Log in

Relevant bibliographies by topics / Choice-based education

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Choice-based education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Choice-based 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.

Journal articles on the topic "Choice-based education"

1

Wearne, Eric. "From "Fear-based" Choice to "Freedom-based" Choice: Georgia's Tuition Grants Act, 1960–1997." Journal of School Choice 7, no. 2 (April 2013): 196–224. http://dx.doi.org/10.1080/15582159.2013.789299.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Opdecam, Evelien, and Patricia Everaert. "Choice-based learning: lecture-based or team learning?" Accounting Education 28, no. 3 (January 30, 2019): 239–73. http://dx.doi.org/10.1080/09639284.2019.1570857.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Lee, Jeong-Hyun, Yong-Keun Kim, and Eun-Jin Kim. "Review of Physical Education Teachers" Perception of Student Choice-Based Physical Education Curriculum." Korean Journal of Sports Science 26, no. 3 (June 30, 2017): 835–48. http://dx.doi.org/10.35159/kjss.2017.06.26.3.835.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Young, Mark R. "Choice-Based Segmentation As an Enrollment Management Tool." Journal of Marketing for Higher Education 12, no. 2 (December 22, 2003): 69–83. http://dx.doi.org/10.1300/j050v12n02_05.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

McGregor, Marion, and Kay F. Quam. "Student choice, problem‐based learning, and academic acumen." Teaching and Learning in Medicine 8, no. 2 (January 1996): 83–89. http://dx.doi.org/10.1080/10401339609539772.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Moss, Hilary J. "From Open Enrollment to Controlled Choice: How Choice-Based Assignment Replaced the Neighborhood School in Cambridge, Massachusetts." History of Education Quarterly 59, no. 03 (August 2019): 313–50. http://dx.doi.org/10.1017/heq.2019.27.

Full text

Abstract:

In 1981, Cambridge, Massachusetts, became the first school district in America to replace its neighborhood schools with a “controlled choice” assignment plan, which considered parental preference and racial balance. This article considers the history preceding this decision to explore how and why some Americans became enamored with choice-based assignment at the expense of the neighborhood school in the late twentieth century. It argues that Cambridge's problematic experience with open enrollment in the 1960s and 1970s created a vocal, consumer-oriented, and politically active class of parents who became accustomed to choice and, by the early 1980s, dependent on its benefits. Moreover, controlled choice proved especially attractive in this university community because Cambridge had a constituency of well-educated, middle-income parents who possessed the social capital to identify the best educational opportunities for their children, but lacked the economic capital to use real estate to gain access to their preferred schools.

APA, Harvard, Vancouver, ISO, and other styles

7

Çalişkan, S. Ayhan, H. İbrahim Durak, S. Elif Törün, and Ö. Sürel Karabilgin. "Developing a web-based multiple-choice question item bank." Medical Education 44, no. 5 (May 2010): 524–25. http://dx.doi.org/10.1111/j.1365-2923.2010.03639.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Shim, Soyeon, Kenneth Gehrt, and Ellen Goldsberry. "Socialization-Based Approach to Predicting Retail Career Preference and Choice." Journal of Marketing Education 21, no. 1 (April 1999): 14–24. http://dx.doi.org/10.1177/0273475399211003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Guglielmino, Lucy M. "Staff development programs based on teacher choice: Insights from adult education research." Journal of Personnel Evaluation in Education 7, no. 3 (November 1993): 231–33. http://dx.doi.org/10.1007/bf00972407.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Rød, Jan ketil, Sveinung Eiksund, and Olav Fjær. "Assessment based on exercise work and multiple-choice tests." Journal of Geography in Higher Education 34, no. 1 (February 2010): 141–53. http://dx.doi.org/10.1080/03098260903062039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Choice-based education"

1

Lutkus, Lauren Julia. "Holistic Approaches to Art Education: A Case Study of Choice-based Art Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mohoric, Lauren E. "Restructuring to a Substantial Choice-based Art Curriculum." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent15877419441678.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Barnes-Wright, Lenora Aileen. "In search of satisfaction African-American mothers' choice for faith-based education /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101838395.

Full text

Abstract:

Thesis (Ph. D.)--Ohio State University, 2004.
Document formatted into pages; contains 201 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2007 Dec. 1.

APA, Harvard, Vancouver, ISO, and other styles

4

Montalban, Castilla José. "Addressing Inequalities in Education : Need-Based Grants, Gender Differences and School Choice." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0155.

