Relevant bibliographies by topics / Problems of education

Contents

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

Academic literature on the topic 'Problems of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Problems of education"

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ANDREESCU, Prof Cristina Veronica. "ONLINE EDUCATION - PROBLEMS AND SOLUTIONS." Pro Edu. International Journal of Educational Sciences 3, no. 4 (January 27, 2021): 49–61. http://dx.doi.org/10.26520/peijes.2021.4.3.49-61.

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The online platforms have been in a continuous development since the beginning of their appearance, being classified according to the field of activity. This article discusses some features of the online educational platforms, that serve the distance learning adopted during this pandemic period by the majority of nations on the planet, to continue the educational progress, at all levels of learning. The article is intended exclusively for the platforms used at the pre-university level of education and illustrates theoretical notions about them, represented by typologies, characteristics, and the features that platforms have been applying. The online platforms, as any other software device, possess advantages and also limitations of the available functions, and this article illustrates their approach in the context of the formative type of assessments, as well as of the summative ones. The effects of using these platforms are highlighted by using the questionnaire survey. This has the final aim to identify the perceptions of the respondents on the use of the online educational platforms for conveying the school information and also to identify the psycho-social aspects that this approach entails. At the end of the article the results of students' attendance at the online courses are presented, results that were collected based on the monitoring study conducted on a sample of students.
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Mirpulatova, Munis. "PROBLEMS OF DESIGN EDUCATION IN UZBEKISTAN." American Journal of Interdisciplinary Innovations and Research 02, no. 06 (June 23, 2020): 16–22. http://dx.doi.org/10.37547/tajiir/volume02issue06-01.

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Yuldasheva, Dilorom Nematovna. "PROBLEMS OF N PROBLEMS OF NATIONAL LANGUAGE EDUCA GE EDUCATION AT SCHOOL." Scientific Reports of Bukhara State University 4, no. 3 (June 26, 2020): 268–76. http://dx.doi.org/10.52297/2181-1466/2020/4/3/5.

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What should a student learn mainly from mother tongue lessons in secondary schools? Basics of linguistics or language features? Of course, learning linguistic features is important to the reader. Because not every high school graduate becomes a linguist in the future. This article analyzes the problems of mother tongue education in secondary schools and comments on their solutions.
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Kuznetsova, A. Ya. "DIDACTIC PROBLEMS OF THE DIGITALIZATION OF EDUCATION." European Journal of Natural History, no. 4 2021 (2021): 17–21. http://dx.doi.org/10.17513/ejnh.34192.

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Abidova, Nilufar. "Inclusive Education Of Children With Special Educational Needs." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 476–80. http://dx.doi.org/10.37547/tajssei/volume03issue03-74.

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Thanky, Dr Peena. "Education System in Present Scenerio: Problems & Remedies." Indian Journal of Applied Research 3, no. 7 (October 1, 2011): 166–67. http://dx.doi.org/10.15373/2249555x/july2013/49.

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Dr. A. Selvan, Dr A. Selvan, and Dr P. Paul Devanesan. "Adjustment Problems Of Students Studying In Co-education Schools." Indian Journal of Applied Research 1, no. 3 (October 1, 2011): 58–60. http://dx.doi.org/10.15373/2249555x/dec2011/21.

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Tleuzhanova, G., Sh Тuleubayeva, and E. Uteubayeva. "Multilingual education in the European countries: analysis, experience, problems." Bulletin of the Karaganda University. Pedagogy series 98, no. 2 (June 30, 2020): 112–20. http://dx.doi.org/10.31489/2020ped2/112-120.

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Kuznetsova, A. Ya. "IMPROVEMENT OF THE METHODOLOGY OF RESEARCHING PROBLEMS OF EDUCATION." European Journal of Natural History, no. 6 2020 (2020): 25–29. http://dx.doi.org/10.17513/ejnh.34136.

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Fojtík, Rostislav. "Problems of Distance Education." International Journal of Information and Communication Technologies in Education 7, no. 1 (May 1, 2018): 14–23. http://dx.doi.org/10.2478/ijicte-2018-0002.

