Relevant bibliographies by topics / Education, awards

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

Academic literature on the topic 'Education, awards'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Education, awards"

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Patel, Shruti R., Frederique St-Pierre, Ana I. Velazquez Manana, et al. "The Matilda effect: Under-representation of women in hematology and oncology awards." Journal of Clinical Oncology 38, no. 15_suppl (2020): 11012. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.11012.

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11012 Background: The proportion of women in the field of hematology and oncology (H&O) has increased over recent decades, but representation by women in leadership positions remains a challenge. Our aim was to examine representation of winners of recognition awards by gender and race from the major international hematology and oncology societies. Methods: Published award recipients from the seven major H&O societies were reviewed, with 26 years of data included (1994-2019). Awardee demographics and academic rank were collected and included in the analysis. Gender was determined based on awardee full name and verified by public data. Chi-square and Cochran-Armitage tests were used to analyze the data. Results: Over the past 26 years, 942 awards were presented at the 7 major H&O societies. We excluded 27 gender specific awards from the analysis. Of the 915 awardees included in analysis, award recipients were overwhelmingly men (77.9%) and non-Hispanic white (84.7%). Gender breakdown by society is described in table. ESMO and ASTRO represented the lowest distribution of women at 9.1% and 11.1%, respectively. Women awardees received 30.3% of the awards categorized as humanistic and education-related, while only receiving 16.0% of awards in the basic sciences category (p<0.01). The Cochran-Armitage test demonstrated an upward trend in the number of women awardees, from 10% between 1994-1998 to 25.6% between 2014-2019 (p=0.0004). Over the past five years, the average proportion of women medical oncologists was 35.6% per the AAMC. In this time period, women oncologists have received only 24.0% of all awards, suggesting the awardees included in the study period do not represent the proportion women in the field (p=0.00424). Black, Hispanic, and Asian awardees represented 3.7%, 3.3%, and 6.8% of the total awardees, respectively. Of the 64 Black and Hispanic awardees, 60.9% of the awards were for investigating healthcare disparities and only 4.6% were given for basic science research. Conclusions: During our study period, women physicians and investigators were less likely to receive recognition awards from the seven major H&O societies compared to men. We also observed a considerable low proportion of minority awardees in all oncology subspecialties. While the proportion of women awardees has increased over time, significant underrepresentation remains. [Table: see text]
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Husniyah, Nur Iftitahul. "Tantangan Globalisasi Pendidikan Islam (Study Komparasi Budaya Pop di Indonesia dan Malaysia)." AKADEMIKA 11, no. 1 (2017): 78–91. http://dx.doi.org/10.30736/akademika.v11i1.46.

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Popular culture broadcast from electronic media in this paper is aimed at introdution children to the importance of good moral messages in addition to being a medium of Islamic religious education transfer in the matters of worship or moral and social values. Animated Upin Ipin film produced in Malaysia, the business management, creative ideas, and quality of the image could deliver the Upin & Ipin film in getting some awards. In 2008, Upin & Ipin was awarded International Achievement Appreciation Award, Best of Media Entertainment Category-Merit Award (MSC Malaysia APICTA 2008), and President's Award (Malaysia-Canada Business Council Business Excellence 2008). Meanwhile, in 2009, it was awarded Winner of MSC-Malaysia Management Game 2009, IT Frank 2009 (Global Emerging Innovative Enterpreneur), First 3D Animation Feature Film (Malaysia Book of Records), Viewer Choice Award (Kids Film Festival), Anugerah Khas Juri and Anugerah Box Office (Malaysia Film Festival), Best on Screen Chemistry Awards (Shout Awards), and Best Editing and Best Music (MSC Creative Digital Contents Conference). These awards have once again marked the high quality of Upin & Ipin series and Upin & Ipin technology innovation in Malaysia.
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Griggs, Richard A. "Division Two 4-Year College and University Teaching Award Winners: A Composite Profile." Teaching of Psychology 23, no. 4 (1996): 231–32. http://dx.doi.org/10.1207/s15328023top2304_5.

