Relevant bibliographies by topics / Quality of educational

Contents

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

Academic literature on the topic 'Quality of educational'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Quality of educational"

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Mason, Mark. "Educational inequality and educational quality." International Journal of Educational Development 34 (January 2014): 1–2. http://dx.doi.org/10.1016/j.ijedudev.2013.11.002.

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Albanese, M. "Rating educational quality." Academic Medicine 74, no. 6 (June 1999): 652–8. http://dx.doi.org/10.1097/00001888-199906000-00009.

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Corson, Harvey Jay, Judith Marlowe, Jack Brownley, Edgar L. Lowell, Douglas Watson, and Dennis Gjerdingen. "Quality Educational Programming." American Annals of the Deaf 132, no. 5a (1987): 335. http://dx.doi.org/10.1353/aad.2012.1571.

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Mortimore, Peter, and Carolyn Stone. "Measuring educational quality." British Journal of Educational Studies 39, no. 1 (February 1991): 69–82. http://dx.doi.org/10.1080/00071005.1991.9973874.

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Shaeffer, Sheldon. "Educational Quality Redefined." Development 43, no. 1 (March 2000): 130–31. http://dx.doi.org/10.1057/palgrave.development.1110131.

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Dybach, Inna. "Institutional aspects of educational quality management in higher educational establishments." Economics of Development 18, no. 1 (June 10, 2019): 33–43. http://dx.doi.org/10.21511/ed.18(1).2019.04.

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Higher education in Ukraine, as one of the prerequisites for national security and competitiveness of the country, needs to be reformed, first of all in the context of improving the quality of educational services. Educational quality studies have confirmed that the educational system does not adequately address the needs of customers and those who receive education. In this regard, the purpose of the article is to study the theoretical aspects of the institutional provision of the quality management process of higher education. Methods of dialectical cognition, comparative analysis, content analysis and a comprehensive approach to the analysis of transformations in the field of higher education are used in this work. A prerequisite for ensuring the quality of higher education is the definition of the hypostasis of the relevant procedures, among which process, functional and evaluation are identified. It is established in the article that the institutional environment in the field of education is an ordered set of legally established norms and informal rules that determine the conditions for the functioning of institutions of higher education, structure the relationship between the subjects of the educational process and are formed within the educational system. The article deals with a wide network of organizations that form the institutional environment of the national higher education, which, according to the levels of government, are divided into international, national, regional and local. It is noted that state agencies for ensuring the quality of education have the largest share in the formation of the institutional environment of the educational sphere. This often leads to a conflict of interest of stakeholders, which can be solved by the introduction of the Institute of Independent Educational Auditors.
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Haris, Ikhfan. "Capacity Building Activities for Educational Stakeholders for Improving the Quality of Education." unibulletin 5, no. 1-2 (December 1, 2016): 26–37. http://dx.doi.org/10.22521/unibulletin.2016.512.3.

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Ph.D, TamukongNdifor Mariana Ngeche,. "Educational Leadership: Implications for Quality Management in the Development of Cameroon Higher Education." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (February 28, 2018): 756–68. http://dx.doi.org/10.31142/ijtsrd9534.

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Nyugap, Charly R. "Restructuring Cameroon’s Educational System Towards Ensuring Quality Education for Children with Visual Impairment." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (October 31, 2018): 1172–82. http://dx.doi.org/10.31142/ijtsrd18843.

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Kiseleva, Elena, Lyudmila Karavanskaya, Dmitry Romanov, and Anatoliy Doronin. "Educational process quality control." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 93 (November 2012): 44–48. http://dx.doi.org/10.5930/issn.1994-4683.2012.11.93.p44-48.

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Dissertations / Theses on the topic "Quality of educational"

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Fung, Sui-hing, and 馮瑞興. "Secondary school principals' attitude towards educational quality." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958631.

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Fung, Sui-hing. "Secondary school principals' attitude towards educational quality." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17600911.

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Milligan, Elizabeth Mary Anne. "Conceptualising educational quality in Kenyan secondary education : comparing local and national perspectives." Thesis, University of Bristol, 2014. http://hdl.handle.net/1983/65f8cc82-fa9b-4daa-a00e-0d2c93b004a2.

