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Journal articles on the topic 'Higher school education'

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Published: 4 June 2021
Last updated: 7 February 2022

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1

Lagowski, J. J. "School Reform and Higher Education." Journal of Chemical Education 71, no. 1 (1994): 1. http://dx.doi.org/10.1021/ed071p1.

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2

Clark, Shirley M. "Higher Education and School Reform." Review of Higher Education 17, no. 1 (1993): 1–20. http://dx.doi.org/10.1353/rhe.1993.0000.

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3

Sasikala, J. E. Merlin, and T. Ravi Chandran. "Awareness of Consumer Education among Higher Secondary School Students." Indian Journal of Applied Research 3, no. 8 (2011): 161–62. http://dx.doi.org/10.15373/2249555x/aug2013/53.

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4

Krasnoshchekova, Galina A. "New Concept of Foreign Language Education in Higher Technical School." Journal of Advanced Research in Dynamical and Control Systems 12, SP7 (2020): 68–74. http://dx.doi.org/10.5373/jardcs/v12sp7/20202084.

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5

Anipkina, L. N., and N. V. Shchennikova. "“ON EDUCATION” IN A HIGHER SCHOOL." Polylinguality and Transcultural Practices 15, no. 3 (2018): 354–71. http://dx.doi.org/10.22363/2618-897x-2018-15-3-354-371.

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6

Lea, Suzanne C., and M. J. Huggins. "Linking Higher Education, Industry and School." Industry and Higher Education 8, no. 2 (1994): 119–22. http://dx.doi.org/10.1177/095042229400800210.

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The authors describe and review an innovative collaborative approach to the training of postgraduate generalist students of primary education (5–11 year-olds) in the teaching of economic and industrial understanding. The project involves a university education department, industrial and commercial organizations, and related support services.
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7

Sandoval, Jonathan. "The School Psychologist in Higher Education." School Psychology Review 17, no. 3 (1988): 391–96. http://dx.doi.org/10.1080/02796015.1988.12085352.

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8

Maiorana, Francesco. "From High School to Higher Education." International Journal of Smart Education and Urban Society 12, no. 4 (2021): 36–51. http://dx.doi.org/10.4018/ijseus.2021100104.

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The vision of introducing computing as a literacy taught from primary school to higher and lifelong education is producing a worldwide new curriculum design and adoption. A strong research effort has involved researchers and educators to find the best ways to prepare teachers and their students for computing with an emphasis on core computer science concepts. This paper, starting from a previously developed curriculum, aims to present and discuss learning trajectories for a first course on computing aiming to presenting key concepts first, such as functions and their use. This learning trajectory is compared with a second learning trajectory presenting loop and loop invariant first and a third one presenting variable first.
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Starodubtsev, V. A. "Practice-Centered Education in Higher School." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 5 (2021): 75–87. http://dx.doi.org/10.31992/0869-3617-2021-30-5-75-87.

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10

Ozturk, Emsal, Husrev Uzunali, and Recep Demirsoy. "Analysis of Physical Education and Sports Higher School Students’ Aggression Levels." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 3 (2017): 433–41. http://dx.doi.org/10.18844/gjhss.v3i3.1591.

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11

Smaliakou, D. A. "Institutional conditions of internationalisation of higher education: Mass higher school." Education and science journal 23, no. 5 (2021): 11–37. http://dx.doi.org/10.17853/1994-5639-2021-5-11-37.

