Reviewerly/exHarmony huggingface dataset:
A Study of the Growth Track of Core Competencies of Elementary School Students and Innovative Education Policy of the Gyeongsangnamdo Office of Education

This study attempted to analyze the growth of core competencies of elementary school students in Gyeongnam and verify the effectiveness of Gyeongnam Innovation Education Policies that affect them by using short-term three-year longitudinal data from the Gyeongnam Education Longitudinal Study. The research questions are as follows. First, what is the growth Track of core competencies of elementary school students? Second, does the Gyeongnam Innovation Education Policy (class innovation and school democracy) affect the growth of core competencies of elementary school students? For the study, panel data of elementary school students who responded to the first to third surveys of the Gyeongnam Education Longitudinal Study were used. Data from 3,413 students who responded to all three-year surveys were used. The conclusion of the study is as follows. First, as a result of comparing the average value of core competencies of elementary school students, an increase, decrease, or decrease after increase pattern was found. Second, as a result of the potential growth model for core competencies, the linear change model was found to be more suitable than the non-change model. In addition, as a result of putting demographic and sociological variables such as gender, region, and school division into the linear change model, it was found that it had an effect on the initial value and rate of change of core competencies. Third, it was found that both class innovation and school democracy variables invested to analyze the effectiveness of innovative education policies affect the core competencies of elementary school students. In addition, the innovative education policy set up for research analysis was not a one-way structure that affects core competencies, but a mutually compatible structure.
Navigating E-Governance and ICT Dynamics in Afghanistan Higher Education

This research examines the impact of E-Governance and ICT initiatives on higher education in Afghanistan. It aims to provide a comprehensive overview of the adoption and usage of electronic services, including scientific programs, student information storage, and service models. The study uses a mixed-methods approach, collecting data through questionnaires, interviews, and observations. Participants include professors, students, and technical staff from 17 universities in Afghanistan, ensuring diverse perspectives. The analysis reveals moderate adoption of electronic services, with a focus on scientific programs and student information management. Positive findings include the use of electronic systems for storing student information and active engagement in online conferences and financial processes. However, areas for improvement are identified, such as electronic evaluation and e-learning, suggesting the need for strategic enhancements. The Ministry of Higher Education demonstrates commendable integration of E-Governance initiatives, indicating progress in digital governance and ICT integration. The study's findings contribute to the existing literature on electronic services in higher education and offer recommendations for a more comprehensive and effective E-Governance framework
The effect of classes using digital materials in science classes on elementary school students' digital literacy and their perception of digital classes

The purpose of this study was to investigate the effects of classes using digital textbooks and digital materials on elementary school students' digital literacy and their perception of digital classes, focusing on the expansion of the visual data area in science classes. For the 5th and 6th graders of elementary schools in the central region, classes centered on traditional book textbooks and classes using digital textbooks were conducted to compare the degree of improvement in digital literacy. 158 5th grade students and 146 6th graders were participated in. Classes using book-type textbooks and digital textbooks were conducted 3 times a week for 3 months, for a total of 12 weeks, from October to December to research subjects with similar living conditions and economic levels, and digital literacy tests were conducted before and after. As a result, students who used digital textbooks showed a partially statistically significant change in the degree of improvement in digital literacy compared to students in the control group. As a result of analysis by dividing into five areas: collection of information, utilization and management of information, utilization and evaluation of media, utilization of smart devices, and understanding and practice of copyright and Internet ethics, Comparing the pre-test and post-tests in the experimental and control groups, each showed significant changes in digital literacy. This is a result that runs counter to the idea that digital literacy can only be improved by making greater use of digital materials. However, students who consistently use it are able to induce more changes in terms of digital literacy than students who do not. In addition, students who used digital textbooks preferred classes using audio-visual materials such as digital textbooks more than classes using general photos or book-type textbooks, and had comfort and confidence in using digital devices such as computers and tablet PCs. In addition, it was found that science classes using materials were more preferred. However, among students' individual responses or interviews, some responded that learning was more effective in traditional teaching, research through scientist interviews, and explanations through images or diagrams.
An Analysis on the School Principals' Leadership in the Situation of Parents' Infringement of Teachers’Rights -Based on News Articles and Teacher FGI after Seo2 Elementary School Teacher Case