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Abstract Distance learning and e-learning have significantly developed in recent years. It is also due to changing educational requirements, especially for adults. The article aims to show the advantages and disadvantages of distance learning. Examples of the 20-year use of the distance learning form of computer science describe the difficulties associated with the implementation and implementation of this form of teaching. The results of students in the full-time and distance form of teaching in the bachelor’s study of computer science are compared. Long-term findings show that distant students have significantly lower scores in the first years of study than full-time bachelor students. In the following years of study, the differences diminish, and students’ results are comparable. The article describes the possibilities of improving the quality of distance learning.
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Dissertations / Theses on the topic "Problems of education"

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Trammell, Eugene. "The effects of instruction in problem-solving strategies including reading word problems on student achievement in solving word problems." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1376.

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The purpose of the study was to determine if there was a significant difference between the traditional method and the experimental or structured method of instruction in word problem solving and translating them into almost word less sentences. Two groups of ninth graders in a general mathematics course on reading and solving word problems were selected for the study. At the beginning of the study a pre test for achievement differences was administered. The test results indicated there were no significant achievement differences between the groups when the test was initiated. Word problem solving instruction was given to the experimental group, but the control group was allowed to ask. questions only for clarification of the problems which possibly enabled them to pick up ideas on how to analyze word problems during the questioning session. The treatment consisted of problems on how to find discounts, commission, interest and sales tax. The t statistic and a .05 level of significance were used. A posttest was administered to both groups after the treatment, and the findings of the test results indicated that there was no significant difference in achievement. Therefore, teaching the reading of word problems did not affect the experimental method more than the use of the conventional method. of data indicated that there was no significant differ ence in achievement between the two groups. It was suggested that because the control group was permitted to ask questions, students in that group may have learned how to analyze word problems during the questioning sessions. It was recommended that there should be more inter action between students and teachers through questions and answers during word problem-solving instruction. Teaching word problem solving should begin early in the elementary school and sequentialized in the middle and high school. In-service teaching on word problem solv ing should be provided. Calculators should be used by students only after they have mastered the basics of arithmetic.
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Graumann, Günter. "Reflecting Problem Orientation in Mathematics Education within Teacher Education." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82503.

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Gonzalez, Daisy. "Problems faced by beginning principals." FIU Digital Commons, 1997. https://digitalcommons.fiu.edu/etd/3981.

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The job of a principal is becoming more demanding and more critical each year. Principals are asked to undertake huge challenges and to succeed regardless of what obstacles lie ahead. The purpose of this study was to identify which Administrative Task Areas and Specific Task Areas caused the most difficulties for first- and second-year principals. A survey was taken of first- and second-year principals in Dade County, Florida. These beginning principals rated their level of proficiency for each administrative task area and each specific task within those areas. Participants rated their perceptions on a scale from one to four. The data were analyzed based on frequency distributions, percentages, means, and standard deviations. Beginning principals perceived themselves as least proficient in the administrative task areas of management and personnel duties. They believed their strongest areas were curriculum and instruction and school-community relations. Within these areas, the specific administrative task areas identified as most problematic were identifying proper procedures for construction in the schools, visiting classrooms to help teachers improve instruction, awareness of issues related to school law, establishing accounting procedures for the school’s internal funds, and procedures for dismissing incompetent staff members. Many beginning principals surveyed volunteered to make recommendations for future beginning principals. Of these recommendations, the most popular responses addressed obtaining more experience with the budget and internal funds prior to becoming a principal. In addition, there was a strong need for more training dealing with school personnel and the importance of networking with a veteran principal. The principal training programs for five of the largest school districts in Florida were reviewed. These programs were found to incorporate a vast amount of the recommendations included in the literature. Florida is moving in the right direction toward excellence in the public schools.
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Little, Jennifer Leslie. "Early childhood education : perceptions, problems and possibilities." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/13949/.

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This thesis attempts to provide evidence, based in historical and contemporary research, of the importance of early years education, not only in terms of academic achievement, but of social outcomes as well; to examine the perceptions of teachers in relationship to societal influences and the effects of such on the changing educational needs of the child; and to suggest possible elements for high quality programme development in the early years. Section I attempts to set in context certain apparent key influences on the growth and development of early childhood education. Whilst the main focus of the thesis is a comparison of Britain and Canada, Section I also provides an international context by examining early years programmes in several other countries. Section II addresses the critical nature of familial and community environments with respect to parents' initial involvement as their children's first teachers and their continued involvement in a partnership with schools. This section also discusses the importance of early intervention for children 'at risk' in the context of its broad benefits to society. Section III deals with the methodology and data analysis of a survey of teachers in Britain and Canada. The survey, complemented by interviews with several of the respondents, was designed to gather perceptions and reflections from teachers. Section IV identifies features of successful early childhood programs in terms of what appears to work according to current research and the perceptions of teachers. In addition, it provides illustrations of selected programmes in Canada and Britain that have incorporated many of these features. Since societal changes identified in the thesis are urging educators and policy makers to re-examine their approach to early years provision, the last section suggests elements necessary for high quality early education programmes that will provide opportunities to maximise the individual potential of all children.
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Akapelwa, Emma Ziweyi Mwangala. "Problems of music education : a comparative study." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336035.

