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1
Положенцева and I. Polozhentseva. "Features of Distance Education in Higher Education of Modern Russia." Socio-Humanitarian Research and Technology 5, no. 4 (2016): 39–43. http://dx.doi.org/10.12737/22493.
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The article examines the features of organization of distance education at the higher school of Russia. It is emphasized that high-tech, innovative nature of the development of the education system envisages the expansion of the spectrum of fundamental and applied scientific studies, deepening the integration of science, education and production, the modernization of educational content, educational technologies and educational environment, training and coaching, causes certain changes in the organizational structure of the education system and administration of educational activities, and also requires a targeted, adequate and timely funding. The author points out that from a technological point of view this character cause: informatization of education, the emergence of new ICT-based pedagogical and learning technologies and the latest learning tools, the creation and use of pedagogical systems of modern, computer-oriented learning environment, gradual formation and development of computer-technological platform of information educational space.
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Положенцева and I. Polozhentseva. "Features of Distance Education in Higher Education of Modern Russia." Socio-Humanitarian Research and Technology 5, no. 2 (2016): 17–21. http://dx.doi.org/10.12737/19841.
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The article examines the features of organization of distance education at the higher school of Russia. It is emphasized that high-tech, innovative nature of the development of the education system envisages the expansion of the spectrum of fundamental and applied scientific studies, deepening the integration of science, education and production, the modernization of educational content, educational technologies and educational environment, training and coaching, causes certain changes in the organizational structure of the education system and administration of educational activities, and also requires a targeted, adequate and timely funding. The author points out that from a technological point of view this character cause: informatization of education, the emergence of new ICT-based pedagogical and learning technologies and the latest learning tools, the creation and use of pedagogical systems of modern, computer-oriented learning environment, gradual formation and development of computer-technological platform of information educational space.
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Onževs, Oskars, and Antons Kiščenko. "INFORMATION EXCHANGE PROVISION CREATING VIRTUAL HIGHER EDUCATION INSTITUTION." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 1 (June 20, 2001): 279. http://dx.doi.org/10.17770/etr2001vol1.1947.
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The computerised distance education system created by School o f Business Administration Turiba (Latvia) has been reviewed in this paper, the main aim o f which is to ensure the full possibility of mastering the speciality of business management through the Internet. The system practically provides the student all the necessary methodical and informational support. The structural specifics, organisation of the study process, the design and development strategy of the given distance education system have been reviewed in this paper. The computerised distance education system has been designed specially taking into account the specifics of Latvia.
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WEŁYCZKO, Lesław, and Tomasz LANDMANN. "SELECTED ASPECTS OF KNOWLEDGE MANAGEMENT AT HIGHER EDUCATION SCHOOL." Scientific Journal of the Military University of Land Forces 161, no. 3 (2011): 334–54. http://dx.doi.org/10.5604/01.3001.0002.3112.
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This article points out to some aspects of knowledge management in the educational process of a higher education school and its surroundings. Without proper human capital of lecturers (academic staff), students and the structural capital of the school, the expansiveness, movement and conversion of knowledge would not be possible.In a knowledge society, the role of academic education is widely perceived, and its tasks and missions continue to intensify, attempting to keep up with the increasingly globalized contemporary world – in different areas and fields, in which a human being operates, having an influence on its continuous progress, namely evolution.Academic education is the driving force of economic and social life. Academic thought, scientific potential and scientific research conducted at higher education schools, co-operation between academics and students in this field with public administration and scientists (the university environment), on whom the future of the nation depends, are just key demands presented in this article.
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Haugann, E. M. "Visually Impaired Students in Higher Education in Norway." Journal of Visual Impairment & Blindness 81, no. 10 (1987): 482–84. http://dx.doi.org/10.1177/0145482x8708101008.
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A sample of 40 visually impaired college students and older people were surveyed to determine areas for improvement in the educational system for visually impaired people in Norway. The survey found a strong need for career counseling services offering a wider range of occupations. Many of the respondents saw the need for a more diversified curriculum, ensuring a smoother transition from high school to college.
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Karabulut, Nuriye. "The Irish Education System and Implications for the Turkish Education System." Khazar Journal of Humanities and Social Sciences 21, no. 4 (2018): 71–94. http://dx.doi.org/10.5782/2223-2621.2018.21.4.71.
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The purpose of the current study is to make a detailed introduction to the Irish education system and to come up with some implications latter through comparing it with the Turkish education system. Accordingly, the literature was reviewed. A general introduction was made to Ireland and its education system was examined considering its goals, structure and process dimensions. Similar and different aspects of the Irish and Turkish education system were discussed, and various suggestions were developed. The Irish and Turkish education systems have many similarities in terms of having a centralized structure, students’ obligation to take a general exam at the end of secondary education, financing of schools mostly by public resources, dominance of external inspection at schools and control of higher education by higher education councils such as YÖK and HEA. On the other hand, these two systems differ from each other in terms of administrative structure of schools, time of compulsory education, secular structure of education, rights to send children to whichever school they wish and to educate children at home, financial resources allocated for education, appointment of school principals and participation of stakeholders in administration. As a result of the comparison of these two education systems, it can be said that more opportunities should be provided for stakeholders to take part in administrative processes, psychologists should be included in inspection units, more emphasis should be put on self-assessment and more guidance and counseling should be offered to students so that the education system in Turkey can develop more.
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Rodgers Halliday Okobi, Elsie. "Book Review: Managing Copyright in Higher Education: A Guidebook." Library Resources & Technical Services 59, no. 4 (2015): 202. http://dx.doi.org/10.5860/lrts.59n4.203.
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The author of Managing Copyright in Higher Education is uniquely qualified to tackle this topic. With a Doctor of Jurisprudence (JD) degree from Suffolk University Law School in Boston and a Master of Library Science (MLS) degree from University of Maryland College Park, Ms. Ferullo is the Director of the University Copyright Office at Purdue University, where she advises the University on copyright compliance issues. This book demonstrates Ms. Ferullo’s mastery of the legal and library science aspects of copyright; the book’s organization also shows her extensive knowledge of her audience and their copyright information needs. The text begins with an “introduction to intellectual property” and “copyright basics;” “the university culture;” followed by chapters on the role and establishment of a copyright office within the university; and concludes with chapters focusing on copyright services to librarians, faculty, administration and staff, and students. The organization of the book provides a logical progression of copyright issues in higher education in a straightforward style that can be readily understood by the novice and appreciated by the expert.
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Kaufman, Nancy J., and Charity Scott. "Innovation in Higher Education: Lessons Learned from Creating a Faculty Fellowship Program." Journal of Law, Medicine & Ethics 44, S1 (2016): 97–106. http://dx.doi.org/10.1177/1073110516644239.