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The curricula vitae and award citations for the 15 winners of Division Two's 4-Year College and University teaching excellence awards (1980 to 1994) were analyzed in order to construct a composite profile of the typical recipient. This profile was then compared with the relevant characteristics of the 1995 awardee. A high degree of similarity was observed. The awards program seems to have been successful at recognizing teachers who might otherwise not have received national attention.
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Hausman, Jerome J. "Art Education in Higher Education: A Personal View." Visual Arts Research 35, no. 1 (2009): 106–13. http://dx.doi.org/10.2307/20715491.

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Abstract Invited lecture presented by, and on the occasion of, Jerome J. Hausman receiving the Higher Education Art Educator of the Year Award at the Higher Education Division Luncheon and Awards Ceremony, National Art Education Association Convention, New Orleans, 2008.
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Carbone, Angela. "The ripple effect: How the Australian Awards for University Teachers (AAUT) build and maintain excellence in teaching and learning across the nation." Journal of University Teaching and Learning Practice 18, no. 6 (2021): 12–17. http://dx.doi.org/10.53761/1.18.6.02.

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In this commentary I provide an overview of the national award program, the Australian Awards for University Teachers (AAUT), that has been running for 23 years. The current federal government has made the decision not to fund the awards after 2021, a decision I believe is not only short-sighted but could be damaging for Australia in the global education market. I argue that the benefits of the awards are widespread in higher education. They recognise and reward creativity and innovation, they have created a culture of collaboration and mentoring that extends across universities and states, and most of all they validate the importance of good quality teaching in universities, providing a recognition and promotion pathway to match that of research awards. I propose three possible options to continue support for this valuable award program and encourage senior academics and past award winners to work as a group and pursue replacement funding and a sustainable management model for this program. The AAUT awards have an integral role in promoting creativity and innovation in teaching and learning, as well as the ripple effect of open promotion pathways, and collaborations across and between universities and across and between disciplines.
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Xiao, Yunyu, Edward Pinkney, Terry Kit Fong Au, and Paul Siu Fai Yip. "Athena SWAN and gender diversity: a UK-based retrospective cohort study." BMJ Open 10, no. 2 (2020): e032915. http://dx.doi.org/10.1136/bmjopen-2019-032915.

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ObjectivesTo promote gender diversity and equity in higher education, Athena Scientific Women’s Academic Network (SWAN) supports and recognises higher education institutions (HEI) in advancing the careers of women through charter commitment, awards, training and advocacy since 2005. Most evaluation studies, however, are based on qualitative assessments. This study sought to (1) examine the relationship between Athena SWAN accreditation/awards in the UK and gender diversity of leaders and senior academics using quantitative data from 2012/2013 to 2016/2017, and (2) explore the associations between Athena SWAN awards and university performance as measured by overall scores in global ranking systems.DesignRetrospective cohort study based on the UK HEIs.SettingHigher education sector in the UK provided by the Higher Education Statistics Agency.Participants148 HEIs who provided employment data on female-to-male ratios (55% complete data) for each academic year between 2012/2013 and 2016/2017.Primary and secondary outcome measuresGender diversity, defined as female representation rates of positions in managerial leadership (eg, heads of institutions, department heads) and professors. The Quacquarelli Symonds (QS) World University Rankings scores, an indicator of research, teaching, employability and internationalisation, were collected to measure university performance.ResultsGender diversity of managerial leaders and non-managerial professors at all levels of Athena SWAN status has improved over the 5 years. Linear mixed effects models identified that Athena SWAN awardees had lower female representation than non-awardees in managerial leadership positions (p<0.05), while the gap was narrowed among Silver awardees over time. Athena SWAN Charter members had increasingly higher female representation than those not in the Charter (p<0.05). Silver-award institutions ranked higher in QS rankings than Bronze-award institutions (β=11.80, p<0.05).ConclusionsThere are overall rising trends in gender diversity from 2012/2013 to 2016/2017. Athena SWAN members showed greater and faster growth in female representations. Silver awardees had greater university performance than Bronze awardees.
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Pusateri, Thomas P. "The History of STP’s Excellence in Teaching Awards." Teaching of Psychology 47, no. 3 (2020): 233–39. http://dx.doi.org/10.1177/0098628320922065.

