Relevant bibliographies by topics / Supplementary education's teacher

Contents

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

Academic literature on the topic 'Supplementary education's teacher'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Supplementary education's teacher"

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Lazarev, Maxim, and Aleksandr Laskin. "Cultural and aesthetic environment of tolerance in art education." Bulletin of the Moscow University of the MIA of Russia, no. 11 (November 20, 2015): 254–59. https://doi.org/10.24412/FD9T7GTBB78.

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This article analyzes the aspects of tolerance in an environment of art education by the development of personal culture — especially the artistic and aesthetic. The authors examined in detail this phenomenon and show that through the cultural and aesthetic tolerance is possible to create a flexible stage for education and wider dissemination of ideas have already declared themselves the direction of philosophical, educational, cultural and aesthetic thought.
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Septa Hardhita, Rizki, Fatchur Rahman, Wulan Fatikhah Luswandari, Supriyono Koes Handayanto, and Shirly Rizki Kusumaningrum. "The Role of Teachers in Face-to-Face Learning After the Covid-19 Pandemic to Overcome "Learning Loss" in Elementary Schools: A Case Study at UM Blitar Laboratory Elementary School." Pedagogia : Jurnal Pendidikan 13, no. 2 (2024): 152–66. http://dx.doi.org/10.21070/pedagogia.v13i2.1649.

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This study investigates the efficacy of teachers' roles in face-to-face learning to mitigate learning loss post the COVID-19 pandemic, focusing on grade VI at an exemplary elementary school. Employing a descriptive qualitative approach with a case study method, the research involves principals, grade VI teachers, and students. Findings reveal that the teachers' effective implementation of diverse learning media tailored to student needs, consistent application of consequences and rewards, and utilization of a YouTube channel for supplementary learning materials contributed to a significant red
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Nugumanova, Lyudmila N., Galiya A. Shaykhutdinova, and Tatyana V. Yakovenko. "Scientific and Methodological Support for Modern Educational Technology Introduction into the Educational Process." SHS Web of Conferences 110 (2021): 03005. http://dx.doi.org/10.1051/shsconf/202111003005.

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In the article the authors consider opportunities for scientific and methodological support of contemporary education digitization. The purpose of the article is to identify scientific and methodological support resources for developing specific recommendations to teachers on tackling education-related problems in the digital educational environment. When designing scientific and methodological support tools meant to facilitate introduction of modern educational technologies into the advanced teacher training process, the authors were basing on the principles of globalization and regionalizati
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Nugumanova, Lyudmila, and Galiya Shaykhutdinova. "Models of the Contemporary Mentor in Supplementary Vocational Education." ARPHA Proceedings 1 (November 5, 2019): 487–94. https://doi.org/10.3897/ap.1.e0461.

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The problem under study is relevant due to the fact that mentoring in the system of supplementary vocational education implies a qualitative change in the traditional forms of advanced training in accordance with the goals and objectives of developing intellectual potential in a young teacher or a school manager. In this regard, this article is aimed at providing insight into mentoring models that are relevant to the system of teachers' supplementary vocational education in order to provide their effective use in the area of advanced training. Basing on both domestic and foreign experience and
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Suparjan, Edi Purwanta, Serafin Wisni Septiarti, and Yoppy Wahyu Purnomo. "The Attitudes of Student-teachers toward Moodle as a Supplementary Learning Platform." JOIV : International Journal on Informatics Visualization 8, no. 3-2 (2024): 1949. https://doi.org/10.62527/joiv.8.3-2.2852.

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During the COVID-19 pandemic, Moodle (Modular Object-Oriented Dynamic Learning Environment) emerged as a leading online learning platform, providing essential support for educational institutions transitioning to remote learning. However, its role as a supplementary tool alongside traditional teaching methods in non-pandemic contexts remains underexplored in academic research. This study aims to investigate the attitudes of higher education student-teachers toward Moodle as an asynchronous online learning platform that enhances traditional classroom learning. The research employed a descriptiv
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Zhang, Panpan. "“What Do I Feel? Who Am I?”: Exploring Secondary School EFL Student Teachers’ Emotion Labor in Identity Construction from a Post-Structuralist Perspective." English Language Teaching and Linguistics Studies 5, no. 4 (2023): p235. http://dx.doi.org/10.22158/eltls.v5n4p235.