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This concluding essay offers reflections on core components of the faculty fellowship program, its outcomes and results, and program design and administration. Amid the current calls for reform in legal and other professional education, the lessons we learned and perspectives we gained during this fellowship program may be relevant to any faculty members and university administrations that are seeking to create more effective and engaged professional and graduate school programs, whatever may be their subject-matter discipline.
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Mythili, N. "Governance and Leadership for Achieving Higher Quality in School Education: A Study of Sikkim." Indian Journal of Public Administration 65, no. 2 (2019): 298–324. http://dx.doi.org/10.1177/0019556119844585.
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Studies related to governance and leadership contributing to quality are rare in education. Sikkim has been chosen for this study to fill the gap. The article argues that good governance is a means or a process through which network governance can be effectively applied in the education system that is operationalised through leadership for achieving higher quality. The study indicates that the influence of ministerial leadership in public administration flows from the state level to schools. The lead-organised governance network at the state level characterises educational functions ranging from identifying needs to build a vision for an education system and exploiting ICT for the ease of administration. A network administrative organisation at the district level characterises establishing networks, aligning the focus between the state and school levels, creating a network of leaders at the school level and spreading innovations and good practices to all schools in the district. Participant governance at the school level mainly translates the state’s vision into action, engages in professional development of teachers, creates a climate for experimentation, distributes time equally between academic and administrative activities and builds networks with district- and state-level officials for improving schools. Through these processes at all levels, good governance acts as a means for apt application of network governance. Relevant leadership practices ensure good governance for higher quality education.
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Rutkiene, Ausra, and Ilona Tandzegolskiene. "APPROACHES TO THE LEADERSHIP IN EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 28, 2021): 549–59. http://dx.doi.org/10.17770/sie2021vol1.6374.
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The concept of leadership in education has been influenced by several disciplines: sociology, psychology, political science, economics, philosophy (Simkins, 2005, English, 2006). The development of the concept of leadership has also been greatly influenced by the analysis of organizational systems from a sociological perspective (English, 2006).The analysis of scientific literature shows that the concept of leadership in education is analyzed and presented by many authors from different points of view. Leadership in education is analyzed by emphasizing the position of administration and management, reviewing changes in the school system and leadership models that help to implement systemic changes in school, focusing on the learning process and curriculum development, emphasizing leadership in higher education, narrative, historical context, and meta-analysis.The results of the focus group with higher education staff show that leadership in higher education covers a wide range of activities: administration, management, teaching, research, supervision of final theses, decision-making in projects - basically sociological, political, administrative, philosophical aspects of leadership are incorporated.
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Wehbe, Rania, and Isam Shahrour. "Assessment and Improvement of Anti-COVID-19 Measures in Higher Education Establishments." Sustainability 13, no. 11 (2021): 5989. http://dx.doi.org/10.3390/su13115989.
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This paper presents a comprehensive methodology for evaluating and improving the anti-Coronavirus (COVID-19) measures in higher education establishments. The methodology combines the use of: (1) Building Information Modeling (BIM) for the integration and control in a 3D graphic environment the anti-COVID-19 safety measures; (2) a questionnaire to collect the students’ commitment to safety measures and their suggestions to improve these measures; (3) data analysis to explore the impact of the students’ profiles on their commitment to safety measures. The proposed methodology is applied at the engineering school Polytech’Lille in the North of France. Results show that the BIM model provides valuable services to the administration by integrating the safety measures in a 3D environment and checking the compatibility of these measures and their improvement. The use of the questionnaire allows the administration to collect students’ feedback about their commitment to safety measures and their suggestions to improve these measures.
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Tomczyk, Łukasz, Valéria Farinazzo Martins, Maria Amelia Eliseo, Ismar Frango Silveira, Cibelle de la Higuera Amato, and Lazar Stošić. "ICT and education in Brazil - NGO, local government administration, business and higher education expert perspective." World Journal on Educational Technology: Current Issues 12, no. 4 (2020): 401–24. http://dx.doi.org/10.18844/wjet.v12i4.5198.
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The paper aims to present the conditions surrounding the use of ICTs in Brazilian schools. The goal of the study was to offer a wide perspective that included the opportunities, barriers, transfer of knowledge, and challenges related to introducing information technology into education. The technique used was qualitative - an expert interview with four experienced respondents. The individuals interviewed represented different areas of professional activity: the academic sector, the implementation of practical activities in schools, pedagogical supervision, and the development of commercial software. The study was conducted in 2019, as part of the expert conference CBIE (Congresso Brasileiro de Informática da Educação – Brazilian Conference on Computers in Education). The results of the analyses reveal that the challenges of implementing ICT in educational processes are similar to those found in the global perspective. According to these experts, Brazil faces similar issues to those found in other countries, namely: the appropriate preparation of teachers in the use of ICT, supplying schools with high-speed and up-to-date hardware and software, encouraging teachers to use ICT, the re-constitution of educational policies, and changes in administering IT resources within schools.
 Keywords: ICT; Brazil; school; computers; Internet; information society; experts; interview; SELI;
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Coquery-Vidrovitch, Catherine. "Access to Higher Education in French Africa South of the Sahara." Social Sciences 10, no. 5 (2021): 173. http://dx.doi.org/10.3390/socsci10050173.
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This article examines the evolution of the educational situation in French West Africa (FWA) and French Equatorial Africa (FEA) from the onset of colonization until independence. Our central theme is the tragic deprivation endured by the public school system, especially in FEA, which handed over primary education to Catholic missions and slowed down secondary education; in FWA, only one university was belatedly created in Senegal (1958). The education of girls remained non-existent. The article is based upon a large number of mostly unpublished doctoral works, a handful of published studies, and half a century of personal inquiries, conducted mainly in Gabon, Congo and Senegal. This paper establishes a connection between the lack of political skills based upon Western standards of the colonized peoples on the eve of independence to the training of their civil servants which was drastically limited to secondary school education and the major hurdles involved in obtaining French nationality except for the residents of the Four Communes of Senegal. At the time of independence, only a few thousand colonized people had reached the level of university that was being established in the early 1950s; even fewer received scholarships to study in France. This shortage of trained personnel in administration and education required massive recourse to French “coopérants”, whose presence would only gradually diminish from the 1970s.
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Abraham, Jaya, Shilpa Iyanna, and Makhtar Sarr. "Perceived Rate Of Returns To Education: A UAE Perspective." International Business & Economics Research Journal (IBER) 12, no. 8 (2013): 979. http://dx.doi.org/10.19030/iber.v12i8.7993.
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The measurement of rate of returns is central to the profitability analysis of educational investments. Literature suggests that the ex-ante approach of measuring the perceptions of the beneficiaries is a reliable indicator of returns to education. The present study estimates the perceived rate of returns to higher education for undergraduate students in UAE. Respondents were asked to provide estimates of future expected earnings with and without higher education. The study indicates that the Emiratis and non-Emirati students differ significantly in the estimates of perceived rate of returns. The findings of this study offer strategic insights on the economic considerations in the higher education enrollment process in the UAE. It also emphasizes the need for better counseling among the Emirati school students regarding the importance of higher education and return to higher education.
