Relevant bibliographies by topics / Educational support program

Contents

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

Academic literature on the topic 'Educational support program'

Author: Grafiati
Published: 2 June 2025
Last updated: 13 July 2025

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 support program.'

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 support program"

1

Umniashova, Irina Borisovna, and Anastasiia Andreevna Kuznetsova. "Psychological support of basic educational school program." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 113–22. http://dx.doi.org/10.51314/2073-2635-2016-4-113-122.

Full text
Abstract:
The article contains the description of the organization of psychological support of basic educational program at school. There is logic of design of the directions of psychological support according to structure of basic educational program and features of concrete school. This article is described the stages of development of the program of psychological support of basic educational program and a condition, which provide efficiency of her realization.
APA, Harvard, Vancouver, ISO, and other styles
2

Grunblatt, Henna, and Lisa Daar. "A Support Program." Language, Speech, and Hearing Services in Schools 25, no. 2 (1994): 112–14. http://dx.doi.org/10.1044/0161-1461.2502.112.

Full text
Abstract:
A program for providing information to children who are deaf about their deafness and addressing common concerns about deafness is detailed. Developed by a school audiologist and the school counselor, this two-part program is geared for children from 3 years to 15 years of age. The first part is an educational audiology program consisting of varied informational classes conducted by the audiologist. Five topics are addressed in this part of the program, including basic audiology, hearing aids, FM systems, audiograms, and student concerns. The second part of the program consists of individualized counseling. This involves both one-to-one counseling sessions between a student and the school counselor, as well as conjoint sessions conducted—with the student’s permission—by both the audiologist and the school counselor.
APA, Harvard, Vancouver, ISO, and other styles
3

Md Terasid, Lukman Nul Hakim, Redzuan Safri Abdul Rahman, and Muhammad Hanis Ali. "STUDY OF THE ACHIEVEMENT OF PROGRAM EDUCATION OBJECTIVES (EDUCATIONAL OBJECTIVES PROGRAM - PEO) FOR DIPLOMA IN BUILDING SERVICES ENGINEERING DIPLOMA PROGRAM." International Journal of Innovation and Industrial Revolution 5, no. 15 (2023): 89–97. http://dx.doi.org/10.35631/ijirev.515010.

Full text
Abstract:
Education at Malaysian institutes of higher education must be accredited by responsible bodies such as Malaysia Qualification Agency (MQA) and Engineering Technology Accreditation Council (ETAC) to ensure graduates' marketability is guaranteed. Therefore, ETAC asked the program to explain the process for periodic review and review of the Program Educational Objectives (PEO) to determine the extent to which industry is involved in the careers of the graduates who are working with them. There are two objectives to be achieved which are to identify the alumni's perception of the achievement of the Program Educational Objectives (PEO) and to determine the level of achievement of each PEO that has been achieved by the alumni. The target for this study is a total of 35 graduates who followed the Building Services Engineering Diploma program at Kuching Sarawak Polytechnic who have graduated for 5 years. The questionnaire is Google Forms and has been emailed to the graduates involved to be completed. The results of the study found that the students' perception of all PEO programs is very good with an achievement score of 90 and above. Where the level of achievement of PEO 2 which is to be a leader or team member to support their role in the industry is the highest among the four PEOs.
APA, Harvard, Vancouver, ISO, and other styles
4

Kuzminska, Olena, and Victoria Kantur. "DECISION SUPPORT INFORMATION SYSTEM FOR THE CHOICE OF MASTER'S PROGRAMS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 11 (2021): 80–91. http://dx.doi.org/10.28925/2414-0325.2021.117.

Full text
Abstract:
In the context of COVID-19, when most of the processes are transferred online, one of the tasks of digitalizing the main business processes of modern universities is the implementation of marketing strategies, in particular, for the implementation of career guidance activities, and helping future applicants - applicants for I and II (master's) levels of the higher education in the implementation of the choice of educational programs. Therefore, the need to design an information system for decision-making support for the choice of master's programs based on the results of career guidance testing is actualized. The creation and use of the system "Selection of a master's program" will contribute to an increase in the efficiency of career guidance work on the part of higher educational institutions, as well as a more conscious choice of an educational program on the part of applicants. Based on the results of the analysis of the needs of potential students (potential graduates) and other analogues, we have modelled a decision support information system for the choice of master's programs. The main business processes, types of users (applicant, methodologist, expert, analyst) and options for their interaction with the system, namely, the formation of tests, passing the test, the formation of recommendations (educational programs) and the implementation of educational analytics, have been determined. The option of realization of this system by means of Visual Studio Code and MySQL for definition of specialties and educational programs on an example of National university of bioresources and nature management (NULES) of Ukraine is offered. This web resource can be useful both for university students or prospective applicants of the University and for other users as the developed system belongs to the reference class. The directions of further research are determined, in particular, the application of data mining methods for educational analytics. The necessity of attracting specialists to create tests is defined to provide the basis for determining the educational program not only based on an analysis of future applicants’ preferences, but also the level of formation of the corresponding professional skills.
APA, Harvard, Vancouver, ISO, and other styles
5

Augustine-Shaw, Donna, and Mischel Miller. "The Kansas Educational Leadership Institute: Mentoring Educational Leaders in Partnership." Chronicle of Mentoring & Coaching 8, no. 4 (2024): 78–86. https://doi.org/10.62935/tyo47u.

Full text
Abstract:
Leadership matters and sustaining mentoring programs for new educational leaders is critical. This article will provide a brief historical accounting leading to the planning and development of the Kansas Educational Leadership Institute through collaborative partnerships in the state. Guiding leadership standards and professional licensure requirements propelling the need for continued mentoring support of new superintendents, special education directors, and principals will be discussed. Literature will support the critical role of mentoring in developing leadership knowledge as new skills are applied onthe-job in the first years of practice. Experienced and trained KELI mentors understand the importance of solid relationships, an individualized approach, and establishing professional networks to foster growth and move theory to practice. KELI’s operational structure and program components will be described; demonstrated through clear expectations, careful matching, and a responsive approach to field-based needs. Field practitioners designed KELI and showcase mentoring practices that help newly positioned educational leaders understand who they are and the impact of their decisions. KELI is gold accredited by the International Mentoring Association and is considered the premier mentoring program for new educational leaders in Kansas. KELI’s impact is evidenced by 13 years of state-wide program participation data and annual perception survey data highlighting programmatic effectiveness in supporting new educational leaders in Kansas.
APA, Harvard, Vancouver, ISO, and other styles
6

Osadcheva, S. A., and I. I. Satdy’kov. "Normative support of upbringing activities." Transport Technician: Education and Practice 3, no. 2 (2022): 131–35. http://dx.doi.org/10.46684/2687-1033.2022.2.131-135.

