Relevant bibliographies by topics / Stanford University. School of Education

Contents

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

Academic literature on the topic 'Stanford University. School of Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "Stanford University. School of Education"

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Bernstein, Daniel, Cynthia A. Irvine, Preetha Basaviah, James N. Lau, Bahij Austin, Paul J. Utz, and Neil Gesundheit. "Stanford University School of Medicine." Academic Medicine 95, no. 9S (September 2020): S50—S53. http://dx.doi.org/10.1097/acm.0000000000003493.

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Richter, Ruthann. "Stanford University School of Medicine." Academic Medicine 82, no. 4 (April 2007): 360. http://dx.doi.org/10.1097/acm.0b013e3180332281.

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Braddock, Clarence H., and Cynthia A. Irvine. "Stanford University School of Medicine." Academic Medicine 85 (September 2010): S111—S113. http://dx.doi.org/10.1097/acm.0b013e3181e86bc9.

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GARDNER, PHYLLIS. "Stanford University School of Medicine." Academic Medicine 75, Supplement (September 2000): S35—S38. http://dx.doi.org/10.1097/00001888-200009001-00014.

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Huang, Peter H. "Adventures in Higher Education, Happiness, And Mindfulness." British Journal of American Legal Studies 7, no. 2 (December 31, 2018): 425–84. http://dx.doi.org/10.2478/bjals-2018-0008.

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Abstract This Article recounts my unique adventures in higher education, including being a Princeton University freshman mathematics major at age 14, Harvard University applied mathematics graduate student at age 17, economics and finance faculty at multiple schools, first-year law student at the University of Chicago, second- and third-year law student at Stanford University, and law faculty at multiple schools. This Article also candidly discusses my experiences as student and professor and openly shares how I achieved sustainable happiness by practicing mindfulness to reduce fears, rumination, and worry in facing adversity, disappointment, and setbacks. This Article analyzes why law schools should teach law students about happiness and mindfulness. This Article discusses how to teach law students about happiness and mindfulness. Finally, this Article provides brief concluding thoughts about how law students can sustain happiness and mindfulness once they graduate from law school.
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Smith, Karen, Elizabeth Moreno, and Charlotte Jacobs. "The curriculum indexing database for stanford university school of medicine." Teaching and Learning in Medicine 8, no. 1 (January 1996): 48–52. http://dx.doi.org/10.1080/10401339609539763.

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Ravaglia, Raymond, Patrick Suppes, Constance Stillinger, and Theodore M. Alper. "Computer-Based Mathematics and Physics for Gifted Students." Gifted Child Quarterly 39, no. 1 (January 1995): 7–13. http://dx.doi.org/10.1177/001698629503900102.

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Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.
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Shafer, Audrey. "Stanford University School of Medicine, Arts and Humanities Medical Scholars Program." Academic Medicine 78, no. 10 (October 2003): 1059–60. http://dx.doi.org/10.1097/00001888-200310000-00029.

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Osipovskaya, Elizaveta A., Nikolay G. Pshenichny, and Marina V. Kharakhordina. "Using technologies to design personalized learning pathways as a part of scientific practice of students." RUDN Journal of Informatization in Education 18, no. 3 (December 15, 2021): 203–11. http://dx.doi.org/10.22363/2312-8631-2021-18-3-203-211.