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The Society for the Teaching of Psychology (STP, Division 2 of the American Psychological Association) established its Excellence in Teaching Awards program in 1979.This article explores the history of STP’s teaching awards program: the establishment of the first four awards categories, the Committee on Teaching Awards, the awards’ endowment fund, expansion and refinement of awards criteria, changes in the venues for publicly honoring awardees, and the recent establishment of STP awards programs that honor achievements beyond teaching.
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Brewer, T. Jameson, Nicholas D. Hartlep, and Ian M. Scott. "Forbes 30 under 30 in education: Manufacturing “edu-preneur” networks to promote and reinforce privatization/marketization in education." education policy analysis archives 26 (June 29, 2018): 76. http://dx.doi.org/10.14507/epaa.26.3563.

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Each year Forbes bestows a handful of “edu-preneurs” with the 30 Under 30 Award in Education (Under30), designating those individuals as the best hope for revolutionizing and reforming education. Boasting low recipient rates, Forbes elevates the manufactured expertise of awardees and the importance of their organizations and ventures. Further, Forbes employs the language and norms of neoliberalism to articulate a pro-market vision of education reform. This social network analytic (SNA) study seeks to untangle the edu-preneur network and critically examine the connections between awardees, their organizations, judges, and the larger education reform network. To this end, we utilized descriptive analyses and SNA. We find evidence that Under30 serves as a mechanism for promoting social closure and ideological homophily within education reform networks. Further, we consider the policy implications that such awards may have on public discourse and policy creation.
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Berg-Weger, Marla, and Katherine Bennett. "Current and Future Geriatrics Education Policy Initiatives." Innovation in Aging 4, Supplement_1 (2020): 551. http://dx.doi.org/10.1093/geroni/igaa057.1803.

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Abstract Current and future NAGE policy-related activities will be the focus of this presentation. The Geriatric Academic Career Awards (GACAs), which support the career development of junior faculty clinician educators in geriatrics, were reinstituted by HRSA in 2019 after a 13-year absence. We will discuss the role of this award in the broader context of geriatrics education and GWEPs, how GACA awardees have been integrated into NAGE, and the need for expansion of the GACA program to support both the GWEP and geriatric education pipelines. Areas for future NAGE engagement will be focused on advocacy efforts to support: permanent GWEP reauthorization by Congress; expanding current level of $40.737 million to $51 million to enable HRSA to increase the number of GWEPS to further extend their reach; increasing funding for GACA awardees; and strengthening the synergies between the GACA and GWEP programs to support development of future GWEP leadership.
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Chism, Nancy Van Note. "Teaching Awards: What Do They Award?" Journal of Higher Education 77, no. 4 (2006): 589–617. http://dx.doi.org/10.1353/jhe.2006.0031.

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Dissertations / Theses on the topic "Education, awards"

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Fisher, Stacey J. "2009-2010 IRA Children’s Choice Awards." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4698.

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Castro, Santana Alma Carina. "Herencia y legado| Validating the linguistic strengths of English language learners via the LAUSD Seal of Biliteracy Awards Program." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3647114.

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<p> A deficit orientation of English Language Leamer (ELL) Latino students permeates the climate at many schools across the state of California. School efforts to address the academic needs of ELL students emphasize disadvantages, and focus primarily on language remediation approaches. In turn, ELL students are submerged into a substandard curriculum that fails to capitalize on, and denies students access to, their cultural and linguistic strengths. In the Los Angeles schools, only 27% of EL students who began the ninth grade were eligible to graduate four years later. Latino ELL students are significantly academically challenged and struggle to meet high school graduation requirements; these students, by default, are not prepared for college. Reversing the desolate academic trajectories of Latino ELL students by validating and promoting their strengths as a foundation for learning was the impetus for this study. </p><p> This study documents student and staff perceptions of the implementation of the Los Angeles Unified School District (LAUSD) Seal ofBiliteracy Awards Program at one high school with a predominantly Latino student population. Guided by a conceptual framework utilizing the concepts of empowerment of minority students, community cultural wealth, funds of knowledge, and subtractive schooling, this qualitative case study examined the narratives of Latino ELL students and staff participants to gain an understanding oftheir perceptions about college access, the process of implementing the LAUSD Seal ofBiliteracy Awards program, and the purpose, value, and impact of the program on student achievement. The study included focus group interviews with 26 high school student participants, primarily female and mostly in the 12th grade, and individual interviews with six staff participants in various capacities with an educational experience ranging from five to 15 years. </p><p> The findings indicate that the LAUSD Seal ofBiliteracy Awards Program is active at the research site and is producing positive student social and academic impacts. School level impacts include an improved academic school climate and increased parent presence at school functions. In order to shift practice towards an "assets" schooling orientation, recommendations of this study call for a change in policy, converting a voluntary program into a mandatory program. Recommendations of this study urge educators to change current practices to ethically address the issue of evaluation of "transcripts" from foreign countries and to work with teachers to build capacity for additive schooling approaches. Furthermore, recommendations for practice suggest schools must provide all students equitable access to college information by establishing a college and career readiness pathways course that is also a graduation requirement. </p>
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Ballew, M. Jean. "Teachers’ perceptions of the influence of awards received for excellence in teaching early in their careers." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14848.

