Relevant bibliographies by topics / Educational ends

Contents

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

Academic literature on the topic 'Educational ends'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Educational ends"

1

Saram, Hugh de. "Micro‐PROLOG for Educational Ends." PLET: Programmed Learning & Educational Technology 24, no. 2 (1987): 117–21. http://dx.doi.org/10.1080/0033039870240206.

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Greer, Jeptha V. "Means and Ends." Exceptional Children 54, no. 5 (1988): 390–92. http://dx.doi.org/10.1177/001440298805400501.

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Dum, Jenn. "Ends, principles, and causal explanation in educational justice." Ethics and Education 12, no. 2 (2017): 184–200. http://dx.doi.org/10.1080/17449642.2017.1314167.

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Arnove. "To What Ends: Educational Reform Around the World." Indiana Journal of Global Legal Studies 12, no. 1 (2005): 79. http://dx.doi.org/10.2979/gls.2005.12.1.79.

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Arnove, Robert F. "To What Ends: Educational Reform Around the World." Indiana Journal of Global Legal Studies 12, no. 1 (2005): 79–95. http://dx.doi.org/10.1353/gls.2005.0002.

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Al-Daraweesh, Fuad. "Teaching Human Rights: Toward a Kingdom of Ends." Education Sciences 10, no. 4 (2020): 107. http://dx.doi.org/10.3390/educsci10040107.

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The author argues that the current practices of human rights education produce anti-educational orthodoxies that result from a divorce between human rights and human rights education and human dignity, moral autonomy, and the right to justification.
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Omran, Sally Kamel Ali. "Investigating the Relationship between Educational Quality and Students' Satisfaction." International Journal of Customer Relationship Marketing and Management 6, no. 1 (2015): 61–79. http://dx.doi.org/10.4018/ijcrmm.2015010104.

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This research aims at investigating the relationship between higher educational quality and students' satisfaction who are studying in the professional programs (MBA, DBA, and Diploma) offered by Faculty of Commerce, Cairo University. The research depends on stratified random sample of 235 students. The response rate is 83.9% and data is analyzed by different statistical methods. The research ends with the following results: (a) there is positive, strong, and significant relationship between higher educational quality and students' satisfaction level; (b) there is positive, strong and significant relationship between functional quality, technical quality, college image and the overall higher educational quality; (c) there is positive, strong, and significant relationship between functional quality, technical quality, college image and students' satisfaction level; (d) technical quality is the strongest determinant of the educational quality followed by college image and finally functional quality. Finally, the research ends with some suggested points for future research.
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Alexander, Patricia A. "Humble Beginnings, Ambitious Ends: Special Issue on Motivation and the Educational Process." Contemporary Educational Psychology 25, no. 1 (2000): 1–2. http://dx.doi.org/10.1006/ceps.1999.1014.

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Arnstine, Donald. "Marxism, Science, and the Relation of Means and Ends in Educational Theory." Educational Theory 38, no. 2 (1988): 249–53. http://dx.doi.org/10.1111/j.1741-5446.1988.00249.x.

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Tonnsen, Sandra, and Valerie Truesdale. "Women and Minorities in Educational Administration: Programs and Processes that Work." Journal of School Leadership 3, no. 6 (1993): 679–87. http://dx.doi.org/10.1177/105268469300300606.

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This article reviews two studies that sought to identify strategies and programs that increase the likelihood that women and minorities will become school administrators. It ends with recommendations for school districts and school administrators, for educational administration training programs, and for women and minorities themselves.
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Dissertations / Theses on the topic "Educational ends"

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Alexander, Kirsty Jane. "No ends, no means, just education : a kinaesthetic approach to thinking otherwise." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/23089.

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In this thesis I offer an alternative to the hyper–individualistic, hyper-performative means-end dynamic that dominates contemporary educational practice. I foreground dimensions of experience that possibilise an approach that is neither instrumentatlised nor instrumentalising; an approach I term (a) (more) just education. The thesis opens with an analysis of how the reduction of education to use-value is both dependent on, and perpetuating of, a conception of subjectivity that overlooks the facticity of embodied life. The prevalence of dualist assumptions in both liberal and critical educational thinking and the persistence of these assumptions despite explicit attempts to think otherwise is mapped out and I draw a link between these assumptions and the privilege accorded to displays of understanding. Alongside this analysis I propose that the seemingly all-pervasive Cartesian legacy might be circumvented by approaching the question of subjectivity from a kinaesthetic perspective. This kinaesthetic approach is outlined with reference to the somatic dance practice of Skinner Releasing Technique (SRT). The practice of SRT offers up three ‘kinaesthetic provocations’ that invite re-thinking both the dynamics of education and the dynamics of justice. Throughout the thesis I explore an interplay between these provocations and the work of Derrida and Deleuze/Deleuze and Guattari; and through this interplay I unsettle the dualisms of self and other, self and world, and self and work. By approaching the shaping of subjectivity from a bodily, kinaesthetic perspective I submit the bodies called teachers and students, the bodies of practice called teaching and learning, the bodies of knowledge called curricula and the ideal body called justice to processes of deterritorialisation. Untethering education from its ends in this way affords the possibility of approaching education as an experience of passage. I argue that an emphasis on passage offers up educational consequences that are shared in rather than shared out and that therefore escape the grip of performative categorising trends. Through this account the role of the educator becomes one of affirmation, rather than validation, and I conclude the thesis by examining the particular sensitivities that this demands.
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Giol, Franck. "Politiques et idéaux éducatifs de l’Ecole québécoise et française (1963-2004) : Evolutions et enjeux des discours relatifs aux valeurs et aux finalités de l’éducation scolaire du rapport Parent au rapport Thélot." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20069/document.