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Ledenyova, S. N. "School of English for Business Administration." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 209–11. http://dx.doi.org/10.24833/2071-8160-2014-5-38-209-211.
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Department of English Language № 4 was established in 1975 in order to work with students of the Faculty of International Economic Relations, Faculty of International Business and Business Administration and part-time students. Since 2001, the Department works exclusively with the students of the faculty of International Business Administration. Svetlana Ledenyova, PhD in Philology, Honored Worker of Higher Education of the Russian Federation is the Head of the Department, Effective teaching of English is achieved by inspired members of the department, specializing in linguistic and economic education. Most of them have received their education at leading universities in the UK and the USA. Over the past few years the Department published eight textbooks and other learning materials
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Žydžiūnaitė, Vilma, Ilona Tandžegolskienė, and Ausra Rutkienė. "Considerations on a Scientist’s Academic Mission and Roles in a Higher Education School." Acta Technologica Dubnicae 5, no. 2 (2015): 51–68. http://dx.doi.org/10.1515/atd-2015-0064.
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AbstractAnalysis of the scientific literature has shown that the mission of a scientist is inherent to an individual and is oriented towards institution and activity or performance being implemented in higher education. Every higher education school defines its mission and vision, thus the aim of a scientist is to act according to the provided institutional mission. Academic staff at higher education schools, according to the attributed roles, performs various activities which are associated with teaching and research, administration and human resources management, work in labour services. According to the roles and activities being distinguished and described, diverging concepts exist for handling the academic staff roles. The aim of conceptual research refers to consideration and description of a scientist’s missions and roles in higher education generally and a higher education school specifically. The answers to the following research questions are provided in the article: What are the levels of a scientist missions in higher education? How the roles of a scientist could be defined in higher education referring to autonomy or interdependence? What competencies are attributed to the roles of a scientist in higher education? The research concludes that the mission of a scientist is related to the multi-layered concept covering the roles, context, organizational structure and values in a higher education institution. It is essential for a scientist to perceive and define their own mission(s), role(s), responsibilities and obligations to a higher education school, students, science, and society. The mission of a scientist in a higher education school rests in certain combination of diverse competencies being applied on both organizational and individual levels. In summary, academic staff roles are entwined and contrasting with each other. However, the roles of a researcher and a teacher are linked in general as the role of a teacher requires accomplishing academic staff activities such as planning learning activities, devoting time to consultations, meetings and discussions with students.
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Anjar, Tri. "STUDENT READINESS HIGH SCHOOL ENTRANCE EXAMS HIGHER EDUCATION AND THE ROLE OF SCHOOL COUNSELORS." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 5, no. 1 (2015): 50. http://dx.doi.org/10.24127/gdn.v5i1.62.
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Abstract: The process of preparing to take the test SNMPTN is something that often makes prospective students experiencing various problems. I prepare for the selection of the necessary physical, material, and also psychological. This research was initiated from the problems that occurred in the preparation of the admission public universities by students coming from private schools . These problems such as high school rules violations / lack of discipline, learn less motivated to learn. This condition greatly affects the readiness of students to achieve success SNMPTN pass. This study aimed to describe the readiness of high school students college entrance exams and the role of BK teacher / school counselor. The study population is students of SMA Muhammadiyah 1 Metro are 212 students. This type of research is quantitative descriptive, and the questionnaire used as an instrument of collecting data. The results showed that the average score of 80.53 with an average percentage of 26.84%, are in the category is not ready. BK teacher's role in preparing students in private schools that help students related to school by making a counseling program, either individually or in the classical style. Increase cooperation with fellow teachers and parents and guardians to fostering the development of children's potential.Keywords: Readiness, Students, Counselor role
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Santos, Stephanie Bain De Los, Lori Kupczynski, and Marie-Anne Mundy. "Determining Academic Success in Students with Disabilities in Higher Education." International Journal of Higher Education 8, no. 2 (2019): 16. http://dx.doi.org/10.5430/ijhe.v8n2p16.
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Students with disabilities have not been fully welcomed in higher education in spite of litigation, court cases, and positive shifts in public perceptions. The transition from high school to college is challenging for students without disabilities. Students with disabilities often get overlooked by their institution and overwhelmed during this transition, contributing to an achievement gap for these students. Student success is measured by retention, academic achievement, and on-time graduation. This research study examined how student success was impacted by a student’s registration with the campus disability office, use of accommodations, and use of institutional and social support systems. This study explored a new frontier of research that dispels the myth that students with disabilities are a homogenous group. The results of this study can be used to increase knowledge regarding students with disabilities and their success in higher education. The results will assist college and university administrators as well as staff in disability services offices in tracking the success of accommodations for students with disabilities. This study can help university administration to better understand the benefits of institutional support services as well as encourage faculty involvement in implementing accommodations and helping students see the benefit of student registration with the campus office of disabilities.
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Mondéjar-Jiménez, Juan-Antonio, María Cordente-Rodríguez, María-Leticia Meseguer-Santamaría, Manuel Vargas-Vargas, and José Mondéjar-Jiménez. "Coordination Of Teachers In New Undergraduate Degrees Adapted To European Higher Education Area." American Journal of Business Education (AJBE) 3, no. 13 (2010): 21–26. http://dx.doi.org/10.19030/ajbe.v3i13.973.
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The introduction of new undergraduate degrees adapted to the European Higher Education Area (EHEA) requires a coordinated effort by teachers, because the different subjects are based on a new methodology of teaching and learning. The Social Sciences School of Cuenca offers degrees in Business Administration, Law and Labor Sciences. The progressive adaptation of the undergraduate degrees at the University of Castilla-La Mancha has culminated with the introduction, in the academic year 2009-2010, of the Business Administration Degree and, beginning in academic year 2010-2011, of the Degrees in Law and in Industrial Relations and Human Resource Development, once they have all been verified by the National Agency for Quality Assessment and Accreditation (ANECA). This paper addresses opportunities for coordination among teachers that occur in the implementation of new degree of Law and Business Administration, through the joint work of teachers in different aspects of competency-based education. After the first course of the new degrees, it must articulate all coordination tools that allow teachers to conduct their work effectively and efficiently, with the aim of providing the best possible service to students. The synergies arising from this deployment will allow better planning tools in the implementation of the following degrees.
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Kolachi, Nadir Ali, and Jan Mohammad. "Excellence In Business Education (A FRUCE Model For Higher Education CommissionRecognized Business Schools In Pakistan)." American Journal of Business Education (AJBE) 6, no. 3 (2013): 311–20. http://dx.doi.org/10.19030/ajbe.v6i3.7811.