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Doctor of Philosophy<br>Department of Curriculum and Instruction Programs<br>Janice Wissman<br>This study sought to provide insight regarding how novice teachers perceive the influence of receiving an award for excellence early in their careers. The questions guiding this study focus on the perceptions of the respondents regarding whether or not they perceived that the award was motivating; whether the award influenced them personally, professionally, and organizationally; and whether they perceived an increase in commitment to the profession. This quantitative study gathered data from an on-line questionnaire sent to teachers who received the Kansas Horizon Award from 2003 through 2011. The study used exploratory factor analysis, descriptive statistics, and analysis of variance procedures to ascertain whether or not there was any significance regarding the way awardees responded to 15 Likert items. The data were compared to six demographic variables: year of award; age of winner at the time of the award; level taught – elementary or secondary; location of school – urban, suburban, or rural; gender; and teaching status. Each of the 15 Likert items were aligned with one of the four factors identified by the factor analysis – internal influence, expectations, external influence, and commitment to the profession. The significant statistics from the factor analysis ranged from .506 through .900. The analysis of variance showed significance for three factors and variables.(1) The most recent awardees (2009-2011) perceived a greater influence from the award regarding expectations (p = .03) than did those teachers who won the award in previous years. (2) Teachers from urban schools perceived a greater significance from the award regarding external influence (p = .05) than those from suburban schools. (3) Females perceived a greater influence from the award than did males regarding commitment to the profession (p = .03). Recommendations for practice include the need for increased awareness of administrators regarding the importance of awards and recognition for teachers, increased support for teacher attendance at the state conference, and increased leadership opportunities for awardees. Recommendations for further research include studies of how administrators choose nominees for awards and why some never nominate anyone, the relationship between leadership opportunities and awards, and retention of award-winning teachers.
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Parrott, Deborah, and Reneé C. Lyons. "Savor and Spice! Using Pura Belpre'™ Awards to Celebrate Hispanic Literature for Youth." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2376.

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Let your imagination run wild with Hispanic stories! Librarians can support the Hispanic English Language Learner by utilizing Pura Belpre'™Award books and linked activities for story time and other programs. Visit this session to discover how these winning titles enhance multicultural collections as well as contribute to literary strategies. The hands-on activities presented are guaranteed to captivate the imaginations of the Hispanic English Language Learner and promote the Latino cultural experience for all children. Helpful handouts included.
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Benton, Terry. "The Availability and Accessibility of Award-Winning Multicultural Children's and Young Adult Literature in Public Libraries in Northeast Ohio." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1418075719.

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Yokley-Busby, Suzi. "The Impact of Attendance Longevity in an After School Program, Designed to Build Intentional Relationships and Support Academic Success, on Urban Elementary Students' Achievement, Attendance, and School Awards." Thesis, University of Nebraska at Omaha, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601426.