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This study examined the emotion labor of student teachers in Chinese secondary schools and explored how they negotiated and constructed their teacher identities, with Zembylas’ model of three levels of teacher emotions (intrapersonal, interpersonal, and intergroup levels) as the analytical framework. The primary data was collected through semi-structured in-depth interviews with three student teachers who served as interns for fifteen weeks. To ensure data triangulation, emotional diaries, student focus group interviews, classroom observations and relevant documents were also gathered as suppl
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Shumeiko, Tatyana, Viktoriya Bezhina, Aida Zhiyenbayeva, Nataliya Bozhevolnaya, and Nataliya Zubko. "Improving the readiness of teachers for using distance technologies in supplementary technical education: A case study in Kazakhstan." International Journal of Innovative Research and Scientific Studies 7, no. 1 (2024): 92–106. http://dx.doi.org/10.53894/ijirss.v7i1.2506.

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The pandemic-induced shift to distance learning brought significant changes to supplementary education, impacting content representation, teaching methods, assessment, and digital interaction. The purpose of the study was to investigate the readiness of supplementary technical education teachers in Kazakhstan to employ distance technologies in developing schoolchildren's technical creativity during and after the pandemic. Furthermore, the study aimed to implement a professional development program to enhance teachers' preparedness. To achieve the goal of the study, the authors used theoretical
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Filimonyuk, Lyudmila, Valentina Ivashova, Natalia Ivanova, Victoria Burlyaeva, and Natalia Demchenko. "Updating the professional profile of the modern teacher: the results of a regional study." E3S Web of Conferences 371 (2023): 05047. http://dx.doi.org/10.1051/e3sconf/202337105047.

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The article presents the results of expert assessment of the importance of professional competencies for successful educational activity by the teachers of the regional system of secondary education. A theoretical review of the scientific literature on changes in general education and their impact on the professional activities of teachers, as well as the content of the current Russian professional teacher standard provided a methodological basis for the research tools of the current professional profile of the modern teacher. The expert survey and statistical data analysis procedures performe
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Tolentino, Julius Ceazar G., Catherine G. Danganan, Adonis A. David, and Jenelyn T. Peña. "Development and Validation of a Booklet in Educational Research: A Supplementary Material for Filipino Teacher Education Students." Multidisciplinary Journal for Education, Social and Technological Sciences 10, no. 2 (2023): 1–23. http://dx.doi.org/10.4995/muse.2023.18678.

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With the recent revitalization of the teacher education programs in the Philippines, along with the implementation of outcomes-based education, the teaching of research among pre-service teachers has been a challenge for teacher educators to achieve expected outcomes and competencies. Through this research and development study, a booklet for undergraduate teacher education research was developed and subjected to validation by experts and intended users from a state-run university in Central Luzon, Philippines. Its paramount aim is to further intensify and deliver a more efficient and effectiv
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Galuhwardani, Cindyra. "Self-Assessment of TEFL Teachers: Basis for the Development and Validation a Support Teaching Material." Edu Cendikia: Jurnal Ilmiah Kependidikan 4, no. 03 (2024): 1042–51. https://doi.org/10.47709/educendikia.v4i03.5035.

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This study focused on developing and validating supplementary teaching materials for Teaching English as a Foreign Language (TEFL) to support Grade XII English teachers in Indonesia, particularly in Purwokerto. The study aimed to (1) evaluate teachers’ self-assessments related to teaching materials, students’ skills, and learning styles; (2) design supplementary teaching materials based on these assessments; (3) validate the materials; and (4) refine them following curricular validation feedback. The research utilized a descriptive method within a research and development framework. Questionna
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Dissertations / Theses on the topic "Supplementary education's teacher"

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Chan, Ka-sing. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in Hong Kong from the teachers' perspective." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833558.

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Chan, Ka-sing, and 陳家聲. "A study of the factors affecting the implementation of the teacher assessment scheme for advanced supplementary level biology in HongKong from the teachers' perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957006.

