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Journal articles on the topic 'Learning standards'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Rose, Mike. "Standards, Teaching, Learning." Journal of Basic Writing 28, no. 2 (2009): 93–102. http://dx.doi.org/10.37514/jbw-j.2009.28.2.06.

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2

Mohla, Daleep. "Standards: Learning, Networking, and Recognition [Standards News]." IEEE Industry Applications Magazine 26, no. 4 (2020): 98–99. http://dx.doi.org/10.1109/mias.2020.2985518.

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3

Karyawan, I. Nyoman. "DESCREPANCY ANALYSIS OF THE IMPLEMENTATION OF PROCESS STANDARDS IN INDONESIAN JUNIOR HIGH SCHOOL STUDENTS." Jurnal Ilmiah Disdikpora 1, no. 1 (2013) (2013): 1–7. https://doi.org/10.5281/zenodo.4307852.

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This study aims to determine the gap in the implementation of process standards in Indonesian language subjects in junior high schools in Banjarangkan District, Klungkung Regency in the academic year 2010/2011 in terms of learning planning, learning implementation, learning outcome assessment, and learning supervision. This research is an evaluative research using the disparity method (descrepancy model). Measurement of program effectiveness is done by comparing two things that are located at the end of the program, namely the beginning and the end of program implementation, namely comparing t

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Dossey, John A. "Learning, Teaching, and Standards." Mathematics Teacher 81, no. 4 (1988): 290–93. http://dx.doi.org/10.5951/mt.81.4.0290.

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Learning, teaching, and learning teaching these prophetic words from George Polya's (1963) title for his address to the members of the Mathematical Association of America nearly twenty-five years ago echo the questions that face our profession today (Curcio 1987). Polya's legacy has not only touched our knowledge and abilities in mathematics and problem solving but has also had a significant effect on our thoughts about teaching.

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Dossey, John A. "Learning, Teaching, and Standards." Arithmetic Teacher 35, no. 8 (1988): 20–21. http://dx.doi.org/10.5951/at.35.8.0020.

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Learning, teaching, and learning teaching—these prophetic words from George Pólya's (1963) title for his address to the members of the Mathematical Association of America nearly twenty-five years ago echo the questions that face our profession today (Curcio 1987). Pólya's legacy has not only touched our knowledge and abilltles in mathematics and problem solving but has also had a significant effect on our thoughts about teaching.

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6

Yudkowsky, Rachel, Yoon Soo Park, Matthew Lineberry, Aaron Knox, and E. Matthew Ritter. "Setting Mastery Learning Standards." Academic Medicine 90, no. 11 (2015): 1495–500. http://dx.doi.org/10.1097/acm.0000000000000887.

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7

Rose, Mike. "Standards, Teaching, and Learning." Phi Delta Kappan 91, no. 4 (2010): 21–27. http://dx.doi.org/10.1177/003172171009100405.

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Singh, Harvi, and Chris Reed. "Demystifying e‐learning standards." Industrial and Commercial Training 34, no. 2 (2002): 62–65. http://dx.doi.org/10.1108/00197850210417546.

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9

McClelland, Marilyn. "Distributed learning metadata standards." Journal of Computing in Higher Education 16, no. 1 (2004): 93–105. http://dx.doi.org/10.1007/bf02960284.

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Farmer, Lesley. "How AASL Learning Standards Inform ACRL Information Literacy Standards." Comminfolit 7, no. 2 (2013): 171. http://dx.doi.org/10.15760/comminfolit.2013.7.2.149.

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11

Artzt, Alice F., and Claire M. Newman. "Implementing the Standards: Cooperative Learning." Mathematics Teacher 83, no. 6 (1990): 448–52. http://dx.doi.org/10.5951/mt.83.6.0448.

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Cooperative learning is a teaching strategy that holds promise for improving the mathematical skills and attitudes of students. With increased frequency teachers have been reporting their positive experiences with cooperative-learning techniques in the mathematics classroom (e.g., Artzt [1979]; Behounek et al. [1988]; Gilbert-Macmillan and Leitz [1986]; Rosenbaum et al. [1989]; and Slavin [1987]). Support for cooperative learning now comes from the NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989): “Small groups provide a forum in which students ask questions

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12

Moore, Michael G. "Editorial: Standards and learning objects." American Journal of Distance Education 15, no. 3 (2001): 1–3. http://dx.doi.org/10.1080/08923640109527089.

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Peate, Ian. "Learning disabilities: meeting essential standards." British Journal of Nursing 21, no. 8 (2012): 457. http://dx.doi.org/10.12968/bjon.2012.21.8.457.