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<p> The purpose of the study was to determine the impact of attendance longevity participation in an after school program, attending one and two times or three times weekly for two years, designed to build intentional relationships and support academic success, on urban elementary school students' achievement, attendance, and positive school awards. Independent variable attendance fidelity condition one was those students who attended the Hope Center for Kids after school program regularly scheduled after school activities one and two times weekly for two years (<i>n</i> = 9) and independent variable attendance fidelity condition two was those students who attended the Hope Center for Kids regularly scheduled after school activities three times weekly for two years (<i>n</i> = 10). Same urban school district control students (<i>n</i> = 11) did not participate in the after school program served as the study control group. The null hypothesis for between group California Achievement Test Normal Curve Equivalent posttest-only average and below average reading scores where <i>F</i>(2, 27) = 2.07, <i>p</i> = .145 was not rejected. Null hypotheses were also not rejected for between group California Achievement Test Normal Curve Equivalent posttest-only average range language scores where <i>F</i>(2, 27) = 1.09, <i>p</i> = .350 and between group California Achievement Test Normal Curve Equivalent posttest-only average range math scores where <i>F</i>(2, 27) = 0.38, <i>p</i> = .687. School attendance as measured by total end of the fifth-grade year overall absence totals were not statistically different where <i>F</i>(2, 27) = 0.65, <i>p</i> = .530 and school-wide awards and recognition as measured by end of the fifth-grade year overall awards presented totals were also congruent where <i>X</i><sup> 2</sup>(2, <i>N</i> = 48) = 0.591, <i>p</i> = .744. Findings suggest that even limited student participation in Hope Center for Kids after school program resulted in achievement, attendance, and earned awards consistent with the study's control group students who were not in need of these after school services.</p>
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Mitchell, Julie Patterson. "Methods of teaching the Holocaust to secondary students as implemented by Tennessee recipients of the Belz-Lipman Holocaust Educator of the Year awards." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0327104-190801/unrestricted/MitchellJ041204f.pdf.

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Thesis (Ed. D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-0327104-190801. Includes bibliographical references. Also available via Internet at the UMI web site.
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Ruff, Nancy Schoettinger. "The successful secondary marketing teacher: case studies of teaching award recipients in marketing education." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54406.

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The purpose of this study was to develop a profile of the successful secondary marketing teacher based upon perceptions of teaching award recipients in marketing education. A naturalistic inquiry paradigm using the case study approach was the research design selected for the study. Semistructured, open-ended interviews were conducted with 11 teachers who were recipients of the annually presented, state-level teaching award in marketing education in the states of North Carolina and Virginia. Data collected from the interviews were analyzed according to tenets associated with the constant comparative method. The perceptions of the participants were organized and coded into the following five core categories established by the research questions: (a) teacher preparation, (b) personal motivations and abilities, (c) students, (d) professional roles and practices, and (e) teaching environment. Conceptual categories which emerged within each core category formed the framework for a perceptual profile of the successful secondary marketing teacher presented in the case report. Based on the findings from this study, it can be concluded that the successful secondary marketing teacher: (a) approaches the job with enthusiasm and strives to accomplish more than the minimum job requirements; (b) receives satisfaction from watching students experience success and develop positive self-concepts; (c) is professionally committed and involved; (d) is a very caring, student-centered teacher; (e) is most effective when allowed the freedom to work with minimum supervision; (f) performs teaching and other program duties in a somewhat structured, methodical manner; (g) realizes the success of the marketing education program is dependent on his or her ability to maintain good interpersonal relationships; and (h) receives thorough preparation in both technical content and pedagogy. It is recommended that secondary marketing teachers attempt to improve their performance in teaching, coordination, and other areas of the job through the emulation of the profile produced from this study. Additional recommendations are presented for education policymakers, teacher educators, and future research.<br>Ed. D.
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Morton, Jea, Florence M. Weierbach, Rebecca Sutter, et al. "Transforming Community Health Nursing Education: Lessons Learned from Individual and Cross Grantee Program Evaluations from a Federal Bachelor of Science in Community Practicum Awards." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7379.

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Wilkins, Ilene E. "Effects of a bonus on quality improvement for pre-school classroom educators." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4562.

