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Journal articles on the topic 'X300 Academic studies in Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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1

Kanter, Steven L. "Case Studies in Academic Medicine." Academic Medicine 85, no. 4 (2010): 567. http://dx.doi.org/10.1097/acm.0b013e3181d953f3.

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2

Leuschner, Eric. "Body Damage: Dis-Figuring the Academic in Academic Fiction." Review of Education, Pedagogy, and Cultural Studies 28, no. 3-4 (2006): 339–54. http://dx.doi.org/10.1080/10714410600873233.

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3

Gloria, Alberta M. "Chicana Academic Persistence." Education and Urban Society 30, no. 1 (1997): 107–21. http://dx.doi.org/10.1177/0013124597030001007.

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4

Angervall, Petra, and Dennis Beach. "Dividing academic work: gender and academic career at Swedish universities." Gender and Education 32, no. 3 (2017): 347–62. http://dx.doi.org/10.1080/09540253.2017.1401047.

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5

Nalukenge, Betty, Robert Wamala, and Bruno Ocaya. "Do prior studies matter?" Quality Assurance in Education 24, no. 1 (2016): 139–54. http://dx.doi.org/10.1108/qae-09-2013-0038.

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Purpose – Introduction of law school admission examinations has increased the debate regarding the relevance of prior studies for the enrollees in the program. The key issues of contention are whether prior studies reliably predict academic achievement of enrollees, and demonstrate proficiencies required for admission in the program. The purpose of this paper is to use administrative records of law students at Makerere University – over a four-year stipulated period of bachelor’s studies – to investigate the above-mentioned issues further. Design/methodology/approach – Panel data of 2,485 reco

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6

Poteliūnienė, Sniegina. "First-Year Pre-Service Physical Education Teachers’ Academic Motivation and Their Satisfaction with Academic Studies." Pedagogika 129, no. 1 (2018): 234–49. http://dx.doi.org/10.15823/p.2018.16.

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It is important to analyse the motives that encourage students to choose academic studies as this points out to how engaged with their field of studies and how well prepared for their future profession they will be. The learning experience of university students, their satisfaction or dissatisfaction with academic studies can encourage students either to become more strongly committed to their profession or to revise their career goals. The aim of the present research was to determine the academic motivation of the first year pre-service physical education teachers and how this relates to thei

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7

Roberts, Peter. "Academic Dystopia: Knowledge, Performativity, and Tertiary Education." Review of Education, Pedagogy, and Cultural Studies 35, no. 1 (2013): 27–43. http://dx.doi.org/10.1080/10714413.2013.753757.

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8

Casakin, Hernan, and Nitza Davidovitch. "SOCIAL-ACADEMIC CLIMATE AND ACADEMIC SATISFACTION IN ARCHITECTURAL DESIGN EDUCATION." Problems of Education in the 21st Century 56, no. 1 (2013): 16–31. http://dx.doi.org/10.33225/pec/13.56.16.

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The social climate created in the classroom has been recognized to have important implications for learning. This study was motivated by the explore how design students in the design studio compared to other other architectural courses view their social-academic climate. Despite the role played by social climate in classroom, some have argued that classroom climate has been largely ignored in studies of higher education and most studies on classroom climate explore the perceptions of teachers rather than views of students themselves. The present study focuses on social-academic climate and its

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9

Heijstra, Thamar Melanie, Finnborg Salome Steinthorsdóttir, and Thorgerdur Einarsdóttir. "Academic career making and the double-edged role of academic housework." Gender and Education 29, no. 6 (2016): 764–80. http://dx.doi.org/10.1080/09540253.2016.1171825.

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10

Young, Michael. "Bridging the Academic/Vocational Divide: Two Nordic Case Studies." European Journal of Education 28, no. 2 (1993): 209. http://dx.doi.org/10.2307/1503387.

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11

BERNARD, HINSDALE, JEROME D. THAYER, and EDWARD A. STREETER. "Diligence and Academic Performance." Journal of Research on Christian Education 2, no. 2 (1993): 213–34. http://dx.doi.org/10.1080/10656219309484785.

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12

Rowlands, Julie. "The domestic labour of academic governance and the loss of academic voice." Gender and Education 31, no. 7 (2017): 793–810. http://dx.doi.org/10.1080/09540253.2017.1324132.