Full text
Abstract:
Attention to the issues of organizing educational work with students intensifi ed after the recognition by the President of the Russian Federation V.V. Putin education “federal function”. Legislative acts regulating the educational function, issues of documenting education in educational organizations that implement programs of secondary vocational education are considered. In accordance with the instruction of the Ministry of Education of the Russian Federation, mock-ups of the Exemplary Work Program of Education and the Exemplary Calendar Plan of Educational Work were developed. According to the requirements of the Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”, managers and teachers of educational organizations must create such conditions for the student so that, as part of the development of the chosen qualifi cation, he has the opportunity to show the best sides of character, join the corporate culture future place of work, record successes and achievements. The law provides that in the course of the implementation of academic disciplines in an activity form (including all types of practical training), each student will be off ered the opportunity to build a personal trajectory to achieve positive feelings and attitudes towards Russian civil (basic) norms and traditional spiritual and moral values, i.e. to form personal results (to follow the path of their achievement). The algorithm for the implementation of the working program of education is analyzed in detail.
APA, Harvard, Vancouver, ISO, and other styles
7

Al-Shargabi, Mohammed. "An Integrated Decision Support Model For Enhancing Continuous Improvement Of Academic Programs." Engineering, Technology & Applied Science Research 9, no. 5 (2019): 4835–41. https://doi.org/10.5281/zenodo.3510324.

Full text
Abstract:
Continuous Quality Improvement (CQI) in higher educational institutions is considered an aspect that plays a vital role in maintaining excellence in teaching and learning. It focuses on several critical phases such as designing Program Learning Outcomes (PLOs) assessment plans, collecting data, evaluating the of PLO achievement results, and designing and implementing improvement actions to achieve educational goals. CQI is very critical to assess and improve the educational process. As it appears, academic program decision-makers find difficult to formulate and implement an authentic CQI for their programs without the help of decision support systems (DSSs). Therefore, this paper proposes an integrated decision support model that provides CQI decision support to enhance academic programs. Moreover, it provides authentication of the CQI process by autochecking the accuracy of the CQI phases (assessment, evaluation, designing, and implementing improvement). After the development and implementation of the proposed model in a bachelor-level academic institution, the results show that the proposed model provides decision support for enhancing academic program’s CQI, and authentication of the CQI accuracy, which will lead to the improvement of the educational process and the achievement of educational goals.
APA, Harvard, Vancouver, ISO, and other styles
8

Zadayeva, A. A., V. I. Zhumagulova, V. B. Kurilenko, and G. A. Seidullayeva. "Organizational and methodological support of the educational program «Russian Language and Literature»." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 143, no. 2 (2023): 111–25. http://dx.doi.org/10.32523/2616-6895-2023-143-2-111-125.

Full text
Abstract:
The educational program for the bachelor’s degree in pedagogical specialties is developed by the university on the basis of the state general educational standard of education, the professional standard of the Teacher, and the sectoral qualification framework for the field of education. Its development requires the creation of certain organizational conditions and methodological approaches. A professional and thorough approach to the development of educational programs (EP) and courses (subjects) is an important aspect of the activity of a university teacher. The development of high-quality study programs and courses that determine the knowledge, skills, and qualities of future graduates is the main sign of quality, and compliance with the standards of the educational process and an important requirement for accreditation. Well-designed programs help students choose the right courses and enable graduates to find decent jobs. High-quality educational programs help employers attract competent and qualified professionals.
APA, Harvard, Vancouver, ISO, and other styles
9

Murn, Nicole L. "An Educational Program for Nurse-Provided Continuous Labor Support." Journal of Obstetric, Gynecologic & Neonatal Nursing 48, no. 3 (2019): S28. http://dx.doi.org/10.1016/j.jogn.2019.04.047.

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

Thompson, Herb, Sandra Rodriguez-Arroyo, Connie Schaffer, and Cory Rohlfsen. "Mentorship Interventions Personalized Support Systems Across Varying Higher Educational Settings: Recommendations for Personalized Educator Support." Chronicle of Mentoring & Coaching 8, no. 2 (2024): 17–30. http://dx.doi.org/10.62935/hx92899.

Full text
Abstract:
This mixed methods case study examines the experiences of mentors and mentees in a personalized mentorship support program (PMSP) at a midwestern public higher education (MPHE) institution as the program transitioned from a pilot phase dedicated to historically underrepresented educators (HUE) into year two, which sought to position the program as a viable system of institution-wide faculty support and retention. Results from year 1 and 2 of the program indicate a closing gap between faculty mentors and mentees for the outcomes of career success, intention to stay, and job satisfaction. This study provides recommendations for program strategy at varying higher education institutions to better promote program innovation and future research.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Educational support program"

1

Moore, Michael Courtney. "The CADET Training Program Versus the Student Certification Program: A Study of IT- Support Training Programs at Western Kentucky University." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1435.

Full text
Abstract:
Technology is a critical component of modern-day success. Advancements in technology have improved communication between individuals and companies. Technological advancements have allowed students to earn college degrees online. People who habitually use technology expect a high level of performance and support. As new technologies are implemented, such as complex web services or new operating systems, the dependence for information technology (IT) support grows in demand. Even learning curves can be cumbersome without proper assistance from IT professionals. Companies and institutions must accommodate user needs by implementing fast, efficient, and friendly support. In order to offer optimal customer support, representatives must be knowledgeable of the products and services that are supported. At Western Kentucky University’s (WKU) IT Helpdesk, a training program called Consultant Accelerated Development and Education in Technology (CADET) focuses on software, hardware, customer service, and procedures mandated by the IT Division. Prior to CADET, the Student Certification program was used to train student consultants. The Student Certification program was developed to satisfy training needs that allowed consultants to support end-user technical issues. CADET was developed in 2008 to replace the Student Certification program. This study explored the question if CADET training is more effective in preparing consultants to do their jobs than the Student Certification program. The study investigated the effectiveness of CADET training compared to the Student Certification program by surveying IT Helpdesk student consultants. The survey results indicated which program was more adequate. Both programs contained the same training content, but training delivery methods differed. A t-test was used to compare both programs and determine the outcome of the study’s hypotheses. The Student Certification program did not accommodate different learning styles. The teaching methods only included traditional classroom-style delivery. CADET training did accommodate different learning styles, delivering training through a wide variety of formats including video, audio, assessment, assignment, and face-to-face training. The research focused on the importance of addressing different learning behaviors. The study suggested that CADET is more adequate in preparing students to do their job duties. When both Student Certification survey and the CADET survey were compared, CADET training is more adequate in 26 out of the 27 training sessions. The results suggested that learning style accommodation is directly related in the success in the CADET training program over the Student Certification program.
APA, Harvard, Vancouver, ISO, and other styles
2