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Dela, Cruz-Yeh Aiden. "Facilitating teacher professional development in online learning environments : a study of Taiwanese English teachers in private language supplementary schools." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/3099/.

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This longitudinal research study looks into the attitudes and current practices of Taiwanese teachers in supplementary schools (buxibans) toward professional development. Using the method of triangulation, data from two case studies, survey questionnaire (2004 and 2008), and electronic discourse were gathered and analyzed. A five-point likert scale was used to measure the teachers’ attitudes, Cronbach alpha to measure reliability, Chi-square to test the strength of the correlations between variables, and T-Tests to compare the responses from surveys 1 and 2. An online teacher professional deve
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Dolan, Daniel Glennon. "The Impact of Supplemental Educational Services on Elementary School Students as Perceived by Elementary Teachers and Principals." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77275.

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In 2002, Congress reauthorized the Elementary and Secondary Education Act (1965), more commonly known today as the No Child Left Behind Act (2002). Many of the initiatives within the act have come under significant scrutiny, not least of which is providing supplemental educational services to students in "failing" schools. The purpose of this multi-site, cross-case study was to examine how supplemental educational services impact students as viewed through the perspectives of elementary school teachers and principals. Elementary school teachers and their principals who currently have, or have
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Caban-Vazquez, Vilma. "Exploring a Supplemental Educational Service Math Program: The Math Achievement of Economically Disadvantaged Students and Teacher Professional Development." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/846.

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The No Child Left Behind education act mandates that school districts develop supplemental educational service programs for students not demonstrating mathematical proficiency on state standardized math assessments. Yet there is limited understanding of issues related to supplemental educational service math programs. The purpose of this qualitative study was to investigate a local after school math program to offer insight on the low math achievement for economically disadvantaged students involved in the program. Constructivist theories of math reform and education for economically disadvant
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Lee, Ying-chi. "Conceptions of critical thinking of advanced supplementary level liberal studies teachers in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039833.

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Lee, Ying-chi, and 李盈芝. "Conceptions of critical thinking of advanced supplementary level liberal studies teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039833.

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Troyer, Marilyn Beachy. "The effects of reflective teaching and a supplemental theoretical component on preservice teachers' reflectivity in analyzing classroom teaching situations." Connect to resource, 1988. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261416041.

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Singh, Angella Harjani. "Follow-Up Study Of The Effects Of A Supplemental Early Reading Intervention On The Reading Skills Of Urban At-Risk Primary Learners." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218562401.

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Tsai, Mi-Jung, and 蔡米絨. "The Child's Second Mother ?Supplementary education teachers can not do anything." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/71009314643054061848.

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碩士<br>國立臺北大學<br>社會學系<br>99<br>There are many day care centers in our community. After children get out from school teachers of day care centers take care these children. The aims of this research were to (A)understand the plight and difficulties of the teachers in the day care center, (B)know the teachers’ family origin, schooling, and experience in the workplace, and (C)explore the teachers’ career processes and occupational history. "Women do women's job" is the immutable truth. The theories, "The reproduction of motherhood" and "self-fulfilling prophecy", were used in this paper. The author
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Books on the topic "Supplementary education's teacher"

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Bobbitt, Sharon A. Moonlighting among public school teachers. U.S. Dept. of Education, Office of Educational Research and Improvement, 1988.

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Bobbitt, Sharon A. Moonlighting among public school teachers. U.S. Dept. of Education, Office of Educational Research and Improvement, 1989.

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Education, Information Technology in Teacher. Supplementary evidence to the Expert Group on IT in Teacher Education. [Newman College?], 1989.

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Reynolds, Verita. Education and the African-Caribbean child: Pupils', parents', and teachers' views of supplementary schooling. University of Birmingham, 1995.

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R, Lewis Darrell, ERIC Clearinghouse on Higher Education., and Association for the Study of Higher Education., eds. And on the seventh day: Faculty consulting and supplemental income. Association for the Study of Higher Education, 1985.