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Introduction. Currently, internationalisation is a priority for the development of higher education, as an institutional component of its academic functioning, both in terms of ensuring the quality of education, and in connection with the implementation of a multi-level integration agenda, in which a modern university is involved. In order to increase the effectiveness of the international dimension of higher education, it remains necessary to clarify a number of theoretical and fundamental questions, among them one of the most important is the problem of the institutional conditions of the academic environment that contribute to the emergence of internationalisation. Mass higher education can be found as fundamental condition and in that relation the clarification of the interrelations between massification and internationalisation of higher education can expand the theoretical understanding of current processes in higher education, providing the necessary theoretical framework for further applied research.The aim of the present article is to investigate the interrelations between the massification and internationalisation of higher education in order to clarify the institutional conditions that contribute to the development of the international dimension of the modern university.Methodology and research methods. The methodological framework of this research involves socio-philosophical tools. In particular, the research is based on a retrospective analysis and philosophical deconstruction of the socio-historical transition of higher education from elite to mass model. Both statistical data and analytical materials on the national conditions of transition to mass higher education are used to investigate the issue.Results. The massification of the higher school became reality due to the historical development of social systems, representing the further evolution of global higher education. Acting as a source of society's emancipation and democratisation, the massification of higher education ensured the reorientation of universities from upbringing needs (ideology) to professional competence (economics). Meanwhile, mass higher education is considered to be the reason of destruction of the imperialist agenda, including the problem of alienated labour. Institutionally, the massification of higher education has become possible due the state-private cooperation. The implementation of this cooperation requires two options: 1) via government subsidies to private higher education, 2) via private investments into public higher education. Mass higher education is an institutional factor of internationalisation development: 1) it creates a need to improve the quality of education; 2) it acts as an instrument of the international integration.Scientific novelty. The connection between mass education and internationalisation of higher education has been found. Mass higher education acts as an institutional factor in the formation of academic demand for the development of internationalisation processes: 1) forming the need to improve the quality of education; 2) acting as one of the tools for implementing the integration agenda. The absence of processes of massification and internationalisation in the modern system of higher education may indicate on fundamental barriers in the national development of a particular state.Practical significance. The results obtained will contribute to further fundamental research in the fields of philosophy and sociology of education. Moreover, the present findings could be applied as a theoretical basis for further practical research on modern processes of higher education development.
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12

Sukhanova, Natalia P. "Scientific School at higher education institution: professional formation of a researcher." Science and School, no. 2, 2020 (2020): 39–45. http://dx.doi.org/10.31862/1819-463x-2020-2-39-45.

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In the modern education system, strategies for improving the scientific potential of universities are being developed, in light of which issues related to streamlining the work of scientific schools in universities and large-scale involvement of students in research of scientific schools are being updated. The phenomenon of a scientific school is considered as an effective mobile reserve on the way to increase the scientific component in a university. Attention is focused on the ambiguity of the concept of a scientific school and the lack of a unified conceptual approach in relation to the definition of this concept. Emphasis is placed on philosophical studies of the phenomenon of the scientific school. The criteria of success of a scientific school are analyzed. Particular attention is paid to the continuity of generations in a scientific school and the importance of personal contacts between teacher and student. A scientific school will cease to exist if it is not replenished with new personnel, the cultivation of young scientists is the most important task of modern higher education. A significant difference between the scientific school and the research team is revealed. The value of a scientific school in the professional development of a researcher is shown on the example of the M. A. Rozov’s theory of social relay races. It is concluded that scientific schools are an integral part of education and the successful existence of scientific schools requires further study and an integrated science-research approach.
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13

Romanovskyi, Oleksandr, and Yuliia Romanovska. "Higher education innovatics as the newest interdisciplinary direction of higher school and higher education science." Мiждисциплiнарнi дослiдження складних систем, no. 17 (November 22, 2020): 83–101. http://dx.doi.org/10.31392/iscs.2020.17.083.

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14

Khadijah, Siti. "ANALYSIS OF STUDENTS' INTEREST TO CONTINUE HIGHER EDUCATION." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (2017): 178. http://dx.doi.org/10.17509/jpis.v26i2.5617.

