ethanporcaro/eric-fulltext-meta huggingface dataset:
The School Absenteeism among High School Students: Contributing Factors
Author: Balkis, Murat
Date: 2016-12-00
Type: Journal Articles
Subjects: High School Students,Attendance,Student Characteristics,Family Influence,Academic Achievement,Structural Equation Models,Self Concept,Student Attitudes,School Attitudes,Goal Orientation,Student Motivation,Parent Background,Educational Attainment,Family Income,Foreign Countries,Statistical Analysis,Correlation

The aim of this study was to examine the direct and indirect relationship between student school absenteeism, personal factors (academic self- perception, attitudes towards teacher and school, goal valuation and motivation/ self-regulation), family factors (parents' educational level and income), and academic achievement in structural equation model. Four hundred and twenty three high school students participated in the study. The findings revealed that student absenteeism was negatively related to academic self-perception, attitudes towards teacher and school, goal valuation, motivation/ self-regulation, and academic performance. Results also revealed that student absenteeism differed in respect to parents' educational level and income. Results from SEM analyses noticed that personal and family factors significantly predict previous and current student absenteeism. SEM analyses also revealed that previous student absenteeism significantly predict previous academic achievement. Finally, SEM analyses noticed that previous student absenteeism and previous academic achievement can predict current student absenteeism. Contribution and implications of these findings were discussed in detail. [This paper was presented at the International Congress on Education for the Future: Issues and Challenges (Ankara, Turkey, May 2015).]
Determining Advanced and Basic Financial Literacy Relations and Overconfidence, and Informative Social Media Association of University Students in Turkey
Author: Karaa, Ibrahim E.
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,Money Management,Social Media,Mass Media Use,College Students,Student Surveys,Self Esteem,Age Differences,Social Differences,Statistical Analysis

The purposes of the paper are, first, to investigate financial literacy in university students and to determine the relationship between basic and advanced financial literacy; second, to present a positive association between social media usage and financial literacy; third, to examine demographic factors consistent with previous studies; and, fourth, to assess students' confidence in their knowledge. We surveyed 1,119 university students and found that advanced literacy and basic literacy are significantly related and some of advanced literacy can be explained by basic literacy. Following the pages or accounts of famous economists, benefiting from economics, and gaining exposure to finance course materials, and posting financial and economic issues increase advanced financial literacy. Financial literacy differs on the basis of age, class, and major areas of study. University students are overconfident in their ability to interpret financial and economic news and data.
Semiology and a Semiological Reading of Power Myths in Education
Author: Kükürt, Remzi Onur
Date: 2016-12-00
Type: Journal Articles
Subjects: Semiotics,Misconceptions,Photography,Visual Aids,Textbooks,Social Sciences,Elementary Education,Figurative Language,Ideology,Foreign Countries

By referring to the theory of semiology, this study aims to present how certain phrases, applications, images, and objects, which are assumed to be unnoticed in the educational process as if they were natural, could be read as signs encrypted with certain ideologically-loaded cultural codes, and to propose semiology as a method for educational studies by means of a sample analysis. Semiological reading means to interpret the objects that surround our visible environment not just with their primary meaning but also based on their cultural codes, their metaphorical meanings. The signs that surround our environment present us with an order of myths that hide political meaning and naturalize this meaning. In this regard, reading signs and making a political analysis or analyzing the ideological codes of myths adds up to the same thing. In this study mythicized discourses within the educational process were analyzed based on the semiological reading approach. In this reference frame, the cover photograph of the Social Sciences Textbook adopted for use by the 5th grade in primary schools under the Ministry of National Education (MNE) during the 2011-2012 school year was analyzed as a sample, taking into consideration the principles of semiological analysis. It was concluded based on the signs included in the image that values recognized as the building blocks of a capitalist economy such as &quot;technology,&quot; &quot;industrialization,&quot; &quot;progress,&quot; &quot;growth,&quot; and &quot;enrichment&quot; were transferred through a mythical presentation.
A Meta-Analysis on the Effect of Instructional Designs Based on the Learning Styles Models on Academic Achievement, Attitude and Retention
Author: Kanadli, Sedat
Date: 2016-12-00
Type: Journal Articles
Subjects: Meta Analysis,Instructional Design,Instructional Effectiveness,Cognitive Style,Academic Achievement,Retention (Psychology),Effect Size,Educational Research,Student Attitudes,Foreign Countries,Literature Reviews,Search Strategies