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Les mutations qui affectent l’éducation scolaire des sociétés occidentales de l’après Deuxième Guerre mondiale peuvent être lues comme la marque d’une décomposition de la modernité, décomposition considérée par certains auteurs comme l’un des traits les plus saillants de la postmodernité. A ce titre, elles ne peuvent manquer d’affecter les idéaux éducatifs, et plus particulièrement les valeurs et les finalités dont l’Ecole contemporaine se trouve investie.La fin du récit de l’émancipation par le savoir, le changement permanent et l’incertitude généralisée qui caractérisent notre époque étant en effet difficilement contestables, il revient à la réflexion philosophique contemporaine de chercher à déceler quelles sont, et quelles peuvent être, les recompositions des idéaux éducatifs dans le cadre d’un monde marqué du sceau de la complexité et de l’incertitude.Toutefois, si la postmodernité peut en un sens être considérée comme le point d’aboutissement d’un double processus de décomposition et de sécularisation du système de valeurs modernes que l’éducation scolaire était précisément censée incarner et promouvoir, elle n’en demeure pas moins une notion encore très diversement appréciée, selon que l’on se situe sur une rive ou l’autre de l’Atlantique. Centrale, voire pléthorique dans la problématique éducative du monde anglo-saxon, et dans une moindre mesure de l’aire québécoise, elle demeure relativement discrète en France. Une interrogation philosophique et historique des enjeux et des implications de la postmodernité eu égard aux idéaux éducatifs doit prendre en considération cette différence qui ne saurait être sans signification.Ainsi ne s’agira-t-il pas tant de développer une lecture strictement comparative des interprétations de la postmodernité, que de viser à une mise en lumière des problématiques transversales que cette notion engage sur le plan historico-philosophique et politico-éducatif à partir d’une analyse d’un corpus textes constitué de rapports rendus publics en France et au Québec des années 1960 au milieu des années 2000<br>Changes affecting occidental societies’ scholar education since de Second World War can be interpreted as modernity disintegration, itself read by several authors as a postmodernity highest expression. In that respect, changes inevitably affect educational ideals, and particularly contemporary School values and ends.In front of the end of emancipation by knowledge speech, perpetual change and general uncertainness which characterize our times, the contemporary philosophical thought has to understand which are, and can be, re-compositions of the educational ideals in our complex and uncertain world.However, if postmodernity can be considered as the result of a double process of scholar values disintegration and secularization, it stays a differently received notion in Europe and North America. In a central position on Anglo-Saxon’s educational questions, and to a lesser extent in Quebec, it stays quite understated in France. Philosophical and historical thought about stakes and involvements of postmodernity regarding educational ideals have to consider this difference which is necessarily meaningful.So, this thesis will not develop a purely comparative interpretation of postmodernity, but will draw attention to questions involved by postmodernity on historical, philosophical and politico-educational ways, based on Quebec and French public reports published from the 1960’s to the middle of the 2000’s
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Anjos, Silvio Luis dos. "Memórias de uma formação cidadã, Escola Estadual Dr. Reynaldo Kuntz Busc - 1965 a 1978." Universidade Católica de Santos, 2015. http://biblioteca.unisantos.br:8181/handle/tede/742.