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Considerable research has highlighted the power of development agencies and the influence of international agendas in national policymaking across the Global South. In recent years, increasing critical attention has been paid to the promotion of the dominant economic and rights-based approaches to educational quality at the primary level, with some authors arguing for the reconceptualisation of educational quality in alternative and participatory ways. This study contributes to this literature by developing the relationship between pm1icipation and context and addresses gaps in the existing knowledge by shifting the focus to the secondary level where it is argued out-of-school factors are pat1icularly pet1inent. Kenya was one of the first African countries to extend free basic education to the secondary level with the introduction of the Free Secondary Education (FSE) policy in 2008. This is, to my knowledge, the first in-depth case study of its implementation and the associated challenges to educational quality. The study documents local conceptualisations of quality in Kenyan secondary education and compares and contrasts these with those identified in the national FSE policy documentation. The empirical research answers three research questions: (1) how is quality defined in the Kenyan FSE policy documents? (2) what does a quality secondary education look like for a range of local stakeholders? (3) what are the main challenges facing secondary education in practice in two case study schools? Guided by a postcolonial methodological framing, the research is conducted using a two-level case study design. At the national level, thematic discourse analysis is employed to interrogate dimensions of quality in the policy documents, and at the local level, in one rural community in the Kisii region, a range of qualitative and pm1icipative methods are used to gather data on the perspectives, experiences and attitudes of teachers, students, governors and parents. At the national level, thematic discourse analysis reveals the strong presence of global discourses underpinned by Eurocentric values with little contextualisation for Kenya. Key findings from the local level include that major challenges facing secondary education in practice are imposed from above through policy and curricular decisions. The student-generated data shows that many also face significant out-of-school challenges related to poverty, an unconducive home environment, sex and alcohol. These act as barriers to their achievement of a quality education. A perceived quality education is shown to be one that addresses such curricular and out-of-school challenges, promotes a quality school where good governance and discipline are pm1icularly highlighted, and has wide-ranging outcomes.
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Robinson, Daniel J. "A Delphi study to examine the quality measurement standards by online instructors using the Quality Matters Rubric as a basis for creating instructional materials." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491431111417877.

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Bittinger, Sara-Beth. "Perceptions of Bachelor-Degree Graduates Regarding General Education Program Quality." Thesis, Frostburg State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10603311.

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This study was directed by a modified Delphi-methodology design to gain perspective of the perceptions of alumni regarding the value and applicability of the general education program. The expert-panel participants were 14 alumni of Frostburg State University from various majors, representative of all three colleges, who graduated between 2006 and 2011. This study sought to identify alumni perceptions of general education programming through three rounds of a survey administration and to use alumni responses to review the future development of the general education program. Overall, respondents agreed that their experiences at Frostburg moderately prepared them for real-world demands. Specifically, the average importance rankings of the various attributes related to their bachelor’s degrees identified by the panel were as follows: overall life preparation, preparation to be well-rounded and educated, career and professional preparation, preparation for the major, and aided in skill development.

Alumni ranked the importance of skills/attributes that prepared them for their profession as follows: communication, internship, leadership, relating to others, understanding different perspectives, legal and ethical skills, becoming well-rounded, and open-mindedness. Attributes identified as important to alumni when explaining their general education course selections were perceived usefulness of the course in the future, the subject of the course, the convenience of when the course was offered (time and day), satisfying the General Education Program requirement, advisor guidance, the professor teaching the course, and course rigor.

English composition and social and behavioral sciences ranked highest in importance, followed by mathematics, in all three rounds of the survey. Arts, humanities, and biological and physical sciences exhibited lower importance, measured by the mean rank. Regarding course subjects, English had the highest ranking followed by psychology, sociology, probability, and statistics.

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Rowe, Dawn A. "Quality IEPs: From Paper to Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5934.

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Shauchenka, Hanna. "Affective quality of educational services measurement in the context of higher education marketing." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3525.

