Log in

Relevant bibliographies by topics / Educational websites

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Educational websites'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 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 websites.'

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 websites"

1

Desai, Hardikkumar V. "Educational Institutes Website Accessibility." International Journal of Emerging Research in Management and Technology 6, no. 7 (2018): 322. http://dx.doi.org/10.23956/ijermt.v6i7.233.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Lomberk, Gwen. "Educational websites — pathophysiology." Pancreatology 6, no. 3 (2006): 173–74. http://dx.doi.org/10.1159/000091819.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Keavney, Elizabeth. "Satisfaction of visually disabled users with California educational websites." Technology and Disability 34, no. 1 (2022): 45–52. http://dx.doi.org/10.3233/tad-210357.

Full text

Abstract:

BACKGROUND: College and university websites in the United States are legally required to meet accessibility standards to promote equal opportunity in education for blind and visually disabled students. Web Content Accessibility Guidelines are the recognized standard for website accessibility. OBJECTIVE: Determine how satisfied blind and visually disabled college and university students are with college and university websites in California, and whether compliance with Web Content Accessibility Guidelines is a good predictor of that satisfaction. METHODS: A random sample of websites from California colleges and universities was evaluated for accessibility compliance. A stratified sample of six websites was taken from the initial sample. Thirty blind or visually disabled students performed a prescribed series of tasks on each of the six websites, then answered a Likert-format survey regarding their satisfaction with each website. RESULTS: Sixty-three percent of websites did not meet the first priority accessibility criteria. Participant responses showed a majority were satisfied with websites, both compliant and non-compliant, and a strong correlation between satisfaction and accessibility compliance. CONCLUSIONS: Despite legal requirements, a majority or large minority of college and university websites in California do not meet accessibility guidelines, indicating a significant opportunity to improve the accessibility of those websites.

APA, Harvard, Vancouver, ISO, and other styles

4

Inozemtseva, A. V., A. I. Kocheeva, A. I. Pestunov, E. V. Chernikova, and L. Yu Shadrina. "Analysis of Foreign Versions of the Websites of Russian Higher Educational Institutions as a Tool of Applicants Attraction." Vestnik NSUEM, no. 3 (October 9, 2021): 37–49. http://dx.doi.org/10.34020/2073-6495-2021-3-037-049.

Full text

Abstract:

Today all higher educational institutions use Internet marketing technologies to attract applicants. Websites serve as a starting point of this work. They become particularly topical in the context of the «Export of education» project aimed at the attraction of foreign applicants to national higher educational institutions. The study analyzes foreign versions of the websites of Russian higher educational institutions by several parameters: technical parameters, content structure, user friendliness and user behavior on the website. 34 websites formed the sample. The analysis of user behavior at the website made it possible to estimate its efficiency. Following the results of the study it was found that foreign versions of the websites of Russian higher educational institutions need to be optimized with respect to several indicators. Recommendations were given to improve the websites regarding each parameter.

APA, Harvard, Vancouver, ISO, and other styles

5

Lomberk, Gwen. "Educational Websites — Signaling Pathways." Pancreatology 6, no. 4 (2006): 266–67. http://dx.doi.org/10.1159/000092686.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Hasan, Layla, and Emad Abuelrub. "Common Usability Problems on Educational Websites." International Journal of Communications 16 (March 5, 2022): 22–27. http://dx.doi.org/10.46300/9107.2022.16.5.

Full text

Abstract:

This research employed the heuristic evaluation method to comprehensively evaluate the usability of three large public university websites in Jordan (Hashemite University, the University of Jordan, and Yarmouk University). The evaluation involves testing all pages related to the selected universities' faculties and their corresponding departments. A list of 34 specific types of usability problems, which could be found on a Jordanian university website, was identified.

APA, Harvard, Vancouver, ISO, and other styles

7

Soetomo, Mohammad Amin, and Rio Asepta. "Risks Mitigation of Defacement Attack Vectors on Educational Institution Websites by Using OWASP and Risk IT Frameworks." ACMIT Proceedings 3, no. 1 (2019): 14–23. http://dx.doi.org/10.33555/acmit.v3i1.22.

