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on Education |
| By: | Sandra E. Black; Kalena E. Cortes; Jane Arnold Lincove |
| Abstract: | Access to higher education begins with a student’s decision whether and where to apply to college. This paper examines racial and ethnic differences in college application behavior of high school graduates, using two recent graduation cohorts from Texas. We estimate racial and ethnic differences in the probability of applying to college, controlling for a student’s college readiness, high school quality, certainty of college admissions, and high school fixed effects. We then investigate racial and ethnic differences in the choice of where to apply. We enhance the typical model of college matching by considering the social setting and high school feeder patterns of state universities. We find that racial and ethnic gaps in application rates, particularly for Hispanic students, are not explained by differential levels of college readiness, high school quality, or information regarding college admission processes. When applying to college, minorities are influenced by more than just matching their academic ability to the institution, and prefer institutions with a large proportion of same race students and campuses where same race students from their high school have been successful in the past. |
| JEL: | I21 I23 I24 J15 J18 |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:nbr:nberwo:21368&r=edu |
| By: | Orbay, Benan; Aydede, Yigit |
| Abstract: | There is no guarantee that the right candidate will be matched with the right job in labour markets. If the mismatch is substantial, the surplus education and the deficit in schooling lead to underutilization and a loss in productivity in the economy as a whole. The aim of this study is to understand the importance of these issues for Turkish Economy by analyzing the economic returns of educational mismatch in Turkey. First we explore educational mismatch levels in Turkey for nine different occupation areas in different regions and for different industries using four recent household surveys from 2009 to 2012, which include more than one million observations. Based on this data, we analyze effects of educational mismatch on wages in Turkish labor market by using the ORU models. Results indicate that wage loss of over-educated workers is substantially higher for higher age. Regional ORU estimations show that Istanbul is the region with highest benefit for additional required education. Over-education rewards and under-education penalties are also among the highest for İstanbul. Manufacturing is the industry with the highest population and with the highest wage effects for both over-education and under-education. Among the major occupations, wage effects are in general highest for office clerks. Finally, the cost of underutilization and productivity loss due to educational mismatch is substantial in Turkey. |
| Keywords: | Educational mismatch, economic returns, underutilization, Turkey |
| JEL: | I20 J24 |
| Date: | 2015–07–01 |
| URL: | http://d.repec.org/n?u=RePEc:pra:mprapa:65713&r=edu |
| By: | Hendrik van Broekhuizen (Department of Economics, University of Stellenbosch) |
| Abstract: | IIt is commonly recognized that South Africa has a severe shortage of adequately qualified and competent teachers, owing in part to the insufficient production of qualified new teachers by the higher education system. This study uses aggregate data from the Higher Education Management Information System (HEMIS) to analyse the trends and underlying correlates of first-time enrolments and graduations in initial teacher education (ITE) programmes in the public higher education system between 2004 and 2013. The paper investigates six research questions: (1) What are the trends in initial teacher education programme first-time enrolments and graduations? (2) Are enough individuals enrolling in initial teacher education qualification programmes? (3) Are enough qualified potential new teachers being produced to satisfy current and projected levels of teacher demand? (4) What does the demographic composition and geographic distribution of new ITE programme students and graduates look like, and how has it changed over time? (5) What are the relative roles of first-time enrolments and ITE programme throughput in explaining observed levels of teacher graduate production? (6) Which groups of ITE students have the highest/lowest completion rates and how do completion rates at distance institutions (Unisa) compare with those at contact institutions? The findings show that first-time enrolments in ITE programmes have grown rapidly since 2006, followed also by a moderate rise in ITE programme graduations from 2008 onwards. However, while both enrolments in, and graduations from, ITE programmes appear to be on an upward trend, growth in the former has largely been restricted to Unisa, South Africa's foremost distance learning institution, which now accounts for roughly half of all first time enrolment in initial teacher education programmes. This is potentially problematic for teacher graduate production since ITE programme throughput, while low overall in South Africa, is far lower still at Unisa than at contact institutions. It is therefore doubtful that the current rise in ITE programme enrolments will result in commensurate increases in ITE programme graduations. Despite current growth trends in ITE programme enrolments and graduations, South Africa is currently not producing sufficient numbers of teacher graduates. Projections indicate that the system could begin to produce sufficient numbers of graduates to satisfy projected teacher demand within the next decade, but only if current enrolment growth can be sustained without any drop in programme throughput rates. Yet, even if the country manages to produce sufficient numbers of ITE programme graduates in the next 10 years, it remains unlikely that the types of teacher graduates that are produced will be the same as the types of teachers that are most needed in the schooling system. This would be exacerbated by the fact that an ever-smaller percentage of new teacher graduates appear to enter the teaching profession in the public school system after graduating. To address South Africa's teacher supply shortfall, greater emphasis is needed on ensuring that ITE students complete their programmes, specialise in high-demand subject areas and phases, and transition into the teaching profession with minimal delay. |
| Keywords: | teachers, ITE, higher education |
| JEL: | I23 I28 |
| Date: | 2015 |
| URL: | http://d.repec.org/n?u=RePEc:sza:wpaper:wpapers239&r=edu |
| By: | Sara Zamir (Achva Academic College and Ben Gurion Universityat Eilat) |
| Abstract: | The process of training to become a teacher involves learning the cultural codes which give meaning to daily life at school. Teachers are a social creation molded by the expectations and actions of the "culture carriers" in the school: principals, other teachers and students. It is in relation to these "culture carriers" that trainee teachers develop their professional persona.A school's culture consists of rules that define what is normal, acceptable and legitimate. Such codes differentiate between matters of greater and lesser importance and identify the sources of power in the school, as well as the significant ways of taking the necessary power to guarantee one's status in the school.The aim of this research was to investigate the contribution of a school's organizational culture, as perceived by trainee teachers, to their future commitment to the education system. To this end I applied a qualitative methodology based on responses to open-ended questions. The study's main findings indicate a complementary relationship between organizational culture and commitment to teaching. A trainee teacher who sees most of the components of the organizational culture – principals, students, colleagues – as sympathetic, attentive and supportive, and in particular, who understands the norms and behaviors within the hidden layers of the organizational culture, will tend to develop a greater commitment to teaching. |