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Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-03-30T17:57:28Z No. of bitstreams: 1 Silvio Luis dos Anjos.pdf: 4894611 bytes, checksum: 7ffb57b161ba653a174df192248b913a (MD5)<br>Made available in DSpace on 2015-03-30T17:57:31Z (GMT). No. of bitstreams: 1 Silvio Luis dos Anjos.pdf: 4894611 bytes, checksum: 7ffb57b161ba653a174df192248b913a (MD5) Previous issue date: 2015-02-27<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>The subject of this dissertation refers to the analysis of the experience of studying at the State School "Reynaldo Kuntz Busch", located in Praia Grande, on the coast of São Paulo, Brazil, between 1965, when the school was first opened, and 1978, when I finished High School as a regular student. This paper has, as its core, the aim to investigate how much and in what ways this school, within the proposed time frame, favored an authentic citizen education tied to Human Rights to its students, in a period through which the country was under military dictatorship, having severe restrictions to civilian and political rights being imposed upon its citizens. The research focused on qualitative approach, based on bibliographical research, document analysis and interviews with players who participated both directly and indirectly on the school daily routine. In that sense, the investigation sought: 1) To address a perspective on the citizenship concept to related Human Rights and its relevance within a context of specific school education; 2) To analyze the movement for Praia Grande-s municipal emancipation from its neighboring town, São Vicente, which happened simultaneously to the fight for the creation of a school that would offer Junior High School studies, which were non-existent at that time. 3) To get testimonials from players who were involved in the school history during the time frame in this research paper. 4) To develop categories for analysis which aim at relating and analyzing deeply the idea of education for citizenship, with school practices being witnessed or perceived at the Reynaldo school during the period under study. Documental sources related to the time period and theoretical references are described throughout the paper. During the research, we identified elements which can be seen as key for educational citizenship connected to Human Rights, experienced by the students at the State School Reynaldo Kuntz Busch since its creation, in 1965,until 1978.<br>O tema da dissertação refere-se à análise da experiência vivenciada na Escola Estadual "Reynaldo Kuntz Busch", sediada no município de Praia Grande, litoral de São Paulo, no período de 1965 (ano de sua instalação) até o final do ano de 1978 (ano em que, como aluno, concluí o Ensino Médio na referida Escola). Este estudo tem como foco central verificar o quanto e de que forma essa escola no período em tela, favoreceu uma autêntica formação cidadã vinculada aos Direitos Humanos, aos seus alunos, em um período de ditadura militar e severas restrições ao exercício de direitos civis e políticos. A investigação se deu a partir de um enfoque qualitativo de investigação, pautado por uma pesquisa bibliográfica, análise documental e entrevistas com atores que participaram direta e indiretamente do cotidiano dessa escola. Nesse sentido a pesquisa procurou: 1) Abordar uma perspectiva do conceito de cidadania relacionada aos Direitos Humanos e sua relevância no contexto de uma formação escolar específica; 2) Analisar o movimento de emancipação do município de Praia Grande, que aconteceu concomitantemente à luta para a criação de uma escola que oferecesse no município o ciclo secundário até então inexistente; 3) Buscar depoimentos de atores envolvidos com a história da escola no período que é objeto desta pesquisa; 4) Desenvolver categorias de análise que busquem relacionar e analisar minimamente a idéia de uma formação para cidadania com práticas escolares presenciadas e/ou percebidas no ¿Kuntz¿ no período em tela. Estão descritas ao longo da pesquisa as fontes documentais encontradas dentro do período mencionado além do referencial teórico. No decorrer da pesquisa, verificou-se elementos importantes daquilo que se poderia classificar como uma formação para a cidadania atrelada aos Direitos Humanos, vivenciados pela Escola Estadual ¿Dr. Reynaldo Kuntz Busch¿ desde sua criação em 1965 até o ano de 1978.
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Rimfeld, Kaili. "Genetic and environmental underpinnings of educational achievement at the end of compulsory education and beyond." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/genetic-and-environmental-underpinnings-of-educational-achievement-at-the-end-of-compulsory-education-and-beyond(c544f78b-a1d0-4425-9ae2-2b83c098f4f6).html.

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Educational achievement is of major societal interest and is crucial to students themselves, as academic achievement during compulsory education propels young individuals to different life-long trajectories. Research has shown that individual differences in educational achievement are to a substantial extent (around 60%) explained by inherited differences in children’s DNA sequence. However, most of the research to date has focused on reading and mathematics achievement during primary school education. Much less is known about the genetic and environmental underpinnings of educational achievement in secondary school across the various subjects children study. Furthermore, even less is known about educational achievement after compulsory education. It is imperative to understand why individuals differ so widely in educational achievement, to understand the causes and correlates of scholastic achievement and to inform evidence-based educational policy. The current project seeks to increase understanding of the aetiology of individual differences in educational achievement at the end of compulsory schooling and beyond. This thesis explores the genetic and environmental underpinnings of educational achievement in the UK, focusing on achievement at the end of compulsory education, and educational attainment in Estonia. I use data from the UK representative Twins Early Development Study (TEDS), and the Estonia representative adult sample from the Estonian Genome Centre University of Tartu (EGCUT), to investigate the following: the aetiology of educational attainment during the Soviet occupation and post Soviet era in Estonia (Chapter 2); the relationship between first and second language achievement, and general cognitive ability (Chapter 3); the proportion of heritability of educational achievement that can be explained by cognitive and non-cognitive factors at age 16 (Chapter 4); the prediction of exam results from personality (Chapter 5); and the aetiology of subject choice after compulsory education, and achievement in these chosen subjects at age 18 (Chapter 6). The thesis provides evidence that i) genetic factors explain a larger proportion of educational attainment in a more meritocratic society, where selection to educational and occupational positions is based more on merit and ability than environmentally-driven privilege; ii) educational achievement in second language learning is highly heritable and this high heritability is only partly explained by first language achievement and intelligence; iii) the high heritability of academic achievement is explained by non-cognitive as well as cognitive factors; iv) the popular concept of Grit (perseverance and passion for long-term goals) adds little to the prediction of exam performance beyond the ‘Big Five’ personality factors; v) genetics affects both aptitude (cognitive ability) and appetite (subject choice) for learning. I conclude the thesis with a discussion about implications of the work and suggestions for future directions (Chapter 7).
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Mohamed, Morwan Nour I. "An end to end solution for complex open educational resources." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11410.