To investigate principals’leadership role and its relevance in school situation in conflict, this study analyzes news articles regarding school principals and interviews with a group of experienced teachers, and identifies some concrete contents of leaderships working on the school sites. Firstly, this study reviews increasing school conflicts by parents’demand for and dissatisfaction with teachers, the leadership roles by principals, and current principal selection institution and training programs and confirms that within current system, it is difficult to form effective and capable leadership to solve conflict democratically and efficiently in school situations. Secondly, this study search news articles for two months from July 18 to september 17 using the Korea Press Foundation's Big Kinds (www.bigkinds.com) service and find 217 articles related to the terms 'teacher rights' and 'principal'. After discussion, 14 articles and 22 cases were extracted and analyzed and a few distinctive leadership types are found such as avoiding responsibility, scolding teacher involved for responsibility, decisions pending, positive conflict mediation type, and proactive communication type. Thirdly, through focus group interview, we check how these kinds of leadership work on school-sites. Based on this analysis, we conclude that further researches and public discourse on leadership formation and principals’ selection and training are required.
Classification of College Students according to Identity-Based Motivation

This study aimed to classify college students according to the theory of identity-based motivation (IBM), which posits that individuals exhibit higher motivation and goal achievement levels when aligning personal identity with goals. College students were classified according to three components constituting identity-based motivation: psychological relevance, readiness to act, and interpretation of experienced difficulty. Through exploratory factor analysis, seven factors involving identity-based motivation were identified: expectations for the utility of university education, expectations for the outcomes of university education, proactive learning attitudes, class participation, study group activities, academic counseling, and satisfaction with university education. These factors were used to classify college student types and investigate student factors and university factors influencing this classification. Using data from the National Assessment of Student Engagement and Learning (NASEL) in 2022 by the Korea Educational Development Institute, multilevel latent profile analysis was applied for analysis. The results of the study offer extended discussions and policy implications.&#x0D; First, the identity-based motivation levels among Korean university students were relatively low, which suggests that it is difficult to effectively regulate or mitigate the impact of social contexts on academic performance. Second, although Korean college students have high expectations for university education, they are passive in activities that require active participation, voluntariness, and proactiveness, such as study group activities or counseling with faculty. Third, it was evident that factors like gender, high school background, and GPA still play a significant role as help or obstacles for college students to study hard with a bright outlook for the future. Lastly, the level of identity-based motivation of students attending small and medium-sized community colleges was higher than that of students attending large general admission-year universities: This highlights the need for enhanced career and employment support education at the university level to alleviate ambiguity and uncertainty regarding students’ livelihood after graduation.
A study on perception of restoration and protection of teaching rights

This study sought to find out the attitudes and perceptions of college students regarding the restoration and protection of their teaching rights and to make suggestions for establishing future policies and measures to protect their teaching rights. In the month of November 2023, a web-based survey, Google Questionnaire, was used to collect data with a total of 390 students in college located in "C"-do. Frequency, percentage, mean, standard deviation, independent sample t-test, and one-way analysis of variance were used to determine the perception of restoration and protection of teaching rights, and the LSD method was used for post-test. Significance was set at p &lt; 0.05.&#x0D; The questionnaire used as a measurement tool consisted of general characteristics of the research subjects (8 questions), student human rights ordinance and teacher rights (12 questions), strengthening of teacher rights and protection of educational activities (11 questions), and communication system between student’s parents and teachers (11 questions). It consisted of a total of 43 questions, and a 5-point Likert scale was used. To determine the reliability of the questionnaire items, Cronbach’s α coefficient was calculated. As a result, the Cronbach’s α coefficients of all subfactors ranged from .943 to .977.&#x0D; As a result of examining the level of awareness according to the general characteristics of the research subjects, excluding the presence or absence of a teacher in the family within the 4th degree, gender, affiliation(teacher's college student/non-pedagogical college student), grade(1st to 4th college students), whether kindergarten, elementary and middle school students have part-time jobs, and whether or not they have experienced school violence while attending elementary, middle, or high school. There appeared to be a statistical difference (p&lt;.05). Overall, the awareness of the Student Human Rights Ordinance and teachers' rights was highest among teachers' students and students who experienced school violence while attending elementary, middle, and high school.&#x0D; As a result of examining the awareness of the restoration and protection of teaching rights by section of the questionnaire, the results showed that students in teachers' colleges, 3rd and 4th grade female college students, students in kindergartens, elementary and middle school students, students with experience working part-time, and students with a teacher in their family within the 4th degree of kinship. Students who experienced school violence while attending elementary, middle, or high school had a high level of awareness. Among students who experienced school violence, victims had a higher level of awareness of the restoration and protection of school rights than perpetrators.
Analysis and Application of Supply Chain Management for Cosmetic Inventory at Hayati Store Using PHP Programming Language and MYSQL Database

