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Journal articles on the topic 'Eacher education'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Demir, Ozden, Metin Kartal, and Halil Ibrahim Kaya. "Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies." Teachers and Curriculum 19, no. 1 (July 17, 2019): 35–44. http://dx.doi.org/10.15663/tandc.v19i1.341.

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In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.

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Ozcinar, Zehra, Regina G. Sakhieva, Elena L. Pozharskaya, Olga V. Popova, Mariya V. Melnik, and Valentin V. Matvienko. "Student's Perception of Web 2.0 Tools and Educational Applications." International Journal of Emerging Technologies in Learning (iJET) 15, no. 23 (December 11, 2020): 220. http://dx.doi.org/10.3991/ijet.v15i23.19065.

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The information technology used to acquire the skills determined as 21st-century competencies in the education-training process to individuals is increasing rapidly. Nowadays, Web 2.0 tools are increasingly used. Effective use of Web 2.0 tools, which are widely used in daily life, by students and teachers in education are also on the list. Effective use of assistive technologies by teachers depends on their attitudes towards assistive technologies. To increase their success, they use these technologies in activities held in the classroom. In the study, it was aimed to determine the attitudes of teachers and student candidates towards the use of assistive technology. A case study approach constituted the methodological framework of this study. This study was conducted in the fall semester of 2019-2020 with 42 students. Teachers and student’s obligation to take "instructional technology and material design course" was hence initiated as a result. Numerous Web 2.0 tools were reminded to the students for the results of the research. The data of this study were collected through open-ended questions developed by the researchers to define the opinions of the students regarding Web 2.0 tools and educational practices that they will encounter in their future professional lives. Content analysis, frequency and percentage was applied in the analysis of data. The analysis of data was sought to answer the following questions; (1) How often did teachers and students use web 2.0 tools?; (2) What are Web 2.0 tools that teachers and students use or plan to use in their current and future teaching profession?; (3) What are the reasons for teachers and students to use Web 2.0 tools as teachers in their professional lives?; (4) What are eacher education students' views on Web 3.0 technologies and (5) What are the changes and innovations these technologies will bring in the field of education?.

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Pocinho, Ricardo, and Luis Alcoforado. "Computer User Self-Efficacy Scale – CUSE: Un estudio de validación y adaptación para población portuguesa." Education in the Knowledge Society (EKS) 14, no. 2 (July 11, 2013): 346–70. http://dx.doi.org/10.14201/eks.10235.

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El instrumento Computer Uses Self-Efficacy Scale (CUSE; Cassidy & Eachus, 2002) ha sido desarrollado con el fin de medir y analizar la autoeficacia de la población adulta en el contexto del uso de la computadora. Surge en un contexto en que muchos autores se han interesado en el estudio de la auto-eficacia y que consideraba que éste tenía una fuerte influencia en el desempeño de las tareas que se requerían el uso de las computadoras. El presente estudio preliminar tiene como objetivo adaptar y validar el instrumento Computer User Self-Efficacy Scale (CUSE; Cassidy & Eachus, 2002) para la población portuguesa, específicamente en la población retirada que utiliza el ordenador. Los resultados indican que esta escala tiene una alta consistencia interna y tiene normas aceptables que ofrecen fiabilidad y validez. También se encontró que la autoeficacia se correlaciona estadísticamente positiva y moderadamente con experiencia anterior con el uso de computadoras. Los resultados indican que el instrumento Computer User Self-Efficacy Scale (CUSE; Cassidy & Eachus, 2002) es válido para el estudio y análisis de la efectividad de la libre utilización de las computadoras en las personas portugueses que son retirados y que utilizan el ordenador.

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Delong, Thomas J. "Eachers Need Principals' Uidance in Career Development." NASSP Bulletin 73, no. 515 (March 1989): 23–28. http://dx.doi.org/10.1177/019263658907351505.

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5

Malkovsky, Bradley. "Swami Vivekananda and Bede Griffiths on Religious Pluralism: Hindu and Christian Approaches to Truth." Horizons 25, no. 2 (1998): 217–37. http://dx.doi.org/10.1017/s0360966900031169.