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United States. Government Accountability Office. No Child Left Behind Act: Education actions needed to improve local implementation and state evaluation of supplemental educational services : report to congressional requesters. GAO, 2006.

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Bgoya, Walter. Availability of school text books, supplementary, and reference books in Tanzania primary schools and teacher training colleges: A study carried out for UNICEF Office. W. Bgoya, 1994.

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Sinclair, Leslie V. Autism spectrum disorder: A supplemental curriculum : a guide for parents and teachers of children, teens, and adults with autism. Cleveland Clinic Press, 2008.

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Keller, Helen. The story of my life: With her letters (1887-1901) and a supplementary account of her education, including passages from the reports and letters of her teacher, Anne Mansfield Sullivan. Easton Press, 1988.

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Keller, Helen. The story of my life: The restored edition with her letters (1887-1901), and a supplementary account of her education, including passages from the reports and letters of her teacher, Anne Mansfield Sullivan, by John Albert Macy. Modern Library, 2004.

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Book chapters on the topic "Supplementary education's teacher"

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Müller, Claude. "Design Models." In SpringerBriefs in Education. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-89045-1_3.

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Abstract Design models and tools provide essential support, particularly for educators new to digital learning. The offer–usage model illustrates the teacher–learner relationship, specifically how the digital learning environment created by the teacher is utilized by learners. Procedural models further support the development of digital learning environments by guiding teachers through key steps that can be enhanced with supplementary tools. The design phase, in particular, is complex due to trade-offs between competing goals. Educational design models help clarify the interaction between core
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Baidildina, Zhanel. "Preparedness of Teachers for Inclusive Education in a Private Supplementary Tutoring Center." In Inclusive Education in a Post-Soviet Context. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65543-3_3.

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Mphuthi, Mochina, and Alfred Henry Makura. "Transitioning First-year Pre-service Teachers to Blended Learning Using Supplemental Instruction." In Atlantis Highlights in Social Sciences, Education and Humanities. Atlantis Press International BV, 2024. http://dx.doi.org/10.2991/978-94-6463-439-6_12.

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López, Carlos Monge, Patricia Gómez Hernández, and David Montalvo Saborido. "MOOCs in Initial Teacher Training." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch041.

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The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teachin
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Evans, Gayle Nelson, Richard Bex, and Kristen Apraiz. "Everyone Wins." In Advances in Early Childhood and K-12 Education. IGI Global, 2025. https://doi.org/10.4018/979-8-3693-1894-2.ch010.

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A novel approach to an initial field experience for prospective secondary mathematics and science teachers is described. This field experience is based on a partnership between a university teacher preparation program and a local elementary after-school extended day enrichment program to found a STEM club, providing supplementary STEM instruction to the elementary students while also creating opportunities for prospective teachers to plan, teach, and reflect upon weekly lessons in a shared field experience. Across 10 weeks of STEM club meetings, prospective teachers implemented lessons and act
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López, Carlos Monge, and Patricia Gómez Hernández. "Teacher, Students, and MOOCs." In Advancing Next-Generation Teacher Education through Digital Tools and Applications. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch012.

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The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childho
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Barbour, Michael K. "Training Teachers for a Virtual School System." In Developing Technology-Rich Teacher Education Programs. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch032.

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Online learning at the K-12 level is growing exponentially. Students learning in supplemental virtual schools and full-time cyber schools, using a variety of delivery models that include and sometimes combine independent, asynchronous, and synchronous instruction, in almost every state in the US. In some instances the knowledge, skills, and abilities required by teachers in this technology-mediated environment is consistent with what they learned about face-to-face teaching in their teacher education programs, while in many instances, the two are quite different. Presently the lack of empirica
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Sam, Rany, Morin Tieng, Hak Yoeng, Ry Hour, and Chiv Sarith. "Private Supplementary Tutoring in the Cambodian Educational System." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2952-8.ch008.