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Educational marketing has become an increasingly important area within Higher Education as the competition for students has intensified. Being able to measure and understand the quality of educational services – a key factor in the decision making process for a prospective student – is an incredibly challenging problem as it involves the quantitative measurement of factors such as emotions and affections towards an Institution or programme, which themselves tend to be intangible. The application of total quality management philosophy and methodology in the context of higher education today is fully acknowledged and widely used. These conditions have defined the main task of this research: to develop a methodology for quantitative measurement of the affective quality of educational services for marketing management analysis. In other words offered research investigates how to measure things that have often been considered immeasurable. It was hypothesized that availability of a methodology for quantitative estimation of the affective quality of educational services provides additional important information that ensures an effective decision-making process in the marketing department in higher education institutions. Kansei engineering formalizes such concepts as affections and emotions and highlights their role in the purchase decision-making process. Our KanMar (short for Kansei Marketing) approach is aimed on the implementation of the main Kansei engineering ideas in the context of educational marketing and provides the framework for the quantitative measurement of educational services’ affective quality. KanMar enables the formalization of the affective quality of educational services for its marketing analysis: comparison, prediction, control, etc. The results of such an analysis help to position own services in today’s competitive market more effectively. Data obtained using KanMar methodology enables to find out the stakeholders’ implicit motivations or attitudes. So, for example, data obtained during the conducted survey has indirectly confirmed the students’ orientation to the practical activity. This orientation is typical for the Universities of Applied Sciences and the respondents for this survey have all been students at one of them. KanMar approach also addresses major gaps of existing instruments based on SERVQUAL methodology aimed to measure service quality in education. The hypothesis was tested and partly confirmed using case study that illustrates the application of the KanMar approach.
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Koedel, Cory Robert. "Three essays on teacher quality and educational production." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3259637.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references.
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XAVIER, ALICE PEREIRA. "THE HABITUS IN THE CONSTRUCTION OF EDUCATIONAL QUALITY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=23893@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE EXCELENCIA ACADEMICA
Este trabalho surge no contexto das pesquisas desenvolvidas no Grupo de Pesquisas em Sociologia da Educação – SOCED, especialmente do conjunto de informações reunidas sobre escolas públicas e privadas reconhecidas pela qualidade do ensino, na cidade do Rio de Janeiro. O principal aporte teórico e metodológico desta pesquisa foi baseado na obra de Pierre Bourdieu, especialmente voltada para os conceitos de habitus e homologia, e seus desdobramentos nas investigações sobre qualidade do ensino, sucesso e fracasso escolar, que encontram suporte nos conceitos de capital cultural, linguístico e simbólico, definidos pelo autor. Nesta perspectiva, importou-nos caracterizar e entender os processos de constituição dos habitus escolares, focalizando as práticas pedagógicas e familiares que sustentam parte do prestígio destas escolas. Propusemo-nos a investigar comose constroem as disposições, habilidades e valores, que estruturam o habitus escolar, sob a orientação de questões, tais como: Quais são as características das práticas educativas de sucesso nas escolas de prestígio e nas famílias? O que sabemos sobre as relações dos alunos com a escola ou sobre o seu cotidiano com os estudos? A investigação nos setores público e privado oportunizou diferenciar a realidade destas escolas, ultrapassando algumas percepções sustentadas pelo senso comum a respeito dos processos pedagógicos experimentados nestes contextos, bem como sobre as famílias atendidas nestas instituições. O levantamento estatístico e a análise do survey aplicado em 2009 a pais, alunos e professores nos ofereceram pistas instigantes para a sequência da investigação nas escolas nos anos seguintes (2010-2011), que aconteceu através de entrevistas com pais, alunos, diretores e coordenadores pedagógicos e a partir da observação dos espaços e eventos escolares. Por meio da investigação em uma perspectiva macro micro, foi possível realizar uma tipificação dos habitus escolares, caracterizando diferentes conjuntos de disposições acadêmicas e habilidades estudantis, desenvolvidas em diferentes instâncias de socialização, subsumidas nos contextos familiares e escolares, que sustentam a qualidade de ensino reconhecida destas escolas.
This work appears in the context of the research developed in Group Research in Sociology of Education - SOCED, especially the set of information gathered about public and private schools recognized by the quality of education in the city of Rio de Janeiro. The main theoretical and methodological framework was based on the work of Pierre Bourdieu, especially focused on the concepts of habitus and homology, and its developments in research on teaching quality, school success and failure, supported in the concepts of cultural capital, linguistic capital and symbolic capital, defined by the author. In this perspective, it mattered characterize and understand the formation of habitus involved in academic skills, focusing on pedagogical practices that sustain family and part of prestigious of these schools. We set out to investigate how is constructing the rules, skills and values that structure these habitus, under the guidance of questions such as: What are the characteristics of successful educational practices in prestigious schools and families? What we know about the relationships of students with school or about their daily lives with the studies? The investigation in the public and private sectors make possible to differentiate the reality of these schools, overcoming perceptions held by some common sense about the pedagogical processes experienced in these settings, as well as the families involved. The statistical analysis of the survey applied in 2009 to parents students and teachers offered us instigating clues to the continue of research in schools in the following years (2010-2011), which happened through interviews with parents, students, principals and coordinators and the observation of the spaces and school events. The micro macro research perspective it made possible to typify habitus, featuring different sets of rules and academic skills developed in different instances of socialization, subsumed in the family and school contexts, which sustain the quality of these recognized schools.
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Le, Mau de Talancé Marine. "Educational Choices and Schooling Quality in Developing Countries." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED052/document.