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Includes abstract.<br>The main objective of this thesis is to provide content creators and educators with a solution that simplifies the process of depositing into digital repositories. We created a desktop tool named ORchiD, Open educational Resources Depositor, to achieve this goal. The tool encompasses educational metadata and content packaging standards to create packages while conforming to a deposit protocol to ingest resources to repositories.
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Mohamed, Nour Morwan I. "An end-to-end solution for complex open educational resources." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/6419.

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Delmont, Rodney. "Comparison of Classroom Grades and Missouri End-of-Course Exam Scores." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253890.

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<p> Educational leaders are tasked with finding the best practices for motivating students and accurately reporting progress (Popham, 2011). Additionally, the alignment of curriculum, assessment, and pedagogy can facilitate changes in education (Klenowski &amp; Wyatt-Smith, 2014). Therefore, as districts align curriculum to assessment standards, students&rsquo; scores on assessments should increase (Squires, 2012). The purpose of this study was to determine if a correlation exists between Missouri English II end-of-course (EOC) exam scores and student grade-point averages (GPAs) earned in English II. Moreover, data were examined to determine if a correlation exists among student gender, Missouri English II EOC scores, and student GPAs earned in the course. Additionally, perceptions from high school principals concerning grades, standardized assessments, and gender bias were analyzed. Seven southwest Missouri schools from the same conference were chosen to participate. Schools submitted secondary data including gender, Missouri English II end-of-course exam scores, and GPAs earned in the English II course. Additionally, secondary principals from participating districts were asked to complete a survey. The study revealed a positive correlation between Missouri English II EOC exam scores and GPAs. Furthermore, the study showed a higher percentage of females than males earning a 3.0 or higher average GPA in English II. However, despite the correlation of EOC scores and GPAs, the majority of principals surveyed disagreed standardized tests are an accurate representation of students&rsquo; subject knowledge. Likewise, a majority of principals surveyed expressed course grades are free of gender bias and the best practice for accurately reporting student progress.</p><p>
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Smith, Steven W. "An Investigation of the Relationship between Standards-Based Grading and End of Course Assessment Scores." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10935069.

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<p> The purpose of this study was to determine if there was a correlation between the implementation of standards-based grading (SBG) and a rise in student achievement as indicated by the evaluation of end-of-course exam data from the four core subject areas in secondary schools&mdash;English, Algebra, Government, and Biology. This mixed methods study focused on the collected data of 6,000 test scores, split evenly from tests taken prior to the launch of SBG and after the launch of SBG, as well as focusing on varying perceptions of SBG from both teachers and members of the community as a whole. Quantitative data consisted of test scores aggregated by the Missouri Department of Elementary and Secondary Education (MODESE) and distributed to school districts. Qualitative data were secondary in nature and taken from two separate surveys administered by the Cooperating School District to teachers and parents concerning how they felt about the implementation of SBG. These data were aggregated and analyzed by using coding techniques for qualitative data to determine the study outcomes. The quantitative data indicated that there was no statistically significant increase in test scores over the five years researched for this study. The qualitative data indicated that perceptions of SBG were frequently negative in nature, although there were varying degrees of negativity. This result came from both the teacher and parent responses. According to these qualitative data, parents and teachers alike viewed SBG as diminishing the foundation of the education the students were receiving, while at the same time inadequately preparing them for the post-secondary world in that too many chances were given for them to succeed under SBG.</p><p>
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Scibetta, Carl C. "Nurse Education Leadership| Melding the End Users with Technology through a Single Case Study with Embedded Units." Thesis, Northcentral University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428296.

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<p> Nurse education leaders have a fiduciary responsibility of keep nursing curricula current with the latest technologies in healthcare. Nurse educators and nursing students are the end users who can provide the necessary feedback about the use of technology in nursing academia and clinical settings. This single case study with embedded units of analysis (the end users) was about the lived experience of the end users&rsquo; use of personal mobile devices and associated technology in the pursuit of their academic objectives. This qualitative study investigated what issues, if any, were related to the use (or non-use) of personal mobile devices (PMDs) in the nursing classroom and clinical settings. Other research questions for the end users were if institutional policies, protocols, and practices supported the technological aspects of nursing academia as well as any recommendations for improvements. The small, purposive sample population came from the Upstate Region of South Carolina. The researcher facilitated semi-structured interviews with nurse educators and focus group discussions with nursing students to identify any unforeseen and/or unanticipated concerns in the use of PMDs in nursing academia and clinical practices. The Model Measurement Questionnaire (MMQ) was incorporated into the data collection process which had multiple uses. Data analysis was framed around the Theory of Planned Behavior (TPB) and based on a triangulation of data collected from the end users through field notes, MMQ results, and observations. The most significant outcome of this study was the identification of a psychosocial phenomenon not found in current literature. A secondary objective of this case study was to suggest a basic and repeatable process for qualitative assessment of current technology from the lived experiences of nurse educators and nursing students.</p><p>
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Warmath, Thomas Lawrence Allman Dwight D. "The beginnings, ends, and aims of a gentleman's education an exegesis of Locke's Some thoughts concerning education /." Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5093.

