Relevant bibliographies by topics / Model of education

Contents

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

Academic literature on the topic 'Model of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Model of education"

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Siddiqui, Dr Mujibul Hasan. "Environmental Education: A Model Approach." International Journal of Scientific Research 2, no. 1 (June 1, 2012): 67–69. http://dx.doi.org/10.15373/22778179/jan2013/24.

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Siebert, Ernestine, Michael Wasserman, and Sandra Fisher. "Using Innovation Hubs as Global Educational Collaboration Centers: Changing the International Education Model." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 4, no. 5 (2019): 19–23. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.45.3003.

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This paper adapts existing international educational models to address collaborative education using innovation hubs as the coordinating mechanism. Our goal is to improve global engagement and mobility of students during their educational path. In this paper, we address challenges in international education through an approach based on collaboration among universities with innovation hubs. We base our discussion on theories of organizational change and knowledge management. Qualitative data collected from three partner universities, two in Germany and one in the United States, are presented. Each had specific innovation hubs but none used these resources in a structured international context. We explore ways in which an innovation hub developed and operated by multiple international education partners might be an appropriate platform for new ways of collaboration. An innovation hub might provide a mechanism by which global partners learn in rich ways across diverse platforms, norms, and motivations. Theory grounded in organizational adaptation, open innovation and global education suggests that integrating an innovation hub with international education programs may yield effective results at the individual (students, staff, faculty) and the organizational (intellectual property, reputation, etc.) levels. Desired outcomes include creating mutual benefits through collective knowledge generation and implementation of new ideas. We conclude that implementation of this model would involve a change process, thus specific characteristics and indications for change management should be applied. We offer recommendations for implementing this model and discuss implementation options and the involvement of global partner faculty, students, and staff.
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Dr. S. R. Kandalgaonkar, Dr S. R. Kandalgaonkar. "Commerce Laboratory: A Novel Model Of Business Education." Indian Journal of Applied Research 1, no. 1 (October 1, 2011): 20–21. http://dx.doi.org/10.15373/2249555x/oct2011/7.

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Nabiyevna, Ashurova Dilfuza, Abjalilov Sanakul Xujamovich, and Toshtemirova Kamola Ergashevna. "Multiponental Model Of Education According To The New Paradigm." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 365–70. http://dx.doi.org/10.37547/tajssei/volume03issue03-55.

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In this work on the example of educational system of Uzbekistan the new paradigm of education is substantiated in the following edition: education through all life. It is demonstrated that the proposed in correspondence to this paradigm the formalized model reflects multi-component system, multi-variant approaches and cyclist of educational process in a modern society. The examples of educational processes which are modeled within the framework of proposed formalized model of education are presented.
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Pavić, Žarko. "Health management education e-learnning model." Ekonomika 65, no. 1 (2019): 85–94. http://dx.doi.org/10.5937/ekonomika1901085p.

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Pumchalerm, Suriya, Prachyanun Nilsook, and Namon Jeerungsuwan. "Intelligent Cooperative Education Process Management Model on Cloud Computing Technology for Higher Education Institutes in Thailand." International Journal of Information and Education Technology 6, no. 10 (2016): 791–94. http://dx.doi.org/10.7763/ijiet.2016.v6.794.

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Hill, Brian V. "Transcultural Education: A Model for Expatriate Education." Journal of Christian Education os-35, no. 1 (April 1992): 29–48. http://dx.doi.org/10.1177/002196579203500104.

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Sapartinah, Titik. "Effectiveness Model Application Contructive Teaching Learning (CTL) Interprofesional on Education." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 5640–50. http://dx.doi.org/10.37200/ijpr/v24i4/pr201659.

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Jones, W. "Another graduate-education model." Cornell Hotel and Restaurant Administration Quarterly 32, no. 2 (August 1991): 70–72. http://dx.doi.org/10.1016/0010-8804(91)90082-3.

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Hannigan, Brian. "The Queensland Education Model." Australian Surveyor 40, sup1 (June 1995): 10–13. http://dx.doi.org/10.1080/00050335.1995.10558575.

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Dissertations / Theses on the topic "Model of education"

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Martin, Jeffrey Harold. "Evaluating models for Bible teaching at a residential summer camp an expository model, a reenactment model, and an experiential model /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Tilbury, Daniella. "Environmental education : developing a model for initial teacher education." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.

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Yoon, Caroline. "A conceptual analysis of the models and modeling characterization of model-eliciting activities as "thought-revealing activities"." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3243797.