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This study aims to analyze the factors that affect the interests of students pursue higher education. Respondence of this study are 185 students from SMA Negeri 2 Tambang Kampar. Analysis of data using mean scores and multiple linear regression. The results showed that motivation, aspirations, wishes, school and family environment jointly significant effect on the interests of students pursue higher education. Variables that have the most significant influence is the motivation of students for higher education, due to high motivation will emphasize a strong interest in the students to pursue higher education. While the variables that had a significant influence is the school environment, the cause of alumni and peers do not support students to pursue higher education. Meanwhile, the school should provide constructive motivation to the students to pursue higher education and schools to provide complete information about college students.
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15

Гагіна, Наталія Вікторівна, and Валентина Володимирівна Борисенко. "Innovations in the higher school language education." ScienceRise 3, no. 5 (20) (2016): 68. http://dx.doi.org/10.15587/2313-8416.2016.64956.

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16

Croft, Sally. "Secondary Education: English school sets Higher standards." Physics World 5, no. 5 (1992): 11. http://dx.doi.org/10.1088/2058-7058/5/5/12.

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17

Broussard, Lisa, and Debra White. "School Nurse Intention to Pursue Higher Education." Journal of School Nursing 30, no. 5 (2013): 340–48. http://dx.doi.org/10.1177/1059840513509111.

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18

Hayden, Martin, and Peter Carpenter. "From school to higher education in Australia." Higher Education 20, no. 2 (1990): 175–96. http://dx.doi.org/10.1007/bf00143700.

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19

Kazancoglu, Yigit, and Yesim Deniz Ozkan-Ozen. "Lean in higher education." Quality Assurance in Education 27, no. 1 (2019): 82–102. http://dx.doi.org/10.1108/qae-12-2016-0089.

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PurposeThis research aims to investigate and define the eight wastes of lean philosophy in higher education institutions (HEIs) by proposing a multi-stage model.Design/methodology/approachThe authors have used a specific multi-criteria decision-making method, fuzzy decision-making trial and evaluation laboratory, to investigate the cause–effect relationships and importance order between criteria for wastes in HEIs. In total, 22 criteria were categorized under eight wastes of lean. The study was implemented in a business school with the participation of faculty members from different departments.FindingsThe results showed that the most important wastes in the business school selected were repeated tasks, unnecessary bureaucracy, errors because of misunderstanding/communication problems, excessive number of academic units and creation of an excessive amount of information. Another important result was that all the sub-wastes of talent were in the causes group, while motion and transportation wastes were in the effect group.Practical implicationsA road map to guide lean transformation for HEIs is proposed with a multi-stage model and potential areas for improvement in HEIs were presented.Originality/valueThis study proposes a multi-stage structure by applying multi-criteria decision-making to HEIs, focussing on wastes from a lean perspective.
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20

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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21

Davidson, Brad, Susan K. Telljohann, Joseph A. Dake, and James H. Price. "Institutions of Higher Education Pre-Service School Health Education Practices." American Journal of Health Education 41, no. 6 (2010): 329–36. http://dx.doi.org/10.1080/19325037.2010.10599161.

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22

Domina, Thurston. "Higher Education Policy as Secondary School Reform: Texas Public High Schools After Hopwood." Educational Evaluation and Policy Analysis 29, no. 3 (2007): 200–217. http://dx.doi.org/10.3102/0162373707304995.

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The higher education diversity programs that Texas enacted after Hopwood v. University of Texas banned affirmative action had unexpected positive consequences for the state’s high schools. The Texas top 10% law, the Longhorn Opportunity Scholarship and Century Scholarship programs, and the Towards Excellence, Access and Success Grant program each explicitly linked postsecondary opportunities to high school performance and clearly articulated that link to students across the state. As a result, these programs worked as K–16 school reforms, using college opportunities as incentives to improve educational outcomes at the high school level. Using panel data describing Texas high schools between 1993 and 2002, the author demonstrates that Texas’s post- Hopwood higher education policies redistributed college-related activity at public high schools and boosted high school students’ academic engagement.
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23

Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.

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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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24

Allensworth, Elaine M., Paul T. Moore, Lauren Sartain, and Marisa de la Torre. "The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools." Educational Evaluation and Policy Analysis 39, no. 2 (2016): 175–97. http://dx.doi.org/10.3102/0162373716672039.

