Gotowe bibliografie tematyczne / Formal education contexts

Spis treści

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

Gotowa bibliografia na temat „Formal education contexts”

Autor: Grafiati
Data publikacji: 17 lipca 2024
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Formal education contexts"

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Kucukaydin, Ilhan, and Patricia Cranton. "Participatory Learning in Formal Adult Education Contexts." International Journal of Adult Vocational Education and Technology 3, no. 1 (2012): 1–12. http://dx.doi.org/10.4018/javet.2012010101.

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Formal courses in adult education are most often housed within schools or faculties that include other disciplines such as teacher education, psychology, or training and development. Adult educators teaching these courses may feel obligated to follow the procedures and practices of the institution as well as of the programs with which they are associated. This creates a set of paradoxes and conflicts that are rarely addressed. Adult educators working in formal contexts teach about critical pedagogy and democratic practices without engaging in those practices themselves. This article advocates
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Zepke, Nick, and Linda Leach. "Improving learner outcomes in lifelong education: formal pedagogies in non‐formal learning contexts?" International Journal of Lifelong Education 25, no. 5 (2006): 507–18. http://dx.doi.org/10.1080/02601370600912089.

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Antić, Slobodanka. "Informal learning seeks its place in formal education contexts." Psiholoska istrazivanja 21, no. 1 (2018): 41–60. http://dx.doi.org/10.5937/psistra1801041a.

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Castillo-Cárdenas, Patricia, and Luciana Gastaldi. "Report of media education in the school curriculum in Latin America." Comunicar 12, no. 24 (2005): 13–20. http://dx.doi.org/10.3916/c24-2005-03.

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The need for reflection on the incorporation of a media education curriculum has brought about a concern about that has arisen in the new contexts of the information society. The international discussions on this issue demonstrate the obvious need for this kind of curriculum. In this paper, a framework is presented in the context of the discussion about introducing a media education curriculum for formal education in Latin America and the Iberian peninsula, taking into account the socio-cultural diversities involved in this specific context. La necesidad de reflexionar sobre la incorporación d
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VOVK, MYROSLAVA, OLHA HODATSKA, OKSANA VENHRYNIUK, and MARIIA BRONITSKA. "PROFESSIONAL DEVELOPMENT OF TEACHERS IN FORMAL AND NON-FORMAL EDUCATION: UKRAINIAN AND FOREIGN CONTEXTS." Comparative Professional Pedagogy 11, no. 2 (2021): 30–40. http://dx.doi.org/10.31891/2308-4081/2021-11(2)-3.

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The article summarizes Ukrainian and foreign experience in delivering teacher professional development in formal and non-formal education. It shows that Ukraine has taken certain effective measures to improve the system of continuing teacher education (legally regulating professional development in both formal and non-formal education; expanding opportunities for continuing professional development in distance learning; providing material encouragement to teachers based on the results of certification, internships, advanced training, project activities; focusing on the effective development of
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Costa, Sebastiano, Francesca Cuzzocrea, and Antonella Nuzzaci. "Use of the Internet in educative informal contexts. Implication for formal education." Comunicar 22, no. 43 (2014): 163–71. http://dx.doi.org/10.3916/c43-2014-16.

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Media use plays an important role in the social, emotional, and cognitive development of young individuals and accounts for a large portion of their time. For this reason it is important to understand the variables that contribute to improve the use of the Internet as a source of information and knowledge in formal and informal contexts. How is it possible to exploit the huge potential of this tool to help people learn? What are the cognitive and social characteristics that help individuals experience the Internet without being overwhelmed by its negative effects? What skills are needed to sel
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English, Lyn D. "Children's Problem Posing Within Formal and Informal Contexts." Journal for Research in Mathematics Education 29, no. 1 (1998): 83–106. http://dx.doi.org/10.5951/jresematheduc.29.1.0083.

