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Journal articles on the topic 'Specialundervisning education with support'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Nowacek, George A., and Hollis W. Merrick. "Education support for surgery education." Teaching and Learning in Medicine 9, no. 3 (January 1997): 200–203. http://dx.doi.org/10.1080/10401339709539841.

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2

Goldstein, Lou Ann. "Family Support and Education." Physical & Occupational Therapy In Pediatrics 33, no. 1 (January 11, 2013): 139–61. http://dx.doi.org/10.3109/01942638.2012.754393.

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3

Jones, D. "Parenting Education and Support." Child: Care, Health and Development 27, no. 5 (September 2001): 463–64. http://dx.doi.org/10.1046/j.1365-2214.2001.0210a.x.

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4

Ruffolo, Mary C., Mary T. Kuhn, and Mary E. Evans. "Support, Empowerment, and Education." Journal of Emotional and Behavioral Disorders 13, no. 4 (October 2005): 200–212. http://dx.doi.org/10.1177/10634266050130040201.

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5

Siminerio, Linda M. "Diabetes Education and Support." NASN School Nurse 30, no. 6 (October 29, 2015): 320–21. http://dx.doi.org/10.1177/1942602x15608685.

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6

Marshall, Katherine, and Deborah Hale. "Caregiver Education and Support." Home Healthcare Now 35, no. 6 (June 2017): 341–42. http://dx.doi.org/10.1097/nhh.0000000000000554.

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7

Čičkušić, Belma, Ševala Tulumović, Selma Bakić, and Salem Bakić. "SUPPORT IN INCLUSIVE EDUCATION." Journal Human Research in Rehabilitation 6, no. 2 (September 2016): 15–20. http://dx.doi.org/10.21554/hrr.091603.

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In order for inclusive class to be successful, associates are of great help to teachers. Besides associates, teachers' specialization can be accomplished through educational seminars on the inclusion topic. However, information about inclusion, working with children with special needs, can also be found in scientific journals that offer more information on methods of working with children with special needs, didactic materials customized according to abilities of children. Aim of this research was to establish the ways of supporting teachers in their work with children with special needs. The research included 30 respondents. For needs of this research four schools in Sarajevo canton were selected: “Vladislav Skarić”, “Silvija Strahimir Kranjčević”, “Isak Samokovlija”, and “Avdo Smailović”. In all of these schools education of children with special needs is conducted. Based on the analysis, we could conclude that most of the support that teachers receive comes from educational seminars and scientific literature and least of the support comes from associates.

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8

Vinten, Gerald. "Book Review: Why Does Industry Support Higher Education? Corporate Support for Higher Education." Industry and Higher Education 7, no. 1 (March 1993): 56–57. http://dx.doi.org/10.1177/095042229300700116.

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9

Jacklin, Angela, and Pat Le Riche. "Reconceptualising student support: from ‘support’ to ‘supportive’." Studies in Higher Education 34, no. 7 (November 2009): 735–49. http://dx.doi.org/10.1080/03075070802666807.

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10

Kawai, Hiroyuki. "Somewhere between special support education and normal education." International Journal of Human Culture Studies 2017, no. 27 (January 1, 2017): 150–55. http://dx.doi.org/10.9748/hcs.2017.150.

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11

Thomas, Gary. "Evaluating support." Support for Learning 5, no. 1 (February 1990): 30–36. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00383.x.

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12

Martin, Kathleen A. "Employer support." Day Care & Early Education 20, no. 1 (September 1992): 45–47. http://dx.doi.org/10.1007/bf01616975.

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13

Maslianikova, I. V. "Psychological support for adult education." Theory and practice of modern psychology 4, no. 2 (2019): 40–44. http://dx.doi.org/10.32840/2663-6026.2019.4-2.8.

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14

LeBlanc, Albert. "Building Support for Music Education." Music Educators Journal 71, no. 8 (April 1985): 20–22. http://dx.doi.org/10.2307/3396492.

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15

ÖKTEN, Perihan. "Parental Academic Support in Education." International Journal of Educational Research Review 1, no. 2 (June 1, 2016): 18–24. http://dx.doi.org/10.24331/ijere.309963.