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Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.
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25

Chatterji, Aaron K., Joowon Kim, and Ryan C. McDevitt. "School spirit: Legislator school ties and state funding for higher education." Journal of Public Economics 164 (August 2018): 254–69. http://dx.doi.org/10.1016/j.jpubeco.2018.05.013.

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26

Gluzman, Iulia V., Vladimir A. Vishnevskij, Elena E. Bodrova, Galina I. Gribkova, Anton Z. Izmailov, and Irina M. Naumenko. "Distance learning in russian higher school." Laplage em Revista 6, Extra-C (2020): 143–51. http://dx.doi.org/10.24115/s2446-622020206extra-c636p.143-151.

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The article is devoted to reforming of the higher education system, which is associated with technological and technical changes, namely, distance learning. The authors emphasize that the distance learning at the university makes education more open and mobile, but interindividual computer-mediated communication not only contributes to the design of a high-quality information educational space of higher school, forming the information culture of the actors of the educational process, but also causes a huge number of risks: informational, organizational, technical, psychological, health risks. As a result of the analysis, the authors concluded that certain elements of distance technologies can strengthen the education system, but a complete distance will exclude the social component from educational practices, which will entail a deformation of society.
 
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Neave, Guy. "On Articulating Secondary School, Higher Education and 1992." European Journal of Education 24, no. 4 (1989): 351. http://dx.doi.org/10.2307/1503303.

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28

Barak, Moshe. "School-University Collaboration: Disadvantaged Pupils and Higher Education." Education and Society 23, no. 1 (2005): 43–56. http://dx.doi.org/10.7459/es/23.1.04.

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Каllаs, Elena V., Тatiana P. Solovjeva, and Ludmila Yu Minakova. "Implementation of Ecological Education in a Higher School." Procedia - Social and Behavioral Sciences 200 (August 2015): 453–59. http://dx.doi.org/10.1016/j.sbspro.2015.08.095.

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30

Rawling, Eleanor M. "School geography: some key issues for higher education." Journal of Geography in Higher Education 20, no. 3 (1996): 305–22. http://dx.doi.org/10.1080/03098269608709375.

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31

Glynn, Mary Ann, Michel Anteby, Michael Bastedo, Brayden G. King, and Matthew Kraatz. "Back to School: Organization Theory and Higher Education." Academy of Management Proceedings 2015, no. 1 (2015): 12871. http://dx.doi.org/10.5465/ambpp.2015.12871symposium.

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32

Valk, Ton van der, Cécile Kleijer, and Berenice Michels. "Relating secondary school to higher education honours programmes." Journal of the European Honors Council 1, no. 1 (2017): 1–3. http://dx.doi.org/10.31378/jehc.49.

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33

Soloviev, A. A. "Contradictions of secondary education, directed towards higher school." Alma mater. Vestnik Vysshey Shkoly, no. 9 (September 2016): 85–86. http://dx.doi.org/10.20339/am.09-16.085.

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34

Suharso, Pudjo, Sukidin, and Suratno. "The Implementation of IPS Education at Higher School." Journal of Physics: Conference Series 1254 (November 2019): 012032. http://dx.doi.org/10.1088/1742-6596/1254/1/012032.

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35

Smyth, Emer, and Carmel Hannan. "School processes and the transition to higher education." Oxford Review of Education 33, no. 2 (2007): 175–94. http://dx.doi.org/10.1080/03054980701259964.

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Sullivan, Alice, Samantha Parsons, Richard Wiggins, Anthony Heath, and Francis Green. "Social origins, school type and higher education destinations." Oxford Review of Education 40, no. 6 (2014): 739–63. http://dx.doi.org/10.1080/03054985.2014.979015.

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37

Kalacheva, T. G., and L. V. Abrosimova. "School Graduates' Attitudes Toward Obtaining a Higher Education." Russian Education & Society 44, no. 2 (2002): 37–48. http://dx.doi.org/10.2753/res1060-9393440237.