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Problem and goal. The article deals with the process of designing the high school internship program of the ITMO Universitys Information Chemistry Center by using information and communications technology (ICT). The program development process involved following stages: client briefing, exploratory study, hypotheses-formation processes and its testing, custom development, learning experience design and project defense. Methodology. The high school students views about the Infochemistry Internship Program were analyzed. Authors conduc- ted in-depth interviews with respondents and retrieved information about students scientific achievements, challenges and recommendations for improving the internship program. During the exploratory research stage the high school internship programs of Russian and foreign universities in the field of biology, chemistry, physics and IT were studied. The initial sample was composed of Stanford University Mathematics Camp (SUMaC), Stanford University Science Circle, Harvard University Summer School (Pre-College Program), Chemistry Research Academy of University of Pennsylvania. Three types of scientific practices - summer camp or summer school, university science circle and a research academy - were identified. Results. The authors emphasized that there is not a single high school internship program in the field of chemistry in Russia like at IMTO University. This immerse education program is based on laboratory learning that allows students experience chemistry principles under the guidance of leading scientists. The concept of the program based on the science education model. It involves the personalized learning pathway, scaffolding activities, and participation in the research project. Flexible learning pathway is the core of the program that includes various levels of personalization: project, scaffolding means, pace of learning, educational content, educational result. To prove the importance of using ICT and social media in educational process authors found the results of the research conducted by University College Dublin and University of Melbourne. Conclusion. The paper has highlighted the significance of revamping internship programs, identified the most common types of scientific practices and proved the importance of selected program principles.
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Farrell, Caitlin C., Laura Wentworth, and Michelle Nayfack. "What are the conditions under which research-practice partnerships succeed?" Phi Delta Kappan 102, no. 7 (March 23, 2021): 38–41. http://dx.doi.org/10.1177/00317217211007337.

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Research-practice partnerships (RPPs) are long-term collaborations between researchers and practitioners aimed at educational improvement and transformation through engagement with research. Yet RPPs can be challenging to implement, and even long running RPPs experience bumps in their work together. Caitlin Farrell, Laura Wentworth, and Michelle Nayfack discuss what conditions helped school district leaders and researchers from the partnership between Stanford University and San Francisco Unified School District be more or less successful in influencing school district policies and practices, and they share recommendations on how to develop or support conditions for successful partnerships.
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Dissertations / Theses on the topic "Stanford University. School of Education"

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Long, Shelly Danette. "The perceptions and experiences of principals in increasing student achievement on the Stanford 9 Achievement Test at the middle school level." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/2550.

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The purposes of the study were to: (a) examine the perceptions and experiences of principals in increasing student achievement on the SAT 9 at the middle school level; (b) identify how middle school principals, whose schools had met student achievement growth targets and were eligible for the Governor's Performance Awards Program had influenced the growth process at their school sites; and (c) determine whether or not principals were using any specific document, person, program, or other source, to guide their efforts. This was a series of multiple case studies that utilized interviewing as its primary method of collecting data. The researcher interviewed middle school principals whose schools had met their 2000 growth targets on the SAT 9 and were eligible for the Governor's Performance Awards Program. A discussion of the results emphasized the findings of the study. This study found that in the environment of standards-based reform, educators must identify the strategies and techniques that will increase student achievement. To accomplish this, principals must lead their staff to discover and implement researched-based, best practices, and accompany these new skills with ongoing professional development. Likewise, they must institute a data driven evaluation process of all that occurs at their school sites. This evaluation process should be based on the academic growth of all students. Through the use of multiple measures, such as benchmark assessments and SAT 9 scores, the data on student growth, in all areas of school life, should be collected, monitored, and evaluated over time. The results of this data should then be analyzed to identify areas of strength and weakness and to guide curriculum, instruction, intervention, and other changes at the school site. The relationship between this study and prior research was also included in the discussion section. This study provided school administrators with recommendations on how to increase student achievement on the SAT 9 at the middle school level. Suggestions for additional research were also offered.
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Sosinska, Olga Halina. "School-university partnerships for math and science education." Thesis, Available online, Georgia Institute of Technology, 2007, 2007. http://etd.gatech.edu/theses/available/etd-07092007-122252/.

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Naman, Katya. "Pepperdine University Graduate School of Education and Psychology." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828343.