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Books on the topic "Educational ends"

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Marcela, Latorre, ed. Fe y Alegría schools in Latin America: Educational communities where the pavement ends. Centro de Investigacion y Desarrollo de la Educacion, 2000.

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Dunlop, David A. Making ends meet: A study of the management of a financial deficit and its educational implications in a secondary school. The author], 1998.

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Jasinski, Igor. Giorgio Agamben: Education Without Ends. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02333-1.

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Goncharenko, Lyubov', Inna Kuleshova, Ol'ga Loseva, et al. Current problems of intellectual property law. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1063624.

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The textbook covers current issues of legal regulation of intellectual property. The book deals with topical issues of copyright, related rights, patent law, intellectual property assessment, as well as topical issues of the emergence, implementation and protection of non-traditional intellectual property objects, implementation and protection of rights to means of individualization, international legal regulation and taxation of intellectual property. Special attention is paid to topical issues of legal regulation of intellectual property rights turnover.&#x0D; For better assimilation of the material, each paragraph of the textbook ends with questions for self-control, practical tasks and lists of recommended literature.&#x0D; Meets the requirements of Federal state educational standards of higher education of the latest generation.&#x0D; It is intended for use in the educational process in the direction of training 40.04.01 "Jurisprudence".
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Kanke, Viktor. Philosophy for technical specialties. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/967358.

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The textbook is a sequential course in philosophy. The questions of the philosophy of science and the history of philosophy, ontology, epistemology, ethics and aesthetics are presented. The course is based on the achievements of analytical philosophy, phenomenology, hermeneutics, post-structuralism and other major philosophical trends of our time. The theory of conceptual transduction is used. Special attention is paid to the connection of philosophy with the technical sciences. The course is carefully verified in didactic terms. Each paragraph ends with conclusions. The textbook includes questions and tasks, tests, references, and recommendations to students. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions, especially future technical specialists. It is of interest to a wide range of readers.
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The end of education: Toward posthumanism. University of Minnesota Press, 1993.

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Ivanishchev, Viktor (Victor). Molecular biology. Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/01857-6.

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The textbook presents the main range of issues in molecular biology — the most rapidly developing area of biological science. The logic of the presentation of the material includes sequential coverage of the structural organization and functions of DNA, RNA, proteins. Important attention is paid to the mechanisms of signal transmission in living systems, the problems of creating and using genetically engineered organisms. Each chapter ends with control questions and assignments for independent work. The textbook includes a set of laboratory and practical works that do not require specialized equipment and materials. The new edition has been supplemented and clarified, reflecting the current state of science. The content of the textbook corresponds to a number of competencies, the development of which is provided for by the Federal State Educational Standard of Higher Education in the preparation of bachelors in the fields of "Pedagogical Education" (profiles "Biology" and "Chemistry"), "Biology". Certain topics can be used in the preparation of masters in the fields of "Biology", "Chemistry", "Natural Science Education". The book is intended for students studying in natural sciences, and will also be useful for teachers of biology and chemistry of high school.
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Die Höhere Schule in Schaumburg-Lippe: Von der Reformation bis zum Ende des Kaiserreiches. P. Lang, 1990.

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The end of exceptionalism in American education: The changing politics of school reform. Harvard Education Press, 2013.

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Klyuchevskaya, Irina. Personnel management of a hotel company. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077352.

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The textbook examines in detail the essence of the personnel management of a hotel company; the specifics of the personnel policy in the field of hospitality; the strategies of hotel companies in the field of recruitment, training, adaptation, building a business career, motivation and release of staff. Innovative strategies in the field of training of personnel of hotel enterprises are considered, recommendations for reducing the level of conflicts and stress among hotel employees are proposed. At the end of each chapter, there are tasks and questions that allow you to consolidate the theoretical material in practice.&#x0D; Meets the requirements of the federal state educational standards of higher and secondary vocational education of the latest generation. &#x0D; For students of educational organizations of higher education, studying in the areas of training 43.03.03 "Hotel business" and 43.03.02 "Tourism" (bachelor's level), and students of professional educational organizations, studying in the specialty 43.02.11 "Hotel service". It can be used for training students of organizations of additional professional education, students of both full-time and distance learning forms. Individual chapters can be useful for college students.
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Book chapters on the topic "Educational ends"

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Almond, Brenda. "Machines, Teaching and Educational Technology." In Means and Ends in Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003127123-4.

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Niesche, Richard, and Pat Thomson. "Freedom to What Ends?- School Autonomy in Neoliberal Times." In The Wiley International Handbook of Educational Leadership. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781118956717.ch11.