Full text

Abstract:

Cette thèse rassemble des recherches sur trois sources d’inégalités éducatives en Espagne, à différents niveaux d’éducation (préscolaire, primaire, secondaire et supérieur). Ces recherches tentent d’évaluer l’impact causal de politiques de grande ampleur sur l'efficacité et l'équité des systèmes éducatifs. Le premier chapitre porte sur les effets de l'aide financière aux étudiants défavorisés, dans le contexte de l'enseignement supérieur. Les programmes nationaux d’aide financière (bourses) aux étudiants défavorisés couvrent une grande partie des étudiants et représentent une part non négligeable des budgets alloués à l’enseignement supérieur. En s’intéressant à une réforme du système de bourses en Espagne qui modifie les exigences académiques nécessaires pour bénéficier des aides, on tente d’identifier l’effet de ces exigences académiques, à niveau de bourse donné, sur les performances des étudiants, leur propension à abandonner ou réussir leurs études. Pour cela, on utilise des micro-données administratives sur l'univers des candidats aux bourses dans une grande université. En exploitant les discontinuités dans la formule d’éligibilité, on trouve des effets positifs marqués de l’association d’exigences académiques élevées aux bourses, sans aucun effet négatif sur le décrochage. Les étudiants sont plus fréquemment présents aux examens de fin d’année, leur moyenne générale comme leur taux de réussite y sont plus élevés, et ils ont moins souvent besoin de passer des rattrapages. Le deuxième chapitre s’intéresse à l’impact des conditions d’examen, dans le primaire et le secondaire, sur les performances académiques selon le genre. Les conditions d’examen académique elles-mêmes ont néanmoins fait l’objet de peu d’attention dans cette littérature. Ce chapitre s’intéresse précisément aux différences de performance entre garçons et filles qui apparaissent lorsque l’environnement de l’examen est modifié. Pour cela, ce chapitre analyse une intervention aléatoire concernant l’ensemble des élèves de 6e et 10e années dans la région de Madrid (Espagne). Les écoles de la région ont été assignées de façon aléatoire dans deux groupes devant administrer leurs examens de façon différente: en interne, où les élèves étaient évalués par des enseignants de l’école vs. en externe, où des enseignants extérieurs venaient effectuer les tests. Lorsque l’examinateur est externe, les filles performent moins bien que les garçons, notamment dans les matières où elles performent généralement moins bien à la base. Les données d’une enquête additionnelle sur le stress, la confiance en soi et le degré d’effort indiquent que ces performances relatives découlent d’une moins bonne gestion du stress provoqué par un environnement non familier. Le troisième chapitre étudie la relation entre choix de l’école et ségrégation scolaire, dans le contexte de l'éducation préscolaire. Ce chapitre vise à élargir cette littérature en étudiant comment la régulation publique affecte les décisions des familles et la ségrégation des enfants entre les écoles, dans le cadre du Mécanisme de Boston. Ce chapitre analyse deux réformes à grande échelle, entreprises dans la région de Madrid (Espagne). En particulier, on exploite ici une réforme interdistricts qui a largement élargi l’univers des choix possibles pour les familles. Son impact est mesuré en combinant une event study first difference entre cohortes avec une différence de différences. Grâce à des données uniques sur les candidatures des familles auprès des différentes écoles, ce chapitre montre que les familles ont candidaté à des écoles plus éloignées de leur domicile. La reforme produit des effets différenciés, avec les parents les plus éduqués et n’étant pas immigrés réagissant le plus fortement (en termes absolus). Les résultats indiquent un déclin de la ségrégation par niveau d’éducation des parents mais une croissance de cette ségrégation entre enfant de parents immigrés et non-immigrés
This dissertation gathers evidence on three sources of education inequalities across different education levels (preschool, primary, secondary, and higher education) in the context of Spain. It revolves around the causal effects of large-scale educational policies on the efficiency and equity of educational systems.The first chapter focuses on the effects of financial aid for disadvantaged students in the context of higher education. National financial aid programs for disadvantaged students cover a large fraction of college students and represent a non-negligible component of the public budget. Using a reform in the Spanish need-based grant program, this paper tests the causal effect of receiving the same amount of grant under different intensities of academic requirements on student performance, degree completion and student dropout. I use administrative micro-data on the universe of applicants to the grant in a large university. Exploiting sharp discontinuities in the grant eligibility formula, I find strong positive effects of being eligible for a grant on student performance when combined with demanding academic requirements, while there are no effects on student dropout. Students improve their final exam attendance rate, their average GPA in final exams, and their probability of completing the degree. They also reduce the fraction of subjects that they have to retake. The second chapter centers on the gender differences in academic performance due to the testing-environment, in the context of primary and secondary education. However, little attention has been devoted to investigating how the organization of student testing may influence the relative performance of male and female students. This paper analyzes the gender gap in test scores that arises as a result of differential responses by boys and girls to the testing environment. To that end, we exploit a unique randomized intervention on the entire population of students in the 6th and 10th grades in the Region of Madrid (Spain). The intervention assigned schools to either internally or externally administered testing. We find that girls do worse than boys in exams that are externally administered, especially in male-dominated subjects. Additional survey evidence on stress, self-confidence, and effort suggests that lower relative female performance in externally administered tests results from a lower ability to cope with stressful situations as a result of less familiarity with the testing environment.The third chapter studies the relationship between school choice priorities and school segregation in the context of preschool education. This work aims at broadening the scope of market design questions to school choice by examining how government-determined school choice priorities affect families’ choices and pupil sorting across schools in the context of the Boston Mechanism. We use two large-scale school choice reforms in the school choice priority structure undertaken in the region of Madrid (Spain) as a source of variation. In particular, we exploit an inter-district school choice reform that widely expanded families’ choice set of schools. We combine an event study first difference across cohorts and a Difference-in-Difference design to identify the impact of the reforms. Using unique administrative data on parents’ applications to schools, this paper shows that families reacted to the reform exerting higher inter-district choice and applying to schools located further away from home than before the reform. We find distributional effects of the reform concluding that parents from the highest education levels and parents of non-immigrant students were those who reacted the most in absolute terms. We find a decrease in school segregation by parental education and an increase in school segregation by immigrant status

