Relevant bibliographies by topics / Education with research

Contents

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

Academic literature on the topic 'Education with research'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Education with research"

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Tello, César. "Theoretical Reflections on Research in Educational Policys. Epistemologies of Education Policy Approach." Advances in Social Sciences Research Journal 1, no. 7 (2014): 49–65. http://dx.doi.org/10.14738/assrj.17.638.

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Khan, Farhan Raza. "Dental Triology: Practice, Education and Research." Journal of the Pakistan Dental Association 28, no. 04 (2019): 153. http://dx.doi.org/10.25301/jpda.284.153.

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Dr. K. Lokeswari, Dr K. Lokeswari. "Research for Excellence In Higher Education." Paripex - Indian Journal Of Research 3, no. 5 (2012): 38–39. http://dx.doi.org/10.15373/22501991/may2014/13.

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Agulló, Joan Aleixandre, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i1.13.

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Aleixandre Agulló, Joan, and Enrique Cerezo Herrero. "Bilingual education research: a bibliometric study." Elia, no. 19 (2019): 235–370. http://dx.doi.org/10.12795/elia.mon.2019.i19.13.

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Yıldız, Ezgi Pelin. "Augmented reality research and applications in education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2017): 238–43. http://dx.doi.org/10.18844/prosoc.v2i11.1927.

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Sirkka, Andrew, and Juraj Čáp. "ENHANCING RESEARCH COMPETENCES IN HEALTHCARE HIGHER EDUCATION." Profese online 8, no. 1 (2015): 30–38. http://dx.doi.org/10.5507/pol.2015.005.

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Otmianowska, Marianna. "Social Responsibility of Museum Education. Research Directions." Seminare. Poszukiwania naukowe 2020(41), no. 4 (2020): 81–91. http://dx.doi.org/10.21852/sem.2020.4.07.

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The noticeable changes which take place in museums, regardless of the character of the collected and displayed artefacts, allow to draw attention to a definite turn towards the audience. The inclusiveness of educational activities, which results from the transition from passive to active cooperation methods, causes an increasingly common educational turn within the field of museum studies. The article is an attempt to present the research perspective undertaken by the author. This kind of approach is meant to examine the use of museums in order to change the society. The definition of social responsibility ought to be considered on different points of view while acknowledging documents of museum strategies.
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Martindale, Valerie E. "Education Research." Aerospace Medicine and Human Performance 88, no. 7 (2017): 615–16. http://dx.doi.org/10.3357/amhp.07pp.2017.

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Hansen, James, Carolyn Harris, Samuel Borenstein, Brendan Curran, and Mitchell Fox. "Research education." Journal of Geophysical Research: Atmospheres 102, no. D22 (1997): 25677–78. http://dx.doi.org/10.1029/97jd02172.

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Dissertations / Theses on the topic "Education with research"

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Harvey, Blane L. "Rationality, education, and educational research." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33899.

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This thesis expands upon the discussions of Martha Nussbaum (1991) regarding scientific and Aristotelian conceptions of rationality and how each treats issues of moral reasoning and moral education. It posits that this scientific rationality provides an inherently flawed and limiting conception of the practical reasoner, and that its prevalence within the field of education, as well as in educational research has had damaging effects upon students and educators alike. Thus, it advocates the adoption of an Aristotelian view of reason, one which characterizes the person of practical reason as one who possesses a rich awareness of detail, emotion, context and complexity. Further, it examines the current and potential roles that educational researchers play in either the affirmation or questioning of these conceptions of rationality, and in turn, how these researchers affect change in education, and in society in general.
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Le, Roux Kim. "Research portfolio : environmental education." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003622.

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Rowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.

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As the incoming academic editor of TEACHING Exceptional Children, I see my role as one to assist professionals in developing knowledge and expertise that applies to their future endeavors as teachers and related service professionals via the review and acceptance of high-quality manuscripts focused on putting the research into practice. Access to quality journal articles highlighting research and providing guidance on how to integrate practices into your own context is part of a comprehensive professional development experience
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Haingura, Paulinus. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003615.

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The purpose of this research is to evaluate the implementation of the Namibian education policy with particular reference to Senior Secondary education (Grades 11-12) in order to develop analysing skills that will facilitate better understanding of my professional context and enhance my ability to operate within a research environment. The main purpose is to look at the theory that underpins the curriculum and to find out whether that theory is carried through into practice. This contextual analysis is also designed to provide baseline data as I subsequently explore my area of research. The specific objectives of the research are to: • conduct interviews with teachers and learners which may reveal ideological differences on how these various actors perceive the curriculum; • analyse specific areas within the curriculum that might reveal the type of theory underpinning the curriculum; • assess the curriculum in order to identify objectives and goals that may affect the implementation of the intended curriculum.
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Tsang, Mo-chau. "Fire research & education centre." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982190.

