This article shows the results of a research whose objective is to identify and analyze the leadership styles from the experiences in the educational practicum and their relationship in the development and improvement of the educationalquality in the public schools of Villavicencio, Colombia. According to the objectives, this research has a qualitative approach with a descriptive - correlational type, For that reason, it was made a descriptive analysis of the Teaching and Learning International Survey (TALIS) from the OCDE (2013), which was developed within the second international study about Teaching and Learning and it was applied to 34 directive people of some educational institutions of Villavicencio, - Meta - Colombia, it searched to demonstrate the relations between the questions that asses the directives' leadership aspects with the results of the Synthetic Index of Education Quality (ISCE) taking advantage of the sample size which is not far from the population size that is used by the factorial analysis techniques, it found links between the work experience and the leadership training as very important aspects in the ISCE scores. As the most relevant conclusions, it is found that the directive leadership is not one-sided, but there are also other members of the community who contributes to it. Likewise, it is shown the lack of budget and resources by the government for the teachers’ training and the support to get educational resources for the teaching practice.
Existen organismos en el mundo, creados precisamente para evaluar la calidad educativa tales como: United Nations Educational Scientific and Cultural Organization (UNESCO), el Instituto Internacional para la Educación Superior en la América Latina y el Caribe (IESALC), el Centro Nacional de Evaluación de la Educación Superior (CENEVAL) en México, la Comisión Nacional de Evaluación y Acreditación Universitaria (CONEAU) en Argentina, The National Center for Research on Evaluation, Standards and Student Testing (CRESST) en Estados Unidos, The Quality Assurance Agency for Higher Education (QAA) en Inglaterra, el Instituto Colombiano para el Fomento de la Educación Superior (ICFES), International Association for the Evaluation of Educational Achievement (IEA) o el International Assessment of Educational Progress (IAEP). Es decir que este problema tiene una alta resonancia a nivel planetario, lo que indica su importancia.
No wonder that after the teachers, the factors “School management”, “Curriculum design and development” and “Edu- cational resources and infrastructure” are the next factors considered in the publications. Since school management, being at the head of the institutions, are responsible for defining the direction they take, while the curriculum design and development is the guideline for teachers to interact with students. It is a very useful tool because it contains the set of objectives, contents, methodological criteria, and evaluation techniques that guide academic activity (Casanova, 2012). Without forgetting that “Educational resources and infrastructure” correlate positively with “Students’ learning outcomes”, that is, when students had adequate access to all available infrastructure facilities, their learning improved significantly (Calvo, Markauskaite, and Trigwell, 2010), which implies their importance within a quality education. These articles can not only provide guidance to principals, teachers and educational directors about the factors that have greater importance in educationalquality, but also lay the foundations for the prioritization of improvement activities within educational institutions.
Like Dewey, Stenhouse (1975) saw the classroom as a “here-and-now”, an arena for action. In this, he departed from A.S. Neill who had little interest in re- gulated environments. The two never met – though they lived just 50 miles apart. But Stenhouse, too, was an extremist of sorts, a radical, which is to say, a man of commitment. For him, educationalquality was to be found in pedagogical interaction. He was dismissive of preoccupation with outcomes – not dis- missive of outcomes. For him, the goal was to trans- form young people into informed, free and indepen- dent voters. To make the individual less subject to external control. But this is an accomplishment, not an objective –to be hoped for, worked for, but not pre-specified. For Stenhouse, there was no predic- tability in the link between pedagogy and learning. Indeed, he rejected the idea that this relationship is causal. Teaching –the teacher– is a resource, not a determinant. Perhaps the best known words of Sten- house (1975) are these: “education as induction into knowledge is successful to the extent that it makes the behavioural outcomes of the students unpredic- table” (p. 42). The key element of that sentence is to the extent that. This is an aspiration towards which we can only progress.