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AbstractThis article summarizes and compares the theology of religions propounded by two important modern participants in the Hindu-Christian encounter, Swami Vivekananda and Bede Griffiths. It will be seen that both thinkers construct theologies of religion in the form of hierarchies, and that, moreover, these hierarchies reveal a specifically Hindu and Christian understanding of spiritual truth and of divine presence. The article advocates the view that a comparison of these two understandings of truth can be beneficial to both Hindus and Christians by broadening each's understanding of divine presence and of what constitutes human liberation. At the heart of the comparison is the controversy over the meaning and final goal of creation and history.

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Dias, Adailton Di Lauro, and Deusira Nunes Di Lauro Dias. "Karl Marx and Antônio Gramsci: Theories that complement each other." Revista Científica Multidisciplinar Núcleo do Conhecimento 03, no. 07 (July 9, 2019): 45–56. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/education/theories-that-complement.

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7

Turpo Gebera, Osbaldo, Alejandra Hurtado Mazeyra, Yvan Delgado Sarmiento, and Gerber Sergio Pérez Postigo. "Satisfacción del profesorado con la formación en servicio online: aproximaciones desde la usabilidad pedagógica." Pixel-Bit, Revista de Medios y Educación, no. 62 (2021): 39–70. http://dx.doi.org/10.12795/pixelbit.79472.

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En los escenarios formativos, la usabilidad resulta fundamental para avanzar con mayor seguridad en la aprehensión de los contenidos formativos. La usabilidad pedagógica indica la satisfacción con la formación recibida, a partir de la valoración del diseño, la navegabilidad y los contenidos brindados por la plataforma virtual. Este estu-dio presenta una experiencia formativa evaluada por 152 docentes de educación superior participes de un curso ofertado por una universidad peruana. Se sigue un diseño metodológico combinado, de encuesta y entrevista. Los resultados obtenidos avalan el alto novel de satisfacción de los docentes respecto a la usabilidad de los recursos online. Este aspecto evidencia la importancia de considerar las características y motivaciones de los participantes en la planificación formativa a fin de contribuir a las re-flexiones que posibilitan la continuidad formativa en dichos entornos. De la misma forma, la valoración satis-factoria con la formación recibida en línea indica no solo una adaptación pertinente de los recursos a sus necesidades, sino también la adquisición de mayores niveles de madurez en el dominio de competencias digitales. Por este motivo, se reclama la interacción constructiva de la práctica pedagógica, así como la transferencia de la propuesta a otros contextos similares.

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Nashiruddin, Muh, and Anharurrohman El Muhammadi. "Korelasi kreativitas dan motivasi kerja guru terhadap peningkatan mutu pembelajaran." IJER (Indonesian Journal of Educational Research) 1, no. 1 (October 31, 2016): 51. http://dx.doi.org/10.30631/ijer.v1i1.7.

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Penelitian ini bertujuan untuk mengetahui korelasi antara: 1) kreativitas guru PAI terhadap peningkatan mutu pembelajaran Pendidikan Agama dan Budi Pekerti , 2) motivasi kerja guru PAI terhadap peningkatan mutu pembelajaran Pendidikan Agama dan Budi Pekerti , dan 3) kreativitas dan motivasi kerja guru terhadap peningkatan mutu pembelajaran Pendidikan Agama dan Budi. Penelitian ini menggunakan metode deskripsi korelasional dengan melibatkan 33 orang sampel yang dipilih secara dengan metode sensus. Teknik pengumpulan data dilakukan dengan angket/kuesioner. Teknikanalisis data diawali dengan uji prasyarat yaitu uji normalitas dan linieritas. Uji hipotesis menggunakanuji regresi sederhana danuji regresi ganda. Hasil penelitian menunjukkan ; 1) Kreativitas guru berpengaruh terhadap peningkatan mutu pembelajaran Pendidikan Agama Islam dan Budi Pekerti. 2) motivasi kerja guru berpengaruh terhadap peningkatan mutu pembelajaran Pendidikan Agama Islam dan Budi Pekerti. 3) kreativitas guru dan motivasi kerja guru secara bersama-sama atau simultan berpengaruh terhadap mutu pembelajaran. Hasil analisis juga menunjukkan bahwa rata-rata nilai dari ketiga variabel tersebut hanya dapat dimasukkan dalam kategori sedang, sehingga untuk meningkatkan kinerja guru dalam mengajar perlu diperhatikan faktor-faktor lain seperti: gaji, jaminan kerja, jaminan hari tua, penghargaan atas prestasi kerja, dan sebagainya. Kata kunci: kreativitas, motivasi, mutupembelajaran Abstract [The Relationship Between Teachers’ Creativity and Motivation Toward Learning Improvement]. This research aim at determine the correlation between the creativity of teachers on the improvement of learning quality of religious education and behavior, the work motivation of teachers on the improvement of learning quality of religious education and behavior, and the creativity and the work motivation of eachers on the improvement of learning quality of religious education and behavior. This research employed a method of correlation description with 33 Islamic education teacher were selected as sample by means of census sampling. Technique of collecting data employed questionnaire. Technique of data analysis began with prerequisite of normality and linearity. Hypothesis used test of simple regression and double regression.The study revealed that teacher creativity affects on the improvement of learning quality of religious education and behavior, as well as teacher work motivation affects on the improvement of learning quality of religious education and behavior. Futhermore, analysis show that teacher creativity as well as teacher work motivation affects simultaneously on the learning quality of Islamic Education. In conclusion, the average value of those three variables may be only included into medium category. Thus, to increase teacher performance, it needs other factors, such as; salary, job guarantee, pension, appreciation of work achievement, etc. Keywords: Creativity, Motivation, Learning Quality

