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Journal articles on the topic 'Model of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Cloete, Elsabé. "Electronic education system model." Computers & Education 36, no. 2 (February 2001): 171–82. http://dx.doi.org/10.1016/s0360-1315(00)00058-0.

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12

Jones, Wayne P. "Another Graduate-Education Model." Cornell Hotel and Restaurant Administration Quarterly 32, no. 2 (August 1991): 70–72. http://dx.doi.org/10.1177/001088049103200221.

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13

Yamashita, Shigeshi, Kodo Ito, Sho Kawakami, and Truong Dinh Anh Khoa. "Optimal Education Plan of Employees Using Maintenance Model." International Journal of Mathematical, Engineering and Management Sciences 6, no. 4 (July 18, 2021): 1009–24. http://dx.doi.org/10.33889/ijmems.2021.6.4.059.

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The employee education is indispensable for companies to improve productive efficiency and product quality. In general, the employee education is divided into two types, i.e., On-job trainings and Off-job ones, and Off-job trainings are divided into two types, i.e., compulsory educations and non-compulsory ones. Compulsory educations such as safety program and compliance education, are necessary to maintain daily production without any accidents. Although all employees of a department and a division gather in a classroom annually in conventional compulsory educations, daily e-learning education complements and strengthens conventional compulsory ones today because employees forget what they learn by annual learning. In past studies, the logit model is used for modeling the influence from education receipt to its memory condition and quantitative relationship between the effect of traffic safety education and the accident-related human-errors was clarified. The effectiveness of the safety driving educational program was indicated by Structural Equation Modelling method. In this paper, an annual compulsory which is complemented and strengthened by e-learning, is discussed. The expected cost rate of education is expressed using imperfect maintenance models and optimal policies which minimizes it is considered. Although we use the exponential function which denotes the occurrence probability of accidents which are caused by forgetting lessons, the actual occurrence probability which is approximated from the actual data would be a complicated one. For solving such complex optimization problems, metaheuristic methods can be applied.

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14

DeRuiter, Mark, and Sarah M. Ginsberg. "Conscious Clinical Education: The Evidence-Based Education—Clinical Education Model." Seminars in Speech and Language 41, no. 04 (July 22, 2020): 279–88. http://dx.doi.org/10.1055/s-0040-1713779.

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AbstractThe fields of speech-language pathology and audiology, collectively referred to as communication sciences and disorders, are driven by evidence-based practice (EBP). As accountability in clinical service delivery continues to increase, there are few who would argue that encouraging clinicians to engage in methods that have withstood the rigors of peer-review is the wrong approach. Graduate students are typically given many opportunities to learn about the evidence for their discipline, and graduate programs are required to provide these opportunities under accreditation standards. While EBP is critical to our discipline's clinical function, we assert that evidence-based education (EBE) is equally as important as EBP to our discipline's function in educating our students. This article discusses EBP and EBE with a focus on elements that may not have been considered in the past, particularly within the complex dynamic of the EBE and clinical education interface. We present current and proposed models, including a new model of EBE in clinical education. We share insights into how the new and proposed models fit within the broader context of clinical decision making and the scholarship of teaching and learning. We conclude by addressing future needs for the education of clinical educators.

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15

Woś-Szymanowska, Agnieszka. "Process Communication Model – an effective tool supporting education." Edukacyjna Analiza Transakcyjna 7 (2018): 15–26. http://dx.doi.org/10.16926/eat.2018.07.01.

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16

Viduka, Dejan, Boris Ličina, and Vladimir Kraguljac. "Open model of education using Open Source principles." Trendovi u poslovanju 9, no. 1 (2021): 40–48. http://dx.doi.org/10.5937/trendpos2101041v.

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The information society is a force that has changed the way we live, work, learn, inform and have fun today. The open model of education has experienced explosive growth in the last decade thanks to the increasing availability of modern technologies. The Open Access Initiative can now be seen in many areas of education and science where it contributes to faster and better acquisition and dissemination of knowledge. This paper discusses the possibilities of using a new open model based on the principles of Open Source. The scientific contribution represents opportunities for application and improvement for all actors in the process, while creating significant financial savings and impact on the digital divide. This is reflected in the use of legal software that is free, the use of old computer configurations and open access to scientific and university publications. In this way, schools, teachers and students have the opportunity to participate in teaching, work or play, regardless of their financial status.