APA, Harvard, Vancouver, ISO, and other styles

5

King, Stephen. ""None of the Above" as an Answer Option in Observatoin Based Multiple-Choice Questions." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/288.

Full text

Abstract:

This study examined the characteristics of items using none of the above (NOT A) as an answer option in observation based multiple-choice questions. Previous research has examined only the use of a NOTA option in academic knowledge based testing, not in visual recognition testing. Item difficulty and discrimination were examined for three different item formats: (a) items without a NOTA option, (b) items with NOTA as a distracter, and (c) items with NOTA as the correct answer. The questions were based on two photographs with similar content. A total of 98 participants from a large southeastern university completed a visual recognition test containing all three item types. Results revealed no difference in item discrimination between items without a NOTA option and items with a NOTA option, but did indicate that items with a NOTA option were more difficulty. A discussion of the results, limitations, and suggestions for future research is provided.

APA, Harvard, Vancouver, ISO, and other styles

6

Childers, Chadwick T. "Instrument choice of fifth grade boys and girls aural and visual preference based on presentation mode." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2331.

Full text

Abstract:

The general purpose of this research was to determine if a lesson including gender will influence the instrument selection process of fifth grade children. Subjects were two homogeneous groups of fifth grade students from Miami, Florida. Each group received a lesson concerning five acoustic musical instruments: the clarinet, flute, saxophone, trumpet, and drums with photos and music excerpts. The control group did not receive a gender lecture nor did the photographs depict anyone playing the instrument. Overwhelmingly, drums were the instrument of choice in both groups. As a result a second experiment was designed to replicate experiment 1, but drums were removed from the choices and the trombone was substituted as a "male' instrument. It was concluded that gender did have an effect on the instrument selection process in young children.

APA, Harvard, Vancouver, ISO, and other styles

7

Brown, Rosemarie Ann. "Food Autonomy: The Paradox to Cereal-Based Food Choice." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16103/.