This research focuses on Hayati Store, a business specializing in the sale of beauty tools and beauty products. The study explores various aspects of beauty product management at Hayati Store, including demand planning, inventory management, and distribution during sales, using Supply Chain Management (SCM) methodology. Implementation will be carried out using PHP programming language and MYSQL database to facilitate effective management. Although the store has computerized cosmetic and beauty tool sales, the current system only covers sales aspects, lacking information on stock turnover from product receipt to warehouse inventory management. This research aims to optimize the distribution process during sales and transform existing data into a comprehensive Supply Chain Management system
Communication is The Key to Promote Organizational Citizenship Behavior During Restructuring Organization

This research was conducted with the aim of answering phenomena, both the factual conditions of the business environment and the results of previous research so that it is beneficial for organizations to adopt the best policies for their organization. Apart from that, conceptually, this research is expected to contribute to the development of knowledge related to restructuring and employee organizational citizenship behavior related to communication. Moreover, the mediating effect of communication on the organization restructuring and organization citizenship behavior are examined through a quantitative technique. The data comes from companies that operate in the manufacturing sector and have undergone restructuring. Data from a sample of 72 emplyees were used to examine the hypothesized models. Results show that communication fully mediated the relationship between organizational restructuring and organizational citizenship behavior.
A Study on the Relative Efficiency and Productivity Change of Junior College

This study was conducted to measure the relative efficiency of 124 junior colleges in Korea. Data for three years from 2020 to 2022 were provided on the university information disclosure website, and the relative efficiency and productivity changes of junior colleges were analyzed using DEA and Malmquist techniques. As a result of the DEA analysis, it was analyzed that the efficiency of 23 junior colleges in 2020, 34 in 2021, and 26 in 2022 is determined by scale. As a result of the analysis of the Malmquist productivity index, a total of 33 junior colleges have generated technological progress, and 91 junior colleges have generated technological regression, which is about three times higher than the occurrence of technological progress. The average value of MPI-based productivity was analyzed to have decreased by about 4.8% over three years, and it was found to be affected by changes in efficiency. It was analyzed that 108 junior colleges were affected by efficiency by scale, excluding 16 junior colleges that were analyzed to have pure technological efficiency greater than efficiency of scale.
A Study on the Mediating Effects of Social Support and Learning Engagement in the Relationship between Chinese Women's Lifelong Learning Motivation and Learning Outcomes

The purpose of this study is to investigate the relationships among lifelong learning motivation, social support, learning engagement, and learning outcomes in Chinese adult women to enhance their lifelong learning performance. The research examines differences in lifelong learning motivation, social support, learning engagement, and learning outcomes among Chinese adult women based on background variables. Additionally, the study analyzes the structural relationships between these variables and explores the mediating effects of social support and learning engagement. According to the results, adult women's motivation for lifelong learning has a positive impact on learning outcomes, and both learning orientation and goal orientation also positively influence learning outcomes. Positive relationships were observed between lifelong learning motivation and social support, learning orientation and social support, as well as goal orientation and social support. In terms of the relationship with learning engagement, both lifelong learning motivation and learning orientation had a positive impact, while the relationship with goal orientation was not significant. Furthermore, indirect effects of social support and learning engagement on learning outcomes were confirmed. Social support mediated the relationship between lifelong learning motivation and learning outcomes, as well as between learning orientation and learning outcomes, and goal orientation and learning outcomes. The study's findings highlight that Chinese women's lifelong learning motivation positively influences learning outcomes through social support and learning engagement. Consequently, the study suggests strategies to enhance lifelong learning motivation, improve social support, and foster learning engagement in Chinese women to elevate their learning outcomes. Efforts are emphasized to strengthen social support and promote diverse learning activities for the positive influence of women's lifelong learning motivation on learning engagement and outcomes.
The Importance-Performance Analysis and Educational Needs of Elementary Pre-service Teachers' Competencies in Intelligent Information Society

