Bibliografías temáticas / Education Studies

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Literatura académica sobre el tema "Education Studies"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Education Studies"

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Editorial Board, Editorial Board. "Semiotic Education Studies Vol.1 No.1 Contents." Yixin Publisher 1, no. 1 (November 30, 2024): 1. https://doi.org/10.59825/ses.2024.1.1.0.

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Ekiz Günal, Derya, and Eyup Yünkül. "Social Studies Teaching in Preschool Education Period: A Document Review." Educational Academic Research, no. 56 (March 7, 2025): 156–68. https://doi.org/10.33418/education.1432671.

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In this study, the research on social studies education in preschool education between 1999 and 2022 was analyzed in detail. A total of 70 studies were examined through YÖK National Thesis Center, ERIC, ULAKBİM, Google Scholar and Turcademy databases. The focal points of the research include sub-problems such as publication year, publication type, subject areas, method, design, study group, data collection tool, stated conclusion and recommendation. Descriptive analysis method was used to analyze the data obtained from the study, which was based on document analysis, one of the qualitative research methods. As a result of the research, it was determined that the majority of the studies examined were carried out in order to reveal the importance and place of teaching social studies and the disciplines within the scope of this course. In addition, it was determined that there has been an increase in the number of studies conducted in the field since 2012 and the most studies were conducted in 2019. Finally, other important findings were that most of the studies in the field were carried out in the form of articles, most of the studies focused on the subject area of geography and were generally conducted with a qualitative research approach.
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Pehlivan Yılmaz, Ayşegül. "Trends of global education studies in social studies education: 2000-2023." Journal of Innovative Research in Teacher Education 4, no. 1 (March 19, 2023): 77–91. http://dx.doi.org/10.29329/jirte.2023.531.5.

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White, Cameron. "Internationalizing Education: Critical Qualitative Case Studies in Social Education." American Journal of Educational Research 3, no. 2 (February 7, 2015): 211–19. http://dx.doi.org/10.12691/education-3-2-15.

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Anggrayni, Retno. "Dualism in Philosophical Studies." Journal of Innovation in Teaching and Instructional Media 4, no. 1 (September 17, 2023): 39–46. http://dx.doi.org/10.52690/jitim.v4i1.723.

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In the educational context, the term dualism and dichotomy have the same meaning, namely the separation between general education and religious education. The terms also mean the separation between education system of Islamic and general educations. Moreover, talking about Islamic education is often addressed to Islamic institutions. Such perspectives are triggered by dichotomous view on education, differentiate in one side and equate on the other side. Consequently, the spirit value that is integrated into Islamic education is neglected. The terms, currently, have pervaded on the separation of general and Islamic subjects, public and madrasas Institutions, where the management has a policy respectively. The impacts are narrow minded in interpreting Islamic meaning, compartmentalization in science, and inequality of budgeting between Islamic and general education institutions. The offered alternative solutions are Islamization of knowledge, integration of science, and reposition of Islamic view, that means returning to the spirit value of Islamic education.
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Sannigrahi, Bappaditya. "Studies on the Education System in India and Germany." International Journal of Science and Research (IJSR) 12, no. 8 (August 5, 2023): 2294–97. http://dx.doi.org/10.21275/sr23826101228.

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Sysoieva, S. "Interdisciplinary studies in education." Неперервна професійна освіта: теорія і практика. Серія: Педагогічні науки, Вип. 3/4 (52/53) (2017): 7–11.

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Robinson, Deborah Wilburn, Elaine Day, and Stan Shapson. "Studies in Immersion Education." Modern Language Journal 82, no. 2 (1998): 266. http://dx.doi.org/10.2307/329215.

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NICHOLS, T. PHILIP, and ANTERO GARCIA. "Platform Studies in Education." Harvard Educational Review 92, no. 2 (June 1, 2022): 209–30. http://dx.doi.org/10.17763/1943-5045-92.2.209.