| Keywords: | School organizational culture, trainee teacher, commitment to teaching, teaching career. |
| JEL: | A00 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2603221&r=edu |
| By: | Jaeho Lee (Gyeongin National University of Education); Sukun Jin (Konkuk University) |
| Abstract: | ICT education or Software education should not be the activities only for students who have special interests or talents in information and technology areas, but general education for developing essential competencies of all students who have to survive 21st century. The necessity of ICT education is more than true in educating gifted students that will have to generate the solutions to let human beings survive this gloomy century. The purpose of our research was developing the curriculum and teaching materials that can be utilized for developing ICT Competencies of Students who are gifted in Math and Science. This research intended to restructure the current educational programs for gifted students so that students can develop their ICT competencies as they go through gifted education programs without allotting extra class hours for ICT education. To fulfill the purpose of this research, the following procedures were carried out: (1) we defined the ICT competencies that are required to students who are gifted in math and science, (2) we generated the strategies for ICT curriculum development that will be used for gifted students, (3) we selected the educational themes that ICT aspects will be applied to, (4) we developed the educational programs in selected themes based on the preset strategies, (5) we modified educational programs after pilot-testing on the fields, and (6) the completed ICT programs are distributed nation-widely.* This research was conducted as part of KOFAC(Korea Foundation for the Advancement of Science and Creativity)'s research support program. |
| Keywords: | ICT Education, ICT competency, Gifted Education, Math Education, Science Education |
| JEL: | I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604498&r=edu |
| By: | Tanawat Srisiriwat (Suan Sunandha Rajabhat University); Wichan Lertlop (Suan Sunandha Rajabhat University); Preecha Pongpeng (Suan Sunandha Rajabhat University) |
| Abstract: | This research on Development of Teaching method by Online Lessons Based on Constructivism Theory in Principles of Mathematics for Teachers aims to compare the learning achievement of students who studied through online lessons based on constructivism theory against students who studied through normal method as well as to study on the satisfaction towards online lessons based on Constructivism Theory in Principles of Mathematics for Teachers. Target group was 62 first year students of Academic Year 2014 who studied in Bachelor of Education Program in Mathematics, Faculty of Education, SuanSunandha Rajabhat University and registered to study Principles of Mathematics for Teacher. Simple Random Sampling was conducted in order to divide samples into two groups, Experimental Group and Control Group, with 24 samples per each group. Tools used in this research were Test and Satisfaction Questionnaire. Statistics used in this research were mean, Standard Deviation, and t-test. The results showed that learning achievement of students who studied through online lessons based on Constructivism Theory was higher than that of students who studied through normal methods with statistical significance of 0.05 and the level of satisfaction towards online lessons based on Constructivism Theory was also in high level. |
| Keywords: | Teaching method; Mathematics; Online Lessons; Development |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604461&r=edu |
| By: | Christine Shiel (Bournemouth University); Debbie Cotton (Plymouth University); Arminda do Paco (University of Beira Interior) |
| Abstract: | The role of Higher Education (HE) in contributing to a sustainable future has been consistently highlighted in global policy documents. HE has a key role to play in: educating graduates who will live and manage more sustainably in the future; contributing to sustainable development through research; and reducing the environmental impact of estates and thus contributing to lower carbon emissions. In regard to the latter, initiatives led by the Estates function within institutions as part of campus greening, serve to reinforce for students that HE is responsive to environmental concerns and that behaviour change is important. Further, combined with integrating education for sustainability within the curriculum, energy conservation projects should ultimately contribute to behaviour change. However, very little research to date has evaluated whether Education for Sustainability (EfS) and energy conservation projects impact in this way on student behaviour. A supposition might be that the more effectively and comprehensively an institution addresses energy conservation in both the educational and extra-curricular spheres, the more likely it is that there will be a positive impact on behaviours. This study explores that proposition by comparing students’ energy-related attitudes and behaviours across three distinctly different institutions, two in the UK and one in Portugal. The two UK institutions have both championed EfS but with different approaches: one has acknowledged the need to integrate EfS with extra-curricular and co-curricular initiatives; the other has had less success with EfS and less integration between campus and curriculum. The Portuguese university has not developed a strategic approach in relation to sustainable development and has very little in the way of formal policies. Survey data from students at the three institutions is used to explore the similarities and differences between the student populations in terms of their energy-related attitudes, behaviours and particularly their perspectives on their institution’s energy saving activities. The results demonstrate that there are significant differences between the students’ responses and that these are likely to relate, in part, to the efforts, or lack of efforts made by each institution in particular areas. The conclusion suggests that there is value in combining EfS with extra-curricular initiatives but that this will require closer working relationships between academics and professional services staff within institutions. Future research might explore those factors that facilitate or inhibit such integrated ways of working. Robust measures for evaluating the extent to which particular sustainability initiatives and approaches influence behaviour change, need to be developed. |
| Keywords: | Education for Sustainability; Energy saving; Behaviours |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604372&r=edu |