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13

Giner-Mira, Ismael, Leandro Navas-Martínez, Francisco Pablo Holgado-Tello, and José Antonio Soriano-Llorca. "Factors that Influence Academic Performance in Physical Education." Apunts Educación Física y Deportes, no. 139 (January 1, 2020): 49–55. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.07.

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14

Subbaye, Reshma, and Renuka Vithal. "Gender, teaching and academic promotions in higher education." Gender and Education 29, no. 7 (2016): 926–51. http://dx.doi.org/10.1080/09540253.2016.1184237.

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15

Reid, M. Jeanne, and James L. Moore. "College Readiness and Academic Preparation for Postsecondary Education." Urban Education 43, no. 2 (2008): 240–61. http://dx.doi.org/10.1177/0042085907312346.

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16

KASH, DON E., and STEVE BALLARD. "Academic and Applied Policy Studies." American Behavioral Scientist 30, no. 6 (1987): 597–611. http://dx.doi.org/10.1177/000276487030006005.

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17

Best, Linda M., and Daniel J. Shelley. "Academic Dishonesty." International Journal of Information and Communication Technology Education 14, no. 3 (2018): 1–14. http://dx.doi.org/10.4018/ijicte.2018070101.

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This article examines the effects of the social media applications Facebook, Twitter, Snap Chat/Instagram, Texting and various smartphone applications on academic dishonesty in higher education. The study employed a mixed-methods approach conducted through an emailed question-pro student survey consisting of 20 questions. The results of the study indicated that the majority of students in higher education utilize the social media applications Facebook, Twitter, Snap Chat/Instagram and Smart Phones to assist with their academic studies. Although students report utilizing these forms of social m

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18

Goldenberg, Claude N. "Parents’ Effects on Academic Grouping for Reading: Three Case Studies." American Educational Research Journal 26, no. 3 (1989): 329–52. http://dx.doi.org/10.3102/00028312026003329.

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19

Wooten, Melissa E. "College Admissions and Academic Ethic." Education and Urban Society 48, no. 2 (2014): 176–99. http://dx.doi.org/10.1177/0013124514530151.

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20

Fleming, Jacqueline, Celious Barner, Betsy Hudson, and Lee A. Rosignon-Carmouche. "Anger, Violence, and Academic Performance." Urban Education 35, no. 2 (2000): 175–204. http://dx.doi.org/10.1177/0042085900352004.

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21

Tobin, Kerri J. "Homeless Students and Academic Achievement." Urban Education 51, no. 2 (2014): 197–220. http://dx.doi.org/10.1177/0042085914543116.

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22

Barnett, Ronald, and Alison Phipps. "Academic Travel: Modes and Directions." Review of Education, Pedagogy, and Cultural Studies 27, no. 1 (2005): 3–16. http://dx.doi.org/10.1080/10714410590917461.

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23

Ivie, Robert L. "A Presumption of Academic Freedom." Review of Education, Pedagogy, and Cultural Studies 27, no. 1 (2005): 53–85. http://dx.doi.org/10.1080/10714410590917489.

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24

Authers, Ben, Elizabeth Groeneveld, Elizabeth Jackson, Ingrid Mündel, and Jesse Stewart. "Engaging Academic Activism, a Preface." Review of Education, Pedagogy, and Cultural Studies 29, no. 4 (2007): 311–16. http://dx.doi.org/10.1080/10714410701291095.

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25

Heled, Einat, and Nitza Davidovitch. "On the Association between Academic Studies and Professional Training – The Case of School Counseling Do Academic Studies Train School Counselors for Their Work, as Perceived by Them Retrospectively?" International Journal of Higher Education 11, no. 1 (2021): 160. http://dx.doi.org/10.5430/ijhe.v11n1p160.

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In the current study we sought to examine how school counselors in Israel, who work in profession for several years, evaluate the association between academic studies and the professional training they received during their Maters’s degree in school counseling. Fifteen school counselors were interviewed regarding their Academic courses, Practical training, enjoyment of one’s studies, what is missing in the training process and their experience of entering the role after the academic studies. Retrospectively, the research findings showed that the academic program was not compatible with practic

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26

Shen, Bo. "Physical Education and Academic Performance in Urban African American Girls." Urban Education 52, no. 2 (2016): 267–83. http://dx.doi.org/10.1177/0042085914566095.

