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Journal articles on the topic 'Education framework'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Tomlinson, Deborah, and Chrissie Luke. "Building an education framework." Cancer Nursing Practice 3, no. 2 (2004): 18–20. http://dx.doi.org/10.7748/cnp.3.2.18.s15.

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Mishra, Mrs Sapna. "Teacher Education- Globalization Framework." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 1 (2014): 19–20. http://dx.doi.org/10.9790/7388-04111920.

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Custodio, Eunice Bondoc, and Gilbert Malawit Tumibay. "Cybersecurity for higher education institutions: adopting regulatory framework." Global Journal of Engineering and Technology Advances 2, no. 3 (2020): 016–21. https://doi.org/10.5281/zenodo.4467382.

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Cybersecurity is defined as the protection of networks, data and systems in the cyberspace.  It should have the ability to protect or defend an organization’s use of cyberspace from any attack, conducted via cyberspace with the intention of disrupting, disabling, destroying, or maliciously controlling a computing environment and even destroying the integrity of the data or stealing controlled information. As the rapid technological developments have provided vast opportunities and potential sources of efficiency to every organization, these new technologies have also brought unprece

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Hau, Nguyen Huu. "Steam Education Route in Vietnam: Framework and Students’ Perspective." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 258–73. http://dx.doi.org/10.37200/ijpr/v24i5/pr201690.

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Nashir, Irdayanti Mat, Dwi Esti, Nurul Nazirah Mohd Imam Ma’arof, Mohamed Nor Azhari bin Azman, and Moh Khairudin. "The Future of Leadership Framework in Malaysia Education Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (2020): 138–46. http://dx.doi.org/10.37200/ijpr/v24i3/pr200764.

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Nashir, Irdayanti Mat, Dwi Esti, Nurul Nazirah Mohd Imam Ma’arof, Mohamed Nor Azhari Azman, and Moh Khairudin. "The Future of Leadership Framework in Malaysia Education Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (2020): 617–25. http://dx.doi.org/10.37200/ijpr/v24i3/pr200818.

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7

Zhang, Mingxi, Jianghai Dai, Yuqing Su, and Dini Xu. "A Course Knowledge Analysis Framework for On-line Education." International Journal of Science and Research (IJSR) 11, no. 1 (2022): 1471–75. http://dx.doi.org/10.21275/sr22125162144.

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8

Ozturk, Halime. "Understanding Education Policy: The ‘Four Education Orientations’ Framework." Research in Educational Administration & Leadership 2, no. 2 (2017): 271–74. http://dx.doi.org/10.30828/real/2017.2.7.

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Roslan, Nurhanis Syazni, Jamilah Al-Muhammady Mohammad, Mohd Al-Aarifin Ismail, Anisa Ahmad, and Muhamad Saiful Bahri Yusoff. "Rethinking Education Environment: The Clinical Education Environment Framework." Education in Medicine Journal 10, no. 3 (2018): 31–46. http://dx.doi.org/10.21315/eimj2018.10.3.4.

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10

Tsai, Kuan Chen. "A Framework of Creative Education." in education 21, no. 1 (2015): 137–55. http://dx.doi.org/10.37119/ojs2015.v21i1.193.

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The purpose of this article is to propose a theoretical framework for creative education, which consists of three dimensions: initiation, operation, and content. I will first review the creativity literature in education, and then go on to demarcate three levels with several components that are necessary to a pedagogical practice for creative education from the perspectives of psychology. I then discuss the embedded attributes of this framework with further descriptions. Finally, implications for the implementation of the framework are also discussed. It is hoped that this work will encourage

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Drost, Jennifer. "Geriatric Interprofessional Education Theoretical Framework." Innovation in Aging 5, Supplement_1 (2021): 1. http://dx.doi.org/10.1093/geroni/igab046.001.

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Abstract The literature is lacking in theoretically grounded techniques to teach interprofessional skills specific to caring for older adults. This presentation details how Wagner’s Chronic Care Model and the Constructivist/Active Learning theoretical frameworks were used in the design of an interprofessional education. The content of the education was modeled after Wagner’s chronic illness care model that advocates changes in processes and organizational structures to promote interprofessional team practice. The educational intervention follows a Constructivist/Active learning framework deliv

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12

Lobashev, V. D., and A. A. Talykh. "Framework approach in technology education." Vestnik of Minin University 8, no. 2 (2020): 2. http://dx.doi.org/10.26795/2307-1281-2020-8-2-2.

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Introduction. The use of the frame approach in modern constructions of the educational process allows you to optimize energy consumption in the system of communication and learning, achieving an acceptable learning intensity. The logic of presentation of educational material when using the frame approach most fully corresponds to and optimizes the algorithms of the primary stages of filling in knowledge bases.Materials and methods. The experimental study was conducted at the Department of technology, fine arts and design of the Institute of pedagogy and psychology of Petrozavodsk state Univers

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Nae, Hye-Jin. "An Interdisciplinary Design Education Framework." Design Journal 20, sup1 (2017): S835—S847. http://dx.doi.org/10.1080/14606925.2017.1353030.

