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Journal articles on the topic 'The participants of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Kilic, Cigdem. "Participants’ opinions about “3-6 age family education course”." International Journal of Academic Research 5, no. 5 (2013): 57–60. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.8.

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2

Petersson, Christer, Kerstin Petersson, and Anders Håkansson. "General parental education in Sweden: participants and non-participants." Scandinavian Journal of Primary Health Care 21, no. 1 (2003): 43–46. http://dx.doi.org/10.1080/02813430310000555.

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3

Gillies, Dee Ann, and Marian Pettengill. "Retention of Continuing Education Participants." Journal of Continuing Education in Nursing 24, no. 1 (1993): 17–22. http://dx.doi.org/10.3928/0022-0124-19930101-06.

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4

Sullivan, Michael P., and Sarah L. Lashley. "Developing Informed Research Participants in an Introductory Psychology Participant Pool." Teaching of Psychology 36, no. 1 (2009): 24–28. http://dx.doi.org/10.1080/00986280802529269.

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5

MELLARD, DARYL, MARGARET BECKER PATTERSON, and SARA PREWETT. "Reading practices among adult education participants." Reading Research Quarterly 42, no. 2 (2007): 188–213. http://dx.doi.org/10.1598/rrq.42.2.1.

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6

Janmaat, Jan Germen, Nitya Rao, and Tristan McCowan. "Giving voice to participants in education." Compare: A Journal of Comparative and International Education 46, no. 5 (2016): 677–80. http://dx.doi.org/10.1080/03057925.2016.1203536.

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7

Khursanoi, Makhmudova. "Formation Of Information Culture Of Participants Of The Educational Process." American Journal of Social Science and Education Innovations 03, no. 04 (2021): 606–10. http://dx.doi.org/10.37547/tajssei/volume03issue04-99.

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The article covers issues such as the content of the formation of information culture of the participants of the educational process, the characteristics of the information society, the main purpose of modern education.

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8

Thornton, Barbara C., Daniel Callahan, and James Lindemann Nelson. "Bioethics Education Expanding the Circle of Participants." Hastings Center Report 23, no. 1 (1993): 25. http://dx.doi.org/10.2307/3562276.

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9

Sadler, Georgia Robins, Melanie Peterson, Linda Wasserman, et al. "Recruiting Research Participants at Community Education Sites." Journal of Cancer Education 20, no. 4 (2005): 235–39. http://dx.doi.org/10.1207/s15430154jce2004_12.

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10

Piryani, Rano Mal, Suneel Piryani, Unisha Shrestha, et al. "Simulation-based education workshop: perceptions of participants." Advances in Medical Education and Practice Volume 10 (July 2019): 547–54. http://dx.doi.org/10.2147/amep.s204816.

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11

Mok, Yan Fung, and Tsz Man Kwon. "Discriminating participants and non-participants in continuing professional education: the case of teachers." International Journal of Lifelong Education 18, no. 6 (1999): 505–19. http://dx.doi.org/10.1080/026013799293559.

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12

Hanson, Brenda. "Participants' Personal Perceptions of Mentoring." Mentoring & Tutoring: Partnership in Learning 4, no. 1 (1996): 53–64. http://dx.doi.org/10.1080/0968465960040107.

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13

Akcay, Cengiz, and Bertan Akyol. "Self Actualization Needs and Education of Participants in Lifelong Education Centers." Procedia - Social and Behavioral Sciences 46 (2012): 3456–59. http://dx.doi.org/10.1016/j.sbspro.2012.06.084.

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14

Duclos. "Participants." American Indian and Alaska Native Mental Health Research Monograph, no. 4 (1994): 269–79. http://dx.doi.org/10.5820/aian.mono04.1994.269.

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15

Richardson, Tobin, and James Stroud. "The Experiences of Some Early and Elementary Education Living-Learning Community Participants." American Journal of Educational Research 2, no. 10 (2014): 856–61. http://dx.doi.org/10.12691/education-2-10-3.

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16

Holstead, Jenell, and Mindy Hightower King. "High-Quality 21st Century Community Learning Centers: Academic Achievement Among Frequent Participants and Non-Participants." Journal of Education for Students Placed at Risk (JESPAR) 16, no. 4 (2011): 255–74. http://dx.doi.org/10.1080/10824669.2011.611045.

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17

Yeo, Jung Hee. "Childbirth Experience of Participants in Lamaze Childbirth Education." Korean Journal of Women Health Nursing 16, no. 3 (2010): 215. http://dx.doi.org/10.4069/kjwhn.2010.16.3.215.

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18

Balcombe, Jonathan. "HSUS Seeks Participants for Life Science Education Project." American Biology Teacher 62, no. 2 (2000): 85. http://dx.doi.org/10.1662/0002-7685(2000)062[0085:hspfls]2.0.co;2.