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In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their users to competing social, technical, and political-economic imperatives. It also highlights connections to related education research that demonstrates the impact of these conflicting imperatives for equitable student learning, teacher education, and policy making. The authors conclude by reflecting on the critical interventions that greater attention to platform relations in education might offer and the forms of coalitional work, across disciplinary and geographic borders, needed to realize these potentials.
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장은아. "Korean education assessment studies." Bilingual Research ll, no. 47 (October 2011): 351–82. http://dx.doi.org/10.17296/korbil.2011..47.351.

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Tesis sobre el tema "Education Studies"

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Meier, Lori T. "Episode 3: TN Standards for Social Studies." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/3.

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In this episode, we take a quick walkthrough of the specific Tennessee Academic Standards for Social Studies as they relate to social studies teaching and learning in grades K-5. We discuss where you can find the standards, how they are organized, the role of the SSP (Social Studies Practices) standards for K-2 & 3-5, and explore topics and content standards progressively found in each grade level.<br>https://dc.etsu.edu/social-studies-education-oer/1002/thumbnail.jpg
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Meier, Lori T. "Episode 6: The Five Themes of Geography." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/6.

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In this episode, we explore the five themes of geography: location, place, human-environment interaction, movement, and regions and consider how they are connected to the development of young geographers in the K-5 classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1005/thumbnail.jpg
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Meier, Lori T. "Episode 5: Historical Thinking." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/5.

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In this episode, we take a deeper look at the definitions and five standards for historical thinking in the elementary social studies classroom. What does it mean for young learners and teachers to think like a historian?<br>https://dc.etsu.edu/social-studies-education-oer/1004/thumbnail.jpg
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Meier, Lori T. "Episode 1: Get to Know the NCSS." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/1.

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In this episode, we explore the central professional organization for the social studies, the National Council for the Social Studies (NCSS). We review their history and beginning, learn about definitions and purposes for social studies, take a look at key NCSS curriculum standards and frameworks, and explore related NCSS publications and resources for teachers and classrooms.<br>https://dc.etsu.edu/social-studies-education-oer/1000/thumbnail.jpg
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Meier, Lori T. "Episode 2: Exploring the 10 Themes." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/2.

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In this episode, we explore the national curriculum standards and organizing strands of the NCSS “10 Themes” and review the various, related disciplinary content areas that contribute broadly to the whole social studies curriculum in the K-12 classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1001/thumbnail.jpg
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Meier, Lori T. "Episode 4: Primary & Secondary Sources." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.<br>https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg
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Meier, Lori T. "Episode 7: Civic Competence for Young Learners." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/7.

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In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom.<br>https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg
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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.

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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum. While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
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Meier, Lori T. "Social Studies Education in a Multicultural Society (Elementary Education)." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etsu-oer/7.

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The materials in this OER collection are designed to complement the course, Social Studies Education in a Multicultural Society. This course, designed for senior-level students in an elementary education teacher preparation program, explores the foundations, themes, content, and pedagogies of elementary social studies education in a multicultural society. Presented as a series of video episodes, each episode focuses on a foundational element of social studies teaching and learning. From curriculum frameworks to national social studies publications to historical thinking to geographic awareness, each episode is meant to support the development of the elementary social studies teacher.<br>https://dc.etsu.edu/etsu-oer/1006/thumbnail.jpg
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Tosam, Ful John. "Implementing educational change in Cameroon : two case studies in primary education." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019696/.

