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Journal articles on the topic 'Quality of educational'

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Published: 4 June 2021
Last updated: 10 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Armengol Asparó, Carme. "Bibliography on educational quality." Educar 24 (February 1, 1999): 195. http://dx.doi.org/10.5565/rev/educar.344.

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12

Ulewicz, Robert, Kanchana Sethanan, Tomasz Nitkiewicz, and Anna Wiśniewska-Sałek. "QUALITY OF EDUCATIONAL SERVICES." QUALITY – YESTERDAY, TODAY, TOMORROW 21, no. 1 (March 2020): 293–305. http://dx.doi.org/10.30657/hdmk.2020.18.

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13

Winch, Christopher. "Search for Educational Quality." Contemporary Education Dialogue 7, no. 1 (January 2010): 19–40. http://dx.doi.org/10.1177/0973184913411198.

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14

Heyneman, Stephen. "Educational quality and the crisis of educational research." International Review of Education 39, no. 6 (November 1993): 511–17. http://dx.doi.org/10.1007/bf01261533.

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15

김미숙. "Equalization policy and educational quality." Korean journal of sociology of education 18, no. 2 (June 2008): 1–30. http://dx.doi.org/10.32465/ksocio.2008.18.2.001.

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16

Escudeiro, P. M., N. F. Escudeiro, R. M. Reis, A. Barata, and R. Vieira. "Quality Criteria for Educational Games." EAI Endorsed Transactions on Game-Based Learning 1, no. 1 (March 20, 2013): e3. http://dx.doi.org/10.4108/trans.gbl.01-06.2013.e3.

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17

Alzand, Walid. "Instruction design and educational quality." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 4074–81. http://dx.doi.org/10.1016/j.sbspro.2010.03.643.

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18

Naismith, D. "Improving educational quality and accountability." Local Government Studies 14, no. 1 (January 1988): 21–30. http://dx.doi.org/10.1080/03003938808433383.

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19

Kragh-Müller, Grethe, and Charlotte Ringsmose. "Educational Quality in Preschool Centers." Childhood Education 91, no. 3 (May 4, 2015): 198–205. http://dx.doi.org/10.1080/00094056.2015.1047311.

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20

Thomas, G. "Quality Control in Educational Psychology." Educational Psychology in Practice 3, no. 1 (April 1987): 13–16. http://dx.doi.org/10.1080/0266736870030103.

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21

Newman, Leah C. "Educational Quality - A Macroergonomics Approach." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 12 (July 2000): 2–591. http://dx.doi.org/10.1177/154193120004401240.

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The institution of education has been one of many institutions that has been negligent in the nurturing and development of underrepresented groups in society. This institution has all but failed this significant segment of the population and, as a result, has failed society as a whole. Providing access to equal educational opportunities is vital to the survival of our communities, and society as a whole. Statistics suggest that by the millennium, underrepresented populations will encompass a large portion of the population. If our society is to remain competitive, not only will it be necessary to better develop the concept of equal educational opportunity but it will also be imperative to put these ideas into practice. The global village in which we find ourselves makes it essential that we focus on areas such as creating a diverse pipeline for future engineers and scientists. If we are to meet the demands of the 21st century, it is necessary that we focus on the academic environment and the education of our young people. A qualitative research approach was used to help extract information regarding student success and/or failure in the College of Engineering at a large Midwestern university. This research integrates principles of Total Quality Management (TQM) and systems design in an effort to identify those factors that hinder or enhance the educational performance and success of underrepresented student populations pursuing higher education in engineering and science.
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22

Caldwell, Barrett S. "Human Factors and Educational Quality." Proceedings of the Human Factors Society Annual Meeting 36, no. 6 (October 1992): 548–52. http://dx.doi.org/10.1177/154193129203600603.