The purpose of this study is to calculate the effect size, by running a meta-analysis, of the experimental studies carried out in Turkey between 2004 and 2014 that investigate the effect of learning styles on academic achievement, attitude, retention, and to define whether the academic achievement shows a significant difference in terms of learning styles model, experimental design and course type. For this purpose, a metaanalytical review method was employed to combine the outcome of the independent experimental studies. The studies included in this review were collected from CoHE National Thesis Archive (2015), ULAKBIM (2015), Google Academic (2015), ERIC (2015) and EBSCO (2015) databases. As a result of the searching process, 402 studies were assessed according to the inclusion criteria and 30 experimental studies were included in this study. Cohen's d coefficient was calculated for the effect size in this study. Because there was a high amount of heterogeneity (Q &gt; x[superscript 2], p &lt; 0.05) among the effect sizes of the studies, the common effect size was calculated according to the random effect model. As a result of meta-analysis, it was determined that the instructional designs based on the learning styles model had a large effect on the academic achievement (d = 1.029), attitude (d = 1.113) and retention (d = 1.290). Moreover, the academic achievement did not show any significant difference according to learning style model, course type and experimental design.
Analysis through Hidden Curriculum of Peer Relations in Two Different Classes with Positive and Negative Classroom Climates
Author: Çengel, Meltem
Date: 2016-12-00
Type: Journal Articles
Subjects: Hidden Curriculum,Peer Relationship,Classroom Environment,Behavior,Interaction,Vocational Schools,Foreign Countries,Secondary School Students,Observation,Qualitative Research,Semi Structured Interviews,Statistical Analysis

Classroom climate is the key context that facilitates or complicates the learning process. Peer relationships are some of the principal determinants of this concept, especially for adolescent groups. Analyzing the classroom climate deeply in terms of peer relations can be vital in understanding the students' continuity, success, and connection with the classroom and school. The objective of this research is to make an in depth analysis of peer relations in two classrooms with different climates: positive and negative. In accordance with this, two classrooms with positive and negative climates were chosen through the &quot;classroom climate perceived by students scale:&quot; over a 72-hour period, two different classrooms' lessons were observed. 18 and one teacher were then interviewed. According to the findings of this research, in the classroom with a positive climate there were more positive and negative behaviors in terms of frequency observed and diversity of behavior. In the classroom with a negative climate it was observed that the interaction was more limited and the frequency of behaviors categorized as negative was higher than the positive ones. The findings were debated through &quot;cultural reproduction theory,&quot; &quot;resistance theory,&quot; and &quot;functionalist theory&quot; in the framework of &quot;hidden curriculum theory.&quot;
Regional Educational Performance Patterns in Europe
Author: Radó, Péter
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Participation,Educational Quality,Outcomes of Education,Comparative Analysis,International Assessment,Academic Achievement,Statistical Analysis,Statistical Data,Trend Analysis,Educational History,Profiles,Statistical Distributions,Equal Education,Regional Characteristics,Achievement Tests,Secondary School Students

The paper aims to contribute to the assessment of the contextual relevance of various educational policies through an analysis of three aspects of the performance profiles of European countries: participation, the quality of learning outcomes and the equity of learning outcomes. Comparative analysis of international student achievement assessment surveys and statistical data reveals three European performance patterns: the compensative education systems of North and Northwest Europe, the selective education systems of Central Europe and the attritional education systems of Southeast Europe. On the basis of the identified performance patterns, the paper provides a brief outline of major trends within the Central and Southeast European regions, shares reflections on the alignment of policies that fit the distinct context of the two regions and offers a conceptual framework for further comparative research.
Immigrant Students' Achievements in Croatia, Serbia and Slovenia in Context
Author: Šori, Iztok
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Immigrants,Migrant Children,Academic Achievement,Context Effect,Reading Achievement,Generational Differences,Educational Practices,Native Speakers,Second Language Learning,Achievement Gap,Ethnic Groups,Achievement Tests,International Assessment,Secondary School Students