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Since the Cameroon nation came into being in 1961, it has been engaged in efforts towards harmonizing two distinctly different educational traditions it inherited from the colonial era, the one, French-oriented, and the other, British-oriented, while at the same time, working towards better quality schools. However, the main thrust towards meeting these objectives thus far, has been in primary education where two main separate and on-going attempts at educational change are being undertaken in both educational traditions in the country. This research is based on case studies of these two experiences, and attempts to provide a holistic appraisal of the strategies adopted thus far, towards implementing change in Cameroon primary education. The one experience, the Institut de P6dagogie Appliquee sa vocation Rurale (IPAR) began in 1969, and is embodied in two projects (IPAR-Yaounde and IPAR-Buea) which aim at the harmonization and reform of Cameroon primary education, while the other, the Support to Primary Education Project (SPEP), began in 1984, and aims at improvements in the training and support system for primary school teachers in four of the country's ten provinces (one anglophone, and three francophone). The IPAR projects have not yet been implemented in schools, and by design the SPEP does not directly involve schools. The appraisal of these experiences comprises an analysis of their significance in Cameroon primary educational change, and their organization, management and accomplishments thus far. Three broad perspectives of the concept of institutional development or institutional analysis viz, the intra-, inter-, and extra-institutional analytical perspectives, have been adopted as the analytical framework for appraising the performance of these projects, using an essentially illuminative methodology. In this thesis, the concept of "institution" is used broadly to refer to governmentwide administrative functions including such entities as project management units, while "institutional development" or "institutional analysis" concerns the organisation and management of the various project systems, and the significance of these experiences in Cameroon primary educational change. The intra-institutional development perspective provides an analysis of the resource allocation (personnel and material) and management of the project unit, the inter-institutional development perspective provides an examination of the influence of other institutions in the administrative bureaucracy on the performance of these projects, while the extra-institutional development perspective provides an analysis of the pertinence of project ideologies in relation to the broader aims of harmonizing and reforming Cameroon primary education. In conclusion, problems of implementing Cameroon educational change epitomized by the two projects are highlighted and discussed, and suggestions made towards thinking about existing and alternative strategies in Cameroon educational change, in general.
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Libros sobre el tema "Education Studies"

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Ward, Stephen, ed. Education Studies. Abingdon, UK: Taylor & Francis, 2004. http://dx.doi.org/10.4324/9780203478233.

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Quality Assurance Agency for Higher Education. Education studies. Gloucester: Quality Assurance Agency for Higher Education, 2000.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1989.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Gillham, Bruce. Enterprise education studies. Newcastle upon Tyne: Newcastle upon Tyne Polytechnic, 1991.

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Pulsford, Mark, Rebecca Morris, and Ross Purves. Understanding Education Studies. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003296935.

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Branch, Alberta Curriculum Standards. Career & technology studies: Program of studies. Edmonton, AB: Alberta Education, Career and Technology Studies, 1997.

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Capítulos de libros sobre el tema "Education Studies"

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Luis Aldama, Frederick, and Christopher González. "Education." In Latinx Studies, 41–46. Other titles: Latino/a studiesDescription: New York, NY : Routledge, 2019. | Series: Routledge key guides: Routledge, 2018. http://dx.doi.org/10.4324/9781315109862-6.

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Mitchell, Ian, and Gaynor Govias. "Case Studies." In Asthma Education, 613–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77896-5_17.

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Pöchhacker, Franz. "Education." In Introducing Interpreting Studies, 200–218. 3rd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003186472-15.

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Vohra, Ashok, and Kotta Ramesh. "Asian Studies*." In On Education and the Philosophy of Education, 20–24. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003439943-4.

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Penney, Dawn, and Andrew Jones. "Physical Education Studies." In Digital Representations of Student Performance for Assessment, 169–95. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-341-6_7.

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Journell, Wayne, and Anne-Lise Halvorsen. "Social Studies Education." In Handbook of Educational Psychology, 509–30. 4th ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429433726-26.

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Focaccia, Miriam. "Education and Studies." In Pietro Blaserna and the Birth of the Institute of Physics in Rome, 11–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10825-0_2.

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Shields, Sam, Alina Schartner, Will Curtis, and Mark Murphy. "Case studies." In Research and Education, 80–86. 2nd ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003569428-11.

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Willan, Jennifer. "Early education." In Early Childhood Studies, 199–221. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-27402-1_11.

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Bauman, Richard W. "Legal Education." In Critical Legal Studies, 139–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429044793-19.

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Actas de conferencias sobre el tema "Education Studies"

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Nurnindyah, Dewi, Andrian Pramadi, and Lena Pandjaitan. "Student Engagement in Military Education." In International Conference on Psychological Studies. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010810300003347.

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Malallah GAHAZAL, Maryam, and Shaymaa Harith MUHAMMAD. "Education is a Right to Empower Women for a Better Life." In I.International Congress ofWoman's Studies. Rimar Academy, 2023. http://dx.doi.org/10.47832/lady.con1-9.

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The preparation of women is based on providing them with education skills and skills that enable them to accomplish their tasks in a better way and reflect positively on all areas of life and promote the efforts of women in the homeland. Education is one of the most important and prominent rights that must be granted to man regardless of his gender. The importance of women is no less important than the education of men, as both are complementary Society’s tools for progress. Science enhances awareness and develops the ability to establish a correct family upbringing based on sound societal principles that call for love and peace. Therefore, this involves bringing out a conscious generation free from complexes based on division and violence. This is what societies should secure in terms of providing opportunities for women ،supporting them, and providing Ways and tools of education, as education increases women’s awareness of their rights, introduces them to their duties, and guarantees them a healthy and sound life. Islam has made education a duty obligatory for every Muslim man and woman, and here the role of education emerges as an essential aspect of empowering women in acquiring this legitimate right, which is a guarantor that gives them a greater ability to a decent life is one of the basic rights stipulated in many international agreements.
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Sarudin, Norraida, and Nur Riza Mohd Suradi. "Multilevel applications in education studies." In THE 2ND ISM INTERNATIONAL STATISTICAL CONFERENCE 2014 (ISM-II): Empowering the Applications of Statistical and Mathematical Sciences. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4907520.

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Warsono, Mr. "Social Studies Education in Indonesia." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.95.

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Nezha, AHRAM. "DISTANCE EDUCATION IN THE CORONAVIRUS PANDEMIC." In X. International Research Congress of Contemporary Studies in Social Sciences. Rimar Academy, 2024. https://doi.org/10.47832/rimarcongress10-3.

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Education has spread in many eras and contributed to achieving progress and human development and spreading cultures and civilizations across the world. With the emergence of modern technology, it was necessary to break into a new world of awakening and scientific vigilance and adopt new technologies, methods and means to keep pace with the renaissance era, so the Corona pandemic accelerated the logic of distance education in all its components. The study aimed to find out the impact of the Corona pandemic on educational institutions, which sowed fear and panic among individuals within the community. The study included a theoretical and applied aspect, in which we relied on the analytical descriptive method and the quantitative method, and to test the hypotheses we built statistical tables and used the SPSS program, the study was conducted on a sample estimated at (178) professors, so we reached some results related to the reality of the educational process We found that expertise in the use of advanced technology had a strong relationship with the quality of distance education, Poor pre-planning also contributed to the suffering during the pandemic
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Astratova, Olga, and Zanda Rubene. "Contemporary Approaches to Cultural Literacy Studies in Education." In 82nd International Scientific Conference of the University of Latvia, 156–65. University of Latvia Press, 2024. http://dx.doi.org/10.22364/htqe.2024.12.

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Traditional approaches to cultural literacy have always emphasised the importance of a shared (national) imagined community, achieved through engagement with traditional media and the cultural canon. This approach has often been based on problematising the growing deficit of cultural knowledge and has stressed the importance of this deficit at both individual and societal levels. Transformations in contemporary society challenge us to rethink what can or should be considered relevant or valuable knowledge about culture and the arts. A systematic literature review of research articles published from 2016 to 2023 was conducted to analyse educational approaches aimed at developing cultural literacy. The purpose of this study was to explore trends, patterns, and individual differences related to the study of cultural literacy in the educational domain. After content analysis of 412 abstracts of articles containing the keywords “cultural literacy”, “cultural competence” in the Web of Science database, 32 articles were identified that described an approach or a technique to improve the overall understanding of cultural literacy. The analysis highlighted key models of cultural literacy including dialogic practices, intercultural education, sociocultural theories, and critical analysis of cultural structures, as well as key skills such as critical thinking, cross-cultural awareness, self-criticism, and reflection necessary for successful interaction in today’s multicultural world. These findings highlight the importance of revising and adapting educational strategies to take account of increasing globalisation and cultural diversity, and the need to develop cultural literacy as a key component of contemporary education.
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Tsyrempilova, Ekaterina A. "Assessment Of The Quality Of Educational Services In Higher Education In Russia." In Conference on Land Economy and Rural Studies Essentials. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.07.80.

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Barov, Sergey, Tatiana Orlova, and Yurii Medvedev. "REGIONAL STUDIES IN EDUCATION OF RUSSIA AND EDUCATIONAL LINGUISTIC AND CULTURAL STUDIES PROGRAM ON CHINESE LANGUAGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1167.

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"THE COMMUNICATION PROCESS IN EDUCATION." In Advanced Studies in Science: Theory and Practice. Global Partnership on Development of Scientific Cooperation LLC, 2015. http://dx.doi.org/10.17809/14(2015)-14.

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Warmansyah Abbas, Ersis. "Prophetic Education of Guru Sekumpul for Social Studies Education." In 1st International Conference on Social Sciences Education - "Multicultural Transformation in Education, Social Sciences and Wetland Environment" (ICSSE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsse-17.2018.24.

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Informes sobre el tema "Education Studies"

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Belue, Lisa M., Carmen L. Branham, Shirley R. Bryant-Harper, Joanne T. Callahan, and Thomas A. Carlson. 2002 Industry Studies: Education. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada426499.

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Lundy, Sarah. Leveraging Digital Technology in Social Studies Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1742.

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Nefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, December 2022. http://dx.doi.org/10.32370/ia_2022_12_8.

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The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.
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Chaves, Fernanda, Maria Alvarez, Liliana Rodrigues, Marilene Souza, and Tiago Silva. The educational inclusion of trans people in higher education: a systematic literature review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0021.

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Review question / Objective: What are the means of intervention (I) for the inclusion (O) of trans people (P) in higher education? Condition being studied: Identification of scientific production on the work of education professionals who promote the inclusion of trans people in Higher Education and analyze the potential of studies; Understanding of epistemological approaches and theoretical-methodological concepts involved in the inclusion process of access, permanence and success of trans students; Apprehension of strategies and actions of education professionals, to achieve the consecration of the sociocultural, economic and political rights of trans students; Research on the interventions adopted in Higher Education Institutions have fostered the integral development of trans academics.
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Harrigan, M. Energy education on the move: A national energy education survey and case studies of outstanding programs. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/10144165.

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Harrigan, M. Energy education on the move: A national energy education survey and case studies of outstanding programs. Office of Scientific and Technical Information (OSTI), March 1992. http://dx.doi.org/10.2172/5390241.

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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.
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Aizenman, Joshua, Yothin Jinjarak, Nam Ngo, and Ilan Noy. Vocational Education, Manufacturing, and Income Distribution: International Evidence and Case Studies. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23950.

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Avis, William Robert. Women's Participation in Higher Education and Technical and Vocational Education and Training. Institute of Development Studies, April 2024. http://dx.doi.org/10.19088/k4dd.2024.002.

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This rapid evidence review collates available evidence on women’s participation in Technical and Vocational Education and Training (TVET) (focused on Middle East North Africa, Sub-Saharan Africa, and Southeast Asia regions) and impact on social and economic development. The review notes that overall, the existing literature on vocational training programs in the global south has important gaps. The limited evidence and variation of impacts found in available studies across the global south may partly be explained by differences in social, economic, and labour market conditions, existing skill levels of targeted groups, and training program characteristics. Despite these challenges positive impacts have been identified in the following areas: impact on poverty; impact on inequality and impact on social exclusion.
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Tumbula, Samuel. Systematic review on the determining factors of school failure in the 1st year of engineering degree courses in Angola. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0111.

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Review question / Objective: What are the determining factors of school failure in the 1st year of engineering courses according to the perception of teachers and students of higher education institutions in Angola? Condition being studied: Our systematic review aims to analyze the determining factors of school failure in the 1st year of engineering courses (factors related to the teacher, student, higher education institution and educational policies). Study designs to be included: Questionnaires/Scale, interviews, focus group, case and multi-case studies, observational studies, document analysis.
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