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This paper discusses the demands on and by universities to update and improve educational delivery in an increasingly difficult economic context The actions of a number of universities consider the criteria of Total Quality Management (TQM) as a strategy for improving educational quality. However, from a human factors approach, the most immediately obvious types of quality interventions may prove inadequate to address the complexity of the instructional space setting. Drawing on a combination of previous and current work in the field of educational quality improvement, the author addresses the need for an integrated human factors approach that includes ergonomic, aesthetic, and facilities management issues. Such an approach is largely absent from the research and applications literature. Much of the existing knowledge applicable from a human factors standpoint is isolated and fragmented, and does not address the classroom as a complex system. The author also presents the concept of a Classroom and Laboratory Instructional Quality (CLIQ) evaluation facility which can contribute a realistic and effective educational experience for future generations of human factors professionals. The CLIQ facility, while providing important research and training experience, can also serve large numbers of undergraduate students by identifying quality improvement strategies to enhance current and future classrooms and other instructional spaces.
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23

Squires, David, and Jenny Preece. "Predicting quality in educational software:." Interacting with Computers 11, no. 5 (May 1999): 467–83. http://dx.doi.org/10.1016/s0953-5438(98)00063-0.

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24

Davis, Meredith. "Making Judgments of Educational Quality." She Ji: The Journal of Design, Economics, and Innovation 2, no. 3 (2016): 238–42. http://dx.doi.org/10.1016/j.sheji.2017.03.005.

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25

Johnson, Lynn A., and Titus K. L. Schleyer. "Developing High-Quality Educational Software." Journal of Dental Education 67, no. 11 (November 2003): 1209–20. http://dx.doi.org/10.1002/j.0022-0337.2003.67.11.tb03712.x.

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26

Trochim, William M. K., and Ronald J. Visco. "Assuring Quality in Educational Evaluation." Educational Evaluation and Policy Analysis 8, no. 3 (September 1986): 267–76. http://dx.doi.org/10.3102/01623737008003267.

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27

Cheng, Ming. "Quality as transformation: educational metamorphosis." Quality in Higher Education 20, no. 3 (September 2, 2014): 272–89. http://dx.doi.org/10.1080/13538322.2014.978135.

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28

Chester, Deborah R., Jessamyn A. Tracy, Emily Earp, and Reetu Chauhan. "Correlates of Quality Educational Programs." Evaluation Review 26, no. 3 (June 2002): 272–300. http://dx.doi.org/10.1177/01941x026003004.

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29

Adamczyk, Diane T., Linda M. Nevins, Catherine A. Pace, and David M. Krumholz. "TOTAL QUALITY MANAGEMENT: EDUCATIONAL ASPECTS." Optometry and Vision Science 72, SUPPLEMENT (December 1995): 62. http://dx.doi.org/10.1097/00006324-199512001-00097.

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30

Pappu, Rekha, and D. Vasanta. "Educational Quality and Social Inequality." Contemporary Education Dialogue 7, no. 1 (January 2010): 94–117. http://dx.doi.org/10.1177/0973184913411201.

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31

Hofman, Roelande H., Jan de Boom, Marieke Meeuwisse, and W. H. Adriaan Hofman. "Educational Innovation, Quality, and Effects." Educational Policy 27, no. 6 (May 2012): 843–66. http://dx.doi.org/10.1177/0895904811429288.

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32

Lawson, Anton E. "Conducting High Quality Educational Research." International Journal of Science and Mathematics Education 3, no. 1 (March 2005): 1–5. http://dx.doi.org/10.1007/s10763-004-8367-7.

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33

Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.10041060.

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34

Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.117558.

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35

Gustafsson, Jan-Eric. "Effects of International Comparative Studies on Educational Quality on the Quality of Educational Research." European Educational Research Journal 7, no. 1 (January 2008): 1–17. http://dx.doi.org/10.2304/eerj.2008.7.1.1.

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36

������, Elena Shikhova, �������, Marina Noskova, �������, and Dmitriy Andrega. "Monitoring Educational Process Quality at a Medical Higher Educational Institution." Standards and Monitoring in Education 3, no. 2 (April 17, 2015): 16–21. http://dx.doi.org/10.12737/11208.