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Worry and rumination are implicated in various disorders and are believed to contribute to the symptoms that create and maintain psychopathology. The current critical review will examine worry and rumination in the context of depression, Generalized Anxiety Disorder (GAD), Posttraumatic Stress Disorder (PTSD), Obsessive Compulsive Disorder (OCD), and Social Anxiety Disorder (SAD). The review will focus on these two types of repetitive negative thinking more specifically the (a) definition, (b) process, (c) theories, and (d) maintenance of psychopathology; as well as similarities and differences between these two processes. A second emphasis will be on the importance of cultural considerations when treating individuals with emotional disorders. A third focus of the analysis will be on the rationale, overview, and literature associated with a transdiagnostic treatment named the Unified Protocol for Transdiagnostic Treatment of Emotional Disorders (UP) . Finally, this review will conclude by highlighting futures research studies that can be implemented to improve upon the existing UP research.

Keywords: Worry, Rumination, Anxiety, Depression, GAD, PTSD, OCD, SAD, Transdiagnostic, Culture, Unified protocol for transdiagnostic treatment of emotional disorders.

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Hohenbrink, JoAnn. "The influence of collaboratively teaching : university and school /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975356523.

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Lynch, Jill C. "Community as Difficult Labor: Building Sustainable School-University Partnerships." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392383645.

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Wood, Daisy Bertha. "School-university partnerships: An exploration of the relationship." W&M ScholarWorks, 1996. https://scholarworks.wm.edu/etd/1539618700.

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The purpose of this study was to investigate the accuracy of a particular model for collaboration when applied to a successful school-university partnership. A specific framework for establishing and maintaining successful school-university partnerships, proposed by Frank Wilbur of Syracuse University, was identified in the literature. Wilbur's model was selected as the conceptual framework for this study since it contains critical elements supported by at least four other researchers studying and writing on collaborative endeavors and was, in fact, the most comprehensive of any of the suggested conceptual frameworks. The answer to one overall research question was sought: to what extent does Wilbur's model for school-university partnerships fit when applied to a highly successful school-university partnership? Answers to questions pertaining to Wilbur's nine most important factors (e.g., leadership; economics; governance and communication) positively impacting interinstitutional alliances were explored in an existing school-university partnership known as the Center for Collaborative Advancement of the Teaching Profession.;Historical documents regarding the Center, including the initial grant proposal, interim and final reports, and published articles, were reviewed for content and consistency in answering the main and subsidiary research questions. Individual, paired, and focus group interviews were conducted with persons felt to be most knowledgeable of the Center's activities.;Evidence that particular elements of successful partnerships were considered and included in the design, implementation, and maintenance of the collaborative effort was sought to determine the extent to which Wilbur's model could be applied to this partnership. The nine factors included in Wilbur's conceptual framework for creating successful school-university partnerships were evident, in varying degrees, in the establishment and maintenance of the Center for the Collaborative Advancement of the Teaching Profession. However, the data indicated that the success of the Center may also be attributable to a tenth factor which Wilbur's model does not include.
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Kucuk, Tugba. "University Preparatory School Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610789/index.pdf.

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This study aimed at investigating university preparatory school students&rsquo
and teachers&rsquo
perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dimensions of the student questionnaire. Repeated measures ANOVA and paired-samples t-test were employed to define the priorities of the students within the dimensions of each subscale. MANOVA was used to investigate whether there were significant differences among students&rsquo
CALL environment perceptions with respect to certain background variables.Descriptive statistics were used to analyze students&rsquo
and teachers&rsquo
perceptions of computer&rsquo
s role and teacher&rsquo
s role in CALL environment and to analyze all participants&rsquo
responses to the open-ended questions.The study indicated that students perceive the computer&rsquo
s role with respect to (1)language skills, (2) overall effect of computer and (3) motivation
teacher&rsquo
s role with respect to (1) teacher assistance, (2) teacher guidance and (3) teacher presence
students&rsquo
expectations from the teacher with respect to (1) laboratory activities guided by the teacher and (2) overall guidance. According to the students&rsquo
perceptions, language skills,teacher assistance and lab activities guided by the teacher were found to be the most effective dimensions.Descriptive statistics showed that both students and teachers are undecided about the effectiveness of CALL, and they believe that teachers are effective in CALL environment.
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Shea, Tracey M. "Career education in the elementary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ54959.pdf.