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Wittmann, Erich Christian. "Unfolding the Educational and Practical Resources Inherent in Mathematics for Teaching Mathematics." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_1.

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AbstractThe objective of this introductory chapter is to explain the common rationale behind the papers of this volume. The structure is as follows. The first section shows that learning environments are a natural way to address teachers in their main role, teaching, and that therefore this approach is promising for improving mathematics teaching in an effective way. The section ends with a teaching model based on Guy Brousseau’s theory of didactical situations.
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Almond, Brenda. "Education and Indoctrination." In Means and Ends in Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003127123-11.

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Gibbs, Paul. "The Marketingisation of Higher Education." In Evaluating Education: Normative Systems and Institutional Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7598-3_13.

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AbstractThis chapter does not stress the marketisation of higher education rather focuses upon the way in which this is done; the marketingisation of higher education. I do not deny that widening access to skills that can fuel growth is a logical extension of a consumerist ideology. What follows acknowledges these structural changes and then focuses on how marketing is a consequence and reinforce of such structural change. Indeed there is a substantial literature which addresses it (e.g. Molesworth et al. Having, being and higher education: The marketization of the university and the transformation of the student into consumer. Teaching in Higher Education, 14(3), 277–287, 2009; Brown R, Carasso H, Everything for sale? The marketisation of UK higher education. Routledge, London, 2013). Nor does it support that marketingation has brought no or only limited contributions to higher education. The expansion of the privileges of higher education to the many from the few, the greater governance and transparency of the process and practices of higher education institutions in their compact with society and a clearer ways to evaluate these activities have, to varying degrees, enhanced higher education. These interventions have opened the market for world class universities (WCUs) allowing them global as well as local reach. Yet it is strange that these improvements are consequences of market interventions by Governments, by publishers in terms of league tables, and by employers in terms of preferred (mythical?) skill sets and not for educative purposes. The emergent practices encouraged by these interventions increase the influence of marketing and facilitate a metamorphosis of institutions from educational entities to market responsive service providers whose intent focuses on impact and enhanced return on capital. This leads WCUs into the endless and Sisyphusan striving, often devoid of any ultimate worthy end but ends which are an inevitable consequence of managing rapidly increasing competition and shifting demands effectively rather than educative priorities. The chapter describes and discusses the consequences.
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Horsthemke, Kai. "Loose Ends and Remaining Problems." In Animal Rights Education. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98593-0_11.

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Jones, Howard. "Ends and Means in Education." In Social Welfare in Third World Development. Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20525-7_9.

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Jordan, Chet, and Anthony G. Picciano. "Florida Ends Required Remedial Education." In Post-Recession Community College Reform. Routledge, 2019. http://dx.doi.org/10.4324/9780429453052-6.

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Almond, Brenda. "Conclusions." In Means and Ends in Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003127123-12.

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Almond, Brenda. "Self-Direction, Self-Expression and Autonomy." In Means and Ends in Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003127123-8.

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Conference papers on the topic "Educational ends"

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Kennedy, Ian Geoffrey. "Using revolution, evolution, randomness and dead-ends in Educational Design." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339760.

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Requena, Carmen, Paula Álvarez-Merino, and María Plaza-Carmona. "Educational Models against ageism in higher education." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7986.

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There have allways been old persons, but their number has unprecedentedly grown and it is expected to overtake any other age group in contemporary developed societies. Instead of taking this process as a success of mankind, ageism grows on a par with ageing. It is well documented how standard educational models fail to correct implicit ageistic stereotypes, thus new emerging theoretical models such as generational intelligence and identity in old age put forward experiential methodologies designed to educate both explicit and implicit ageistic stereotypes. Both theoretical models incorporate the subjective first-person perspective on ageing, which complements the standard university curriculum for ageing-related professsionals in health, social or educational sectors. The practical implementation of these educational models involve experiential methodologies such as life stories. A crucial educational element in the practical success of this methodology lies in understanding intergenerational education not only as a gathering of generations, but as the intentional production and evaluation of educational ends. The paper exemplifies these methodologies and contrasts their success in dealing with the complexities involved in educating against explicit and implicit agesitic stereotypes in intergenerational relations. Therefore, the key to intergenerationality lies less in its "generational" element as in its "inter" element.
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Startseva, Elena Borisovna, Andrey Yurievich Grimaylo, Liliya Rashitovna Chernyahovskaya, and Fernando LLopis Pascual. "Ontology rules application for efficient career choice." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9251.