Full text

Abstract:

Certain aspects of our modern diet have been implicated in thedevelopment of non-communicable diseases. For instance, energyconsumed in excess of an individual's physiological requirements maylead to an increased risk of obesity, diabetes mellitus, gall bladder disease,coronary heart disease, high blood pressure, and possibly some cancers.Although many of these diet-related diseases can be controlled by modernmedicine, they cannot be cured. Instead, prevention through public healthstrategies is the only satisfactory solution. One of the major strategies forprevention of diet-related diseases in Australia is to modify the nationaldiet (Rogers 1987). In April 1979, the Commonwealth Department of Health responded to theWorld Health Organisation's call for the development of national food andnutrition polices by proposing the Dietary Guidelines for Australians. "TheDietary Guidelines for Australians provide advice to the general populationabout healthy food choices, so that their usual diet contributes to ahealthy life-style and is consistent with minimal risk for the developmentof diet-related diseases" (National Health and Medical Research Council1992:ix). However, in order to achieve the aim of the dietary guidelines,supporting educational programs are required. This is because it isbelieved that as consumers become more informed about food, nutrition,health, and the dietary guidelines, they are more likely to begin changingtheir diet in the directions recommended by the CommonwealthDepartment of Health and Family Services (1998a). Public health professionals believe that behaviour-change theories arebeneficial in gaining an understanding of the evolution of peoples' foodand nutrition behaviours. Behaviour-change theories are typicallyintegrated into dietary interventions as a means of educating theAustralian population about healthy food choices. However, attempts tochange Australians' food and nutrition behaviours by applying behaviour-change theories have been adiaphorous. Therefore, public health professionals need to explore traditional food and nutrition practices inorder to determine more effective dietary change strategies for the Australian population. Qualitative research is complementary to existing quantitative studies onbehaviour-change. Since qualitative methodologies focus on the whole ofhuman experience and the meaning ascribed by individuals living theexperience, these methodologies permit broader understanding and deeperinsight into complex human behaviours such as food consumption thanwhat might be obtained from grossly measured quantitativeclassifications. Grounded theory was the qualitative methodology chosenfor this study because it allowed me to theorise about the rationale forconsumers' current food choices. Bread and Cereal consumption waschosen as an important staple food group in which to explore thisphenomenon. Thus, this research was designed to discover, understand,and theorise about the rationale for consumers' current Bread and Cerealfood choices. Semi-structured, in-depth interviews were conducted with22 participants living in South-East Queensland. Adult males and femalesfrom three-generational families of varying ethnicity were recruited frommy personal network of associates. Interviews were analysed usinggrounded theory methodology for data analysis. The resulting Grounded Substantive Theory of Food Autonomy posits thatconsumers have different levels of power when it comes to selecting theBreads and Cereals they want to eat and that their power to choose themis governed by micro- and macroenvironmental forces.Microenvironmental forces envelop sociofamilial powers such as parents,partner, and offspring whereas macroenvironmental forces envelop thesociopolitical powers of the food industry, health professionals, andinstitutions. These forces influence a consumer's capacity to select theBreads and Cereals they want to eat. Consumers engage in the process ofinformation gathering in order to overcome these prevailing influences. The significance of the Grounded Substantive Theory of Food Autonomy asa means for explaining how consumers acquire food autonomy fromprevailing influences in order to eat the Breads and Cereals they desirehas important implications for public health nutrition education andpractice. An understanding of the life long nature underpinning a person'sfood behaviour will help nutrition and dietetic professionals understandbetter the range of change that is likely to be possible, and the best waysto facilitate food autonomy through appropriate education and compatibledietary interventions. Autonomy is not a new concept but when associatedwith food it introduces the public health professional to a paradoxicalperspective for studying consumers' food behaviour, which has beencustomarily looked at via the decision making process of food choice andbehaviour-change theories with adiaphorous effects.

APA, Harvard, Vancouver, ISO, and other styles

8

Nicula, Jessica Y. "Teaching Boys More Effectively in the Art Classroom: A Personal Investigation." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/art_design_theses/91.

Full text

Abstract:

In this thesis, I reflect upon an art educator’s experience teaching boys and developing an art curriculum with a boy focused framework. Two comprehensive units on monsters are included along with research on teaching boys and choice based practices in the art classroom. I also reflect on the creative process of lesson planning with the needs of male learners in mind.

APA, Harvard, Vancouver, ISO, and other styles

9

Ferro, Melyssa D. "STEM Influence on Career Choice Variables of Middle School Students Based on Gender and Ethnicity." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7643.

