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Books on the topic 'Student satisfactions surveys'

Author: Grafiati

Published: 10 January 2023

Last updated: 28 January 2023

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1

Harvey, Lee. Student satisfaction manual. Buckingham [England]: Society for Research into Higher Education, 1997.

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2

Howard, Phil. Student satisfaction surveys: A 'how to' guide. Preston: University of Central Lancashire, 1999.

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3

Northrup, David A. Response effects: Variations in university students' satisfaction by method of data collection. North York, Ont: York University, Institute for Social Research, 1993.

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4

Chow, Henry P. H. Life satisfaction, educational experience & academic perfeormance: A survey of university students in Regina. [Regina]: University of Regina, Dept. of Sociology & Social Studies, 2002.

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5

University of Central England in Birmingham. Centre for the Study of Quality in Higher Education. Student Satisfaction Research Unit. Report on the 1992 survey of student satisfaction with their educational experience at UCE. Birmingham: University of Central England in Birmingham, 1992.

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6

Deschamp, P. Customer satisfaction: A survey of students in Western Australian government schools and their parents about their level of satisfaction with their school. [Perth, W.A.]: The Department, 1996.

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7

Commission, California Postsecondary Education. Student and staff satisfaction with programs for students with disabilities: Comments by the California Postsecondary Education Commission on reports prepared by California's public systems of higher education in response to Assembly Bill 746 (chapter 829, Statutes of 1987). Sacramento, Calif: The Commission, 1993.

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8

Rydell, Lars H. Teacher recruitment and retention in Maine. Augusta, Me. (Rm. 101, State House, Sta. 13, Augusta 04333): Office of Policy and Legal Analysis, 1986.

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9

Thomas, Marilyn. The 1995 report on the studentexperience at Cardiff Institute of Higher Education: Report of a survey carried out by: The Student Satisfaction Research Unit, Cardiff Institute of Higher Education. Cardiff: Student Satisfaction Research Unit, Cardiff Institute of Higher Education, 1995.

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10

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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11

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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12

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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13

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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14

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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17

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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18

Cynthia, Halderson, and National Association of Secondary School Principals (U.S.), eds. Technical manual: School climate survey, student satisfaction survey, teacher satisfaction survey, parent satisfaction survey. Reston, Va. (1904 Association Dr., Reston 22091): National Association of Secondary School Principals, 1989.

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19

Halderson. Technical Manual: School Climate Survey Student Satisfaction Survey. Natl Assn of Secondary School, 1987.

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20

Lancashire, University of Central. Student satisfaction survey 1995: Report of findings. University of Central Lancashire, 1995.

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21

Lancashire, University of Central. Student satisfaction survey 1993: Report of findings. University of Central Lancashire, 1993.

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22

Staff, Primary Research Group. Survey of American College Students 2022, Satisfaction with Academic Library Orientation Efforts. Primary Research Group, 2022.

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23

Inc, Primary Research Group. Survey of American College Students 2022, Satisfaction with Academic Library Orientation Efforts. Primary Research Group, 2022.

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24

D, Manis Jean, ed. A survey of the graduate experience: Sources of satisfaction and dissatisfaction among graduate students at the University of Michigan. Ann Arbor, Mich: Center for the Education of Women, the University of Michigan, 1993.

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25

Kleiner, Morris M., and Maria Koumenta, eds. Grease or Grit? International Case Studies of Occupational Licensing and Its Effects on Efficiency and Quality. W.E. Upjohn Institute, 2022. http://dx.doi.org/10.17848/9780880996877.

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The authors in this book provide a nontechnical approach for practitioners, academics, and students of regulation who are interested in the role of institutions in labor markets. Taken together, the detailed case studies in the book indicate that an increase in the availability of service providers or enhanced competition does not have negative effects on the quality of the services provided, prices, or survey measures of consumer satisfaction.

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26

Nogueira, Maria Aparecida Farias de Souza, Rosemar José Hall, and Vera Luci de Almeida. Gestão pública em perspectivas práticas. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-445-6.

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The book comes from the work of students and professors of the Master's Program in Public Administration in the National Network (PROFIAP), with the objective of bringing reflections on the practical perspectives of application of public management in different institutional environments, even considering different levels of public spheres, thus consolidating their concepts. Thus, the work is structured in 7 chapters that cover different subjects of public management, namely: training policy in brazilian federal universities, public purchases in the electronic auction mode and for family farming, and also considering the bias in the sustainable area, as instrument it; it also addresses the importance of satisfaction surveys in IFES university restaurants as a tool for improving public policy, creating an efficiency index for the inspection teams of the military fire department in Mato Grosso do Sul and finally, the management audit with focus on the performance of brazilian higher education institutions.

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27

Bardel, Camilla, Christina Hedman, Katarina Rejman, and Elisabeth Zetterholm, eds. Exploring Language Education: Global and Local Perspectives. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbz.

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The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.

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