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38

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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39

Castanon-Rodríguez, Rosario. "Teaching with LEEMUSICA/READMUSIC in Higher Education: Perception and Improve in Music Education." Proceedings 2, no. 21 (2018): 1353. http://dx.doi.org/10.3390/proceedings2211353.

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The present work tries to reflect the student perception about their music education through the application of two tests in the classroom with university students at 3rd and 4th year of the Grade of Teacher at the Faculty of Education in the University of Valladolid. They have been realized at the beginning of the year the first one and at the end of the first semester of the academic year 2017/18. The first one concerns their previous formation in music (school and High school as well as formal/unformal music education—conservatories and schools of music - included their perception about the acquisition of basic music skins. The second test ask them specifically about their perception of improve of those skills (music language, tuning, playing instruments, aural education, didactic of music and use of ICT) after their formation in Higher Education with Leemúsica/Readmusic methodology.
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Ivakhnenko, Evgeniy N., and Leila I. Attaeva. "Higher School: Look Beyond the Horizon." Higher Education in Russia 28, no. 3 (2019): 21–34. http://dx.doi.org/10.31992/0869-3617-2019-28-3-21-34.

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The authors concentrate their attention on the problem of the future of Russian education in connection with the changes in the classifier of professions. The paper analyzes the prospects for Russian higher education in personnel training in the context of growing technological innovations. In this regard, attention is drawn to two aspects. The first aspect covers the question of how sensitive Russian higher school is to the existing and future changes in the requirements of the employer and the labor market, and in general to the training of graduates. The second aspect is an attempt to connect the impending deformations, social and humanitarian, of professional reproduction with the mission of higher education. The key question reads as follows: can a university change its mission towards solving the social task of overcoming the crisis of “unemployed young people” that is looming along with the growth of technological innovations and the robotization of labor?
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Raudenbush, Stephen W., Brian Rowan, and Yuk Fai Cheong. "Higher Order Instructional Goals in Secondary Schools: Class, Teacher, and School Influences." American Educational Research Journal 30, no. 3 (1993): 523–53. http://dx.doi.org/10.3102/00028312030003523.

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42

Petruneva, R. M., V. D. Vasilyeva, and Y. V. Petruneva. "Problems of Higher School Didactics: Uncut Pages." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 8-9 (2021): 56–68. http://dx.doi.org/10.31992/0869-3617-2021-30-8-9-56-68.

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Higher education today is not going through the best of times: decisions taken in the educational process at various levels (Federal Laws “On Education in the Russian Federation” of 29.12.2012 No 273-FZ and “On Amendments to the Federal Law “On Education in the Russian Federation” on the education of students” of 31.07.2020 No 304-FZ, Federal State Educational Standards of Higher Education, etc.), related to global changes taking place in society and in the world in recent decades, were made without careful didactic study. This cannot help to improve the quality of specialist training. Teachers are forced to work “by trial and error”, producing countless didactic documents. At present, identification of didactic problems in the educational process of higher educational institutions is extremely relevant due to the expansion of the field of didactic research in higher school pedagogy.The aim of the authors was to analyze some of the most relevant didactic phenomena in the digital reality that have not yet received proper understanding. As a result of the analysis, some important didactic problems of higher education are identified, concerning goal-setting, compliance of teaching with classical didactic principles, organization of distance learning in electronic informational and educational environment, mixed and project-based learning. The article also dwells on psychological problems of Internet content assimilation and “non-contact” interaction between the subjects of the educational process, etc. The most promising areas of didactic research in higher education, including the development of interdisciplinary contacts, are highlighted.
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Adamowicz, Mieczysław, and Mariusz Pyra. "SCHOOLS OF HIGHER EDUCATION VERSUS LOCAL LABOUR MARKET. THE CASE OF SCHOOL BIAŁAPODLASKA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 21, 2019): 29. http://dx.doi.org/10.17770/sie2019vol1.3959.