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Tsang, Mo-chau, and 曾慕秋. "Fire research & education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982190.

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胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.

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Wu, Yan-cheuk. "Marine education and research centre." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25944836.

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Iitula, Helena. "Master of Education research portfolio." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1008196.

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This Portfolio was submitted in 2005 to Rhodes University as a Research Portfolio presented in partial fulfilment of the requirements for the degree of Master of Education in General Education Theory and Practice. The Portfolio consists of seven (7) key parts. The reader of this Portfolio is courteously informed that the structure of this portfolio is to some extent differ from the thesis structure. Thus, the reader should be attentive not to weigh against the two. Further more, I hereby declare that this portfolio is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of references indicated at the end of each part. Part 2 and 6 are the core parts of the portfolio. The focal point of part 2 is the contextual curriculum analysis of Grade 8-10 Oshindonga Curriculum in order to investigate its implementation in four educational circuits: Oshigambo, Onathinge, Onyaanya and Omuthiya in Oshikoto Region. Based on the findings of this analysis, lack of critical inquiry and reflective practice among Oshindonga teachers was identified as one of the major obstacles that preventing the effective implementation of the curriculum. Most of these teachers are Basic Education Teacher Diploma (BETD) postgraduates. Thus, part 3 and 4 were developed as supplements to inform the main research paper (part 6) which is related to teacher's professionalism in the classroom. The focus of part 3 (literature review) was on the teacher as a reflective practitioner. This is in line with the Namibian Education Policy, which identifies reflective practice as the heart of teacher professionalism. In this part, I explored a variety of views related to the notion of professionalism in teaching. I have also focused on views related to teacher's professional development both on macro and micro levels. These views provided a clarification and an underpinning framework on which to base my analysis of reflective practice as professionalism in education. Part 4 (education theories) focused on the digging of understanding of knowledge as an important theoretical domain of behaviourist and constructivist theories. I have tried to establish how the two theories (Behaviourist and Constructivist) view knowledge and its acquisition and to gain an understanding of how the two theories have been informing the practice. Subsequently, part 6 meant to investigate and assess the extent to which Basic Education Teacher Diploma postgraduate teachers are autonomously applying the theory of critical inquiry and reflective practice in the classroom. Both part 2 and 6 have findings. There is much correlation between the issues and problems in the implementation of the curriculum as identified in part 2 and the findings of the main research paper (part 6). Though critical inquiry and reflective practice is the key journey towards a high level of reflectivity and one of the significant characters of teacher professionalism in the classroom, most issues and problems identified were related to the insufficient practice of critical inquiry and reflective practices. Low correlation was found between critical inquiry and reflective practice theory and teachers' practices in the classroom. Despite to the fact that various rationales were mentioned as to why critical inquiry and reflective practice successful implementation is not taking place, the study positioned an emphasis on team working at school, cluster and circuit base that could contributed to a great extend to making teachers more competent and supporting themselves in mastering the applicable critical inquiry and reflective practice skills.
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Baker, Tracy N. "The Impact of Undergraduate Research Participation on Research Self-Efficacy." Thesis, Florida Atlantic University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10642999.

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<p> Current literature confirms that self-efficacy, academic self-concept, and participation in undergraduate research influence the academic performance and aspirations of students. However, a gap in the literature remains as research has yet to explore whether students who have participated in research have a higher sense of research self-efficacy and academic self-concept than students who have not participated in these activities. In addition, it is unknown whether undergraduate researchers pursuing STEM degrees differ from students pursuing non-STEM degrees, nor if they vary by gender. </p><p> The purpose of this study was to investigate the research self-efficacy and academic self-concept of undergraduate researchers, compare these beliefs to non-researchers, and to examine how these measures differ by gender and field of study (i.e. STEM and non-STEM fields) among undergraduate researchers. Additionally, this research identified various factors that predict research self-efficacy and academic self-concept. </p><p> This quantitative study was conducted at a public university located in the Southeast region of the United States. Using survey methods participants&rsquo; background information, academic self-concept, and research self-efficacy was collected. Participants were students who had participated in undergraduate research as well as students who had not participated in research activities. Both groups completed the same survey. This study gained insight into the research self-efficacy, academic self-concept, field of study, and gender differences among undergraduate researchers and how they compare to non-researchers. Research findings may assist colleges, universities, and offices that promote undergraduate research in recruiting students to participate in research activities. Findings also contribute to literature supporting undergraduate research as an element that contributes to student success in undergraduate education.</p><p>
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Books on the topic "Education with research"

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Saskatchewan School Trustees Association. Research Centre. Education research reports. SSTA Research Centre, 1990.