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Interest in teacher effectiveness and merit pay has continued to be a high priority for major stakeholders in the field of education as well as the public. The focus of this research was to test the hypothesis that the implementation of a classroom bonus plan would improve the observable attributes and behaviors of teaching that have been determined to be effective in improving student learning. Specifically, the study was conducted to measure intentional teacher-student interactions, classroom quality, environment and organization as well as emotional and instructional support in Pre-K classrooms as measured by Classroom Assessment Scoring System (CLASS). During a summer Voluntary PreK program, six eligible classroom teams (teacher and teacher assistant) were randomly divided into either a bonus or non-bonus group. A pre- and post-CLASS was completed on each classroom team of participants to evaluate the quality of their instruction. The CLASS score assesses team versus individual participation, resulting in a compiled score based on the performance of all classroom staff members, i.e., teacher and teacher assistant. There was no statistical significance of the CLASS post-assessment score between the bonus and non-bonus group. However, two of the four bonus group participant teams achieved the targeted scores needed to receive a bonus. None of the non-bonus group achieved the targeted score. Additionally, pre- and post-assessment data for the entire student population of the Agency Summer VPK program was examined. There was no significance in student post-assessment scores between the three groups (bonus, non-bonus, and non-participants).<br>ID: 029050491; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 136-155).<br>Ed.D.<br>Doctorate<br>Education
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Books on the topic "Education, awards"

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Britain, Great. The Education (Mandatory Awards) Regulations 1989. HMSO, 1989.

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United, States Congress House Committee on Science Space and Technology. Congressional Scholarships for Science, Mathematics, and Engineering Act: Report (to accompany H.R. 996) (including cost estimate of the Congressional Budget Office). U.S. G.P.O., 1989.

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Brown, Bettina Lankard. Quality improvement awards and vocational education assessment. ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 1997.

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Britain, Great. Education, England and Wales: The Education (Mandatory Awards) Regulations 1988. HMSO, 1988.

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Britain, Great. Education, England and Wales: The Education (Mandatory Awards) Regulations 1987. HMSO, 1987.

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Britain, Great. Education, England and Wales: The Education (Mandatory Awards) Regulations 1990. HMSO, 1990.

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Aungier, Colette. Postgraduate research: A guide to awards available. Association of GraduateCareers Services in Ireland, 1994.

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American Institute of Architects. 1992 education honors. American Institute of Architects, 1992.

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Partnership, Scottish Adult Learning. Adult learner's week awards 2004: Winners profiles. Scottish Adult Learning Partnership, 2004.

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Department of Education & Science. Statistics of education finance and awards 1987-1988. Department ofEducation and Science, 1988.

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Book chapters on the topic "Education, awards"

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Kieran, Carolyn, and Jeremy Kilpatrick. "ICMI Awards Ceremony." In Proceedings of the 13th International Congress on Mathematical Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_8.

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Cantor, Leonard M., and I. F. Roberts. "Courses, awards and qualifications." In Further Education in England and Wales. Routledge, 2021. http://dx.doi.org/10.4324/9781003159445-4.

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Kieran, Carolyn. "ICMI Awards Report." In The Proceedings of the 12th International Congress on Mathematical Education. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12688-3_5.

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Cremin, Lawrence A. "1981 Award. About the Developments in American Education Policy." In American History Awards 1917–1991, edited by Heinz-D. Fischer. De Gruyter, 1993. http://dx.doi.org/10.1515/9783110972146-068.

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Jantschgi, Jürgen, and Markus Liebhard. "The European Awards “VET Innovator” and “The Entrepreneurial School”." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93907-6_89.

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Cobham, David, and Kevin Jacques. "Synergistic Constructive Alignment: A Mapping Toolkit for the Generation of TNE Dual Awards." In Transnational Higher Education in Computing Courses. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28251-6_14.

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Alshuwaikhat, Habib M., Ismaila Rimi Abubakar, Yusuf A. Aina, and Bilal Saghir. "Networking the Sustainable Campus Awards: Engaging with the Higher Education Institutions in Developing Countries." In Handbook of Theory and Practice of Sustainable Development in Higher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47889-0_7.

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Uttl, Bob. "Lessons Learned from Research on Student Evaluation of Teaching in Higher Education." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_15.

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AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.
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Brunzell, Tom. "Trauma-Aware Practice and Positive Education." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_8.