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14

Rutherford, F. J. "Education Framework Needs Better Foundation." Science 329, no. 5999 (2010): 1599. http://dx.doi.org/10.1126/science.329.5999.1599-b.

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15

Tzonis, Alexander. "A framework for architectural education." Frontiers of Architectural Research 3, no. 4 (2014): 477–79. http://dx.doi.org/10.1016/j.foar.2014.10.001.

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16

Mayer, Victor J. "Framework for Earth Systems Education." Science Activities: Classroom Projects and Curriculum Ideas 28, no. 1 (1991): 8–9. http://dx.doi.org/10.1080/00368121.1991.9958084.

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17

Brown, Erica. "A Framework for Religious Education." British Journal of Special Education 19, no. 4 (2007): 137–40. http://dx.doi.org/10.1111/j.1467-8578.1992.tb01387.x.

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18

Kim, Geunhye, and Mina Shim. "System security manager education framework." International Journal of Services Technology and Management 23, no. 1/2 (2017): 64. http://dx.doi.org/10.1504/ijstm.2017.081877.

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Kim, Geunhye, and Mina Shim. "System security manager education framework." International Journal of Services Technology and Management 23, no. 1/2 (2017): 64. http://dx.doi.org/10.1504/ijstm.2017.10002704.

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20

Ramachandran, Narayanan T. "Marketing framework in higher education." International Journal of Educational Management 24, no. 6 (2010): 544–56. http://dx.doi.org/10.1108/09513541011067700.

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21

Wolbers, Kimberly, Leala Holcomb, and Laura Hamman-Ortiz. "Translanguaging Framework for Deaf Education." Languages 8, no. 1 (2023): 59. http://dx.doi.org/10.3390/languages8010059.

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In this conceptual article, the authors introduce the Translanguaging Framework for Deaf Education (TFDE), drawing upon two perspectives on language and learning: crip linguistics and critical translanguaging space. The TFDE is a retheorization of the Language Zone, a pedagogical framework for supporting language learning in deaf education, and is designed to support educators to approach language use and users from an asset-oriented perspective. In line with this stance, the TFDE validates the linguistic resources deaf students bring to the classroom and encourages students’ full use of their

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22

Magnet, Joseph Eliot. "FRAMEWORK FOR MULTICULTURAL EDUCATION: CANADA." Revue québécoise de droit international 12, no. 1 (1999): 55. http://dx.doi.org/10.7202/1100403ar.

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23

Hautz, Stefanie C., Wolf E. Hautz, Markus A. Feufel, and Claudia D. Spies. "Comparability of outcome frameworks in medical education: Implications for framework development." Medical Teacher 37, no. 11 (2015): 1051–59. http://dx.doi.org/10.3109/0142159x.2015.1012490.

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Heerschap, Corey, Ella Cavallin, Matthew Karasmanis, Kiana Mccauley, and Britney Butt. "The Canadian Wound Care Education Framework." Canadian Journal of Wound, Ostomy and Continence 1, no. 1 (2025): 23–32. https://doi.org/10.63354/cjwoc.v1i1.13439.

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Purpose This article aims to outline a conceptual framework for the development of wound care knowledge and illustrate how members of the interprofessional health care team can enhance their understanding and practice of wound management within the Canadian context. Methods We used a qualitative descriptive research design with a qualitative content analysis approach for this study. A review of the literature regarding professional education frameworks combined with an exhaustive search of Canadian wound care education programs, guided the data collection of this study. To guide the developmen

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25

Kaçar, Işıl Günseli, and Elif Tokdemir Demirel. "A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework." Educational Academic Research, no. 56 (March 7, 2025): 91–101. https://doi.org/10.33418/education.1515512.

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The ultimate goal of English Language teaching is to help learners attain effective interaction skills. It is necessary to observe and explore classroom interaction systematically and closely in order to reach this ultimate goal. Hence, this qualitative case study focuses on the differences between pre-service teachers (PSTs ) and in-service teachers (INTs), particularly regarding how they managed and shaped interaction in the classroom via the Self Evaluation of Teacher Talk (SETT) framework (Walsh, 2006). The data for the study was collected from the transcriptions of the video recordings of

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26

Bahadirovich, Raimov Elbek. "LEGAL BASIS REGULATING THE ACTIVITY OF HIGHER EDUCATION ORGANIZATIONS." International Journal of Law And Criminology 4, no. 12 (2024): 73–78. https://doi.org/10.37547/ijlc/volume04issue12-13.