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19

Balcombe, Jonathan. "HSUS Seeks Participants for Life Science Education Project." American Biology Teacher 62, no. 2 (2000): 84–86. http://dx.doi.org/10.2307/4450842.

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20

Fitzwilliams-Heck, Cynthia J. "Experiences and practices of environmental adult education participants." Environmental Education Research 25, no. 12 (2019): 1804–5. http://dx.doi.org/10.1080/13504622.2019.1573420.

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21

김용국 and 강유석. "Negative Perception for Participants in Inclusive Physical Education." Journal of Special Education 16, no. 1 (2009): 113–35. http://dx.doi.org/10.34249/jse.2009.16.1.113.

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22

Hadskis, Michael R. "Giving Voice to Research Participants: Should IRBs Hear From Research Participant Representatives?" Accountability in Research 14, no. 3 (2007): 155–77. http://dx.doi.org/10.1080/08989620701455209.

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23

Ginsberg, Rick, and Marie Carter. "Participants Assess the Louisiana Consent Decree." Equity & Excellence in Education 23, no. 3 (1987): 75–82. http://dx.doi.org/10.1080/1066568870230307.

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24

Byun, Hae Cheol. "Right to education and rights of participants in education in Korean Constitution." Korean Association of International Association of Constitutional Law 23, no. 3 (2017): 157–77. http://dx.doi.org/10.24324/kiacl.2017.23.3.157.

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25

Richards, K. Andrew R., and Wesley J. Wilson. "Recruitment and initial socialization into adapted physical education teacher education." European Physical Education Review 26, no. 1 (2019): 54–69. http://dx.doi.org/10.1177/1356336x18825278.

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While much has been learned about the socialization of physical education teachers through occupational socialization theory, less is known about the socialization of adapted physical educators. The purpose of this study was to examine the experiences leading individuals to enrol in a graduate-level adapted physical education teacher education programme in the United States. Participants included 17 first semester preservice adapted physical education teachers (5 males, 12 females). Data were collected through two individual interviews with each participant and autobiographical essay writing.

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26

Francis *, Dawn. "Learning from participants in field based research." Cambridge Journal of Education 34, no. 3 (2004): 265–77. http://dx.doi.org/10.1080/0305764042000289910.

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27

Ball, Malcolm. "Engaging Non-participants in Formal Education: Considering a contribution from trade union education." Studies in Continuing Education 24, no. 2 (2002): 117–31. http://dx.doi.org/10.1080/0158037022000020947.

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28

Kantor, Vitaliy Zorakhovich, Aleksandr Petrovich Antropov, E. F. Voilokova, and Valeriya Vyacheslavovna Puzan'. "COUNSELING IN THE SPHERE OF INCLUSIVE HIGHER EDUCATION: NEEDS OF EDUCATION INTERACTION PARTICIPANTS." Special education, no. 3 (2020): 52–62. http://dx.doi.org/10.26170/sp20-03-04.

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29

Nagler, Alisa, Saumil M. Chudgar, Mariah Rudd, et al. "GME Concentrations: A Collaborative Interdisciplinary Approach to Learner-Driven Education." Journal of Graduate Medical Education 7, no. 3 (2015): 422–29. http://dx.doi.org/10.4300/jgme-d-14-00599.1.

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ABSTRACT Background Graduate medical education (GME) programs may struggle to provide the knowledge, skills, and experiences necessary to meet trainee career interests and goals beyond a clinical focus. Sponsoring institutions can partner with programs to deliver content not included in typical clinical experiences of GME programs. Objective To perform a needs assessment and to develop, implement, and measure acceptability and feasibility of an institution-wide GME Concentrations curriculum. Methods In response to the needs assessment, GME leadership developed 4 concentrations: (1) Resident-as

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30

Muhammad, Muhammad, Warsito Utomo, and Ratminto Ratminto. "PERSEPSI PESERTA DAN STAFF KEPEGAWAIAN TERIIADAP EFEKTIVITAS PROGRAM PENDIDIKAN DAN LATIHAN PENYETARAAN PUSTAKAWAN DI PERPUSTAKAAN NASIONAL KALIMANTAN SELATAN." Berkala Ilmu Perpustakaan dan Informasi 1, no. 1 (2015): 36. http://dx.doi.org/10.22146/bip.8355.

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Level equality short education and training program for librarians is a short course that aims at adding the number of librarian functional employment deriving from Civil Government Employees that have a background of nonlibrary education. The employees, therefore its effectivenesss should be informed.  This writing explains the effectiveness of level equality short education and training program for librarian based on the responds of participant and their Managing Personnel of Parents Organizations/Institutions whether or not this short course is effictive according to their perception.