Hauser, Linda A. "Data management practices used by original beginning teacher support and assessment programs (BTSA) to provide feedback about program quality effectiveness and guide future program decisions /." La Verne, Calif. : University of La Verne, 2002. http://0-wwwlib.umi.com.garfield.ulv.edu:80/dissertations/fullcit/3036899.

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

Bardunias, Melissa. "Educational support program for the caregivers of older adults| A grant proposal." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10108170.

Full text
Abstract:
<p> With the aging older adult population increasing, there is a need to educate and enhance caregivers network for support and to provide resources so caregivers will not feel burned out transitioning into the new life style. Caregiving can be a stressful job on top of one&rsquo;s own responsibilities, which can lead to caregivers getting sick, as well as struggling at their own job. Therefore, the purpose of this project was to design educational workshops and to enhance awareness to caregivers for support aimed at increasing knowledge and utilization of existing services within Torrance, California to avoid burnout amongst caregivers and increase their coping skills. This project was developed on behalf of GetTogether Adult Day Healthcare Center. The actual submission and/or funding of this grant were not required for the successful completion of this thesis project.</p>
APA, Harvard, Vancouver, ISO, and other styles
4

Williams, Glenda Guenther. "A Comparison of At-Risk Students Receiving an Academic Support Program with At-Risk Students Receiving no Academic Support Program." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278636/.

Full text
Abstract:
The problem of this study was to determine if at-risk students who were enrolled in an educational support class for one hour a day would have an improvement on the four at-risk indicators being measured over students not enrolled in the academic support program. The four at-risk indicators are grade point average, self-concept, days absent from school, and discipline referrals. The hypothesis formulated for this study predicted no significant difference in mean scores of the four measured indicators between groups. These indicators were measured by the Piers-Harris Children's Self-Concept Scale, official school attendance records, official school transcripts, and the school's discipline records book. The at-risk population was identified from the use of an at-risk indicator scale. After random placement into either the control or experimental groups the samples were divided and analyzed according to grade and gender. The study was conducted over a 12 week period and included students from the Memphis, Michigan School District in grades six through nine. Data were analyzed by the independent means t test at the .05 level. The experimental group means were further analyzed for practical significance and for directional improvement. A series of tables provides a comparison of scores for all students participating in the study. For students participating in the experimental group three of the four indicators, self-esteem, days absent from school, and grade point average had a statistically significant difference in mean scores. The majority of mean scores moved in a direction of improvement indicating enrollment in the treatment had a positive influence on the at-risk indicators. Most scores that did not show a statistically significant difference in means did report a high level of practical significance that was a result of being enrolled in the academic support program.
APA, Harvard, Vancouver, ISO, and other styles
5

Wise, Kelly Lee. "A formative program evaluation of a postsecondary support program for students with high functioning autism spectrum disorder." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/2022.

Full text
Abstract:
Adults with a diagnosis of High Functioning Autism Spectrum Disorder (HF ASD) are becoming a significant presence on college campuses across the United States. A number of colleges have created programs to provide services to support accommodations for these students under the Americans with Disabilities Act (ADA); the first was created in 2002. The creation of these programs does not guarantee success. The use of the logic model in the formative evaluation process has been found to be a key foundation for the establishment of an effective program. The logic model provides a visual representation of the defined problem, the resources and services, and the data sources which provide documentation of service delivery and the intended outcomes of the program. This study is a formative evaluation that uses a logic model approach conducted during the second year of an Autism Spectrum Support Program. This study analyzed data generated by 25 adult participants (20 male, 5 female) between the ages of 18 and 30 with a diagnosis of HF ASD to determine what changes to the program were required. The logic model served a dual purpose in this evaluation. First, it provided a visual representation of the services provided. Second, it served as a template for the organization of the program data. Methodological problems, suggested program changes, and future research directions are discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Ortega, Pablo. "The Pathways Program: Understanding the Effectiveness of a Structured and Support Based Standalone Dual Credit Program." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3690.

Full text
Abstract:
Since the 1970s’, dual credit programs have helped high school students earn college credit and gain college readiness skills. However, the standalone branch of dual credit programs lacks structured advising, educational planning, and student support. As a result, participants of the standalone dual credit option experience frustration and significant difficulties in their dual credit experience. This study adds to the literature by evaluating the effectiveness of a standalone dual credit program designed with Guided Pathways-style support services. Through quantitative analysis, this study compared two groups of standalone dual credit students. Both groups participated in standalone dual credit programs at the same host college. However, only one of the groups participated in a support-based standalone dual credit program. In addition to evaluating the effectiveness of support programs, the study also evaluated student perceptions as to the effectiveness of the following support service: Academic roadmaps with preset pattern of courses and preset degree options, coordinated dual high school and college advising, and cohort-style peer support. The demographics are consistent with the literature in the form of high achieving student participation. Students supported Guided Pathways program support style services. These results may help practitioners, designers, and administrators of standalone dual credit programs consider implementing student support programs within their program design.
APA, Harvard, Vancouver, ISO, and other styles
7

Griffin, Donitha Jones. "Influence of Talent Search Program on College Readiness and Success." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3162.