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Cette thèse se propose d’étudier les choix d’éducation en adoptant une approche originale intégrant la notion de qualité de l’enseignement. Cette étude se concentre sur deux pays : l’Indonésie et le Pakistan. Dans un premier temps, nous montrons que la scolarisation obligatoire a eu des effets sur les taux de scolarisation qui se sont répercutés sur les comportements de fécondité. Ces effets ne sont cependant pas automatiques et peuvent cacher une grande hétérogénéité. Nous nous intéressons ensuite au concept de qualité de l’éducation, une notion qui a de multiples facettes. Si on l’appréhende par le prisme des résultats scolaires, les enseignants semblent jouer un rôle majeur. Cependant, cette définition n’est pas entièrement satisfaisante quand on s’intéresse aux choix de scolarisation. En effet, les performances académiques des écoles ne reflètent qu’une partie de l’opinion des parents. Les parents semblent également rationaliser leurs choix a posteriori et considèrent que les écoles privées sont meilleures. Une approche qui considère la qualité subjective de l’éducation (perçue par les parents) permet de mieux comprendre leurs choix en termes d’éducation. Les parents non satisfaits par l’enseignement public ont tendance à s’orienter vers le privé, ce qui peut expliquer l'expansion de ce secteur dans de nombreux pays en développement. Le développement des écoles privées pourrait néanmoins accroître les inégalités car certaines franges de la population n’y ont pas accès
This thesis aims at better understanding the multiple aspects of education in developing countries with a focus on Indonesia and Pakistan. First, we show that compulsory education could positively impact educational attainment and change fertility behaviours, even though these effects can be heterogeneous. Then, we consider the multifaceted notion of quality of education. If we consider that the quality of education encompasses only learning outcomes, teachers play a central role in knowledge acquisition. However, this measure is unsatisfactory when trying to understand schooling behaviours. Indeed, student achievement only partly explains parents' opinions. Parents also tend to be subject to an ex-post rationalization bias and to value private schools more. The subjective dimension of the quality of education helps to understand school choice. Parents' dissatisfaction with public schools partly explains why they send their children to private establishments. Nevertheless, the expansion of the private education sector could increase gender and socio-economic inequalities
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Books on the topic "Quality of educational"

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Cutler, Kevin. Quality schools. Toronto: Educational Services Committee, OSSTF, 1999.

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Scheerens, Jaap, Hans Luyten, and Jan van Ravens, eds. Perspectives on Educational Quality. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0926-3.

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Kenneth, King. Quality and aid. London: Commonwealth Secretariat, 1991.

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Kenneth, King. Quality and aid. London: Commonwealth Secretariat, 1991.

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E, Mullens John, Moore Mary T, and National Center for Education Statistics., eds. Monitoring school quality: An indicators report. Washington, D.C: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 2000.

