ethanporcaro/eric-fulltext-meta huggingface dataset:
Women without a Backward Glance: Migrant Women Profile from the Point of Lifelong Learning, Adaptation, Employment, Education, and Social Integration
Author: Yaman Ortas, Banu
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,Females,Parents,Lifelong Learning,Adjustment (to Environment),Employment Opportunities,Access to Education,Social Integration,Acculturation,Individual Development,Individual Characteristics,Life Satisfaction,Expectation,Responsibility,Social Discrimination,Ethnicity,Religious Factors,Foreign Countries

Migrant women encounter new environments, opportunities, human behaviors, communication manners, traditions-customs and limitations in the country they migrate to, which may be completely different from their own countries. All these new situations create the need for employment, integration, education and social reintegration. Education of migrant women, however, has a strategic importance for the reasons such as being productive, more sensitive to society, more adaptable, and taking first-degree responsibility in the care and education of children. The aim of the study was to evaluate the views of migrant women about their lives in terms of employment, adaptation, education and social reintegration. The study adopted phenomenological research design, one of the qualitative research methods. The data were collected through the &quot;Sustainable Personal Development-Lifelong Learning Form&quot;. The participants were selected using the snowball sampling method and comprised 96 immigrant women in such countries as Turkey, Australia, Greece, Switzerland, France, Germany, Netherlands, and the USA. The data covered information about the reasons for their migration such as marriage, refuge, work and education have participated in the research. The data were analyzed via the content analysis method. The results revealed that the migrant women were in need of feeling safe and free, success religion, access education for their children, and lead sustainable life as an average human.
Work-Family Conflict during Working from Home Due to Pandemic: A Qualitative Research on Female Teachers
Author: Kara, Sultan Bilge Keskinkiliç
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Work Relationship,COVID-19,Pandemics,Females,Teachers,School Closing,Distance Education,Family Structure,Conflict,Stress Variables,Time Management,Behavior,Job Satisfaction,Teacher Motivation,Foreign Countries

The aim of the study is to investigate the work-family conflict experienced by female teachers working from home due to COVID-19. The case study was used in the study. The study group of the research consists of teachers who are married and have children, working from home due to the pandemic process, working in Istanbul. 17 female teachers who met the criteria of teaching by distance education, being married and having children constituted the study group of the study. A semi-structured interview form developed by the researchers was used to collect the data. Thematic analysis technique was used in analyzing the data. According to the findings, the work-family conflict experienced by female teachers working from home during the pandemic process was grouped under three themes: time-based, strain-based and behavior-based conflict. Most of the female teachers working from home stated that they could not get administrative support during the distance education process. On the other hand, it was found that female teachers were emotionally tired during the process of working from home, their job satisfaction decreased, they were stressed, they had low motivation, and they had balancing concerns between home and work. [This article was presented at International Conference on Lifelong Education and Leadership for All (ICLEL 2020).]
Examining the Teachers&apos; Pedagogical Knowledge and Learning Facilities towards Teaching Quality
Author: Haron, Muhd Zulhilmi
Date: 2021-03-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Teacher Effectiveness,Teaching Experience,Secondary School Teachers,Religious Schools,Islam,Educational Facilities,Correlation,Foreign Countries

The purpose of this study was to examine the relationship between teachers' pedagogical knowledge, learning facilities and the teaching quality of teachers in the Ulul Albab Tahfiz Model (TMUA) schools in Malaysia. The data were collected using a set of questionnaires which probed on the respondents' demographic information as well as on their pedagogical knowledge, learning facilities and teaching quality. The respondents comprised of 144 teachers from three schools involved in TMUA program. The data obtained were processed and analysed through the Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software. The results show that there is a significant relationship between teachers' pedagogical knowledge, educational facilities and the quality of teaching. The implication of this study is that teachers are aware of the importance of pedagogical knowledge in improving teaching quality when implementing the TMUA program.
Geometrical Optic Learning Difficulties for Moroccan Students during Secondary/University Transition
Author: Nasser, Naoual
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,High School Teachers,College Faculty,College Freshmen,Geometric Concepts,Optics,Barriers,Student Adjustment,Transitional Programs,College Science,Physical Sciences,Difficulty Level,Concept Formation,Misconceptions,Student Attitudes,Teacher Attitudes,Knowledge Level,Program Effectiveness

To remedy the difficulties encountered by Moroccan students in geometrical optics during the transition from secondary to higher education and for an efficient education system, we propose this study to investigate the causes of these difficulties as well as their impact on the quality of the secondary/university transition, and come up with a remediation device to overcome them. For this survey, we adopted a mixed method to collect both qualitative and quantitative data. The research tools used are semi-directive interviews with thirty high school and university teachers; questionnaires and exercises were administered to 120 of first year university students. The results of this study revealed the persistence of difficulties in geometrical optics and particularly in geometric construction whose origins are attributed to the misrepresentations and low prerequisites among students as well as a break in the curriculum and teaching methods during the transition from secondary to higher education.
Influencing Factors and Knowledge Gaps on Anemia Prevention among Female Students in Indonesia
Author: Munira, Lafi
Date: 2021-03-00
Type: Journal Articles
Subjects: Prevention,Females,Diseases,Student Attitudes,Knowledge Level,Foreign Countries,Risk,Incidence,High School Students,Computer Software,Videoconferencing,Health Education,Health Behavior