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17

Scherer, Charlotte. "Incorporating Computer Education into Teacher Education: A Model." SIG Bulletin 2, no. 2 (October 1985): 31–34. http://dx.doi.org/10.1080/07478046.1985.11008126.

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18

Wahab, Yuseni Ab, Abd Samad Hasan Basari, and Burairah Hussin. "Replacement Model for Higher Education Institution Hostel Building Maintenance in Malaysia." International Journal of Trade, Economics and Finance 5, no. 5 (October 2014): 449–53. http://dx.doi.org/10.7763/ijtef.2014.v5.414.

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19

Ghosh, Sayantani, and Niladri Das. "New Model of Performance Management and Measurement in Higher Education Sector." International Journal of Scientific Research 2, no. 8 (June 1, 2012): 267–74. http://dx.doi.org/10.15373/22778179/aug2013/86.

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20

Pardeshi, Vaishali. "Architecture and Adoption Model for Cloud in Higher Education: Indian Perspective." Bonfring International Journal of Industrial Engineering and Management Science 4, no. 2 (May 9, 2014): 43–47. http://dx.doi.org/10.9756/bijiems.4741.

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21

KAERIYAMA, Tomoharu, and Takaharu KURODA. "The development of an FA system model for education using SCADA." International Conference on Business & Technology Transfer 2010.5 (2010): 23–30. http://dx.doi.org/10.1299/jsmeicbtt.2010.5.0_23.

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22

Holubova, Renata. "Environmental Education – A Model of the Gulf Stream." American Journal of Educational Research 3, no. 8 (August 7, 2015): 1057–61. http://dx.doi.org/10.12691/education-3-8-18.

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23

Sołtysiak, Wioletta. "Management Model for Education Process in E-learning." Prace Naukowe Akademii im. Jana Długosza w Częstochowie. Pedagogika 26, no. 2 (2017): 67–76. http://dx.doi.org/10.16926/p.2017.26.28.

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24

Abramova, Mariya. "Science + Education = ( ≠ ) Education + Science." Institutionalization of science and the scientific community 1, no. 2020.1.1 (October 20, 2020): 83–93. http://dx.doi.org/10.47850/rl.2020.1.1.83-93.

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Based on a comparative analysis of the Prussian and Anglo-Saxon models, as well as the implementation of the concepts of didactic encyclopedism and utilitarianism in the education system, the author demonstrates the changes taking place in social institutions – education and science. It is shown that in countries that have long developed under the influence of the public administration system that implemented the model of compulsory education for all, science as a sphere of strategic development of the country determined the content and level of training of graduates. The attempt to include research institutions in universities in the context of the formation of a new Russian system of administration in the field of science and education, as a stage of transition to the implementation of the Anglo-Saxon model, not only violates the logic of the established system of training, but also is a way to substitute real research activity for compliance with the formal criteria of international ratings.

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25

Hammad, Agustine Ramie, and Heru Santoso Wahito Nugroho. "Learning model in nursing education." Indian Journal of Public Health Research & Development 9, no. 10 (2018): 544. http://dx.doi.org/10.5958/0976-5506.2018.01402.x.

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26

Lewandowska, Alexandra. "A model for parent education." Paediatric Nursing 9, no. 7 (September 1997): 21–23. http://dx.doi.org/10.7748/paed.9.7.21.s24.

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27

Tulkinovich, Yuldoshev Akhmadjon. "Information technology model in education." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 5 (2020): 1839. http://dx.doi.org/10.5958/2249-7137.2020.00431.0.

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28

Braid, Nicola, and Samuel Abdulla. "Nursing education: the disseminated model." Learning Disability Practice 16, no. 2 (March 2013): 16–20. http://dx.doi.org/10.7748/ldp2013.03.16.2.16.e693.