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9

YOSHII, Takaaki. "Engineering Education and Technical Education Must Cooperate with Each Other." Journal of JSEE 64, no. 6 (2016): 6_149. http://dx.doi.org/10.4307/jsee.64.6_149.

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Nenn, Kerry. "Incorporate Some Education Into Each Event." Special Events Galore 18, no. 6 (June 2018): 5. http://dx.doi.org/10.1002/speg.30848.

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Segbenya, Moses, and Paul Dela Ahiatrogah. "Appraisal of Managerial Roles of Study Centre Coordinators of College of Distance Education, University of Cape Coast." World Journal of Education 8, no. 5 (September 17, 2018): 1. http://dx.doi.org/10.5430/wje.v8n5p1.

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The study assessed how students and course tutors on distance education programmes of the College of DistanceEducation, University of Cape Coast appraised their study centre coordinators’ performance in terms of humanrelations, behaviour, organising teaching and learning facilities; and handling complaints. This type of appraisal,where students and tutors representing customers and subordinates respectively, is usually referred to as the360-feedback method in human resource management. Concurrent embedded study design from the pragmatists’epistemic approach was adopted for the study. Simple random and purposive sampling technique were respectivelyused to sample 1228 final year students and 217 course tutors from 53 study centres; and five coordinators from eachof the three Zones across the ten regions of Ghana for triangulation purposes. Data was analysed with descriptivestatistics, independent t-test and a one-way between-groups analysis of variance. The study found that coordinators’behavior and human relations were rated higher as compared to complaints handling and organising study centreactivities. This was blamed on lack of capacity to address most of students and tutors challenges; and teaching loadof coordinators. It was recommended that the management of College of Distance Education should increase thecapacity of coordinators for district and regional study centres as well as the Zones in terms of resources andtechnology to be able to take immediate steps to solve students and tutors’ complaints.

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Roy, Loriene, Greg Argo, and Rae Berg. "Legacy Reference Education: Learning from Each Other." Reference Librarian 55, no. 3 (July 1, 2014): 247–51. http://dx.doi.org/10.1080/02763877.2014.910738.

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13

Friedman, Alan J. "Explaining the Universe: Why Arts Education and Science Education Need Each Other." American Art 11, no. 3 (October 1997): 2–7. http://dx.doi.org/10.1086/424301.

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Sheehy, Kieron, Jonathan Rix, Melanie Nind, and Katy Simmons. "Perspectives on inclusive education: learning from each other." Support for Learning 19, no. 3 (August 2004): 137–41. http://dx.doi.org/10.1111/j.0268-2141.2004.00336.x.

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15

Kolbe, Lloyd J., and Sallie Rixey. "Will Health and Education Agencies Help Each Other?" Journal of Public Health Management and Practice 21, no. 6 (2015): 519–22. http://dx.doi.org/10.1097/phh.0000000000000341.

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Lopes, Augusta Aires, and Kênya Maria Vieira Lopes. "As contribuições do Pibid à formação dos Licenciandos em Computação do IFTO Campus Porto Nacional." Revista Sítio Novo 1 (October 19, 2017): 83. http://dx.doi.org/10.47236/2594-7036.2017.v1.i0.83-102p.