Full text
Abstract:
Precollege programs, such as Talent Search (TS), are widely used to increase college readiness skills, particularly among underrepresented students in higher education. The college examined in this study had implemented the TS program, but little empirical evidence existed about the efficacy of the program. The purpose of this ex-post facto quantitative study was to evaluate the effect that the local TS program has had on college readiness and success as measured by incoming freshmen placement exam scores and students' first-year grade point average (FYGPA). The theoretical framework for the study was Conley's 4 dimensions of college readiness designed to help students succeed beyond high school. The research questions explored the differences in the 2010, 2011, and 2012 Computer Adaptive Placement Assessment and Support System (COMPASS) reading and writing placement scores and FYGPA for TS program participants and non-TS participants. The balanced sample included all 120 local college students who had finished their freshman year. Independent sample t tests were conducted and no significant differences were found in FYGPA or COMPASS reading and writing scores based on program participation. To provide guidance to the local site administrators, the extant literature on precollege interventions and holistic approaches provided best practice recommendations for a white paper that included additional services not currently offered by the local TS program. Positive social change is supported through assuring appropriate precollege support that may lead to increased academic success for students, hence increasing the number of college graduates among this group.
APA, Harvard, Vancouver, ISO, and other styles
8

Downey-McCarthy, Rosemarie. "Postsecondary Educational Transitions for At-Risk Youth: Exploration of the College Transition Support Program." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13404.

Full text
Abstract:
Working within a Social Cognitive Career Theory framework, the study explored outcomes associated with participation in a dual-enrollment (high school and community college) College Transition Support Program (CTSP). The study used three data points over a nine month period to explore whether participation in the CTSP was associated with changes in college self-efficacy, education-related future aspirations and goals, perceived barriers, perceived support, locus of control, depression, anxiety, academic achievement-related expectations, academic achievement-related fears, and academic achievement-related expectation-fear balance, as well as college persistence and cumulative college GPA. Repeated measure responses of a group of 34 CTSP students were contrasted with a group of 34 students in a non-equivalent comparison group. Baseline data for a group of 207 non-CTSP alternative high school students were also used to test for selection bias for both of the longitudinal groups. Doubly multivariate repeated measures analysis of variance (DMRM-ANOVA) procedures were conducted. Multivariate results suggested that participation in the CTSP was associated with positive, statistically significant growth in the weighted linear combination of outcome variables. Repeated measures univariate analyses were also conducted to provide more detail. CTSP participation was associated with growth over time on several positive student outcomes, including college self-efficacy, education-related future aspirations and goals, academic achievement-related expectation-fear balance, academic locus of control, and college persistence/retention. In addition, CTSP students earned significantly higher cumulative college GPAs over their first year at the community college.
APA, Harvard, Vancouver, ISO, and other styles
9

Mims, Pamela J., James Fox, and A. Baxter. "Teacher Support Program: Reducing Special Education Teacher Attrition in Rural Settings." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/177.

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

Grogan, Tracie Michelle. "Evaluation of a Middle School Positive Behavior Intervention Support Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2542.

Full text
Abstract:
Evaluation of a Middle School Positive Behavior Intervention Support Program by Tracie Grogan EdS, Mercer University MA, Fort Valley State University BS, University of Georgia Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Curriculum Instruction and Assessment Walden University July 2016 School leaders at a middle school in a rural school district in Georgia were looking for ways to reduce poor student behavior, which has a negative impact on school climate. Judicious Discipline, a program based on Kohlberg's 6 stages of moral development, Bandura's social learning theory, and the 3 constitutional rights of freedom, justice, and equality, were implemented at the school by a group of 8th grade teachers. Since no evaluation had been conducted to examine the efficacy of this program, the purpose of this doctoral study was to examine the program's strengths, weaknesses, and impact on student behavior, as well as to recommend any needed changes. A mixed methods design, was used including a formative and a summative evaluation component. Data for the formative component were collected and analyzed using descriptive statistics for teacher surveys (n = 9) and open coding for teacher interviews (n = 3). Data for the summative component were collected and analyzed using a Chi-Square Test of Independence to examine the change in the distribution (pre to post program), of students participating in JD (n= 148) along the Kohlberg levels of social development scale. This instrument consists of forced-choice items designed to measure the extent to which the student has reached a level of full autonomy so that they are intrinsically motivated to abide by the rules without the guidance of a teacher. Findings revealed that the intervention had a positive impact on student behavior, both from the teacher perspective and from evidence of student growth on the social development scale. Implications for positive social change included: (a) improved student behaviors, and (b) fewer behavioral referrals. The findings along with recommendations for change were presented to school leaders in the form of an executive summary.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational support program"

1

Pant, Lok Bilas. Education For All: Secondary Education Support Program & Community School Support Program : status report-2007. Govt. of Nepal, Ministry of Education and Sports, Dept. of Education, Monitoring and Supervision Section, 2007.

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

Pant, Lok Bilas. Education for All: Secondary Education Support Program & Community School Support Program : status report-2007. Govt. of Nepal, Ministry of Education and Sports, Dept. of Education, Monitoring and Supervision Section, 2007.

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

Nepal. Dept. of Education. Monitoring and Supervision Section, ed. Education For All (EFA): Secondary Education Support Program (SESP). Community School Support Program (CSSP). Second Higher Education Project (SHEP) : status report-2008. Govt. of Nepal, Ministry of Education, Dept. of Education, Monitoring and Supervision Section, 2008.

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

Bulat, Roman. Fundamentals of documentation support for educational organizations. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2181452.

Full text
Abstract:
The material presented in the textbook has been carefully selected taking into account the provisions of the Federal State Educational Standard of Higher Education (FGOS HE), which determine the graduate's preparation for solving various types of professional tasks. These include organizational and managerial, pedagogical, methodological, and others. In this regard, the issues of documentation support for the activities of both educational organizations in general and teaching staff in particular are being considered. Teaching staff of educational organizations in their professional activities are constantly faced with the need to document their plans, actions, decisions, etc. Therefore, the content is aimed at developing the graduate's ability to provide documentation for the performance of future work functions. The development of these abilities will become an integral part of all the competencies established in the Federal State Educational Standard for Higher Education as a result of the graduate's mastering the educational program. Meets the requirements of the latest generation of federal state educational standards for higher education. For students of educational institutions of higher education studying in the field of Education and pedagogical Sciences.
APA, Harvard, Vancouver, ISO, and other styles
5

N, Tiwari S., Old Dominion University. Institute for Computational and Applied Mechanics., and United States. National Aeronautics and Space Administration., eds. NASA Langley Research Center HBCU/OMU program: 1990 student support survey summary report. Old Dominion University, 1991.

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

Lusk, Florence L. The Elder Care Connection: An educational and support program for working caregivers : final report. Southern Maine Area Agency on Aging, 1992.

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

Han, Mei. A profile of policies and practices for limited English proficient students: Screening methods, program support, and teacher training (SASS 1993-94). National Center for Education Statistics, U.S. Department of Education, Office of Educational Research and Improvement, 1997.