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In this article, documents are presented mainly within the framework of legal frameworks and normative legal documents that regulate the activities of higher education organizations. The cited normative legal documents and other legal frameworks for regulating some activities of higher education organizations were analyzed.

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27

Shuai Wang, Shuai Wang. "Application of Internet of Things Framework in Physical Education System." 網際網路技術學刊 23, no. 2 (2022): 307–20. http://dx.doi.org/10.53106/160792642022032302011.

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<p>In order to improve the effect of physical education, based on the Internet of Things technology, this paper combines sensor technology to construct a physical education system based on the Internet of Things framework. Based on the characteristics of system integrated multi-sensor in the collection of environmental characteristic parameters, this paper designs the system&rsquo;s multi-sensor data fusion model from the perspective of sensor type classification. Moreover, this paper combines the actual needs of physical education to construct the framework of the Internet of Things

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28

Shukshina, Liudmila V., Liudmila A. Gegel, Maria A. Erofeeva, Irina D. Levina, Uliana Y. Chugaeva, and Oleg D. Nikitin. "STEM and STEAM Education in Russian Education: Conceptual Framework." Eurasia Journal of Mathematics, Science and Technology Education 17, no. 10 (2021): em2018. http://dx.doi.org/10.29333/ejmste/11184.

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Lixun Hu, Lixun Hu, Caili Liu Lixun Hu, Korhan Cengiz Caili Liu, and Gunasekaran Nallappan Korhan Cengiz. "Application of Internet of Things Framework in Physical Education System." 網際網路技術學刊 22, no. 6 (2021): 1409–18. http://dx.doi.org/10.53106/160792642021112206017.

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30

Shaheen, Saima. "Theoretical Perspectives and Current Challenges of Outcome-Based Education Framework." International Journal of Engineering Education 1, no. 2 (2019): 122–29. http://dx.doi.org/10.14710/ijee.1.2.122-129.

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AbstractOutcome-Based education is a performance-based approach for the curriculum development, a future-oriented learner-centered ‘Empowerment Paradigm’ that empowers and endorses all learners with future success. It is an influential and tempting way of restructuring and reorganizing engineering education. Washington Accord, an International accreditation convention, an independent agreement between signatory organizations to provide an external accreditation to undergraduate engineering programs. The accredited engineering programs that qualify an engineer to enter into the practice of prof

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31

Gupta, B. L. "Framework and Strategies to Implement the National Education Policy – 2020." Issues and Ideas in Education 10, no. 1 (2022): 49–60. http://dx.doi.org/10.15415/iie.2022.101006.

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Background: The higher education institutions will go a major innovation, reform, and change to achieve the goal of achieving quality, accreditation, and autonomy. Purpose: To evolve a holistic framework and strategies for achieving, quality, accreditation, and autonomy. Methods: The study is an exploratory qualitative study. The unstructured questionnaire is used for conducting the research which is responded to by 754 respondents working in higher and technical education institutions in the country. Result: The framework suggested in this study is having four rings. The innermost ring is a g

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Annie Fee. "Cinephiles, Criminals, and Children: Discourses and Practices of Cinema Education in 1920s Paris." Framework: The Journal of Cinema and Media 58, no. 1-2 (2017): 38. http://dx.doi.org/10.13110/framework.58.1-2.0038.

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33

Han, Cheon-woo. "Micro VS Macro Goal Framework in College." American Journal of Educational Research 5, no. 12 (2017): 1191–94. http://dx.doi.org/10.12691/education-5-12-3.

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34

Apriandi, Regi, and Bita Parga Zen. "Aplikasi Terintegrasi Registrasi Torche Education Menggunakan Framework Django." Journal of Innovation Information Technology and Application (JINITA) 4, no. 2 (2022): 151–62. http://dx.doi.org/10.35970/jinita.v4i2.1644.

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The growth of frameworks for web application development is very rapid, especially on the back side (server) of web development or what is commonly called the backend. Several programming languages offer frameworks that have their own advantages, such as the Python programming language which offers a web application development framework, namely Django. It is equipped with the fast development, fast processing, and scalability. The data collection process was carried out by researching several related sources regarding the modules in the Django framework. The research process was carried out

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35

Kollosche, David. "Styles of reasoning for mathematics education." Educational Studies in Mathematics 107, no. 3 (2021): 471–86. http://dx.doi.org/10.1007/s10649-021-10046-z.

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AbstractAlthough reasoning is a central concept in mathematics education research, the discipline is still in need of a coherent theoretical framework of mathematical reasoning. With respect to epistemological problems in the dominant discourses on proof, mathematical modelling, and post-truth politics in the discipline, and in accordance with trends in the philosophy of mathematics and in mathematics education research in general, it is argued that it is necessary to give a relativist account of mathematical reasoning. Hacking’s framework of styles of reasoning is introduced as a possible sol

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Mikulec, Borut. "Impact of the Europeanisation of education: Qualifications frameworks in Europe." European Educational Research Journal 16, no. 4 (2016): 455–73. http://dx.doi.org/10.1177/1474904116673645.