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Glass, Lindsey Heather. "A Case Study of an International Baccalaureate School within an Urban School District-University Partnership." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1464870792.

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Walls, J., Patricia M. Vanhook, and L. Odom. "School-Based Health: A University and Board of Education Partnership." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7439.

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Books on the topic "Stanford University. School of Education"

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McGann, Leona M. History of social work in the Leland Stanford Jr. University School of Medicine, 1913 to 1981. [Stanford, Calif.?]: L.M. McGann and F.M. Finney, 2003.

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Atkin, J. Myron. Inside schools: A collaborative view. New York: Falmer Press, 1989.

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Atkin, J. Myron. Inside schools: A collaborative view. New York: Falmer, 1989.

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Abbs, Peter. A is for aesthetic: Essays on creative and aesthetic education. New York: Falmer Press, 1989.

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1964-, Byrnes Robert Ebert, ed. Brush with the law: The true story of law school today at Harvard and Stanford. Los Angeles: Renaissance Books, 2001.

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Peter, Robinson. Snapshots from hell: The making of an MBA. London: Brealey Publishing, 1994.

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1921-, Arrow Kenneth Joseph, ed. Education in a research university. Stanford, Calif: Stanford University Press, 1996.

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Gregorian, Vartan. A convocation address: Commemorating 100 years at Stanford University. Lake Tahoe [Nev.]: Huckleberry Press, 1991.

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Roxanne, Nilan, ed. The Stanford album: A photographic history, 1885-1945. Stanford, Calif: Stanford University Press, 1989.

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Bunzel, John H. Race relations on campus: Stanford students speak. Stanford, Calif: Stanford Alumni Association, 1992.

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Book chapters on the topic "Stanford University. School of Education"

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Stephens, Michael Dawson, and Gordon Wynne Roderick. "The Development of University Education." In Post-School Education, 182–211. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003288213-6.

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Jones, Mellita, and Gail Chittleborough. "Growing University–School Partnerships." In School-based Partnerships in Teacher Education, 99–122. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1795-8_6.

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Kolmos, Anette. "PBL in the School System." In Pre-university Engineering Education, 141–53. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-621-7_9.

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Mornati, Fiorenzo. "Vilfredo’s School and University Education." In Vilfredo Pareto: An Intellectual Biography Volume I, 31–50. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92549-3_3.

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Glomb, Nancy, and Lee L. Mason. "Strengthening university/school district partnerships." In Redesigning special education teacher preparation, 173–93. New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315518459-11.

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Dorn, Charles. "Promoting the “Public Welfare” at Stanford University." In American Education, Democracy, and the Second World War, 25–59. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230608887_2.

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Gilauri, Nika. "Education – School Financing and University Reform." In Practical Economics, 159–77. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45769-7_10.

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Witzke, Ingo, Kathleen M. Clark, Horst Struve, and Gero Stoffels. "Addressing the Transition from School to University." In Mathematics, Education and History, 61–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73924-3_4.

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Chan, Cheri. "Negotiating Identities in School–University Collaboration." In School-University Partnerships in English Language Teacher Education, 87–98. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32619-1_6.

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Chan, Cheri. "Introduction: School–University Partnerships for Teacher Education." In School-University Partnerships in English Language Teacher Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32619-1_1.

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Conference papers on the topic "Stanford University. School of Education"

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Peterlin, Judita. "Sustainable Leadership Skills Development –Learning From Bees." In 8th FEB International Scientific Conference. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.epf.5.2024.1.