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

Baker, David, 1952 Aug. 24-, Rodriguez Carlos 1945-, and National Center for Education Statistics., eds. A profile of policies and practices for limited English proficient students: Screening methods, program support, and teacher training (SASS 1993-94). U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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

Baker, David, 1952 Jan. 5-, Rodriguez Carlos 1945-, and National Center for Education Statistics., eds. A profile of policies and practices for limited English proficient students: Screening methods, program support, and teacher training (SASS 1993-94). U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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

Audra, Langley, Dean Kristin L, and National Institute of Mental Health (U.S.), eds. Support for students exposed to trauma: The SSET program : group leader training manual, lesson plans, and lesson materials and worksheets. RAND Health, 2009.

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

Book chapters on the topic "Educational support program"

1

Giacon, Sally, and Ian Hay. "Parents’ Evaluation of an Early Learning Support Program." In The Future of Educational Research. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_3.

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

Miyazaki, Misako, Ikuko Sakai, Tomoko Majima, et al. "Support Program for Contemporary Educational Needs: “Contemporary Good Practice” Project at Chiba University." In Advanced Initiatives in Interprofessional Education in Japan. Springer Japan, 2010. http://dx.doi.org/10.1007/978-4-431-98076-6_7.

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

Buzaglo, Joanne S., Alexandra K. Zaleta, Margaret L. Longacre, and Mitch Golant. "The Cancer Support Community." In Cancer Caregivers, edited by Allison J. Applebaum. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190868567.003.0015.

Full text
Abstract:
The demands of caregiving are associated with physical, emotional, and practical consequences for cancer patients and caregivers. Guided by a person-centered model of evidence-based support, the Cancer Support Community, an international nonprofit organization, provides patient and caregiver support, education, and programming. This chapter highlights two research initiatives: the Cancer Experience Registry<sup>®</sup> online research program and CancerSupportSource–Caregiver<sup>®</sup>, a web-based distress-screening program designed to identify caregiver needs and refer caregivers to tailored support services. In addition, the chapter summarizes the educational and support programs available to caregivers at no cost through the Cancer Support Community. Finally, the chapter includes recommendations for future implementation and dissemination research on the effectiveness of integrated caregiver support with respect to quality and cost-related outcomes.
APA, Harvard, Vancouver, ISO, and other styles
4

Ragone, Leandra. "Bilingual Education." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-9904-7.ch003.

Full text
Abstract:
Districts must ensure students are supported in their academic and language acquisition careers. According to the Department of Education, between the 2009-10 and 2014-15 school years, the percentage of students who are identified as multilingual learners (MLs) has increased in more than half of the states. It becomes the responsibility of districts and administration to provide adequate support for students as they progress through their educational careers. With the implementation of the Every Student Succeeds Act, multilingual learners are an important focus that needs attention according to this new legislation. Districts hold the duty to offer programs to support multilingual learners' academic and language development. This chapter will focus on the importance of a leader's role and the tasks needed to assist districts with choosing programs that best support multilingual learners' education. This chapter will also provide comparable information on program specifics when choosing the traditional bilingual and dual language program to support multilingual learners.
APA, Harvard, Vancouver, ISO, and other styles
5

Mutlu-Bayraktar, Duygu. "Intelligent Educational Support System." In Artificial Intelligence Applications in Distance Education. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6276-6.ch003.

Full text
Abstract:
Increasing student numbers lead to new needs in the education sector. New systems are needed due to expert numbers that are insufficient in specialties, such as instructors, directors, and advisors. Type, goal, and specialty of intelligent systems programmed to satisfy this need are being developed with each passing day. The aim of this chapter is to develop an intelligent system that provides support with schedule, academic orientation, choice of profession, and career planning to students. To make a regular schedule for students would generally cause an inappropriate program, which is hardly followed by students in case they were indiscriminately prepared without any information about students' characteristics. Instead of this method, it is the point to be familiar with the academic success, study, resting, and even meal time of the student, and to know which lessons are studied on which days and to make an appropriate schedule for studying. According to the teachers, it is time-consuming and difficult to perform this method for all students. Within this scope, an intelligent system preparing a study schedule is developed considering the students' characteristics and study habits.
APA, Harvard, Vancouver, ISO, and other styles
6

Mutlu-Bayraktar, Duygu. "Intelligent Educational Support System." In Intelligent Systems. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5643-5.ch013.

Full text
Abstract:
Increasing student numbers lead to new needs in the education sector. New systems are needed due to expert numbers that are insufficient in specialties, such as instructors, directors, and advisors. Type, goal, and specialty of intelligent systems programmed to satisfy this need are being developed with each passing day. The aim of this chapter is to develop an intelligent system that provides support with schedule, academic orientation, choice of profession, and career planning to students. To make a regular schedule for students would generally cause an inappropriate program, which is hardly followed by students in case they were indiscriminately prepared without any information about students' characteristics. Instead of this method, it is the point to be familiar with the academic success, study, resting, and even meal time of the student, and to know which lessons are studied on which days and to make an appropriate schedule for studying. According to the teachers, it is time-consuming and difficult to perform this method for all students. Within this scope, an intelligent system preparing a study schedule is developed considering the students' characteristics and study habits.
APA, Harvard, Vancouver, ISO, and other styles
7

Pilcher, Janet, and Robin Largue. "Rethinking How We Design Programs." In Advances in Educational Technologies and Instructional Design. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-1928-8.ch010.

Full text
Abstract:
The landscape of higher education continues to change causing us to re-think the way we offer programs. Redesigning programs by listening to students pushes us to make radical changes. This chapter shows how the authors changed the content and delivery model by constantly reviewing student input on how we offer an online, competency-based alternative teacher certification program. They created annual measures that define program success, reviewed lead metrics to gain insight on areas working and needing improvements, and made ongoing changes to design and offer the program after listening to students' needs and desires. The program changes included continuous daily enrollment, changes in the instructor model to support student progression, an advising model focused on supporting individual student success throughout the program, and enhanced mentor support for fieldwork. The goal is to offer credentialing programs in different ways that prioritize accessibility, affordability, and applied field-based opportunities.
APA, Harvard, Vancouver, ISO, and other styles
8

Novoselov, Sergiy, and Oksana Sychova. "Automation of the group formation process for education applicants to study elective educational components." In Decision support systems in project and program management. Press of the Kharkiv National University of Radioelectronics, 2024. http://dx.doi.org/10.30837/mmp.2024.175.