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This article examines the influence of the European qualifications framework – a key European lifelong learning policy instrument for improving employability, comparability and mobility in the European educational space – on the establishment of national qualifications frameworks in Europe. The European qualifications framework and national qualifications frameworks are analysed through the lens of the process of the Europeanisation of education, and they are embedded in the broader context of the development of national qualifications frameworks in Anglo-Saxon and developing countries around

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Heto, Prince Paa-Kwesi, Masumi H. Odari, and Wyse Sunu. "Kenya’s 2017 Basic Education Curriculum Framework." Journal of Interdisciplinary Studies in Education 9, SI (2020): 192–210. http://dx.doi.org/10.32674/jise.v9isi.1853.

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Kenya’s 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effectiv

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Lyz, Natalia. "CONCEPTUAL FRAMEWORK FOR INCLUSIVE HIGHER EDUCATION." World of academia: Culture, Education, no. 8 (October 30, 2020): 87–92. http://dx.doi.org/10.18522/2658-6983-2020-08-87-92.

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39

Varenne, Hervé. "Alternative Anthropological Perspectives on Education—Framework." Teachers College Record: The Voice of Scholarship in Education 109, no. 7 (2007): 1539–44. http://dx.doi.org/10.1177/016146810710900702.

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40

Carson, A. Scott. "A Framework for Business Ethics Education." Journal of Business Ethics Education 10 (2013): 185–210. http://dx.doi.org/10.5840/jbee20131010.

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41

Kaufman, Roger. "Mega Planning: A Framework for Education." International Journal of Educational Reform 4, no. 3 (1995): 259–70. http://dx.doi.org/10.1177/105678799500400302.

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42

Sibal, Kapil. "The New Genre Higher Education Framework." IIM Kozhikode Society & Management Review 1, no. 1 (2012): 47–49. http://dx.doi.org/10.1177/227797521200100106.

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Institutions of higher education exist to contribute to the collective growth of the society by nurturing the creative genius of individuals. This may be achieved by striking a fine balance between gifting intellectual freedom and monitoring the fulfilment of social obligations. An environment of this kind can only be built through a policy of non-interference and institutional autonomy. A governance structure like this does not necessarily suggest lack of accountability or decentralization of power. Rather, this implies great commitment towards academic, administrative and financial accountab

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Hawkins, Alan J., Jason S. Carroll, William J. Doherty, and Brian Willoughby. "A comprehensive framework for marriage education*." Family Relations 53, no. 5 (2004): 547–58. http://dx.doi.org/10.1111/j.0197-6664.2004.00064.x.

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Monroe, Martha C., Elaine Andrews, and Kelly Biedenweg. "A Framework for Environmental Education Strategies." Applied Environmental Education & Communication 6, no. 3-4 (2008): 205–16. http://dx.doi.org/10.1080/15330150801944416.

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45

Abels, Karen Weiller, and Jennifer Bridges. "Movement Education Framework (MEF) Made EZ!" Strategies 25, no. 2 (2011): 8–10. http://dx.doi.org/10.1080/08924562.2011.10592134.

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Norrish, Jacolyn M., Paige Williams, Meredith O'Connor, and Justin Robinson. "An applied framework for Positive Education." International Journal of Wellbeing 3, no. 2 (2013): 147–61. http://dx.doi.org/10.5502/ijw.v3i2.2.

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The increasing momentum of the Positive Psychology movement has seen burgeoning research inpositive mental health and adaptive functioning; a critical question is how this knowledge can now be applied in real-world settings. Positive Education seeks to combine principles of Positive Psychology with best-practice teaching and with educational paradigms to promote optimal development and flourishing in the school setting. Interest in Positive Education continues to grow in line with increasing recognition of the important role played by schools in fostering wellbeing, and the link between wellbe

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47

Gurukkal, Rajan. "Outcome-Based Education: An Open Framework." Higher Education for the Future 7, no. 1 (2020): 1–4. http://dx.doi.org/10.1177/2347631119886402.

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48

Stamler, Lynnette Leeseberg. "Toward a Framework for Patient Education." Journal of Holistic Nursing 14, no. 4 (1996): 332–47. http://dx.doi.org/10.1177/089801019601400406.

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49

McGettrick, Bart. "Higher Education: Using the New Framework." British Journal of Theological Education 5, no. 1 (1992): 4–16. http://dx.doi.org/10.1080/1352741x.1992.11673992.

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50

von Borstel, Federico. "A theoretical framework for productive education." Prospects 22, no. 3 (1992): 263–71. http://dx.doi.org/10.1007/bf02195948.

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