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This study investigated the problem-posing abilities of third-grade children who displayed different profiles of achievement in number sense and novel problem solving. The study addressed (a) whether children recognize formal symbolism as representing a range of problem situations, (b) whether children generate a broader range of problem types for informal number situations, (c) how children from different achievement profiles respond to problem-posing activities in formal and informal contexts, and (d) whether children's participation in a problem-posing program leads to greater diversity in
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STEWART, William H., Patrick R. LOWENTHAL, and David RICHTER. "A MODEL OF REMOTE TEACHING AND LEARNING UNDER EMERGENCY AND SUSTAINED CRISIS CONDITIONS: A DESCRIPTION OF NOVEL DISTANCE EDUCATION CONTEXTS AND MANIFESTATIONS." Turkish Online Journal of Distance Education 24, no. 2 (2023): 183–201. http://dx.doi.org/10.17718/tojde.1090810.

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Humans have been learning at a distance for millennia. Modern information and communications technology has enabled formal distance education to be conducted online, though significant variation exists in purpose, course format, delivery methods, etc. Under duress of COVID-19, educators and students alike have been forced to engage in their courses remotely. These courses, however, are not equivalent to formal distance education and to date have broadly been referred to as Emergency Remote Teaching (ERT). Nevertheless, ERT courses are no longer unexpected and have become plannable; many are be
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Aurelia, Bețivu. "Formal, Non-formal, and Informal Education in the Shaping of the Adolescent Lifestyle." Journal of Educational Theory and Practice DIDACTICA PRO... 19, no. 6 (118) (2019): 11–14. https://doi.org/10.5281/zenodo.3583232.

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Adolescence is a key age for acquiring and maintaining positive lifestyle habits. Identifying what adolescents perceive as their lifestyle and exploring the factors dictating their decisions to engage in or avoid positive and negative lifestyle behaviors could improve the educators’ ability to influence the adolescents’ choices through formal, non-formal, and informal strategies, and modify negative behaviors. The concept of education in formal, non-formal, and informal contexts in a lifelong learning perspective is crucial for adolescents, because this ought to be one of
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Fenouli, V., C. Rojas, F. Gonzalez, et al. "University outreach, non-formal education and science literacy in challenging contexts." Acta Crystallographica Section A Foundations and Advances 79, a2 (2023): C526. http://dx.doi.org/10.1107/s2053273323090903.

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Rozprawy doktorskie na temat "Formal education contexts"

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Adamu, Taddele. "Individual differences in second language learning in formal contexts." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.276152.

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Visser, Alvin-Jon. "Rural students' local knowledge of learning in formal and informal contexts." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002588.

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The general aim of this thesis is to illuminate the process of learning as it occurs in formal and informal contexts. The study focuses on South African scholars attending school in rural areas where the contrast between learning in formal and informal learning contexts is more pronounced than that in urban areas. The research draws on rural scholars' local knowledge of formal and informal learning contexts in order to gain a rich insight into how cognition is situated in different learning contexts. This is accomplished through investigating the structure of the respective learning tasks, the
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Weil, Susan Warner. "Influences of lifelong learning on adults' expectations and experiences of returning to formal learning contexts." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019693/.

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This multi-site qualitative study focused on mature students' meanings for and experiences of learning inside and outside formal education. Its purpose was to ascertain how influences of lifelong learning shape adults' expectations and experiences of returning to a formal learning situation after a gap of at least three years. Eight cycles of inquiry were guided by continual data analysis. Sources for data collection and analysis during cycles 1-7, involving 48 participants, included life story interviews with 3S; group interviews with 21, 11 of whom were also seen individually or in pairs; co
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Leal, Joana Chaveiro Martinho Pereira. "Contextos educativos formais: ensino particular cooperativo versus ensino público." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29839.

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O presente estudo tem como objetivo conhecer a perceção dos pais/ encarregados/as de educação e professores/as sobre o ensino particular/cooperativo e o ensino público. Participaram neste estudo 20 sujeitos de ambos os sexos, (N=5) pais/ encarregados/as de educação com filhos no 1º ciclo do ensino básico público; (N=5) do particular/cooperativo; (N=5) professores/as do 1º ciclo do ensino básico público e (N=5) do particular/cooperativo. Os dados foram recolhidos através de entrevistas semiestruturadas e analisados com recurso à análise de conteúdo. Os resultados revelaram que existem algumas d
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Peters, Mitchell Joseph. "The contribution of lifelong learning ecologies in online higher education: graduate student learning across contexts." Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/670302.