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Alberta. Alberta Education. Planning and Policy Secretariat. Educational quality indicators: Annotated bibliography. 2nd ed. Edmonton, Alta: Alberta Education, Planning and Policy Secretariat, 1990.

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Bergquist, William H. Planning effectively for educational quality. San Francisco: Jossey-Bass, 1986.

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Hoy, Charles. Improving quality in education. London: Falmer Press, 1999.

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Quality in higher education. Rotterdam: Sense, 2011.

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Commission, Michigan School Finance. Educational quality in the 21st century. [Lansing, Mich.]: The Commission, 1987.

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Book chapters on the topic "Quality of educational"

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Lampert, Jo, Bruce Burnett, Barbara Comber, Angela Ferguson, and Naomi Barnes. "Quality teaching discourses." In Resisting Educational Inequality, 150–58. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315109268-14.

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Ax, Jan. "Searching For Educational Quality." In Vocational and Adult Education in Europe, 239–59. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9269-7_13.

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Scheerens, Jaap, Hans Luyten, and Jan van Ravens. "Perspectives on Educational Quality." In Perspectives on Educational Quality, 3–33. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0926-3_1.

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Smith, John K. "Quality in Educational Research." In A Companion to Research in Education, 375–85. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6809-3_50.

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Robert, Peter. "The Influence of Educational Segregation on Educational Achievement." In Quality and Inequality of Education, 13–40. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3993-4_2.

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MacCarrick, Geraldine. "The Educational Program." In Quality Assurance in Medical Education, 25–37. London: Springer London, 2012. http://dx.doi.org/10.1007/978-0-85729-713-6_3.

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Scheerens, Jaap, Hans Luyten, and Jan van Ravens. "Description and Earlier Quality Review of the Dutch Educational System (Primary and Secondary Education)." In Perspectives on Educational Quality, 53–69. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0926-3_3.

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Megahed, Nagwa, Mark Ginsburg, Antar Abdellah, and Ayman Zohry. "The Quest For Educational Quality in Egypt." In Quality and Qualities, 41–67. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-951-0_3.

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Renaud, Robert D. "Measuring Educational Quality in TVET." In International Handbook of Education for the Changing World of Work, 1563–75. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-5281-1_105.

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Scheerens, Jaap, Hans Luyten, and Jan van Ravens. "Measuring Educational Quality by Means of Indicators." In Perspectives on Educational Quality, 35–50. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-0926-3_2.

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Conference papers on the topic "Quality of educational"

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Basov, Aleksei Vyacheslavovich. "Towars To Educational Quality." In 18th PCSF 2018 - Professional Сulture of the Specialist of the Future. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.12.02.166.

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Matulčíková, Marta, and Daniela Breveníková. "QUALITY OF EDUCATION AND SYSTEMS–BASED EDUCATIONAL EVALUATION." In 44th International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.044.029.

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Lei, Qiaojuan. "Modern Educational Technology Theory and University Quality Education." In 7th International Conference on Management, Education, Information and Control (MEICI 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/meici-17.2017.58.

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Oskin, D., and A. Oskin. "Educational analytics. A new approach to improving the quality of the educational process." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1848.978-5-317-06529-4/454-461.

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This article describes the trends in online education caused by the COVID-19 pandemic. The introduction of learning analytics into the educational process is substantiated. The main methods and tools of educational analytics are considered. Using a specific example, we will understand the construction and assessment of a student classification model using the high-level programming language Python.
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Rodrigues, Cleyton, Itala Celly Bezerra de Farias, Ana Cláudia Monte, Marcelo Mendonça Texeira, Ivaldir Honório Farias Junior, and Nelson Leitão Junior. "Quality Assessment of Educational Software." In 14th CONTECSI International Conference on Information Systems and Technology Management. TECSI, 2017. http://dx.doi.org/10.5748/9788599693131-14contecsi/rf-4789.

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Angelescu (Demirci), Violeta Mihaela. "Implementing Quality Management Systems in Preschool Education." In 2nd International Conference Global Ethics - Key of Sustainability (GEKoS). LUMEN Publishing House, 2021. http://dx.doi.org/10.18662/lumproc/gekos2021/5.