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<p align="justify"><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>Debater a formação do professor é repensar em uma parte da qualidade da educação ofertada nas escolas. </span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>As políticas educacionais criadas e/ou a serem implementadas em âmbito nacional devem ter o propósito de incentivar e fortalecer a formação docente na educação básica. </span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>Nesse intuito, em 2007, foi lançado o Programa Institucional de Bolsas de Iniciação à Docência – Pibid. Em 2011, o programa chega ao Instituto Federal de Educação, Ciência e Tecnologia do Tocantins (IFTO) concedendo bolsas para estudantes de licenciatura, professores, supervisores e coordenadores. Com o objetivo de diagnosticar as contribuições que o Pibid proporcionou à formação dos graduandos em </span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>l</span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span>icenciatura em </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>c</span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span>omputação do </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><em>Campus</em></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span> Porto Nacional do IFTO, das turmas dos editais de 2011 e 2013/2014, segundo o olhar dos bolsistas, propôs-se o desenvolvimento dessa pesquisa que se classifica como: básica (natureza), qualitativa (abordagem do problema), descritiva (objetivos) e de levantamento (procedimentos técnicos). Como técnica de pesquisa optou-se pelo questionário semiestruturado que foi aplicado no segundo semestre de 2014 sendo respondido por 29 licenciandos participantes do Pibid. </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>Aquisição de segurança e confiança frente à sala de aula; aproximação com a prática pedagógica; melhorias na metodologia de ensino; estímulo à pesquisa e à produção científica e experiências além do </span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>estágio supervisionado</span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span> foram algumas das contribuições apresentadas e que revelam a consolidação dos objetivos traçados quando da criação do referido programa. </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>O Pibid </span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>pode ser visto como um importante programa de formação inicial. Contudo, aliadas a ele deve haver políticas voltadas para a formação continuada e que valorizem a profissão docente.</span></span></span></p><p align="justify"><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><strong>Termos para indexação: </strong></span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>f</span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><span>ormação de professores, </span></span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>p</span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><span>olítica </span></span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>e</span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><span>ducacional, </span></span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>p</span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><span>ráticas de </span></span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span>e</span></span></span><span style="color: #00000a;"><span style="font-family: 'Times New Roman', serif;"><span><span>nsino</span></span></span></span></p><p lang="en-US" align="center"><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><strong>Contributions of Pibid to the education of the Licentiates in Computing of the IFTO <em>Campus </em>Porto Nacional</strong></span></span></span></p><p lang="en-US" align="justify"><span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>Discuss</span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span> about teacher education is to rethink a part of quality education offered in schools. Educational policies created and/or to be implemented at a national level should have the purpose of encouraging and strengthening teacher education in basic education. To that aim, the Institutional Scholarship Program for Beginning Teachers (Pibid) was launched in 2007. In 2011, the program began at the Federal Institute of Education, Science and Technology of Tocantins (IFTO) granting scholarships for undergraduate students, teachers, supervisors and coordinators. In order to diagnose the contributions that Pibid provided to the training of Computing undergraduate students of IFTO </span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><em><span>Campus</span></em></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span> Porto Nacional, on classes of 2011 and 2013/2014, from the scholarship-holder viewpoint, this study proposed to develop a basic nature research, classified also as qualitative, because of its problem approach, descriptive (objective) and surveying on technical procedures. Regarding the research methodology, it was chosen a semi-structured questionnaire that was applied in the second semester of 2014 and accounted for 29 undergraduate participants on Pibid program. Security and confidence acquisition in the classroom; alignment with pedagogical teaching practice; improvements in teaching</span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span>methodology; research and scientific production incentives, and experience beyond the Supervised Traineeship were some of the contributions made and that reveal the consolidation of the objectives set when the program was first created. Pibid program can be seen as an important initial teacher education program. However, that it goes together with educational policies for continuing education and the teaching profession appreciation.</span></span></span></span></p><p><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US"><strong>Index terms</strong></span></span></span></span><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US"><strong>: </strong></span></span></span><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">t</span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">eacher training, </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">e</span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">ducational </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">p</span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">olicy, </span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">t</span></span></span></span><span style="color: #000000;"><span style="font-family: 'Times New Roman', serif;"><span><span lang="en-US">eaching practices</span></span></span></span></p><p align="left"> </p>

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Power, Thomas J. "Perceptions of competence: How parents and teachers view each other." Psychology in the Schools 22, no. 1 (January 1985): 68–78. http://dx.doi.org/10.1002/1520-6807(198501)22:1<68::aid-pits2310220115>3.0.co;2-m.