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Jukes, Mark. "Improving standards for learning disabilities." British Journal of Nursing 9, no. 2 (2000): 88. http://dx.doi.org/10.12968/bjon.2000.9.2.6397.

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Skiba, Diane J. "Quality Standards for Online Learning." Nursing Education Perspectives 38, no. 6 (2017): 364–65. http://dx.doi.org/10.1097/01.nep.0000000000000247.

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16

Resmer, M. "Internet Architectures for Learning [Standards]." Computer 31, no. 9 (1998): 105–6. http://dx.doi.org/10.1109/mc.1998.708454.

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17

Duval, Erik. "Metadata Standards: What, Who & Why." JUCS - Journal of Universal Computer Science 7, no. (7) (2001): 591–601. https://doi.org/10.3217/jucs-007-07-0591.

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In order to be able to (re-)use digital content, interested users must be able to identify and locate relevant documents. This requires descriptive data, nowadays generally referred to as metadata. Technical standards for a scaleable deployment on a global scale are required if we want to achieve a critical mass of resources. In this paper, we present the current status of ongoing work in this area, with a particular emphasis on the IEEE LTSC Learning Object Metadata standard [IEEE, 2001] and related developments in the context of the ISSS Learning Technologies Workshop [ISSS, 2001].

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18

Shih, Timothy K., Hui Huang Hsu, Pao Ta Yu, David J. T. Yang, Jui Hung Chen, and Wen Chih Chang. "Distance learning standards: technologies and challenges." International Journal of Applied Systemic Studies 3, no. 2 (2010): 137. http://dx.doi.org/10.1504/ijass.2010.034105.

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19

Baker, Keith D. "Frameworks to support e-learning standards." International Journal of Learning Technology 2, no. 4 (2006): 357. http://dx.doi.org/10.1504/ijlt.2006.011340.

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20

Pritchard, Ivor A. "Raising Standards in Community Service Learning." About Campus: Enriching the Student Learning Experience 6, no. 4 (2001): 18–24. http://dx.doi.org/10.1177/108648220100600404.

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21

Knight, Stephanie L., Gwendolyn M. Lloyd, Fran Arbaugh, et al. "Teacher Learning and Standards-Based Instruction." Journal of Teacher Education 64, no. 3 (2013): 200–201. http://dx.doi.org/10.1177/0022487113480461.

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22

Erb, Tom. "Diverse Students Learning to New Standards." Middle School Journal 33, no. 3 (2002): 4. http://dx.doi.org/10.1080/00940771.2002.11494666.

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23

Strand, Krista L., and Katie Bailey. "Supporting Teacher Learning through “Sketching Standards”." Mathematics Teacher: Learning and Teaching PK-12 113, no. 3 (2020): 196–200. http://dx.doi.org/10.5951/mtlt.2019.0039.

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24

Mills, Susan W. "Reggae for Standards-Based Music Learning." General Music Today 17, no. 1 (2003): 11–17. http://dx.doi.org/10.1177/10483713030170010104.

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25

Linn, Marcia C. "Designing Standards for Lifelong Science Learning." Journal of Engineering Education 99, no. 2 (2010): 103–5. http://dx.doi.org/10.1002/j.2168-9830.2010.tb01047.x.

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26

Wirth, Joachim, and Detlev Leutner. "Self-Regulated Learning as a Competence." Zeitschrift für Psychologie / Journal of Psychology 216, no. 2 (2008): 102–10. http://dx.doi.org/10.1027/0044-3409.216.2.102.

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Lively research on self-regulated learning has produced a great number of models of self-regulated learning competence and it is still a challenge to integrate them within a single coherent framework. However, such a framework is necessary for, among other reasons, the development of valid assessment methods. We argue that one common characteristic of all models is that they consider the competence to make solid comparisons as a key competence of self-regulated learning. However, the kind of comparisons and the kind of standards used for these comparisons differ between models. The same is tru

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��, S. Redko, ��, and A. Shadrin. "Concepts of CDIO Standards and Education Management Standards in Teaching Engineering Programs." Standards and Monitoring in Education 2, no. 4 (2014): 52–56. http://dx.doi.org/10.12737/5875.

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The article surveys peculiarities of CDIO � an international framework forengineering programs based on twelve standards of education institutions activity:the context, learning outcomes, integrated curriculum, introduction to engineering, design-implement experiences, engineering workspaces, integrated learning experiences, active learning, enhancement of faculty CDIO competence, enhancement of faculty teaching competence, CDIO learning assessment, CDIO program evaluation. The concept is proven to have common purpose with well-known IWA 2 concept and GOST R 52614.2 � i

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28

Radhika, Puthenedam. "Dance education in the K-12 curriculum: An NEP 2020 perspective with specific reference to Outcomes-based standards." KUTAP (ISSN 2582-5356) 6, no. 8 (2023): 125–32. https://doi.org/10.5281/zenodo.7938342.