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Thesis (Ph.D.)--Indiana University, School of Education, 2007.
Title from PDF t.p. (viewed Nov. 17, 2008). Source: Dissertation Abstracts International, Volume: 67-12, Section: A, page: 4491. Advisers: Thomas Schwen; Frank Lester.
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Ras, PJ, and M. Pretorius. "An entrepreneurial education model for the Namibian Higher Education system." Acta Commercii, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001430.

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Purpose: The aim of this paper is to develop an entrepreneurial education model for implementation in the Namibian Higher Education system. Namibia, just like South Africa, has an objective to develop small, medium and micro enterprises to enhance economic growth and reduce unemployment. Development of such a model is supported by the government of Namibia. This paper investigates appropriate entrepreneurial education models used in South Africa for this purpose. Design/Methodology/Approach: This research is an exploratory research design based upon secondary data mainly provided by the Namibian Economic Policy Research Unit (NEPRU) that enabled the researcher to understand and identify the problems that Namibia encounter in their small business environment. Theories, as developed by the University of Pretoria based on entrepreneurial education, were explored and formed the base of the theory exploration. Findings: The researcher investigated an existing entrepreneurial education model being used for the South African context, as well as a comparison of two models, and an integrated model based on the cited models. These models are used to show the importance of such models and the need to develop one for Namibia. Implications: This paper presents a model that can solve the basic need expressed by the Namibian Higher Education System to find an appropriate model to implement. Originality/ Value: This paper provides a foundation from which an entrepreneurial education model can be implemented and improved/customised for the Namibian context
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Goldstein, Bram Harold 1969. "The balance model: Neuropsychological treatment of dyslexia." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282842.

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This study examined whether an intervention program based on a neuropsychological approach to specific reading disability subtypes would improve overall reading ability, Subjects were middle school righthanded boys and girls who were low achieving readers. The readers were initially subtyped according to Bakker's clinical-inferential approach used with clinic children and classified as L-type dyslexic (substantive errors and excessively fast reading), P-type dyslexic (slow and laborious reading), or M-type dyslexic (a combination of both L-type and P-type dyslexia). The method of assessment was used as a pre-posttest group design. The dependent variables included a reading decoding measure, oral reading errors, and comprehension scores from the Multilevel Academic Skills Inventory (MASI), which is a reading and language battery. All three groups were receiving additional reading instruction from their school reading program. Experimental treatment occurred in two parts: Hemispheric Specific Stimulation (HSS) and Hemispheric Alluding Stimuli (HAS). When the study was concluded, a fused dichotic listening task was administered once to discern a potential relationship between the subtypes of the groups and their particular hemispheric processing capacity for language. The results revealed that the neuropsychological treatment was effective at improving reading comprehension and accuracy. Although there were perceived benefits in comprehension, no direct comprehension exercises were used in this study so the gains could have been attributed to the school reading program. There were no changes in word recognition between the pretest and the posttest. The results from the fused dichotic words task were not significant.
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Alonso, Patricia. "Education for Professional Practice: Runestone Model." Thesis, Uppsala University, Department of Information Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-98321.

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Nowadays, types of production and process technology are present in most ofsectors of the economy. The rate of progress is very fast and the manner in which technology is deployed and used undergoes continuous change. This is perhaps especially true for Information Technologies, where computers now have a great influence on our society. Therefore education in Computer Science should respond to the nature of the discipline and also be very dynamic.

In higher education, the transition from University to the beginning of professional career is a crucial moment for students. Education in Computer Science is focused on technical skills. Typically not much attention is given to the non-technical skills needed for life as a computing professional.

This thesis studies the current state of education in Computer Science, and how it trains students for their future professional career and factors that increase their successfulness and competitiveness in Industry. Universities typically provide students with an excellent technical education. But, nowadays the profile of professionals in Computing requires also other complementary aspects.

For this study, the thesis investigates an innovative approach to integratingprofessional practice into University education. The Runestone project, a coursegiven since the mid 1990's is a collaboration between the Universities of Uppsala (Sweden), GVSU Allendale, MI (USA) and Turku (Finland). This course, with its international perspective, hopes to train to the students not only in technical skills but also in non-technical skills representative of modern professional practice. The course encourages the students to realise the importance of these other aspects, understanding the function of a professional with a wider perspective.

The thesis studies the 2007 offering of the Runestone project. It analyzes theexperiences of teachers and students, drawing on interview and survey information. Data sources include interviews and survey responses from the teachers of the three participating Universities as well as students from the three countries involved.