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Daly, Katharine M. "Hand-drawn graph problems in online education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/100303.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 104-106).
Machine-gradable assessments in online education platforms are currently limited to questions that require only keyboard or mouse input, and grading efforts generally focus only on final answers. Some types of problems in the science, technology, engineering, and math (STEM) domain, however, are most naturally answered through sketches drawn with a pen. We introduce a simple graph problem type that accepts solutions drawn using a stylus as a proof-of-concept extension to online education platforms. Simple graphs have a small number of components (vertices, arrows, and edges only), and we describe a three-step recognition process consisting of segmentation, symbol classication, and domain interpretation for converting users' pen strokes into a simple graph object representation. An experiment run on Mechanical Turk demonstrates the usability of our trained, recognition-driven drawing interface, and examples of simple graph problems illustrate how course developers can not only check students' final answers but also provide students with intermediate feedback.
by Katharine M. Daly.
M. Eng.
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Pyle, Stephanie J. Asteriadis. "Campus Community Readiness and the Prevention of Gambling Problems." Thesis, University of Nevada, Reno, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10126118.

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Gambling disorder is a behavioral addiction that disproportionally affects college students as a population group and can disrupt college careers. While gambling disorder has not traditionally been one that institutions of higher education have addressed, the rapid growth of legalized gambling in the United States and the resulting widespread availability and acceptability of gambling in general have led to calls for policies and programs to prevent the negative consequences that even mild to moderate gambling disorder can cause. The purpose of this mixed methods study was to determine the stage of readiness of a university campus community to address the issue of students’ disordered gambling, to identify the barriers and needs of the community prior to the implementation of disordered gambling prevention on campus, and to explore the reliability of using the Community Readiness Tool (Oetting, 2014) as a repeated measure tool over time to appraise changes in levels of community readiness, particularly when re-interviewing the same key informants.

Eleven mid-level university administrators participated in the study. Each participant was interviewed using an adapted version of the CRT. All interviews were audio recorded, transcribed, and scored according to the standard scoring procedures. Grounded theory analysis was used for the purpose of identifying barriers and needs of the community not fully captured by the CRT. The results indicated an overall lack of awareness of problem gambling as a higher education issue. Eight barriers and nine needs emerged from the qualitative analysis. To examine the use of the CRT as a repeated measure, four participants were re-interviewed one year after their initial interview, and scores were compared to both their own original scores and the scores of a second cohort of participants who were interviewed only once but at the same time. There were no significant differences in overall CRT scores from time 1 to time 2, or between the two cohorts of participants. Implications for appropriate prevention programming and future research are discussed.

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Huang, Chiung-shiann. "Singularities in plate vibration problems /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507503742.

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Conley, Michele E. "UTILIZING TECHNOLOGY TO ENHANCE READING COMPREHENSION WITHIN MATHEMATICAL WORD PROBLEMS." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/121.

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Many students who are proficient with basic math facts struggle for understanding when it comes to word problems. Teachers time and time again teach and re-teach problem solving strategies in hope that their students will one day acquire all the skills necessary to become proficient in this area. Unfortunately understanding problem solving skills is not the only answer to solving word problems. There has been a significant amount of evidence linking reading comprehension to mathematical reasoning. The development of a website to assist teachers and students who are having difficulties with mathematical word problems is extremely beneficial. The website is designed with links, power points, and examples that enhance reading comprehension within mathematical word problems. Through this project, it has been determined that students who are exposed to an additional mathematical program related to breaking apart word problems show evidence of a greater understanding and mastery of solving mathematical word problems.
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Shaw-Hones, Gayle E. Haslam Elizabeth L. "Learning to solve problems within a pharmaceutical organization : designing problem and story-based constructivist e-learning environments /." Philadelphia, Pa. : Drexel University, 2008. http://hdl.handle.net/1860/2827.