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Jeynes, William H., and Fred Beuttler. "What Private and Public Schools Can Learn From Each Other." Peabody Journal of Education 87, no. 3 (July 2012): 285–304. http://dx.doi.org/10.1080/0161956x.2012.679538.

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Gauld, Joseph W. "Meeting Each Student's Unique Potential: One Approach to Education." NASSP Bulletin 80, no. 583 (November 1996): 43–54. http://dx.doi.org/10.1177/019263659608058309.

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Freedman, Irwin. "Unwrapping Each Student's Special Gifts." NASSP Bulletin 69, no. 484 (November 1985): 125–26. http://dx.doi.org/10.1177/019263658506948426.

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Allen, Patsy. "Getting to know each other." Day Care & Early Education 17, no. 2 (December 1989): 30–31. http://dx.doi.org/10.1007/bf01619323.

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Marsh, Herbert W. "Multitrait-Multimethod Analyses: Inferring Each Trait-Method Combination With Multiple Indicators." Applied Measurement in Education 6, no. 1 (January 1993): 49–81. http://dx.doi.org/10.1207/s15324818ame0601_4.

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Wedell, Klaus. "SENCO-FORUM: Seeing each other's points of view - SENCos and parents." British Journal of Special Education 35, no. 1 (March 3, 2008): 57–58. http://dx.doi.org/10.1111/j.1467-8578.2008.00370.x.

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Kondakov, Alexander M., and Anna A. Kostyleva. "Digital education: from school for all to school for each." RUDN Journal of Informatization in Education 16, no. 4 (December 15, 2019): 295–307. http://dx.doi.org/10.22363/2312-8631-2019-16-4-295-307.

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Problem and goal. The article is devoted to the development of digital education. The gap between generations and social groups exacerbates the contradictions between the education system and the demands of the information society, and the increase in the volume, accessibility, speed of acquisition and exchange of knowledge has changed the style of knowledge of modern man. The key competence was the ability to distinguish important from unimportant, reliable from unreliable. Students need to purposefully develop digital identity. All this gives rise to a set of problems facing the modern school. The purpose of the study described in the article is to identify promising ways to digitalize the school, build a model of digital school and identify a set of factors that are important for the transformation of the school for all in the school for everyone. Methodology. In the course of the study, based on the analysis of existing approaches to the development of digital technologies and digitalization of education, the ways of formation and development of a digital school are revealed. The structure of the core of digital education providing comparability of the knowledge, values, skills and competences mastered and shown in various types of activity of the person is defined. This is the value, activity and content basis for the formation of digital socio-cultural educational environment. This core is proposed to be considered as a basis for the development of concepts of subject areas, GEF and educational programs at all levels of education. Results. The interpretation of the term «digital education» is given, which is understood as educational activity, the key factors of which are digital data, processing, exchange and analysis of which allow the individual to achieve new results of education in a specific sociocultural situation. According to the model, the digital school provides not only training and education, but also effective integration of the individual into a high-tech rapidly changing complex environment. The educational ecosystem is an integrative socio-cultural environment, in the center of which is not a teacher of a traditional school, but a student, surrounded by peers and adults who help him realize his personal educational trajectory. Conclusion. The article outlines the prerequisites for a new era-the era of digital education, formulated the definition of the term «digital education», justified the relevance of the development and the structure of the core of digital education, describes the model of digital school, presents the structure of the educational ecosystem and the effects of its implementation for different stakeholders.

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Ae, Hwa Kim, and Eun Joo Kim. "Special Education Teachers' Perceptions of Customized Education for Each Life Stage of Students with Learning Disabilities." Journal of Special Education 35, no. 1 (April 30, 2019): 127–55. http://dx.doi.org/10.31863/jse.2019.04.35.1.127.