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<strong>Abstract</strong>–Creative and aesthetic expression has been one of the important attributes of dance education in the curricular framework of NCERT. More recently, NEP 2020 has laid emphasis on experiential learning and has given importance to competency-based learning as one of the standard pedagogies within each subject. The learning outcomes-based frameworks have become an important proponent that leads towards achieving the competency standards both in learning and in assessment. Since arts have been made part of the multidisciplinary choice-based courses available for secon

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Aqel, Magdy S. "Design Learning Environment Based on ISTE Standards." International Journal of Information and Communication Technology Education 17, no. 4 (2021): 1–10. http://dx.doi.org/10.4018/ijicte.20211001.oa8.

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The study aimed to design learning environment based on ISTE standards for students and computer science educators. For answering the questions of the study, the researchers adopted the descriptive approach, they Identified the ISTE standards and analyzed the content of instructional technology course based on ISTE standards for students and for computer science educators, then they designed learning environment based on this standard. The sample of the study consists of all students enrolled for an instructional technology course at the first semester 2017 in faculty of education in the Islam

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30

Beard, Jonathan, and Maria Bussey. "The learning agreement." Bulletin of the Royal College of Surgeons of England 89, no. 7 (2007): 234–35. http://dx.doi.org/10.1308/147363507x213585.

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The fundamental principle at the heart of the inter collegiate surgical curriculum project (ISCP) is that surgeons should continue to learn and develop throughout each stage of their careers and that learning should be formalised and demonstrable according to predefined standards. In order to ensure these standards have been met, learning is underpinned by a formal appraisal process designed to provide supervision of surgical trainees as they progress through each stage of the curriculum.

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31

Serrano-Laguna, Angel, Ivan Martínez-Ortiz, Jason Haag, Damon Regan, Andy Johnson, and Baltasar Fernández-Manjón. "Applying standards to systematize learning analytics in serious games." Computer Standards & Interfaces 50, February 2017 (2017): 116–23. https://doi.org/10.1016/j.csi.2016.09.014.

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Learning Analytics is an emerging field focused on analyzing learners’ interactions with educational content. One of the key open issues in learning analytics is the standardization of the data collected. This is a particularly challenging issue in serious games, which generate a diverse range of data. This paper reviews the current state of learning analytics, data standards and serious games, studying how serious games are tracking the interactions from their players and the metrics that can be distilled from them. Based on this review, we propose an interaction model that establishes a basi

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32

Sears, Ruthmae, Jennifer Bay-Williams, James C. Willingham, and Amanda Cullen. "Symbiosis: Social and Emotional Learning & Mathematics Learning." Mathematics Teacher: Learning and Teaching PK-12 115, no. 11 (2022): 770–80. http://dx.doi.org/10.5951/mtlt.2022.0081.

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33

Afify, Mohammed. "E-learning content design standards based on interactive digital concepts maps in light of meaningful learning theory and constructivist learning theory." Journal of Technology and Science Education 8, no. 1 (2018): 5. http://dx.doi.org/10.3926/jotse.267.

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The present study aims to identify standards of interactive digital concepts maps design and their measurement indicators as a tool to develop, oraganize and administer e-learning content in the light of Meaningful Learning Theory and Constructivist Learning Theory. To achieve the objective of the research, the author prepared a list of E-learning content design standards based on interactive digital concepts maps. It involved (11) general standards and (40) performance indicators. It was investigated by 21 teaching staff members who are experts in educational technology and e-learning to rati

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34

Cross, Lee, and Michael C. Hynes. "Assessing Mathematics Learning for Students with Learning Differences." Arithmetic Teacher 41, no. 7 (1994): 371–77. http://dx.doi.org/10.5951/at.41.7.0371.

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35

Library Association, American. "ACRL Standards: Standards for community, junior, and technical college learning resources programs." College & Research Libraries News 55, no. 9 (1994): 572–87. http://dx.doi.org/10.5860/crln.55.9.572.

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36

Dewi, Desy Eka Citra, and Elfahmi Lubis. "Adaptive Management To Improve The Quality Of Process Standards In Inclusion Schools." JTP - Jurnal Teknologi Pendidikan 25, no. 1 (2023): 117–30. http://dx.doi.org/10.21009/jtp.v25i1.35339.