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The paper develops a new model of the essential factors required to be a top business school in the world for the benefit of schools recognized by the Higher Education Commission (HEC) in Pakistan. Globally, top business schools are those that excel in research, attract strong faculty, and successfully foster student development. The present research considers these factors in relation to HEC recognition; HECs stringent criteria are disliked by many educational entrepreneurs, for whom the profit motive can sometimes trump the delivery of high-quality programs, resulting in the awarding of spurious degrees.HECs criteria are intended to prevent situations like this, which became increasingly common in Pakistan and reduced educational quality. Under HEC recognition, top business schools and programs can once again be recognized. However, many business schools in Pakistan still have unqualified faculty, poor student development, and little or no research output. The present study shows that business schools in Pakistan can only survive if they explicitly or implicitly follow criteria based on the Faculty, Research, Use of Technology, Corporate Office, and Extracurricular Activities (FRUCE) model presented herein. The main motivation for presenting the FRUCE model is to help Pakistani business schools meet international standards.As context, this research also reports on the slow progress of some universities in achieving adequacy in the areas included in the FRUCE model, including not only the areas mentioned above but also administration/governance and advising. The FRUCE model has the ability to address all these areas.
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 1 (2016): 01. http://dx.doi.org/10.18844/cerj.v6i1.945.
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Dear Readers,It is the great honor for us to publish sixth issue of Contemporary Educational Researches Journal. Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Strategic Alliances, Collaborations and Partnerships, Portfolio Assessment, Professional Development, School Administration and Social Networking and Interactive, Participatory Applications and Services.Instructional practices in special education, optimism and resilience, school partnership and pedagogic frailty topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of eleven (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Editor – in ChiefProf. Dr. Gulsun Atanur Baskan
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 3 (2016): 67. http://dx.doi.org/10.18844/cerj.v6i3.1239.
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Message from EditorDear Readers,It is the great honor for us to publish sixth volume, third issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Improving the quality of higher education, teacher training, views of university students on internet addiction, teachers’ views on contemporary society and comparing professional education and general education topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of thirteen (13) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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PARVU, Iulia, Iulia GRECU, Paula-Cornelia MITRAN, and Gheorghe GRECU. "STUDY ON THE INVOLVEMENT OF THE UNIVERSITY IN TRAINING AND LIFELONG LEARNING OF THE HIGH SCHOOL’S GRADUATES." Annals of Spiru Haret University. Economic Series 18, no. 3 (2018): 97–106. http://dx.doi.org/10.26458/1837.
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The nowadays continuously expansion of the market for higher education services puts a high pressure on the management of such institutions. Universities are trying to keep their position on the market by applying theories and practices that have traditionally been used by the business environment. This paper proposes to adapt such a practice to higher education institutions. This is the strategy of backward vertical integration. We understand this by highlighting the possibilities that higher education institutions have to take over some of the activities carried out in high schools. Starting from the experience of a project to whose implementation the authors participated, the paper describes how the counseling and vocational guidance activities addressed to high school students can be carried out by the higher education institutions.
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Eddy, Bruce, Paul J. Lloyd, and Bernard Lubin. "Enhancing the Application to Doctoral Professional Programs: Suggestions from a National Survey." Teaching of Psychology 14, no. 3 (1987): 160–63. http://dx.doi.org/10.1207/s15328023top1403_7.
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All professional programs approved by the American Psychological Association (APA) in 1984 (N = 204) were surveyed by mail questionnaire to identify ways that students could enhance their graduate school applications. Overall response rate was 51%, with no responding bias for type, size, or geographical area. Preparations preferred by clinical, counseling, and school psychology programs in descending order were: research experience, visit to the department, computer knowledge and skills, paid human service experience, volunteer human service experience, social science double major, and Psi Chi membership. Counseling and school psychology programs rated a master's degree significantly higher and a double major (psychology and basic science) significantly lower than did the clinical psychology programs.
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Depeng, Zhang, and Shi Zhenlei. "Urban-rural Comparison of Children’s Education Investment in Compulsory Education." E3S Web of Conferences 214 (2020): 03049. http://dx.doi.org/10.1051/e3sconf/202021403049.
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Family education investment is an important mechanism that affects the stratification of urban and rural education in China. This article analyzes the urban-rural gap in China’s family education investment and focuses on comparing the two levels of family education expenditure and education participation. The study found that the total expenditure for children ‘s education in urban households during compulsory education is higher than that in rural households, and the gap between the two in terms of extra-school tutoring expenditure is even greater. In terms of family education participation, the education participation behavior of urban families among children of compulsory education stage is more frequent, and the counseling time is longer than that of rural families. Rural families’ care for their children’s life and learning is significantly weaker than urban families. The comparative study of urban and rural family education investment in this article is helpful to understand the formation of urban and rural education inequality, and to grasp the specific differences between urban and rural family children’s education investment in compulsory education stage.
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Neizhpapa, Liudmyla, Yurii Dziurakh, Valentyna Bogouta, Lesia Zelman, and Larysa Herasymenko. "Innovative pedagogical practices in higher education of the XXI century (aspects of public administration)." LAPLAGE EM REVISTA 7, no. 1 (2021): 423–28. http://dx.doi.org/10.24115/s2446-6220202171775p.423-428.
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This article is an overview. The research highlight’s objective and subjective preconditions of the process of modernization of professional and ideological-methodological training of a modern specialist, respectively, changes in the dynamics and content lines of modern historical progress. The content of innovative tendencies of the university education system in Ukraine and the urgency of the problem of teacher tutor training are indicated. The general and distinctive features of tendencies of development of innovative pedagogical practices in higher school abroad in the direction of professional training of teachers (the USA, Poland, and China) are allocated. The relevance of theoretical coverage of innovative pedagogical practices in higher education is due to the peculiarities of their development in modern conditions in Ukraine and abroad. Modernization of the higher education system today requires the study and comprehensive analysis of this issue. Theoretical basis: scientific articles of domestic and foreign scientists on the problems of innovative pedagogical practices in higher education.
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Laborda, Jesús Garcia. "EDITORIAL." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (2019): I. http://dx.doi.org/10.18844/prosoc.v6i7.4569.
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It is the great honor for us to edit proceedings of “10th World Conference on Learning, Teaching and Educational Leadership (WCLTA-2019)” held on 01-03 November, at the Novotel Conference Center Athens –Greece. This privileged scientific event has contributed to the field of educational sciences and research for ten years.