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Les institucions d'ensenyament superior s'han hagut d'adaptar cada vegada més a la digitalització de l'educació, així com a una àmplia demografia d'estudiants que es tornen a incorporar a la formació acadèmica en diferents etapes de la seva carrera. Aquests estudiants, que aprenen al llarg de la vida, sovint han de combinar els estudis amb responsabilitats professionals paral·leles. El propòsit d'aquest estudi interpretatiu és comprendre les experiències dels estudiants en diferents contextos -des d'una perspectiva d'ecologies d'aprenentatge (learning ecologies, LE)- en el context de l'ensenya
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Tan, Wee Hoe. "Game-based learning in formal educational contexts : how subject matter experts and game experts could collaborate to design and develop games." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35620/.

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This doctoral research aimed to investigate how subject matter experts (SMEs) and game experts can collaborate to design and develop games for use in formal educational contexts. The research began with a literature review of key concepts and issues associated with game-based learning (GBL), which led to the process of defining and redefining the overarching research question, along with its scope and position in academia. A three-phase strategy was adopted to segregate the research into exploratory, confirmative and explanatory phases, wherein each phase comprised interrelated studies. These
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Paula, Luciana Patricia Albuquerque de. "Formar para transformar práticas avaliativas: uma proposta de ação supervisora." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21705.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-11T11:58:19Z No. of bitstreams: 1 Luciana Patricia Albuquerque de Paula.pdf: 844793 bytes, checksum: 0d62eb05145dcb2d72041bd0b822b812 (MD5)<br>Made available in DSpace on 2018-12-11T11:58:19Z (GMT). No. of bitstreams: 1 Luciana Patricia Albuquerque de Paula.pdf: 844793 bytes, checksum: 0d62eb05145dcb2d72041bd0b822b812 (MD5) Previous issue date: 2018-10-31<br>This research had the general objective to develop a proposal for supervising action for the orientation and follow-up of the formation processes in context, developed by
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Connolly, Marie. "A knowledge-based perspective of formal staff mentoring in higher education : context, process and outcomes." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761007.

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As a powerful form of knowledge creation, mentoring can deliver new ideas to organisations. Theorists and practitioners alike advocate that engaging in effective mentoring relationships can be very useful to an individual’s personal and professional development. However, very little empirical work has been carried out on the impact of mentoring relationships on knowledge creation and sharing. Through the development of a conceptual model of mentoring from a knowledge-based perspective (Figure 2.1), which is based on Nonaka and Takeuchi's (1995) theoretical SECI (socialisation, externalisation,
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Moore, Alrika. "Recognition of prior learning in a contemporary South African context a non-formal educational approach /." Thesis, Pretoria : [s.n.], 2000. http://upetd.up.ac.za/thesis/available/etd-03162006-160045.

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Silva, Talita Fernanda da. "Avalia??o do n?vel da criatividade figural infantil em dois diferentes contextos de educa??o." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/307.

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Made available in DSpace on 2016-04-04T18:28:08Z (GMT). No. of bitstreams: 1 Talita Fernanda da Silva.pdf: 1028974 bytes, checksum: 14ca9b4cdc8533f2d797909be602ef92 (MD5) Previous issue date: 2012-12-14<br>Creativity is a trait that has been widely recognized and required in social contexts, highlighting, among these, the educational context. This study aimed to evaluate the creativity of children that attending different contexts of education, being: (1) exclusively context of formal education and (2) both formal and non-formal context, to verify the existence of differences in creative p
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Książki na temat "Formal education contexts"

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Bandini, Gianfranco, and Stefano Oliviero, eds. Public History of Education: riflessioni, testimonianze, esperienze. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.

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This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be br
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1949-, King Linda, and Unesco Institute for Education, eds. Learning, knowledge, and cultural context. Kluwer, 1999.

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Yubero, Santiago. Exclusión: Nuevas formas y nuevos contextos. Ediciones de la Universidad de Castilla-La Mancha, 2009.

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Vivek, Kaushik, and Institute of Social Sciences (New Delhi, India), eds. Restructuring of elementary primary and non-formal education in the context of the new Panchayati Raj: Commission report. Institute of Social Sciences, 1996.

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Alitolppa-Niitamo, Anne. The Icebreakers: Somali-speaking youth in metropolitan Helsinki with a focus on the context of formal education. Population Research Institute, the Family Federation of Finland, 2004.