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16

Riddle, April Sgro. "Corporate Support of Dance Education." Arts Education Policy Review 94, no. 4 (April 1993): 22–24. http://dx.doi.org/10.1080/10632913.1993.9936919.

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17

Tiedje, Linda Beth. "Support for Comprehensive Sexuality Education." MCN, The American Journal of Maternal/Child Nursing 33, no. 6 (November 2008): 394. http://dx.doi.org/10.1097/01.nmc.0000341268.31114.95.

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18

Koch, Douglas D. "Industry support for physician education." Journal of Cataract & Refractive Surgery 29, no. 3 (March 2003): 419. http://dx.doi.org/10.1016/s0886-3350(03)00105-6.

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19

Anthony, C. Ross. "Medicare Support Of Medical Education." Health Affairs 7, suppl 2 (January 1988): 158–62. http://dx.doi.org/10.1377/hlthaff.7.2.158.

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20

Darre, E. "Education in International Health Support." Prehospital and Disaster Medicine 15, S1 (June 2000): S11. http://dx.doi.org/10.1017/s1049023x00027898.

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21

Bell, Fiona. "Improving education and peer support." Practice Nursing 18, no. 3 (March 2007): 114–16. http://dx.doi.org/10.12968/pnur.2007.18.3.23282.

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22

Kawada, Kazuo. "Visualization and Support in Education." IEEJ Transactions on Electronics, Information and Systems 138, no. 5 (May 1, 2018): 455–58. http://dx.doi.org/10.1541/ieejeiss.138.455.

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23

Jumani, Nabi Bux, Abdul Jabbar Bhatti, and Samina Malik. "Student Support in Higher Education." International Journal of Technology and Educational Marketing 3, no. 1 (January 2013): 77–88. http://dx.doi.org/10.4018/ijtem.2013010106.

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Today every country is striving to enhance higher education qualitatively and quantitatively, because the economy of any country is directly influenced by the “intellectual capital” of that country. An important factor affecting the quality and quantity of higher education is the support that an institution provides to its students. The present study is an attempt to find the achievements of as well as challenges to the student support services in higher education institutions [HEIs] of developing countries with particular example of those in Pakistan. Employing the Delphi technique, the study explored the (a) achievements, (b) the problems and issues, and (c) means to address problems and issues in the student support services in HEIs of Pakistan. It was found that the HEIs in Pakistan were facing many challenges as the achievements were less than the requirement. Allocation of proper resources and restructuring the system of support are the most important means to address the challenges.

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24

Relman, Arnold S. "Industry Support of Medical Education." JAMA 300, no. 9 (September 3, 2008): 1071. http://dx.doi.org/10.1001/jama.300.9.1071.

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25

Goto, Toru, and Toru Fujinaka. "Debugging Support in Programming Education." Transactions of the Institute of Systems, Control and Information Engineers 32, no. 6 (June 15, 2019): 249–55. http://dx.doi.org/10.5687/iscie.32.249.

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26

Jacobsen, Noelle. "Antenatal Breastfeeding Education and Support." Journal of Perinatal & Neonatal Nursing 32, no. 2 (2018): 144–52. http://dx.doi.org/10.1097/jpn.0000000000000323.

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27

Pennington, Alan. "Induction Support from Higher Education." British Journal of In-Service Education 19, no. 2 (January 1993): 8–13. http://dx.doi.org/10.1080/0305763930190203.

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28

Pearson, Richard. "Will industry support higher education?" Nature 322, no. 6074 (July 1986): 96. http://dx.doi.org/10.1038/322096a0.

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29

Savov, Teodor, Valentina Terzieva, Katia Todorova, and Petia Kademova-Katzarova. "CONTEMPORARY TECHNOLOGY SUPPORT FOR EDUCATION." CBU International Conference Proceedings 5 (September 23, 2017): 802–6. http://dx.doi.org/10.12955/cbup.v5.1029.