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The aim of this work is to help university applicants in their transition phase from high-school to tertiary education starting with their first life-long decision concerning their choice of the field of study. The construction of the decision support system has evolved into an ontology-based model. The model, as well as the decision making rules, have been formulated based on the research study of the cohort of 69000 students of the University of Alicante between 2010 and 2018. The educational and psychological processes have been studied in order to identify the pivot moments and the factors that may lead to an adequate decision making or to an objectively wrong decision which eventually ends up in a drop-out of studies. Analysing the existing methods of occupational and educational choice assistance, the method of John L. Holland on “A Psychological Classification of Occupations” has been selected as the most viable and convenient for this purpose. The Holland Codes have been adopted as a lingua franca of this ontology-based model. As a result, the ontology-based decision support system provides assistance in decision making using the Holland Code terminology and practically unlimited complexity of the object and data properties of and ontological presentation of knowledge.
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Oh, Youngsub. "EDUCATIONAL UTILIZATION OF NARRATIVE MEDICINE IN KOREAN MEDICAL SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end109.

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The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professionals, counselors and therapists, and researchers.
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Лазарева, Наталья Владимировна. "THROUGH-THROUGH DIGITAL TECHNOLOGIES HIGHER ECONOMIC EDUCATION." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Май 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko191.2021.47.57.004.

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Исследованы востребованные в практике высшего экономического образования сквозные цифровые технологии, направленные на повышение качества образования и модернизацию организации образовательного процесса экономической направленности, с целью удовлетворенности растущих образовательных потребностей: big data, AI, block chain, digital ID, VR, AR, цифровых двойников, IoT, сloud computing. The end-to-end digital technologies that are in demand in the practice of higher economic education aimed at improving the quality of education and modernizing the organization of the educational process of an economic orientation, in order to meet the growing educational needs: big data, AI, block chain, digital ID, VR, AR, digital twins, IoT, cloud computing.
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Erdmanis, Rihards. "Legal Aspects of Parental Responsibility in the Education of a Child." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.14.

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In the Latvian education system, the legal relationship between parents and the school is important. The child’s parents are obliged to take the child to school. It means that the State implements an education policy in line with both the findings based on educational science and that the child’s right to education is ensured at least at the basic school level. In Latvia, education law as a branch of law is an underdeveloped field. The legal relationship between children’s parents and the educational institution has been little studied from the legal science perspective. Thus, in this study, the author analyzes the role of the institute of parental responsibility in the field of education, using the methods of interpretation of general science and law – historical, grammatical and teleological methods. It is found that the special legal regulation of Latvia determines specific parental responsibilities and rights in providing education for their child. Teachers do not become substitutes for the child’s parents, but have a duty to do so as responsible and caring parent would do to their children. Parental authority does not end when the child enters the school premises, but it is limited to the extent that the educational institution fulfills its responsibilities by ensuring an educational process in accordance with the child’s interests and human rights.
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Trkman, Peter, and Peter Baloh. "Use of a Model for Information Technology Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2631.

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In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education. It is shown how the emphasis shifts between different sub goals at different levels of education from kindergarten and lower grades of primary school to workplace learning. At the end, the use of the model is shown on a case study that deals with teaching information technology use at university level.
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Narkhov, Dmitry Yur`evich, Elena Nikolaevna Narkhova, and Yury Rudol'fovich Vishnevsky. "RESOURCE POTENTIAL OF THE COMMUNITY OF FACULTY MEMBERS IN THE MODERNIZATION OF THE RUSSIAN HIGHER EDUCATION." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8067.

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In work the theoretical bases and dynamics of processes of modernization of the Russian higher education are studied, conditions and specifics of its last cycle reveal (the end of XX – the beginning of the 21st centuries). The attention to global character, interaction with the international educational space is paid. The professional community of teachers (scientific and pedagogical workers) of the higher education (HE) acts as an object. Research objective – identification of a state, opportunities and conditions of realization of resource potential of teachers of higher education institutions for ensuring modernization of higher education. Studying of problems of resource ensuring modernization was carried out from positions of system, constructivist, resource, activity and structurally functional approaches. The empirical base was made by materials of the all-Russian sociological researches: questionnaire, expert interviews. The new scientific idea that the speed of modernization changes of system of the higher education depends on a state and conditions of updating of resource potential of community of teachers of higher education institutions is developed; their resource potential develops unevenly and depends on inclusiveness degree in an educational vertical and the status of higher education institution. Concepts of resources and resource potential of modernization of education are entered, their substantial characteristics are opened. Recommendations about optimization of this process are submitted.
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Wang, Dingming. "Michael: To the End of Pastoral." In 2013 International Conference on Educational Research and Sports Education. Atlantis Press, 2013. http://dx.doi.org/10.2991/erse.2013.17.

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Fertalj, Kresimir, and Damir Kalpic. "On the Transformation of Traditional IS Service Department into a Modern IS Center: A Case Study." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2415.

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Some issues related to the transformation of a traditional IS service department into a modern team-based information center are discussed. The process of transformation comprises human resources analysis, investigation of possible ways of transformation, proposal of a new organization and constitution of development teams (DTs). New organization is based on DTs with flexible structure, which ensures a successful transformation. Education during transformation must be adjusted to the customer and can include different approaches such as on-the-job education, full curriculum and the short-term training plan, consulting services, end-user education and so forth. An educational framework should propose the standards to be followed and possible adjustments of those standards, which would make the education successful. A study done for a large state-owned Croatian company, carried out in practice as part of the initial strategy plan, will be presented and used as an example.
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Reports on the topic "Educational ends"

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Miller, Marisa L., Jennifer K. Phillips, Melinda D. Gomez, and Phillip Finerson. Front-End Analysis Methods for the Noncommissioned Officer Education System. Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada578233.