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The State Professional Schools of Higher Education constitute an important sector of higher education in Poland. They are the results of the transformation process of the last decade of the 20th century. Since 1999, 36 public professional schools have been organized. After consolidation, there are 33 state professional schools which concentrate on educational activity, however some at them conduct research and other academic activity. The main aim of the paper is an evaluation of the functioning of this type of schools in the context of local labour market on the case of Pope John Paul II State School of Higher Education in Biała Podlaska, which for several years has been the leading organization in higher education sector in Poland. Sources of materials for research were found in literature, official documents of the school and own diagnostic survey with the use of questionnaires directed to 15 teachers, 105 students and 21 business representatives, which were subsequently analysed. Research results proved that there are some discrepancies between demand and supply on the local labour market in the group of higher education sector. Comparing to the educational fields offered by the State School of Higher Education in Biała Podlaska, there is a shortage of workers in such professions as: IT specialists, physiotherapists, construction engineers while the excess of supply exists for foreign language teachers, sociologists, economists, tourism servants, agricultural engineers. In conclusion, a stronger links between professional schools, enterprises and local organisations are suggested. Implementation of practical profile of students requires some changes in curricula as well as in the system of cooperation between schools and regional labour markets.
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Ercegovac, Zorana. "Bridging the Knowledge Gap between Secondary and Higher Education." College & Research Libraries 64, no. 1 (2003): 75–85. http://dx.doi.org/10.5860/crl.64.1.75.

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This article suggests several intersections for possible collaboration among different educational levels and disciplines. It describes some of the collaborative work between a physics teacher and a librarian at a high school level. In particular, science-integrated information literacy competencies have been selected that may easily be mapped to, and extended for, higher education. The paper concludes with directions for further study and a crossover between information literacy standards for secondary schools and colleges.
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Vaintraub, Mark. "Higher School Teacher’s Integrated Self-Development." Professional Education: Methodology, Theory and Technologies, no. 10 (November 19, 2019): 40–57. http://dx.doi.org/10.31470/2415-3729-2019-10-40-57.

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The article deals with the problem of the integrated self-development of the personality, the need for the development of methodological foundations for the personal and professional self-development of higher education teachers. An attempt to create a model (tree) of the personality’s integrated self-development was made on the example of a higher education teacher. The «tree’s root», depicted below the crown, is a necessary basic condition for a self-development, its base area of an actual self-development; among its indicators should be noted here the teacher’s spirituality and moral maturity, without which a successful self-development may not be carried out. The «tree’s body», depicted in the middle of the model, is a system of interconnected structural elements of the higher education teacher’s integrated self-development. The «tree's top» is the continuation of creative self-realization of abilities according to other goals and tasks after the completion of the previous ones. The emphasis is on the introduced concepts of «integrated self-development of a personality», «integrated self-development of a higher education teacher»; the directions that contribute to the continuation of self-development of the formed personalities (higher education teachers), and encourage them to creativity.
 The researches of the most well-known scientists concerning the personality’s self-development, that does not give an opportunity to extinguish creativity, improves physical, intellectual and moral values, promote interest in life and self-perfection, are analyzed.
 The article presents the examples of modern prominent Ukrainian and foreign scholars-teachers who, thanks to their integrated self-development, continue their creative search and improve their abilities in various spheres of life.
 The author notes that it is the absence of the extinction of active social and personal activities, the integrated self-development of a personality, that result in its no fading, so that a person retains a creative potential throughout its life, the realization of all its abilities, maintains a high quality of life. The author of the article gives an example of the considered integrated development of a personality, which is the outstanding Ukrainian scientist, scholar Ivan Andriiovych Ziaziun.
 The article has a conclusion that, regardless of the sphere of activity, such people continue to be developed, although they have had enormous achievements and regalia; they have had an integrated self-development of various manifestations of their abilities and qualities, an internal need, which required an every day building of their vital reality and transfer their experience to others.
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46

L. Hammond, Kevin, and Robert L. Webster. "Informant characteristics as moderators in higher education research." Marketing Intelligence & Planning 32, no. 4 (2014): 398–412. http://dx.doi.org/10.1108/mip-10-2013-0162.