Adolescents (10-19 years old) are at high risk of developing iron deficiency anemia. Prevalence of anemia in young women in Indonesia was 37.1% which increased to 48.9% in 2018, with the proportion of anemia in the age group of 15-24 years and 25-34 years. The objectives of this study were to understand the influencing factors and gaps of knowledge related anemia prevention among female high school students. A qualitative case study design was conducted (April-May 2020) among nine female students (15-18 years old) from two senior high schools in Banjarmasin, Indonesia. Sampling technique used in this study was purposive sampling. Registered student who has total study period in the school not less than six months and students who refused to participate in this study were excluded. Data collection was used focus group discussion via WhatsApp messenger video call. Data analysis was mixed between content analysis and thematic analysis. Female students admit that they lack the initiative to find out about anemia. With the lack of understanding about anemia, the female students admitted that they did not really know whether preventing anemia was an important thing to do. The anemia education program at schools needs to enhance the female student's knowledge about iron tablet consumption.
The Effective and Efficient Management of School Fees: Implications for the Provision of Quality Education
Author: Mestry, Raj
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Public Schools,Fees,School Administration,Governing Boards,Money Management,Principals,Administrator Attitudes,Elementary Secondary Education,Educational Finance

The Amended National Norms and Standards for School Funding (ANNSSF) policy of 2006 introduced a funding model to address equity in public schooling. Schools are ranked into one of five quintiles of which quintile 1 represents the poorest schools and quintile 5 the most affluent. The ANNSSF policy proposes that the state provide more funding for recurrent resources to poorer schools (quintiles 1, 2 and 3) than to quintiles 4 and 5 schools. Since affluent schools receive reduced state funding, school governing bodies (SGBs) are obliged to supplement state funding if they wish to continue providing quality education and improving learner achievement. Although intensive fundraising initiatives and sponsorships are viable solutions, the declining South African economy has prompted corporates to apply austerity measures such as limiting sponsorships to schools. Thus, SGBs are compelled to charge parents school fees as a means of supplementing state subsidies. In the study reported on here, qualitative research with an interpretivist paradigm to explore how SGBs manage school fees to sustain the provision of quality education was used. The findings reveal that, if school fees are effectively and efficiently managed, SGBs can continue employing additional staff above the post provisioning norms, reduce class sizes and procure state-of-the-art resources, resulting in high learner achievement.
School Financial Management Development Programme for Eswatini Principals: Lessons, Challenges and Implications
Author: Myende, Phumlani Erasmus
Date: 2020-11-00
Type: Journal Articles
Subjects: Principals,Money Management,Educational Quality,Educational Finance,Administrator Role,Program Development,Capacity Building,Faculty Development,Program Effectiveness,Barriers,School Administration,Administrator Attitudes,Foreign Countries

Efficient and equitable use of financial resources has been one of the education policy objectives to achieve quality in education. Subsequently, the achievement of efficient and equitable use of financial resources in schools depends on the principals' understanding of their role in managing financial resources. However, evidence spanning developing countries suggests the existence of principals' various inadequacies and inefficiencies in this regard. To respond to this, the Kingdom of Eswatini's Ministry of Education and Training has developed a training programme to build financial management capacity of school principals. Through qualitative, semi-structured interviews with 4 principals, we explored how principals in that country who had undergone professional development (PD) in financial resource management experienced different aspects of the training they had received. Principals' experiences suggest the existence of various limitations of the programme. From these experiences, we draw lessons about the effectiveness and challenges of the programme and illuminate implications for how PD programmes can be offered to build principals' capacities in school financial management.
Implications of COVID-19 on the Management of School Financial Resources in Quintile 5 Public Schools
Author: du Plessis, Pierre
Date: 2020-11-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Educational Finance,Money Management,Public Schools,Foreign Countries,School Closing,Fees,Budgets,Fund Raising,Parent Attitudes,Retrenchment,Teacher Dismissal,Job Layoff

With the promulgation of the South African Schools Act, public education in South Africa was decentralised and communities were made responsible for the governance of public schools. White Paper 1 on Education and Training confirmed the inability of the state to meet the financial requirements of public education. Despite the fact that school governing bodies are responsible for raising substantial funding, their ability to appropriate school funds is limited by legislation, irrespective of the origin of the funds or assets in question. These restrictions have a substantial impact on the way financing is structured and managed by public schools. In 2020 schools were closed for more than 2 months due to the COVID-19 lockdown, and many parents were left questioning why they should pay for services not rendered. Using a qualitative research approach, we aimed to determine the impact of COVID-19 on the management of school fees and resources in public schools. The findings reveal that COVID-19 has had an impact on school budgets, teaching posts and fundraising activities, as well as on the day-to-day running of schools.
Teachers&apos; Perceptions and Readiness toward the Implementation of Virtual Learning Environment
Author: Rashid, Ana Haziqah A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Readiness,Curriculum Implementation,Educational Environment,Educational Technology,Foreign Countries,Computer Attitudes,Elementary School Teachers,Secondary School Teachers