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic (linguistic) origin.
The Big Improvement in PISA 2009 Reading Achievements in Serbia: Improvement of the Quality of Education or Something Else?
Author: Pavlovic Babic, Dragica
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Achievement,Educational Improvement,Achievement Gains,Educational Quality,Annual Reports,International Assessment,Outcomes of Education,Measurement Techniques,Literacy,Academic Standards,Reading Research,Secondary School Students,Cohort Analysis,Statistical Distributions,Outcome Measures,Achievement Tests

The PISA 2009 results in Serbia show a big improvement in reading literacy compared to 2006 -- the average score is 41 points higher, which is equal to the effect of a whole year of schooling in OECD countries and represents the second highest improvement ever recorded in a PISA study. In the present paper, we discuss potential reasons for such a big improvement based on analysis of the PISA 2009 reading achievements in different countries, with a special focus on countries from the same region (Croatia, Slovenia, Montenegro, Bulgaria, Romania and Albania). The analysis shows that the largest part of the improvement was realised at lower achieving levels, suggesting that the dominant method of teaching in schools is a traditional method oriented towards the acquisition and reproduction of academic knowledge. Findings of data analysis support the conclusion that the improvement is mainly the result of certain contextual factors, such as higher student motivation and a high level of official support for the PISA study in Serbia, rather than representing a real improvement in the quality of education.
Montenegro in the PISA Study
Author: Milic, Saša
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Functional Literacy,Educational Quality,Educational Improvement,Academic Achievement,Annual Reports,Reading Achievement,Failure,Educational Practices,Achievement Tests,Secondary School Students

Montenegro, a country that has been in transition for the last two decades, is trying intensively to restructure its socioeconomic system and reform the main social systems, such as the education system, health care, the judicial system, the social welfare system, etc. Numerous strategic documents have been adopted in the past decade emphasising the importance of making the country's abundant natural resources functional, and of making the utilisation of human resources in the country significantly more effective. In order to achieve improvements in one of the key areas of Montenegrin development, human resources, a reform of the entire education system was launched in the first years of 21st century. The processes of joining the European Union, whose fundamental principles are the free movement of people, goods, services and capital, have also significantly increased the need to raise the quality of the education of Montenegro's citizens and to improve the competitiveness of the Montenegrin workforce in the labour market. However, we believe that the results of PISA testing in 2006 and 2009 suggest that Montenegro is far from the proclaimed goals of reform in the field of education, and that for the coming years and decades considerable attention should be devoted to improvement of the education system. PISA tests should be understood in a much wider context, not only as a reflection of curricular reform and standards of verification and assessment of students' knowledge, but rather as a set of guidelines that indicate the direction in which to develop and improve the education system, so that society can really &quot;invest&quot; in the education of young people. It is a very problematic fact that from the time of testing in 2009 until April 2011, nobody in Montenegro published any technical or scientific analysis of the success, or rather failure, of Montenegrin students in PISA testing. We believe that the use of this study should be significantly increased; not for comparing academic achievements with those of students from other countries, but primarily for improving educational policy and defining the strategic orientation of the development of the education system in Montenegro. Therefore, the absence of analysis implies an absence of certain professional activities focused on training teachers and improving the quality of students' knowledge.
A Case Study of Albania's Participation in PISA 2009
Author: Harizaj, Alfons
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Participation,International Assessment,Annual Reports,Educational Development,Expertise,Comparative Education,Achievement Gains,Achievement Rating,Progress Monitoring,Statistical Analysis,Gender Differences,Socioeconomic Influences,Reading Achievement,Mathematics Achievement,Science Achievement,Teacher Student Relationship,Classroom Techniques,Attendance,Immigrants,Educational Change,Educational Policy,Change Strategies,Performance Factors,Achievement Tests,Secondary School Students

The paper presents a view of the results and progress of Albania in the Programme for International Students' Assessments 2009 (PISA 2009). The overall goal and objectives of PISA are to offer support and expertise in the field of the evaluation of educational development factors in Albania. One of the methods successfully used for monitoring the achieved progress during the given study period was the estimation and comparison of results with the results of previous PISA participation's. A broader comparison of these statistics with those of other PISA participants in the Albanian region provides a real picture of the situation, showing the progress Albania has made and indicating how effective Albania's educational policies are.
PISA in Finland: An Education Miracle or an Obstacle to Change?
Author: Sahlberg, Pasi
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Assessment,Educational Change,Annual Reports,Educational Policy,International Studies,Educational History,Educational Practices,School Effectiveness,Educational Administration,Academic Achievement,Educational Development,Achievement Tests,Secondary School Students