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Kuznecov, Andrey, Ol'ga Gulegina, Kristina Agafonova, Lazer Gamidov, Kamilla Yusupova, and Ekaterina Kichina. Digital technologies in teaching. INFRA-M Academic Publishing LLC., 2025. https://doi.org/10.12737/2139201.

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This textbook summarizes the experience of using digital solutions in various higher education institutions both in Russia and abroad. The use of different formats of digital content and social networks for the implementation of the learning process in various disciplines is justified. The described resources and technologies contribute to improving the level of digital literacy of future specialists. Meets the requirements of the latest generation of federal state educational standards for higher education. For students and postgraduates of humanities and pedagogical fields of study in higher
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Amina, Osman, Commonwealth Secretariat, and ADEA Working Group on Non-Formal Education., eds. Achieving education for all: The case for non-formal education : report of a symposium on the Implementation of Alternative Approaches in the Context of Quality Education for All. Commonwealth Secretariat, 2005.

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Gagarina, Larisa, and Elena Kokoreva. Introduction to the theory of algorithmic languages and compilers. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1872635.

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The textbook provides a systematic course of mastering the theory of formal languages and grammars — both regular and context-free. The modern tasks of lexical, syntactic and semantic analysis are considered, as well as the well-known principles of their use for solving practical problems of software creation. The strict style of presentation is accompanied by numerous examples, as well as tasks for independent solution as part of practical tasks necessary for deep assimilation of the material. Meets the requirements of the federal state educational standards of higher education of the latest
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Yakobson, Zinaida, Nadezhda Baskakova, and Dmitriy Simakov. Production management of the enterprise. INFRA-M Academic Publishing LLC., 2024. http://dx.doi.org/10.12737/1225049.

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The textbook consists of two volumes: volume 1: Fundamentals of production management and volume 2: Production management of the enterprise. Volume 1 examines the content and essence of production management, the production structure of the enterprise, the concept of development of the organization of production activities on the example of a large enterprise; the methodology of product quality management, including in the format of the international standard ISO 9000 using the "Just in time, on time" model at Toyota. Meets the requirements of the federal state educational standards of higher
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Shevcov, Aleksandr. Classical and non-classical logic in historical-philosophical aspect: basic principles and concepts. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018310.

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In the textbook systematically described the concept of logic — of the subject, understood as the Foundation of philosophy. Special emphasis is placed on the historical background of the development of logic, it is emphasized that logic as a scientific discipline was formed in close connection with other Sciences, including natural science profile.&#x0D; Content of the manual fully complies with the requirements of Federal state educational standard of higher education in the direction of training 47.04.01 "Philosophy". &#x0D; Recommended for students of higher educational institutions studyin
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Części książek na temat "Formal education contexts"

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Maber, Elizabeth J. T., Naw Tha Ku Paul, Aye Aye Nyein, and Sean Higgins. "Prioritising Education: Youth Experiences within Formal and Non-formal Education Contexts." In Sustainable Peacebuilding and Social Justice in Times of Transition. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93812-7_10.

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Wright, Tony. "Classrooms as Formal Contexts for Learning." In Classroom Management in Language Education. Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230514188_3.

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Pogodzinski, Ben. "The Formal and Informal Contexts of Union Socialization." In Teacher Unions in Public Education. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137426567_7.

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Dron, Jon, and Terry Anderson. "Informal Learning in Digital Contexts." In Handbook of Open, Distance and Digital Education. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_84.

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AbstractGovernments, business leaders, educators, students, and parents realize the need to inculcate a culture of lifelong learning – learning that spans geography, time, and lifespan. This learning has both formal and informal components. In this chapter, we examine the conceptual basis upon which informal learning is defined and some of the tools and techniques used to support informal learning. We overview the rapid development in information and communications technologies that not only creates opportunities for learners, teachers, and researchers but also challenges us to create equitabl
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Dron, Jon, and Terry Anderson. "Informal Learning in Digital Contexts." In Handbook of Open, Distance and Digital Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_84-1.

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AbstractGovernments, business leaders, educators, students, and parents realize the need to inculcate a culture of lifelong learning – learning that spans geography, time, and lifespan. This learning has both formal and informal components. In this chapter, we examine the conceptual basis upon which informal learning is defined and some of the tools and techniques used to support informal learning. We overview the rapid development in information and communications technologies that not only creates opportunities for learners, teachers, and researchers but also challenges us to create equitabl
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Ylimaki, Rose M., and Lynnette A. Brunderman. "Going Deeper into Curriculum and Pedagogical Activity." In Evidence-Based School Development in Changing Demographic Contexts. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_6.