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29

Srnic, Vesna. "New Education Model: Multimedia Art." International Journal of the Arts in Society: Annual Review 4, no. 1 (2009): 343–54. http://dx.doi.org/10.18848/1833-1866/cgp/v04i01/35506.

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30

Al-Amri, Mohammed. "Multidiscipline-based Art Education Model." International Journal of the Arts in Society: Annual Review 6, no. 4 (2011): 77–92. http://dx.doi.org/10.18848/1833-1866/cgp/v06i04/36076.

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31

Valeyeva, Helena V. "Analog Model of Modern Education." Observatory of Culture, no. 1 (February 28, 2014): 96–101. http://dx.doi.org/10.25281/2072-3156-2014-0-1-96-101.

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Makes an attempt to represent educational history as a universal form of human text, which consists of antiquity, the Middle Ages, the Enlightenment, XIX and XX centuries, and modernity. Dedicated periods are certain steps to change educational paradigms within a single educational text. Conceptualization process allows one to enter the knowledge to another, and ultimately into the culture. Metaphoremes can log in educational reality "at all times" and help identify all the educational space as an educational universe methodological principle of which is a continuum analysis

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32

Nazarenko, Aleksandr V., and Irina V. Astrakhantseva. "Model of New Environmental Education." Volga Region Pedagogical Search 28, no. 2 (March 25, 2019): 80–87. http://dx.doi.org/10.33065/2307-1052-2019-2-28-80-87.

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33

Li, Guang Zheng, and Xu Ling Hu. "A New Vocational Education Model." Advanced Materials Research 271-273 (July 2011): 1608–11. http://dx.doi.org/10.4028/www.scientific.net/amr.271-273.1608.

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In order to ease the contradiction between the more and more need with each passing day of seafarers in the talented-person service market and delayed high-ranked seafarers being well-trained, and meanwhile, to provide the vast graduates one more opportunity to get a job who had not accepted relevant marine training and education, a new vocational education mode, which is high-rank seafarer vocational education training for non-marine major graduates, was proposed by Maritime Safety Administration of China. This paper will fully describe and comprehensively analyse this new vocational education mode， combining the characteristics of college graduates with non-marine education and training， The differences and similarities in aspect of educational background，age and English level, etc between non-marine major graduates and marine major graduates will be analysed and the concrete high rank seafarer vocational education mode for non-marine major graduates was proposed in this paper.

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34

Staritchenko, B. Y. "Information Technology Model of Education." Education and science journal 1, no. 4 (March 3, 2015): 91. http://dx.doi.org/10.17853/1994-5639-2013-4-91-111.

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35

Yalalov, Farit G. "Invariant Model of Polylingual Education." Polylinguality and Transcultural Practices 17, no. 2 (December 15, 2020): 157–67. http://dx.doi.org/10.22363/2618-897x-2019-17-2-157-167.

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The article is devoted to the implementation of citizens language rights in the field of education in accordance with the requirements of Federal Law No. 317-FZ of August 3, 2018. Under the new law, Russian citizens significantly expanded their rights to choose educational programs in their native language, as well as to choose the languages of training and education in a comprehensive school. After analyzing the content of UNESCOs definition of polylingual education, the author of the article identifies two interrelated meanings in it. On this basis, polylingual education implies, firstly, the studying and teaching at least three languages at a school, and secondly, the organization of a single, focused process of training and education in at least three languages. Based on the materials of the language picture of the Republic of Tatarstan, the author presents a line of language learning which is invariant for multilingual regions of Russia, and also outlines the prospects for using three languages in the education system.

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36

Yalalov, Farit G. "Invariant Model of Polylingual Education." Polylinguality and Transcultural Practices 17, no. 2 (December 15, 2020): 157–67. http://dx.doi.org/10.22363/2618-897x-2020-17-2-157-167.

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The article is devoted to the implementation of citizens language rights in the field of education in accordance with the requirements of Federal Law No. 317-FZ of August 3, 2018. Under the new law, Russian citizens significantly expanded their rights to choose educational programs in their native language, as well as to choose the languages of training and education in a comprehensive school. After analyzing the content of UNESCOs definition of polylingual education, the author of the article identifies two interrelated meanings in it. On this basis, polylingual education implies, firstly, the studying and teaching at least three languages at a school, and secondly, the organization of a single, focused process of training and education in at least three languages. Based on the materials of the language picture of the Republic of Tatarstan, the author presents a line of language learning which is invariant for multilingual regions of Russia, and also outlines the prospects for using three languages in the education system.

