Relevant bibliographies by topics / Educational association

Contents

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

Academic literature on the topic 'Educational association'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational association.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Educational association"

1

Donmoyer, Robert. "American Educational Research Association." Educational Researcher 21, no. 4 (May 1992): 37–44. http://dx.doi.org/10.3102/0013189x021004037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Egbert, Robert. "American Educational Research Association." Educational Researcher 23, no. 4 (May 1994): 36–46. http://dx.doi.org/10.3102/0013189x023004036.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wilkinson, Louise Cherry. "American Educational Research Association." Educational Researcher 25, no. 4 (May 1996): 33–43. http://dx.doi.org/10.3102/0013189x025004033.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rieckmann, Marco. "European Educational Research Association (EERA)." Erziehungswissenschaft 26, no. 2 (November 16, 2015): 93–103. http://dx.doi.org/10.3224/ezw.v26i2.21073.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Underberg, Larry. "The National Educational Debate Association." Argumentation and Advocacy 33, no. 2 (September 1996): 96–98. http://dx.doi.org/10.1080/00028533.1996.11978006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Calin, Andrei. "Distributing association-approved educational literature." American Journal of Medicine 80, no. 6 (June 1986): 13. http://dx.doi.org/10.1016/0002-9343(86)90959-9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Stonebridge, Jean. "Association of Veterinary Anaesthetists: Educational Trust." Journal of Veterinary Anaesthesia 26, no. 1 (December 1999): 51. http://dx.doi.org/10.1111/j.1467-2995.1999.tb00186.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jelenkovic, Aline, Janne Mikkonen, Pekka Martikainen, Antti Latvala, Yoshie Yokoyama, Reijo Sund, Eero Vuoksimaa, et al. "Association between birth weight and educational attainment: an individual-based pooled analysis of nine twin cohorts." Journal of Epidemiology and Community Health 72, no. 9 (May 30, 2018): 832–37. http://dx.doi.org/10.1136/jech-2017-210403.

Full text
Abstract:
BackgroundThere is evidence that birth weight is positively associated with education, but it remains unclear whether this association is explained by familial environmental factors, genetic factors or the intrauterine environment. We analysed the association between birth weight and educational years within twin pairs, which controls for genetic factors and the environment shared between co-twins.MethodsThe data were derived from nine twin cohorts in eight countries including 6116 complete twin pairs. The association between birth weight and educational attainment was analysed both between individuals and within pairs using linear regression analyses.ResultsIn between-individual analyses, birth weight was not associated with educational years. Within-pairs analyses revealed positive but modest associations for some sex, zygosity and birth year groups. The greatest association was found in dizygotic (DZ) men (0.65 educational years/kg birth weight, p=0.006); smaller effects of 0.3 educational years/kg birth weight were found within monozygotic (MZ) twins of both sexes and opposite-sex DZ twins. The magnitude of the associations differed by birth year in MZ women and opposite-sex DZ twins, showing a positive association in the 1915–1959 birth cohort but no association in the 1960–1984 birth cohort.ConclusionAlthough associations are weak and somewhat inconsistent, our results suggest that intrauterine environment may play a role when explaining the association between birth weight and educational attainment.
APA, Harvard, Vancouver, ISO, and other styles
9

Gorard, Stephen. "The British Educational Research Association and the future of educational research." Educational Studies 30, no. 1 (March 2004): 65–76. http://dx.doi.org/10.1080/0305569032000159741.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Marshall, S. M. "EDUCATIONAL MATERIALS: British Diabetic Association Information Leaflets." Diabetic Medicine 6, no. 8 (November 1989): 741–42. http://dx.doi.org/10.1111/j.1464-5491.1989.tb01269.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Educational association"

1

Cromie, Pamela, and Deborah K. Harley-McClaskey. "Association for Constructivist Teaching." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Lee, Chih-Hao. "The Workers' Educational Association and the pursuit of Oxford idealism, 1909-1949." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/285111.