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AbstractIn this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.
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Alexander-Passe, Neil. "An Award-Winning Entrepreneur." In Entrepreneurship, Dyslexia, and Education. Routledge, 2020. http://dx.doi.org/10.4324/9781351036900-3.

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Conference papers on the topic "Education, awards"

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"Awards [Various awards]." In 2022 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2022. http://dx.doi.org/10.1109/educon52537.2022.9766743.

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"Awards [Various EDUCON 2020 Awards]." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125232.

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"EDUNINE 2020 Awards [3 awards]." In 2020 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2020. http://dx.doi.org/10.1109/edunine48860.2020.9149470.

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"Awards." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454047.

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Castro, Manuel. "Awards." In 2019 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2019. http://dx.doi.org/10.1109/educon.2019.8725169.

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"EDUNINE 2022 Awards." In 2022 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2022. http://dx.doi.org/10.1109/edunine53672.2022.9782348.

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"EDUNINE 2021 Awards." In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429126.

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"EDUNINE 2019 Awards." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875778.

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"Awards Intro." In 2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418200.

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"Awards Program." In 2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418201.

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Reports on the topic "Education, awards"

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McDonald, Jeffrey T. Foundations for Security Aware Software Development Education. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada441224.

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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, et al. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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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.
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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".
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Hicks, Jacky, Berni Smith, Anna Downs, and Benedetta Musillo. Conversations on Gender and Tax. Institute of Development Studies, 2022. http://dx.doi.org/10.19088/k4d.2022.064.

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By being ‘gender aware’, tax policy, tax administration and tax research have the potential to both reduce discrimination and promote women’s economic empowerment, and benefit the wider inclusive economic growth and development process. Civil society organisations (CSOs) play an important role in all aspects of taxation and gender, from improving transparency and accountability of government decisions on tax policy, and engaging with governments and oversight institutions on taxation and gender, to educating female taxpayers and monitoring services that revenue authorities and ministries of finance provide. Specialised CSOs could carry out gendered analysis of taxation and its impacts in parallel to gendered analysis of budgeting.
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Brinkerhoff, Derick W., and Anna Wetterberg. Governance and Sector Outcomes: Making the Connections. RTI Press, 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0019.1809.

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A critical issue in international development is how donor-funded programs can support sustainable and long-lasting changes in assisted countries. Among the factors associated with sustainability is improved governance. However, many donor-funded initiatives are focused on achieving results in specific sectors, such as health, education, and agriculture. How can how governance interventions contribute to achieving sector-specific results? This brief explores this question and discusses how international development practice has incorporated recognition of the links between governance and sector outcomes. The brief develops a stylized continuum of how governance elements relate to sector interventions and contribute to expected outcomes. We discuss factors that either impede or impel governance integration and close with some observations regarding prospects for integrated programming. The audience for the brief is the international development policy and practitioner communities, and secondarily, academics with an interest in the topic. Key take-aways include: (1) there is ample evidence of positive contributions from improved governance to sector-specific outcomes, but few guideposts exist for practical and effective governance integration; (2) barriers to integration include urgent sector priorities that overshadow governance concerns, requirements to demonstrate progress towards ambitious sector targets, and complex choices related to measurement; and (3) sustainability and self-reliance are major drivers for integration and are facilitated by the flexibility and adaptation that governance integration enables.
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‘Creative approaches to developing skills for future CAMHS professionals’ In conversation with Dr. Carlos Hoyos. ACAMH, 2021. http://dx.doi.org/10.13056/acamh.14393.

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In this podcast we talk to Dr. Carlos Hoyos, consultant child and adolescent psychiatrist at Southern Health NHS Foundation Trust, undergraduate lead for psychiatry at the University of Southampton and ACAMH's 2020 winner of the David Cottrill Education of CAMH Professionals Award.
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The role of incentives in encouraging workplace HIV/AIDS policies and programs. Population Council, 2004. http://dx.doi.org/10.31899/hiv15.1007.