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Medical education and training of a future doctor or a medical officer are strongly influenced by changes taking place in society. The reform process aimed at forming new approaches to teaching methods, monitoring, evaluation of educational activities and the development of corrective actions. Federal State Educational Standard of Higher Professional Education (FSES of HPE) requires the implementation of competence-based approach in the training of future health service expert that requires regular monitoring of the learning process. In higher medical education monitoring of the learning process has a significant role. Monitoring of the education quality includes the complexity of actions: organization, data collection, processing and information on results of the activities in the educational process to ensure continuous monitoring of the condition and forecasting its development. The analysis results of the satisfaction with the quality of the educational process of the department of psychology and pedagogy within the quality management system in medical university are presented, the concept of "quality", "satisfaction with the quality", "customer satisfaction", "pedagogical monitoring" is revealed, psychological and pedagogical conditions of educational activities affecting the education quality are described.
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37

Kolodii, Ihor, Tetiana Kostolovych, Tetiana Kolomiiets, Iryna Muratova, and Mykola Tsoi. "Ensuring quality control of educational activities of higher educational institutions." LAPLAGE EM REVISTA 7, no. 3B (September 22, 2021): 292–300. http://dx.doi.org/10.24115/s2446-6220202173b1549p.292-300.

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The study aims to establish a general concept and stages of modeling the implementation of quality control of the educational process; to determine the assessment of employees of the institution of higher education presented an innovative model of quality control using automated learning and control systems (ALCS). The main method was the experiment, the study also used questionnaire and observation methods. The data was analyzed through content and thematic analysis. The main hypothesis is that the implementation models of quality control of education should be comprehensive, meet the mission and strategy of the educational institution and require continuous improvement. The result is the establishment of the main conceptual framework for the formation of an innovative model of quality control, should focus on quality education, use a wide range of advanced technologies, effective communication, improve learning strategies. A further perspective is to investigate the effectiveness of models of quality control of the educational process.
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38

LOTKO, Małgorzata. "Quality of foreign language educational services." Scientific Papers of Silesian University of Technology. Organization and Management Series 2018, no. 118 (2018): 333–40. http://dx.doi.org/10.29119/1641-3466.2018.118.24.

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39

Cahlík, Tomáš, and Jana Marková. "Managing quality of the educational process." Politická ekonomie 57, no. 1 (February 1, 2009): 3–20. http://dx.doi.org/10.18267/j.polek.667.

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40

Jehng-Jung, Kao, and Chen Ying-Jie. "An educational water quality management game." Water Science and Technology 34, no. 12 (December 1, 1996): 205–11. http://dx.doi.org/10.2166/wst.1996.0337.

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An educational game for water quality management is developed to assist a novice engineer or student to learn the compromises among three major objectives to manage water quality: cost, water quality, and equity. A window-based interface is developed on a microcomputer. A hypothetical example with four dischargers is used in the program, and the initial scenario is based on a uniform treatment scheme. The player acts as the manager of a water quality authority to design the best compromise policy. The friendly interfaces allows one to exercise judgment in selecting and in modifying discharge permit programs. The design and development of the game and related computer program are described. Network accessibility has provided a novel environment for remote education. A prototypical multimedia network interface is provided for local or foreign remote access to the game.
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41

Hardianto, Hardianto. "Conducting Quality Culture in Educational Institutions." Jurnal Ilmiah Peuradeun 7, no. 2 (May 17, 2019): 257. http://dx.doi.org/10.26811/peuradeun.v7i2.210.

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A good quality of educational institutions is very important nowadays. Currently, there are many educational institutions that are not qualified by considering from grade of national education. It is still low. In addition, there are some basics schools, high and university that have not been accredited or achieved grade C. The lack of education institutions will lead to rising unemployment and crime. In addition, the nation's competitiveness will also be low in facing global competition. To improve good quality of educational institutions, it needs to work high and state a commitment together. The existence of a good quality of educational institutions can be seen from the improvement of culture, structure, access, systems and relationship with stakeholders. Management of human resources in educational institutions is also a key quality of the educational institution.
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42

Qimin, Man. "Educational Disrepair and Quality Education Reform." Chinese Education & Society 30, no. 6 (November 1997): 21–24. http://dx.doi.org/10.2753/ced1061-1932300621.

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43

Amaya González, Luis Felipe, Rocio Tellez Plazas, and Óscar Alberto Alarcón Pérez. "Contextualization in search of educational quality." Actualidades Pedagógicas 1, no. 75 (January 1, 2020): 241–58. http://dx.doi.org/10.19052/ap.vol1.iss75.12.