Full text

Abstract:

According to an article published by The Hacker News in 2006 [1] 21.549 websites defaced by Turkish hacker team, Iskorpitx. It was the largest defacement in web history. Zone-h, the largest defaced website archives [2] listing 11.107.846 websites became the victims of defacement attack. So how about educational institution websites? Are they become the target of defacement attack? In point of fact, University of Maryland, North Dakota University, Butler University, Indiana University and Arkansas State University became the victims of data breach by malicious attacker, the data breach was larger than data breach attack on Sony [3]. After analysing the data filtered from Zone-h archives, we retrieved that the defaced websites belong to educational institution in ASEAN countries; Indonesia (11.615 websites), Malaysia (3.512 websites), Singapore (312 websites), Vietnam (3.294 websites), Thailand (9.860 websites), Brunei Darussalam (30 websites), Cambodia (65 websites), LAO PDR (9 websites), Myanmar (6 websites), Philippines (978 websites) have been efaced in 2015. This paper will analyse the motive, attack methods, risks, impacts and mitigations of defacement attack in educational institutions. MECEES, OWASP and Risk IT will be used as framework. Hacked educational institutions will lead to critical risks .

APA, Harvard, Vancouver, ISO, and other styles

8

Lamanauskas, Vincentas. "SOCIAL NETWORKING WEBSITES: NEW EDUCATIONAL SPACE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (2012): 4–6. http://dx.doi.org/10.48127/gu-nse/12.9.04.

Full text

Abstract:

Over the latter decade the spread of information communication technologies was going on in various directions. Technological possibilities grew up very significantly (Lamanauskas, 2011). Especially rapid was the development of the internet and technologies related with it. A lot of internet service providers occurred in the market, their number still continues to grow. The internet link methods change - from the ordinary usage of phone line modems (dial - up) to broadband internet technology (DSL) and cable TV internet nets. It can be asserted, that over the mentioned period Web 1.0 internet (static, used for getting information) was changed by Web 2.0 internet (social). The internet diaries, social portals, technologies allowing live communication on the internet (Internet Relay Chat, IRC), talk programme Windows Live Messenger (MSN), ICQ forums and other have occurred and are spreading. With the occurrence of “Skype”, internet telephony acquired a qualitatively new characteristic and practically became a daily routine. Thus, today a consumer can create his profile on the internet, can make friends, communicate in the interest groups and so on. It can be stated, that every human being in his own way contributes to the internet and at the same time to ICT development, in general. It is obvious, that together with technological problems arise social internet problems as well. Social networking websites (SNW) are closely related with economical, psychological, educational, valeological and other aspects. There is a lack of researches based on socio-educational social networking website aspects. It is important to know not only how much time the consumers spend surfing the net, but how much time is allotted for communicating in social networking websites, which of them are the most popular and why, how the respondents evaluate social networking website functions, what in general they know about them, what advantages, disadvantages and threats they discern. Finally, it is important to find out whether usage of social networking websites makes information – communication abilities better in any way. Key words: ICT, educational technologies, social networking websites

APA, Harvard, Vancouver, ISO, and other styles

9

Painter, David F., James H. Dove, Kristina Monteiro, Peter K. Kriz, and Brett D. Owens. "Medical Advisability of Youth Pitching Recommendations on the Internet." Orthopaedic Journal of Sports Medicine 9, no. 9 (2021): 232596712110366. http://dx.doi.org/10.1177/23259671211036692.

Full text

Abstract:

Background: As the incidence of youth pitching injuries and surgical procedures attributed to overuse has drastically increased, there are quality concerns about popular internet resources regarding arm care for youth pitchers. Purpose/Hypothesis: To assess the medical advisability of online arm care recommendations for youth pitchers. It was hypothesized that websites contain misleading arm-care information that is discordant with medical advice. Study Design: Cross-sectional study. Methods: We reviewed the first 100 websites populated after a Google search for youth pitching recommendations. Websites were categorized by type (athletic organization, commercial, or educational) and content quality (medically advisable, discordant, or neutral), the latter with respect to the Pitch Smart guidelines used by Major League Baseball. Chi-square tests of independence and z tests of independent proportions were used to compare column proportions among categories of website content quality for each type of website source. Given the small sample sizes in some instances, the Fisher-Freeman-Halton exact test was performed to assess the relationship between website source type and quality of information. Results Of the 99 qualifying websites, 76 were categorized as medically advisable, 16 as discordant, and 7 as neutral. In addition, 92% of educational websites and 94.7% of athletic organization websites featured exclusively advisable content, whereas only 54.8% of commercial websites were advisable. Of the 16 discordant websites, 15 were commercial sites. Educational websites were significantly more advisable and neutral in content when compared with discordant information, while commercial websites were significantly predictive of discordant content. Among the first 50 websites populated according to Google, 42 (84%) were advisable, 6 (12%) discordant, and 2 (4%) neutral. The remaining websites (n = 49) featured 34 (69.4%) that were advisable, 10 (20.4%) discordant, and 5 (10.2%) neutral. Conclusion: Study findings indicated that websites of an educational nature are predictive of medically advisable content, while commercial websites (eg, blogs) are associated with discordant information. The abundance and availability of inaccurate internet information should be appreciated by medical professionals and parents/coaches of youth baseball players.

APA, Harvard, Vancouver, ISO, and other styles

10

A. El_Rahman, Sahar. "EVALUATION OF SAUDI EDUCATIONAL WEBSITES." International Journal of E-Learning and Educational Technologies in the Digital Media 2, no. 4 (2016): 141–47. http://dx.doi.org/10.17781/p002217.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic "Educational websites"

1

Poland, Roger Hugh Carol. "The development and evaluation of Internet based resources for ecological and environmental education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248169.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hetzendorfer, Vanessa Marie. "Enhancing classroom communication via classroom websites." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2436.

Full text

Abstract:

The purpose of the project was to develop a webpage for each teacher at Deer Canyon Elementary School which is in Alta Loma, California. The webpages were designed to give teachers the tools to add information to their own webpages to enhance their communication with students and students' parents.

APA, Harvard, Vancouver, ISO, and other styles

3

Ho, Feng-Wen. "Conceptual guidelines for educators in the development of their first educational websites." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2065.

Full text

Abstract:

The Internet is a revolutionary technology that is bound to change every aspect of society and the educational system in particular. Following the rapid spread of the Internet, the new developments in the World Wide Web (WWW) technology have created a high level of interest and enthusiasm among many educators.

APA, Harvard, Vancouver, ISO, and other styles

4

Safanova, Angelica Jimenez. "An Exploratory Study of the Impact of School Websites on the Perception of Public Schools." Thesis, New Jersey City University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745088.

Full text

Abstract:

<p> Negative public school perception is a problem for all stakeholders. Negative public school perception leads to lack of support, which leads to lack of funding. Research shows that people outside of the school community are the most critical. Mass media, political leaders, and education reformist have perpetuated the problem. School leaders are not doing enough to combat the negative stereotype of the failing school. This exploratory mixed methods study on the impact of school websites on perception of public schools was an exploration of how websites design can affect perception and addresses one way that the negative perception can be changed. Three school websites were chosen based on their level of information communication technology (ICT) integration. The principals and webmasters of each school were interviewed and the data were coded and analyzed to create a survey instrument which was distributed to a purposive sample of 58 parents of school-aged children. The results of the analysis and comparison of the data collected from the principals, webmasters, and parents revealed that school websites have an effect on the perception that parents form about the school. The data also show that information or lack of information on the website was the number one reason for the ratings given to each statement on the parents’ survey. In addition, the signals sent through the website, whether intentional or not, had an effect on the parents’ perception.</p><p>

APA, Harvard, Vancouver, ISO, and other styles

5

Fotiadou, Maria. "The discourse of careers services : a corpus-based critical discourse analysis of UK university websites." Thesis, University of Sunderland, 2017. http://sure.sunderland.ac.uk/10127/.

