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Student Assessment of Professors in Revolutionary Context. Case-Study: The History Faculty of the University of Bucharest (1989-1990)

Democracies , South Bend: University of Notre Dame, 1997, pp. 193–196. League of Students Manifesto / Programme – UB, December 29, 1989, Arhiva personală Bogdan Antoniu. Mihăilescu Ioan and Rostas Zoltan (2007) Dialog neterminat , Bucuresti: Curtea Veche. Miller, A. H. (1988) ‘Student assessment of teaching in higher education’, Higher Education , 17 (3): 3-15. Murgescu B. (2000) A fi istoric în anul 2000 , Bucureşti, ALL Educaţional. Murgescu B. (2003) ‘The Romanian Historiography in the 1990’s’, Romanian Journal of Political Science , 3

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The Corelation between Labour Market and Education – Results of a Comparative Study Conducted in the Hungarian, Romanian and British Educational Systems

Abstract

The present study aims at highlighting some of the impacts that labour market an education mutually have on each other both in the context of economies in transition (even if they used to have long historic traditions related to pioneering in instruction and education at mass and elite level) and that of a steady and consequent capitalist state undisturbed by the storms of radical political changes and periods of totally negating the values and results created by former historic eras and communities.

The main idea is that the relationship between the labour market and education is that of a mutual demand and supply based corelation, permanently influencing each other, so no political or economic authority and power should miss taking this into consideration unless they want to fail.

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Stimulation of the Development of Inquiry Skills in Teaching Functions

, 2013. 161 p. ISBN 978-1-4166-1608-5. Mathematics Education in Europe: Common Challenges and National Policies. [online]. EURYDICE, European Commission, 2011, [cit. 20150427]. Available from: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/132EN.pdf. PISA 2012 Released Mathematics Items. [online]. OECD Programme for International Student Assessment 2012, 2013 [cit. 20150430]. Available from: http://www.oecd.org/pisa/pisaproducts/pisa2012-2006-rel-items-maths-ENG.pdf. TAMIR, Pinchas and Vincent N

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Education in the News and in the Mind
PISA, News Media and Public Opinion in Norway, Sweden and Finland

Abstract

The Programme for International Student Assessment (PISA) has gained popularity in educational debates, and scholars argue that the tests influence national educational governance. It has further been claimed that PISA has penetrated the news media and that public opinion on education has been affected, but few have offered empirical evidence for such arguments. The present study contributes to the area by investigating the relationship between (i) news consumption and public awareness of PISA, and between (ii) awareness of PISA and public opinion on education in Norway, Sweden and Finland. The findings suggest that consumption of newspapers and public service TV (PBS) news is positively associated with awareness of PISA; consumption of commercial TV news is negatively associated with awareness of PISA. Further, “PISA effects” on public opinion are dependent upon news consumption and political considerations. The most significant relationship is found in Norway, where mass political polarization is stronger among respondents who are aware of PISA, compared to those who are not.

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The Implementation of TRM Philosophy and 5Qs Model in Higher Education - An Exploratory Investigation at a Swedish University

Abstract

Students, their families, employers and the government want the assurance that students will get “good quality” education. The question is: what does “good quality education” mean? This paper seeks to provide the answer as well as some concrete criteria and proposals to improve the objectives and quality of the education systems. We argue in this study that the quality of higher education and student satisfaction is a cumulative construct, summing various facets and variables of the educational institution, such as technical, functional, infrastructure, interaction and atmosphere variables. In this research we describe a study involving a new instrument, i.e. the 5Qs model and a new method which assures the reasonable level of relevance, validity and reliability, while being explicitly change-oriented. The main goal of the empirical part of this study is not to evaluate the performance of the staff or to analyze the student assessment or satisfaction, rather to test the new 5Qs model. The use of the 5Q dimensions provides both a structure for designing a higher education quality measurement instrument and a framework for prioritizing results and findings.

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The Flipped-Classroom Approach: The Answer to Future Learning?

Abstract

The study examines students’ assessments of the use of the flipped classroom approach in an undergraduate course in the Business Department at the College for Academic Studies in Israel. In its essence, learners prepare for classes by watching videos away from class, allowing the classroom encounter to focus on discussion, exercises, and discourse. Data were collected by a questionnaire distributed toward the end of the course. The students reported that watching videos between lessons enhanced interest, alleviated boredom, and enriched the learning. To a lesser extent, they reported it increased their involvement in learning, understanding of the learning material, and confidence in their ability to understand it. While acknowledging the convenience of watching course videos between classes, however, the participants clearly preferred to watch them in class. Multivariate analysis revealed that working students were less positive about using the flipped-classroom approach than non-working students, female students were more positive than male ones, and older students were more positive than younger ones. Furthermore, the stronger the senses of having classmates nearby, the more positive the participants were about the contribution of watching the videos.

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Designing an online learning environment for the qualification of teachers: the case of the PAS in the University of Perugia

1 This article has been developed jointly by authors. Floriana Falcinelli wrote the section: Objectives of the online training environment project, Reflection on the course and open problems; Mina De Santis wrote the section: Introduction, The training course in PAS at the University of Perugia, Future prospects; Maria Filomia wrote the section: Studentsassessment of the educational activity. References Alessandrini, G. (2011). Gli adulti e la formazione. Pedagogia oggi. 1-2, pp. 83-85. Baldacci, M., Frabboni, F. & Margiotta, U. (2012

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Problems in Teaching Physics at Technical Universities

References [1] International Outcomes of Learning in Mathematics Literacy and Problem PISA 2003 Results From the U.S. Perspective Highlights. [online] [cit: 2009-19-10]. Available on internet: http://nces.ed.gov/pubs2005/2005003.pdf [2] Learning for Tomorrow’s World First Results from PISA 2003. [online] [cit: 2009-19-10]. Available on internet: http://www.oecd.org/dataoecd/1/60/34002216.pdf [3] The Programme for International Student Assessment (PISA). [online] [cit: 2009-19-10]. Available on internet: http

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Impact of Inquiry Approaches to Mathematics Teaching on the Development of Skills to Analyse and Interpret Relationships Between Variables

Mathematics Items . [online]. OECD Programme for International Student Assessment 2012, 2013 [cit. 20160904]. Available from: http://www.oecd.org/pisa/pisaproducts/pisa2012-2006-rel-items-maths-ENG.pdf . REID, Norman. Getting Started in Pedagogical Research in the Physical Sciences . University of Hull, 2006. 70 p. ISBN 1-903815-07-X. ROCARD, M. et al. (2007). Science Education NOW: A Renewed Pedagogy for the Future of Europe . Available from: http://ec.europa.eu/research/science-society/document_library/pdf_06/report

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New Features of the NATO Centres of Excellence in Support of the North-Atlantic Alliance Transformation

instruction; student assessment; learning resources and student support. [15] Within the hierarchy of NATO’s E&T directives, Bi-SC 75-2 subordinates: Bi-SC 75-7 Education and Individual Training Directive, Bi-SC 75-3 Collective Training and Exercise Directive, and Bi-SC 80-6 Lessons Learned Directive. [16] Simion, Eduard; Kis, Alexandru, The NATO HUMINT Centre of Excellence as Department Head for Human Intelligence education and training in NATO , proceedings of the 10th Scientific Conference ” Defense Resources Management in the 21 st Century ”, National

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