This Special Issue gathers some approaches on e-learning from different subjects related to Economics and Business. From a legitimate interest of pedagogues and technologists in these subjects, professionals involved in learning processes have been consciously or unconsciously removed from most of the debates in this field. The criteria established under the EHEA have directed lecturers’ activities towards finding a balance between content quality assurance and the most appropriate methodology to use in virtual teaching environments. According to the process of learning-by-doing, content quality assurance will undergo a more and more intensive use of more and more complex methodologies and technologies, due mainly to the evolution of the lecturer’s role and the consideration of cooperative learning as an unquestionable reality. Future trends confirm that this evolution will be successful if it is based upon two pillars: on the one hand, the capacity to generate enthusiasm and commitment between lecturers and students, and on the other hand, on the need to align learning results with processes of developing necessary competencies so as to improve the employability of people and their recognition by society. It is within this context that the higher education rationale lies and in which all professionals in the field of Economics and Business are involved.
In pedagogy, learning theories are the basis of educational processes, and they often refer to principles of behaviorism, cognitivism and constructivism to create instructional environments. Adding technology to existing learning theories raises many questions and prompts theorists to review them continuously, in order to adapt them as learning conditions change. These three theories were developed at a time when learning had not been impacted by the use of technology in education. At some point, the underlying conditions have been so significantly altered that additional modifications are no longer feasible. An interconnected world allows us to explore how information is acquired; connectivist environments have facilitated the creation of networks to share resources, ideas and experiences, and they must be evaluated. Faced with this new reality, a completely different approach is necessary (Siemens, 2004).
At the second stage - the 50-ies - 80-ies of the 20th century - China higher education system was modeled after the soviet Union higher education system, which involved the training of domain experts for major line mi- nistries. The education system was built using the soviet experts: during the period of 1949- 1959 more than 760 soviet teachers worked in the educational institutions of China, 337 de- partments and laboratories were created with their participation, over 4,000 post-graduate students and 7,000 pedagogical workers were trained .
The need to memorize the entire tradition belongs to the oral culture. The knowledge or erudition culture demands traditional references and logical proof — you have to indicate sources, you have to make quotations. Now, there is only the communicational flux which isn’t interrupted by external proof need. Communication differs from knowledge on that: in the communicational process, which is based on analogical signs, the flux is continuous and self sufficient, without resorting to external proof. The meta-language of knowledge appeared starting with the Renaissance and became more effective with the Reform and Counter-Reform, in the same time with the erudition culture due to the encounter between the Christian and the Antique culture in the educational environment. Now, in the postmodern globalizing times, the encounter between occidental and extra-occidental cultures doesn’t need intellectual erudition because mass media utilizes analogical signs. Nowadays mass media doesn’t need knowledge erudition because it is analogical, self-instructive and functions at a high speed. It is truth, knowledge erudition culture belongs to the printed book and the mechanical industrial era and it hasn’t got a rapid consumption. But immediate consumption of nowadays real mass media leads to the irrational acceptance because they don’t allow for enough time for assimilation and conscious reflection.
2.10. Since we are dealing with the realities of the 21st century, the educational reform has to be present and has a view for the future. The role of education has become contemporary, forward thinking, societal relevant, and a prerequisite to realizing Malaysia’s Vision 2020. This is to enable the education system to develop a world-class quality education system to promote national unity, produce human resources for national development, and developed a progressive and disciplined society. Some of the areas of reforms are formulating legis- lations on education, developing a scientific and technological society, enriching and diversifying the curriculum, promoting higher education reforms, upgrading teacher education, and promoting organisational changed.
Furthermore, the results showed that although the stress level suffers by the students does not directly influence their academic results, there is a correlation with some problem situations, like the physical exhaustion, the negative thoughts and the nervousness. These three factors influence adversely in the student subject marks. Nevertheless, the students are more motivated in the subject study of PE in accordance with the total implementation of the educational software, comparing with other subjects.