Full text

Abstract:

This thesis examines the discourse of careers services in UK university websites. The notion of employability has been presented and promoted by powerful groups, such as governments, organisations, the media, employers, and higher education institutions, as the remedy to the social problem of unemployment. Careers services in UK universities were given the role of ‘expert’ professionals who are there to support and guide students towards developing their employability and skills. This study examined the ideas and messages reproduced and promoted by the careers services, which could affect the students’ understanding of the ‘job market’ and their role in it. The chosen methodology, that is corpus-based critical discourse analysis, combined qualitative and quantitative methods and tools for the analysis of 2.6 million words deriving from 58 UK universities’ websites, and more specifically the careers services sections. In general, this thesis highlights some of the problematic, common-sense ideas that are being promoted by these services and encourages the denaturalisation of the careers services’ discourse. The main argument is that the language used by the careers services in UK universities reproduces and promotes neoliberal ideology. The analysis shows that higher education students are encouraged to develop ‘job-hunting techniques’ and are presented as responsible for their own ‘survival’ in a ‘fiercely competitive job market’. The notion of employability is promoted as the main solution to this highly problematic ‘reality’. The services advertise that they ‘know’ what employers are looking for from prospective employees and claim that they can ‘help’ students with their job search. The close analysis of linguistic data reveals that these services act as the ‘enablers’ of the students’ self-beneficiary action. In addition, besides their role as careers counsellors, the services’ use of language demonstrates their involvement in the therapeutic field. Finally, the language used by post-1992 and Russell Group universities was found to be quite similar. There are, however, some differences that could be viewed as signs of competition between these two university ‘groups’ and a preference of the job market towards a particular ‘group’ of graduates from elite institutions.

APA, Harvard, Vancouver, ISO, and other styles

6

Saichaie, Kem. "Representation on college and university websites: an approach using critical discourse analysis." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1071.

Full text

Abstract:

The purpose of this study is to understand how colleges and universities use language to represent themselves on their institutional websites (official websites of higher education institutions). Organizations, like colleges and universities, seek to create and maintain a distinctive identity in an effort to build legitimacy (i.e., status) and attract students (i.e., tuition dollars). Institutional websites are increasingly important to the admissions and marketing practices of colleges and universities due to their ability to rapidly communicate a significant amount of content to a vast audience. Colleges and universities use language, whether textual (i.e., written) or visual (i.e., images), to position and differentiate themselves from other institutions and promote their efforts. This study utilizes Critical Discourse Analysis (CDA) to examine the language on the institutional websites of 12 colleges and universities across a number of characteristics (e.g., control, type, geographic region, admissions selectivity) in the United States. Theoretically, CDA provides the means to examine everyday language in an effort to raise awareness about issues of inequality, such as access to education. Methodologically, Fairclough's approach to CDA has three dimensions of analysis. The first dimension is descriptive analysis where the intent is to describe the properties of the textual and visual elements. The second dimension involves interpretive analysis where the goal is to examine the contents of language and its functional parts to understand and interpret the connections between the role of language and the greater social structures it reflects and supports. Societal analysis, the third dimension, focuses on explanations of larger cultural, historical, and social discourses surrounding interpretations of the data. The analyses from this study suggest that colleges and universities utilize a common promotional discourse en masse to market rather systematic representations of "higher education" despite the fact that they vary widely by a number of institutional characteristics. Specifically, analyses reveal that institutions use language to repeatedly establish prestige and relevancy by touting the accomplishments of their institutional actors. The institutions attempt to engage the viewer with relational language, present numerous co-curricular experiences along with numerous images related to generic institutional characteristics (e.g., architecture, campus scenery), and multiple layers of navigation. The scholarly commitment associated with higher education plays a reduced role while the intangibles available to the prospective student are at the forefront of representations in the sample. Institutions also poorly represent other social goods (e.g., class, sexual orientation). Of the 453 images in the study, 98 feature a non-white actor (21%) and 146 feature a female actor (32%). Representations of diverse actors often appear in the form of caricatures (e.g., Native American in tribal dress). Given the mission and rhetoric stemming from many postsecondary institutions, including the institutions in this sample, to increase access to education for underrepresented individuals and enhance diversity in all its forms, the language utilized on the websites does not align with such statements. By deploying similar promotional discourse, the institutions choose what to present, emphasize, and exclude. Hence, institutions retain a great amount of control over information the viewer has access to on the institutional website. The language in use reveals that the institutions retain significant control over its actors with strategic placement of obligational discourse and, in most cases, complete silence on issues. Such discourse constructs an unrealistic portrayal of higher education while simultaneously reducing the role higher education has as a social institution committed to teaching, research, and service.