| By: | Klyachko, Tatiana (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Avraamova, Elena (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Loginov, Dmitriy (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | In the context of a significant increase in teacher salaries is updated task monitoring to track how the measure affects the efficiency and quality of services in the field of education. Includes several waves of research is necessary in this case because the results improve teacher salaries, the response to this serious administrative influence on the part of, firstly the teachers themselves, and secondly, the administration of school organizations and, thirdly, representatives of parents as direct consumers of services school education is not immediately, and for quite a long time. Usually the results of such profound changes occur within three years, when all key actors of the educational process is completely adapted to the new situation. At this stage of monitoring the key task was to develop and test its methodology, including the establishment of a system of indicators to track the qualitative changes taking place in the context of pay increases. This task demanded a large-scale sociological research, including surveys of three groups of respondents (principals, teachers, pupils and parents), during which tested the methodology developed. |
| Keywords: | wages, educational staff, teachers, education |
| Date: | 2014–11 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:mn65&r=edu |
| By: | World Bank |
| Keywords: | Education - Effective Schools and Teachers Tertiary Education Gender - Gender and Education Education - Primary Education Education - Education For All |
| Date: | 2015–03 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wboper:21917&r=edu |
| By: | Martín González Rozada; Mariano Nardowski; Verónica Gottau; Mauro Moschetti |
| Abstract: | Argentina’s educational system is made out of a State-run and a private sector. Private school choice is subject to household income since all private schools charge fees, which may, however, vary widely. Drawing on household survey data and focusing on the secondary school level in Buenos Aires, we first build a nested logit model and attempt to identify determinants of public-private school choice across the city’s neighborhoods. Second, we analyze socioeconomic segregation across public, private religious and private non-religious schools. Results show that the education of the head of household and income are good predictors in the school choice decision. Still, we note that privatization encompasses very different social strata and thus Buenos Aires is not strictly the case where private schools serve exclusively children from well-off backgrounds. Finally, segregation indices show a quite homogeneous socioeconomic composition within each type of school and three quite different realities among each sector. |
| Keywords: | school choice; segregation; secondary school, privatization; Argentina. |
| Date: | 2015–04 |
| URL: | http://d.repec.org/n?u=RePEc:udt:wpecon:2015_05&r=edu |
| By: | Radhe Shyam Sharma (Chowdhary Devi Lal University) |
| Abstract: | With higher education becoming a globally competitive service, there is an urgent need for every institution to achieve quality benchmarks, standards and recognition. The International level effort to democratize the socio economic services including education provided by various level of government and the growing realization among the masses about the economic value of education have for long been exerting considerable pressure for expansion of higher education system in Asian Countries. But in many countries the resources do not permit scaling up of the needed infrastructure and human resources to make available the conventional higher educational facilities to the aspiring learners. Open and distance learning system is coming up as effective mode of education for everyone and as an alternate to conventional higher educational system. The development of open and distance learning system from the stage of print material oriented correspondence education to the stage of self instructional packages with an integrated multi-media approach, and incorporation of interactive communication technologies, leading towards building of virtual learning institutions. The application of new interactive communication technology in providing flexible and cost effective programme through distance mode is now widely recognized and appreciated. This paper suggests on as, how to set and accomplish the quality benchmarks in different spheres of academic excellence to ensure the quality delivery of open and distance education in this competitive era. |
| Keywords: | Quality Benchmark, Distance Education, Multimedia |
| JEL: | I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604180&r=edu |
| By: | Isabel Santacruz (Universidad de Malaga); Antonio Díaz-Ramos (Universidad de Málaga); M.M López (Universidad de Málaga); Lourdes Aranda (Universidad de Málaga); Rocío Martín-Valero (Universidad Francisco Maldonado (Osuna)); Gema Ruiz-Parraga (Universidad de Málaga); Antonia Gutiérrez (Universidad de Málaga); Antonio Jiménez-Lara (Universidad de Málaga) |
| Abstract: | It is essential for the university lecturers/professors to design new strategies that help students to acquire skills in the new framework of the European Higher Education Area. Furthermore, the assessment of the effectiveness and impact of the used strategies in the academic performance of the students is a key point [1].In this work, an integrated rubric has been used to assess the effect of new learning strategies for the acquisition of different skills, such as critical and self-critical reasoning, acquiring knowledge and applying it to practical cases, oral presentations, and teamwork. This study was carried out in eight different subjects of the University of Malaga (Spain), including experimental degrees (Engineering, Biology, Biochemistry, Physiotherapy and Psychology), and an abstract degree such as Mathematics. Given the characteristics of this study, it has involved a large number of students from different subjects and degrees. The critical/self-critical thinking turned out to be better developed by the students with higher scores. Concerning the acquisition of knowledge and ability to apply it to practical cases, independently of the degree, students with good (but not very good) scores are those who consider that they have worked harder on the exercises to achieve their respective scores. Moreover, the oral presentations have been very positively accepted by the students for several reasons, such as the scarce experience of the first year students, and the opportunity to do teamwork.Finally, students have evaluated the performance of these strategies through a common rubric. It seems that the surveys and questionnaires have impacted positively on the final score, and that the students have also rated them positively and considered as very useful learning tools. |
| Keywords: | rubric; skills; new strategies; academic performance |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604469&r=edu |
| By: | Asim,Salman; Chase,Robert S.; Dar,Amit; Schmillen,Achim Daniel |
| Abstract: | There have been many initiatives to improve education outcomes in South Asia. Still, outcomes remain stubbornly resistant to improvements, at least when considered across the region. To collect and synthesize the insights about what actually works to improve learning and other education outcomes, this paper conducts a systematic review and meta-analysis of 29 education-focused impact evaluations from South Asia, establishing a standard that includes randomized control trials and quasi-experimental designs. It finds that while there are impacts from interventions that seek to increase the demand for education in households and communities, those targeting teachers or schools and thus the supply-side of the education sector are generally much more adept at improving learning outcomes. In addition, interventions that provide different actors with resources and those that incentivize behavioral changes show moderate but statistically significant impacts on student learning. A mix of input- and incentive-oriented interventions tailored to the specific conditions on the ground appears most promising for fostering education outcomes in South Asia. |
| Keywords: | Education For All,Tertiary Education,Effective Schools and Teachers,Access&Equity in Basic Education,Primary Education |
| Date: | 2015–07–13 |
| URL: | http://d.repec.org/n?u=RePEc:wbk:wbrwps:7362&r=edu |
| By: | Lubna Shoukat (Islamia University Bahawalpur, Pakistan) |
| Abstract: | The present research was conducted to find out the functionality and compatibility of the semester system at University level in the light of perceptions of Teachers and students with the existing specific Pakistani social norms and administrative structure. Pakistani educational institutions have been operating annual and composite systems for a long time, and these are still in operation in various universities especially for private students. The prevailing majority of teachers and administrative personnel studied under the annual system. HEC directed Universities to introduce semester system almost a decade ago. This system is quite different in its philosophy, composition and implementation strategy. Semester system gives more freedom and flexibility to the teachers in deciding teaching-leaning activities ranging from designing the curriculum to the evaluation of the performance of students. The data showed that teachers used this freedom to gain more authoritative control, take less number of lectures and manipulate their biases. The academic and administrative priorities are different, and many compromises have to be made to counter the external and internal pressures and to cover the inefficiencies of the system. Irregularities in the academic calendar are due to lack of planning, inappropriate monitoring system, political instability and strikes. However, a reasonable percentage (70%) of students was satisfied with the teacher-students ratio; 71% with the fairness of the teachers in evaluating students' performance. Almost equal percentages of teachers and students showed their satisfaction with the standard and knowledge structure of the students. The findings of the research showed a strong need for revamping the system according to its natural trends and to countering the negatively affecting social and administrative norms. |
| Keywords: | Perception, Semester system, Curriculum, Teaching methods, Evaluation, Social system and Administrative set-up |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604436&r=edu |
| By: | Sukun Jin (Konkuk University); Jeho Lee (Gyeongin National University of Education) |
| Abstract: | ICT education is an essential part of education programs for gifted students as it is for general students. In order to develop curriculum for enhancing ICT competencies of gifted students, we should be able to identify and define ICT-based core competencies themselves as the initial stage. This research was conducted as the first part for developing ICT education programs for gifted students in Science. We surveyed 232 experts, most of whom are teaching gifted students in science. As the results, we could verify that ICT education should be an important and essential aspect of gifted education, and that Lee's(2013) model can be useful frameworks for educating those ICT competencies for gifted students. Lee(2013) suggested a model named "ICT-based core competencies for the Creative and talented of the future society" which was developed for educating gifted students. This model is composed of three core competencies, which are (1) knowledge and skills competency(K&S), (2) synthesis and creativity competency(S&C), and (3) creative mind competency(CM). In this model, each core competency is made of three factors(ex, K&S of pursuing knowledge in various areas, design ability, and realization ability), and each factor is made of three elements(ex, realization ability of programing, precision, and utilizing resources) We expect that ICT education can be effectively and efficiently developed and conducted by using Lee's model.* This research was conducted as part of KOFAC(Korea Foundation for the Advancement of Science and Creativity)'s research support program. |
| Keywords: | ICT Competency, ICT Education, Gifted Education |
| JEL: | I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604504&r=edu |
| By: | Belyakov, Sergei (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Klyachko, Tatiana (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | The main purpose of the study is to assess the contribution of education systems of the Russian Federation in their socio-economic development. The paper considers two approaches to assessing the contribution of education to the socio-economic development of regions of the Russian Federation on the basis of a narrow concept of "human capital" and based on the transformation of the educational potential in the labor force. |
| Keywords: | education systems, Russia, socio-economic development, human capital |
| Date: | 2015–06 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:mn68&r=edu |
| By: | María del Mar López Guerrero (University of Málaga, Andalucia Tech); Gema López Guerrero (University of Málaga); Santiago Rojano Ramos (University of Málaga) |
| Abstract: | Introduction. The teaching of chemistry has several difficulties for several reasons: the lack of interest and motivation in students and little connection between the curriculum of compulsory education and university. This causes a negative idea about Chemistry. For these reasons, it was thought that the use of ICTs could be very beneficial for chemistry teaching and learning. In general, ICT can help us to increase participation of students in the area and would improve the direct intervention of the students which motivates their learning. On the other hand, every students have smartphone and internet access, therefore they are able to take photos, search on internet and download videos.One experience consists of developing a blog, where the students are responsible for the design, development and inclusion of material in the blog. Thus, they are developing the blog and are enhanced since they are looking for materials to include in the blog.On the other hand, it was identified student misconceptions and misinterpretation for Mechanical Engineering students as they are attempting to interpret and explain the chemical processes. Oxidation-reduction reactions were identified the most difficult concept. The objective has been to carry out a proposal for teaching contents of chemistry using didactic resources for virtual environment, the use of a simulation that lets students to construct useful mental models.Experimental – The first experience was based in a comparative test of 10 questions related with the topics of the subject. Two groups of 60 students of Science education have participated. A group of students, who participated, designed and entered the blog and another group that was not involved in the blog.And the second experience, the survey technique was used. The sample consisted of 50 volunteer students from the first course of Mechanical Engineer degree. Both experiences took place during the course 2013/14.Results. The blog study demonstrated that developing blogs by students significantly increased the number scientifically acceptable ideas in student´s conceptions of science.The use of animation has been demonstrated that showing animations to students, allows them to practise, so significantly increased the number of scientifically acceptable ideas in student’s conceptions of redox reactions.Conclusion. The use of either the blog or the simulation can be helpful in improving problem solving. This encourages students to develop new ideas about science, and allow them to create a memory from viewing animations, leading to confirmation or modification of the existing mental model. |
| Keywords: | ITC, Chesmitry, Blog and Multimedia Animation |
| JEL: | I20 I21 I20 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2603233&r=edu |
| By: | JinHyouk Im (UNIST (Ulsan National Institute of Science and Technology) |
| Abstract: | Two major challenges for higher education are improving learning quality for the 21st century’s creative economy; and reducing education cost for affordability. Flipped learning (FL) and Massive Open Online Course (MOOC) are emerging as two alternatives to the traditional education model of lecture-oriented passive learning. FL is mainly to deal with the first challenge while MOOC with the second one. So far, about 20% of UNIST’s courses have been redesigned for FL. By using a learning management system, an instructor monitors each student’s progress on a weekly basis to make sure that he/she does pre-class assignments and makes an early intervention if necessary. Many professors have difficulty to prepare materials for pre-class activities though they like the idea of FL. Now, UNIST has been making a new trial of a MOOC-enabled FL model where a student takes a proven high quality MOOC in lieu of in-house-made pre-class activities and is ready to participate in in-class activities such as class presentation, discussion. With an endorsement from the top leadership, the author took an unconventional way of designing a newly offered graduate course titled “Business Analytics“ for MOOC-enabled FL. Luckily, MIT offered a graduate-level MOOC course titled “Analytics Edge“ of which the coverage was equivalent to the new course at the same time. The author asked all of his five students in the course to enroll the MOOC course at the edX, a MOOC provider joinly established by MIT and Harvard in 2002. Each student paid the required fee directly to the edX to get a certificate upon completion. A week’s work consists of a series of video clips, self-quiz, and assignments. Instead of meeting twice, the class meets only once a week by substituting one with the self-study with the MOOC. When a student finished a week’s work, he/she is required to submit a summary report to the instructor. In a class meeting, the instructor asked a few students to do class presentation based on what they learned in the previous week and facilitated in-depth discussion. Students well accepted the new way of learning since the course was designed to combine the best of both MOOC and FL, thus resulting in better learning quality. Since this experiment was the first case in Korea, media and researchers show their interests in this type of learning model. |
| Keywords: | MOOC, Flipped Learning, e-Education, Course design, Learning quality, Education cost |
| JEL: | I29 I23 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604417&r=edu |
| By: | Bing Li (The University of Hong Kong) |
| Abstract: | Teacher identity resides in the heart of teaching and particularly matters for early career resilience. However, little is known about teacher identity held by beginning teachers in primary and secondary schools. Less is even known regarding the leverage of contextual factors on teacher identity. Against this backdrop, the present research employed a simple prospective panel design, primarily seeking answers to: 1) whether teacher identity is malleable; and 2) what roles learning environments and work environments play in teacher identity and, if any, its change. A series of three studies were conducted spanning 1 year. Study I involved 1,062 year-4 prospective teachers, 464 out of which partook in Study II at the end of the first teaching year. In Study III, 21 teachers were interviewed given their significant changes in teacher identity. Measures included the Teacher Identity Inventory (TII), the Inventory for Students’ Perceived Learning Environment (ISPLE), and the Job Demands-Resources Inventory (JD-RI).Results found that 1) teacher identity declined appreciably in all aspects over one year; 2) peer and facilities related constructs in both learning and work environments contributed to the majority of teacher identity; 3) work environments played a significant role in predicting teacher identity change, where peer and facilities related constructs again were the strongest contributors. Findings suggest that educators and school administrators be more mindful of early career teachers’ identity crises. Implications are discussed concerning pre and in-service training programs. |
| Keywords: | teacher identity; learning/work environments; malleability |
| JEL: | I20 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2603753&r=edu |
| By: | Chuleewan Praneetham (Suratthani Rajabhat University) |
| Abstract: | Education can increase people’s knowledge, raise awareness and attitude on environmental problem and environmental conservation by using appropriate technological education, tools and instruction. Therefore, the purpose of this research was to investigate the current state and needs in using digital instruction for environmental subject of primary schools in Surat Thani province, Thailand. The population was 492 primary schools in Surat Thani province. A total of 221 scientist teachers from 221 primary schools were collected by simple random sampling technique for survey research in 2015. The data collection tool was the closed-ended questionnaires. The frequency, percentage, mean, and standard deviation were used to analyze the data. The results revealed that the state in using digital instruction for environmental subject of primary schools in Surat Thani province was at good level. Most of teacher used internet, video compact disk (vcd) and digital video disk (dvd) regarding environmental issues as tool and instruction in classroom. Their opinion on the state of digital instruction effectiveness in terms of content, structure, context, and learning achievement was at good level, and presentation format at moderate level. It found that teachers preferred multimedia instruction with cartoon animation, which has potential to improve students’ understanding and knowledge about environment and energy conservation. Each story should take 10 – 11 minutes long, consist of pre- and post - test, and learning process should not be longer than 50 minutes in total. According to the findings, it is recommended that appropriate and effective digital instruction related to environment and energy saving should be developed. It can be an effective tool for raising awareness of students regarding environmental issues. |
| Keywords: | digital instruction, environmental subject, state, needs |
| JEL: | Q56 I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604431&r=edu |
| By: | Medvedeva, Oxana (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Nishukova, Olga (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | Problems of introducing the principles and methods of reputation management into the activity of Russian educational institutions, including the use of different models for ranking, are more than one year left in the field of the most active discussions. During this time, basic conceptual line in this matter were identified and initial experience as an integration of Russian higher education in international rating and the development of their national rating systems was obtained. But it became obvious and serious obstacles for the application of techniques of the world rankings in domestic practice. This is largely due to objective factors, reflecting the complexity of the transition of the Russian education, the ambiguity of the modern social order and contradictions of the global socio-cultural space. But the effect and underestimation of the role of rating in the development of modern educational management, formalization of the policy direction of reputation of educational institutions. A departure from the formalization of the process, focus on informal mechanisms and methods of integration of rating principles can be the basis for improving the process of administration of the university, and for a new stage in the development of the national education system. |
| Keywords: | reputation management, educational management, ranking, national rating systems |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:mn72&r=edu |
| By: | Eda Purutcuoglu (Ankara University); Irfan Dogan (Ankara University) |
| Abstract: | The attitudes of classmates or friends towards peers with disabilities can be regarded as an environmental factor that might facilitate or inhibit the social participation of students with special educational needs in inclusive classrooms. Therefore, assessing the attitudes of students towards peers with disabilities may be an important step towards improved social participation of students with SEN in inclusive schools. That’s way this research was planned and conducted to investigate the attitudes of normally developing students towards peers with special educational needs in mainstream classes. Totally 100 voluntary students were selected by a simple random sampling method from Primary School of Çayyolu Gökku |
| Keywords: | special needs children, attitudes of peer, mainstream classes |
| JEL: | I24 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604223&r=edu |
| By: | YAN WANG (MACAO POLYTECHNIC INSTITUTE) |
| Abstract: | AbstractAim and objectives:The aim of this study was to explore the effects of life-and-death education to the nursing students.Background: Caring the death and their families is the important duty of nurses. There was few special lessons for nursing students' preparation to care the death in Chinese community, and also life meaning was scarcely discussed in the nursing curriculum. Design: Qualitative method and quantitative method were combined in the study to explore the changes of nursing students' life-and-death attitude before and after the life-and-death education.Method: In a institute of Macao, by advertisements, students enrollingin the life-and-death education wereallocated into the experimental group, and the rest students were included into the control group. Forty-five hours of life-and-death education were given to the experimental group, and the control group accepted no interventions. Scale of Life Attitudewas used quantitatively to evaluate students' life-and-death attitude before and after the intervention. Purposive sampling, one-to-one in-depth semi-structured interviews were conducted qualitatively to evaluate the changes of students' life-and-death attitude after the intervention. Data from investigation were analyzed by t-test and general linear model univariate analysis. Data from interviews were analyzed by Colaizzi’s seven steps method of phenomenological enquiry.Results: There were 48 and 126 students in the experimental and control group respectively. After the life-and-death education, students in the experimental group showed more positive life-and-death attitude according to the score of Scale of Life Attitude. Data saturation was achieved after interviewing 13 students. Six themes were identified: the life-and-death education can help students |
| Keywords: | Life-and-death Education, Nursing students; Life-and-death Attitude |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2603144&r=edu |
| By: | Edina Dombi (University of Szeged, Faculty of Gyula Juhász; Department of Applied Pedagogy and Psychology); Gabor Orosz (Eötvös Loránd University, Institute of Psychology, Budapest); Balazs Jagodics (University of Szeged, Institute of Psychology) |
| Abstract: | In the present study our aim was to explore the motivational background of high school students with the help of the Hungarian adaptation of the Academic Motivation Scale (AMS - Vallerand et al., 1992). More than 600 high school students participated in our research and their average age was 16 years old. We applied confirmatory factor analysis to test the original seven factor structure of the scale. Instead of the original structure, a five factor bifactor model appeared to be the best model. Furthermore, according to our results it seems that Hungarian students do not perceive their motivation to have internal origin, and if so, they do not differentiate between the subtypes of them. |
| Keywords: | Extrinsic motivation, intrinsic motivation, amotivation, validation, academic motivation scale |
| JEL: | I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2603188&r=edu |
| By: | Radhe Shyam Sharma (Chowdhary Devi Lal University) |
| Abstract: | Universities play an important role as leaders in teaching and learning, in education, research and technology. In teaching activities, universities provide the professional training for high-level jobs, as well as the education necessary for the development of the personality. The role of the universities is very important to all sectors from social as well legal point of view. Graduates of all disciplines need knowledge about sustainability also. Universities can help in providing with the new knowledge and skills needed to meet the challenges of sustainable development in a community, in raising public awareness and providing preconditions for informed decision-making, responsible behavior and consumer choice. Universities are considered to have been regarded as key institutions in processes of social change and development. The most important role they have been assigned is the production of highly skilled manpower and research output to meet perceived targets. Another role that universities may play is in the building of new institutions of civil society, in developing new cultural values, and in training and socializing people of new social era. In this paper focus will be on highlighting the role of universities in bringing out Economic, political, social and cultural transformation in the society from legal point of view as well. The impact of education for transformation of society is also discussed. |
| Keywords: | University, Research, Civil Society |
| JEL: | I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604181&r=edu |
| By: | Kuklin, V. (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | The number of control mechanisms had in the education system in recent years included various procedures of comparative evaluation - "monitoring" and ratings. However, their use is not sufficiently justified theoretically. Moreover, in practice, the entire spectrum of existing procedures of ranking the most widespread procedure of "weighted sum", despite the fact that the theory of measurement and the results obtained in the field of scaling lead to conclusion that the correct use of this procedure requires the fulfillment of certain conditions, and in social systems limited to a relatively small circle of applications. As the main object of the work focuses on the regional educational systems and their subsystems. Subject of research - theoretical basis, algorithmic implementation and testing of the comparative assessment of regional education systems (and subsystems). The results of the system analysis of the mechanisms and procedures of comparative evaluation, an algorithm ranking (rating form) on the basis of separation procedures and the results of its use for comparative assessment of the subsystems of preschool education of regional educational systems. Analysis of the results leads to the conclusion about the applicability of the proposed algorithm and the need to continue work in this direction, in particular - towards the development of information and software decision support system for comparative evaluation of educational systems. |
| Keywords: | regional education systems, assessment |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:mn74&r=edu |
| By: | Radovan Pejanovi (University of Novi Sad, Faculty of Agriculture, Department of Agricultural Economics and Rural Sociology); Dunja Demirovi (University of Novi Sad, Faculty of Sciences, Department of Geography, Tourism and Hotel Management); Vladimir Niki (University of Novi Sad, UNESCO Chair for Entrepreneurial Studies) |
| Abstract: | The role of universities has changed. Universities are not only focused on transferring knowledge and conducting research, but have become a link between the state and the economic environment. The new role of the university is referred to as its third mission through which the university becomes an institution that monitors development in society and actively is involved in solving its problems. In order to determine the appropriate development model of the third mission, at the University of Novi Sad (Serbia) was conducted survey on four levels: university - the Rector, faculties - dean, the department directors/heads of departments and staff. 200 employees at the University were surveyed, and the starting point for research was the questionnaire HE-Innovate tool, designed by the European Commission and Organisation for Economic Co-operation and Development (OECD). Research conducted at the University of Novi Sad presents empirical results of an entrepreneurial university in Serbia and indicates which are the key aspects of the strategic approach in the development of the University as an entrepreneurial university, as well as how to improve the quality of scientific research and educational work and therefore its internationalization. |
| Keywords: | the third mission, entrepreneurship, social role, internationalization, University of Novi Sad (Serbia) |
| JEL: | I25 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604237&r=edu |
| By: | Marta Matul (University of Economics in Bratislava); Daniela Breveníková (University of Economics in Bratislava) |
| Abstract: | Management of further corporate education is an important part of human resources development HRD) in an organisation. Its aim is to ensure the development of human resources by means of applying methods of innovative education, the focus of which is on the effective improvement of work performance. Motivating employees and developing a highly efficient education system leads to high performance, increase in employees’ knowledge and skills, and satisfying customer needs. The aim of the present paper is to describe methods of education applied in real-life conditions of Slovak enterprises and characterise employee attitudes to further corporate education, currently most frequently applied methods in further corporate education, e.g. coaching, mentoring, action learning, teamworking or case studies.The paper is a partial result of the authors’ output from third stage the research project KEGA 006EU-4/2013 – |
| Keywords: | Human resource development (HRD), corporate education, coaching, mentoring, case studies, motivation, work performance. |
| JEL: | I29 J24 I25 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604307&r=edu |
| By: | Wichan Lertlop (Suan Sunandha Rajabhat University); Pairat Ruetaiprasertsri (Suan Sunandha Rajabhat University); Tanawat Srisiriwat (Suan Sunandha Rajabhat University); Preecha Pongpeng (Suan Sunandha Rajabhat University) |
| Abstract: | The objectives of this study were; 1) To compare the learning achievement in science under the content on food and nutrition of Secondary Education. Students use both Wichan’s model and normal IPST teaching method for comparing ; 2) To compare their learning retention; and 3) To compare their attitudes towards the two methods. The sample was 80 Matayomsuksa 2 students of Bangyeekhan Wittayakom School, Bangplad, Bangkok; the experiment group of 40 was taught by applying Wichan’s teaching method and the control group of 40 was taught via normal IPST method. The tools included Learning Achievement Test, Learning Retention Test and Students Attitude Test developed by researcher. The statistic used was independent sample t-test with the identified mean level of 0.05 statistical significance.The results were as follows:1. The different methods made a difference on learning achievement at a level of 0.05 statistical significance.2. The different methods made a difference on learning retention at a level of 0.05 statistical significance.3. The different methods made a difference on attitudes at a level of 0.05 statistical significance. |
| Keywords: | Comparison; Learning Outcome; Wichan’s Models; IPST Models |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604462&r=edu |
| By: | Hao Bin Yuan (Macao Polytechnic Institute) |
| Abstract: | Active learning by caring for patients has been the preferred method of achieving competency. Simulation learning provides the opportunity for the learner to practice and learn in an environment as close to reality as possible. Students interact with the simulator, discovering critical assessment information in the same manner they would with real patients. High-fidelity simulation was conducted at one nursing school in Macao. All scenarios were designed using a computer-controlled human patient simulator (HPS, SimMan Laerdal Sales Office, New York, USA). 113 Chinese baccalaureate nursing students (77 in year 2, 36 in year 3) completed all simulation sessions. Their age ranged between 19 and 26 years (mean = 21.24, S.D. = 1.26). Students received an orientation to the simulation laboratory to familiarize them with technology and learning process one week before simulation. Students worked with five scenarios during a four week block with nine hours per week. They were voluntarily divided into different tutorial groups. Each group consisted of 5 or 6 students with two tutors. The learning process includes case clarification, health assessment, nursing intervention and debriefing. This paper described the simulation design and students’ interaction with a computer-controlled human patient. The Simulation Design Evaluation Questionnaire was used to evaluate students’ views on simulation design in terms of realism, transferability and arrangement. The content validity Index (CVI) was reported as 0.91. The internal consistency reliability was evaluated to assess the internal consistency of the Simulation Evaluation Scale were shown as 0.832. Students had positive feelings about the simulation design. The scenarios used with the simulator recreate real-life situations. The learning objectives were clear. Students considered that the interaction with the simulator improved their clinical competence. Simulation experience increased their confidence about going into the actual clinical setting. The clinical decision-making skills taught in the simulation are valuable. The knowledge they gained from the simulation could be used in nursing care. Integrating simulation into existing curriculum structures requires faculty commitment to enhance their own teaching skills and redesign existing programs. Organizational commitment is also essential for this innovative teaching method due to the significant resources required for program implementation and ongoing financial support. Additional studies to test the impact of this teaching method on learner performance, patient safety, clinical outcomes, faculty perceptions and cost efficient will provide valuable support for using high-fidelity simulation in nursing education. |