Full text
Abstract:
This study examines the practical application of Oxford Idealism to education reform and the adult education movement. According to Idealist philosophy, enlightened and active citizenship was the cornerstone of a participatory democracy. This thesis thus explores how Oxford Idealists used the Workers' Educational Association (WEA) to pursue the aim of cultivating good citizenship and forming a common purpose for the future society they wished to see emerging. The WEA, founded in 1903, embodied the Idealist vision by promoting its two-fold practices: first, it organised university tutorial classes to foster mutual learning and fellowship between intellectuals and workers; second, it campaigned for a state-funded 'educational highway', from nursery to university, so that every citizen would have the opportunity to receive the kind of liberal education which had hitherto been limited to upper and middle classes. By exploring the development of the dual initiative, this thesis examines the achievement and limitations of the Idealist project. In particular, it investigates whether and how this pursuit, in the long run, contributed to the rise of professionalism, a trend which has been ascribed to the efforts of Idealists but which in many ways contradicted the ideal of participatory democracy. In so doing, this thesis explains why the influence of Oxford Idealism-this highly moralistic philosophy which inspired a generation of intellectuals and politicians and lent a distinctive flavour to British public policy at the beginning of the twentieth century-gradually ebbed in the public domain.
APA, Harvard, Vancouver, ISO, and other styles
3

Gurney, Penelope J. "On the association between modes of mental representation and mathematics experience in pre-service education students." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7678.

Full text
Abstract:
The purpose of this study is to examine one aspect of the cognitive development of pre-service education students; i.e. the ability to utilize different modes of mental representation. This study attempts to provide a basis for understanding the relationship between the degree of experience in mathematics and the ability to utilize different modes of mental representation. The selected instrumentation illustrates different aspects of mental representation. The "Modes of Thought Questionnaire" (MOTQ) of Aylwin (1985) is allied to thinking itself, the "Knowledge Accessing Modes Inventory" (KAMI) of Rancourt (1989) is allied to knowledge accessing, and the Diehl and England (1958) version of the "Griffitts Test of Mental Imaging" is allied to mental imaging. In the MOTQ, associations were found between the level of experience in mathematics and both the ability to utilize each mode of mental representation and the overall use of the preferred modes. Specifically, a lack of experience in mathematics appears to be related to an ability to utilize correctly all three modes of mental representation when directed to do so. A lack of mathematics experience also appears to be related to a lower utilization of the verbal mode of mental representation, and a higher use of the visual mode, than expected. In the KAMI test, likewise, an association was found between levels of experience in mathematics and the dominant mode of knowledge accessing. A significantly higher percentage of subjects with no experience in mathematics have the noetic mode as dominant mode, whereas a significantly higher percentage of subjects with a high level of experience in mathematics have the rational mode as dominant mode. In the Griffitts test, however, no association was found between the level of experience in mathematics and the use of the three modes of mental imaging. This study has implications both for future research and for education. First, it gives a clear indication that differences do exist between the mental representation modes preferred by individuals with no mathematics experience as compared to those who have even a small level of experience in mathematics. Second, it provides implications regarding teacher education in Ontario, which arise from these differences in the utilization of all of the modes of mental representation and knowledge acquisition.
APA, Harvard, Vancouver, ISO, and other styles
4

Jacobs, Richard Michael. "Agenda semper recogitanda the Americanist catechetical agenda and the National Catholic Educational Association /." Access abstract and link to full text, 1990. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9022598.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Burnight, Brian. "Leading for Literacy| Lexia Reading Core5 and the Association with Oral Reading Fluency in Title I Schools." Thesis, University of South Dakota, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981590.

Full text
Abstract:

This study examined students utilizing a computer-aided reading intervention Lexia Reading Core5 and the correlation with oral reading fluency for grades second through fourth at nine Title I schools in a medium-sized urban characteristic Midwestern school district. The researcher design utilizes a quantitative methodology to gauge the changes in reading scores measured for students utilizing Lexia Reading Core5 when utilized as a Tier I or Tier II intervention. The change in the dependent variable of student oral reading fluency rates from fall to spring as measured by the Formative Assessment System for Teachers (FAST) specifically the Curriculum-Based Measure for Reading (CBMR) determined student growth. The 2,514 students involved in the study came from nine Title I elementary schools in the Heartland School District for students in grades second through fourth. The student population in the study has characteristics of a typical urban school district that is a minority-majority school district in addition to approximately 34% of students being English language learners, with 95.1% free and reduced lunch rates. Students are distributed equally between grade levels with each grade having approximately one-third of the sample students. Gender was 51.45% male and 48.55% female.

The study supports a correlation between time and proficiency growth using Lexia Reading Core5 and student growth in oral reading fluency as measured by the CMBR assessment growth. This study supports the use of computer aided adaptive reading instruction for students in need of a Tier I or Tier II reading intervention.