APA, Harvard, Vancouver, ISO, and other styles

7

Sarmonpal, Sandra. "Learning Analytics from Research to Practice| A Content Analysis to Assess Information Quality on Product Websites." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13421041.

Full text

Abstract:

<p> The purpose of this study was to examine and describe the nature of the research to practice gap in learning analytics applications in K12 educational settings. It was also the purpose of this study to characterize how learning analytics are currently implemented and understood. A secondary objective of this research was to advance a preliminary learning analytics implementation framework for practitioners. To achieve these purposes, this study applied quantitative content analysis using automated text analysis techniques to assess the quality of information provided on analytics-based product websites against learning analytics research. Because learning analytics implementations require adoption of analytical tools, characterizing content on analytics-based product websites provides insight into data practices in K12 schools and how learning analytics are practiced and understood. A major finding of this study was that learning analytics do not appear to be applied in ways that will improve learning outcomes for students as described by the research. A second finding was that policy influence expressed in the study corpus suggest competing interests within the current policy structure for K12 education settings. Keywords: quantitative content analysis, automated text analysis, learning analytics, big data, frameworks, educational technology, website content analysis </p><p>

APA, Harvard, Vancouver, ISO, and other styles

8

Barreda, Davila Albert. "Website Interactivity as a Branding Tool for Hotel Websites." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6245.

Full text

Abstract:

The dissertation explored the relationships among Website interactivity, brand knowledge, consumer-based brand equity and behavioral intentions in the context of hotel Websites. Based on an in-depth literature review, a theory-driven model was proposed and ten hypotheses were developed. The dissertation employed an empirical study based on a survey design, and collected data via a marketing company. Respondents who booked a hotel room online using hotel branded Websites in the last 12 months were approached to complete the online questionnaire. Four hundred ninety six (496) respondents completed the online questionnaire by answering to questions related to their last hotel booking experience. Analysis was conducted in two phases: (1) Confirmatory Factor Analysis (CFA) and (2) Structural Equation Modeling (SEM). The overall fit of the CFA model and the final SEM model were acceptable, indicating an adequate fit to the data. The results suggested that the two dimensions of Website interactivity, namely system interactivity and social interactivity, positively impacted the components of brand knowledge, and that system interactivity had a stronger impact as compared to social interactivity. Although, social interactivity was not found to have a significant direct effect on brand awareness, the results showed that social interactivity had a significant impact on brand image. Furthermore, the relationship between brand equity and behavioral intentions was positive and significant. The empirical study offered theoretical for utilizing Website interactivity as a branding tool in the hotel context. Additionally, the results provide practical insights into branding strategies, Website development, and behavioral intentions enhancement. Very few studies have empirically examined and incorporated Website interactivity dimensions and brand knowledge with consumer-based brand equity and behavioral intentions. This gap in the literature has been compounded by an absence of empirical studies on Website interactivity as a tool to develop brands and behavioral intentions in the context of hotel Websites. The present dissertation closes this gap in the literature by reporting on a questionnaire of US adult travelers that offered data on those theoretical associations. Conceptually, the results support the influential impact of Website interactivity on brand elements and behavioral intentions.<br>Ph.D.<br>Doctorate<br>Education and Human Performance<br>Education; Hospitality Education Track

APA, Harvard, Vancouver, ISO, and other styles

9

Olivieri, Scott D. "Diversity on Jesuit Higher Education Websites." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107711.

Full text

Abstract:

Thesis advisor: Ana M. Martínez Alemán<br>The term “diversity” was popularized in Justice Powell’s opinion in Regents of the University of California v. Bakke, which identified the benefits of a diverse student body as a compelling state interest. Forty years after Bakke, deep inequities remain in higher education and racist events occur with regularity on college campuses (“Campus Racial Incidents : The Journal of Blacks in Higher Education,” n.d.). Institutions continue to struggle to address student concerns and a significant gap remains between students and administrators on the topic of diversity and inclusion. Because the public website is the face of the university to the world and the most powerful platform for conveying institutional values, goals, and priorities, representations of diversity on university webpages are potent statements about how institutions address these topics (Snider & Martin, 2012). Jesuit universities in particular have a 500-year tradition in education that is founded on a deep respect for cultural difference, making them an excellent choice for a study on diversity (O’Malley, 2014). This exploratory qualitative study utilizes Critical Discourse Analysis to examine how diversity is characterized on Jesuit higher education websites. The 28 Jesuit higher education institutions in the United States were analyzed during two time periods using a framework combining elements of Fairclough (2003) and McGregor (2014). The data were interpreted through the lens of Critical Race Theory (CRT), which posits that racism continues to be endemic and omnipresent in the United States. CRT scholarship on microaggressions, whiteness, and colorblindness is a foundational element of this analysis Based on this analysis, institutions were placed in an adapted model of diversity development based on Williams (2013). While respecting cultural difference and care for the marginalized is at the core of the Jesuit mission, translating this to an inclusive diversity web presence has presented challenges for institutions. In this study, just 3 of the 28 Jesuit higher education institutions attained the most advanced stage—Inclusive Excellence. Few Jesuit institutions placed diversity at the core of the mission or maintained cohesive and powerful diversity messaging across the website. This study found instances where imagery, prose, and information architecture issues reinforced hegemonic norms and objectified individuals. This analysis concludes with diversity website content recommendations for administrators, communications professionals, and faculty who seek to be inclusive rather than alienate, deconstruct hegemonic norms rather than reinforce them, and balance marketing goals with campus authenticity<br>Thesis (PhD) — Boston College, 2018<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education

APA, Harvard, Vancouver, ISO, and other styles

10

Mortensen, Carolynn. "Contextual Factor Profiling: Teacher-Created Classroom Website Design in Texas High Schools." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/449.

Full text

Abstract:

With increasing student access to technology and the Internet, Texas school districts have invested in content management systems (CMS), improved technology infrastructure, and professional development with little research available about best practices and current use of class websites. Using the technological pedagogical content knowledge (TPACK) framework, this study investigated how contextual factors predicted the number of website components related to the teacher information, communication, classroom management, and teaching content section of a class website designed by a Texas high school teacher. This quantitative, predictive correlational research design included data collected from a proportional allocation of 191 Texas high school teacher websites representing 20 geographic areas, 5 content areas, 5 grade levels, Title 1 designation, campus enrollment levels, and self-reported teacher technology readiness. Multiple regressions revealed the campus' Title 1 designation was a significant predictor of the number of teacher information and teaching content components included on the class websites of Texas high school teachers. The study revealed that opportunities to access online resources through class websites were reduced for students in Title 1 designated schools. Several possibilities that positively contribute to social change were discovered. Educational decision makers and administrators may use this information to determine where expenditures should be made to ensure development of class websites that meet students' needs. Estimates show a 2-day professional development to create class websites for Texas secondary teachers would cost $93,237,200. Ensuring funds spent results in sites that provide optimal academic support to students could improve learning and bring significant social change.

APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Educational websites"

1

Gordon, Rachel Singer. Best Career and Education Websites. JIST Publishing, 2005.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Timothy, Hopkins. 1001 best Websites for educators. 3rd ed. Teacher Created Materials, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Timothy, Hopkins. 1001 best Websites for educators. Teacher Created Materials, Inc., 2000.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

Timothy, Hopkins. 1001 best Websites for educators. 2nd ed. Teacher Created Materials, Inc., 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Rudd, Peter. 50 websites for school improvement. National Foundation for Educational Research, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

101 best websites for principals. 3rd ed. International Society for Technology in Education, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Brooks-Young, Susan. 101 best websites for principals. 3rd ed. International Society for Technology in Education, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Lin, Irene I.-Jen. In search of good children's educational website: M.A. Communication Design Thesis 2001. Central Saint Martins College of Art & Design, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Group, Primary Research, ed. Redesigning and managing the college website. 2nd ed. Primary Research Group, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Shitov, Viktor. Information content management. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1842520.

Full text

Abstract:

The textbook describes methods of ensuring quality and compliance with legislation when publishing content, the legislation of the Russian Federation in the field of intellectual property, rules for the use of information materials on the Internet, general principles of differentiation of access rights to information on the Internet, ensuring information security, types of spam and unwanted content, methods and means of combating them, technologies for managing, processing and modifying content, technologies for transmitting information on the network, duties of a moderator of a website / forum / resource, and much more. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions. It can be used when mastering the professional module "Information resources Administration" in the discipline "Information content Management" for the specialty "Information systems and programming" when mastering the qualification "Information Resources Specialist".

APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Educational websites"

1

Cancelliere, Francesco, Vicki Johnson, and Sverre Aarseth. "Educational N - Body Websites." In The Cambridge N-Body Lectures. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8431-7_16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hasan, Layla. "Determining the Importance of Design Features on Usable Educational Websites." In Lecture Notes in Electrical Engineering. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6190-2_42.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Crook, Charles, and Natasa Lackovic. "Images of Educational Practice: How School Websites Represent Digital Learning." In Handbook on Digital Learning for K-12 Schools. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33808-8_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Djonov, Emilia, John S. Knox, and Sumin Zhao. "2.2 Interpreting Websites in Educational Contexts: A Social-Semiotic, Multimodal Approach." In International Handbook of Interpretation in Educational Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9282-0_16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Navarrete, Rosa, Myriam Peñafiel, Maritzol Tenemaza, and Sergio Luján-Mora. "Towards an Accessible UX for People with Disabilities in Open Educational Resources Websites." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19135-1_7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Shakirova, Gulshat, and Elvira Sabirova. "Using Educational Websites and Platforms in Russia: Cognitive Needs of Children and Problems of Teachers." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99737-7_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Klein, Stephan. "Educational Websites on the Memory of Slavery in Europe: The Ongoing Challenge of History Teaching." In Palgrave Handbook of Research in Historical Culture and Education. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52908-4_37.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Stack, Michelle. "Mediatization and University Websites." In Global University Rankings and the Mediatization of Higher Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137475954_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Stack, Michelle. "Seeing Is Believing: University Websites." In Global University Rankings and the Mediatization of Higher Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137475954_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Danielsson, Kristina, and Staffan Selander. "Websites as Learning Resources for Young Learners." In Multimodal Texts in Disciplinary Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational websites"

1

Ittan, Swati, Gaurav Paruthi, and William Thies. "Mapping Large Educational Websites to Interactive DVDs." In 2012 IEEE Fourth International Conference on Technology for Education (T4E). IEEE, 2012. http://dx.doi.org/10.1109/t4e.2012.46.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Vosylius, Andrius Eimantas, and Kristina Lapin. "Usability of Educational Websites for Tablet Computers." In the Mulitimedia, Interaction, Design and Innnovation. ACM Press, 2015. http://dx.doi.org/10.1145/2814464.2814467.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Geng, Gretchen H., and Leigh P. Disney. "Investigation of technical support provided by educational websites." In 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529287.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Nagpal, Renuka, Deepti Mehrotra, and Pradeep Kr Bhatia. "Task based effectiveness evaluation of educational institute websites." In 2016 International Conference on Computational Techniques in Information and Communication Technologies (ICCTICT). IEEE, 2016. http://dx.doi.org/10.1109/icctict.2016.7514600.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fgee, El-Bahlul, Ezzadean H. Elturki, and A. Elhounie. "My Security for Dynamic Websites in Educational Institution." In 2012 6th International Conference on Next Generation Mobile Applications, Services and Technologies (NGMAST). IEEE, 2012. http://dx.doi.org/10.1109/ngmast.2012.35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Zarish, Syed Saqib, Shabana Habib, and Muhammad Islam. "Analyzing Usability of Educational Websites Using Automated Tools." In 2019 International Conference on Computer and Information Sciences (ICCIS). IEEE, 2019. http://dx.doi.org/10.1109/iccisci.2019.8716462.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Santos, Ana M. "Theoretical-methodological proposal to evaluate the quality of educational websites to support education." In the 3rd International Conference. ACM Press, 2015. http://dx.doi.org/10.1145/2808580.2808640.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Sabirova, Elvira, and Venera Zakirova. "Educational Websites in the Work of Russian Elementary School Teachers." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e1109.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Nouman, Nazish, and Ahmer Umer. "Web Navigation and Usability Analysis of Educational Websites in Pakistan." In 2019 Seventh International Conference on Digital Information Processing and Communications (ICDIPC). IEEE, 2019. http://dx.doi.org/10.1109/icdipc.2019.8723704.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Chen, Tao, Naijia Zheng, Yue Zhao, Muthu Kumar Chandrasekaran, and Min-Yen Kan. "Interactive Second Language Learning from News Websites." In Proceedings of the 2nd Workshop on Natural Language Processing Techniques for Educational Applications. Association for Computational Linguistics, 2015. http://dx.doi.org/10.18653/v1/w15-4406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational websites"

1

Jeff Day, Jeff Day. Animating Spinal Cord Damage: Building an Educational Website for Kids. Experiment, 2015. http://dx.doi.org/10.18258/4357.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, 2019. http://dx.doi.org/10.53328/guxy9244.