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This study was designed to examine urban African American girls’ participation in physical education and its association with academic performance. One hundred eighty four participants completed questionnaires assessing moderate-to-vigorous physical activity and learning engagement in physical education while their academic performance was based on individual grades in core academic classes. Quantitative analyses revealed that physical education played a critical role in enhancing physical activity involvement, and vigorous physical activity and learning engagement were significant predictors

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Douglas, Patty, and Alan Santinele Martino. "Introduction: Disability Studies in Education—Critical Conversations." Canadian Journal of Disability Studies 9, no. 5 (2020): 1–19. http://dx.doi.org/10.15353/cjds.v9i5.688.

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   This special issue of the Canadian Journal of Disability Studies brings together 19 articles by scholars and activists across broad academic disciplines and activist communities— from disability studies to inclusive education, early childhood education, decolonial studies, feminist anti-violence organizing, community health and more—as well as geopolitical locations.  

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28

Riad Shams, S. M. "International education management." Journal for Multicultural Education 11, no. 3 (2017): 206–23. http://dx.doi.org/10.1108/jme-11-2015-0034.

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Purpose International students, who have a non-English speaking background (NESB), encounter many difficulties, in comparison to their local fellows of an English-speaking country. Literature demonstrates that leveraging various relational perspectives in a multicultural teaching environment has favourable implications to manage the NESB international students’ academic experience. Based on the observation and introspection approaches and a relevant literature review in relationship management, an ethnographic analysis is conducted to realise how such relational perspectives can be nurtured, i

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29

Cooey, Paula A. "Immigration, Exodus, and Exile: Academic Theology and Higher Education." Teaching Theology and Religion 3, no. 3 (2000): 125–32. http://dx.doi.org/10.1111/1467-9647.00078.

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30

Kim, Hyun-Sook. "Redefining the Theological and Academic Identity of Religious Education." Religious Education 104, no. 3 (2009): 243–46. http://dx.doi.org/10.1080/00344080902881181.

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31

Aba, Diler. "Addressing Intercultural Experience and Academic Mobility in Higher Education." Journal of Intercultural Communication Research 45, no. 6 (2016): 487–502. http://dx.doi.org/10.1080/17475759.2016.1236032.

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32

Kolodnyi, Anatolii M. "Minister of Education I. Vakarchuk disregards religious studies." Ukrainian Religious Studies, no. 65 (March 22, 2013): 130–33. http://dx.doi.org/10.32420/2013.65.214.

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We received a message about your somewhat incomprehensible attitude towards the teaching of religious studies at higher educational institutions. If your experience at Lviv University gives you a reason to conclude that there is atheism, this is far from the case. I do not have the opportunity to get into the details, but only to add to this letter our work "Academic Religious Studies," the content of which will give you an opportunity to understand what kind of problems should be taught by those who are the teacher of religious studies. One can agree with you that many of those who taught ath

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33

Archer, Arlene. "Cultural studies meets academic literacies: exploring students’ resources through symbolic objects." Teaching in Higher Education 13, no. 4 (2008): 383–94. http://dx.doi.org/10.1080/13562510802169657.

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34

Machado, Constanca, Leandro S. Almeida, and Ana Paula C. Soares. "Academic Experience at the Beginning and the End of University Studies." European Journal of Education 37, no. 4 (2002): 387–94. http://dx.doi.org/10.1111/1467-3435.00117.

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35

Curran, Charles E. "The Academic Nature of (Moral) Theology." Horizons 26, no. 2 (1999): 282–85. http://dx.doi.org/10.1017/s0360966900032011.

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36

Yeung, Ryan. "Athletics, Athletic Leadership, and Academic Achievement." Education and Urban Society 47, no. 3 (2013): 361–87. http://dx.doi.org/10.1177/0013124513495277.

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37

Bergin, David A., and Helen C. Cooks. "Academic Competition among Students of Color." Urban Education 35, no. 4 (2000): 442–72. http://dx.doi.org/10.1177/0042085900354004.

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38

Guerrero, Michael D. "Acquiring Academic English in One Year." Urban Education 39, no. 2 (2004): 172–99. http://dx.doi.org/10.1177/0042085903260915.

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39

Malroy, Janne. "Shifting boundaries: capturing the academic landscape?" Pedagogy, Culture & Society 11, no. 1 (2003): 153–58. http://dx.doi.org/10.1080/14681360300200165.

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40

Smith, A. Wade. "University Prestige and Black Academic Performance." Urban Education 21, no. 2 (1986): 115–37. http://dx.doi.org/10.1177/004208598602100201.