Full text

Abstract:

Science, technology, engineering, and mathematics (STEM) are growing fields in both global job markets and educational spaces. The problem related to this study was the lack of understanding of how gender and ethnicity might relate to differences in the science self-efficacy, outcome expectations, and task interest of students who have participated in STEM intervention programs at the middle school level. The purpose of this quantitative study was to explore the extent to which there were differences between the dependent variables of science self-efficacy, outcome expectations, and task interest in U.S. middle school students based on the independent variables of gender and ethnicity after participating in a citizen science STEM intervention program. Social cognitive career theory was the theoretical framework for the study. This study was a nonexperimental comparative investigation based on survey responses from students who had participated in a water quality, citizen science STEM intervention from 2017-2019. The participating students’ school district has a history of multiple, systemic STEM learning experiences. The results of two-way MANOVA indicated that there were no statistically significant differences in career choice variables between male and female students and between non-Hispanic and Hispanic students after participating in a citizen science intervention program. This study has the potential to help students from underrepresented populations to envision success in their STEM educational and career pathways by seeing other students experience success in those areas. Educators may also be better able to design programs that address the specific needs of underrepresented student populations, which may lead to better student outcomes for those groups.

APA, Harvard, Vancouver, ISO, and other styles

10

Leukert, Aimee. "Choosing God, Choosing Schools: a Study of the Relationship between Parental Religiosity and School Choice." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/cgu_etd/142.

Full text

Abstract:

Over the last several decades, school choice – in the context of educational systems that are available to choose from as well as the reasons why parents choose what they do for their child – has become a topic of interest to both educational researchers and the public at large. The Seventh-day Adventist school system, like other faith-based institutions, is uniquely positioned in this subject, as it is an educational organization framed by a religious denomination. In addition to the typical factors such as academic standards, curricular offerings and peer influence, the issue of school choice within this context also involves complex layers of culture and religiosity and spirituality. Are parents able to disengage themselves from the trappings of those expectations and beliefs and objectively choose a school system for their child? Or are religious background and experience simply too embedded into one’s psyche – and, as an extension – one’s choices to ever fully disentangle that subtext from the decision-making process? This mixed-methods study sought to better understand the relationship between parental religiosity and school choice, specifically within the Seventh-day Adventist denomination. In order to assess the influence of Adventist culture, doctrinal commitment and general religiosity, a cultural domain had to first be established. Following the methodology as laid out in cultural consensus theory, free-listing and rank-ordering tasks were given to two separate, geographically representative samples from across the continental United States. Derived from those conversations, statements were then developed that captured characteristics and behavior of a member who adhered to traditional Seventh-day Adventist culture. Those statements were written into the survey instrument, alongside validated scales for general religiosity and Adventist doctrinal commitment. The population for this study targeted any Seventh-day Adventist member in America who had K-12 school-aged children. The survey was developed in SurveyMonkey and distributed through church communiqué (websites, bulletins, announcements, etc.), official administrative channels such as ministerial department newsletters and video announcements, and social media. Over 1,000 responses came in and the data was analyzed through SPSS, specifically examining patterns of school choice among those with high or low general religiosity, doctrinal commitment and Adventist culture. The results of the data analysis demonstrated clear and significant associations between several key variables and the dependent variable of school choice. Several variables, such as Adventist culture, doctrinal commitment and a parent’s own educational background, emerged as predictors for school choice when binary logistic regressions were conducted. Adventist culture proved to be a multi-factorial construct, interacting with other variables in different ways. The conclusions from this study point to several implications for K-12 Adventist education, particularly in the area of marketing to Adventist families and further research could certainly explore that more fully.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Choice-based education"

1

B, Jaquith Diane, ed. Engaging learners through artmaking: Choice-based art education in the classroom. New York: Teachers College Press, 2009.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Paulu, Nancy. Improving schools and empowering parents: Choice in American education : a report based on the White House Workshop on Choice in Education. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Kenyon, Timothy. The mirage of a choice-based education service: A critical reappraisal of the influence of neo-libertarianism upon education policy in the UK. [Manchester]: Manchester Centre for Political Thought, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Whitty, Geoff. Devolution and choice in education: The school, the state and the market. Camberwell, Melbourne, Vic., Australia: ACER Press, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Whitty, Geoff. Devolution and choice in education: The school, the state, and the market. Buckingham [England]: Open University Press, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Lamb, Stephen. Curriculum and careers: The education and labour market consequences of year 12 subject choice. Camberwell, Australia: Australian Council for Educational Research, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Cohen, Erik. ha-Ḥinukh ha-afor be-Yiśraʼel: T.l.n. bi-shenot ha-90. Yerushalayim: Makhon le-ḥeḳer maʻarkhot ḥinukh, 1996.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Zlotnikova, Tat'yana. Interdisciplinary discourse of culture (philosophical-psychological and socio-cultural methodology). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1002008.

