering students, in particular, future software engineers, to deal with real professional situations in the learning process. The use of modern ICT, including game simulators, in the educational process, allows to improve the quality of educational material and to enhance the educational effects from the use of innovative pedagogical programs and methods, as it gives teachers additional opportunities for constructing individual educational trajectories of students. The use of ICT allows for a differentiated approach to students with different levels of readiness to study. A feature of any software engineer is the need to understand the related subject area for which the software is being developed. An important condition for the preparation of a highly qualified specialist is the independent fulfillment by the student of scientific research, the generation, and implementation of his idea into a finished commercial product. In the process of research, students gain knowledge, skills of the future IT specialist and competences of the legal protection of the results of intellectual activity, technological audit, marketing, product realization in the market of innovations. Note that when the real-world practice is impossible for students, game simulators that simulate real software development processes are an alternative.
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O'Shea, Sarah. Rethinking Student Belonging, Engagement, and Success: An Equity Perspective. Journal of the Australian and New Zealand Student Services Association, April 2024. http://dx.doi.org/10.30688/janzssa.2024-1-03.

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The last weeks have seen a flurry of activity across the Australian university sector with the release of the Universities Accord Final Report. While I write, there is vigorous debate occurring, deliberating both the Accord’s strengths and its inherent limitations, one of the latter being the apparent perpetuation of low expectations for students with disability (see McLennan, 2024). Whilst the relative merits of some of the report’s recommendations have been questioned, there is little doubt that both this document—and the associated review process—have succeeded in placing educational equity at the centre of any future imaginings of the Australian higher education system. This is welcome news for many of us who have worked alongside students from more diverse backgrounds and witnessed the many obstacles encountered in their higher education journeys. To address these and other enduring issues, the Accord recommends significant changes that include accessible preparatory programs for future students, a better integrated tertiary system, and—of course—increases in student funding support. But I would argue there are other, far more fundamental, issues that also need to be addressed if we are to achieve the Accord’s ultimate goal of a “better and fairer education system”. (Department of Education, 2024, p. 23)
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Alexander, Aileen, Tania Kapp, and Sara Nest. UQ Neurodiversity Hub: Tailoring Support for Neurodivergent Students. Journal of the Australian and New Zealand Student Services Association, October 2023. http://dx.doi.org/10.30688/janzssa.2023-2-07.

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Over the past few years, neurodivergent students have disclosed challenges they have experienced in undertaking study in a tertiary educational setting. Further to this, some students have also raised issues in relation to getting a diagnosis which, in turn, has limited their support options. In response to this feedback, members of the University of Queensland (UQ) Student Advice Team have worked towards developing a suite of programs under the umbrella of the UQ Neurodiversity Hub. The programs include support for those transitioning into tertiary education for the first time, through to all undergraduate students at any stage of their degree. In developing these programs, we have actively sought input and feedback from neurodivergent students and collaborated with other teams and staff at UQ.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Machado, Rui Menezes, Hugo Sarmento, Miguel Valeiro, Gabriel Torres Tobio, Daniel Duarte, and Pedro Teques. School Sport, conceptual and operational realities: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0027.

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Review question / Objective: What is the concept of School Sport in different countries and how they operationalize it? Condition being studied: The School Sports in several countries, are a crucial element of the educational system and assumes an increseally importance for the physical activity and health programs. In this pandemic period, the physical activity and the wellbeing of children and young adults have come to the center of a large discussion. The school sports, in this context, are assumed as player in consideration, but as countries discuss it, are noted different understandings of the school sports concept in each country as well different approaches and applications of it.
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Kokurina, O., and A. Burov. Methodology of sociological research of characteristics and level of sociopolitical stability of student youth as a factor of sustainable development of Russian statehood in the context of modern global challenges. SIB-Expertise, December 2022. http://dx.doi.org/10.12731/er0622.06122022.

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Methodology defines and describes the hypothesis, methodological tools, goal, objectives, and the result of empirical research, which is carried out in the form of a sociological survey. The Methodology also defines the general population of respondents, their gender, age and level of education. The specified result of intellectual activity reflects in detail the program of empirical research and its structural stages. The Methodology includes a sample questionnaire of sociological research, information about the content and nature of the questions, and a description of its conceptual parts. The methodology provides for the preparation of an independent result of intellectual activity - a detailed Аnalytical report containing proposals aimed at improving the sociopolitical stability of students as a factor in strengthening the Russian statehood and the viability of the state.
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Thomas, O. Voluntary Education Programs,. Fort Belvoir, VA: Defense Technical Information Center, February 1997. http://dx.doi.org/10.21236/ada325517.

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