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The paper aims to present the development of sustainable leadership skills based on the metaphorical organization of the bees. I hope to identify mechanisms educators could use when developing team leaders. The method used is the qualitative analysis of primary and secondary sources and the analysis of the educational exercise I implemented as a pilot study. I present the exercise I carried out at the School of Economics and Business at the University of Ljubljana for international and domestic students in the winter semester of 2023/24. I have incorporated the research question: “What can we learn from bees in developing future leaders?” into the Stanford Social Innovation Questionnaire. Students have been searching for possibilities to exercise communication, teamwork, and creative problem-solving based on the functioning of bees. The findings show that a limited number of exercises are available that incorporate into leadership skills development natural environment elements. More common is a combination of sports or art as a “playing ground” for developing games or simulations of leadership context. The research limitation in my endeavor is time, as my study is still at its beginning, and I hope to be able to do interdisciplinary research on the topic in the future.
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Wang, Xiyu, and Li Xu. "Fogg behavior model for children's sex education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002388.

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In recent years, many cases of child sexual abuse have been exposed by the media. In addition to unscrupulous criminals and imperfect laws, children cannot correctly understand "sex" and lack of self-protection consciousness, which is also one of the sources of a series of tragedies. Therefore, the social attention of child sex education continues to rise. No matter family, school or society begin to advocate sex education, among which the role of family sex education can not be ignored. Based on the relevant research on the design of child sex education services, many literatures have identified the stakeholders of child sex education, put forward the issue of child sex education from the perspective of behavior design, and put forward the importance of parental participation. The key point of sex education for children is to drive parents' educational behavior and improve children's sexual knowledge acquisition degree. Parents' reasonable and perfect sex education can give children a healthier body and mind and avoid harm. But what kind of education form and content can better achieve the purpose has become the focus of social attention. This paper introduces the way of service design to integrate related resources and construct a service system to meet the needs of parents to carry out sex education for children. Information systems or software that strengthen, change or form a person's behavior, purpose or attitude without coercive means are called persuasion systems. It is proposed by Professor BJ Fogg from Stanford University to use persuasion technology to realize the design purpose of persuasion system, which can also be called "persuasive design". At present, theories of behavior table, FBM behavior model, eight steps of persuasive design, and persuasive web design have been formed, all of which are attributed to the unremitting research of scholars such as BJ Fogg and Andrew Chak. FBM model is a new model established by Fogg to study human behavior. It is a behavior model based on persuasive design. According to THE FBM model, there are three basic factors for individuals to produce behaviors. The first is motivation factor, which requires users to have certain motivation support to realize certain behaviors. Ability factor refers to the user's ability to achieve a behavior, or the difficulty of a behavior itself to the user's ability requirements; A trigger is a point of opportunity for the final completion of the action.Based on these theories, this paper will study the sex education model suitable for parents to realize in the family.With the support of persuasion theory, the behavior and needs of parents and children are analyzed to obtain the behavior table, and the three elements of behavior realization are analyzed according to Fogg behavior model. First of all, this paper analyzes the different behaviors that parents and children may have in the process of sex education, analyzes the relationship between them by using the behavior table, and analyzes the causes behind it. Secondly, this paper constructs the Fogg behavior model of children's sex education. Fogg behavior model is a new model established by Fogg to study human behavior. It is a behavior model based on persuasive design. According to Fogg's behavior model, there are three basic factors for individuals to produce behavior: motivation factor, ability factor and trigger factor. This paper analyzes the basic elements of parents' and children's behaviors in the process of sex education from three aspects of motivation, ability and trigger points, and puts forward some strategies to improve the quality of sex education for children, hoping to better improve the quality of sex education and play a positive role in promoting the development of sex education for children in the future.
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Wakerly, J. F., and E. J. McCluskey. "Logic design education at Stanford University." In [1988] Proceedings of the Twenty-First Annual Hawaii International Conference on System Sciences. Volume I: Architecture Track. IEEE, 1988. http://dx.doi.org/10.1109/hicss.1988.11748.