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

Wheeler, Winn Crenshaw, Jessica T. Ivy, and Alexandra J. Taylor. "Coaching Support for First-Year Teachers." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-9904-7.ch004.

Full text
Abstract:
Within the first few years of teaching, a novice teacher experiences different phases that impact their attitude towards their new profession. One model of support for first-year teachers who are navigating these phases is in the form of coaching. This chapter focuses on coaching support for three novice teachers who spent their first-year teaching during the pandemic. The chapter explores the coaching experience and looks into the relationship between recent graduates and their educator preparation program. The findings from this study could help strengthen educator preparation programs in providing ongoing support to their recent graduates while also helping to contribute towards persistence in teaching for novice teachers.
APA, Harvard, Vancouver, ISO, and other styles
10

Butzler, Brittany, and Kristen Kiehl. "The VAD Coordinator Roles and Responsibilities in Caring for Patients with Ventricular Assist Devices." In Mechanical Circulatory Support. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190909291.003.0046.

Full text
Abstract:
An essential part of any mechanical circulatory support (MCS) program is a coordinator with an extensive knowledge of ventricular-assist devices (VAD) from a technical, clinical, and systems perspective. The VAD coordinator is the patient’s clinical liaison for the duration of MCS, from evaluation to transplant or death. These coordinators have various educational backgrounds and can have a wide variety of tasks and responsibilities. This chapter describes the primary activities and responsibilities of the VAD coordinator during each phase of MCS support, as well as other responsibilities related to troubleshooting, staff education, and tracking and maintaining VAD equipment.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational support program"

1

Kuzmin, Artem, Alexey Dukhanov, and Semen Kraev. "Approach to Intelligent Support in Educational Program Design Using X-Matrices and a Domain-Specific Language." In 2024 International Russian Automation Conference (RusAutoCon). IEEE, 2024. http://dx.doi.org/10.1109/rusautocon61949.2024.10694424.

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

Dunmire, D., and G. Keller. "Changing the Corrosion Culture through Education and Training." In SSPC 2014 Greencoat. SSPC, 2014. https://doi.org/10.5006/s2014-00013.

Full text
Abstract:
Abstract The law mandating the DoD Corrosion Prevention and Control Program (CPCP) includes a long-term strategy requirement to “collect, review, validate, and distribute information on proven methods and products that are relevant to the prevention of corrosion.” The DoD CPCP has responded with an overarching strategy to transcend traditional methods of corrosion prevention and control and to change the prevailing corrosion culture of “wait, find, and fix.” And the pathway to culture change includes outreach to all levels and segments of the affected population through corrosion education, training and information sharing. The CPCP established working integrated product teams – particularly the Communications and Outreach WIPT and the Training and Certification WIPT – to develop and implement that strategy and pathway to culture change. Training programs have been established with the help of SSPC and NACE. Corrosion education has been developed and expanded through creation of a Bachelor of Science degree in corrosion engineering and establishment of a National Center for Education and Research on Corrosion and Material Performance. Numerous high-quality corrosion education and training videos have been produced, along with corrosion video games. And the CorrDefense and CorrConnect websites are established to make corrosion information, education and training available worldwide. Other educational endeavors include the Technical Corrosion Collaboration of universities and laboratories dedicated to groundbreaking corrosion research, corrosion training for the Allies at the NATO School, and science center corrosion exhibits aimed at corrosion education of middle school and high school students. SSPC has played a pivotal role in changing the corrosion culture of a wide range of military and civilian institutions through their training programs, influencing professional performance in the coatings industry, involvement in the development of high quality coatings products and application systems, and broad support of the Department of Defense Corrosion Prevention and Control Program.
APA, Harvard, Vancouver, ISO, and other styles
3

Zakharova, Anna Nikolaevna, Aniuta Nikolaevna Erlygina, and Denis Viktorovich Gartfelder. "Psychological training program to support student technological entrepreneurship: “psycho-correctional targets” and the basics of construction." In All-Russian scientific and practical conference. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-109361.

Full text
Abstract:
The psychological training program for supporting student technological entrepreneurship in the Russian educational environment of an educational institution of higher education is discussed in the article. Ways to develop entrepreneurial activity are proposed, based on the “psychocorrectional targets” identified by the authors and the psychological problems of beginning entrepreneurs.
APA, Harvard, Vancouver, ISO, and other styles
4

Yawn, Barbara, Paul Enright, Paul Scanlon, Anne Marie Smith, and Rachel Makleff. "Support For Spirometry Use In Primary Care: An ATS Educational Program." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a2945.

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

Medyankina, Irina P., Leonid K. Bobrov, and Zinaida V. Rodionova. "Information component of innovative activities: An educational aspect." In Twenty Sixth International Conference and Exhibition «LIBCOM-2022». Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-257-9-2022-126-131.

Full text
Abstract:
Information support of innovative activities is discussed. The author addresses the suggestion to initiate regional programs for improving information competence of innovators. The arguments for implementing university professional development programs are offered. The sample thematic structure of professional development program is discussed.
APA, Harvard, Vancouver, ISO, and other styles
6

Roberts, Sarana E. "Developing a Course in a P-12 Educational Leadership Doctoral Program to Support Disability Education." In The Barcelona Conference on Arts, Media & Culture 2024. The International Academic Forum(IAFOR), 2025. https://doi.org/10.22492/issn.2435-9475.2024.6.

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

"Space Habitat and Support Systems Development Design Considerations. Space Architecture Educational Program." In 55th International Astronautical Congress of the International Astronautical Federation, the International Academy of Astronautics, and the International Institute of Space Law. American Institute of Aeronautics and Astronautics, 2004. http://dx.doi.org/10.2514/6.iac-04-p.1.09.

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

Balasanova, Valeriia Artemovna. "СОДЕРЖАНИЕ ПОДГОТОВКИ БУДУЩЕГО УЧИТЕЛЯ НАЧАЛЬНОЙ ШКОЛЫ: ПРОБЛЕМЫ И РЕШЕНИЯ". У All-Russian scientific and practical conference with international participation. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-108065.