 As the guest editors of this issue, we are glad to see variety of articles focusing on the Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Biology Education, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, Constructivist Learning, Content Development, Counseling Underperformers, Course and Programme Evaluation, Critical Thinking and Problem Solving Development, Curriculum and Instruction, Democracy Education, Desktop Sharing, Developmental Psychology, Digital Content, Creation, Preservation and Delivery, Distance Learning, E-administration, E-assessment, Education and Culture, Educational Administration, Educational Technology, E-learning, E-Learning Strategies, E-Library and Learning Resources, Embedding Soft Skills in Curriculum Development, Enhancing and Integrating Employability, Environmental Education, ESL Education, E-teaching, Evaluation of e- Learning Technologies, Evaluation of Student Satisfaction, Faculty Development and Support, Future Learning Trends and Globalization, Gaming, Simulation and, Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Human Resources in Education, Human Resources Management, Human Rights Education, Humanistic Learning, Information Literacy Support for Teaching, Learning and Assessment, Innovation and Changing in Education, Innovations in e-Assessment, Innovative Teaching Strategies, Institutional Audit and Quality Assurance, Institutional Performance, Instructional Design, Instructional Design,, Knowledge Management in Education, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Disabilities, Learning Psychology, Learning Skills, Learning Theories, Lifelong Learning Strategies, Mathematics Learning and Teaching, Measurement and Evaluation in Education, Middle School Teacher Education, Mobile Learning, Multi-cultural Education, Multiple Intelligences, Music Learning and Teaching, New Learning Environments, New Learning Web Technologies, Nursery Education, Outcome-based Education, Performance Assessment, Physics Education, Portfolio Assessment, Pre-school Education, Primary School Education, Professional Development, School Administration, Science Education, Science Teaching, Social Networking and Interactive, Participatory Applications and Services, Social Sciences Teaching, Special Education, Sport and Physical Education, Strategic Alliances, Collaborations and Partnerships, Student Diversity, Student Motivation, Supporting Students Experience, Table of Specifications, Teacher skills, Teacher Training, Technology and the Learning Environment, Virtual Classroom Management, Vocational Education, Web Conferencing and etc.
 Furthermore, the conference is getting more international each year, which is an indicator that it is getting worldwide known and recognized. Scholars from all over the world contributed to the conference. Special thanks are to all the reviewers, the members of the international editorial board, the publisher, and those involved in technical processes. We would like to thank all who contributed to in every process to make this issue actualized. A total of 82 full papers or abstracts were submitted for this conference and each paper has been peer reviewed by the reviewers specialized in the related field. At the end of the review process, a total of 26 high quality research papers were selected and accepted for publication.
 
 I hope that you will enjoy reading the papers.
 
 Guest Editors
 Prof. Dr. Jesús Garcia Laborda, University of Alcala, Spain
 
 Editorial Assistant
 Zeynep Genc, Phd. Istanbul Aydin University, Istanbul, Turkey
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Baskan, Gulsun Atanur. "Message from Editor." Contemporary Educational Researches Journal 6, no. 4 (2017): 133. http://dx.doi.org/10.18844/cerj.v6i4.1414.
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Dear Readers,It is the great honor for us to publish sixth volume, fourth issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Impact of authentic context in teaching English, perceptions of children about the concept of pets, examination of humans and animals in terms of attachment theory, examining school variables and PISA math achievement results, co-authorship networks and institutional collaboration and mental lexicon and the selection of lexical nodes topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of seventeen (17) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of six (6) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue. Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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Chorna, Olga V. "Monitoring of quality of higher education in Ukraine and Germany: comparative aspect." Освітній вимір 54, no. 2 (2020): 213–25. http://dx.doi.org/10.31812/educdim.v54i2.3869.
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The article describes the peculiarities of the monitoring systems of higher education quality in Ukraine and Germany at the present stage, taking into account the national traditions, historical experience and mentality of the population, also enshrined at the legislative level. The impact of public administration in the field of education and independent public organizations (agencies) on the nature and quality of monitoring procedures should be evaluated, since the involvement of society in monitoring the quality of higher education should be an integral part of a full-fledged education system. Given the specifics of the step-by-step system for regional monitoring of the quality of higher education in Germany, the role of the Conference of Rectors of Higher Education Institutions in this issue was demonstrated. Recent years’ statistics are used to illustrate the polarity of Ukrainian and German universities positions in world rankings (for example, The Times Higher Education World University Rankings and World University Rankings). The results of a comparative analysis of the approaches to higher education quality assurance and monitoring in Germany and Ukraine, the activities of monitoring entities in the two countries at all levels, starting from the national level and ending with the level of the educational institution, are presented in a summary table. The table demonstrates also the conceptual and functional components of quality monitoring: the purpose of the monitoring, the objects of monitoring, the levels and entities, the public initiative, the priority of the monitoring levels, the dominant principles, the overall orientation and monitoring of the quality of higher education. The article outlines the prospects of using elements of the progressive international experience of organizing a monitoring system of higher education quality to reform the national higher school, which is a necessary step in the process of its entry into the European Higher Education Area.
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Manuel E. Caingcoy and Catherine D. Libertad. "Exploring the Educational Advocacy of Graduate Students in Philippine Higher Education Institution." Technium Social Sciences Journal 6 (April 14, 2020): 18–35. http://dx.doi.org/10.47577/tssj.v6i1.331.
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Every school needs an advocate leader who can influence others to address issues, concerns, and problems that affect education, its quality, access, and the welfare of the stakeholders, especially that of the learners. This leader needs to subscribe to the redefined roles and nature of leadership. Advocacy leadership challenges educational leaders to take a progressive stance on pressing educational issues and problems. The next in line leaders need to awaken in themselves a specific advocacy and tune-in to this new trend. With this, a qualitative inquiry explored the educational advocacies of twenty graduate students involved in focus group discussions and interviews. Using the thematic network as an analytical framework, the inquiry identified 46 keywords, 51 basic themes, and 6 organizing themes. Thus, a new thematic network of educational advocacies was generated. Learners’ welfare was the most dominant educational advocacy of graduate students, while leadership and governance, professional development, culture and religion, safety and environmental protection, and community development were considered as developing and noteworthy advocacies. These educational advocacies were deemed interconnected and interdependent to each other. Also, the study comes up with relevant propositions, while it makes recommendations for further research and utilization of the new framework. The results have implications for revisiting the educational administration curriculum by mapping out the subjects that contribute to the development of educational advocacy.
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Baskan, Gulsun Atanur. "From the Editor." Contemporary Educational Researches Journal 6, no. 2 (2016): 40. http://dx.doi.org/10.18844/cerj.v6i2.1238.