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This paper results from a prospective analysis of the determining factors and/or variables in the education quality in Higher Education Institutions. These variables are related to the triad instituted in the educational community, under the concepts provided in the Act 115 from 1994, General Education Act in Colombia. This Act is taken as a benchmark for the quality-related achievements before the university life. This triad is grounded on Act 30 from 1992, which provides the public service of higher education. This paper aims to disclose the importance of the whole context in which the student, teacher and the educational community make progress. The role of government policies relevant to the current issues in educational, social, childhood and adolescence topics lead into quality education issues as a recurrent determining factor in the improvement plans of the institutions.
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44

Wilantika, Nori, and Wahyu Catur Wibowo. "Data Quality Management in Educational Data." Jurnal Sistem Informasi 15, no. 2 (October 31, 2019): 52–67. http://dx.doi.org/10.21609/jsi.v15i2.848.

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Every varsity in Indonesia is responsible for ensuring the completeness, the validity, the accuracy, and the currency of its educational data. The educational data is used for implementing higher-education quality assurance system and formulating policies related to universities and majors in Indonesia. Data quality assessment result indicates that educational data in Statistics Polytechnic did not meet completeness, validity, accuracy, and currency criteria. Data quality management maturity has been measured using Loshin’s Data Quality Maturity Model which result is in level 1 to level 2 of maturity. Only the data quality dimensions component has achieved the expected target. Thus, recommendations have been proposed based on the DAMA-DMBOK framework. The activities needed to be carried out are developing and promoting awareness of data quality; defining data quality requirements; profiling, analyzing, and evaluating data quality; define business rules for data quality, establish, and evaluate the data quality services levels, manage problems related to data quality, design and implement operational procedures for data quality management, and monitor operations and performance of data quality management procedures.
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45

Cummings, William K., and Olga Bain. "Modeling strategies for enhancing educational quality." Research in Comparative and International Education 12, no. 2 (June 2017): 160–73. http://dx.doi.org/10.1177/1745499917711546.

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With the strengthening of the global economy, contemporary societies have come to view the educational achievements of their young people as a major component of national competiveness. But there are substantial variations in the strategies employed by different nations. To maximize educational achievements, some nations believe that the provision of a stratified system of schooling is effective, at least for the minority who are able to gain entry to the elite academic stream. In contrast, other nations prefer a more egalitarian strategy to education where all students attend a common school devoid of ability streams until well into their secondary level studies. The egalitarian strategy is believed to be just and fair. But does it enhance educational achievement? Several other strategies are also being advanced, and the same questions can be asked about them. There are a number of studies that explore the academic consequences of different strategies within particular national systems, but there are relatively few studies that explore these questions across several national systems. The Organisation for Economic Co-operation and Development-supported Programme for International Student Assessment (PISA) studies enable a cross-national analysis; but the official reports from the Organisation for Economic Co-operation and Development primarily provide bivariate analyses of these relations whereas a multivariate strategy taking into account several system level variables is preferred. In this paper we examine the historical origins of six contemporary strategies, and draw on the PISA studies to compare the relative efficacy of these strategies relying on path modeling.
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46

Browne, T. J., and G. T. Heydt. "Power Quality as an Educational Opportunity." IEEE Transactions on Power Systems 23, no. 2 (May 2008): 814–15. http://dx.doi.org/10.1109/tpwrs.2008.920705.

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47

Leaman, Adrian. "Quality and Efficiency in Educational Building." Facilities 10, no. 11 (November 1992): 23. http://dx.doi.org/10.1108/eb006539.

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48

Iversen, MarjoleinM, BeritR Hanestad, and Marit Graue. "Educational needs and quality of life." Diabetes Research and Clinical Practice 50 (September 2000): 17–18. http://dx.doi.org/10.1016/s0168-8227(00)81515-6.

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49

Schroeder, Patricia, and Jacqueline Katz. "Educational needs of nursing quality professionals." Journal of Nursing Care Quality 7, no. 4 (July 1993): 26–31. http://dx.doi.org/10.1097/00001786-199307000-00006.

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50

Pyvis, David. "Protocols for Quality: Transnational Educational Delivery." International Journal of Learning: Annual Review 16, no. 1 (2009): 309–14. http://dx.doi.org/10.18848/1447-9494/cgp/v16i01/45937.

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