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KASUGA, Masahiro, Asako NISHIO, Harumasa TOHDA, and Tadashi ODAKA. "Analysis of Attendees' Evaluations on Each Type of Education: Education Using Satellite Communications and Center Based Education at Mitsubishi Electric Corporation." Journal of JSEE 45, no. 3 (1997): 41–45. http://dx.doi.org/10.4307/jsee.45.3_41.

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Bisanz, Andrea, Susanne Hueber, Johannes Lindner, and Eva Jambor. "Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 142–56. http://dx.doi.org/10.2478/dcse-2019-0024.

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Abstract This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.

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Riccio, L. Lawrence. "The Real Deal: How Each Child is First in Education." Citizenship, Social and Economics Education 9, no. 2 (January 2010): 104–14. http://dx.doi.org/10.2304/csee.2010.9.2.104.

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Jaffe, Dena H., Zvi Eisenbach, Yehuda D. Neumark, and Orly Manor. "Effects of husbands’ and wives’ education on each other's mortality." Social Science & Medicine 62, no. 8 (April 2006): 2014–23. http://dx.doi.org/10.1016/j.socscimed.2005.08.030.

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Hammond, Lorie, and George Spindler. "Not Talking Past Each Other: Cultural Roles in Education Research." Anthropology Education Quarterly 32, no. 3 (September 2001): 373–78. http://dx.doi.org/10.1525/aeq.2001.32.3.373.

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Lunneblad, Johannes, and Thomas Johansson. "Learning from each other? Multicultural pedagogy, parental education and governance." Race Ethnicity and Education 15, no. 5 (November 2012): 705–23. http://dx.doi.org/10.1080/13613324.2011.624508.

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Starmer, Darren L. "The European Association for Cancer Education (EACE) 2014 Meeting Report." Journal of Cancer Education 29, no. 3 (June 15, 2014): 408–9. http://dx.doi.org/10.1007/s13187-014-0689-8.

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Farrell, T. "Critical friendships: colleagues helping each other develop." ELT Journal 55, no. 4 (October 1, 2001): 368–74. http://dx.doi.org/10.1093/elt/55.4.368.

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Gordon Győri, János, and Mark Bray. "Learning from each other: Expanding and deepening international research on shadow education." Hungarian Educational Research Journal 11, no. 2 (July 14, 2021): 79–88. http://dx.doi.org/10.1556/063.2021.00060.

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AbstractResearch on private supplementary tutoring, widely known as shadow education, has a long history but only gathered intensity during the present century. This research has shown much diversity in the scale and nature of shadow education, but further mapping and analysis is needed to reduce gaps in understanding and to keep up with changes. The collection of articles in this special issue of the journal presents insights from parts of Africa, Asia and Europe; and this introductory essay juxtaposes these insights with Hungarian research. The domain of shadow education has many tensions, with both positive and negative implications for individuals, families, the field of education, and societies as a whole. International research helps with understanding these tensions, and in due course with appropriate action to address them. In the process, much can be learned from counterparts in different systems, countries and cultures, not only about the nature and impact of shadow education but also about methodological approaches to research.

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Bullock, Janis. "Teacher-parent conferences: Learning from each other." Day Care & Early Education 14, no. 2 (December 1986): 17–19. http://dx.doi.org/10.1007/bf01620799.

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Jones, Valerie R. "Each Child, Our Future: Proceed With Caution." Kappa Delta Pi Record 57, no. 2 (April 3, 2021): 86–89. http://dx.doi.org/10.1080/00228958.2021.1890445.

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Woods, Carol M. "DIF Testing With an Empirical-Histogram Approximation of the Latent Density for Each Group." Applied Measurement in Education 24, no. 3 (July 2011): 256–79. http://dx.doi.org/10.1080/08957347.2011.580658.

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Xu, Haiying, Wei-Ling Hsu, Teen-Hang Meen, and Ju Hua Zhu. "Can Higher Education, Economic Growth and Innovation Ability Improve Each Other?" Sustainability 12, no. 6 (March 23, 2020): 2515. http://dx.doi.org/10.3390/su12062515.