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31

Fragoso, António, and Ewa Kurantowicz. "Editorial: Non-traditional participants in adult education and learning." European Journal for Research on the Education and Learning of Adults 7, no. 1 (2016): 7–11. http://dx.doi.org/10.3384/rela.2000-7426.relae11.

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32

Hampl, Jeffrey S., Marcia K. Wallen, and LuCinda Ostransky. "$mart WIC $hoppers: Advanced Nutrition Education for WIC Participants." Journal of Nutrition Education 30, no. 3 (1998): 178–79. http://dx.doi.org/10.1016/s0022-3182(98)70309-7.

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33

Kyguolienė, Asta, and Liudas Švipas. "Personal Entrepreneurial Competencies of Participants in Experiential Entrepreneurship Education." Management of Organizations: Systematic Research 82, no. 1 (2019): 37–51. http://dx.doi.org/10.1515/mosr-2019-0012.

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AbstractThis study aims to analyse the personal entrepreneurship competencies of students participating in experiential entrepreneurship program. In the theory part, the paper analyses the recent studies done in the entrepreneurship competencies field and discusses the experiential entrepreneurship concept. Research focuses on finding out the level of personal entrepreneurial competencies of participants of experiential entrepreneurship education, also analysing the demographic profile of the respondents, comparing it with the current job status and their entrepreneurial intentions.

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34

Stovel, R. G., S. Ginsburg, L. Stroud, R. B. Cavalcanti, and L. A. Devine. "Incentives for recruiting trainee participants in medical education research." Medical Teacher 40, no. 2 (2017): 181–87. http://dx.doi.org/10.1080/0142159x.2017.1395402.

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35

Akçay, Cengiz, and Bertan Akyol. "Self-actualization Levels of Participants in Lifelong Education Centers." Procedia - Social and Behavioral Sciences 116 (February 2014): 1577–80. http://dx.doi.org/10.1016/j.sbspro.2014.01.437.

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36

Castro, Juan Lirio, David Alonso González, Immaculada Herranz Aguayo, and Enrique Arias Fernández. "Perceptions Concerning Intergenerational Education from the Perspective of Participants." Educational Gerontology 40, no. 2 (2013): 138–51. http://dx.doi.org/10.1080/03601277.2013.802182.

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37

Mellard, Daryl F., and Emily Fall. "Component Model of Reading Comprehension for Adult Education Participants." Learning Disability Quarterly 35, no. 1 (2012): 10–23. http://dx.doi.org/10.1177/0731948711429197.

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38

Dunn, Phillip H., and Benjamin K. P. Woo. "Facebook recruitment of Chinese-speaking participants for hypertension education." Journal of the American Society of Hypertension 12, no. 9 (2018): 690–92. http://dx.doi.org/10.1016/j.jash.2018.06.017.

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39

Syamhadi, Ira Pebrianti, and Nelly Martini. "Pengaruh Tingkat Pendidikan Dan Pelatihan Terhadap Kompetensi Lulusan Peserta Pada Lembaga Pelatihan Kerja (LPK) PT. Satria Tamtama Rahayu." Journal of Economic, Bussines and Accounting (COSTING) 4, no. 2 (2021): 612–20. http://dx.doi.org/10.31539/costing.v4i2.1698.

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This research aims to know, analyse, and explain: The extent of the relationship between education level and training on competency of participants graduates. Partial influence between the level of education and training on the competence of graduates of participants. Simultaneous influence between the level of education and training on the competence of graduates of participants. Data collection techniques using questionnaire and literature. The population in this research is a participant who graduated at PT Satria Tamtama Rahayu and has been placed in the industrial company with samples use

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40

Sandrina, Milhano. "Fostering Meaningful and Creative Connections in Higher Education: Contributions from Music Education." European Scientific Journal, ESJ 17, no. 26 (2021): 27. http://dx.doi.org/10.19044/esj.2021.v17n26p27.

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This paper focuses on contributing to the reflection on the importance of providing opportunities to foster meaningful and creative connections in higher education. In a context of growing plurality, heterogeneity and diversity of backgrounds, languages, cultures, identities, roles, and purpose influences the sociocultural relations and professional interactions that occur and are formed within higher education communities of knowledge and learning, which are explored from the perspective of music education. A narrative approach on participant’s views about their participation in an elective m

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41

Jenkins, Jayne M., and Brandon L. Alderman. "Influence of Sport Education on Group Cohesion in University Physical Education." Journal of Teaching in Physical Education 30, no. 3 (2011): 214–30. http://dx.doi.org/10.1123/jtpe.30.3.214.