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Barlian, A. A., R. T. Howe, G. T. A. Kovacs, and B. L. Pruitt. "MICRO AND NANOSCALE EDUCATION AT STANFORD UNIVERSITY." In 2006 Solid-State, Actuators, and Microsystems Workshop. San Diego, CA USA: Transducer Research Foundation, Inc., 2006. http://dx.doi.org/10.31438/trf.hh2006a.10.

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Tock, Kalee. "Building an Online Astronomy Research Student Team at Stanford Online High School." In Robotic Telescopes, Student Research and Education. Our Solar Siblings, 2018. http://dx.doi.org/10.32374/rtsre.2017.025.

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Lin, Liannan, Wenda Qin, and Chuan Long. "The analysis and practice of the human-computer interaction course system in Stanford University." In 2016 11th International Conference on Computer Science & Education (ICCSE). IEEE, 2016. http://dx.doi.org/10.1109/iccse.2016.7581695.

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Merciai, Ilaria, and Ruth Kerr. "MOOCS FOR BRIDGING THE SCHOOL - UNIVERSITY GAP." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end050.

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Fjarlie, E. J. "University to night school, to graduate school, to training to short course." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.emcb3.

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Zaman, Mohammad Asif, Lars Thorben Neustock, and Lambertus Hesselink. "iLabs as an online laboratory platform: A case study at Stanford University during the COVID-19 Pandemic." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454028.

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Kletsina, Irina S., and Elvira V. Davidova. "Gender stereotypes among school teachers." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2020. http://dx.doi.org/10.33910/herzenpsyconf-2020-3-60.

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Reports on the topic "Stanford University. School of Education"

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Hernández-López, Luis Pablo, Miriam Romero-López, and Guillermo García-Quirante. Humor and social competence in High School and University education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0033.

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Review question / Objective: Research question: What type of relationship exists between the use of humor and social competence, or any of their respective components, in post-compulsory education students? The aim of this paper was to conduct a systematic theoretical review of the relationship between humor and social competence in post-compulsory education students. Information sources: Electronic bibliographic databases of Psychology, Biomedical and Multidisciplinary Sciences, as well as the ProQuest search platform and the SCOPUS and Web of Science meta-search engines. The electronic databases used were MEDLINE, ProQuest Dissertations & Theses Global, Psychology Database, APA PsycArticles, APA PsycInfo, SCOPUS and Web of Science Core Collection. Platforms: ProQuest and the meta-search engines SCOPUS and Web of Science.
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KLIMENKO, I. M., and O. I. GAN. EMOTIONAL ASPECTS OF TEACHING IN HIGHER SCHOOL AND THE FACTOR OF DIGITALIZATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-1-2-80-87.

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The purpose of the article is to study the possibilities of analog and digital learning in the formation of emotional intelligence and personal-value attitudes of students. In the course of the study, the following tasks were solved: the significance of the formation of emotional intelligence among university students was analyzed; a primary analysis of the possibilities of digital and analog education in the education of personal and value attitudes of young students was carried out. The paper puts forward a hypothesis: at the current stage of digitalization of education, analog training and education prevail in the emotive aspects of educating students’ personal-value attitudes.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, C. Kirabo Jackson, and Diego A. Vera-Cossio. Research Insights: Can Education Protect Employment during Times of Economic Disruption? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003698.

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Women with test scores above a secondary school admission threshold for preferred schools increase their years of education and entrance to university. Men increase neither years of schooling nor university attendance. Females with scores just above an admission threshold are significantly less likely to experience a job loss during the recession than those just below. Moreover, each year of education reduces the probability of job loss. The protective effects of education are related to workers attributes and not to job characteristics or access to childcare. Education, in and of itself, has a protective role during downturns.
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Lavadenz, Magaly, Linda Kaminski, and Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
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Southwell, Brian G., Andrea Anderson, Anne Berry, Kamilah Weems, and Lisa Howley, eds. Equipping Health Professions Educators to Better Address Medical Misinformation. RTI Press, March 2023. http://dx.doi.org/10.3768/rtipress.2023.op.0086.2303.