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AbstractThis chapter takes a deeper dive into curriculum and pedagogy as these are defined and applied within education. Here terminology like pedagogy, curriculum, leadership (including leadership teams) and education itself are defined in terms of a particular ‘educational’ interest. Such an approach also features a mediation among state and national standards and the needs and interests of children. This approach sees the task of educating children as necessarily occurring in the pedagogical relation between teacher and student in classrooms and between formal leader/principal and teacher i
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Bellantonio, Sergio. "Fostering Personal Knowledge and Competences in Higher Education Guidance Processes." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.36.

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Education is a constantly ongoing process that allows individuals to interpret and transform reality. The variety of life contexts, formal, non-formal or informal, are explicitly or latently involved in this process and contribute decisively to building a personal knowledge and competence system at the basis of subjectivity. The aim of this paper is to highlight the role played by knowledge and competence arising from personal experience within profiles of professional competences, to implement possible reflective paths in higher education guidance processes
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Masats, Dolors, Emilee Moore, and Almudena Herrera. "Mediation-in-interaction in computer-enhanced non-formal contexts for learning English." In Mediation as Negotiation of Meanings, Plurilingualism and Language Education. Routledge, 2024. http://dx.doi.org/10.4324/9781003032069-7.

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Boyadjieva, Pepka, and Petya Ilieva-Trichkova. "Adult Education as a Pathway to Empowerment: Challenges and Possibilities." In Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_7.

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AbstractThis chapter develops a theoretical framework for conceptualising adult education’s role in individual empowerment using a capability approach perspective. It also provides empirical evidence on how adult education can contribute to individuals’ empowerment. Adult education is both a sphere of, and a factor for, empowerment. Empowerment through adult education is embedded in institutional structures and socio-cultural contexts and has both intrinsic and instrumental value; it is neither linear nor unproblematic. Adult education’s empowerment role is revealed in expanded agency; this en
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Tomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli, and Aline Almeida. "Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C's." In Educational Commons. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.

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AbstractListening to children in educational settings is vital for establishing inclusive and equitable environments. This approach recognizes children as active agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learning experiences. The synergy between Childhood Studies and Educational Sciences underscores the necessity of heeding children’s voices to enhan
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Streszczenia konferencji na temat "Formal education contexts"

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Panzavolta, Silvia, and Elena Mosa. "DEBATING IN NON-FORMAL CONTEXTS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2436.

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Paz, Marta, and Clara Vasconcelos. "BEYOND THE CLASSROOM: EMPOWERING LEARNERS IN BIO AND GEOETHICS WITH ENGAGING NON-FORMAL RESOURCES." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/50.

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Recent decades have witnessed extraordinary scientific and technological advances which have profoundly impacted society in multiple dimensions, such as healthcare, agriculture, energy, natural resources exploitation, environmental conservation, georisks management, and digital communication, promoting better living conditions for all. However, alongside the benefits, humanity also faces growing challenges and dilemmas concerning planetary sustainability and human rights. For this reason, the call for scientific and ethical literacy has never been more critical, namely in the field of bio and
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Yu, Sun, Xia Youming, and Zhiping Li. "Formal contexts in ontologies." In Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028620.

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Breda, Ana, and Catarina Cruz. "SOFT SKILLS IN MATH - NON-FORMAL LEARNING CONTEXTS." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2348.

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Gorghiu, Gabriel, and Elena Ancuța Santi. "Applications of Experiential Learning in Science Education Non-Formal Contexts." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.33.

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Afonso, Margarida, Helena Tomás, Paula Péres, and José Pedro Marques. "SCIENTIFIC LITERACY, NON-FORMAL AND INFORMAL CONTEXTS, AND INTERGENERATIONALITY." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1181.

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Romanovska, Alina. "ETHNIC AND SOCIAL CONTEXTS IN CULTURAL EDUCATION: QUALITATIVE RESEARCH RESULTS IN FORMAL EDUCATIONAL SETTINGS." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0629.