APA, Harvard, Vancouver, ISO, and other styles
6

Buchanan, Phil. "The association between learning preferences and preferred methods of assessment of dental students." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/38.

Full text
Abstract:
This study is designed to gather information concerning a possible relationship between how dental students prefer to take in and communicate new information and how they prefer to be assessed. Though there are numerous references in the literature regarding the learning styles of students there are also references to the inaccuracy of such studies. Part of the problem is in the definition of what construes a particular learning style and how to match the outcomes of one study based on one set of criteria with another study based on a dissimilar set of guide lines. This study focuses on learning preferences that make up just a part of a learning style. To gather information two quantitative surveys were utilized that involved three class years of dental students attending the University of the Pacific Arthur A. Dugoni School of Dentistry. Both surveys were designed to be voluntary and anonymous assuming that the results would be fewer but more accurate. The first survey (VARK Survey), based on the principles of the modes represented by VARK (Visual, Aural, Read-write, and Kinesthetic), gathered information regarding how dental students prefer to take in and give out information when learning is the goal. The second survey (Survey II) gathered information validating the results of the first survey along with information regarding how dental students prefer to be assessed. One hundred forty five students responded to the VARK Survey and one hundred students responded to the Survey II. Results of the VARK Survey indicated that dental students rely heavily on using a combination of modes, a category termed “multimodal.” Responses to singular VARK modes resulted in Kinesthetic followed by Read/write, Aural, and Visual. The preferred methods of assessment in descending order were: Multiple-Choice, Combination of Methods, Essay, Oral Exam, Fill-in-the-Blanks, and True/False. The majority of dental education is presenting information and assessing the results of the teaching. Teaching and assessing strategies should be formulated to achieve optimal results when educating students is the goal. Understanding the interconnection between learning preferences and assessment methods is critical when striving to achieve optimal results educating dental students.
APA, Harvard, Vancouver, ISO, and other styles
7

Rettenmeier, Lisa M. "The association of mentorships and leadership practices with nursing faculty retention." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/971.

Full text
Abstract:
The lack of mentored relationships among nursing educators has the potential to negatively influence perceptions of leadership practices and could decrease the numbers of nursing faculty staying in academia. The purpose of this study was to investigate the perceptions of mentorships and leadership practices of nursing faculty teaching in academia. Watson's caring theory was the theoretical foundation to explain the congruence between mentored relationships, leadership practices, and the association with faculty retention. The first research question focused on differences between mentoring experience, assistance, and characteristics by mentor training type. Question two assessed the relationship between leadership practices by mentor training type. In this cross sectional, research design, a nonrandomized convenience sampling method was used to select 65 masters or doctoral level nursing faculty from one Midwestern state in the United States. The z test statistic measured the perceptions of mentoring experience, assistance, and characteristics by mentor training type; results indicated no significant differences in the perceptions of mentoring experience, assistance, and characteristics by training type. The ANOVA measured the perceptions of leadership practices by mentor training type. Results showed that nursing faculty who reported no mentor scored significantly lower on the perception of leadership practices when compared with nursing faculty who had formal mentor training. Recommendations for action include an exploration of barriers to mentorships and the perceptions of leadership practices within the workplace setting. This study contributes to positive social change by encouraging administrative personal and nursing leaders to focus on developing and maintaining healthy working relationships to potentially offset the nursing faculty shortage.
APA, Harvard, Vancouver, ISO, and other styles
8

Sharfe, Jean Ellen. "The Canterbury Workers' Educational Association : the origins and development, 1915 to 1947." Thesis, University of Canterbury. Department of History, 1990. http://hdl.handle.net/10092/2774.

Full text
Abstract:
This thesis covers the origins and development of the Canterbury Workers I Educational Association between the years 1915 and 1947. Its particular concern is to determine the comparative influences of working class and middle class groups upon the development of the WEA and the extent, to which the organisation might be regarded as a working class movement. The work is divided into three sections. section One covers the period 1915-1920 and deals with the origins and the formative years of the Canterbury WEA. section Two focuses upon the years 1920-1938 and examines the relationship between the WEA and the trade unions, the role of the WEA in the provision of adult education to rural areas, the Summer Schools and the position of the WEA in the community. The final section covers the years 19381947. During this period changes in legislation relating to the provision of adult education were introduced through the Education Amendment Act (1938) and the Adult Education Act (1947). For the greater part of this period, social life in New Zealand was disrupted by the Second World War. The legislation together with circumstances of wartime were to have an important affect the activities of the WEA. Research was primarily based on the extensive WEA Archives held by the University of Canterbury Library. The minute books of the WEA are complete from 1915 and provide an excellent source of material. In order to try and reach through the official material to the ordinary people involved in the movement extensive use was made of the very complete archival holding of correspondence covering the period together with the techniques of oral history.
APA, Harvard, Vancouver, ISO, and other styles
9

Ragipi, Rushid Ajsuna. "A cross-country analysis of the association between educational mobility and income inequality." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65309.