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Dear Readers,It is the great honor for us to publish sixth volume, second issue of Contemporary Educational Researches Journal.Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. Contemporary Educational Researches Journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories.The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Arts Teaching, Asynchronous Learning, Behaviorist Learning, Blended Learning, Chemistry Education, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, E-administration, Future Learning Trends and Globalization, Gaming, Simulation and Virtual Worlds, Guiding and Counseling, Healthy Education, High School Teacher Education, History Education, Instructional Design, Language Learning and Teaching, Language Teacher Education, Learner Centered Strategies, Learners Diversity, Inclusiveness and Inequality, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration.Teacher training in the area of Mathematics and Science, views of university students regarding entrepreneurship, knowledge management in education and worries of final year undergraduate students about finding jobs in TRNC topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume.A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of four (4) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Gulsun Atanur BaskanEditor – in Chief
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Cardoso Grund, Zelina, and Renata Portela Rinaldi. "A REALIDADE DO TRABALHO DO PROFESSOR DO ENSINO SUPERIOR: PESQUISA BIBLIOGRÁFICA ON-LINE EM FOCO." COLLOQUIUM HUMANARUM 15, Especial 2 (2018): 96–101. http://dx.doi.org/10.5747/ch.2018.v15.nesp2.001081.
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This article aims to present the survey of academic production on "teacher training and teaching work" in higher education, produced in the period from 2007 to 2017 and published by the National Association of politics and administration of Education (ANPAE). The methodology used was bibliographical research online from carefully defined parameters in order to support a broader study on the "State of knowledge". The following descriptors were used: teacher training, teaching, higher education work. Select the complete works of the Ibero-American Congress of policy and school administration and the Brazilian Symposium of politics and Administration. The treatment and analysis of the information was systematized from a bibliographical analysis protocol. The result shows that there are a small number of publications on the subject in the relevant axis to higher education in national and international scientific events.
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Rodrigues, Ana Luísa, Luísa Cerdeira, Maria de Lourdes Machado-Taylor, and Helena Alves. "Technological Skills in Higher Education—Different Needs and Different Uses." Education Sciences 11, no. 7 (2021): 326. http://dx.doi.org/10.3390/educsci11070326.
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Technological skills development is a central issue for a country’s educational and social policies. Throughout their school career, from primary to secondary education and later in higher education, students have the opportunity to build and develop various skills, including technological. Considering the different needs and different uses that these skills encompass, these will certainly be necessary and useful in students’ academic and professional life. This study reports on an investigation of technological skills development in higher education. It aims to analyze the relevance of technologies integration, which technological skills are built and developed by higher education students, and what their perception about the importance of technological skills is. Based on a literature review, an online questionnaire was designed and applied to 217 students from three public higher education institutions located in the North, Center, and South of Portugal. This intended to verify which areas of technological skills (from the European Digital Competence Framework for Citizens) are most developed and to understand respective repercussions. It is concluded that the balanced development of students’ technological skills in higher education is crucial for their personal, social, and professional future and consequently, for their quality of life, with the integration of digital technologies being relevant in the change of the academic work organization, in the relations between learners, teachers, and institutions, and in the new ways of teaching and learning.
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Gallego, María Gómez, Alfonso Palazón Perez de los Cobos, and Juan Cándido Gómez Gallego. "Identifying Students at Risk to Academic Dropout in Higher Education." Education Sciences 11, no. 8 (2021): 427. http://dx.doi.org/10.3390/educsci11080427.
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A main goal of the university institution should be to reduce the desertion of its students, in fact, the dropout rate constitutes a basic indicator in the accreditation processes of university centers. Thus, evaluating the cognitive functions and learning skills of students with an increased risk of academic failure can be useful for the adoption of strategies for preventing and reducing school dropout. In this research, cognitive functions and learning skills in 284 university students were evaluated. Academic performance predictors were identified, and conglomerates analysis was carried out to establish groups according to those variables. The stability and validity of the conglomerates were tested with discriminant analyzes and comparison tests. The variables associated significantly to academic performance were: attention, intelligence, motivation, metacognition and affective components. The conglomerate analysis suggested a three-group solution: (1) students with cognitive skills of moderate to high, but deficient learning strategies; (2) students with cognitive and learning capabilities of moderate to high; (3) students with cognitive functions low and moderate learning capacity. Students from groups 1 and 3 showed worse academic performance; 83.3% of students at risk of desertion belonged to such groups. Two groups of students have been identified with the highest risk of academic failure: those with poor cognitive capacity and those with bad learning skills.
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Window, Ken, and Ray Morley∗. "Admission of School Leavers to Higher Education in Queensland: the Influence of the University of Queensland." Journal of Tertiary Education Administration 12, no. 1 (1990): 307–22. http://dx.doi.org/10.1080/0157603900120108.
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Gökbulut, Özlem Dağlı, Burak Gökbulut, and Mustafa Yeniasır. "The impact of pandemic process on special education in Cyprus." LAPLAGE EM REVISTA 7, no. 2 (2021): 364–84. http://dx.doi.org/10.24115/s2446-6220202172749p.364-384.
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In this paper, the education programs offered to students with special needs in the online distance education format during the Covid-19 pandemic period in TRNC and the online family guidance/counseling services offered to their families were evaluated from the perspective of the families. In the study, the data obtained follow a parallel course with other studies in the literature. In studies on the academic support provided by families for children and family participation in learning processes, the relation between family involvement at home and at school and academic success was revealed, which is also the case in this study. In addition, family involvement was determined as an essential predictor of the school success of students, and it was emphasized that increasing family participation would help education reach higher standards and students encounter alternative opportunities.
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Gottfried, Michael A., and Robert Bozick. "Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College." Education Finance and Policy 11, no. 2 (2016): 177–202. http://dx.doi.org/10.1162/edfp_a_00185.
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Recently, through the support from the Obama administration, the traditional STEM curricula (science, technology, engineering, and mathematics) in high schools are being updated with integrated, applied STEM courses (e.g., technology and engineering) in order to enhance the “real world” applicability of scientific fields and ultimately to strengthen the link between what students learn in high school and college major choice. Using longitudinal survey and transcript data, this study examines whether taking these applied STEM courses in high school can predict higher odds of declaring a STEM major in college. The findings reveal that taking applied STEM courses in high school is associated with a higher probability of declaring a STEM college major for four-year students. Moreover, applied STEM course-taking is highly predictive of declaring an applied STEM major. Implications are discussed.
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Solomatina, E. N. "New forms of social conflicts in the system of higher education in Russia." Moscow State University Bulletin. Series 18. Sociology and Political Science 27, no. 1 (2021): 188–208. http://dx.doi.org/10.24290/1029-3736-2021-27-1-188-208.