Full text

Abstract:

Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities

APA, Harvard, Vancouver, ISO, and other styles

3

Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), 2020. http://dx.doi.org/10.23970/ahrqepccer237.

Full text

Abstract:

Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.

APA, Harvard, Vancouver, ISO, and other styles

4

Martin, Matthew, Jo Walker, Kwesi W. Obeng, and Christian Hallum. The West Africa Inequality Crisis: Fighting austerity and the pandemic. Development Finance International, Oxfam, 2021. http://dx.doi.org/10.21201/2021.8045.

Full text

Abstract:

The COVID-19 pandemic has revealed and worsened the depth of inequality in West Africa. It has pushed millions into poverty. There is no end in sight due to the obscene global vaccine inequality, which means that less than 4% of West Africans had been fully vaccinated against COVID-19 as at September 2021, compared with 52% in the United States and 57% in the European Union. In 2021, when COVID-19 infections are rising in West Africa, the critical support health and socioeconomic programmes put in place by most governments in 2020 are being rolled back and replaced with austerity. Many governments are following advice from the IMF and World Bank, reminiscent of the severe cuts in spending imposed under the structural adjustment policies of the 1980s and 1990s. However, as this paper argues, the pandemic offers West African governments a once-in-a-generation opportunity to invest heavily in inequality-busting policies by boosting public spending (especially on healthcare, education and social protection), making tax systems more progressive, and tackling joblessness and precarious work. This report uses the Commitment to Reducing Inequality Index (CRII) framework devised by Oxfam and Development Finance International to assess the policies of West African governments. Visit the CRI Index website to learn more: www.inequalityindex.org.

APA, Harvard, Vancouver, ISO, and other styles

5

Martin, Kathi, Nick Jushchyshyn, and Claire King. Christian Lacroix Evening gown c.1990. Drexel Digital Museum, 2017. http://dx.doi.org/10.17918/wq7d-mc48.

Full text

Abstract:

The URL links to a website page in the Drexel Digital Museum (DDM) fashion image archive containing a 3D interactive panorama of an evening gown by French fashion designer Christian Lacroix with related text. This evening gown by Christian Lacroix is from his Fall 1990 collection. It is constructed from silk plain weave, printed with an abstract motif in the bright, deep colors of the local costumes of Lacroix's native Arles, France; and embellished with diamanté and insets of handkerchief edged silk chiffon. Ruffles of pleated silk organza in a neutral bird feather print and also finished with a handkerchief edge, accentuate the asymmetrical draping of the gown. Ruching, controlled by internal drawstrings and ties, creates volume and a slight pouf, a nod to 'le pouf' silhouette Lacroix popularized in his collection for Patou in 1986. Decorative boning on the front of the bodice reflects Lacroix's early education as a costume historian and his sartorial reinterpretation of historic corsets. It is from the private collection of Mari Shaw. The panorama is an HTML5 formatted version of an ultra-high resolution ObjectVR created from stitched tiles captured with GigaPan technology. It is representative the ongoing research of the DDM, an international, interdisciplinary group of researchers focused on production, conservation and dissemination of new media for exhibition of historic fashion.

APA, Harvard, Vancouver, ISO, and other styles

6

Global Education Monitoring Report - Non-state actors in education: Who chooses? Who loses? UNESCO, 2021. http://dx.doi.org/10.54676/ytjt5864.

Full text

Abstract:

Non-state actors’ role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic’s impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report’s rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors. Supporting the fifth Global Education Monitoring Report are two online tools: PEER, a policy dialogue resource describing non-state activity and regulations in the world’s education systems; and VIEW, a new website consolidating sources and providing new completion rate estimates over time.

APA, Harvard, Vancouver, ISO, and other styles

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!