Full text
Abstract:
The main objective of this paper is to investigate the relationship between intergenerational educational mobility and income inequality. Previous research suggests that this relationship is expected to be positive, i.e. high income inequality is associated with low intergenerational educational mobility. To estimate the association between the two specified variables data on educational mobility is taken from a previous study and data on the income inequality measure, the Gini coefficient is taken from the World Bank. A weighted least square regression shows that 0.10 increase in the Gini coefficient leads to a 0.135 increase in the measure of educational mobility. Moreover, one underlying mechanism for this certain linkage is inspected. Pearson correlation between public spending on education as a percent of GDP and educational mobility show a rather strong negative association suggesting that higher spending on education is related to higher educational mobility.
APA, Harvard, Vancouver, ISO, and other styles
10

Davis, Samantha Jayne. "Workers' Educational Association : a crisis of identity? : personal perspectives on changing professional identities." Thesis, Leeds Beckett University, 2013. http://eprints.leedsbeckett.ac.uk/581/.

Full text
Abstract:
This thesis uses the personal narratives of six long-serving former Tutor Organisers to explore the impact of the state's educational policy on the WEA and its special educational mission. Although this historic mission has changed many times since its creation in 1903, its core values still maintain a commitment to provide educational opportunities to those who need them most and through socially purposeful adult education, achieve, 'a better world, just, equal and democratic' (WEA, 2013a). These rich biographical accounts - which span over 20 years - offer fascinating insights into the identities and practices of some of the WEA’s key agents, and in doing so, they reveal much about the organisational identity itself, and how over time and under certain conditions, these identities have been subject to change. Using Archer’s theory of human agency to analyse the narratives, a meta-narrative emerges to illustrate the importance of the structure/agency relationship between the WEA and its agents: a relationship which appears to have altered since the WEA's reorganisation in 2004. Based on a critical realist approach which appreciates the formation of identity over a lengthy timeframe, the findings of this study reveal that the WEA's identity has always been a contested site of struggle, and subject to powerful internal and external influences that result in an organisation that is not so much in crisis, as in contradiction. The evidence also suggests that the recalibration of the Association’s structure/agency relationship following the radical restructure of 2004 may be compromising its agents' practices and the WEA’s distinctive identity.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational association"

1

Dunleavy, John. Workers' Educational Association: Some Oxford connections. Oxford: WEA(Oxford City Branch), 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Williams, V. Adult education and social purpose: A history of the WEA Eastern District 1913 to 1988. Cambridge: Published for the Workers' Educational Association Eastern District by Graham-Cameron, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Association, Workers' Educational, ed. A very special adventure: The illustrated history of the Workers' Educational Association. London: WEA, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Inc, Evaluation Associates, ed. The heritage volume of the Mid-South Educational Research Association. [Place of publication not identified]: Evaluation Associates, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Boyson, Rhodes. Extract of speech by the Rt. Hon. Dr. Sir Rhodes Boyson, Member of Parliament for Brent North to the London District Annual General Meeting of the Workers' Educational Association on Saturday 20th October 1990. London: House of Commons, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Rowley, Eve. A history of the W.E.A. in Longton. [Stoke-on-Trent]: Workers Educational Association, West Mercia District, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Fieldhouse, Roger. Optimism and joyful irreverence: The sixties culture andits influence on British university adult education and the WEA. Leicester: NIACE, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Erven, Eugène Van. Stages of people power: The Philippines Educational Theater Association. Hague: Centre for the Study of Education in Developing Countries, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Adams, Rufus. The W.E.A. in North Wales: Celebrating 70 years 1925/26-1995/96. Rhyl): The author, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Workers' Educational Association of Canada. Challenge and innovation: A history of the Workers' Educational Association. Toronto: Workers' Educational Association of Canada, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educational association"