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Billings, Stephen, David Deming, and Jonah Rockoff. School Segregation, Educational Attainment and Crime: Evidence from the end of busing in Charlotte-Mecklenburg. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18487.

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Beck, John D. Preventing Network Centric Overload (End State Education for the Operational Commander/Staff). Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada389786.

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Vasanth K, Pooja, and Dwaipayan Banerjee. Operations SOP: How to Organise COVID Vaccination for 200-Person Educational Institutions / Small Organisations. Indian Institute for Human Settlements, 2021. http://dx.doi.org/10.24943/opssop.072021.

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This document details the Standard Operating Procedures (SOP) which can be followed by any small organisations/educational institutions/ apartment complexes (approximately up to 200 individuals) for organising an on-site COVID-19 vaccination drive for their staff, students, residents and family. The sections detail the basic design and process workflow that can be planned within the premises to ensure elimination of unproductive waiting time on one hand and also provide maximum safety for all beneficiaries from chances of cross transmission of COVID-19 infection. The document captures details about the manpower planning, zone demarcations and roles and responsibilities of stakeholders, which can be used as a guideline for setting up similar initiatives. The COVID-19 safety protocols have also been covered to ensure adherence of processes as a safeguard against infections. A section has been added at the end on lessons learnt, which provides an insight on how to further improve the existing process and account for additional aspects which need to be considered for an improved experience and enhanced safety.
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Quail, Stephanie, and Sarah Coysh. Inside Out: A Curriculum for Making Grant Outputs into OER. York University Libraries, 2020. http://dx.doi.org/10.25071/10315/38016.

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Catalyzed by the passing of the York University Open Access Policy last year, a recognition has been growing at York University, like most other institutions, about the value of Open Educational Resources (OER) and more broadly, open education. This heightened awareness led to the formation of a campus-wide Open Education Working Group in January 2020. The group advocated that faculty members who receive internal funding for teaching innovation projects through York’s Academic Innovation Fund (AIF) should include a Creative Commons license on their grant outputs to facilitate the re-use, and potentially re-mixing, of the content by educators inside and outside of York University. A copy and/or link to their grant output would also be deposited into York’s institutional repository, YorkSpace. To support the 71 funded projects in achieving these lofty goals, an open education and open licensing curriculum was developed by two of the librarian members of the Open Education Working Group. This session describes how the librarians created the training program and participants will leave the session better understanding: How to develop learning modules for adult learners and apply these best practices when teaching faculty online (synchronously &amp; asynchronously); How to access York’s open education training program and learn how they can remix the content for their own institution’s training purposes; The common types of questions and misconceptions that arise when teaching an open education and Creative Commons licensing program for faculty. Originally the program was conceived as an in-person workshop series; however, with the COVID-19 campus closure, it was redesigned into a four module synchronous and asynchronous educational program delivered via Moodle, H5P and Zoom. Modeled after the SUNY OER Community Course and materials from Abbey Elder’s OER Starter Kit, the program gave grant recipients a grounding in open educational resources, searching open course material repositories, copyright/Creative Commons licensing, and content deposit in York’s institutional repository, including OER metadata creation and accessibility considerations. The librarians modeled best practices in the use and creation of Creative Commons licensed resources throughout the program. Qualitative feedback was gathered at the end of each module in both the synchronous and asynchronous offerings of the program and will be shared with participants. The presenters will also discuss lessons learned, next steps, and some of the challenges they encountered. https://youtu.be/n6dT8UNLtJo
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Risien, Julie, and John Falk. STEM Principal Investigators Perceptions and Practice of Broader Impacts: Front-end report for the Center for the Advancement of Informal Science Education. Oregon State University, 2013. http://dx.doi.org/10.5399/osu/1122.

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Pridmore, Pat, Christopher Yates, Thabiso Nyabanyaba, Catherine Jere, and Ephraim Mhlanga. Strengthening ODFL systems to increase education access and attainment for young people in high HIV prevalence SADC countries: End of Grant Report. Institute of Education, University of London, 2009. http://dx.doi.org/10.35648/20.500.12413/11781/ii085.

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Johnson, Eric M., Edwin Lehoahoa, Patrick Shaw, and Rob Urquhart. Increasing Digital Platform Use to Help Youth Find Work. RTI Press, 2020. http://dx.doi.org/10.3768/rtipress.2020.pb.0023.2005.

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Young people face myriad obstacles in finding work, leaving more than 71 million unemployed globally. Digital professional networking platforms, such as LinkedIn, may give youth an effective way to find, retain, and advance in work. We explore platform use in developing economies and present new data on a low-cost, successful way to teach youth how to use these platforms. We end by drawing policy implications for the education and workforce development field.
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