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Purpose – The purpose of this paper is to report the results of a survey of business schools examining the impact of market orientation on overall business school performance. The authors extend previous research by examining the possible moderating influence of accrediting body affiliation and administrative position of key informants on the relationships between the components of market orientation (customer orientation, competitor orientation, and inter-functional coordination) and overall performance for each of three markets (student, parent, and employer). Research objectives are stated in terms of 18 hypotheses. Design/methodology/approach – The authors apply moderated regression analysis following the methodology used by Sharma, Durand, and Gur-Arie (1981) and Slater and Narver (1994), examining the variable relationships within schools affiliated through two accrediting bodies, from the perspective of business school deans and chief academic officers. Findings – Results suggest moderating effects for three of the 18 relationships that were tested. Intelligence gathered from survey research within higher education is indicated to vary somewhat depending on key informant characteristics (accrediting body affiliation and administrative position in this study). Practical implications – These results have practical implications for strategic planning within higher education. A better understanding of the differences within higher education will assist decision makers in responding to intelligence gathered within their own university, and will also assist them with strategies involving other universities (such as competitors or global partners). Originality/value – These results within higher education have implications for survey research more broadly, supporting concerns by Phillips (1981) and others that researchers be mindful of key informant characteristics and other factors that could bias their judgments regarding organizational properties and other variables under investigation.
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Liepa, Diāna, and Ausma Špona. "Teaching and Learning in Higher Education." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 162. http://dx.doi.org/10.17770/sie2014vol1.740.

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<p>The aim of the article is development of structure of experience for the improvement of students’ learning experience. The research provides an explanation of models used in the process of language acquisition, it reflects the historical development of methodology, and it explores the student as a special subject of study work – an active person, performer of an activity. The process of foreign language acquisition is based on the attitude to the student as an active subject of this process. The process of language acquisition stimulates the students’ ability to use the foreign language in various situations of life. Research Methods Theoretical methods: analysis of scientific and methodological literature, modelling. Empirical research methods: methods of data acquisition – observation, experimenting, analysis. The research is based at the Riga Teacher Training and Educational Management Academy RTTEMA Pre-School and Primary School Teacher programmes.</p>
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Sukhomlin, Vladimir Aleksandrovich. "Higher school reform: the analysis of results." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2011): 29–48. http://dx.doi.org/10.51314/2073-2635-2011-2-29-48.

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The article analyzed the results of changes in the system of Russian higher education in the process of reformover the past two decades. Discusses the goals of reform, legislation, educational standards and results of reforms. Concluded that the need for extensive discussion in society and professional sphere results of reformin higher education.
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Ostenda, Alexander, Tetyana Nestorenko, and J. Ostenda. "Practical education on a higher level in Poland: example of katowice school of technology." Scientific papers of Berdiansk State Pedagogical University. Series: Pedagogical sciences 1, no. 1 (2018): 186–90. http://dx.doi.org/10.31494/2412-9208-2018-1-1-186-190.

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Hamlin, Daniel. "Are Charter Schools Safer in Deindustrialized Cities With High Rates of Crime? Testing Hypotheses in Detroit." American Educational Research Journal 54, no. 4 (2017): 725–56. http://dx.doi.org/10.3102/0002831217705060.

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Families in deindustrialized cities with high crime rates report prioritizing school safety when opting for charter schools. Yet, very little research has investigated whether charter schools are safer than traditional public schools. This study compares charter and traditional public schools in Detroit, Michigan, on perceived school safety by linking student surveys to data on school, neighborhood, and parent-related characteristics. Charter schools exhibited higher perceived school safety than traditional public schools. However, controls for student commute distance and parental involvement largely diminished this difference. Neighborhood charter schools were an exception, maintaining higher perceived school safety net of controls. Overall results suggest that differences in perceived school safety between schools become less prominent after the attributes of school choosers are considered.
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