1

Levin, Robert A. "American Educational Research Association." In Encyclopedia of psychology, Vol. 1., 137–39. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-047.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Despeaux, Sloan Evans. "Constance Marks and the Educational Times." In Association for Women in Mathematics Series, 219–29. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66694-5_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Taylor, Ann C. M. "World Association for Educational Research (WAER) / Association Mondiale des Sciences de L’education (AMSE)." In World List of Universities / Liste Mondiale des Universites, 783. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12037-6_25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Schulze, Lawrence J. H. "Ergonomics Checkpoints for Educational Environments." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 123–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74605-6_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Barber, Carolyn, and Judith Torney-Purta. "International Association for the Evaluation of Educational Achievement (IEA): Civic Education Study of 1999." In Encyclopedia of Quality of Life and Well-Being Research, 3315–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_393.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Radforth, Ian, and Joan Sangster. "The Struggle for Autonomous Workers' Education: The Workers' Educational Association in Ontario, 1917-51." In Knowledge for the People, edited by Michael R. Welton, 73–96. Toronto: University of Toronto Press, 1987. http://dx.doi.org/10.3138/9781487571948-007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ougiaroglou, Stefanos, and Giorgos Paschalis. "Association Rules Mining from the Educational Data of ESOG Web-Based Application." In IFIP Advances in Information and Communication Technology, 105–14. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33412-2_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Razak, Ahmad Zabidi Abdul, Kazi Enamul Hoque, Simin Ghavifekr, and Norazana Mohd Nor. "Parent Teacher Association (PTA) Responses to Changing Educational Policy: A Malaysian Experience." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 449–67. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_43.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Godfrey, David, and Melanie Ehren. "Case Study of a Cluster in the National Association of Head Teachers’ ‘Instead’ Peer Review in England." In School Peer Review for Educational Improvement and Accountability, 95–115. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Joshi, Heather, Bilal Nasim, and Alissa Goodman. "The Measurement of Social and Emotional Skills and their Association with Academic Attainment in British Cohort Studies." In Non-cognitive Skills and Factors in Educational Attainment, 239–64. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-591-3_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational association"

1

Adekunle, A. N., S. Tijani, I. Brimah, I. Ladapo, and R. Ayinla. "E-cigarette Association with Educational Attainment." In American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a1890.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Latif, Birkah, Juajir Sumardi, SM Noor, and Irwansyah Irwansyah. "Educational and Learning." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.48.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Rojanavasu, Pornthep. "Educational Data Analytics using Association Rule Mining and Classification." In 2019 Joint International Conference on Digital Arts, Media and Technology with ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering (ECTI DAMT-NCON). IEEE, 2019. http://dx.doi.org/10.1109/ecti-ncon.2019.8692274.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Yan, Wen-jie, and Shang-chia Chiou. "COLOR WORD ASSOCIATION IN FUJIAN AND GUANGDONG." In 2nd Eurasian Conference on Educational Innovation 2019. International Institute of Knowledge Innovation and Invention Private Limited, 2019. http://dx.doi.org/10.35745/ecei2019v2.095.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Correia Tavares, Paula, Elsa Ferreira Gomes, and Pedro Rangel Henriques. "Studying Programming Students Motivation using Association Rules." In Special Session on Analytics in Educational Environments. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0006816805140520.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

de la Chica, Sebastian, Faisal Ahmad, James H. Martin, and Tamara Sumner. "Extractive summaries for educational science content." In the 46th Annual Meeting of the Association for Computational Linguistics. Morristown, NJ, USA: Association for Computational Linguistics, 2008. http://dx.doi.org/10.3115/1557690.1557696.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Govorov, Anton, Marina Govorova, Helen Slizen, and Sergey Ivanov. "Building Individual Educational Routes for Learning SQL Queries." In 2019 25th Conference of Open Innovations Association (FRUCT). IEEE, 2019. http://dx.doi.org/10.23919/fruct48121.2019.8981522.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Sathiyamurthy, K., and T. V. Geetha. "Association of domain concepts with educational objectives for e-learning." In the Third Annual ACM Bangalore Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1754288.1754310.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wang, Tsungjuang. "Educational Benefits of Multimedia Skills Training." In 2009 International Association of Computer Science and Information Technology - Spring Conference. IEEE, 2009. http://dx.doi.org/10.1109/iacsit-sc.2009.67.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Klimusova, Helena, Iva Buresova, aroslava Dosedlova, and Martin Jelinek. "Association of Optimism and Health-Related Behavior with Mental Health in Czech Adolescents." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.62.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational association"

1

Lleras-Muney, Adriana, Joseph Price, and Dahai Yue. The Association Between Educational Attainment and Longevity using Individual Level Data from the 1940 Census. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

Full text
Abstract:
Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
APA, Harvard, Vancouver, ISO, and other styles
3

Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.