The thesis has two objectives: to study the attitudes of the teacher in regard to the intention of the course and the study of students as they gain experience as a result of the course. The part of the analysis dealing with the teachers is centred in the study of their vision of the current education of Computer Science, their motivations and objectives of the course, the structure, methodology and tools used for it, the course as international project and the importance of the learning of communication in team. The part of the analysis of student's experience and motivation is centred in their vision of the courses role in their future professional practice in computing, motivations for the course, acquired skills during the course, how they worked in a team and the course as an international project.

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Hay, J. "The dilemma of a theoretical framework for the training of education support services staff within inclusive education." Journal for New Generation Sciences, Vol 10, Issue 3: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/606.

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The medical biological and ecosystemic models are two paradigms which are currently making a huge impact on education support services on an international level. The medical biological model has been dominating the way in which multidisciplinary support has been delivered within 20th-century special education. However, with the advent of inclusive education, the ecosystemic model has initially been pushed to the fore as the preferred metatheory of support services. This article specifically interrogates these two conflicting paradigms in education support services within the South African schooling and higher education bands, as well as Bronfenbrenner's integration of these models with regard to the bio-ecological model. Finally, this article proposes the bio-ecosystemic framework according to which the training of multidisciplinary education support services staff should proceed in order to ensure a sound and less conflicting theoretical framework.
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Williamson, Jamie D. "Reliability of the Brief Assessment Model." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1101994832.

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Owen, Roderic Lewis. "Liberal education and moral development: an integrated model of moral education." W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539618618.

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Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what curricular or instructional model is most logically consistent and ethically acceptable with the mission and philosophy of liberal education? The major purpose of this study is to answer these questions and develop one reasonable, clearly defined model of college-level moral education.;As a normative inquiry into the goals of moral education, this philosophical study rests on the assumption that statements of moral value can be rationally understood and taught and is guided by an awareness of the major findings in social scientific research on moral development and education and practical use of the conceptual analysis of educational terminology.;In order to answer the central questions, it is argued that the ideal of liberal education (its inherent logical and ethical criteria as well as a developed set of explicit curricular goals) can help determine legitimate curricular goals and methods that are focused on moral development. An extended definition of liberal education is developed through reference to widely accepted historical statements and examination of contemporary principles and goals.;Five contemporary models of undergraduate moral education are next identified and described in detail: values clarification, wholistic, humanities, normative ethics, and cognitive-developmental. The specific criteria for liberal education are then critically applied, evaluating the respective strengths and weaknesses of each model. It is argued that the normative ethics and cognitive-developmental models are most closely connected with the historical aims and contemporary goals of liberal education.;The study concludes with a detailed analysis of the two selected models. Reasons for their integration are developed, pedagogical methods and resources which emerge from their combination are outlined, and a summary of this approach to selecting and developing an acceptable model of college-level moral education is offered. In closing, it is stated that college students can legitimately be taught to reflect on morality, to be committed to the rational analysis and selection of moral values and lifestyles, and to act in accordance with their convictions.
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Norton, Susan K. "Indicators of Success in the Blended Doctoral Cohort Model." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10840659.

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For decades, the cohort model has been utilized to bring graduate degrees to working adults who cannot put their family lives and careers on hold to attend a university in the more traditional way. With the growing access to reliable digital tools, some cohorts have taken advantage of the ability to meet online with live-streaming applications such as Skype, GoToMeeting, and Adobe Connect. The blending of online instruction and face-to-face interaction has given birth to blended learning, a hybrid of synchronous and asynchronous learning. With this evolution of curriculum and instruction delivery, questions arise regarding the quality of graduate programs. Are the students who are investing time and money into these graduate degrees receiving the high-level of quality that they would expect if they were attending the university in a traditional way? How are they interacting with their peers in a scholarly fashion? How are the professors engaging the students in meaningful and scholarly ways? How do students and institutions know what is working for the success of the student and what needs to be improved? This study sought to uncover answers to some of these questions as it researched 16 doctoral students in one blended cohort in central California. With primarily qualitative methods, the study attempted to describe the phenomenon that is the blended doctoral cohort, specifically researching the participants’ perspective of themselves and the blended cohort model at the beginning of their program and, again, at the end of their program.

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Books on the topic "Model of education"

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Blossing, Ulf, Gunn Imsen, and Lejf Moos, eds. The Nordic Education Model. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-7125-3.