The current trend of education is towards the implementation of technology in teaching in order to attract the attention of 21st century learners whereby teachers need to adopt technology-enhanced environment such as the Virtual Learning Environment (VLE) in their teaching. This study aims to investigate the teachers' perceptions and tendency to use VLE as a tool for teaching. The teachers' perceptions were investigated based on the main constructs of the Technology Acceptance Model (TAM). The respondents were 178 teachers in southern state of Malaysia. The data were collected using a questionnaire and it is validated through the use of Rasch model. The finding was found that the teachers were moderately ready to use VLE and they moderately accepted the implementation of the VLE (mean=3.67 and 3.65). Besides that, the teachers felt that the VLE was useful (mean=3.58) and was easy to use (mean=3.34). It was also found that 84.2% of the teachers' acceptance was influenced by the teachers' readiness, and the teachers' perceptions of the usefulness and ease of using the VLE in teaching. Therefore, it can be concluded that Malaysian teachers has intention to use VLE in their teaching. The use of VLE can improve the innovative way of teaching that can increase students' interest in constructing knowledge through their learning process.
Funding Inclusive Education for Equity and Social Justice in South African Schools
Author: Makoelle, Tsediso Michael
Date: 2020-11-00
Type: Journal Articles
Subjects: Educational Finance,Inclusion,Equal Education,Social Justice,Foreign Countries,Economically Disadvantaged,Secondary Schools,Program Implementation,Barriers

The implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive education in schools aimed at attaining equity and social justice. During this study data were analysed using inductive content analysis. The findings of the study suggest that although provision has been made in terms of the National Norms and Standards for School Funding policy, schools, especially those in previously disadvantaged communities, are not adequately and suitably resourced to implement inclusive education fully.
The Concept of Professional Identity: Kindergarten Teachers&apos; Professionalism Requirement in Malaysian Preschool Curriculum
Author: Masnan, Abdul Halim
Date: 2021-03-00
Type: Journal Articles
Subjects: Professional Identity,Preschool Teachers,Preschool Curriculum,Teacher Qualifications,Professionalism,Correlation,Pedagogical Content Knowledge,Foreign Countries,Teacher Attitudes,Comparative Analysis

This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia's new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
The Correlation between Self-Efficacy and Peer Interaction towards Students&apos; Employability in Vocational High School
Author: Tentama, Fatwa
Date: 2021-03-00
Type: Journal Articles
Subjects: Correlation,Self Efficacy,Peer Relationship,Interaction,Employment Potential,High School Seniors,Grade 12,Vocational High Schools,Vocational Education,Job Skills,Skill Development,Foreign Countries

Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p&lt;0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p&lt;0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p&lt;0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
Examining the Correlation between Resilience Levels and Math and Science Process Skills of 5-Year-Old Preschoolers
Author: Tok, Yasin
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Resilience (Psychology),Mathematics Skills,Science Process Skills,Preschool Children,Preschool Education,At Risk Students,Gender Differences,Educational Attainment,Parent Background,Siblings,Family Income,Foreign Countries

The aim of this study is to determine whether the resilience levels and mathematics and science process skills of 5-year-old preschoolers vary significantly based on independent variables (gender, number of siblings, education level of the mother, education level of the father, and family income level) and to detect the correlations between them. The sample of the study consisted of 384 children. &quot;Child Information Form, Risk Factors List, Early Childhood Resilience Scale, Early Childhood Mathematics Education Content Standards Scale, and Science Observation Form&quot; were used as data collection tools. In the study, it was determined that there was a significant difference between the resilience levels of children and gender, education level of the father, and family income level. A significant difference was observed between the mathematical skills of the children and the number of siblings, parental education level, and family income level. Also, a significant difference was determined between the science process skill levels of the children and the number of siblings, family income level, and father's education level. There was a moderate positive correlation between resilience and mathematical skills and a high positive correlation between resilience and science process skills. In addition, it was concluded that the resilience levels of children were a significant predictor of their mathematics and science process skill levels.
Teachers&apos; Experiences in Character Education for Autistic Children
Author: Cahyo Adi Kistoro, Hanif
Date: 2021-03-00
Type: Journal Articles
Subjects: Teacher Attitudes,Autism,Pervasive Developmental Disorders,Phenomenology,Values Education,Mentors,Semantics,Thinking Skills,Public Schools,Private Schools,Teaching Experience,Models,Attention Control,Soft Skills,Skill Development,Interpersonal Relationship,Interpersonal Competence,Teacher Competencies,Personality Traits,Foreign Countries

Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method is used as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.