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This paper aims to highlight essential contributions in terms of management development in preschool institutions, the facts that leads to increasing quality of the entire educational process. Approaching this topic and bending with particular interest in the field of formal education in Romania, we dive into the essence of educational management so that we can offer important constructive suggestions for optimizing analysis activities and implicitly increasing performance in terms of specific management of the network of kindergartens. Preschool education is the cornerstone of the formation of human personality, as well as the first gateway to knowledge. To ensure high quality in education, a complex process is needed, very well organized and structured, which must be integrated into the institutional culture of the organization. Talking about quality management while focusing on quality in education represents in fact an analysis and careful research on management actions aimed directly at increasing the satisfaction of the needs of the beneficiaries of the educational system.
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Siregar, Nurliana Hamsahtun, Murniati, and Bahrun. "Educational Financing Management to Improve the Quality of Education." In 2nd International Conference on Science, Technology, and Modern Society (ICSTMS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210909.090.

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Grynyuk, Svetlana, Alla Zasluzhena, Alla Davydenko, and Svitlana Miroshnyk. "QUALITY ASSURANCE OF EDUCATIONAL ACTIVITY AND QUALITY OF HIGHER EDUCATION: EXPERIENCE OF UKRAINE." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0504.

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Russkov, Stanislav Pimenovich. "Pedagogical maintenance of algorithmic system of federal state educational standard results’ monitoring in educational establishment." In International Research-to-practice conference. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-32859.

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This article looks through the current problem of the modern educational system – the need of pedagogical maintenance of algorithmic system of monitoring of FSES requirements in educational establishment in order to deduce and fetch out the results of pedagogical activity. The author analyses the system of quality evaluation of education, used in schools, points the possible forms and types of formalisation of FSES requirements’ results in educational establishment. The article also suggests to use different ways to get the information for the purpose of evaluation and diagnostics of the quality of education.
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Ermakov, Dmitry. "USING VIRTUALIZATION IN EDUCATIONAL PROCESS FOR IMPROVEMENT QUALITY OF EDUCATION." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgem2015/b53/s22.134.

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Reports on the topic "Quality of educational"

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MacLeod, W. Bentley, and Miguel Urquiola. Anti-Lemons: School Reputation and Educational Quality. Cambridge, MA: National Bureau of Economic Research, June 2009. http://dx.doi.org/10.3386/w15112.

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Rolleston, Caine. Escaping a Low-­level Equilibrium of Educational Quality. Research on Improving Systems of Education (RISE), June 2016. http://dx.doi.org/10.35489/bsg-rise-wp_2016/008.

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Thomas, Sally M. Measuring educational quality in China: concepts and evidence. University of Bristol, October 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii055.

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Thomas, Sally, Wen-Jung Peng, H. S. Tian, J. Z. Li, C. R. Ren, X. R. Wu, C. Zhang, and X. Q. Ma. Exploring educational quality across three regions in China. Unknown, 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii155.

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Thomas, Sally. Measuring educational quality in China : concepts and evidence. Unknown, 2010. http://dx.doi.org/10.35648/20.500.12413/11781/ii157.

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Autor, David, David Figlio, Krzysztof Karbownik, Jeffrey Roth, and Melanie Wasserman. School Quality and the Gender Gap in Educational Achievement. Cambridge, MA: National Bureau of Economic Research, January 2016. http://dx.doi.org/10.3386/w21908.

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Rothstein, Jesse. Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement. Cambridge, MA: National Bureau of Economic Research, October 2008. http://dx.doi.org/10.3386/w14442.

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Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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Lloyd, Cynthia, Sahar El Tawila, Wesley Clark, and Barbara Mensch. Determinants of educational attainment among adolescents in Egypt: Does school quality make a difference? Population Council, 2001. http://dx.doi.org/10.31899/pgy4.1056.

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Walker, Jo, Caroline Pearce, Kira Boe, and Max Lawson. The Power of Education to Fight Inequality: How increasing educational equality and quality is crucial to fighting economic and gender inequality. Oxfam, September 2019. http://dx.doi.org/10.21201/2019.4931.

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