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37

McMurtry, John. "Education and the Market Model." Paideusis 5, no. 1 (November 12, 2020): 36–44. http://dx.doi.org/10.7202/1073355ar.

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38

Yee, Jerry. "The Guitar-Maker: Model Education." Advances in Chronic Kidney Disease 20, no. 4 (July 2013): 297–99. http://dx.doi.org/10.1053/j.ackd.2013.05.001.

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39

Pritchard, Tony, and Starla Mc-Collum. "The Sport Education Tactical Model." Journal of Physical Education, Recreation & Dance 80, no. 9 (November 2009): 31–38. http://dx.doi.org/10.1080/07303084.2009.10598392.

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40

Durakoglu, Abdullah, Baykal Bicer, and Beyhan Zabun. "Paulo Freire’s Alternative Education Model." Anthropologist 16, no. 3 (November 2013): 523–30. http://dx.doi.org/10.1080/09720073.2013.11891378.

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41

O'halloran, Cynthia S., and Robert M. O'halloran. "Nutrition Education: The Interpretive Model." Journal of Hospitality & Tourism Education 11, no. 1 (April 1999): 19–21. http://dx.doi.org/10.1080/10963758.1999.10685217.

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42

Barratt-Peacock, John. "Australian Home Education: A Model." Evaluation & Research in Education 17, no. 2-3 (May 15, 2003): 101–11. http://dx.doi.org/10.1080/09500790308668295.

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43

Amadio, John. "WILTJA: Model of Education Delivery." Aboriginal Child at School 21, no. 1 (March 1993): 45–49. http://dx.doi.org/10.1017/s0310582200005575.

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The Pitjantjatjara people in the north west of South Australia and the Yalata Community in the far west of the state identify as Anangu (the people) Anangu culture is very different in many ways from the mainstream culture largely associated with urban centres but some of the aspects in common include a desire to maintain their culture and lifestyle, wanting a favourable future for their children and their communities, and a desire to be self managing.

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44

Ferrara, Michael S., and Ortega Catherine. "A Proposed Global Education Model." Athletic Therapy Today 15, no. 1 (January 2010): 1–3. http://dx.doi.org/10.1123/att.15.1.1.

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45

Suherman, A., K. Sultoni, and H. Ilmawati. "Character Based Physical Education Model." IOP Conference Series: Materials Science and Engineering 180 (March 2017): 012266. http://dx.doi.org/10.1088/1757-899x/180/1/012266.

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46

Gupta, Rohit, and Ashish Gupta. "PPP Model in School Education." Indian Journal of Public Administration 61, no. 4 (October 2015): 736–40. http://dx.doi.org/10.1177/0019556120150411.

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47

JANSEN, ROBERT D., and BERNARD A. COYLE. "THE CONSUMER MODEL IN EDUCATION:." Journal of Chiropractic Humanities 3 (1993): 62–64. http://dx.doi.org/10.1016/s1556-3499(13)60018-2.

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48

Baldonado, Analiza, Danette Dutra, and Katherine Abriam-Yago. "Model for Heart Failure Education." Dimensions of Critical Care Nursing 33, no. 5 (2014): 280–84. http://dx.doi.org/10.1097/dcc.0000000000000071.

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49

Novikoff, T. P., J. M. Kleinberg, and S. H. Strogatz. "Education of a model student." Proceedings of the National Academy of Sciences 109, no. 6 (January 23, 2012): 1868–73. http://dx.doi.org/10.1073/pnas.1109863109.

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50

Lazareva, N. V. "CONCEPTUAL MODEL OF ECOLOGICAL EDUCATION." “Educational bulletin “Consciousness” 22, no. 7 (July 30, 2020): 15–20. http://dx.doi.org/10.26787/nydha-2686-6846-2020-22-7-15-20.

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