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The Sport Education (SE) curricular model incorporated within university physical education Basic Instruction Program (BIP) may increase group cohesion. This study’s purpose was to identify student perceptions of a BIP course taught within SE, and investigate group cohesion in differing activity content. Participants included 430 students enrolled in 25 BIP classes delivered in SE. A mixed method design included multiple data collection: critical incident, interview, and Physical Activity Group Environmental Questionnaire (PAGEQ). Lifetime skill and competitive sport class participants reflect

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42

Raby, Rebecca, Wolfgang Lehmann, Jane Helleiner, and Riley Easterbrook. "Reflections on Using Participant-Generated, Digital Photo-Elicitation in Research With Young Canadians About Their First Part-Time Jobs." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691879068. http://dx.doi.org/10.1177/1609406918790681.

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Participant-generated photo-elicitation usually involves inviting participants to take photographs, which are then discussed during a subsequent interview or in a focus group. This approach can provide participants with the opportunity to bring their own content and interests into research. Following other child and youth researchers, we were drawn to the potential of participant-generated photo-elicitation to offer a methodological counterweight to existing inequalities between adult researchers and younger participants. In this article, we reflect on our use of one-on-one, participant-genera

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43

Whitney, Stephanie R. "Are lesson study participants sharing their professional knowledge?" International Journal for Lesson and Learning Studies 9, no. 1 (2019): 57–66. http://dx.doi.org/10.1108/ijlls-11-2018-0090.

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Purpose Research and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context. Design/methodology/approach Databases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in

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44

Eide, Phyllis, and Carol B. Allen. "Recruiting Transcultural Qualitative Research Participants: A Conceptual Model." International Journal of Qualitative Methods 4, no. 2 (2005): 44–56. http://dx.doi.org/10.1177/160940690500400204.

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Working with diverse populations poses many challenges to the qualitative researcher who is a member of the dominant culture. Traditional methods of recruitment and selection (such as flyers and advertisements) are often unproductive, leading to missed contributions from potential participants who were not recruited and researcher frustration. In this article, the authors explore recruitment issues related to the concept of personal knowing based on experiences with Aboriginal Hawai'ian and Micronesian populations, wherein knowing and being known are crucial to successful recruitment of partic

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45

Higgins, Lee. "One-to-One Encounters: Facilitators, Participants, and Friendship." Theory Into Practice 51, no. 3 (2012): 159–66. http://dx.doi.org/10.1080/00405841.2012.690297.

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46

Moe, Kim C., and Marilyn F. Johnson. "Participants' Reactions to Computerized Testing." Journal of Educational Computing Research 4, no. 1 (1988): 79–86. http://dx.doi.org/10.2190/qbqg-mrpx-hfd8-uvrp.

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This study investigated participants' reactions to computerized testing and assessed the practicability of this testing method in the classroom. Three hundred and fifteen students took a computerized and a printed version of a standardized aptitude test battery, and a survey assessing their reactions. Overall reactions to the computerized test were overwhelmingly positive. Students reported that computerized testing can be a workable alternative to printed standardized testing. Administrators' reactions were mixed; examiners were excited about this new mode of test administration but had some

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47

Arnold, Paul, and Jane Leadley. "Tactile memory of deafblind participants." Deafness & Education International 1, no. 2 (1999): 108–13. http://dx.doi.org/10.1179/146431599790561415.

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48

Flores Rivera, Luis Danilo, Carlos Fernando Meléndez Tamayo, and Manuel Morocho Amaguaya. "Análisis documental relacionado con la educación continua como eje integrador de las competencias del currículo universitario." Educatio Siglo XXI 39, no. 2 (2021): 443–68. http://dx.doi.org/10.6018/educatio.414901.

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El artículo presenta a la educación continua como un recurso fundamental y eficiente del currículo universitario y su mecanismo innovador es el empleo de las Tecnologías de la Información y Comunicación en todas las modalidades de estudio, metodologías y/o procesos de enseñanza-aprendizaje. El estudio tiene como objetivos analizar a la educación continua como eje integrador de las competencias del currículo universitario y difundir resultados oficiales del proceso. Para lo cual, se realizó un análisis conceptual y un análisis descriptivo cuantitativo con un diseño no experimental longitudinal.

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49

&NA;. "Appendix 2 List of Conference Participants." Academic Medicine 64, Supplement (1989): S73—S78. http://dx.doi.org/10.1097/00001888-198905001-00026.

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50

Hollis, James, and Shelley Woodall. "The Representation of Food-Related Environments in Virtual Reality." Current Developments in Nutrition 4, Supplement_2 (2020): 1309. http://dx.doi.org/10.1093/cdn/nzaa059_026.

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Abstract Objectives Virtual reality (VR) potentially provides an innovative tool for nutrition education/counselling. The objective of this study was to determine the a) sense of ‘presence’ (the feeling of being in a scene) experienced in two food related VR scenes b) capture information regarding the participants experiences in VR. Methods Two 3D, food-related scenes were created for this study: supermarket or fast food restaurant. The scenes were displayed using a VR head mounted display or on a standard PC monitor. The participants were able to move around each scene and could interact with

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