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In Cambodia, as in many ASEAN countries, private supplementary tutoring, also known as 'shadow education,' is a significant component of the educational landscape. This chapter examines the root causes of shadow education in Cambodia, the challenges it poses, and the effectiveness of existing policies aimed at regulating this sector. Through semi-structured interviews with 21 principals and teachers, the study identifies key drivers of shadow education, including inadequate formal education, insufficient resources, regulatory gaps, and teachers' low salaries. The findings indicate a widespread
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Robinson, Roberta. "Multicultural and Global Children's Literature as Agents of Change." In Advances in Multimedia and Interactive Technologies. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9261-7.ch006.

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Literature is the primary method used in elementary schools across the disciplines to teach children. Forms of media technology (computers and iPads) used in elementary schools at present are primarily supplementary. This chapter focuses on literature as an agent for change within two education approaches, multicultural and global education. The purposes of multicultural and global education and why literature is used as an approach to teaching are explained. Multicultural teacher education is discussed, but global teacher education is not, since not enough research could be found by this auth
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Ferrara, Francesca, and Giulia Ferrari. "Using Fractio Quest in the Mathematics Classroom." In Handbook of Research on International Approaches and Practices for Gamifying Mathematics. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9660-9.ch005.

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This work offers some insights coming from the use of the application Fractio Quest, which was developed in the Project Gamifying CLIL within a Mathematics Context, within the mathematics classroom. The app was conceptualized in principle for a CLIL approach to fraction learning. Focus is put on two complementary dimensions of usage: a pilot experiment conducted in Italy in 2020, which involved a grade 7 class and its mathematics teacher in using a preliminary English version of the app, and the development of supplementary materials for teachers. The chapter first discusses the challenges pos
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Conference papers on the topic "Supplementary education's teacher"

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Linde, Inga, Liena Hačatrjana, and Linda Daniela. "Teachers’ Feedback on the Use of Supplementary Materials for Developing Students’ Self-Regulated Learning and Problem Solving Skills." In 82nd International Scientific Conference of the University of Latvia. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.02.

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Transversal skills play an important role in the educational process worldwide and have been paid particular attention in the system of education in Latvia with the introduction of the new competence-based curriculum. Self-regulated learning (SRL), critical thinking and problem solving (PS) skills remain among the most crucial skills at all levels of formal and informal education, as well as in lifelong learning. This requires knowledgeable teachers, equipped with methodological support, guidelines and supplementary materials, that would enable them to professionally advance these skills in th
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Kampmane, Kristine, Andrejs Geske, and Antra Ozola. "Teachers’ Professional Self-Efficacy for Collaboration: A Comparison Between European Countries." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.10.

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Since the understanding of non-cognitive skills and their importance have grown, it becomes more and more significant to measure their impact on different areas of professional life. It has been researched that not only individual teacher’s professional self-efficacy, but also collective self-efficacy has a significant impact on both the teachers’ self-efficacy and students’ achievement. The purpose of this study is to select a set of factors that correlate with teachers’ professional self-efficacy and to analyse if teachers’ professional self-efficacy has an impact on teachers’ cooperation wi
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Nugumanova, Lyudmila, and Galiya Shaykhutdinova. "Models of the Contemporary Mentor in Supplementary Vocational Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0461.

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Grushetskaya, Irina N., Olga S. Shcherbinina, and Aleksandr P. Trubnikov. "Features of Socio-Pedagogical Work with Gifted Children in Organizations of Supplementary Education." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0761.

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Radulović, Olivera V. "METODIČKA DELATNOST JOVANA LjUŠTANOVIĆA." In KNjIŽEVNOST ZA DECU U NAUCI I NASTAVI. University of Kragujevac, Faculty of Education in Jagodina, 2022. http://dx.doi.org/10.46793/kdnn21.025r.

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The aim of this paper is to point to several prominent aspects from the field of teaching methodology which was the focus of Jovan Ljuštanović’s research. The first aspect is the contemporary approach to research methods that Ljuštanović applied while he was working as a lecturer at Preschool Teacher Training College in Novi Sad. The approach encouraged teachers to put on theatre plays with children within the subject Methodology of preschool education. The paper also deals with Ljuštanović’s work in the field of children’s speech development through storytelling, as well as with the courses t
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Pravitasari, Hikmah. "Developing Supplementary English Material based on Project Based Learning for Nursing Students of Medical Department of SMK Citra Semesta Indonesia Yogyakarta." In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/ictte-17.2017.10.