Full text

Abstract:

The textbook actualizes interdisciplinary discourse as a principle of studying cultural experience in its versatility (creative personality and features of its activity; the existence of artistic culture in the society of different epochs, including in the modern world; Russia-specific problems of artistic influences: absurdity, totalitarianism). The material is presented on the basis of philosophical, psychological and social methodology, based on art criticism ideas. The author's concept of the publication is based on a non — trivial choice of analyzed cultural phenomena corresponding to the triad "man- chronotope — culture". The publication can be used to deepen the theoretical positions studied in accordance with the new state educational standard for social and humanitarian specialties in compulsory and elective courses. It is intended for students of universities and pedagogical universities, universities of culture and art: cultural scientists, historians, sociologists, philologists, art historians, graduate students in the Humanities and teachers.

APA, Harvard, Vancouver, ISO, and other styles

9

Douglas, Katherine M., and Diane B. Jaquith. Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom. Teachers College Press, 2018.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

A Future of choice!: A guide to developing issue-based curriculum with process skills learned before and throughout content. Gainesville, VA: Home Economics Education Association, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Choice-based education"

1

Welner, Kevin G. "The United States: School Choice and Test-Based Accountability." In Education Policy Reform Trends in G20 Members, 155–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38931-3_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Rajivlochan, M., and Meeta Rajivlochan. "Choice-Based Credit System (CBCS) and Semester System in Indian Higher Education." In India Higher Education Report 2017: Teaching, Learning and Quality in Higher Education, 233–52. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2018. http://dx.doi.org/10.4135/9789353280338.n10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Moore, Paul J. "Unwritten Rules: Code Choice in Task-Based Learner Discourse in an EMI Context in Japan." In English Medium Instruction in Higher Education in Asia-Pacific, 299–320. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-51976-0_16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Bahn, Kenneth, and Michael K. Mills. "Towards Better Theory and Practice in Marketing Education: A Choice-Based, Application-Oriented Approach." In Proceedings of the 1982 Academy of Marketing Science (AMS) Annual Conference, 238–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16946-0_55.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Hanushek, Eric A. "United States: The Uphill Schools’ Struggle." In Improving a Country’s Education, 227–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_11.

Full text

Abstract:

AbstractThe United States has seen generally flat performance on both international and national tests. Moreover, the achievement gaps between disadvantaged and more advantaged students have been large and constant for a half century. The remarkable aspect of these outcomes is that federal and state programs have changed significantly—considerably greater resources, added school choice, test-based accountability, and school desegregation. Because of the importance of skills for the economy, it is important that the schools improve, but there is no indication of finding the set of policies that will do this.

APA, Harvard, Vancouver, ISO, and other styles

6

Hahn, Sophie. "Theoretical approaches: The life-course perspective and rational-choice-based theories of educational decisions." In The Risk of Downward Mobility in Educational Attainment, 41–59. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-14598-9_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Sickler-Voigt, Debrah C. "The Choice-Based Art Curriculum." In Teaching and Learning in Art Education, 23–40. Routledge, 2019. http://dx.doi.org/10.4324/9781351000963-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Braidic, Silvia. "Fostering Successful Learning Communities to Meet the Diverse Needs of University Students." In Web-Based Education, 1203–10. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch081.

Full text

Abstract:

This paper introduces the reader on how to fostersuccessful learning communities to meet the diverse needsof university students by creating a brain based onlinelearning environment. Students come in all shapes and sizes. At the university level, students enrolled in online programs, have made a choice to do so. Today, online education is a unique and important venue for manystudents wishing to continue (or start) their education. It is part of a new culture with many distinct characteristics (Farrell, 2001). For instructors, online instruction creates its own set of challenges in terms of the course design and implementation. The author hopes that developing an understanding of how to create a brain based onlinelearning environment will inform the reader of ways to foster successful learning communities to most effectivelymeet the diverse needs of the students it serves.

APA, Harvard, Vancouver, ISO, and other styles

9

Nemati, Hamid, and Marcia Thompson. "Factors Influencing Students Intention to Take Web-Based Courses in a College Environment." In Web-Based Education, 1256–67. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch085.