Full text
Abstract:
Annotation. The article shows the relationship between new educational requirements and the content of training of a future elementary school teacher. For the analysis of existing educational programs it is important to pay attention to the goals and objectives of the program, the content of the program, methods and approaches in training, practical component, practical component of future teacher training, evaluation of students' performance and quality of training. In the framework of the competence model of professional training of a future teacher of primary grades, the author in the training of students highlights trainings on inclusive education, communication skills, the program of development of intercultural competence, the program of psychological and emotional support, methods of differentiated training.
APA, Harvard, Vancouver, ISO, and other styles
9

Alexe, Catalin george, Dana corina Deselnicu, Bogdan Tiganoaia, Cristian Mustata, and Alexandra Ioanid. "HOW EDUCATIONAL PLATFORMS SUPPORT STUDENTS' ENTREPRENEURIAL PREOCCUPATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-092.

Full text
Abstract:
One of the most important factors that increase student's preoccupation towards entrepreneurship is the way they are inspired by university studies to take action in this direction. This exploratory research aims at determining how student's previous experience in using educational platforms helps them when deciding to become an entrepreneur. The authors analyze how able are students and graduates of University Politehnica of Bucharest to recognize business opportunities, what their motivations would be in starting their own company and also if they feel the university environment and educational program supports them. Based on students' perception of how the university environment with the curriculum design, teaching methods, and other facilities the authors want to find ways in order to improve the entrepreneurial preoccupation towards students. For this exploratory study, the authors used mixed method research, and the data was collected through a structured questionnaire. The authors gathered data from students and graduates of three faculties in University Politehnica of Bucharest in order to see the differences that come from the curricula, with majors in Computer Science, Engineering, and Entrepreneurship. Data were interpreted using SPSS Modeller and the results validated. The recommendations the authors make are useful both for the academia but also for the business development in Romania because of the investigation of what students need in order to start their own business in terms of education and support within the universities. One major result was that even if students from faculties where innovation is highly supported like Information Technology/ Computer Science have many ideas and would like to start a business, they are not doing so because they lack entrepreneurial education. On the other hand, students from faculties with several economic disciplines would like to start a business but are not supported and educated enough to come up with innovative products. In conclusion, the paper presents solutions for both situations in order to increase students’ entrepreneurial preoccupation.
APA, Harvard, Vancouver, ISO, and other styles
10

Salomo´n, Marianne, Jens Fridh, Alexandros Kessar, and Torsten Fransson. "Gas Turbine Simulations in the Computerized Educational Program CompEduHPT: Educational Aspects." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38164.

Full text
Abstract:
In the winter 1813–1814 I attended a mathematical school kept in Boston ... on entering his room, we were struck at the appearance of an ample Blackboard suspended on the wall, with lumps of chalk on a the ledge below, and cloths hanging at either side. I never heard such a thing before. The introduction of computerized presentation techniques and overheads has also changed the teaching process as the blackboard did it on the 19th century. Computerized techniques have made possible showing the students more material related with the specific subject. Special videos, simulations and other multimedia tools represent one of the most relevant changes in the traditional learning. Simulations enable the students to familiarize themselves with the topic and highlight the key parameters as well as their influence. Several simulations have been included in the Computerized Educational Platform (CompEduHPT) together with theory and other educational features. These simulations constitute an alternative way to learn, based on discovery and experience. It is important to realize that the simulations are only a part of the package of learning. All the simulations are preceded with theory chapters, quizzes and preparatory tasks to enable fruitful exercises to be designed, including the simulations. Furthermore, the majority of these simulations are supported by a “guide” that provides help advising the student on how to perform the simulation and inviting him/her to analyze the changes every time that the student clicks on it based on the theory given in the chapters. This creates a completely integrated educational tool designed to enhance the learning of students involved in gas turbine technology courses either at the campus or as distant learners. A variety of simulations exist, stretching from simulated basic physical phenomena to complete cycle simulations. The Gas Turbine related simulations comprise for example a number of ideal and real gas turbine cycles, basic two-dimensional velocity triangle simulations as well as aerodynamic design of turbomachines and aeroelasticity simulations. One of the objectives of this paper is to show the potential of integrating the simulations in the learning process and the possible ways to overcome some of the obstacles by using tools already available and designed to enhance the learning process such as CompEduHPT. Evaluations show that simulations are appreciated among the students as an aid to grasp the general physical understanding of formulas and theory enhancing the learning process. The learning method and learning pace are highly valued among the students, which indicates that a computerized program including multiple ways of learning may be of considerable support to the more conventional and personal student-teacher way of learning.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational support program"

1

Berlinski, Samuel, Matías Busso, and Michele Giannola. Research Insights: Does Educational Support for Struggling Students Also Benefit High Achievers? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004366.

Full text
Abstract:
This paper finds that providing educational support to children with low baseline reading scores affected their academic performance as well as that of their higher-achieving classmates. Results show a positive impact on learning for high-achieving students who were not part of the remediation program but were in schools with children who did. Our evidence suggests that the results are not explained by class size reductions or changes in teacher practices.
APA, Harvard, Vancouver, ISO, and other styles
2

Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

Full text
Abstract:
This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
APA, Harvard, Vancouver, ISO, and other styles
3

Cueto, Santiago, Diether Beuermann, Julian P. Cristia, Ofer Malamud, and Francisco Pardo. Laptops in the Long-Run: Evidence from the One Laptop per Child Program in Rural Peru. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013192.

Full text
Abstract:
This paper examines a large-scale randomized evaluation of the One Laptop Per Child (OLPC) program in 531 rural primary schools, as implemented by the Peruvian government starting in 2009. We use administrative and survey data on academic achievement and grade progression through 2019 to estimate the long-run effects of educational technology on i) academic performance and grade progression in schools over time and ii) student trajectories as they progress from primary school to university. We find negative and significant effects on completing primary and secondary education on time but no effects on achievement. We find positive and significant impacts on students' computer skills but no effects on broader cognitive skills. Information on teacher training and computer utilization suggests limited benefits of providing educational technology without sufficient pedagogical support.
APA, Harvard, Vancouver, ISO, and other styles
4

Shan, Xiaoyue, and Albert Park. Access to Pensions, Old-Age Support, and Child Investment in the People’s Republic of China. Asian Development Bank, 2023. http://dx.doi.org/10.22617/wps230161-2.