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Commission, Oregon Quality Education. Oregon's quality education model 2002. Salem, OR: Quality Education Commission, 2002.

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Klecker-Higgins, Raymond. Model learner outcomes for art education. St. Paul, Minn: Minnesota Dept. of Education, 1991.

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Travers, Tony. A local model of education government. Birmingham, England: Institute of Local Government Studies, University of Birmingham, 1986.

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Simpson, E. H. A Central model of education government. Birmingham: Institute ofLocal Government Studies, University of Birmingham, 1986.

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Brighouse, Tim. An institutional model of education government. Birmingham: Institute of Local Government Studies, University of Birmingham, 1986.

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Das, Ashima. Inclusive education: A contextual working model. New Delhi: Concept Pub. Co., 2013.

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Yi, Ch'an-hŭi. Han'gukhyŏng kyoyuk kaebal hyŏmnyŏk model kuch'uk yŏn'gu. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2008.

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Yi, Ch'an-hŭi. Han'gukhyŏng kyoyuk kaebal hyŏmnyŏk model kuch'uk yŏn'gu. Sŏul: Han'guk Kyoyuk Kaebarwŏn, 2008.

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Leighton, Mary S. Model strategies in bilingual education: Professional development. [Washington, D.C.?]: Dept. of Education, 1995.

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Book chapters on the topic "Model of education"

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Hazzan, Orit, and Ronit Lis-Hacohen. "Education." In The MERge Model for Business Development, 13–15. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_4.

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Hazzan, Orit, and Ronit Lis-Hacohen. "Industry: Education." In The MERge Model for Business Development, 29–33. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_7.

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Bain, Alan, and Lucia Zundans-Fraser. "The SOU Model." In SpringerBriefs in Education, 11–12. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0261-8_3.

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Jones, Kevin Anthony, and Ravi S. Sharma. "The Learning Model." In Higher Education 4.0, 89–101. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6683-1_4.

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Blaas, Wolfgang, Elsa Hackl, and Birgit Mahnkopf. "Privatisation of Education." In Privatisation against the European Social Model, 145–63. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230250680_10.

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Hazzan, Orit, and Ronit Lis-Hacohen. "First Sector: Education." In The MERge Model for Business Development, 89–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30225-6_16.

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Jones, Kevin Anthony, and Ravi S. Sharma. "Data Model and Collection." In Higher Education 4.0, 103–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6683-1_5.

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Blossing, Ulf, Gunn Imsen, and Lejf Moos. "Nordic Schools in a Time of Change." In The Nordic Education Model, 1–14. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7125-3_1.

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Nevøy, Anne, Annette Rasmussen, Stein Erik Ohna, and Thomas Barow. "Nordic Upper Secondary School: Regular and Irregular Programmes – Or Just One Irregular School for All?" In The Nordic Education Model, 191–210. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7125-3_11.

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Buland, Trond, and Ida Holth Mathiesen. "Dropout in a School for All: Individual or Systemic Solutions?" In The Nordic Education Model, 211–30. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7125-3_12.

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Conference papers on the topic "Model of education"

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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.
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Rossi, Rogério, and Pollyana Notargiacomo Mustaro. "eQETIC: a Maturity Model for Online Education." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2194.

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Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, the development of digital educational platforms requires different expertise to its development including knowledge areas such as pedagogy, psychology, computing and digital technologies associated with education that allow the correct development and application of these solutions. To support the development of such solutions with satisfactory quality indicators, this research presents a model dedicated to quality of online educational solutions grounded in an approach that considers the continuous improvement of processes. The model features three maturity levels and six common entities that address the specific practices for planning and developing this type of solution, targeting quality standards that satisfy their users, be they students, teachers, tutors, or others involved in the development process and use of these kind of educational solutions.
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Trkman, Peter, and Peter Baloh. "Use of a Model for Information Technology Education." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2631.

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In the paper, a model for planning and evaluation of education is presented. In this model, the main goal of education is divided into 4 sub goals that should be obtained in every educational activity. The 4 main components identified in the model are: total knowledge gained, degree of usefulness of that knowledge, reduction of effort in later learning and effort invested in the educational process. The importance of each of those components varies depending on the level and purpose of education. The model is then specially adapted for computer literacy education at various levels of education. It is shown how the emphasis shifts between different sub goals at different levels of education from kindergarten and lower grades of primary school to workplace learning. At the end, the use of the model is shown on a case study that deals with teaching information technology use at university level.
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Agner, Luciane T. W., and Timothy C. Lethbridge. "A Survey of Tool Use in Modeling Education." In 2017 ACM/IEEE 20th International Conference on Model-Driven Engineering Languages and Systems (MODELS). IEEE, 2017. http://dx.doi.org/10.1109/models.2017.1.