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As part of a cooperative agreement with the US Centers for Disease Control and Prevention (Federal Award Identification Number [FAIN]: NU50CK000586), the Association of American Medical Colleges (AAMC) began a strategic initiative in 2022 both to increase confidence in COVID-19 vaccines and to address medical misinformation and mistrust through education in health professions contexts. Specifically, the AAMC solicited proposals for integrating competency-based, interprofessional strategies to mitigate health misinformation into new or existing curricula. Five Health Professions Education Curricular Innovations subgrantees received support from the AAMC in 2022 and reflected on the implementation of their ideas in a series of meetings over several months. Subgrantees included the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Florida International University Herbert Wertheim College of Medicine, the Jacobs School of Medicine and Biomedical Sciences at the University at Buffalo, the Maine Medical Center/Tufts University School of Medicine, and the University of Chicago Pritzker School of Medicine. This paper comprises insights from each of the teams and overarching observations regarding the challenges and opportunities involved with leveraging health professions education to address medical misinformation and improve patient health.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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Adams, Jonathan, Gaurav Agnihotri, David Pendlebury, and Ed White. Research impact in society and the economy: The digital health revolution in medical care. Clarivate, June 2024. http://dx.doi.org/10.14322/isi.grr.research.impact.in.society.

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This Global Research Report from the Institute for Scientific Information (ISI) examines the transformative impact of digital health on society and the global economy. Leveraging insights from our collaboration with Times Higher Education at the Digital Health 2024 event at Stanford University, the report integrates research and patent data to highlight the societal benefits of digital health innovations. Key findings include a 70-fold increase in digital health publications since 2013, with AI and advanced analytics driving innovation. The report identifies leading contributors to digital health research, the influence of university research on intellectual property, and the strategic landscape of digital health innovation. It offers a comprehensive view of how digital health research impacts the world by integrating research, commercial, and healthcare data.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Willis, Larkin, and Monica R. Martinez. Authentic Student Work in College Admissions: Lessons From the Ross School of Business. Learning Policy Institute, January 2023. http://dx.doi.org/10.54300/756.774.

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To develop holistic review processes, admission professionals are changing the ways they structure applications for undergraduate admissions. This study examines how the Stephen M. Ross School of Business (Ross School) at the University of Michigan requests, collects, and reviews portfolios of student work along with traditional application materials. The first section presents the rationale for the new holistic review process, the second shares insights it provides the Ross School, and the third details how admission professionals at the Ross School built it. The case illuminates the use of student-generated portfolios as one possible model for other higher education systems seeking to evolve their holistic admission processes.
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Petrie, Christopher, Katija Aladin, Pukhraj Ranjan, Romayne Javangwe, Saku Tuominen, Danny Gilliland, and Lasse Leponiemi. Spotlight on quality education for all during Covid-19 crisis. HundrED, April 2020. http://dx.doi.org/10.58261/ciad8546.

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HundrED has released a website and a summary report, Quality Education For All During Covid-19, in partnership with the Organisation for Economic Co-operation and Development (OECD), expanding on the opportunities and challenges for education during this unprecedented time. A record number of 1.54 billion children and youth have been impacted by the pandemic, and as of 31st March, 185 countries in Asia, Europe, the Middle East, North America and South America have announced or implemented school and university closures. In the span of ten days, HundrED has documented, packaged and released a collection of 30 simple, yet effective solutions that help parents, teachers and children navigate through the plethora of challenges facing education during the pandemic. From the opportunity for teachers to form much stronger connections with parents, students (especially for students with disabilities) to challenges of untrained teachers and lack of access to digital learning resources, the report has plentiful insights and resources.
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