Full text
Abstract:
This study shows that the new pension program in the People’s Republic of China can fundamentally alter the traditional support system between generations. While it lessens the role of working-age adults to provide support to their old-age parents, it may also have an impact on the educational investment of parents in their children depending on their gender. Along with the new pension program, policies to reduce school dropout and to support children who receive less parental investment may mitigate the unintended adverse impact.
APA, Harvard, Vancouver, ISO, and other styles
5

Carlana, Michela, Gaia Gaudenzi, and Eliana La Ferrara. Italy: Tutoring Online Program (TOP): A Successful Gobal Experience. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005113.

Full text
Abstract:
The "Tutoring Online Program" (TOP), launched in Italy in 2020, is an online educational reinforcement tutoring program that offered support to high school students affected by the pandemic. The program's inaugural edition took place between April and June of 2020, engaging 1,059 participants. Over the course of its four editions from 2020 to 2023, it has impacted nearly 3,000 middle school students. The sessions, lasting between 3 to 6 hours each week, were customized to meet the unique needs of each student and facilitated by volunteer university students. The evaluation of the program through a "Randomized Controlled Trial" (RCT) showed a significant increase in academic performance (0.26 SD) and improvements in socio-emotional skills and well-being. The impacts were particularly notable among students from low socioeconomic statuses and immigrant children.
APA, Harvard, Vancouver, ISO, and other styles
6

Almaden, Catherine Roween. Economics of Satellite Campuses. Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.33.

Full text
Abstract:
This research provides a comprehensive comparison of the financial, educational, and socio-spatial considerations in establishing State Universities and Colleges (SUCs) satellite campuses versus enhancing support mechanisms for existing SUCs in the Philippines. It highlights their critical role in expanding access to higher education, particularly for underserved and geographically isolated communities. Building on literature that identifies satellite campuses as tools for addressing educational disparities and fostering regional socio-economic development, the study emphasizes cost-effectiveness in decision-making. Using a mixed-methods approach, it combines quantitative cost-effectiveness analysis with qualitative insights from Focus Group Discussions (FGDs) and Key Informant Interviews (KIIs) with SUC stakeholders to explore financial and operational challenges. The cost-effectiveness analysis utilizes key financial metrics such as Net Present Value (NPV), Benefit-Cost Ratio (BCR), and Internal Rate of Return (IRR). Findings indicate that while satellite campuses offer opportunities to improve educational access, their financial sustainability is constrained by high initial investments and operational costs. Current low-fee structures in SUCs limit revenue generation, with long-term projections rarely covering infrastructure and operational expenses. Revenue-enhancing strategies are essential to address these constraints and ensure viability. Infrastructure development emerges as a major cost factor, with many SUCs relying on partnerships with Local Government Units (LGUs) for land donations. However, budget limitations remain a significant barrier. Qualitative data highlight the socio-economic benefits of satellite campuses, including the empowerment of marginalized populations and local economic growth. Aligning educational programs with local needs is identified as key to maximizing impact. Enrollment trends reveal regional disparities, with concentrations in CALABARZON, Central Luzon, and NCR, while underserved areas, particularly in Mindanao, face persistent barriers. An analysis of compliance rates shows that 69% of SUCs have achieved a Certificate of Program Compliance (COPC), though postgraduate programs lag behind undergraduate offerings. The performance of Teacher Education Programs in licensure exams further underscores disparities between main and satellite campuses. The study concludes that optimizing existing SUC campuses through improved resource allocation, targeted policies, and sustainable funding solutions can enhance educational outcomes, support local and regional development, and create a more inclusive higher education system in the Philippines.
APA, Harvard, Vancouver, ISO, and other styles
7

Van Der Zant, Tamara, and Katherine Dix. Primary Industries Education Foundation Australia (PIEFA) Storm and Flood Industry Recovery Program: Evaluation report. Australian Council for Educational Research, 2024. https://doi.org/10.37517/978-1-74286-776-2.

Full text
Abstract:
Despite the growing diversity of careers in Primary Industries, young peoples’ pursuit of agricultural careers is often hampered by outdated perceptions of the sector and its opportunities. As Primary Industries adapt to the threat of natural disasters by turning to scientific and technological solutions, a diverse, highly skilled workforce will be required. In the wake of the devastating impacts of storm and floods in early 2021 across New South Wales, the Storm and Flood Industry Recovery Program (SFIRP): Creating resilience through empowering school curriculums about primary industries careers project was developed. To aid the long-term recovery and resilience of the NSW agriculture industry, Primary Industries Education Foundation Australia (PIEFA) was tasked to design and provide educational opportunities for promoting studies of food, fibre and agriculture and associated careers. The program aimed to inspire students in NSW to pursue career pathways in Primary Industries. Accordingly, the SFIRP has endeavoured to support industry recovery by challenging industry misconceptions and equipping teachers and careers advisors to educate students about opportunities to post-school pathways and careers in agriculture. An independent evaluation of SFIRP was undertaken by the Australian Council for Educational Research (ACER) and is presented in this report.
APA, Harvard, Vancouver, ISO, and other styles
8

SHESTAKOVA, L. G. FORMATION OF PEDAGOGICAL COMPETENCIES AMONG STUDENTS OF THE DIRECTION 01.03.02 APPLIED MATHEMATICS AND INFORMATICS. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-88-94.

Full text
Abstract:
The task of forming pedagogical competencies among students of the direction “Applied Mathematics and Informatics” is relevant. For its solution, the following conditions are identified: to include in the curriculum a pedagogical module, consisting of pedagogy, methodological disciplines and pedagogical practice; use links with specialized disciplines; apply in the work the educational and methodological support adapted to the reduced amount of time; include activities based on the pedagogical module in the educational program.
APA, Harvard, Vancouver, ISO, and other styles
9

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.

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

Jacobs, Britney, Kate Babineau, and Daniel Parker. From Childcare to Educare: Inspiring Change in Early Childhood Education for Rural Tennessee. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/222.

Full text
Abstract:
The expansion of early childhood education (ECE) and increased funding have positively impacted children and families. However, inequities within the ECE workforce continue to persist, particularly in rural areas, causing ECE providers to face inadequate compensation and benefits. This project, in partnership with the Tennessee State University Early Childhood Training Alliance (TECTA), seeks to understand the experiences of ECE providers, highlight the benefits of the TECTA program, identify key challenges and barriers in their educational pathways, and advocate for program expansion to support social and economic mobility. The study emphasizes the need for systemic changes to address economic insecurity, professional recognition, training disparities, and policy inconsistencies in the ECE workforce. Providing targeted recommendations could improve professional growth, job satisfaction, and economic stability for ECE providers, benefiting children and families.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational support program' 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