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Rodríguez-Cano, Sonia, María Teresa Ortega, Martha Lucía Orozco-Gómez, Raquel de la Fuente-Anuncibay, José Luis Cuesta-Gómez, and Miguel Corbí. "TUT4IND: A MODEL OF EDUCATIONAL INCLUSION IN HIGHER EDUCATION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0940.

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Cholakov, Georgi, and Asya Stoyanova-Doycheva. "Model for Profiler Agent during unexpected educational circumstances." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12841.

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Nowadays distance education helps when no other traditional possibility is allowed. But is it a good alternative to replace entirely the traditional education? Could it provide at least the same level of quality or it brings problems that we are not prepared for? The paper presents an observation of a problem with keeping students focused on their education – constant dropping of engagement and unintentional loss of attention during situation of distance learning. Appling measures to keep students’ attraction led to the need of some aspects’ automation – a model for a new intelligent assistant, software agent, was developed, along with the current ones in the existing system. This assistant will create profiles of students, helping with personalized tracking of each student’s progress in specific subject, recommending topics to improve knowledge and fill knowledge gaps. It will “live” in the extension of an existing system and cooperate with other agents to accomplish its goals, proactively assisting in students’ learning aspects, as well as teachers’ efforts to prepare better and more suitable educational materials.
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Lee, Seung-gil, and Sun Young Chang. "Demand Model for Adult Continuing Education using the Tobit model and the Heckman Selection Model." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.27.

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Ogata, Shinpei, and Mizue Kayama. "SML4C: Fully Automatic Classification of State Machine Models for Model Inspection in Education." In 2019 ACM/IEEE 22nd International Conference on Model Driven Engineering Languages and Systems Companion (MODELS-C). IEEE, 2019. http://dx.doi.org/10.1109/models-c.2019.00109.

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Ginanjar, Agi, Adang Suherman, Tite Juliantine, and Yusuf Hidayat. "Competitions in Physical Education Using Sports Education Model." In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.80.

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Stern, Glenn, Jacques Bazen, and Denis Gavrikov. "Building Challenge: International education model for construction education." In Regional Innovation & Entrepreneurship Conference. Saxion, 2016. http://dx.doi.org/10.14261/postit/db158b96-42e6-4619-ab9259ad8729c0ac.

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Reports on the topic "Model of education"

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Hacker, Gary A. Strategic Model for Future Geospatial Education. Fort Belvoir, VA: Defense Technical Information Center, May 1998. http://dx.doi.org/10.21236/ada345640.

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Connolly, Peggy. A Performance Appraisal Model for Postsecondary Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1245.

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Larco, Nico, and Marc Schlossberg. Disseminating the Sustainable City Year Program (SCYP) Education Model. Portland State University Library, April 2016. http://dx.doi.org/10.15760/trec.126.

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Jones, Jason S. Interwar Period Officer Education: A Model for the Future. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ad1001474.

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Rivera-Camino, Jaime, and Víctor Alarcón. A Model for Assessing the Quality of Marketing-Management Education. CENTRUM Catolica Graduate Business School, September 2015. http://dx.doi.org/10.7835/ccwp-2015-09-0015.

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Stantcheva, Stefanie. Optimal Income, Education, and Bequest Taxes in an Intergenerational Model. Cambridge, MA: National Bureau of Economic Research, May 2015. http://dx.doi.org/10.3386/w21177.

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Gan, Li, and Guan Gong. Estimating Interdependence Between Health and Education in a Dynamic Model. Cambridge, MA: National Bureau of Economic Research, January 2007. http://dx.doi.org/10.3386/w12830.

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Pavlicheva, E. N. Logical-informational model of educational disciplines of an individual trajectory of a student's education at a university. OFERNIO, December 2020. http://dx.doi.org/10.12731/ofernio.2020.24723.

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Howell, Alexandra, and Elizabeth Shorrock. A Model for Creating Sustainable Corporate Partnerships in Design and Merchandising Education. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1310.

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Markova, Ivana. Textile Curriculum Development Model: Creating Continuity in Textile Education via Microscopic Fiber Identification. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8444.

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