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The information and communication technologies (ICT) have penetrated into almost all areas of human life. They have a dual impact on education â€“ increase learning efficiency and train students actively to use innovations. We assess this impact by examining teachersâ€™ experience with innovative tools in Bulgarian schools. In an anonymous online survey, we investigate their opinions on the issues related to technology integration in contemporary classrooms. The research shows that educators appreciate the benefits of technology implementation in the teaching-learning process, but they need a single structured system encompassing all technological resources and tools. This work proposes a conception for a smart classroom â€“ an innovative learning environment that can establish and control suitable conditions for education as well as to impact the instructional process directly.

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30

Pearson, Richard. "Foreign support for US education." Nature 335, no. 6190 (October 1988): 574. http://dx.doi.org/10.1038/335574a0.

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31

Halpern, Robert. "Parent support and education programs." Children and Youth Services Review 12, no. 4 (January 1990): 285–308. http://dx.doi.org/10.1016/0190-7409(90)90004-h.

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32

Sherifali, Diana, Lori D. Berard, Enza Gucciardi, Barbara MacDonald, and Gail MacNeill. "Self-Management Education and Support." Canadian Journal of Diabetes 42 (April 2018): S36—S41. http://dx.doi.org/10.1016/j.jcjd.2017.10.006.

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33

Wegscheider, W. "Chemometrics education enhances customer support." Chemometrics and Intelligent Laboratory Systems 1, no. 2 (March 1987): 121. http://dx.doi.org/10.1016/0169-7439(87)80103-x.

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34

Marshall, Sarah. "Education, recognition, support and collaboration." Gastrointestinal Nursing 19, no. 6 (July 2, 2021): 8–10. http://dx.doi.org/10.12968/gasn.2021.19.6.8.

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35

Bolun, Ion, Rodica Bulai, and Dumitru Ciorbă. "SUPPORT OF EDUCATION IN CYBERSECURITY." Pro Publico Bono - Magyar Közigazgatás 9, no. 1 (August 3, 2021): 128–47. http://dx.doi.org/10.32575/ppb.2021.1.8.

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Cybersecurity depends heavily on education. The paper addresses the support of education as the smartest investment in cybersecurity. To define priorities, an early estimate of the state of cybersecurity in Moldova by an online survey has been completed. A wide range of aspects related to cybersecurity education are elucidated within three basic periods: initial (school), transit (university) and reinforcement (implementation and use at workplace). Referred to in these are: formation of an ‘informational’ culture, target professions, curricula content, competences, cooperation with companies, digital education, e-learning platforms, information services, risks associated with human resources, etc. Also, conceptual aspects regarding the creation of a cybersecurity polygon in support of training in the field are described: basic objectives, main functions, structural components, the technological platform and methodological issues of creating the system of cybersecurity models for application as needed.

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36

Krovetz, Martin L. "Principal Support Network: Collegial Support for School Restructuring." NASSP Bulletin 79, no. 574 (November 1995): 69–74. http://dx.doi.org/10.1177/019263659507957412.

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37

LETOURNEAU, N., M. STEWART, and A. BARNFATHER. "Adolescent mothers: Support needs, resources, and support-education interventions." Journal of Adolescent Health 35, no. 6 (December 2004): 509–25. http://dx.doi.org/10.1016/s1054-139x(04)00069-2.

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38

Kakada, Praveen, Yogesh Deshpande, and Shilpa Bisen. "Technology Support, Social Support, Academic Support, Service Support, and Student Satisfaction." Journal of Information Technology Education: Research 18 (2019): 549–70. http://dx.doi.org/10.28945/4461.

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Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.

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39

Pell, G., and T. Croft. "Mathematics support--support for all?" Teaching Mathematics and its Applications 27, no. 4 (August 21, 2008): 167–73. http://dx.doi.org/10.1093/teamat/hrn015.

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40

Irina V., Ivanova. "SUPPORT OF SELF-EDUCATION OF STUDENTS IN ADDITIONAL EDUCATION." Vestnik Tomskogo gosudarstvennogo universiteta, no. 396 (July 1, 2015): 183–93. http://dx.doi.org/10.17223/15617793/396/33.