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This brief examines the role of incentives in encouraging companies in Thailand to adopt workplace policies and programs that address AIDS-related stigma and discrimination and respond to the needs of workers for information and services. The research was a collaboration between the Horizons Program, American International Assurance (AIA), the Thailand Business Coalition on AIDS (TBCA), and AusAID. After the initiative was launched (known as the AIDS-response Standard Organization), TBCA staff built relationships with company managers to explain and promote the advantages of joining. Companies agreeing to implement at least three HIV/AIDS workplace policies would receive a reduction of 5–10 percent off group life insurance premiums from AIA, Thailand’s largest insurance provider, if they were AIA clients. As the initiative evolved, TBCA introduced the additional incentive of a certificate endorsed by the government and awarded at a high-profile public ceremony. For each company agreeing to participate, TBCA offered assistance to enhance their activities, including providing educational leaflets, videos, and a mobile exhibition, as well as condoms, peer education training, counseling and referrals to support groups for HIV-positive employees, and assistance with writing company HIV/AIDS policies.
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Microbiology in the 21st Century: Where Are We and Where Are We Going? American Society for Microbiology, 2004. http://dx.doi.org/10.1128/aamcol.5sept.2003.

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The American Academy of Microbiology convened a colloquium September 5–7, 2003, in Charleston, South Carolina to discuss the central importance of microbes to life on earth, directions microbiology research will take in the 21st century, and ways to foster public literacy in this important field. Discussions centered on: the impact of microbes on the health of the planet and its inhabitants; the fundamental significance of microbiology to the study of all life forms; research challenges faced by microbiologists and the barriers to meeting those challenges; the need to integrate microbiology into school and university curricula; and public microbial literacy. This is an exciting time for microbiology. We are becoming increasingly aware that microbes are the basis of the biosphere. They are the ancestors of all living things and the support system for all other forms of life. Paradoxically, certain microbes pose a threat to human health and to the health of plants and animals. As the foundation of the biosphere and major determinants of human health, microbes claim a primary, fundamental role in life on earth. Hence, the study of microbes is pivotal to the study of all living things, and microbiology is essential for the study and understanding of all life on this planet. Microbiology research is changing rapidly. The field has been impacted by events that shape public perceptions of microbes, such as the emergence of globally significant diseases, threats of bioterrorism, increasing failure of formerly effective antibiotics and therapies to treat microbial diseases, and events that contaminate food on a large scale. Microbial research is taking advantage of the technological advancements that have opened new fields of inquiry, particularly in genomics. Basic areas of biological complexity, such as infectious diseases and the engineering of designer microbes for the benefit of society, are especially ripe areas for significant advancement. Overall, emphasis has increased in recent years on the evolution and ecology of microorganisms. Studies are focusing on the linkages between microbes and their phylogenetic origins and between microbes and their habitats. Increasingly, researchers are striving to join together the results of their work, moving to an integration of biological phenomena at all levels. While many areas of the microbiological sciences are ripe for exploration, microbiology must overcome a number of technological hurdles before it can fully accomplish its potential. We are at a unique time when the confluence of technological advances and the explosion of knowledge of microbial diversity will enable significant advances in microbiology, and in biology in general, over the next decade. To make the best progress, microbiology must reach across traditional departmental boundaries and integrate the expertise of scientists in other disciplines. Microbiologists are becoming increasingly aware of the need to harness the vast computing power available and apply it to better advantage in research. Current methods for curating research materials and data should be rethought and revamped. Finally, new facilities should be developed to house powerful research equipment and make it available, on a regional basis, to scientists who might otherwise lack access to the expensive tools of modern biology. It is not enough to accomplish cutting-edge research. We must also educate the children and college students of today, as they will be the researchers of tomorrow. Since microbiology provides exceptional teaching tools and is of pivotal importance to understanding biology, science education in schools should be refocused to include microbiology lessons and lab exercises. At the undergraduate level, a thorough knowledge of microbiology should be made a part of the core curriculum for life science majors. Since issues that deal with microbes have a direct bearing on the human condition, it is critical that the public-at-large become better grounded in the basics of microbiology. Public literacy campaigns must identify the issues to be conveyed and the best avenues for communicating those messages. Decision-makers at federal, state, local, and community levels should be made more aware of the ways that microbiology impacts human life and the ways school curricula could be improved to include valuable lessons in microbial science.
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