| Keywords: | high-fidelity simulation ; design; Nursing student; Interaction |
| JEL: | I20 I23 I00 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2603143&r=edu |
| By: | Gozde Erturk Kara (Aksaray University); Ozge Aydin (Dumlup) |
| Abstract: | The aim of this study is to present the review of studies in science education field for early childhood in Turkey in the past 15 years. It is defined that how many studies have been done in this field; which subjects of early science education have been studied; which research and data analysis methods generally have been used; which study group has attended the studies less so far. Qualitative research method was used. Early childhood education studies related to science education was determined and content analysis was done. The articles published in Turkish Journals which are indexed in SSCI and ULAKB |
| Keywords: | Early childhood education, science, review. |
| JEL: | I29 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604168&r=edu |
| By: | Young Ju Joo (Ewha Womans University); Yoon Jeon Kim (Worcester Polytechnic Institute); You Jin Jung (Ewha Womans University); Eugene Lim (Ewha Womans University); Kwanghi Lee (Suwon Science College) |
| Abstract: | Social media has become an important communication channel in higher education and provides unique affordances to support effective and rich collaboration among learners (Bogdanov et al., 2012). While accumulating evidence supports educational affordances of social media (e.g., Fouser, 2010; Shin & Chon, 2013), there is still insufficient knowledge regarding instructional strategies to increase learners’ satisfaction and continued intention to use social media for learning. In the present study, we adapted the Information System Success Model (DeLone & McLean, 2003) and investigated how features of social media (i.e., system quality and service quality) and learners’ experience (i.e., sense of community and flow) influence learners’ satisfaction and continued intention to use. The data was collected from a large lecture class (N = 310) in a 4-year university in South Korea, where students collaboratively worked as a small group (7—8 per group) throughout the semester, and the instructor encouraged them to use social media of their choice (e.g., Facebook, Twitter). All instruments use 5-point Likert type scale, and they demonstrated acceptable reliability supported by the Cronbach’s alpha values of .91 for sense of community, .87 for system quality, .78 for service quality, .90 for satisfaction, .79 for intention to use, and .90 for flow. Following the two-step approach (Anderson & Gerbing, 1988), we examined the measurement model of the model (i.e., how adequately the measurements capture the underlying construct), and it demonstrated an acceptable fit (TLI = .99, CFI = .99, and RMSEA = .04). The final model obtained from removing a couple of non-significant paths indicates that sense of community, system and service quality of social media positively influence learners’ flow experience, which also mediates satisfaction. System and service quality of social media directly influence learners’ satisfaction while only system quality affects learners’ continued intention to use social media. Learners’ satisfaction also positively influences their intention to use social media. We can drive instructional strategies that facilitate successful integration of social media. First, the instructor needs to carefully consider various instructional strategies of how to increase sense of community and choose social media with high levels of system and service quality to enhance learners’ flow experience and satisfaction. Second, the selected social media should offer various functions that can be readily used to promote collaborative learning (e.g., sharing resources and group discussions). |
| Keywords: | Sense of community, System quality, Service quality, Flow, Satisfaction, Intention to use |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604408&r=edu |
| By: | Wichian Sriprachan (Suan Sunandha Rajabhat University); Luedech Girdwichai (Suan Sunandha Rajabhat University); Chutikarn Sriviboon (Suan Sunandha Rajabhat University) |
| Abstract: | The research aims to examine the social context of faculty member that affects the acceptance on e-learning media system at Suan Sunandha Rajabhat University; and to study the external concerned classified by demographic characteristics. A questionnaire is used for collecting data from 127 samples, who are faculty members teaching in 2009 academic year. The statistical tools applied for descriptive data analysis include frequency, percentage, Pearson’s product correlation coefficient and Chi-square.The findings reveal that the majority of the respondents recognize the easiness and benefit of e-learning media, being classified into 2 level – agree and uncertain. On the other hand, the social context overall does not correlate to easiness recognition at the level of .01 statistical significance; meanwhile, educational background and academic title correlate to benefit recognition at the level of .01 statistical significance. |
| Keywords: | Social Context ,Acceptance,E-learning Media System |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:2604384&r=edu |
| By: | Maiofis, Maria (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Kukulin, Ilya (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | The three articles included in the preprint, show different options for applying the methods of the history to the study of the history of Soviet educational policy. Included in the preprint studies analyze specific types of educational institutions - namely, schools with enhanced learning of foreign languages and children's choral studio. |
| Keywords: | methods of the history, Soviet educational policy |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:mn70&r=edu |
| By: | Krasnova, Gulnara (Russian Presidential Academy of National Economy and Public Administration (RANEPA)); Polushkina, Elena (Russian Presidential Academy of National Economy and Public Administration (RANEPA)) |
| Abstract: | Professional development in the industry in information and communication technology (ICT) has the features that are directly related to the strategy of development of the industry as a whole. As ICT is considered range of areas related to information technology: the development, sale and implementation of software (software), its support and technical support, as well as providing control of existing software products. We also consider the areas directly related to the use and control of programs, such as information security and quality control, how to implement the product and the process of implementation. Another group of related disciplines working on a similar principle to the analysis of information consulting and implementation of enterprise information product. |
| Keywords: | professional development, ICT, additional education |
| Date: | 2015–07 |
| URL: | http://d.repec.org/n?u=RePEc:rnp:ppaper:mn69&r=edu |