Full text

Abstract:

The growing use of a web-based environment for college education is gradually replacing some aspects of the classroom in a University setting, and it is shifting the long accepted paradigm of understanding how students learn and introduces the question of what influences a student’s decision to learn in an online environment. In a web-based course, students gain a level of interaction with the material not possible in the classroom, yet lose other components that are only available in a physical environment. Educators struggle to determine what influences a student to take web-based college courses, and how they best learn in that environment. This study proposes that the student’s learning style, their self-efficacy and self-regulation when it comes to learning, and their expectations regarding online classes, are all factors in their choice to take web-based college courses. To validate this, students currently taking college level courses were surveyed and their responses analyzed.

APA, Harvard, Vancouver, ISO, and other styles

10

Constantinides, Efthymios, and Marc C. Zinck Stagno. "Higher Education Marketing." In Marketing Strategies for Higher Education Institutions, 128–47. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4014-6.ch009.

Full text

Abstract:

The importance of the Internet as commercial platform is by now universally recognized, and businesses increasingly adopt online marketing channels at the cost of traditional ones. The social media, being second generation (Web 2.0) internet applications, allow interaction, one-to-one communication, customer engagement, and user generated content. The interest of higher education institutions in social media as part of the marketing toolkit is increasing, but little is known about the potential of these channels in higher education marketing strategies. Even less is known about the role of social media as influencers of future students in the choice of study and university. This article presents the results of a study identifying the role and importance of social media on the choice of future students for a study and university in comparison with the traditional university marketing channels in the Netherlands. The study identifies and describes three market segments among future students based on their use of the social media.

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Choice-based education"

1

Liu, Ming. "Transport Mode Choice Based on Material Characters." In 2nd International Conference on Education, Management and Social Science (ICEMSS 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icemss-14.2014.108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Savinainen, Antti, Pasi Nieminen, Jouni Viiri, Jukka Korkea-aho, Aku Talikka, Leon Hsu, Charles Henderson, and Laura McCullough. "FCI-based Multiple Choice Test for Investigating Students' Representational Coherence." In 2007 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2007. http://dx.doi.org/10.1063/1.2820926.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Reddy, A. Brahmananda, and A. Govardhan. "Resource allocation for the Choice based Education System using Semantic Web." In 2015 IEEE International Conference on Computational Intelligence and Computing Research (ICCIC). IEEE, 2015. http://dx.doi.org/10.1109/iccic.2015.7435794.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Chien, Pei Hsiu, and Greg C. Lee. "An Automated Exam Marking System for Paper-based Multiple-Choice Tests." In Computers and Advanced Technology in Education. Calgary,AB,Canada: ACTAPRESS, 2011. http://dx.doi.org/10.2316/p.2011.734-063.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Zhang, Lin, Di Xia, and Nana Lv. "Residential Choice Based on Traffic and Location Fuzzy Attributes." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Startseva, Elena Borisovna, Andrey Yurievich Grimaylo, Liliya Rashitovna Chernyahovskaya, and Fernando LLopis Pascual. "Ontology rules application for efficient career choice." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9251.

Full text

Abstract:

The aim of this work is to help university applicants in their transition phase from high-school to tertiary education starting with their first life-long decision concerning their choice of the field of study. The construction of the decision support system has evolved into an ontology-based model. The model, as well as the decision making rules, have been formulated based on the research study of the cohort of 69000 students of the University of Alicante between 2010 and 2018. The educational and psychological processes have been studied in order to identify the pivot moments and the factors that may lead to an adequate decision making or to an objectively wrong decision which eventually ends up in a drop-out of studies. Analysing the existing methods of occupational and educational choice assistance, the method of John L. Holland on “A Psychological Classification of Occupations” has been selected as the most viable and convenient for this purpose. The Holland Codes have been adopted as a lingua franca of this ontology-based model. As a result, the ontology-based decision support system provides assistance in decision making using the Holland Code terminology and practically unlimited complexity of the object and data properties of and ontological presentation of knowledge.