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This study argues that the coupling between higher education, economic growth, and innovation ability is of great significance for regional sustainable development. Through the experience of Jiangsu Province in China, this study establishes a coupling coordination evaluation index system and applies the coupling coordination model to evaluate interactive relationships among the three. It finds that during 2007–2017, the level of coupling of 13 prefecture-level cities in Jiangsu was increasing over time, which fully verified the previous scholars’ view that the three can improve each other over a long period. However, this study finds that there are obvious differences within Jiangsu. Inadequate investment in higher education has become a crucial constraint on sustainable economic growth in northern and central Jiangsu, which are backward regions of Jiangsu. By contrast, in southern Jiangsu, which is the advanced region of Jiangsu, although the resources of higher education are abundant the growth of innovation ability cannot support sustained economic growth well. Thus, the quality of higher education should be improved to meet the needs of the innovation-based economy. Accordingly, cross-regional cooperation and balanced investment in higher education are the keys to practicing a balanced and sustained regional development. The results of this study’s coupling coordination analysis and evaluation can serve as a reference for governments in enhancing regional sustainable development.

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Mercer, Joyce Ann. "Editorial: Encountering each other." Religious Education 113, no. 3 (May 27, 2018): 231–32. http://dx.doi.org/10.1080/00344087.2018.1493028.

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Andersen, Simon Calmar, Mette Vedsgaard Christensen, Helena Skyt Nielsen, Mette Kjærgaard Thomsen, Torkil Østerbye, and Meredith L. Rowe. "How reading and writing support each other across a school year in primary school children." Contemporary Educational Psychology 55 (October 2018): 129–38. http://dx.doi.org/10.1016/j.cedpsych.2018.09.005.

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Wright, Susan. "Cultural Influences on Children's Developing Artistry: What can China and Australia Learn from Each Other?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 39–45. http://dx.doi.org/10.1177/183693919502000309.

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This paper discusses the artistic characteristics of children aged two through eight years and the culturally-endorsed shift of emphasis from symbolic play to technical mastery during the course of their artistic development. The teaching practices, educational resources, and teacher training in schools in Australia and the People's Republic of China is reviewed in terms of the pedagogical beliefs of each country. Conclusions are drawn about how positive aspects of artistic processes and practices can be incorporated into each culture.

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Clarà, Marc. "Building on Each Other’s Ideas: A Social Mechanism of Progressiveness in Whole-Class Collective Inquiry." Journal of the Learning Sciences 28, no. 3 (January 11, 2019): 302–36. http://dx.doi.org/10.1080/10508406.2018.1555756.

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Mcintyre, Kenneth E. "We'll All Sue Each Other for a Living." NASSP Bulletin 70, no. 493 (November 1986): 82–85. http://dx.doi.org/10.1177/019263658607049319.

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Honeyford, Kate. "Data and performance: can education and health learn from each other?" British Journal of General Practice 66, no. 646 (April 28, 2016): e365-e367. http://dx.doi.org/10.3399/bjgp16x685141.

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Cargo, Russell A. "Made for each other: nonprofit management education, online technology, and libraries." Journal of Academic Librarianship 26, no. 1 (January 2000): 15–20. http://dx.doi.org/10.1016/s0099-1333(99)00119-6.

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Sears, Alan. "Learning from each other: The positive face of globalization in education." Citizenship Teaching & Learning 11, no. 2 (April 1, 2016): 117–19. http://dx.doi.org/10.1386/ctl.11.2.117_2.

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Kim, Kyung Hee. "Learning From Each Other: Creativity in East Asian and American Education." Creativity Research Journal 17, no. 4 (October 2005): 337–47. http://dx.doi.org/10.1207/s15326934crj1704_5.

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Lewis, Ray, and Alan Reid. "Discussing Environmental Education Research: how do we speak with each other?" Environmental Education Research 2, no. 1 (February 1996): 123–26. http://dx.doi.org/10.1080/1350462960020111.

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Coleman, Karen, Eileen McKinlay, Ben Darlow, Louise Beckingsale, Sarah Donovan, Peter Gallagher, Ben Gray, Hazel Neser, Meredith Perry, and Sue Pullon. "Learning With, From and About Each Other: Developing Interprofessional Education Programmes." Journal of Medical Imaging and Radiation Sciences 49, no. 1 (March 2018): S12. http://dx.doi.org/10.1016/j.jmir.2018.02.035.

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Reynolds, Wendy. "Sounds Around, Books 1 & 2 by Cliff Matthews. London: Longman, 1990, £1.60 each. 32 pp. each." British Journal of Music Education 8, no. 3 (November 1991): 320–21. http://dx.doi.org/10.1017/s0265051700008585.

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