The present article discusses the role and impact of the Programme for International Student Assessment (PISA) in Finland. PISA has created a new geography of education policies and reforms by shifting global interest away from Anglo-Saxon education systems to Asian countries, as well as to Finland and Canada in the West. The article describes how PISA has become evidence of the successful education reforms in Finland carried out since the 1970s, but at the same time has created a situation where the continuous renewal of the Finnish education system has become more difficult than before. The conclusion is that PISA is an important global benchmarking instrument, but that policy makers and the media need to make better use of the rich data that have been collected together with information about students' academic performance.
Teachers' Emotional Expression in Interaction with Students of Different Ages
Author: Prosen, Simona
Date: 2011-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Emotional Response,Teacher Student Relationship,Interaction,Age Differences,Student Teachers,Elementary School Teachers,Affective Measures,Affective Behavior,Likert Scales,Incidence,Psychological Patterns,Foreign Countries,Observation,Statistical Analysis

Emotions are an integral part of &quot;classroom life&quot; and are experienced in teacher-student interactions quite often (Hosotani &amp; Imai-Matsumura, 2011). The present study focuses on teachers' emotions in classrooms. Its purpose is to establish which emotions are expressed by teachers in their interactions with students, the triggering situations of the two most frequent emotions, and their level of intensity and suitability. Teachers' emotions were observed by students of primary education during their practical experience work, in grades one to five. They used a scheme constructed for observing different aspects of emotions. The observations of 108 teachers in 93 primary schools from various Slovenian regions were gathered. The results show that primary school teachers express various pleasant and unpleasant emotions, with unpleasant emotions prevailing. The average frequency of teachers' emotion expression decreased from grade one to five. Anger was the most frequently expressed emotion (N = 261), followed by joy (N = 151). Teachers' anger and joy were triggered in different situations: anger predominantly when students lacked discipline and joy predominantly in situations of students' academic achievement. The intensity of expressed anger and joy was moderate in all five grades, while the assessed suitability of these two emotions was high.
Academicians' Career Capital and Career Satisfaction: The Mediation Effect of Research Productivity
Author: Aytekin, Ihsan
Date: 2016-12-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Job Satisfaction,Productivity,Competence,Performance,Research,Universities,Statistical Analysis,Factor Analysis,Correlation,Multiple Regression Analysis,Questionnaires

The competitive advantages of knowledge-producing institutions are their wise, creative, enthusiastic, and excited academicians and their competences. Currently, questions come to the fore as to which variables affect the research performance of university-employed academicians, and what role does research performance have in the relationship of these variables with career satisfaction. In answer to these questions, this study hypothesizes that career competences (capital) will positively affect academic productivity and career satisfaction, and that academic productivity will have a mediator effect on the relationship between career competencies and individual career satisfaction, using the groundwork of the competence-based career theory conceptualized as &quot;intelligent career&quot; by Arthur, Claman, and DeFillippi. With the aim of empirically testing these hypotheses, as well as hypotheses that establish the sub-dimensions of these research questions, two field studies (including one pre-study) have been carried out on academicians working for universities in Turkey. The results reveal that career capital has significant effects on the research productivity of academicians and that research productivity has a mediator effect on the relationship between career capital and career satisfaction.
Adapting and Designing Spaces: Children and Their Schools
Author: Kenkmann, Andrea
Date: 2011-00-00
Type: Journal Articles
Subjects: School Space,Educational Facilities Design,Student Experience,Memory,Student Attitudes,School Attitudes

In schools, children experience their environment on three different levels: firstly, they constantly make spatial decisions by positioning themselves in relation to others and organising their immediate environment; secondly, they can potentially contribute to shaping the classroom spaces; and, thirdly, they are confronted with the designed school as a whole. It is argued here that our experiences of spaces are related to our memories, which provide us with a framework of references that allows us to &quot;read&quot; and construct spaces. Whereas on the lowest level of spatial involvement children are natural decision makers, the higher levels require access to, and an understanding of, shared practices and discourses. Although existing data on children's perceptions of their schools suggest that children's participation in the school design process is laudable for all sorts of reasons, such participation means overcoming considerable barriers for comparatively little gain in terms of the design quality. It is the level of the classroom where a more genuine shared organisation and (re)creation of space can take place on an everyday basis.