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The article analyzes the main trends in the transformation of the modern system of higher education in Russia, which contain objective risks and contribute to the growth of social tension in the educational environment. The author points to the main aspects of considering significant changes in the higher education system, including: active dissemination of new digital technologies in the educational process; the consequences of integrating the Russian higher education system into a single European educational space; the emergence of new educational and management practices; the consequences of the commercialization of the higher education system. The period of transition of the higher education system from the traditional model to the digital one is characterized by the exacerbation of existing structural contradictions and social inequality, as well as the emergence of new risks in development.The article examines possible sources of social conflicts in the higher education system and provides their typology: conflicts of the “society — higher school” type, “administration — collectives of an educational institution”, “subject-subject”. A significant source is also the contradiction between the traditionally established educational practices and new digital practices that require special training of scientific and pedagogical personnel and an effective information base.The author conclude that the growth of social tension and, as a consequence, the emergence of new forms of social conflicts in the educational environment, can be explained by the unpreparedness of the Russian higher education system and society as a whole for the ongoing changes. Results of the transformation of the modern higher education system in Russia, on the one hand, new prospects have appeared for training and professional development of participants in the educational process, and on the other hand, sources of social tension and conflict in the educational environment have become more active. To implement a systematic and effective final transition from a traditional to a digital education model, a radical restructuring of the entire higher education system at the state level, the introduction of modular digital educational environments and the creation of an effective information base on an integrated educational platform are required.
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Luti, Vela-Gude, Javier Cavazos, Michael B. Johnson, et al. "“My Counselors Were Never There”: Perceptions from Latino College Students." Professional School Counseling 12, no. 4 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200407.
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Eight Latino college students were interviewed to determine their perceptions of the role of their high school counselors. The findings revealed the following themes: (a) inadequate advisement, (b) lack of availability, (c) lack of individual counseling, (d) differential treatment, and (e) low expectations or setting limits. Despite insufficient services from school counselors, participants developed a sense of resilience and succeeded in higher education. A discussion is provided and implications for school counselors are presented.
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Stehlik, Tom. "Mind the gap: school leaver aspirations and delayed pathways to further and higher education." Journal of Education and Work 23, no. 4 (2010): 363–76. http://dx.doi.org/10.1080/13639080.2010.492392.
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Castilla, Emilio J., and Ben A. Rissing. "Best in Class: The Returns on Application Endorsements in Higher Education." Administrative Science Quarterly 64, no. 1 (2018): 230–70. http://dx.doi.org/10.1177/0001839218759965.
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While scholars have shown that well-connected applicants are advantaged in selection processes, less understood is whether such applicants produce important returns to the organization when key decision makers favor them. We begin to address this gap by investigating whether and why application endorsements―an informal practice whereby certain individuals (i.e., endorsers) advocate for particular applicants―affect organizational selection during the screening of applicants. Through the analysis of the population of 21,324 applicants to a full-time MBA program over a seven-year period, we find that even after controlling for individual qualifications and competencies, endorsed applicants are advantaged over non-endorsed applicants in admissions interview and offer decisions. In seeking to explain this advantage, we develop and test four key theoretical explanations pertaining to the potential returns on application endorsements for the organization. We find inconsistent evidence that endorsed applicants are “better qualified” compared with non-endorsed applicants during screening: while endorsed applicants are sometimes assessed to be stronger “on paper,” they generally receive lower competency assessments than non-endorsed applicants later, during the admissions interviews. Further, our analysis of data on matriculating MBA students reveals that those endorsed as applicants are not “better performers” academically (measured by grade point average) or in the job market after graduation (measured by full-time salaries or signing bonuses) compared with non-endorsed individuals. In contrast, individuals endorsed as applicants appear to be “better citizens” upon joining the organization—in our research setting, they are more likely to participate in student club leadership roles than non-endorsed individuals. We also find that they are “better alumni”―that is, they make larger monetary donations to the school after graduating than their non-endorsed counterparts. We conclude with implications for understanding the impact of application endorsements on labor and educational markets.
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Tran Thanh, Huong. "Quản trị đại học ở Hồng Kông và bài học tham khảo để phát triển giáo dục đại học Việt Nam". Dong Thap University Journal of Science 10, № 1 (2021): 3–10. http://dx.doi.org/10.52714/dthu.10.1.2021.838.
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Baskan, Gulsun Atanur. "Editor message." Contemporary Educational Researches Journal 7, no. 1 (2017): 1. http://dx.doi.org/10.18844/cerj.v7i1.2028.
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 Dear Readers, 
 It is the great honor for us to publish seventh volume, first issue of Contemporary Educational Researches Journal. 
 Contemporary Educational Researches Journal welcomes original empirical investigations and comprehensive literature review articles focusing on educational issues. The journal is an international peer-refereed journal that promotes the researches in the field of contemporary teaching and learning approaches and theories. The scope of the journal includes, but is not limited to; the following major topics as they relate to: Active Learning, Administration of Education, Adult Education, Affective Learning, Classroom Assessment, Classroom Management, Classroom Teacher Education, Collaborative Learning, College and Higher Education, College and Higher Education, Constructivist Learning, Content Development, Distance Learning, High School Teacher Education, History Education, Instructional Design, Learning and Teaching Research Methods, Learning Assessment and Evaluation, Learning Assessment and Evaluation, Learning Psychology, Lifelong Learning Strategies, Learning Skills, Vocational Education, Measurement and Evaluation in Education, New Learning Environments, Portfolio Assessment, Professional Development and School Administration. 
 A causal relationship model for teachers’ organizational citizenship behaviour, administrators’ leadership in school, guidelines for educational administration, Russian regional studies as new disciplines in higher education system and ways for a better school organizational performance topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2017 Volume.
 A total number of twelve (12) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of five (5) high quality research papers were selected and accepted for publication. We present many thanks to all the contributors who helped us to publish this issue.
 Best regards,
 Prof. Dr. Gulsun Atanur Baskan
 Editor – in Chief
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Malunda, Paul Netalisile, Juliet Atwebembeire, and Proscovia Namubiru Ssentamu. "Research Supervision as an Antecedent to Graduate Student Progression in the Public Higher Institutions of Learning in Uganda." International Journal of Learning, Teaching and Educational Research 20, no. 5 (2021): 73–95. http://dx.doi.org/10.26803/ijlter.20.5.5.
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This study investigated research supervision as a key factor in the progression of graduate students in the public higher institutions of learning in Uganda. A cross-sectional survey design was used to conduct the study. A total of 312 graduate students on masters' degree programs were randomly selected from 4 public institutions of higher learning. The study also included 20 research supervisors who were conveniently selected and 4 purposively selected graduate school heads. A self-administered structured questionnaire was used to collect the data from the students. The supervisors and research school heads were interviewed. The ordered logistic regression and content analysis methods of data analysis were used to establish the contribution of research supervision to the graduate students’ progression. The findings revealed that the supervisor-supervisee relationship, supervisor guidance and feedback are significant antecedents of the graduate students’ progression. The study thus concluded that public institutions of higher learning institute mechanisms that address the supervisor-supervisee relationship, supervisor guidance and the promptness of any feedback in order to enhance the students’ progression. The study recommends that public institutions of higher learning institute i) annual training programs that focus on promoting a good relationship between supervisors and supervisees, ii) regular research seminars that bring together the supervisors and supervisees and iii) regular meetings between the administration, research supervisors and supervisees in order to review the students’ progress. The institutions should also emphasize adherence to the policy of giving feedback on the students’ research work within set time frames.