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1948-, Kahn James V., ed. Research in education. 7th ed. Allyn and Bacon, 1993.

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1948-, Kahn James V., ed. Research in education. A & B/Pearson, 2006.

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Bertrand, Thomas. Education research trends. Nova Science Publishers, 2008.

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1948-, Kahn James V., ed. Research in education. 6th ed. Prentice Hall, 1989.

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Best, John W. Research in education. 9th ed. Allyn and Bacon, 2003.

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Educational Research Library (United States. Office of Educational Research and Improvement). Education Research Library. Office of Educational Research and Improvement, U.S. Dept. of Education, 1989.

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Educational Research Library (United States. Office of Educational Research and Improvement). Education Research Library. Office of Educational Research and Improvement, U.S. Dept. of Education, 1987.

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Best, John W. Research in education. 8th ed. Allyn and Bacon, 1998.

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Knight, Linda, and Alexandra Lasczik Cutcher, eds. Arts-Research-Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-61560-8.

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Book chapters on the topic "Education with research"

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Hammond, Michael, and Jerry Wellington. "Education research." In Education research. Routledge, 2019. http://dx.doi.org/10.4324/9780429426629-7.

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Harris, Anne. "Research." In Creativity and Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57224-0_1.

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Bain, Alan, and Lucia Zundans-Fraser. "Research." In SpringerBriefs in Education. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0261-8_5.

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Grossman, E. S. "Alternative Research-Related Spaces in Postgraduate Research Training." In Postgraduate Education in Higher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-5249-1_10.

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Grossman, ES. "Alternative Research-Related Spaces in Postgraduate Research Training." In Postgraduate Education in Higher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0468-1_10-1.

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Morselli, Daniele. "The Comparative Research." In Enterprise Education in Vocational Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552617_4.

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Wallwork, Adrian. "Education." In English for Academic Research. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11090-1_6.

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Avrin, David. "Research and Education." In PACS. Springer New York, 2002. http://dx.doi.org/10.1007/978-1-4757-3651-9_15.

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Fallar, Robert, Reena Karani, and Erica Friedman. "Research in Education." In Comprehensive Guide to Education in Anesthesia. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8954-2_15.

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Bradbury, Hilary, Rolla Lewis, and Dusty Columbia Embury. "Education Action Research." In The Wiley Handbook of Action Research in Education. John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119399490.ch1.

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Conference papers on the topic "Education with research"

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Waks, Shlomo. "Engineering Education: Prospective Research Issues." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59535.

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There exists an increasing gap between engineering developments and research on educating engineers. There is a need to investigate and develop pedagogical means for advancing engineering education. The problem stems from the fact that most engineering educators are concerned mainly with disciplinary engineering contents, while researchers in the educational domain concentrate on educational psychology and pedagogical aspects. There is not enough cooperation between engineering and education, thus avoiding the creation of synergetic interaction between the two domains in a given engineering education system or situation. This article deals with the question: what has to be investigated in engineering education in order to advance learning activities of students and updating engineers? We will analyze some issues, as they aroused during recent years in a series of research studies on engineering education around the world and in the Department of Education in Technology and Science at the Technion – Israel Institute of Technology. After analyzing the status of engineering education and emergence of relevant R&amp;D activities, possible research questions are presented. For example: (1) How should the contents of an engineering curriculum be determined? By whom? (2) Is there a need for a recognized educational scholarship like that of the existing disciplinary scholarship? (3) Creativity and project work – what do engineering educators and students think about? (4) What are the conditions and means for advancing the learning process in a multimedia environment? (5) What are the pitfalls in using hypermedia during the learning process? (6) What is Self-Learning Regulation (SLR) and why is it an important issue in engineering education? Accordingly possible trends in engineering education research are proposed and discussed.
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"Poster Presentations - Education and Research." In Proceedings of UK Radiological Conference 2018. The British Institute of Radiology, 2018. http://dx.doi.org/10.1259/conf-pukrc.2018.posters-education-research.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.
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Van Ceulebroeck, Nathalie, Britt Dehertogh, Celine Mertens, Christian Van Kerckhove, and Eva Verstraete. "EDUCATION INSPIRING RESEARCH? EMBEDDING DESIGN BASED RESEARCH IN EDUCATIONAL CONTEXT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1102.

