Productivity improvements in education : a replay

Productivity is a measure of how well resources are utilized to produce output. It is defined as a ratio of outputs to inputs. Then to manage productivity is to achieve more outputs for the same inputs, usually measured in money terms or the same outputs for less input. The modern notion of productivity includes both organizational efficiency and effectiveness. In education outputs are principally represented by teaching, outcomes by learning. The definition of productivity should not be confused with efficiency and effectiveness. Effectiveness is a measure of the outcome of an operational unit like a school or a university department. It is a measure of how well an operational unit was able to accomplish its objective. Efficiency is a measure of the degree to which an operational unit utilizes appropriate resources in the right manner. The purpose of this paper is to analyze and critique the assumptions and developments of productivity measures, present productivity models with the main factors that affect behavioural and cognitive learning and to focus on the developments of productivity improvements in elementary, secondary and higher education.peer-reviewe

Learning styles as a fundamental improvement factor of learning quality

This study made a fundamental consent: that all learning and teaching styles are key factors in setting up programs that will advance the quality of the learning process. In this context, the aim of this study was to establish the basic principles, concepts, criteria and specifications of learning quality based on Kolb’s model of learning styles, which , it has been assumed, not only has a diagnostic application, but it also has a practical utility. The proposed approach to the improvement of the quality of the learning process, having considered all learning styles of those educated (i.e. all learners), sought to compile an individualized learning method through a clear acknowledgment of the goals and the results of learning in the frame of a holistic approach; this approach combines the goals, the context, the methodology, the evaluation and the progress of those educated.peer-reviewe

Nutritional Access and Resource Knowledge in College

Nearly 20% of college students are food insecure, compared to 14.5% of the general population who face food insecurity. Factors that influence this include rising tuition costs, lack of affordable housing in college towns, and an increase in first-generation and/or low-income students. Moreover, food insecurity has a notable effect on physical and mental health and overall academic performance. College years are an important intervention time for nutritional practices as students are making sovereign choices and assuming responsibility for their health decisions that will ultimately shape their lifestyles. We conducted focus groups with UM college students to gauge their dietary habits and nutritional barriers. Focus group participants were acquired through an optional survey distributed throughout the University of Montana campus, in numerous locations such as the dining hall, the residence halls, and emails from multiple different colleges at UM. In order to acquire demographics of participants, all who completed the survey answered questions regarding their residency status at UM, if they had experience using resources designed for people facing food insecurity, as well as basic nutritional literacy questions. They attended focus groups held via videoconference, where they were questioned about their level of knowledge regarding campus and Missoula community-specific resources. Additionally, we gathered data regarding the barriers preventing students from obtaining an adequate amount of nutritious food, and making healthy choices. Using this information, we will create an all-in-one online guide for students to reference with resources pertaining to nutrition and food insecurity to be distributed to UM students as they leave the residence halls, at Curry Health Center, in their class syllabi, and the global education building for international students studying here. Simultaneously, we will craft a toolkit that walks through our process step-by-step that is meant to be easily reproducible on any campus, anywhere

Teacher motivation and job satisfaction in Greek primary schools

The main aim of this paper is to examine the views of primary education teachers, in relation to both the prioritisation of the significance of specific factors related to the satisfaction of teachers, and to the determination of the degree of significance of the parameters that contribute to their motivation in their workplace, as well as in relation to the determination of the extent to which specific work factors contribute to their disappointment at work. The findings of this research point to the conclusion that the majority of respondents place the factors related to support on behalf of the school management, observance of the school's rules of operation, and the existence of an internal operating regulation as the top three priorities. In contrast, the existence of a written school development plan and social recognition rank last in the respondents' priority list. Moreover, it is established that the motivation of teachers is linked primarily to internal factors of professional satisfaction, among which the most important are the respondents' interest in their work, work-related creativity and freedom of action. Finally, it is concluded that the main factors of respondent disappointment in their work are mostly exogenous and are identified as the lack of appropriate material infrastructure, insufficient funding of school units and lack of satisfaction in their earnings.peer-reviewe