Full text
Abstract:
This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
APA, Harvard, Vancouver, ISO, and other styles
4

Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

Full text
Abstract:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
APA, Harvard, Vancouver, ISO, and other styles
5

Christopher, Susanne. Spiritual Health: Association for the Advancement of Health Education Instructors' Attitudes, Practices and Training. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1234.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Barrera-Osorio, Felipe, Paul Gertler, Nozomi Nakajima, and Harry A. Patrinos. Promoting Parental Involvement in Schools: Evidence from Two Randomized Experiments. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/060.

Full text
Abstract:
Parental involvement programs aim to strengthen school-home relations with the goal of improving children’s educational outcomes. We examine the effects of a parental involvement program in Mexico, which provides parent associations with grants and information. We separately estimate the effect of the grants from the effect of the information using data from two randomized controlled trials conducted by the government during the rollout of the program. Grants to parent associations did not improve educational outcomes. Information to parent associations reduced disciplinary actions in schools, mainly by increasing parental involvement in schools and changing parenting behavior at home. The divergent results from grants and information are partly explained by significant changes in perceptions of trust between parents and teachers. Our results suggest that parental involvement interventions may not achieve their intended goal if institutional rules are unclear about the expectations of parents and teachers as parents increase their involvement in schools.
APA, Harvard, Vancouver, ISO, and other styles
7

Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

Full text
Abstract:
This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
APA, Harvard, Vancouver, ISO, and other styles
8

Thomson, Sue. PISA 2018: Australia in Focus Number 1: Academic resilience among Australian students. Australian Council for Educational Research, March 2021. http://dx.doi.org/10.37517/978-1-74286-624-6.

Full text
Abstract:
Socioeconomically disadvantaged students (i.e. those whose scores on a constructed measure of social and cultural capital are below a specified cut-off, usually the 25th percentile) have been found to be more likely to drop out of school, repeat a grade, achieve lower levels at senior secondary school, and score lower on tests such as the Programme for International Student Assessment (PISA). Despite this association between socioeconomic disadvantage and poorer outcomes related to education, a percentage of students who come from disadvantaged backgrounds enjoy success at school. This apparent success despite the odds is of interest to researchers and educators alike – what, if any, characteristics do these academically resilient students share, why might this be and what can we learn from this group of students, however small, that might assist in improving outcomes for all students, regardless of their socioeconomic background?
APA, Harvard, Vancouver, ISO, and other styles
9

Stark, Sasha, Heather Wardle, and Isabel Burdett. Examining lottery play and risk among young people in Great Britain. GREO, April 2021. http://dx.doi.org/10.33684/2021.002.

Full text
Abstract:
Purpose & Significance: Despite the popularity of lottery and scratchcards and some evidence of gambling problems among players, limited research focuses on the risks of lottery and scratchcard play and predictors of problems, especially among young people. The purpose of this project is to examine whether lottery and scratchcard participation is related to gambling problems among 16-24 year olds in Great Britain and whether general and mental health and gambling behaviours explain this relationship. Methodology: Samples of 16-24 year olds were pooled from the 2012, 2015, and 2016 Gambling in England and Scotland: Combined Data from the Health Survey for England and the Scottish Health Survey (n=3,454). Bivariate analyses and Firth method logistic regression were used to examine the relationship between past-year lottery and scratchcard participation and gambling problems, assessing the attenuating role of mental wellbeing, mental health disorders, self-assessed general health, and playing other games in past year. Results: There is a significant association between scratchcard play and gambling problems. The association somewhat attenuated but remained significant after taking into account wellbeing, mental health disorders, general health, and engagement in other gambling activities. Findings also show that gambling problems are further predicted by age (20-24 years), gender (male), lower wellbeing, and playing any other gambling games. Implications: Results are valuable for informing youth-focused education, decisions around the legal age for National Lottery products, and the development of safer gambling initiatives for high risk groups and behaviours, such as scratchcard play.
APA, Harvard, Vancouver, ISO, and other styles
10

Health hazard evaluation report: HETA-86-486-1799, New Jersey Education Association, Trenton, New Jersey. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, May 1987. http://dx.doi.org/10.26616/nioshheta864861799.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational association' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography