Gotowe bibliografie tematyczne / Educational framework

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Educational framework”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Educational framework"

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EDGINTON, CHRISTOPHER R. "World Leisure's Educational Framework." World Leisure Journal 49, no. 3 (2007): 173–75. http://dx.doi.org/10.1080/04419057.2007.9674505.

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Ahmad, Omar, Irfan Ullah, and Jamshed Iqbal. "A multi-robot educational and research framework." International Journal of Academic Research 6, no. 2 (2014): 217–22. http://dx.doi.org/10.7813/2075-4124.2014/6-2/a.32.

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Kelsey, Catherine, and Sally Hayes. "A framework for educational leadership." Primary Health Care 22, no. 8 (2012): 16–19. http://dx.doi.org/10.7748/phc2012.10.22.8.16.c9321.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.10041060.

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Tsironis, Loukas K. "Educational websites quality assessment framework." International Journal of Decision Sciences, Risk and Management 10, no. 1/2 (2021): 51. http://dx.doi.org/10.1504/ijdsrm.2021.117558.

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Paiva, Ana C. R., Nuno H. Flores, André G. Barbosa, and Tânia P. B. Ribeiro. "iLearnTest – Framework for Educational Games." Procedia - Social and Behavioral Sciences 228 (July 2016): 443–48. http://dx.doi.org/10.1016/j.sbspro.2016.07.068.

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Li, Yehan. "The Educational Assessment Framework Guided by Reconstructionist Educational Philosophy." Journal of Higher Education Teaching 2, no. 1 (2025): 229–39. https://doi.org/10.62517/jhet.202515134.

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In the rapidly evolving landscape of education, traditional assessment methods often fall short in capturing the holistic development of students, particularly in areas like social responsibility, critical thinking, and emotional intelligence. This paper presents an innovative educational assessment framework grounded in reconstructionist philosophy, designed to evaluate the integration of Social Emotional Learning (SEL) and Project-Based Learning (PBL) within arts education. By moving beyond conventional testing, this framework employs non-test instruments, sociometric techniques, and portfol
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Selhorst-Koekkoek, Mirjam, and Ellen Rusman. "Multidisciplinary Educational Design Framework to Facilitate Cross-Boundary Educational Design." International Journal of Mobile and Blended Learning 15, no. 2 (2023): 1–18. http://dx.doi.org/10.4018/ijmbl.319021.

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The development of multidisciplinary education requires people to communicate, learn, and design beyond the boundaries of their own domains. In this research, an education design framework is developed to facilitate and support university teachers in multidisciplinary educational design. In addition, it serves as an aid to potentially transform domain-specific action-oriented knowledge into domain-integrated action-oriented knowledge by supporting knowledge co-construction across domain boundaries. The educational design framework, grounded in seamless and hybrid learning paradigms and theory
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House, Ernest R. "A Framework for Appraising Educational Reforms." Educational Researcher 25, no. 7 (1996): 6–14. http://dx.doi.org/10.3102/0013189x025007006.

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THOMPSON, WINSTON C. "On Extending the Educational Goods Framework." Journal of Philosophy of Education 54, no. 5 (2020): 1364–70. http://dx.doi.org/10.1111/1467-9752.12511.

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Rozprawy doktorskie na temat "Educational framework"

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McLuskie, David. "Enhanced educational framework for networking." Thesis, Edinburgh Napier University, 2008. http://researchrepository.napier.ac.uk/Output/4033.

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Teaching and assessing students in the practical side of networking can be achieved through the use of simulators. However the network simulators are limited in what can they can do since the device being simulated is not fully functional and the generation of the exercises always result in the same specification being presented to the student[1, 2]. When the student has finished the exercise they are just presented with a pass or fail mark with no indication of areas of weakness or strength. The thesis investigates how the Bloom[3] and SOLO[4] learning taxonomies can be used to specify and ma
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Brien, Hugh P. "Framework for development of educational multimedia." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA296470.

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Thesis (M.S. in Information Technology Management) Naval Postgraduate School, March 1995.<br>Thesis advisor(s): William J. Haga, Kishore Sengupta. "March 1995." Bibliography: p. 53-54. Also available online.
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Revelt, Joseph E. "Contextual evaluation a framework for accountability in higher /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.55 Mb., 153 p, 2006. http://wwwlib.umi.com/dissertations/fullcit?3220747.

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Ba-Omer, Hafidh Taher. "A framework for educational web usage mining." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492063.

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Hanna, H. L. "Citizenship education in Northern Ireland and Israel within an educational rights framework." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.676509.

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This thesis explores how international education rights obligations are reflected in the contested curricular subject of citizenship education in the two divided jurisdictions of Northern Ireland and Israel. Given the difficulties faced in developing and delivering a common citizenship curriculum to a diverse group in each jurisdiction, where conceptions of citizenship vary, this empirical research explores the unifying potential of an approach to citizenship education based on internationally agreed human rights law on education. The research builds upon the citizenship education typology of
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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.

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Bautista, Emily Estioco. "Transformative Youth Organizing| A Decolonizing Social Movement Framework." Thesis, Loyola Marymount University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10788827.

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<p> The compounding experiences of colonial miseducation of youth of color, neoliberal policies and logics in urban communities, colonial logics that render the role of spirituality in social movements as invisible, and adultism in legal and social institutions constrain the transformative possibilities of youth agency in social movements. This study explored (a) how educators working in youth movements can build a decolonizing paradigm and practice for transformative organizing and (b) new paradigmatic interventions and theoretical directions that can help inform a transformative youth organi
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Palko, Steffen E. "An epistemological framework for curriculum and instruction." [Fort Worth, Tex.] : Texas Christian University, 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-154844/unrestricted/Palko.pdf.

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Denton, Stephen E. "Exploring active learning in a Bayesian framework." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3380073.

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Thesis (Ph.D.)--Indiana University, Dept. of Psychological and Brain Sciences the Dept. of Cognitive Science, 2009.<br>Title from PDF t.p. (viewed on Jul 19, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: B, page: 7870. Advisers: John K. Kruschke; Jerome R. Busemeyer.
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Sharon, Taly 1969. "An advanced driver warning framework incorporating educational warnings." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/62377.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.<br>Includes bibliographical references (leaves 74-76).<br>Car accidents are a serious problem. The measures currently being taken are not very successful in preventing accidents. To reduce the number of accidents, driver support and warning systems are built. Part of their solution is the use of education, in the form of educational warning systems. However, issuing warnings might distract the driver from the driving task exactly when the stress level is high and
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Książki na temat "Educational framework"

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Bruce, Randy. Educational technology planning: A framework. Centre for Curriculum, Transfer and Technology, 1999.

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E, Ysseldyke James, and Educational Resources Information Center (U.S.), eds. NCEO framework for educational accountability. National Center on Educational Outcomes in collaboration with Council of Chief State School Officers, 1998.

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Education, Middle States Association of Colleges and Schools Commission on Higher. Framework for outcomes assessment. 2nd ed. CHE/MSA, 1996.

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Education, Alberta Alberta. Accountability in education: Policy framework. The Dept., 1995.

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Klages, Ellen. Facilitating the framework. Exploratorium, 1999.

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Ofsted. Connexions partnerships: A framework for inspection. Office for Standards in Education, 2002.

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Blundell, Patricia. Inter-religious dialogue: Towards an educational framework. VDM Verlag, 2010.

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H, Broadhurst William, and Ontario. Ministry of Education and Training., eds. University accountability: A strengthened framework. The Task Force, 1993.

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California. Legislature. Joint Committee to Develop a Master Plan for Education-Kindergarten Through University. Framework to develop a master plan for education. Senate Publications, 2000.

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Haddad, Wadi. Education policy-planning process: An applied framework. UNESCO, International Institute for Educational Planning, 1995.

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Części książek na temat "Educational framework"

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Tadesse, Aklilu Tilahun, Pål Ingebright Davidsen, and Erling Moxnes. "Theoretical Framework." In SpringerBriefs in Educational Communications and Technology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88289-1_3.

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Scheerens, Jaap. "An Overarching Conceptual Framework." In Educational Effectiveness and Ineffectiveness. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7459-8_1.

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Foulk, P., M. Desmulliez, L. Mackinnon, and M. Ferreira. "The ASTEP Educational Multimedia Framework." In Microelectronics Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-5110-8_50.

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White, Beth A., Taimi Olsen, and David Schumann. "A Threshold Concept Framework for Use across Disciplines." In Educational Futures. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-512-8_5.

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Almond, Russell G., Robert J. Mislevy, Linda S. Steinberg, Duanli Yan, and David M. Williamson. "The Conceptual Assessment Framework." In Bayesian Networks in Educational Assessment. Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-2125-6_12.

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Morel, Gwendolyn M., and J. Michael Spector. "Values, Foundations, and a Framework." In Foundations of Educational Technology, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003268406-3.

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Napoleon, D., and V. Ramanujam. "Education 4.0: Curriculum Development for the Educational Framework." In Industry 4.0 Technologies for Education. Auerbach Publications, 2022. http://dx.doi.org/10.1201/9781003318378-17.

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Tadesse, Aklilu Tilahun, Pål Ingebright Davidsen, and Erling Moxnes. "Assessing the Design Framework." In SpringerBriefs in Educational Communications and Technology. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88289-1_4.

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Doecke, Brenton, Desvalini Anwar, and Bella Illesca. "Narrative Language and Literacy Education Research Within a Postcolonial Framework." In Educational Linguistics. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49140-0_3.

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Ward, Sarah, Claire Bynner, and Victoria Bianchi. "Building a capabilities framework with learners from high-poverty neighbourhoods." In Educational Equity. Routledge, 2021. http://dx.doi.org/10.4324/9781003128359-8.

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Streszczenia konferencji na temat "Educational framework"

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ElMessiry, Adel. "PERSONALIZED AI EDUCATIONAL TUTOR: A FRAMEWORK FOR CUSTOMIZED STUDENT EDUCATION." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0911.

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Shiromizu, Leandro, and Alfredo Arnaud. "Unlocking RAIN-RFID: An Educational Framework." In 2024 IEEE URUCON. IEEE, 2024. https://doi.org/10.1109/urucon63440.2024.10850439.

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Pachoulas, George, Athanasios Christopoulos, and Chrysostomos Stylios. "A Conceptual Framework for Educational Metaverse." In 2024 2nd International Conference on Intelligent Metaverse Technologies & Applications (iMETA). IEEE, 2024. https://doi.org/10.1109/imeta62882.2024.10807878.

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Kupcs, Raimonds, and Arnis Lenerts. "REGULATORY FRAMEWORK OF RESOURCE MANAGEMENT IN EDUCATION SYSTEM: A COMPREHENSIVE ANALYSIS." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s02/15.

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The constant need to ensure the efficient use of resources, especially in the period of a challenging geopolitical situation, when the mobilization of resources in every sector of the national economy is of decisive importance, while not allowing the quality of educational services to decrease. The regulatory framework governing resource management within education system of Latvia is a multifaceted construct crucial for ensuring efficient allocation and utilization of resources. This paper provides an in-depth examination of the overall regulatory framework, emphasizing its intricate layers a
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Wolf, Mario, Sebastian Hartwig, Gregor Steinhöfel, Heinrich Söbke, and Eckhard Kraft. "PanoramaViewer – A Framework for Educational Collaborative Virtual Field Trips." In 2024 International Symposium on Multimedia (ISM). IEEE, 2024. https://doi.org/10.1109/ism63611.2024.00061.

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Assad, Amr. "AI Educational Support Framework for At-Risk Media Students." In 2025 16th International Conference on E-Education, E-Business, E-Management and E-Learning (IC4e). IEEE, 2025. https://doi.org/10.1109/ic4e65071.2025.11075419.

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Rizzardini, Rocael Hernández, and Hector R. Amado-Salvatierra. "Full Engagement Educational Framework." In L@S 2017: Fourth (2017) ACM Conference on Learning @ Scale. ACM, 2017. http://dx.doi.org/10.1145/3051457.3053969.

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Dumitrache, Anisoara. "EDUCATIONAL PLATFORMS EVALUATION FRAMEWORK." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-168.

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The emergence of distance learning and other alternative forms of education was a natural response of educational demands, their growth being supported by the ICT development. In the same way, the massive open online courses had even a greater rate of development and currently enjoys a great popularity (universities joined the concept declared million students enrolled). The term of lifelong learning is now, in 2015 more topical, perhaps more than it was in 1972, remaining an act of assumed individual responsibility. The success of an educational programme carried through distance learning doe
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Mudaliar, Aarthi, V. D. Garde, and D. P. Sharma. "Educational Resource Planning - A Framework for Educational Institutions." In 2009 Second International Conference on Emerging Trends in Engineering & Technology. IEEE, 2009. http://dx.doi.org/10.1109/icetet.2009.84.

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Strelkova, Lyudmila, Yulia Makusheva, Olga Bodrikova, Anton Shtanyuk, and Anna Miloserdova. "On the issue of evaluating educational programs for additional professional education." In Human resource management within the framework of realisation of national development goals and strategic objectives. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsebm.gizu3309.

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The article considers the problems of assessing the program of additional vocational education, considering the new realities, the management environment, the widespread introduction of the digital economy, which place new demands on workers and their professional competencies or even changes in their work activities. A methodology is proposed for calculating the integrated index of the educational program effectiveness, including vocational education, considering important economic, social, organizational, and educational components, which involves considering their quantitative and qualitati
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Raporty organizacyjne na temat "Educational framework"

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Jackson, Jessica K., Jeffrey Starr, Ed.D., and D'Andre Weaver, Ph.D. A Framework for Digital Equity. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/223.

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This publication outlines a new way of thinking about digital equity and how states, K-12, and higher education can achieve it. It introduces the Digital Equity Framework, a set of principles and guidelines designed to ensure equitable access, opportunities, and outcomes. The framework suggests strategies to bridge the digital access, design, and use divides outlined in the 2024 National Educational Technology Plan.
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Ruiz, Pati, Kelly Mills, Keun-woo Lee, et al. AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/218.

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To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI Literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI Literacy and connects them to existing initiatives. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI Liter
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Severin, Eugenio. Technologies for Education (TEd) - A Framework for Action. Inter-American Development Bank, 2011. http://dx.doi.org/10.18235/0008982.

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There is a broad consensus regarding the need to improve student outcomes in the educational systems of Latin America and the Caribbean. After an attempt to institute various reforms and initiatives, the demand for quality and equity continues to be heard throughout the region. Meeting this demand will require significant changes, regarding not only the teaching of subjects that are relevant to needs of a knowledge society, but also teaching them in a way that takes full account of the educational context that 21st century society has generated. The present document presents a framework suppor
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Ruiz, Pati, Eleanor Richard, Carly Chillmon, et al. Emerging Technology Adoption Framework: For PK-12 Education. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/161.

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The Emerging Technology Adoption Framework was created with education community members to help ensure that educational leaders, technology specialists, teachers, students, and families are all part of the evaluation and adoption process for placing emerging technologies in PK-12 classrooms. We engaged an Emerging Technology Advisory Board through Educator CIRCLS based out of The Center for Integrative Research in Computing and Learning Sciences (CIRCLS) and gathered additional feedback from researchers, policy experts, the edtech community, educators, and families to ground our work through a
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Tkachenko, Tatyana, Evgeny Silchuk, Lidiya Neupokoeva, et al. Information technologies in pedagogy: the information educational environment of the Medical University. SIB-Expertise, 2024. http://dx.doi.org/10.12731/er0787.29012024.

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The electronic educational resource is designed for teachers to master the theoretical foundations and practical skills of using information technology in the educational process and education management, as well as the application of various models of e-learning (EE) and distance learning technologies (DOT) in teaching practice. The electronic educational resource provides for the study of the regulatory framework governing the use of information and distance learning technologies in the education system. Formation and improvement of skills in using the tools of the digital educational enviro
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Galiani, Sebastian, Guillermo Cruces, Pablo Acosta, and Leonardo Gasparini. Educational Upgrading and Returns to Skills in Latin America: Evidence from a Supply-Demand Framework. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w24015.

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Onyango, Roselyne, and Zsuzsanna Nyitray. The Conceptualisation and Regulation of APBET Schools in Kenya: Applying the Abidjan Principles on the Right to Education. Edited by Juana Barragán Díaz and José Antonio Guevara. Global Initiative for Economic, Social and Cultural Rights, 2024. http://dx.doi.org/10.53110/ezqx6224.

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This report explores the categorisation and governance of 'Alternative Provision of Basic Education and Training' (APBET) schools within Kenya's educational framework. The report highlights the importance of aligning APBET schools with the Abidjan Principles to ensure they support public education effectively. It outlines the historical context of public education in Kenya, distinguishes between public and private education in terms of human rights, and delineates the state's obligations regarding both. The report also examines Kenya's legal definitions and regulatory approaches to different t
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Elliott, Kerry, and Hilary Hollingsworth. Collective Efficacy Tracking Tool. Developmental Framework 2023. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-722-9.

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Collective efficacy has become a prominent feature in educational policy and practice with growing evidence that a strong sense of collective efficacy amongst educators leads to better outcomes for students. With growing interest in the importance of collective efficacy and how to cultivate it, the Collective Efficacy Tracking Tool was created to address challenges associated with understanding, diagnosing, and developing collective efficacy. This Framework describes the development of the Collective Efficacy Tracking Tool, defining collective efficacy in a way that it can be operationalised t
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Lim, Kenneth Yang Teck, and Longkai Wu. The development of a framework for the effective translation of educational research into sustained practice in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27412.

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This project arose from the need to engage in translation and scaling efforts from previous technologically mediated research projects; this is in line with the strategic direction set by the third tranche of research funding at the OER. The concepts of diffusion, scaling and translation are contested and are sometimes framed too narrowly from the paradigm of numbers progressing along a unilinear trajectory alone; to an extent, this paradigm arises from how translation has been understood from the bioscience and pharmacological industries. Transposing these understandings to the Social Science
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Villegas-Reimers, Eleonora, Paula Pogré, Silvana Freire, and Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005008.

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The shift to remote and hybrid education during the COVID-19 pandemic demonstrated the need to revise and improve the education and professional development of teachers. It revealed that teachers often lacked the digital and pedagogical skills to organize and deliver education remotely. Better educational systems and processes begin with better-quality teaching, not only in schools and classrooms, but now remotely and in hybrid form. In Latin America and the Caribbean, a recent survey reveals that half of teachers consider that their single most important training need is pedagogical skills. T
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