APA, Harvard, Vancouver, ISO, and other styles

7

Moon, Sunghwan, and Youngshin Han. "An Agent Based Model for the Study on Undergraduate's Choice of Seat and Seat Distribution." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Zhang, Guili, Youngkyoung Min, Sharron A. Frillman, Timothy J. Anderson, and Matthew W. Ohland. "Student Strategies for Protecting Merit-Based Scholarships: Grades, Courseload, and Major Choice." In Frontiers in Education 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322544.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Zhang, Lin, Nana Lv, and Ke Wu. "The traffic mode choice model based on fuzzy order theory." In 2016 International Forum on Management, Education and Information Technology Application. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ifmeita-16.2016.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wang, Qi, and Kun Ma. "Research on Route Choice of Passengers Based on The Travel Time." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Choice-based education"

1

MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

Full text

Abstract:

This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.

APA, Harvard, Vancouver, ISO, and other styles

2

Schulz, Florian, Jörg Wolstein, and Henriette Engelhardt-Wölfler. The choice of indicators influences conclusions about the educational gradient of sex-specific alcohol consumption. OPUS, 2019. http://dx.doi.org/10.20378/irbo-55267.

Full text

Abstract:

There has been considerable public interest in reports on harmful alcohol consumption of higher educated females. This study assesses the robustness of this finding with representative German data using ten different indicators of alcohol consumption. This cross-sectional study used data of the Epidemiological Survey on Substance Abuse from 2012. 4,225 females and 3,239 males represent the German population aged 18–64. It presents ten indicators of alcohol consumption by sex and education and provides group specific means and 95 %-confidence intervals. The main results are: (1) Higher educated males and females are drinking alcohol more frequently than lower educated males and females. (2) When drinking, higher educated males and females tend to drink less alcohol than lower educated males and females. (3) Only when using an indicator for hazardous alcohol consumption with different thresholds for males and females, the results indicate a pattern that significantly exposes hazardous alcohol consumption in the group of higher educated females. Concerning the choice of indicators, this study shows that sex-specific threshold-based indicators of alcohol consumption may lead to different conclusions as the majority of other indicators.

APA, Harvard, Vancouver, ISO, and other styles

3

Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, May 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

Full text

Abstract:

Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. It is very likely that such a mismatch can have consequences for the child’s well-being, competences and overall academic success. Based on five consecutive panel waves of German National Educational Panel Study (NEPS) data (waves 1 to 5, collected between 2010 and 2016) (n = 2;790 in wave 1), our analyses demonstrate that social background and the probability of ignoring a teacher’s recommendation are associated, and that highly educated parents are more likely to overrule the teacher’s recommendation. Panel regression models show that pupils who pursued the academic track (Gymnasium) despite the absence of a teacher’s recommendation were more likely to drop out of the academic schooling track, and were not able to catch up with their peers with respect to both objective and subjective academic competences over the entire observation window. However, the models also show that academic track mismatch did not seem to negatively influence the health and well-being of these pupils.

APA, Harvard, Vancouver, ISO, and other styles

4

Sabogal-Cardona, Orlando, Lynn Scholl, Daniel Oviedo, Amado Crotte, and Felipe Bedoya. Not My Usual Trip: Ride-hailing Characterization in Mexico City. Inter-American Development Bank, August 2021. http://dx.doi.org/10.18235/0003516.

Full text

Abstract:

With a few exceptions, research on ride-hailing has focused on North American cities. Previous studies have identified the characteristics and preferences of ride-hailing adopters in a handful of cities. However, given their marked geographical focus, the relevance and applicability of such work to the practice of transport planning and regulation in cities in the Global South is minimal. In developing cities, the entrance of new transport services follows very different trajectories to those in North America and Europe, facing additional social, economic, and cultural challenges, and involving different strategies. Moreover, the determinants of mode choice might be mediated by social issues such as the perception of crime and the risk of sexual harassment in public transportation, which is often experienced by women in large cities such as Mexico. This paper examines ride-hailing in the Metropolitan Area of Mexico City, unpacking the characteristics of its users, the ways they differ from users of other transport modes, and the implications for urban mobility. Building on the household travel survey from 2017, our analytical approach is based on a set of categorical models. Findings suggest that gender, age, education, and being more mobile are determinants of ride-hailing adoption. The analysis shows that ride-hailing is used for occasional trips, and it is usually done for leisure and health trips as well as for night trips. The study also reflects on ride-hailings implications for the way women access the city.

APA, Harvard, Vancouver, ISO, and other styles

5

Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

Full text

Abstract:

The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.

APA, Harvard, Vancouver, ISO, and other styles

6

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

Full text

Abstract:

The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.

APA, Harvard, Vancouver, ISO, and other styles

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!