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Horvat, Saša A., Tamara N. Rončević, Ivana Z. Bogdanović, and Dušica D. Rodić. "DIFFERENCES IN GRAPHIC ILLUSTRATIONS IN THE CONTENTS OF NATURAL SCIENCES IN REGULAR TEXTBOOKS AND TEXTBOOKS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN THE REPUBLIC OF SERBIA." In 5th International Baltic Symposium on Science and Technology Education. Scientia Socialis Press, 2023. http://dx.doi.org/10.33225/balticste/2023.88.

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The most important source of knowledge in primary school teaching is the textbook. This research aimed to determine the differences in graphic illustrations in the contents of natural sciences in a regular textbook and a textbook for children with special educational needs in the Republic of Serbia. As the number of subjects that deal with the contents of natural sciences for children with special educational needs is small, as well as the number of schools that implement this type of teaching, physics is taken as a subject, because the number of common topics is quite similar. The research ai
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Chayratsami, P. "Supplementary laboratory in digital circuit and logic design course for pre-service vocational teacher in Thailand." In 2013 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2013. http://dx.doi.org/10.1109/educon.2013.6530169.

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Pavlasek, Pavel. "INNOVATIONS IN SUPPLEMENTARY PEDAGOGICAL STUDY: LEARNING STYLE INSIGHTS TO INCREASE THE QUALITY OF BEGINNING TEACHERS EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2008.

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Capatina, Gabriela. "THE IMPLICATIONS OF CULTURE IN E-LEARNING." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-194.

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Considering that e-learning has experienced dramatic growth in education around the globe, it is no longer supplementary and it had become an integral part of education. E-learning exploits interactive technologies in order to improve the learning experience. The integration of technologies has created an explosion in e-learning use both locally and globally; nevertheless the e-learning is fundamentally about learning and not about technology. E-learning cannot replace teachers and lecturers, but alongside existing methods it can enhance the quality and reach of their teaching, having the powe
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Reports on the topic "Supplementary education's teacher"

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Mridula, Kashpia Afroz, and Wahid bin Ahsan. Bridging the English Proficiency Gap: The Higher Education Challenges of Bangla-Medium Students in Bangladesh. Userhub, 2025. https://doi.org/10.58947/journal.svfz89.

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This study examines the challenges Bangla-medium students in Bangladesh face when transitioning to English-based higher education. Despite over a decade of English instruction, many struggle with comprehension, academic writing, and classroom engagement due to exam-oriented learning, ineffective pedagogy, and limited exposure to spoken English. Socioeconomic disparities further widen the language gap, restricting access to English-medium education and supplementary learning resources. Using a qualitative approach, semi-structured interviews with 15 students, teachers, and guardians explored th
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Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance
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Panchenko, Liubov F., and Ivan O. Muzyka. Analytical review of augmented reality MOOCs. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3750.

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The aim of the article is to provide an analytical review of the content of massive open online courses about augmented reality and its use in education with the further intent to create a special course for the professional development system for the research and teaching personnel in postgraduate education. The object of research is massive open online courses. The subject of the study is the structure and content of augmented reality MOOCs which are offered by acclaimed providers of the world. The methods of research are: the analysis of publications on the problem; the analysis of MOOCs’ c
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Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.

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The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting th
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Olsen, Laurie, Elvira Armas, and Magaly Lavadenz. A review of year 2 LCAPs: A weak response to English Learners. Center for Equity for English Learners, 2016. http://dx.doi.org/10.15365/ceel.lcap2016.1.

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A panel of 32 reviewers analyzed the Local Control and Accountability Plans (LCAPs) of same sample of 29 districts for the second year of implementation of the 2013 California Local Control Funding Formula (LCFF). Using the same four questions as the Year 1 report, the Year 2 analysis also addresses the key differences between first and second-year LCAPs. Key findings from the Year 2 LCAPs review include: (1) similarly weak responses to the needs of ELs by LEAs in Year 2; (2) some improvement in clarity about services provided to ELs in some areas, though most evidence was weak; (3) minimal at
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