9. Ensure all recommendations are incorporated into the plan/proposal package 10. Input actual finish date (PPMS Task No. 3870) into the appropriate data system. 11. Complete and forward a copy of the Submission of Final Plan/Proposal Package to Quality Assurance and Lettings to verify an OEC Meeting has been held and the project has been completed (shelf projects only).
customer’s point of connection. Moreover, a guaranteed high quality of voltage supply requires large investments in the network. Among various PQ problems, mainly harmonics in the network often interact adversely with the network components and cause inconveniences to the network operators. The operations of power electronic devices produce harmonic currents that lead to additional harmonic power flow and increase network’s total apparent power demand while decrease true power factor of the network. Large harmonic current can also cause overloading and extra power losses in the network components. In extreme cases, it can lead to high thermal stresses and early ageing of the network devices. Imposing penalties to the harmonic producing customers is not presently feasible because of the lack of proper measuring devices. Harmonic currents when combined with high grid impedance increases voltage distortions in the network and in extreme situation can shift zero-crossing points of the supply voltage waveform. This increases noise and electromagnetic interference in the network. Transformers, cables and power-factor correction (PFC) capacitors are the network components that mainly get affected by PQ disturbances and are discussed briefly in the following sub-sections.
documentation containing detailed information about the software installed on the organization's computers, as well as a set of proposals for improving the quality of operations, improving security, security and efficient use of the software. This paper presents an IT software audit using the example of Kazan (Volga Region) Federal University and outlines methods for constructing services for effective software auditing.
The current investigation shows a theoretical background and quality concepts, evaluation, and accreditation of superior education institutions. The methodology is designed in two phases. The first one makes a documentary investigation of the subject considering various sources such as databases, magazines, websites and other publications with the aim of knowing quality standards that are required to be competitive, as well as identify principal accreditation bodies , group interest perceptions and redirect the activities to achieve international accreditation. The second one analyzes the information to define the categories and indicators; propose a General Model of Quantity that contributes to the international achievement of educational programs to apply on the university careers that offers the Faculty of engineering and business of the Autonomous University of Baja California, aligned with Institutional Development Plans and the Faculty as well. In the General Management Model, the accreditation criteria of recognized bodies will be established, and an applicable proposal will be designed to facilitate the performance of activities aimed at achieving accreditation. This model will serve as a guide recommending the gradual implementation of activities for the fulfillment of criteria and indicators.
The Motivational Positioning Variables (VMP) generated by the teacher determine their “intention to teach”, which is caused by the interaction between the variables from block 1 (personal variables) and those from block 2 (educational situation variables). It means that the teacher’s intention to teach depends basically on his/her own personal idea as to how the T/L process will develop during the course with a specific content and specific students, modulated by their personal variables. This idea may have been generated before beginning the class, and may have been caused by previous experiences with similar educational situations, or by the information provided by their peers from the center. These perceptions will powerfully condition, from the beginning, the way to address the teaching process (involvement, dedication, effort, etc.).
Sanders, W. y Horn, S. (1998) “Research findings from the Tennessee Value-Added Assessment System (TVAAS). Database: Implications for Educational Evaluation and Research”. Journal of Personnel Evaluation in Education. Vol 12, N° 3, p. 247 – 256. Sapelli, C. y Torche, A. (2002) “Subsidios al alumno o a la escuela: efectos sobre la
Serradell-Lopez, E.; Lara-Navarra, P.; Castillo-Merino, D.; Gonzalez-Gonzalez, I. (2010). Confidence-Based Learning in Investment Analysis. A 1st International Conference on Reforming Education, Quality of Teaching and Technology-Enhanced Learning: Learning Technologies, Quality of Education, Educational Systems, Evaluation, Pedagogies, May 19-21, 2010, Athens, Greece; Technology Enhanced Learning: Quality of Teaching and Education Reform, Book Series: Communications in Computer and Information Science, 73, 28-35.