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41

Hanna, Judith Lynne. "U.S. Department of Education Programs that Support Arts Education." Design For Arts in Education 93, no. 1 (October 1991): 21–26. http://dx.doi.org/10.1080/07320973.1991.9936662.

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42

King, Patricia M. "The Manipulation Education Manual: Support for Evidence-Based Education." Journal of Orthopaedic & Sports Physical Therapy 35, no. 7 (July 2005): 407–8. http://dx.doi.org/10.2519/jospt.2005.0107.

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43

Rennar-Potacco, Donna, Anymir Orellana, Peter Chen, and Andres Salazar. "Rethinking Academic Support." Journal of College Student Retention: Research, Theory & Practice 20, no. 4 (November 21, 2016): 455–74. http://dx.doi.org/10.1177/1521025116678854.

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This article presents findings of a study conducted to determine the impact of academic support provided through videoconferencing on the academic outcomes of Science, Technology, Engineering, and Mathematics students enrolled in high-risk science courses in higher education. A quasi-experimental nonequivalent posttest only design was employed to determine if grade and retention outcomes of students receiving online academic support through videoconferencing were equivalent to outcomes received by students receiving face-to-face academic support and students not receiving academic support. Data from 1,276 students were analyzed and significant differences were found in rate of retention and final grades of “Cs or above” among the three groups. The untutored group had the lowest rate. There was no significant difference in retention or final grade proportions for online and face-to-face groups, providing evidence that synchronous academic support through videoconferencing is as effective as face-to-face academic support.

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44

Sewell, Geof, Marianne Hinnells, Assumpta O'Connell, and Margaret Edwards. "Support for assessment." Support for Learning 4, no. 4 (November 1989): 227–29. http://dx.doi.org/10.1111/j.1467-9604.1989.tb00372.x.

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45

Lin, Fang-Ling, and Guey-Fa Chiou. "Support-seeking and support-giving relationships of school technology coordinators." British Journal of Educational Technology 39, no. 5 (September 2008): 922–27. http://dx.doi.org/10.1111/j.1467-8535.2007.00784.x.

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46

Budzinskaya, O. V., and V. S. Sheinbaum. "Institutional Support of Continuing Engineering Education." Higher Education in Russia 27, no. 10 (December 3, 2018): 30–46. http://dx.doi.org/10.31992/0869-3617-2018-27-10-30-46.

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The article raises the issue of the need to fix in professional standards, which are the main normative documents in the field of qualifications, the requirements concerning the mandatory continuity of professional competencies of employees, including through the institution of additional professional education. The authors propose possible options for introducing these requirements without changing the established format of professional standards. The article substantiates the leading role of research and design universities as the system-forming structures in the knowledge industry in the formation of qualification requirements for new areas and types of professional activity, the necessity to develop and implement professional retraining programs for specialists before they officially acquire the corresponding status and the professional standards will be developed and approved for them.

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47

Sheahan, Orla, and Elizabeth O’Connell. "Hereditary haemochromatosis: patient support and education." Nursing Standard 24, no. 3 (September 23, 2009): 49–56. http://dx.doi.org/10.7748/ns2009.09.24.3.49.c7272.

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48

Yamada, Yoko, Takehiko Ito, Akinobu Nameda, Mami Kanzaki, and Akihiko Ieshima. "Visual Narrative for Education and Support." Proceedings of the Annual Convention of the Japanese Psychological Association 82 (September 25, 2018): SS—036—SS—036. http://dx.doi.org/10.4992/pacjpa.82.0_ss-036.

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49

Sheahan, Orla, and Elizabeth O’Connell. "Hereditary haemochromatosis: patient support and education." Nursing Standard 24, no. 3 (September 23, 2009): 49–56. http://dx.doi.org/10.7748/ns.24.3.49.s52.

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50

Greshik, Joan. "Partnering With Organizations That Support Education." NASNewsletter 18, no. 5 (September 2003): 30. http://dx.doi.org/10.1177/104747570301800519.

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