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Books on the topic "Problems of education"

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Tsaparlis, Georgios, ed. Problems and Problem Solving in Chemistry Education. Cambridge: Royal Society of Chemistry, 2021. http://dx.doi.org/10.1039/9781839163586.

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Pillai, K. Sivadasan. Trends & problems in adult education. Ambala Cantt., India: Associated Publishers, 1990.

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Problems of education in Pakistan. Karachi, Pakistan: Royal Book Co., 1990.

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Girod, Roger. Problems of sociology in education. London: J. Kingsley Publishers, 1990.

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Joe, Andrew Ighofovwe. Emergent problems in Nigerian education. Ibdan, Oyo State, Nigeria: Kraft Books Limited, 2011.

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1941-, Moulton Janice, ed. Ethical problems in higher education. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Pillai, K. Sivadasan. Trends & problems in adult education. Ambala Cantt., India: Associated Publishers, 1990.

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Moral problems in higher education. Philadelphia: Temple University Press, 2011.

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Ahumibe, Chukwuma. Some ethical problems in education. Imo State, Nigeria: Oji Star Printing Press, 1998.

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Uma Devi, D., 1965- , joint author and Mahadeva Reddy, E., joint author, eds. Tribal education: Problems and strategies. New Delhi: Sonali Publications, 2010.

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Book chapters on the topic "Problems of education"

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Le Grand, Julian, Carol Propper, and Sarah Smith. "Education." In The Economics of Social Problems, 49–67. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-349-92210-9_4.

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Le Grand, Julian, Carol Propper, and Ray Robinson. "Education." In The Economics of Social Problems, 65–90. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-21930-8_4.

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Price, M. Philips. "Problems of Education." In A History of Turkey, 206–14. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003242802-22.

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Cheng, Lu Pien, and Tin Lam Toh. "Mathematical Problem-Solving Using Real-World Problems." In Education Innovation Series, 57–71. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-521-1_4.

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Liu, Andy. "Balancing Problems." In Springer Texts in Education, 137–58. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71743-2_6.

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Hammond, Michael, and Jerry Wellington. "Practitioners addressing problems of practice." In Education research, 7–30. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429426629-2.

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Sutherland, Jeanne. "National Problems of Education." In Schooling in New Russia, 146–58. London: Palgrave Macmillan UK, 1999. http://dx.doi.org/10.1057/9780230372733_11.

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Rich, Jennifer. "Education as Politics." In Politics, Education, and Social Problems, 1–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76085-4_1.

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Dumestre, Marcel J. "Foundational Problems." In Financial Sustainability in US Higher Education, 25–39. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-349-94983-0_3.

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Horsthemke, Kai. "Loose Ends and Remaining Problems." In Animal Rights Education, 275–301. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98593-0_11.

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Conference papers on the topic "Problems of education"

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Gries, David. "Problems with CS education." In the 7th annual conference. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/544414.544416.

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Бардин, Лев, and Lev Bardin. "On the problems of the quality of legal education assurance." In St. Petersburg international Legal forum RD forum video — Rostov-na-Donu. Москва: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/conferencearticle_5a3a6fac7e9c54.84141347.

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More than once it was said that it is objectively impossible to prepare for four years in the university a universal specialist, ready for legal practice immediately after receiving diploma; that is still not found treatment of a disease called "substandard legal education". In 2006, the rector of the Moscow State Law University Oleg Kutafin said: "We hope that the decision on the switchover to the Bologna system for law schools will be canceled "; "In general, I welcome the Bologna process, but it does not mean that we must blindly copy other systems. In our country law schools used to prepare specialists of wide profile, which can then become a judge, a prosecutor, and a lawyer. We believe that breaking this system is dangerous for the legal field of the country ". Unfortunately, so far the hopes of Academician Kutafin do not meet the expectations. Bachelor - Master programs continue to be realized. Rector of Moscow State University. after M.V. Lomonosov Victor Sadovnichy called a mistake the transition to the Bologna system of higher education and proposed to return to the five-year education. There are more cons of implementation of the Bologna system in legal education in Russia is more than pluses. A serious modernization of the specialty programs is required. No less important is the creation of a system of real motivations for teaching staff of law schools, including a decent payment for teaching activities. To promote the quality of educating of lawyers in our country could the system, similar to existing in Germany. On February 16, 2017 Federal state educational standard of Higher education 40.05.04: judicial and prosecutorial activities (level of specialty) was approved. I would like to hope that in the nearest future relevant standards for all Legal specialties time will be approved. If the legal community of Russia will not unite in such an important issue as the transmission of the legal education on the "modernized specialty", and will not make the state to adopt the appropriate decision, then the worst Oleg Kutafin’s fears regarding legal field of the country may come true.
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Maslikhova, Larisa, Ekaterina Volkova, Elena Frolova, Vladimir Volokitin, and Anastasia Volokitina. "INCLUSIVE EDUCATION IN HIGHER EDUCATION: PROBLEMS AND PROSPECTS." In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020190.

