|
on Education |
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Issue of 2015‒03‒27
forty-one papers chosen by João Carlos Correia Leitão Universidade da Beira Interior |
| By: | Mahmoud Syam (QATAR UNIVERSITY); Mohamed Chabi (QATAR UNIVERSITY); Muneer Al Wadi (QATAR UNIVERSITY) |
| Abstract: | Weakness of students in mathematics is a very old problem, discovering the source of this weakness is not an easy mission and needs to check the curriculum, teaching methods, learning process, assessment methods and using the technology in teaching mathematics. In addition, Mathematics is a vertically structured field, secondary stage depends on preparatory stage which depends also on primary stage. Determining the source of weakness depends on the outcomes of each stage by using international tests to be fair with all stages including the first year University students. In this paper, Authors used four international tests to discriminate the level of students and to investigate their actual performance in the levels; grade 4, grade 8 and first year University students and the end of secondary stage. These international tests are TIMSS for grades 4 and 8, PISA for grade 10, and ACT and ACCUPLACER for first year University students. It is found that the problem starts after grade 8 specially in secondary stage. Teachers, curriculum, teaching methods, lack of using technology, instructional language, using the calculators continuously and lack of communication between the schools and the university are factors affect students’ transition from high school to university. |
| Keywords: | TIMSS, ACT, PISA, ACCUPLACER, Student, School, University, Education System. |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100371&r=edu |
| By: | Ann Sirbiladze (University of Georgia); Ia Aptarashvili (Tbilisi State University) |
| Abstract: | In modern educational space an important topic for studies are the factors that influence on the education, and specifically observing what does exactly influence on the academic achievement of student and his/her level of education. Accordingly, the purpose of our research was to find out what influence do the two important forces- family and government have on student’s academic achievement. Therefore our research was planned to have two stages. In study 1, we examined whether parental-psychological and financial involvement has an effect on student’s academic achievement. Specifically, we examine whether this involvement varies on different educational level and what are the primary priorities of parental investment and support. The survey has been carried out in the families where children, pupils of the final stage of high school or students live. The research method was a structural interview and it included the following general blocks: Demographic data of the family, period of Preschool education, Primary education, Basic education and Secondary education, Forms of parental involvement, Evaluation of academic and educational success of a student. In study 2, we tested what predictive value does the financial support, made by the government, has for the development of new generation. Specifically we tried to find out the relationship between the percentage of GDP of particular country that is issued for funding the general education and the general educational level of the country. In order to ascertain the common educational level of the countries, we have used the results of the international researches, such as PISA, TIMSS and PEARLS. Accordingly, the analysis of the finances, spent on secondary education by developed and developing countries, and the role of mentioned capital in determination of secondary education, were carried out within a research.The study revealed that Family involvement in the education of the child is playing very important role in his/her academic achievement. Specifically basic investment in the education of a child made by parents is expressed by the proposal of additional educational services and Additional educational service is changeable according to the stages of education; there is significant influence of parental Child rearing patterns on student’s achievement. Parental involvement types and strategies have a significant relationship with student’s academic success. Finances issued by government have the predictive value for the education level of the country.The study results have implication for professionals working in educational field. |
| Keywords: | Academic achievement, Educational Finance, GDP, Parental involvement. |
| Date: | 2014–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0802362&r=edu |
| By: | Najwa Al-Mously (Faculty of Medicine, King Fahad medical City,King Saud bin Abdulaziz University for Health Sciences) |
| Abstract: | The correlation of medical schools preadmission criteria and subsequent student academic performance of undergraduate medical students have been investigated in several studies. This performance can also be affected by the use of English language as a medium of instruction for the non-native speaker students. In Saudi Arabia, medical students face learning difficulties due to the adoption of English language as a medium of education, although schooling is mostly in Arabic. Language barrier is considered one of the important challenges in our region. To assess medical students' performance during the pre-clinical phase based on their scores in preadmission tests and premedical English. Also, to evaluate if these factors can identify students that may be at risk of poor academic performance. Methods: This cross-sectional study was conducted at the Faculty of Medicine, King Fahad medical City (KFMC/KSAU-HS). Students' scores of preadmission tests (High school average, National Aptitude and Achievement test), final premedical English, and preclinical grade point average (GPA) were collected. Students included in the study were (n=110)) second year, and (n=87) third year medical school. Those with a medical school GPA <3 were considered poor performers. T-test, Pearson correlation, and linear regression test were used for analyses. Results: An intermediate correlation was observed between High school scores and GPA for both cohorts (p<0.05). Similar but a stronger correlation was obtained with premedical English scores. National Achievement test showed significant correlation with GPA of the 2nd year cohort only. For Aptitude test, there was no significant correlation with GPA for both cohorts (p>0.05). A prominent influence of premedical English scores on GPA was indicated by the regression analyses. Poor performers' GPA was significantly correlated with English for both cohorts. Although two of three preadmission tests showed a correlation with academic performance of Saudi medical students, they failed to have a predicative impact. However, premedical English language scores presented as a significant predictor of academic performance. Therefore, we suggest that there is a need to introduce other valid and reliable tools for admission to medical schools such as English proficiency test and well structured mini-interviews. |
| Keywords: | Medical students, Academic performance, Preadmission criteria, English proficiency. |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100323&r=edu |
| By: | Siti Suhaila Ihwani (Technology University Malaysia); Adibah Muhtar (Technology University Malaysia); Norhafizah Musa (Technology University Malaysia) |
| Abstract: | Teacher readiness is an essential element in teaching and learning process. Sex education implementation depends on teacher readiness to teach the subject. In Malaysia, sex education is taught in various subjects namely Islamic Education, Moral Education, Science, Additional Science and Biology. In Islamic Education, there are some topics related to sex education that are taught. Islamic Education teachers are responsible to increase student’s understanding of the concept of sex education from the Islamic view. Therefore, Islamic Education teachers should know how to convey religious values within the topics taught. Internalization of a clear and complete set of religious values in the students could protect them spiritually, emotionally and intellectually from any destructive and corrupt elements. Islamic Education teachers have to ensure that all its teaching is more effective with respect to its implication and internalization especially its function for student’s self protection in conduct. Most importantly, they should make a connection between Islamic religion/ethical theory and practice. Thus, the readiness of Islamic Education teachers in teaching sex education from the religious values must be given full attention. Are they ready to teach sex education in accordance to Islamic perspective? This is to ensure that students respect their religion, themselves, intellect, progeny and property which are in line with the goals of all religions and the aspirations of Man. This study focused on Islamic Education teachers from secondary school in Malaysia. The aim of the paper is to discuss the readiness of Islamic education teachers in teaching sex education in line with Islamic values. |
| Keywords: | Islamic Sex Education, Western Sex Education, Islamic Education Teachers, Readiness. |
| JEL: | I29 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0101340&r=edu |
| By: | Parinduri, Rasyad |
| Abstract: | I examine the effects of education on health in Indonesia using an exogenous variation in education induced by an extension of Indonesia's school term length in 1978-1979, a natural experiment that fits a regression discontinuity design. I find the longer school year increases educational attainment and wages, but I do not find evidence that education improves health. I explore some mechanisms through which education may affect health, but education does not seem to promote healthy lifestyles, increase the use of modern healthcare services, or improve access to health insurance; if anything, education improves only cognitive capacity. |
| Keywords: | education, health, regression discontinuity design, Asia, Indonesia |
| JEL: | H52 I12 I15 I21 I25 |
| Date: | 2015–03 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:63223&r=edu |
| By: | SEYITHAN DEMIRDAG (UNIVERSITY OF OKLAHOMA) |
| Abstract: | The Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind (NCLB) are the federal laws made in the United States (US), and claim that schools are accountable for the success of students with special needs and school responsibilities must be demonstrated through Individualized Education Program (IEP), which outline specific instructional accommodations, modifications, and effective evaluations. Historically, students with learning disabilities (SLD) receive services either in a resource room, a self-contained special education, or inclusive settings where they receive special education services within the general education classroom. Even though federal laws shifted the focus on how to effectively educate SLD, it appears that these students continue to fall behind their non-disabled peers in regular education classrooms in many subjects including science. Teaching science to SLD in inclusive classrooms is a challenging task for science teachers as the numbers of SLD has grown in such classrooms. This paper summarizes the effects of collaboration among teachers, setting high learning goals, effective teaching strategies, and providing some basic modifications with SLD in a 6th grade inclusive science classroom in an urban school district in a Western State. The paper also guides science teachers to incorporate some example lessons in their lesson plans for meaningful learning. |
| Keywords: | Science, special education, teaching strategies, learning goals, modifications |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100329&r=edu |
| By: | Zamira Hyseni-Duraku (PHD Candidate University of Tirana, Lecturer University of Prishtina \) |
| Abstract: | The main goal of this study is to verify if a greater number of students within a University department is an influential factor on the quality of instructors’ teaching and evaluating. One of the key analytic theses of this study, is to prove whether there is difference between the level of students’ evaluations of their professors quality and forms of teaching, and the students’ participation in small, medium or large student groups within their department in the Hasan Prishtina University undergraduate program. To identify the scope of this study, the quantitative research method has been used. The measuring instrument was designed in the form of a questionnaire that was conducted with the 1006 students who are currently pursuing their BA degree at Hasan Prishtina University. For the conduction of the research, students were selected from the 12 departments within the university. The results of the study reveal that there are differences between the student evaluations on the quality of instruction and evaluation. Students from smaller and medium groups within the department, declare to be more satisfied with their personal academic achievements and give higher evaluations of their instructors, considering the latter cooperative and supportive throughout the education process than did students of larger groups within the department, whose evaluations reflect dissatisfaction with academic evaluations received within their according pathways of study. |
| Keywords: | Kosovo public higher education, class size, students evaluations, teaching and evaluation quality, students satisfaction, academic performance |
| JEL: | I00 I21 I29 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100935&r=edu |
| By: | Alhasan Allamnakarah (Program of educational studies- King Abdulaziz university) |
| Abstract: | Within the context of the national education reform, the King Abdullah Education Development Project (Tatweer Project) of 2007 -2013 in the Kingdom of Saudi Arabia mandated the most important unprecedented leading comprehensive public educational development reform with four main components of (i) enhancing high school teachers’ teaching methods and strategies; (ii) improving high school curriculum; (iii) developing high school activities; and (iv) improving high school facilities and infrastructure. The first two former components – the two intended outcomes of the project, are directly related to Saudi higher school teachers who carry out the teaching activities in Saudi classrooms all over the Kingdom of Saudi Arabia. This study, following Fullan (2006, 2010)’s theory of actions for whole system improvement in education, investigated the grassroots implementation level of Saudi high school education reforms, particularly Saudi high school teachers’ perspectives on the Tatweer project’s first two intended outcomes of enhancing high school teachers’ teaching methods and strategies and improving high school curriculum. Using a quantitative research method, the study surveys 210 Maths and Science high school teachers in 7 Saudi educational departments where the Tatweer project has been targeting at. The study reveals that an effective education reform that enhances teachers’ skills and improves curriculum need to be based on teachers’ engagement by their being both change agents and active partners, rather than being passive recipients in the education reform. The study’s findings provides both theoretical and practical insights for policy makers and decision makers on how improvements in implementations might be made for a more effective system wide and transformational education reform in Saudi Arabia. Going forward, the study highlights the need for revising the Tatweer’s project aim as well as its implementation practice for the reform’s Kingdom-wide success. The study’s findings have significant implications for similar countries that are striving for more effective education reform/change. |
| Keywords: | education reform, teachers' perceptions |
| Date: | 2014–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0200676&r=edu |
| By: | Ali Ozel (Dumlupinar University); Emine Ozel (Dumlupinar University); Servet Ozunal (Dumlupinar University); Nurettin Bilgen (Pamukkale University) |
| Abstract: | This research aims to identify misunderstood concepts and measures the effects of the choice of method in minimizing misunderstanding in the section “The shape and movements of the earth†in the chapter “geographical location.†This research has been conducted with the experimental design model. An achievement test is the means used in data collection in this study. The measurement tool developed has been applied to 48 students who are the first-year students, studying at a private high school in Kutahya. In order to solve the sub-problems of the research, a two-way analysis of variance (repeated measures) has been done; the values of frequency, percentage and mean have been used. By making a literal questionnaire study, it has been identified that if there is a meaningful diversity among the success levels and genders of students; parents education and their income position, whether she or he has a computer at home. |
| Keywords: | Education of Geography, Movements in the world Shape, Concept Education |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0301942&r=edu |
| By: | Yueh-Chun Huang (Graduate Institute of Educational Administration and Policy Development, National Chiayi University) |
| Abstract: | Prior to the 1970s, the systems of higher education in most Asia countries had been elitist in nature, but in the past few decades many of these countries have been gradually shifting in the direction of mass higher education. However, in developing countries there is very little public funding for establishing universities and colleges. Thus, many of these new institutions of higher education were established with private funding; to some extent this is similar to the combination of public and private higher education of the American type. In both Japan and South Korea private universities are more numerous than public ones. In terms of the number of institutions of higher education in 2011, private universities accounted for 76.0 percent of the total in Japan, and 86.3 percent of the total in South Korea. In terms of student numbers in 2011, in Japan 73.4 percent were enrolled at private universities, and in South Korea the figure was 80.2 percent. Furthermore, in both countries the tuition at private universities is relatively higher than at public ones. According to a report published by the Organisation for Economic Co-operation and Development (OECD) in 2013, the average annual tuition for the 2011 school year for full-time students at private institutes was US$8,039 in Japan and US$9,383 in South Korea. High tuition and living costs are making government financial aid more important to university students, and leading many students to rely on loans to complete their higher education. In response to the need for an integrated financial support system for students in higher education, Japan has established the Japan Student Services Organization (JASSO) and South Korea has established the Korean Student Aid Foundation (KOSAF).The purpose of this study is to compare the financial aid programs administered by JASSO and KOSAF and offer suggestions for the government of Taiwan in establishing similar organizations in the future. The main methods employed in this study are comparative research and document analysis. The specific aspects of the financial aid programs compared in this study are their scholarship programs; student-loan systems; and financial aid for disadvantaged students. Relevant government policies are also examined. The findings are used to provide suggestions for Taiwan’s future development in the area of student aid. |
| Keywords: | higher education, student financial aid, JASSO, KOSAF |
| JEL: | I22 |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0301830&r=edu |
| By: | Norman Mudor (Medical Education Center Yala Hospital); Adhhiyah Mudor (Sirindhorn College of Public Health, Yala) |
| Abstract: | The aim of this study was to investigate the perceived educational environment in medical education center, Yala hospital, Thailand and possible perceptual difference among difference determinant groups. A descriptive cross sectional quantitative study was conducted on fourth, fifth and sixth year medical students using Dundee Ready Education Environment (DREEM). DREEM items focus on five sub-domains related to learning, teachers, academic, atmosphere and social perception. The determinants are gender; religion, year of class, having fail and professional attitude. The results were analyzed and interpreted in relation to standard norm of DREEM and determinants. A 92.5% response rate was obtained. The results indicated that overall the DREEM score was positive (123.8/200=62%). The five sub-domains score were also positive, its range from 59.7% - 64.9%. Gender was significant with three domains: teachers, academic and atmosphere perception sub-domain. Professional attitude was significant with atmosphere perception sub-domain |
| Keywords: | educational environment, DREEM, undergraduate medical students, medical education |
| Date: | 2014–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0701291&r=edu |
| By: | Hossein Daeezadeh (Department of Education, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran); Alireza Homayouni (Department of psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran); Babak Hosseinzadeh (Department of Education, Babol Branch, Islamic Azad University, Babol, Iran); Hossein Fakorihajiyar (Department of Education, Azadshahr Branch, Islamic Azad University, Azadshahr, Iran) |
| Abstract: | Introduction & Aim: The Big Five are the ingredients that make up each individual's personality. A person might have a dash of openness, a lot of conscientiousness, an average amount of extraversion, plenty of agreeableness and almost no neuroticism at all. Or someone could be disagreeable, neurotic, introverted, conscientious and hardly open at all. S, the purpose of the study was investigation the role of personality traits in learning mathematics and academic achievement in students of distance education system. Method: The statistical populations were 200 students from distance education students system of Mazandaran province that were randomly selected and responded to five - factor personality test (NEO - FFI). Total scores of general mathematics and average of the last semester and results were analyzed with descriptive statistics (mean, variance and standard deviation) and inferential statistics with Pearson correlation coefficient. Results: The results showed negative and significant correlation between Neuroticism with learning mathematics and academic achievement, and positive and significant correlation among Extroversion, Openness to new experiences, Agreeableness and Conscientiousness with learning mathematics and academic achievement. Conclusion: The findings showed that personality factors are good predictors of learning mathematics and academic achievement in students of distance education system. Personality factors can be associated with effective and satisfactory learning that influence on individual’s perceptions about learning environment especially in students of distance education system. |
| Keywords: | personality traits, learning mathematics, academic achievement, distance education |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100078&r=edu |
| By: | Thirasak . Uppamaiathichai (Faculty of Education Loei Rajabhat University) |
| Abstract: | This research Aims to study Evaluation of the teacher training experience teaching in schools. Faculty of Education Loei Rajabhat University.Using survey research The population in this research area.Students may experience the teachers teaching in schools in year 5. University's Faculty of Education268 people Tools used to gather data. questionnaire The statistics used in data analysis were percentage, mean, standard deviation.The results showed that the1 ) Most of the population in the study were male , 78 were female, 29.1 percent were 190 persons or 70.9 percent .2)the professional experiences of the teachers teaching in schools. Faculty of Education Loei Rajabhat University In general, there is much work all aspects mean 4.78 , standard deviation 0.22 when considering each side. Found to be the most practical level . The desirable one . The second is the car for me to teach. And operational features of the previous teachers respectively. |
| Keywords: | Evaluation, teacher, training experience teaching |
| JEL: | I23 |
| Date: | 2014–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0702047&r=edu |
| By: | İbrahim Karagöl (Ege University); Sinan Bekmezci (Celal Bayar University) |
| Abstract: | The aim of this study is to examine the relationship between academic achievements and critical thinking dispositions of teacher candidates in Faculty of Education and to find out whether critical thinking dispositions and academic achievements scores of teacher candidates differ according to gender, field of the study, income level of parents, type of high school. The population consists of the teacher candidates at the Department of Primary School Teaching, Social Scinece Teaching, Turkish Teaching and Science Teaching at Ege University and Celal Bayar University, Faculty of Education. The study group is determined by convenience sampling method. Scores of teacher candidates obtained through “Critical Thinking Dispositions Inventory†developed by Akbıyık (2002) and students’ overall grade point avarage are used in the study. SPSS 17.00 program is used for analysis of the data. Research design is survey and correlational model. |
| Keywords: | academic achievement, critical thinking disposition, teacher candidates |
| Date: | 2014–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0701676&r=edu |
| By: | Fairlie, Robert |
| Abstract: | Using a recently released confidential dataset from the National Center for Educational Statistics (NCES), we find some evidence of "white flight" from public schools into private schools partly in response to minority schoolchildren. We also examine whether "white flight" is from all minorities or only from certain minority groups, delineated by race or income. We find that white families are fleeing public schools with large concentrations of poor minority schoolchildren. In addition, the clearest flight appears to occur from poor black schoolchildren. The results for "white flight" from Asians and Hispanics are less clear. |
| Keywords: | Business, Education, Social and Behavioral Sciences, education, private school, white flight, Latino flight |
| Date: | 2015–03–25 |
| URL: | http://d.repec.org/n?u=RePEc:cdl:ucscec:qt19g880z8&r=edu |
| By: | Clement Emeka Eze (Department of Business Education,Federal college of Education, Eha- Amufu) |
| Abstract: | A cursory look at the results of N.C.E Business Education students in Business Education courses in Nigeria over the years indicates that their performance in financial accounting courses in poor when compared with the students performance in other business courses. This study was therefore undertaken to determine the strategies to be adopted to improve students performance in financial accounting in N.C.E Business Education programmes in colleges of education in South East Nigeria. The study adopted survey research design. It answered two research questions. The population comprised all the 76 lecturers in Business Education programmes of the colleges of education in South East Nigeria. Since the population is small, the entire population was used for the study. A 28 item four (4) point scale questionnaire was the major instrument used for data collection. Mean score was used for data analysis. The findings of the study revealed among others that non-possession of accounting as one of the prerequisite entry subjects, non-ownership of accounting textbooks and poor quality entrants militate against students performance in financial accounting while making pass in accounts in senior school certificate examination a perequisite for admission, retraining of accounting lecturers, prompt marking of assignments/exercises, writing or recommending textbooks having graded exercises or short exercises among others are strategies for improving students performance in financial accounting in colleges of education. Based on the findings, it was recommended among others that graded financial accounting textbooks should be written or recommended and that a pass in Accounts in S.S.C.E. should be a compulsory requirement for admission into N.C.E. business education programme. |
| Keywords: | Accounting, Business Education, Strategies, Performance, Financial Accounting, Improving, Nigerian Certificate in Education |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0301374&r=edu |
| By: | Alireza Homayouni (Department of psychology, Bandargaz Branch, Islamic Azad University, Bandargaz, Iran); Kolsom Gharib (Behzisty of Bandargaz, Golestan province); Faezeh Mazini (Young Researchers Club of Bandargas Branch, Islamic Azad University, Bandargaz, Iran); Arsalan Khanmohammadi Otaghsara (Department of psychology, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran) |
| Abstract: | Introduction: Mathematics anxiety is an important and common phenomenon in students from elementary through university levels. This anxiety may negatively affect person’s attitudes and amount of time spent in math related activities. Mathematics anxiety is defined as a feelings tension and apprehension surrounding the manipulation of numbers and the solving of mathematical problems in academic, private and social settings (Richardson & Suinn, 1972). The research aimed to investigate mathematics anxiety and learning mathematics in male and female students of distance education system. Method: Participants (N=118 men and 127 women) were randomly selected from distance education university and responded to Plake & Parker mathematics anxiety rating scale _ revised (PPMARSR). PPMARSR assesses learning math anxiety and assessment math anxiety dimensions. Also Total scores of general mathematics were used to assess of learning mathematics. Results: Findings showed there are differences between male and female in math anxiety and learning mathematics. Males got more scores in assessment math anxiety than females, and also males got more scores in learning mathematics than females. Conclusion: Based on results, it is concluded that attention to gender differences is important id academic settings. Mathematics anxiety is an important and common phenomenon in students from elementary through university levels. Mathematics anxiety is more important factor in distance education system, because distance education system needs distance learning and usually without direct and face to face attendance of teacher. So, these systems should plan to increase positive attitudes towards mathematics, especially with attention to gender differences, in order to improve mathematics achievement and eliminate mathematics anxiety in educational settings. |
| Keywords: | mathematics anxiety, learning mathematics, distance education |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100203&r=edu |
| By: | Fatih Ufuk Bağcı (Beder University) |
| Abstract: | This study aims to identify how to focus on rehabilitating of the students with various lost moral values in education, and training activities. Regarding moral values, many debates have taken place about how they are important and invaluable values that are disappeared in education system in recent years in Albania. Thus, a close look and detailed investigation were needed in the educational programs and practices to figure out those invaluable moral values which are urgently necessary for demonstrating humane manners in educational environments and also those are gained by individuals and the differences in understanding or mentality about values.In this study, a research was done in Madrasa school in Tirana where a model of education structure was used in school program. The participants were the teachers and the students of that school requested anonymity. The main point were that how we can make the other students learn those moral values and equip them with those the values according to the changing world.In this study, a combination of both qualitative and quantitative methods were used to get data through semi-structured interviews with respective students and teachers including directors. This present study demonstrates that except lessons, the extra-curricular activities were considered more important for the development of universal and moral values of the students.The limitation of the present study was that we did not have enough time to interview with each student and teaching staff. The present study reveals the curriculum designers have to put them in the curricula as they are universal values among new generations and also they are needed to teach according to the rapidly changing and must be proportional to any change in the world as well. So, the school administrations ought to organize and apply moral values teaching extra-curricular activities in order to give students a healthy and right mentality regarding universal values. |
| Keywords: | Madrasa Education, Universal Values, Moral Values, Curricula |
| JEL: | I29 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100998&r=edu |
| By: | Javier Martín Arista (University of La Rioja); Melania Terrazas Gallego (University of La Rioja) |
| Abstract: | The aim of this paper is to assess the increase in the overall performance of English by University learners of EFL during the first three semesters. Students received instruction in a Spanish institution of Higher Education located in a medium-sized town in north-western Spain. The level of English of these students was A2 (Common European Framework of Reference for Languages, CEFR) when they started their University degree; subjects studied included Education, Humanities, Tourism and English Studies. The objective was to reach Level B1 (CEFR) within three semesters. The group comprised around 300 students, the vast majority of whom had recently finished secondary education, and were in their early twenties.Against a background consisting of students with differing training, interests and degrees of motivation, several teaching innovation projects were carried out by the Department of Foreign Languages at the University of La Rioja over the academic years 2009-2013. This report focuses on the project scheduled for 2010-2012 and specifically gauges students’ academic achievement. The basis of the project was exposure to linguistic input, which was developed through autonomous learning rather than by classroom work. Autonomous learning placed more emphasis on oral skills, was guided and self-evaluated in a virtual classroom, and encompassed a wide selection of teaching materials, both written and oral. These were taken from a variety of English courses, grammars, and books engaging specific skills, as well as from online tools and resources.The results show an increase in the overall performance of the students of English enrolled in the subjects comprised by the project. The average overall performance by students in English Studies increased 7.34% between 2010 and 2012. Increases were also observed in other degrees involving English. For example, the average overall performance in Infant Education increased by 6.28%. The highest increase, at 11.87%, occurred in the Primary Education degree. These improvements can be attributed to the teaching innovation project because the other variables involved did not undergo significant changes. In the current academic year, new initiatives have been adopted that, together with the ones discussed in this paper, are witnesses to a culture of constant teaching innovation. |
| Keywords: | Performance, EFL University learners, Teaching innovation |
| JEL: | I23 |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0300842&r=edu |
| By: | Serban-Oprescu Anca-Teodora (Bucharest University of Economic Studies); Stefania-Cristina Curea (Bucharest University of Economic Studies) |
| Abstract: | „This paper was co-financed from the European Social Fund, through the Sectorial Operational Programme Human Resources Development 2007-2013, project number POSDRU/159/1.5/S/138907 "Excellence in scientific interdisciplinary research, doctoral and postdoctoral, in the economic, social and medical fields -EXCELIS", coordinator The Bucharest University of Economic Studiesâ€. This paper provides a review of theoretical studies linking university education and developed sense of adaptability and performance in a business oriented career. The study starts with a review of field literature connecting education to career development and work insertion, details the role of education on developing workplace abilities and aptitudes and contextualizes theory into an empirical study that uses exploratory interviews with business people and students from Romania in order to highlight how education interferes and impacts workplace requirements and performance standards in the present Romanian job market. |
| Keywords: | education, university schooling, workplace performance, selection |
| JEL: | A00 I20 I21 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0902883&r=edu |
| By: | Emine Özel (Dumlupinar University) |
| Abstract: | Turkish history that expands over very broad lands and long periods of time is explained in the history topics in elementary grade six and seven in the social studies curriculum. To handle educational difficulties caused by this situation, educational technologies possessing many teaching strategies and concurrently addressing many sensory organs should be used. The aim of this research is to determine, aligned the views of students, grade six and seven social studies teachers’ circumstances of the usage of educational technologies during the instruction of history topics in the scope of subject of social studies. For this purpose, 452 grade six and seven students attending the schools in Kutahya city center in the educational year of 2011-2012 were surveyed. In thıs research, it has been found that grade six and seven social studies teachers make no distinction between grade six and seven when using technological tools that, as compared to public schools, various technology is used more often in private schools, that the majority of the students find the use of technology in education beneficial, that an important portion of the teachers use technological tools occasionally in the teaching of history and that projectors, printers and photocopy machines are the most desired tools that students want to be used the most. |
| Keywords: | Social Studies, History Chapters, Teaching Technologies, Teaching Technologies of Social Studies. |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0301827&r=edu |
| By: | Black, Sandra E. (Department of Economics, University of Texas, Austin); Devereux, Paul J. (School of Economics and Geary Institute, University College Dublin); Lundborg, Petter (Department of Economics, Lund University); Majlesi, Kaveh (Department of Economics, Lund University) |
| Abstract: | We investigate whether acquiring more education when young has long-term effects on risk-taking behavior in financial markets and whether the effects spill over to spouses and children. There is substantial evidence that more educated people are more likely to invest in the stock market. However, little is known about whether this is a causal effect of education or whether it arises from the correlation of education with unobserved characteristics. Using exogenous variation in education arising from a Swedish compulsory schooling reform in the 1950s and 1960s, and the wealth holdings of the population of Sweden in 2000, we estimate the effect of education on stock market participation and risky asset holdings. We find that an extra year of education increases stock market participation by about 2% for men but there is no evidence of any positive effect for women. More education also leads men to hold a greater proportion of their financial assets in stocks and other risky financial assets. We find no evidence of spillover effects from male schooling to the financial decisions of spouses or children. |
| Keywords: | Portfolio choice; Asset allocation; Returns to education; Risk-taking; Investment behavior |
| JEL: | D14 D31 G11 I24 |
| Date: | 2015–03–23 |
| URL: | http://d.repec.org/n?u=RePEc:hhs:lunewp:2015_008&r=edu |
| By: | Katalin Abraham (University of Debrecen, Department of Sociology and Social Policy) |
| Abstract: | Access to education and training, and the quality of education, learning and knowledge have an effect on the competitiveness of a society and its economic growth. Therefore, creating the conditions for a knowledge-based economy and society are now commonly considered as goals to be achieved, the importance of investment into human capital is increasing, and lifelong learning as well as the development of competences required for the latter are becoming a priority. In this context, the need for and the role of adult education have also increased. Adult education can offer a way to correct the deficiencies of formal school education, it can complement insufficient knowledge, and it can provide retraining and further education. As a result, adult education contributes to the improvement of the individuals' labour market position and social status and has an influence on social and economic processes. People who lag behind as regards their qualifications, abilities and skills may get excluded from society. People with educational disadvantages are often incapable of entering the world of labour, which entails a higher risk of poverty, since income inequalities are still fundamentally determined by educational attainment and the labour market situation. Adult education can provide an opportunity for unqualified, under-qualified and/or unemployed people to obtain or supplement missing or obsolete qualifications, to improve their skills and thus to acquire the "forms of capital" necessary for their integration into the labour market and society.In the course of a study we would like to point out to what extent these people's participation in adult education can contribute to their (re)integration into the labour market in Hungary, and whether it is really a second chance for them. |
| Keywords: | labour market, adult education |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100938&r=edu |
| By: | Abou, Pokou Edouard |
| Abstract: | The objective of this paper is to highlight the effects of domestic work of girls, school environment and household characteristics on their school results. From a probit model, the analysis indicates that domestic work favours, meaningfully, the fact of repeating a school year for girls. Besides, the availability of basic services in schools significantly reduces school failure of girls in rural areas. This study recommends that the governments have to improve the school environment in order to promote girls' performance at school. |
| Keywords: | Domestic work, household characteristics, quality of school, probit, school results |
| JEL: | D19 I21 I24 J82 |
| Date: | 2015–03–24 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:43976&r=edu |
| By: | Mithat Korumaz (Yıldız Technical University); Esra Keskin (Fatih Sultan University) |
| Abstract: | All political events since 2002 when Justice and Development Party (AKP) with a liberal and moderate conservative policy came to power in Turkey have occurred at a dizzying speed and changed the course of the political, economic and social development of Turkey. Especially the adjustments in terms of education has made AKP one of the most prominent actors in the reform process. The fundamental educational reform areas of AKP that has been in power for 12 years without any interruption consist of providing equality of opportunity in education, redesigning of the curriculum, enhancing organizational capacity, internationalizing education and disseminating higher education. The main purpose of this research is to determine whether the educational policies of AKP that has been in power between the years 2002-2014 have succeeded in the fundamental reform areas or not. According to the results, it is concluded that the accomplishment of the goals related with education in the party programme of AKP has been expanded into 12 years. The fact that the goals of AKP and the developmental goals of the state are in accordance reinforces the attainability of these goals. As a result of the educational policies of AKP there has been a marked improvement in the field of the schooling and enrollment rate, the budget of Ministry of Education, decreasing gender differences in education. Furthermore the average of PISA 2013 has increased significantly in terms of various variables when compared to PISA 2003. Under the lights of assessments in education in 2013 progress report of EU, it has been determined that the increase in the numbers of universities in higher education and the schooling rate has not affected the quality of education given, there have been some problems as the adjustments of curriculum were not planned enough and despite the significant decrease of gender differences in education, the ratio is still far beyond the EU average. According to the results and findings of the research, it can be agreed that AKP can be regarded as successful since it pursued policies consistent with the goals of AKP. With regard to experience got through this long reform process, it can be said that it is necessary for the educational goals of AKP in 2023 to be based on a substantial philosophical ground and to be qualified enough to end the philosophical searchs of Turkish educational system. |
| Keywords: | Turkey, AKP, Education, Policy, Reform |
| JEL: | I20 |
| Date: | 2014–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0701832&r=edu |
| By: | Kitt Lyngsnes (Nord-Trondelag University College, Department of Teacher Education.) |
| Abstract: | Standardised testing have become a common practice in most schools systems. In Norway, national tests are held in the 5th, 8th, and 9th grade in reading literacy, numeracy and English. Research point to the extensive focus on the tests, and how these testing regimes effect teaching and classroom activity (Berliner, 2011; Biesta, 2009). School achievement as in such standardised tests can often be explained by factors related to socioeconomic standards. Despite this, some schools in lower socioeconomic areas manage to achieve good results as well. The study presented in this paper, took its starting point in schools in lower socioeconomic areas where pupils, during the last three years, had achieved good results in the national tests. This might imply that these schools have succeeded in developing a classroom practice, which gives a good learning outcome for multiple pupils. The aim of the project was:•to describe and analyse classroom practice in schools which, over time, have succeeded in achieving good results in national tests•to identify conditions in such schools which are significant for the teachers’ classroom practice and, thereby, in the learning outcome of the pupils.Taking the point of departure in Kemmis’ (2009) theoretical concept ‘practice architecture’, the project studied the practice itself, the understanding which is woven into the practice and the conditions for practice that exist in the school.The research strategy was case studies where each school constituted a case (Yin, 2009). Data collection methods were classroom observations and interviews with headmasters, teachers and pupils in seven schools in four provinces. The key results of the study show that these schools do not “teach to testâ€. Test results are used to develop classroom practice through a collective oriented school culture characterized by collaboration, reflection and a strong and motivating leadership.ReferencesBerliner, D. (2011). Rational responses to high stakes testing: the case of curriculum narrowing and the harm that follows. Cambridge Journal of Education, 41(3), 287-302. Biesta, G. (2009). Good education in an age of measurement : on the need to reconnect with the question of purpose in education. Educational Assessment Evaluation and Accountability, 21(1), 33 - 46. Kemmis , S. (2009). Understanding professional practice: a synoptic framework. In B. Green (Ed.), Understanding and Researching Professional Practice (pp. 19-28). Rotterdam: Sense Publishers.Yin, R. K. (2009). Case study research: design and methods. Thousand Oaks, Calif.: Sage. |
| Keywords: | national tests, classroom practice, case study |
| Date: | 2014–10 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0802605&r=edu |
| By: | Mustafa ER (Turkish Air Force Academy); Ünal ARI (Turkish Air Force Academy) |
| Abstract: | Education is one of the most effective tools to shape the world and solve its problems. Furthermore the earth and its well-being is heavily dependent upon the education and the number of educated inhabitants who are well aware of the fact that the resources are limited and the environmental protection is essential for the future of the human race. Taking this fact into consideration, the focal point of this paper will be environmental education and sustainable development. Admitting the fact that curricula of educational institutions and educational approaches cannot be the only cure to the environmental problems, they can be used as invaluable tools to develop environmental awareness and help sustainable development. By the help of instructors and educational administrators, educational programs could be developed in such a way that they not only include traditional school subjects like mathematics, science, and reading but also involve courses and/or projects aiming at developing environmental competence of the learners. Designing the programs interdisciplinary approaches rather than traditional ones would be of great contribution to provide the society with citizens respecting the natural resources as social assets. In this respect teachers play an important role and teacher education programs are expected to raise environmental awareness of the prospective teachers. Under the light of those facts, this paper will analyze both some of the teacher education programs of Turkish universities and some of the educational practices in Turkish secondary schools’ programs with a critical approach to set the elements pertaining to environmental education. Furthermore some of the environmental education practices in various countries will also be discussed to illustrate good examples. Recommendations on curricular issues to improve environmental education and sustainable development will also be provided. |
| Keywords: | Environmental education, sustainable development, curriculum, teacher education |
| JEL: | I00 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100693&r=edu |
| By: | Petr Svoboda (Faculty of Management, University of Economics, Prague); Monika Harantova (Faculty of Management, University of Economics, Prague) |
| Abstract: | Building of good relationships between higher education institutions and their students or alumni is essential for their long-term success. After all, only satisfied students or alumni can bring the best promotion of the university via word of mouth marketing and other ways. The paper focuses on the quality of higher education institutions and its evaluation from the alumni perspective. The methodology for an alumni attitudes survey on the quality and level of education, image of the university and other similar aspects is proposed. The paper also suggests methods for evaluating alumni satisfaction and loyalty. The methodology should provide recommendations for higher education institutions’ managers. Using this methodology, universities can obtain responses to questions of how they should represent themselves to the public in the future, respectively how they should build their image and brand. Finally, the methodology also relates to building good relations with alumni and based on their recommendations, it aims to improve conditions for current students, which would lead to their greater success in the labour market. |
| Keywords: | Higher education, Alumni perspective, Quality, Loyalty, Satisfaction, Brand |
| JEL: | A00 A14 M31 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0902941&r=edu |
| By: | Khalid Alsharif (King Saud University) |
| Abstract: | The aim of this paper is to report on an ongoing study designed to use a Quality Teaching Framework (NSW, 2003) as a standard framework for teachers in order to examine the gap between mathematics teachers’ practices in Saudi mathematics classrooms and the framework. QT framework identifies three key dimensions of quality teaching that: is prompting high levels of intellectual quality, is promoting a quality learning environment, and is valuing and significant to student’s life. Interestingly, in the last decade in Saudi Arabia, there has been a surge in the amount of education research conducted in the field of teaching and learning mathematics. Notable areas of research focused on improving teachers' pedagogies. Hence, improving mathematics teaching practices in schools has become an important issue in Saudi Arabia. In this study, a questionnaire was developed based on the QT framework and designed to measure the use of the Quality Teaching framework across the three dimensions of the scheme. The survey has eighteen items covering the QT framework. Items were rated on a six point Likert-type scale ranging from Strongly Disagree to Strongly Agree. Altogether 200 males and females primary mathematics teachers in Riyadh participated in the survey. Additionally, semi-structured interviews with selected teachers have been conducted. This paper shows some results of the study and also provides some advice for improving teacher education programs in general. |
| Keywords: | Mathematics Education, Teacher Education, Professional Development, The Quality Teaching Framework |
| JEL: | I29 I20 |
| Date: | 2014–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0201089&r=edu |
| By: | Martin Combrinck (North-West University); Jeannie Govender (KwaZulu-Natal Department of Transport) |
| Abstract: | Road safety is of paramount importance to all governments worldwide. This is also the case in South Africa where the fatality rates on South African roads are very high. Every 48 minutes, a person is killed on these roads. There are different approaches that one can take to address this problem. One such an approach is to include a road safety education programme in the school curriculum. The purpose of this study was to investigate the implementation of a road safety education programme in five primary schools in KwaZulu-Natal, South Africa. This was done by using a qualitative research methodology. The curriculum orientation for social adaptation and social reconstruction was used as a theoretical framework. Data was collected by means of a semi-structured questionnaire for teachers, classroom observations and questionnaires for learners. The findings suggested that the current approach to road safety education in schools can be improved through the adoption of a more concerted and coordinated approach. From the data it is evident that many schools do not see the importance of a road safety programme in the curriculum and schools implement such programmes at the discretion of the school management and if they can find space in their time table. Although this was a limited qualitative study it still has value for a wider audience because it provides us with valuable insights about the development and implementation of a road safety programme in a national school curriculum. |
| Keywords: | Curriculum development, social curriculum, road safety curriculum |
| JEL: | I29 |
| Date: | 2014–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0200278&r=edu |
| By: | Giovanna Zanolla (University of Applied Sciences and Arts of Southern Switzerland) |
| Abstract: | Standardized tests are, as it is well known, a highly controversial and widely debated topic. On the one side they are considered a relatively objective tool for measuring student achievement that consumes little class time and produces useful information on which teachers, school administrators and policy makers can rely in order to assess and improve their classes or schools (Crescentini and Zanolla, 2013). On the other side, according to some authors, they only reveal students’ knowledge during the very short timeframe in which the tests are administered (Boaler, 2003), the results are influenced by factors such as anxiety or time pressure (Buck, Ritter, Jenson & Rose, 2010) and reflect the inequities that already exist within schools and end up advantaging the students from higher socioeconomic statuses (Vigdor and Clotfelter 2003; Alon, 2010). Despite all the criticism, a recent project aimed at producing and administering a standardized test to evaluate mathematical competencies in the fourth class of primary school in Ticino, an Italian-speaking region of Switzerland, has brought some interesting findings about the pupils’ weaknesses and strengths and the overall school system. The paper is aimed at presenting this test, which has involved almost 3,000 pupils, and at examining the main determinants of the results obtained by the pupils. The analysis of the impact of environmental, school, class, teacher, individual and household factors reveals that children’s scores differ considerably in relation to the district where the school is located (in Ticino there are 9 districts, each of which is a geographical area with its own inspector who is responsible for the quality of teaching), the family socioeconomic status, the nationality and the age of the pupil and the Math’s grade given by the teacher. While factors such as the school’s size, the urban/rural location of the community, the attendance of a multi-class, the teacher’s and the pupil’s gender exert a significant effect only on a part of the competencies that have been considered, class size, seems to be overall irrelevant. |
| Keywords: | standardized test, determinants of learning, evaluation of competencies, primary school |
| JEL: | I24 I29 |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0301888&r=edu |
| By: | Bruce Marlowe (Roger Williams University); Alan Canestrari (Roger Williams University); Annie Winfield (Roger Williams University); Marilyn Page (Penn State University) |
| Abstract: | Over the past 3 decades, a neo-conservative educational reform agenda has come to dominate public education. Since the publication of the polemic, A Nation at Risk by the National Commission on Excellence in Education (1983), educational reform in the US has been guided by private and corporate interests and seized by opportunistic and culturally conservative politicians and policymakers. As Sahlberg (2011) has pointed out, this “at-risk†agenda is now a global phenomenon, characterized by a discourse of crisis and fear. This model of reform is grounded, primarily, in standardized testing as the sole measure of the academic worth of children, teachers, and schools. Fueled by the media, the current reform agenda reinforces the notions of bad kids, bad teachers and bad schools by seizing every opportunity to publish declining scores, the ranks of low performing schools and under-qualified teachers. Such results provide numbers, but given what we know about teaching and learning, these numbers actually short-circuit deeper understanding of student learning and high-quality teaching. Consistent with this test-score emphasis, teachers are being reinvented as technicians, instead of decision-makers, and even more ominous, students are being reinvented as test-takers instead of thinkers. The purposes of this panel discussion are to examine and critique the current wave of reform, and to propose alternative models of accountability (and renewed research) as they relate to educational equity, diversity, and democracy. Our viewpoint places the highest value on good teachers and good teaching, instead of on test scores. An alternative discourse and model of accountability must hinge upon restoring a social reconstructivist point of view. That viewpoint sees schools as mechanisms to improve society, and not as an apparatus to transmit an uncritical acceptance of the past, the thrust of today's neo-essentialist point of view. To that end, the panelists will each engage the participants on a different aspect of this fundamental question: How can concerned educators break into the current discourse about accountability in order to offer a more optimistic, accurate, inclusive, and democratic model for our schools and children? |
| Keywords: | Reform, accountability, democracy |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0902681&r=edu |
| By: | ROSMA OSMAN (SULTAN IDRIS EDUCATION UNIVERSITY); WONG KUNG TECK WONG (SULTAN IDRIS EDUCATION UNIVERSITY); GOH SWEE CHOO GOH (SULTAN IDRIS EDUCATION UNIVERSITY) |
| Abstract: | The Malaysia Education Blueprint was designed in order to act as a catalyst to a comprehensive transformation of the country’s education system to produce a generation of holistic pupils and educators. It is also meant to bridge gaps in the academic achievements of urban and rural pupils, as well as iron out disparities caused by socio-economic and gender factors. Input from stakeholders were sought in benchmarking for excellence. The Blueprint was designed to propel education to the next level, based on three objectives namely understanding the performance and challenges faced by the school system, establishing vision and aspirations for the education system and students and outlining a comprehensive transformation programme for the system. To achieve this, the 11- step shift was drawn up that will need to occur to deliver the step change in outcomes envisioned by all Malaysians, with each shift to address at least one of the five system outcomes of access, quality, equity, unity and efficiency. This paper will discuss the 11-step shifts that should enable the entire education system see significant transformation by the end of its 13 –year course (2013-2025). |
| Keywords: | implementation plan, holistic students, world-class |
| JEL: | I28 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100791&r=edu |
| By: | Joy Kutaka-Kennedy (National University) |
| Abstract: | Online and collaborative learning have been identified as driving trends in higher education today (Johnson, Adams, Becker, Estrada, & Freeman, 2014). Over 6.7 million students have taken at least one online class, more than 32% of all higher education students (Allen & Seaman, 2011). However, many students report dissatisfaction with content, process, and lack of engagement, especially when online learning is a static, instructor-led discussion (Adams, Defleur, & Heald, 2007). Fredericks (2004) posited that student engagement facilitates success and retention. He identified behavioral engagement with academic and social activities, emotional engagement with positive and negative reactions to people and activities, and cognitive engagement with reflective and integrative thinking. Creative and collaborative assignments by nature can engage students on behavioral, emotional and cognitive levels; their increased engagement leads to improved learning outcomes. Done appropriately, online education can be an engaging, creative venue for teaching and learning with the proper tools and supports. Contrary to popular misconception and fears, online learning can be creative, dynamic student experience. This session will present one assignment that actively engages student creativity resulting in a practical classroom tool for special education teachers. Students are required to create a Parent Newsletter to provide information about the teacher, his/her classroom procedures, and resources for families. They then share and critique each other’s work in small, online groups with clear documentation of everyone’s participation and responses. Using peers’ feedback, students can refine their newsletters and submit it for final grading; an additional benefit is they have ideas and templates to write future newsletters for their own classroom. Students report that they use these newsletters in their own classrooms.Going beyond their role as content experts, online instructors can promote creativity and collaboration through a judicious mix of lectures, video clips, assigned readings, and discussions. Assessment of creative and collaborative assignments can also pose challenges, as aesthetic quality is often very individualized. How does one compare works from Mozart to Rodin to Chagall? Although creative and artistic endeavors cannot be evaluated with the same kind of metrics that multiple choice tests can employ, rubrics with general descriptors of gradations of quality can be useful. Furthermore, providing examples of weak, acceptable, and exemplary products can also provide guidance on grading criteria. The rewards of creative and collaborative assignments far outweigh the challenges of assessment and evaluation. |
| Keywords: | Creativity; Collaboration; Online education; |
| JEL: | I23 I29 I21 |
| Date: | 2014–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0301823&r=edu |
| By: | Erkan Efilti (Necmettin Erbakan University) |
| Abstract: | The aim of this study is to find out the burnout and job satisfaction levels of teachers working in the field of special education and compare them in terms of some variables. Following sub-purposes were examined in order to achieve these purposes. Is there a relationship between the burnout levels and job satisfaction of special education teachers? Is there a relationship between their burnout levels and their job satisfaction in terms of variables of professional working years, age and department? Data were obtained from a total of 79 primary school teachers for the mentally handicapped, including 40 women, 39 men, working in primary schools and rehabilitation centers in the province of Konya. A significant relationship between the job satisfaction and burnout levels of teachers was identified from this study. In this study, a significant difference was found between job satisfaction and burnout levels of teachers according to their age and working year levels. |
| Keywords: | Special education, burnout, job satisfaction |
| Date: | 2014–06 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0201394&r=edu |
| By: | Olgun Çiçek (Girne American University); Hakar Mohammed (Girne American University) |
| Abstract: | Universities and institutions of higher education have not had transaction of competing for market share. However more recently, the trend is changing and to survive both private and public institutions must not only attract and retain a sizable number of students and staff but also provide qualitative educational services. In order to survive in the market, Total Quality Management practices already being applied in the corporate world is gradually finding its way into higher education management. This empirical research examines the relationship between total quality management (TQM) practices and performance at Girne American University (GAU). Five determinates of TQM practices were identified which includes Leadership, Strategic quality planning, Customer focus, Training, and Employee Involvement. The quantitative data were obtained through a survey of 118 students at GAU. This study supports the hypotheses that there is a different in outcomes when TQM is adopted at university. In addition, there is a positive relationship between TQM practices and university performance level. |
| Keywords: | TQM, TQM and Higher Education, TQM Practices, University Performance |
| JEL: | M19 I23 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100615&r=edu |
| By: | Lakshman Wedikkarage (Faculty of Education); Nilantha Pushpakumara (University of Colombo); Nilantha Pushpakumara (University of Colombo) |
| Abstract: | It is widely accepted that proper research must precede education reforms. This requirement is imperative because it has the ability to avoid any detrimental outcome which is produced as a result of introducing reforms that may not be favorable for certain ethnic groups. A closer look at the curriculum of the subject Life Competencies and Civic Education in the recent past indicates that it has not contributed adequately to social cohesion and national harmony in the Sri Lankan context. Against such a background, it is necessary to investigate the impact of the curriculum of Life Competencies and Civic Education in enhancing social cohesion. Therefore, the current research has been undertaken with a view to ascertaining to what extent the contents of the above subject inculcates feelings of togetherness and harmony in the minds of young children in grades 6-9 in Sri Lankan schools. Thus, the objectives of the research is to evaluate the textbooks in relation to the objectives of introducing this subject and identify necessary changes that should be introduced to the curriculum in order to reinforce social cohesion among the young minds of Sri Lanka. The research methodology includes content analysis, interviews and observation. Initial findings show that curriculum developers and textbook writers of Life Competencies and Civic Education lack understanding of social cohesion. |
| Keywords: | Social Cohesion, Education Reforms, Life competencies and Civic Education, Textbooks, Ethnic Tolerance |
| JEL: | I28 I28 I28 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100215&r=edu |
| By: | Volkan Cicek (Zirve University); Assoc. Prof. Dr. Hidayet Tok (Zirve University) |
| Abstract: | In this study, first lesson plans as they are practiced in U.S. educational system are reviewed followed by the Turkish case, and then areas where the two overlap and differ are explained afterwards. Therefore, first daily, overall yearly, and substitute teacher lesson plans are reviewed as they are implemented in the U.S. system. Commonly implemented lesson plan practices include the concept or objectives to be taught, time block, procedures to be used, required materials, questions, independent practice, and evaluation. Ways of writing and implementing lesson plans are reviewed taking into account effective use of class time and classroom management by having positive expectations for student by administering routines about beginning and ending the class and about possible transitions and interruptions that might occur during the class, e.g. taking attendance, addressing the students who missed the work, dealing with students who are tardy, etc by taking into account extracurricular academic activities such as daily starter or warm-up or bell-work extra credit work such as puzzles, brain treasurers, reading assignments, e.g. within Accelerated Reader (A/R) program, etc. for students who finish class assignments early. More effective use of lesson plans via incorporation of C-Scope program into Kindergarten thru 12th grade United States public schools’ academic program is examined. C-Scope is a curriculum support system that is fully aligned to the state mandated curricula designed to provide a common language, process and structure for curriculum development. In Turkish case, There are mainly two types of plans. One of them is unit -based yearly plan and the other one is lesson plan. Unit-based yearly plans are designed by Branch Teachers' Council at beginning of academic year and it is delivered to school administration. Lesson plan is a plan of subject matter that can be studied in a class period or in a few classes period. The teacher is responsible for planning it. Guidebooks prepared by Ministry of Education can be also used instead of lesson plans. |
| Keywords: | Administrivia, audio-visuals, bell-work, extracurricular, treasurers |
| JEL: | I29 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100192&r=edu |
| By: | Joy Kutaka-Kennedy (National University) |
| Abstract: | Online learning is expanding at an exponential rate, with more than one third of all higher education students taking at least one course online (Allen & Seaman, 2011). However, dropout rates for online courses are 10-20% higher than for traditional, face-to-face courses (Carr, 2000). Many students report dissatisfaction with content, process, and lack of engagement. Besides lectures, video clips, assigned readings, and discussions, what can online instructors do to encourage creativity and collaboration in an virtual learning platform? How can instructors design and assess assignments that meet course learning objectives while also supporting creative and collaborative endeavors on students’ parts? Online educators need to implement best practices; the static, instructor led discussions are not particularly supportive of student engagement (Adams, 2007). Done appropriately, online education can be an engaging, creative, collaborative venue for teaching and learning with the proper tools and supports. Contrary to popular misconception and fears, online learning can be an effective conduit of creative, dynamic student engagement. This session will present one assignments with multiple dimensions that actively engage student creativity and collaboration resulting in practical classroom tools for special education teachers. Students are required to create a Parent Newsletter to provide information about the teacher, his/her classroom procedures, and resources for families. They then share and critique each other’s work in small, online groups with clear documentation of everyone’s participation and responses. Using peers’ feedback, students can refine their newsletters and submit it for final grading; an additional benefit is they have ideas to write future newsletters for their own classroom. Students report that they use these newsletters in their own classrooms. |
| Keywords: | Online education; Creativity; Collaboration; Accountability |
| JEL: | I29 I23 I21 |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0100994&r=edu |
| By: | Fatmir Agaj (PhD candidate in European University of Tirana, Albania); Ernesa Hasani (Student in Faculty of Philology, University of Prishtina) |
| Abstract: | This paper encompasses the role of Informative Technology of Communication in the classroom as stimulating factor to students’ interest and increase of their interest for an active participation in learning for more attractive and more qualitative learning. This research was accessed by reason that the informative technology of communication can affect quite a lot in raising the quality of teaching, because in the learning process they have a very important place in enriching the learning experience and just for that they need to be implemented in schools. The purpose of this paper is the reflection of the real situation of the application of Informative Technology of Communication in the school to see and confirm their role and importance in the learning process. To confirm this problem, we have done research questions: How much impact the Informative Technology of Communication to stimulate students' during the learning process in school? This problem, we have proven through the work methodology, such as through quantitative methods and surveys with teachers, of which we could understand that these media reports, have a significant impact on increasing the interest and stimulation of students for contemporary learning. From the survey results, we have concluded that in these schools the work is done very well in the implementation of Informative Technology of Communication, because all teachers are aware of their importance and the positive effects they bring to students. The results from this study show the truth that Informative Technology of Communication affects quite well in raising the quality of teaching and encouraging or stimulating the students to work more effectively in the classroom.We have accesses to this problem to prove the impact and importance of Informative Technology of Communication in the learning process about stimulating the students in raising the quality of teaching, to bring back to the class vitality, willpower to students and the quality to school. |
| Keywords: | Informative Technology of Communication, stimulation, quality, teachers, students. |
| Date: | 2014–05 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0101190&r=edu |
| By: | Ömer Beyhan (Necmettin Erbakan Üniversity Ahmet KeleÅŸoğlu Education Faculty) |
| Abstract: | Game is the most natural learning tool. Game platform is the place where the child may test what he/she saw and heard, and reinforced what he/she learned. Child makes clear his/her senses by playing games, he/she improves the psychomotor skills by games. Game platform is the experiment room of a child. Such a room that, child attempts several trials there independently. He/she does, breaks, and applies different possibilities freely. In his/her small world, he/she makes the rules and changes them by himself/herself (Yörükoğlu, 1979). In this context, the effect of game method on the achievement while teaching geometry subjects of fifth class Mathematics course was analyzed. In this study, an experimental method, including pre-test and post-test control groups, was used in order to reveal student achievement of classes with and without being exposed to game method. While determining experimental and control groups, two classes out of four fifth classes were selected randomly. And 5-A class was selected as experimental group and 5-B class was selected as control group randomly. Forty one fifth grade students from two classes of Konya Hasan Ali Yücel Elementary School participated to this study during 2010-2011Spring terms. In order to analyze the data of this study, we preferred to use frequency, percentage distribution, standard deviation and t-test as statistical techniques. The data derived from the measurements was arranged by SPSS program on the computer. When we compared the significant difference between experimental and control groups, we observed that the students in the experimental group achieved pretty much than control group students. The experimental method applied in this study generated a remarkable difference in favor of the experimental group. |
| Keywords: | Game method, Teaching geometry, Mathematics course, Achievement, Experimental research |
| JEL: | I21 |
| Date: | 2014–12 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:0902179&r=edu |