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Eroshina, Daria Andreevna, and Arina Viacheslavovna Karandeeva. "Psychological Safety of Educational Environment as a Condition of an Adaptation of Schoolchildren to the Middle Level of Education." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-96624.

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During the movement from the primary to the middle school children have to adapt to the middle level of education, meet a lot of new teachers and classmates. All the further education depends on the success of an adaptation of a child to new educational environment. Untimely help to teenagers, who don’t manage the situation, can negatively influence to their further education. The process of adaptation is straightly connected to the psychological safety of educational environment, in which a pupil occurs. The psychological safety of the educational environment is thoroughly analyzed in the article.
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Mikhnev, Ilia Pavlovich, and Aleksandra Dmitrievna Reut. "Multimedia technologies in education: positive and negative aspects." In International Research-to-practice conference. Publishing house Sreda, 2018. http://dx.doi.org/10.31483/r-517.

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This article analyzes the state and development of multimedia technologies in the educational process. The reasons for the emergence of multimedia educational technologies are shown. The decoding of the concept of "multimedia education" is given. The advantages and disadvantages of learning with the use of multimedia technologies are presented.
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Jotsov, Vladimir. "Emotion-Aware Education and Research Systems." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3385.

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An emotion-aware method KALEIDOSCOPE is presented in the paper. It consists of a visualization approach, a method for information transfer-by-sense and applied approaches to maintain a natural-style dialog. The combination is purposed to provoke and keep positive emotions in the user and to maintain his interest in the problem. The main goal of this paper is to show how different machine-done visualized patterns lead to student’s perceptions that can’t be represented or estimated by the machine and how this is helpful during the educational process. It is shown that dynamic information presentations are superior to static ones. Original evolving (dynamic) ontology applications have been introduced. It is shown that the creation and maintenance of such ontologies may be a rather complicated process. Essential principles of an educational process using KALEIDOSCOPE method are introduced. It is shown that high quality education systems are far away from monotonic presentation forms, and that they are rather close to contemporary research systems. Both education and research systems use a clear and thoroughly understandable dialog depending on user’s knowledge level. The considered education system is an active part of the human-computer dialog process. Instead of trying to estimate the user’s emotions we apply a set of logical data mining methods aiming at making the human-computed interaction emotion-aware. The educational part of the system is domain independent. Aiming to show domain independent approaches, the examples are introduced from Number Theory to language expressions and nonclassical logic applications. Applications are presented in the domain of Number Theory and IT information security systems.
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Mohan, Ned, and Krushna Mohapatra. "Channeling research into education: Synergy between research and education." In Energy Society General Meeting (PES). IEEE, 2009. http://dx.doi.org/10.1109/pes.2009.5275930.

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Kondor, Tamás, and Ágnes Borsos. "Research Clinic: Education - Research – Healing." In University for Business and Technology International Conference. University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.30.

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Kornilova, Natalya Borisovna. "Educational work role in a modern educational institution of professional education." In VII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-80533.

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Reports on the topic "Education with research"

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Tappan, Bryce C. Advanced explosives research and education. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1134786.

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Figlio, David, Krzysztof Karbownik, and Kjell Salvanes. Education Research and Administrative Data. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21592.

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Mortensen, Brent D., Lauren K. Sullivan, and W. Stanley Harpole. Oakridge Research and Education Prairie. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/farmprogressreports-180814-1781.

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Remler, Dahlia, and Elda Pema. Why do Institutions of Higher Education Reward Research While Selling Education? National Bureau of Economic Research, 2009. http://dx.doi.org/10.3386/w14974.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/448055.

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McGehee, Daniel V. Automotive safety research and education campaign. University of Iowa Public Policy Center, 2015. http://dx.doi.org/10.17077/we1s-y7jo.

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Ghassemi, Abbas, and Satish Ranade. Energy Technologies Research and Education Initiative. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1212648.

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Meghir, Costas, and Steven Rivkin. Econometric Methods for Research in Education. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w16003.

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Hanson, Kara. What can Education Systems Research Learn from Health Systems Research? Research on Improving Systems of Education (RISE), 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/003.

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Saunders, Phillip. NonProliferation Research and Education Activities in China. Office of Scientific and Technical Information (OSTI), 2002. http://dx.doi.org/10.2172/806986.

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