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Duvalina, O. N., S. V. Sharov, and A. A. Zaitseva. "Actual problems of family education." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-10-2018-34.

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Holubova, Renata. "STEM education and Fermi problems." In ICNPAA 2016 WORLD CONGRESS: 11th International Conference on Mathematical Problems in Engineering, Aerospace and Sciences. Author(s), 2017. http://dx.doi.org/10.1063/1.4974372.

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Memon, Rafia Naz, Rodina Ahmad, and Siti Salwah Salim. "Problems in requirements engineering education." In the 8th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1943628.1943633.

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Albina, Bilyalova, Gaifutdinov Azat, Akhmetshina Anifa, and Tugusheva Elina. "Problems of Additional Vocational Education." In International Conference on the Theory and Practice of Personality Formation in Modern Society (ICTPPFMS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictppfms-18.2018.31.

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Akhmetzyanova, Guliya, Angelina Bagateeva, Alexey Petrov, and Alfia Gazizova. "Pedagogical Problems of E-education." In VIII International Scientific and Practical Conference 'Current problems of social and labour relations' (ISPC-CPSLR 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.080.

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Dzhindzholiya, Raul'. "Electro-education and distance education in the implementation of higher legal education programs: current definitions and issues of legal regulation." In Development of legal systems in Russia and foreign countries: problems of theory and practice. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/02061-6-126-134.

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The article is devoted to the study of topical issues of the use of e-learning and remote educational technology in the implementation of higher education programs and, in particular, in the training of specialists with higher legal education. During the study, the author identified and refined the prospects of e-education, presented noteworthy arguments justifying the benefits of e-education in comparison with traditional full-time students. The main sources of legal regulation of e-learning of students in higher law schools have been analyzed.
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Znikina, L. S., and V. A. Borovtsov. "EXTRA EDUCATIONAL WORK WITH STUDENTS AT HIGHER SCHOOL: PROBLEMS AND OPPORTUNITIES." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.20-27.

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The article justifies that alongside with the key destination of changes in the modern higher education system - refers to quality improvement in professional training, the important aspect in formation of future specialists at the university is the problem of extra educational process organization. The authors expand the concept of pedagogical potential in extra educational work at higher school by considering the future specialists formation. The extra educational work organization is presented as the important direction in the higher school activity. The extra educational process organization at the student's hostel is considered as a important condition for the formation and development of the future professional personality.
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Reports on the topic "Problems of education"

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Tracy, Matthew W. Red Shift/Green Shift: Problems with Training and Education Command's Education Continuum. Fort Belvoir, VA: Defense Technical Information Center, February 2005. http://dx.doi.org/10.21236/ada507212.

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Healey, Frank, Luis Crouch, and R. Hannah. Education finance in Egypt: Problems and a possible solution. Research Triangle Park, NC: RTI Press, January 2014. http://dx.doi.org/10.3768/rtipress.2014.op.0017.1401.

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Honig, Dan, and Lant Pritchett. The Limits of Accounting-Based Accountability in Education (and Far Beyond): Why More Accounting Will Rarely Solve Accountability Problems. Research on Improving Systems of Education (RISE), May 2019. http://dx.doi.org/10.35489/bsg-rise-wp_2019/030.

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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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5

Guillory, Victor G. Mobilizing Black America: The Education Problem. Fort Belvoir, VA: Defense Technical Information Center, April 1993. http://dx.doi.org/10.21236/ada278360.

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6

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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7

Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Abstract:
Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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8

Rigelman, Nicole. Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1759.

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9

Cao, Huantian, Martha Carper, Kelly Cobb, Jillian Silverman, and Shameeka Jelenewicz. Applying Problem-Based Learning (PBL) Strategy to Strengthen Sustainability Education in Textile and Apparel Curriculum. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-278.

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10

Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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