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Moldovan, Veronica Oana. "Scouting Influence Upon The Young Pupil’s Integration Within Formal Educational Contexts." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.8.

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Silva, Júlia Veiga da, Simone André da Costa Cavalheiro, and Luciana Foss. "Automata Theory in Computing Education: A Systematic Review." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2024. http://dx.doi.org/10.5753/sbie.2024.242472.

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This paper presents a systematic literature review investigating approaches to teaching Automata Theory in Computing Education. Automata Theory, a foundational area of Computer Science essential for understanding formal languages and compilers, is increasingly recognized for its importance in educational contexts. This study examines how Automata Theory is approached, assessed, integrated, and taught in both higher education and K-12 settings. The review reveals several innovative and traditional methods used to enhance student engagement and comprehension, including educational tools and game
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Oliveras, Alicia Fernández, and María Luisa Oliveras. "Broadening teacher training: playful learning in non-formal contexts for science and mathematics education." In 4th Annual International Conference on Cognitive - Social, and Behavioural Sciences. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.05.17.

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Raporty organizacyjne na temat "Formal education contexts"

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Angrist, Noam, and Rachael Meager. Translating effective education approaches, such as targeted instruction, across contexts. Centre for Excellence and Development Impact and Learning (CEDIL), 2022. http://dx.doi.org/10.51744/ceb2.

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Multiple randomised trials have proven that targeted educational instruction is an effective approach to addressing learning gaps in low- and middle- income countries. This approach has been tested in multiple rigorous studies, including in Ghana, Kenya and India. This evidence brief reports a formal synthesis of the evidence and assesses the strength and generalisability of the evidence and the factors that drive the largest frontier effects in the literature. This brief also provides practical guidance on elements of targeted instructional approaches that drive the greatest impacts for stude
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe04.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, a
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Levy, Brian. How Political Contexts Influence Education Systems: Patterns, Constraints, Entry Points. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/122.

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This paper synthesises the findings of a set of country studies commissioned by the RISE Programme to explore the influence of politics and power on education sector policymaking and implementation. The synthesis groups the countries into three political-institutional contexts: Dominant contexts, where power is centred around a political leader and a hierarchical governance structure. As the Vietnam case details, top-down leadership potentially can provide a robust platform for improving learning outcomes. However, as the case studies of Ethiopia, Indonesia, Nigeria, and Tanzania illustrate, a
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha, and Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instru
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportuniti
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportuniti
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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert, and Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educationa
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Topuzov, Oleg, Liudmyla Kalinina, and Valentyn Rogoza. Analytical report on the results of an online survey of academic staff in the context of developing competency-oriented textbooks for a new generation. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-staff-2021-44.

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The analytical report explores the state of practice and prospects for the development and improvement of the content of mathematics and natural sciences education in the context of compliance with international standards, particularly the goals of PISA. The report is based on the results of a survey conducted among researchers from the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine. The survey focused on analyzing the content of modern textbooks, the application of a competency-based approach, awareness of PISA requirements, and the compliance of educational
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Pilege, Evita. Improvement of Career Management Skills of Adults in Information Technology through Non-Formal Education. Vilnius Business College, 2024. https://doi.org/10.57005/ab.2024.4.10.

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This study aims to identify effective models and methodologies for improving the career management skills of adults transitioning into IT roles through non-formal education. Through a literature review, expert interviews and evaluation of data from the Riga TechGirls non-formal education programme 'DiscoverTech', the study highlights the critical need for tailored career guidance in the context of digital transformation and human rights. Key findings show that the models developed for digital transformation, career guidance and management skills, together with the career counselling programme
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Angrist, Noam, and Rachael Meager. Implementation matters: Generalising treatment effects in education. What Works Hub for Global Education, 2023. http://dx.doi.org/10.35489/bsg-whatworkshubforglobaleducation-wp_2023/03.

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Targeted instruction is one of the most effective educational interventions in low- and middle-income countries, yet reported impacts vary by an order of magnitude. We study this variation by aggregating evidence from prior randomised trials across five contexts, and use the results to inform a new randomised trial. We find two factors explain most of the heterogeneity in effects across contexts: the degree of implementation (intention-to-treat or treatment-on-the-treated) and program delivery model (teachers or volunteers). Accounting for these implementation factors yields high generalisabil
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