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Yurayat, Phamornpun, and Thapanee Seechaliao. "Needs Assessment to Develop Online Counseling Program." International Education Studies 14, no. 7 (2021): 59. http://dx.doi.org/10.5539/ies.v14n7p59.
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Undergraduate students are always faced with diverse mental health problems. Nowadays, they can easily access online counseling services to reduce their problems. This research determines the most desired component to develop the online counseling program which aims 1) to study the needs to develop an online counseling program, 2) to compare the needs to develop this program by categorizing with gender, year, academic program, and grade point average (GPA), and 3) to rank the priority needs for developing this program. Participants were 416 undergraduate students who studied in Mahasarakham University and were selected by stratified random sampling. The research instrument was the needs assessment questionnaire to develop this program. The data were analyzed using percentage (%), mean (M), standard deviation (S.D.), independent sample t-test, one-way ANOVA, and modified priority needs index (PNIModified). The results revealed that: 1) the mean of actual condition was at a high level (M = 3.76, S.D. = 0.59) and the mean of the desired condition was at the highest level (M =4.50, S.D.= 0.56) with the significant difference at 0.05 level in all four domains. 2) Undergraduate students from different academic programs exhibited the marked different means of needs for the online counseling program. The scores on actual conditions among students of Mahasarakham Business School were higher than students from others. 3) Students showed the highest priority needs on characteristics of counselor and online application for counseling (PNIModified = 0.203). They showed that the secondary needs on characteristics of online counselee (PNIModified = 0.192) and therapeutic relationship after online counseling (PNIModified = 0.177).
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Domina, Thurston. "What Works in College Outreach: Assessing Targeted and Schoolwide Interventions for Disadvantaged Students." Educational Evaluation and Policy Analysis 31, no. 2 (2009): 127–52. http://dx.doi.org/10.3102/0162373709333887.
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By offering information, counseling, and tutoring, college outreach programs attempt to smooth the path between high school and higher education for at-risk students. But do these program work? This paper uses longitudinal data from the Education Longitudinal Study to construct two quasi-experiments to assess the effectiveness of college outreach. The first compares outreach program participants with a propensity score matched sample of program non-participants to measure the effects of targeted college outreach programs. The second assesses the effects of school-wide college outreach programs by comparing students in school-wide outreach high schools with students in a matched sample of high schools that offer no formal outreach. The results suggest that targeted outreach programs do little to change the educational experiences of participating students. However, there is limited evidence to suggest that school-wide outreach programs may have modest “spill-over” effects, improving the educational outcomes of relatively unengaged students at participating schools.
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Milsom, Amy, and Dietz Lauren. "Defining College Readiness for Students with Learning Disabilities: A Delphi Study." Professional School Counseling 12, no. 4 (2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200405.
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A Delphi study was used to examine the construct of college readiness for students with learning disabilities. An expert panel of 29 individuals with backgrounds in special education, postsecondary transitions, higher education, and/or counseling identified and rated the importance of knowledge, skills, attitudes, and other factors they believe to be important for students with learning disabilities to be successful in college. Suggestions for how school counselors can use the results to guide postsecondary transition planning interventions are provided.
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Nienhusser, H. Kenny. "Role of High Schools in Undocumented Students' College Choice." education policy analysis archives 21 (November 17, 2013): 85. http://dx.doi.org/10.14507/epaa.v21n85.2013.
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In recent years, some states in the United States have enacted policies that grant some higher education benefits—primarily in-state resident tuition eligibility—to certain undocumented students. While in existence since 2001, little is known of the role of high school institutional agents in implementing such policies. This study describes the efforts of seven New York City high schools to educate their undocumented students about such educational benefits within their college choice process. It details five categories of activities that institutional agents developed to address undocumented students’ college choice needs. These college choice activities included: one-on-one counseling, presentations, outreach, scholarship, and curriculum. This study also examined the effects of institutional demographics on the process of educating undocumented students about their college choice. It discovered that those high schools that had higher percentages of undocumented students had a greater number of college choice activities and had organized their implementation in such a way as to make information more available to this student population. This article concludes with a section that is devoted to implications for research and practice.
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Chorna, Olga. "The Development Of A Monitoring System Of Higher Education Quality In Ukraine And Germany: Comparative Component." Comparative Professional Pedagogy 5, no. 2 (2015): 74–82. http://dx.doi.org/10.1515/rpp-2015-0043.
Full textAbstract:
AbstractThe article reveals specific features of functioning systems of higher education quality monitoring at the present stage, taking into account national traditions, historical experience and mentality of the population. The article introduces a comparative analysis of monitoring actors at national, regional and local levels in two countries. The ratio of influence of the state administration in education sphere and of the independent public organizations (agencies) on the nature and quality of monitoring procedures has been estimated. The positions polarity of Ukrainian and German universities in world rankings (“Top 50” The Times Higher Education World University Rankings (2010-2011/2014-2015); “Top 500” Academic Ranking of World Universities for 2010-2015) in form of statistical generalizations have been presented. A comparative analysis of approaches to assuring and monitoring the quality of higher education in Germany and Ukraine has been shown in the table. It demonstrates the conceptual and functional components of monitoring: the monitoring purpose, monitoring objects, levels and actors, public initiative, the priority of monitoring levels, the dominant principles, the general orientation and procedure for monitoring the higher education quality. The use of prospects of elements in progressive international experience as for organising the monitoring system of higher education quality to reform the national high school have been determined here. That could be especially important taking into consideration the creating of the European Higher Education Area.
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Kelchner, Viki P., Laurie O. Campbell, Cassandra C. Howard, Jasmine Bensinger, and Glenn W. Lambie. "The Influence of School-Based Family Counseling on Elementary Students and Their Families." Family Journal 28, no. 3 (2020): 273–82. http://dx.doi.org/10.1177/1066480720933537.
Full textAbstract:
A family counseling intervention grounded in systemic family therapy was conducted in a Title I school-based setting with ( N = 48) kindergarten through sixth-grade student-clients and their primary caregivers. Families’ perception of family communication and satisfaction on the Family Adaptability and Cohesion Evaluation Scale-IV was investigated to determine changes in the percentile score at three benchmarks. A repeated measure analysis of variance indicated a statistically significant difference over time in caregivers’ perception of family communication and satisfaction after 5 and 10 weeks. There was no difference in relationship to gender. School-based family counseling programs can contribute to improved family communication and satisfaction. School-based counselors can partner with institutions of higher education to provide free and accessible counseling for students and families in the greatest need.