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Process standards are needed to improve and enhance the quality of education. Inclusive schools as education units are required to use national process standards, so problems arise in the learning process for students with special needs. To provide fair educational services and the implementation of effective and efficient learning, inclusive schools must be able to adapt learning to the needs of students with special needs. This research was conducted at SDIT Al Aufa Bengkulu City. Data were collected through interviews, observation, and documentation. Research informants were teachers, stude

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37

Nurbawani, Aris. "ANALISIS PENGARUH PEMENUHAN STANDAR PROSES DAN SARANA PRASARANA TERHADAP MUTU PENDIDIKAN PADA MASA PANDEMI COVID-19." Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan 21, no. 01 (2021): 100–129. http://dx.doi.org/10.21274/dinamika.2021.21.01.100-129.

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In the National Education Standards (SNP), there are eight minimum standards to realize quality national education. Two of them are process standards and learning facilities and infrastructure standards. Environmental changes due to the COVID-19 pandemic certainly have an impact on changes in the fulfillment of process standards and standards for learning facilities and infrastructure. Online learning has become a necessity as a learning method in universities during the COVID-19 pandemic. These changes can ultimately have an impact on the quality of education. This study aims to determine the

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38

Lee, Okhee. "English Language Proficiency Standards Aligned With Content Standards." Educational Researcher 47, no. 5 (2018): 317–27. http://dx.doi.org/10.3102/0013189x18763775.

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As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science. It starts with a brief description of federal legislation for alignment between ELP standards and content standards along with challenges of ensuring alignment. Then, it highlights how current efforts to ensure alignment center on the language used to engage in disciplinary practices of content standards. Next, taking a perspective on E

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Jowett, Rosalynd, and Ben Wellens. "Developing occupational standards: a learning disabilities project." Journal of Clinical Nursing 9, no. 3 (2000): 436–44. http://dx.doi.org/10.1046/j.1365-2702.2000.00387.x.

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40

Cangro, Richard. "Student Collaboration and Standards-Based Music Learning." Update: Applications of Research in Music Education 34, no. 3 (2015): 63–68. http://dx.doi.org/10.1177/8755123314568794.

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41

Forde, Christine, Margery Anne McMahon, Gillian Hamilton, and Rosa Murray. "Rethinking professional standards to promote professional learning." Professional Development in Education 42, no. 1 (2015): 19–35. http://dx.doi.org/10.1080/19415257.2014.999288.

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42

Saurabh, Kumar. "Standards of e- Learning Based Distance Education." i-manager's Journal of Educational Technology 3, no. 3 (2006): 23–29. http://dx.doi.org/10.26634/jet.3.3.690.

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43

Kriewaldt, Jeana. "Reorienting teaching standards: learning from lesson study." Asia-Pacific Journal of Teacher Education 40, no. 1 (2012): 31–41. http://dx.doi.org/10.1080/1359866x.2011.643761.

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44

Quigley, George. "Dearing's Proposals on Learning, Teaching and Standards." Journal of Geography in Higher Education 22, no. 1 (1998): 60–67. http://dx.doi.org/10.1080/03098269886038.

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45

Sgouropoulou, Cleo E., and Anastasios G. Koutoumanos. "Applying metadata standards to multilingual learning objects." International Journal of Learning Technology 1, no. 4 (2005): 425. http://dx.doi.org/10.1504/ijlt.2005.007153.

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46

Devedzic, Vladan, Jelena Jovanovic, and Dragan Gasevic. "The Pragmatics of Current E-Learning Standards." IEEE Internet Computing 11, no. 3 (2007): 19–27. http://dx.doi.org/10.1109/mic.2007.73.

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47

HAYAT, KEZADRI. "Quality controls and standards in e-learning." Journal of Distance Learning and Open Learning 7, no. 13 (2019): 119–48. http://dx.doi.org/10.21608/jdlol.2019.78673.

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48

Brockmann, Michaela, Linda Clarke, and Christopher Winch. "Can performance‐related learning outcomes have standards?" Journal of European Industrial Training 32, no. 2/3 (2008): 99–113. http://dx.doi.org/10.1108/03090590810861659.

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49

Danker, Anita. "Linking Technology with Social Studies Learning Standards." Social Studies 91, no. 6 (2000): 253–56. http://dx.doi.org/10.1080/00377990009602474.

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50

Guest, Ross. "Towards Learning Standards in Economics in Australia." Economic Papers: A journal of applied economics and policy 32, no. 1 (2013): 51–66. http://dx.doi.org/10.1111/1759-3441.12019.

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