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41

Naaman, Hind. "The Academic Dropout Wheel Analyzing the Antecedents of Higher Education Dropout in Education Studies." European Educational Researcher 4, no. 2 (2021): 133–53. http://dx.doi.org/10.31757/euer.421.

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Higher education dropout has been considered a major concern for several researchers in the field of education around the World. Although different studies were carried out to deal with the topic, they all faced common limitations. This paper explores the twofold research conducted to investigate higher education dropout in Education studies at two of the main Catalan public universities. First, a review of the different theoretical perspectives that tackled dropout was carried out to combine the direct and indirect dropout predictors. Second, some research was conducted in the faculties of Ed

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42

Mather, Nancy, and Barbara J. Wendling. "Implications of Error Analysis Studies for Academic Interventions." Journal of Psychoeducational Assessment 35, no. 1-2 (2016): 215–25. http://dx.doi.org/10.1177/0734282916669232.

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We reviewed 13 studies that focused on analyzing student errors on achievement tests from the Kaufman Test of Educational Achievement–Third edition (KTEA-3). The intent was to determine what instructional implications could be derived from in-depth error analysis. As we reviewed these studies, several themes emerged. We explain how a careful analysis of errors is key to planning the most appropriate instructional interventions.

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43

Genesee, Fred, and Kathryn Lindholm-Leary. "Two case studies of content-based language education." Journal of Immersion and Content-Based Language Education 1, no. 1 (2013): 3–33. http://dx.doi.org/10.1075/jicb.1.1.02gen.

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This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outco

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44

Kolodnyi, Anatolii M. "Religious Studies in the Context of Religious Studies. Letter to D.Tabachnyk." Ukrainian Religious Studies, no. 70 (May 28, 2014): 147–48. http://dx.doi.org/10.32420/2014.70.421.

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Report to the Minister of Education and Science of Ukraine Dm. TABACHNIKU In the Department of Religious Studies of the Institute of Philosophy of the National Academy of Sciences of Ukraine, which is currently the only academic institution in the country, with great acceptance adopted the position of President Viktor Yanukovych initiated in his Annual Letter to the Verkhovna Rada of "providing teaching in all forms of higher education in September 2011" the property of academic religious studies as a normative philosophical discipline, and in secondary school - a comparative history of religi

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45

Hansen, Kristine, and Walter Nash. "The Writing Scholar: Studies in Academic Discourse." College Composition and Communication 43, no. 3 (1992): 417. http://dx.doi.org/10.2307/358234.

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46

Johnston, Ian C. "Myth Conceptions of Academic Work." Canadian Journal of Higher Education 21, no. 2 (1991): 108–16. http://dx.doi.org/10.47678/cjhe.v21i2.183104.

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The creation of the new university-colleges in British Columbia provides an opportunity for a reassessment of the professor's workload. How relevant are research and publication to the quality of undergraduate instruction? Universities have traditionally maintained that such research and publication are essential to excellent teaching. However, research studies for many years have consistently revealed that such a claim has no apparent basis in fact, and a number of other commentators have complained about the deleterious effect of research and publication on instruction. Thus, in the new univ

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47

Sangchul Han. "Academic studies on literary discourse in Daejeon and the education system." EOMUNYEONGU 83, no. ll (2015): 29–52. http://dx.doi.org/10.17297/rsll.2015.83..002.

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48

Rolfe, Gary, and Lyn Gardner. "Education, philosophy and academic practice: Nursing studies in the posthistorical university." Nurse Education Today 26, no. 8 (2006): 634–39. http://dx.doi.org/10.1016/j.nedt.2006.07.011.

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49

Szabó, János, and Balázs Fábián. "Can Psychological Questionnaires Predict the Academic Talent during Higher Education Studies?" Journal of Studies in Education 10, no. 3 (2020): 22. http://dx.doi.org/10.5296/jse.v10i3.17018.

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The space between secondary-school gifted education and starting one’s academic career is what is termed higher education talent management in this context. The “talent management”, in the aspect of the Hungarian higher education, refers to academically talented students, who prepare to the scientific career. So, the talent management in higher education can be imagined as a bridge between formal school studies and scientific career. In this research, I investigated empirically, with psychological questionnaires and other indicators what features and personality-traits contribute to academic/s

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50

Rolfe, Gary, and Lyn Gardner. "Education, philosophy and academic practice: Nursing studies in the posthistorical university." Nurse Education in Practice 6, no. 6 (2006): 326–31. http://dx.doi.org/10.1016/j.nepr.2006.07.007.

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