This study aims to provide implications for improving teacher education programs for elementary pre-service teachers by analyzing the importance and performance differences, as well as educational needs of their competencies in the intelligent information society. To achieve this, an online survey was conducted with 299 elementary pre-service teachers, and various analyses were performed, including paired sample t-tests, Importance-Performance Analysis (IPA), Borich needs analysis, and The Locus of Focus model analysis. These analyses identified competencies requiring enhancement and derived educational priorities for each competency. The results revealed, firstly, that all aspects of competencies for elementary pre-service teachers in the intelligent information society were statistically significantly higher in importance than in performance. Secondly, the analysis of the differences in importance and performance of competencies in the intelligent information society identified competencies falling under the ‘Concentrate Here' category, including development of teacher expertise (F), adptation to social paradigm shifts (F), and curriculum reorganization (D). Thirdly, according to Borich's need analysis and The Locus of Focus model analysis, the top educational needs among competencies for elementary pre-service teachers in the intelligent information society were adapting to changes in social paradigms (F) and development of teacher expertise (F) as the first priority, establishing and managing learning ecosystems (D) and interpreting and utilizing big data (E) as the second priority, and curriculum reorganization (D) and customized learning design (D) competencies as the third priority. Based on these results, the study discusses implications for improving teacher education programs for future teachers by understanding the competencies required for elementary pre-service teachers in the intelligent information society.
Understanding the experience of graduate students’ social knowledge construction in a learning community: Focusing on BK21 project participants

The purpose of the study is to understand the social knowledge construction process from the learning communities experience of postgraduate students participating in the BK21 project. There are two research problems: one is to explore how postgraduate students' learning communities experience contributes to the construction of knowledge from the perspective of Social Constructivist Learning Theory, and the other is to understand the changed perceptions after postgraduate students’ learning communities experience. The research method used was interviews, among qualitative research methods. The study results derived four themes: postgraduate students' motivation and process for participating in the learning communities, passive social knowledge experience, active social knowledge experience, and transition from peripheral to owner. First, the social knowledge construction process is appeared through interaction (communication) and cooperative learning (joint research, seminars) as help (feedback, social relationship) of professors/seniors/colleagues in the zone of proximal development (learning community). Second, postgraduate students showed a change in confidence in social support and a positive attitude toward graduate life after participating in the learning communities. In addition, postgraduate students recognize their tendency to learn about their major and research methods from various majors and perspectives through a learning communities. This study will enable to comprehensive understanding of postgraduate students' learning communities. It will provide basic data to improve the operation of learning communities and create an educational environment based on the social knowledge construction process in graduate schools.
Analyzing the Short-term and Long-term Effects of the Free-Semester Program on Career Maturity

This study aimed to analyze the short-term and long-term effects of the free-semester program on career maturity. For this purpose, this study conducted fixed-effects and difference-in-differences analyses along with descriptive analyses using second- through eighth-wave data from the Korean Education Longitudinal Study (KELS). The results of the descriptive statistics analysis showed that in elementary school, the career maturity of the group who had not experienced a free-semester program was higher. However, from the first year of middle school, the career maturity of the group who had experienced a free-semester program tended to increase. The difference between the two groups, however, decreased in high school. The fixed-effects and the difference-in-differences analyses showed that the effect of the free-semester program on career maturity was significant in middle school but not in high school. This confirms that the short-term effect of the free-semester program is positive, but the long-term effect is insignificant. Based on the above findings, this study recommends reconsidering the timing of the free-semester program or implementing additional career programs in high school.