ethanporcaro/eric-fulltext-meta huggingface dataset:
Vocational Education: A Missing Link for the Competitive Graduates?
Author: Sukardi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Competition,Outcomes of Education,Employment Patterns,Employment Potential,Program Effectiveness

The present study is based on the issue of the competitiveness of vocational education graduates. This condition is likely due to the irrelevance between the content or the competencies developed and the superiority of the regions (Regency/Municipality). Therefore, the first step to improve the competitiveness of the graduates is evaluating the accordance of their competencies developed by the vocational education in every region of the regency or municipality. This study used a policy evaluation method formulated in the form of Service Quality (ServQual) by taking all vocational schools in 6 (six) sample districts/cities. The research instruments used are in-depth interview and document studies. The data were then analyzed using Location Quotient (LQ), growth ratio, and Overlay (Ovr) analysis. It indicates that the content of vocational education reflected in the competence of skills developed was not relevant to the issues or potential of each district/city. This condition causes the low competitiveness of vocational education graduates, both in entrepreneurship and competitiveness in the national and international labor market.
Validation of an Instrument to Assess the Skill Levels of Adolescent Students to Learn Knowledge
Author: Cossio-Bolaños, Marco
Date: 2019-09-00
Type: Journal Articles
Subjects: Measures (Individuals),Construct Validity,Test Reliability,Secondary School Students,Adolescents,Knowledge Level,Competence,Foreign Countries

The objectives of this study were to (a) verify the validity and reliability of a scale to assess skill levels to learn content knowledge (SLACK) and (b) develop percentile norms to assess the SLACK of adolescent students. The study included 2270 students (1134 males and 1136 females) ranging in age from 10.0 to 18.9 years old. A scale was used to measure the SLACK. The results showed high values of validity (saturation between 0.32 and 0.54) and with internal consistency from 0.83 and 0.84. The LMS method made it possible to create percentiles p10, p50, and p90 in order to classify the (SLACK) based on category, age, and sex. The results suggested the use and application of the scale with the school education system by using the percentiles to diagnosis, classify, and monitor the skills for learning knowledge validly and reliably.
Motivations to Set up and Manage Low-Fee Private Schools in India
Author: Mond, Hannah
Date: 2019-10-21
Type: Journal Articles
Subjects: Motivation,School Administration,Private Schools,Fees,Foreign Countries,Low Income Students,Parent School Relationship,Entrepreneurship,Educational Improvement,Privatization,Community Characteristics,Social Responsibility,Global Approach,Urban Schools,Working Class,Public Education,Educational Quality

Low-fee private schools (LFPS) educate some of India's poorest children. They have grown dramatically over the last decade in India and have changed the country's educational landscape (Srivastava, 2016), yet there is little conclusive evidence that the schools significantly help their students. Our study aims to better understand why and how the schools have grown, and we use a social entrepreneurship theory -- the push and pull theory -- to guide our research questions. We interviewed eight owners and asked: &quot;what are the motivations of individual actors in setting up low fee private schools?&quot; and &quot;how do these actors justify continuing their work when presented with empirical research on these schools' mixed impact on the quality of education they provide? There were more pull than push factors. Owners' distrust of government schools, and the characteristically low-income nature of the communities drove them to choose the low-fee private school model. They justified their work despite evidence of these schools' mixed impact, arguing that their schools were different from the regular LFPS and that there is high parental support for their schools. We recommend policies to better support such individuals and provide them with an awareness of alternative paths to contribute to improving education.
Education Privatization in the United States: Increasing Saturation and Segregation
Author: Adamson, Frank
Date: 2019-10-21
Type: Journal Articles
Subjects: Educational Practices,Privatization,Charter Schools,School Segregation,Racial Segregation,Educational Trends,Urban Areas,Minority Group Students,Access to Education,Neoliberalism,School Choice,School Resegregation,English Language Learners,Special Education,Educational Vouchers,Low Income Students,Academic Achievement,Incidence

This article outlines different forms of education privatization operating globally, examines their prevalence within the United States, and analyzes whether student marginalization and segregation occurs at the local level. We analyze six U.S. districts with higher saturation levels of charter schools, the most predominant type of privatization (Camden, NJ, Washington DC, Flint, MI, Detroit, MI, Natomas, CA, and Oakland, CA). We find education privatization increasing in the US, but unevenly dispersed, with charter schools concentrated primarily in urban areas serving students of color. Furthermore, segregation in education remains a major issue for all types of schools, with students of color in urban contexts often attending intensely segregated schools (over 90% students of color). Instead of mitigating the segregation problem, student selection by charter school appears to exacerbate it, specifically for special education students.
Children&apos;s Accounts of Labelling and Stigmatization in Private Schools in Delhi, India and the Right to Education Act
Author: Lafleur, Michael
Date: 2019-10-21
Type: Journal Articles
Subjects: Childrens Attitudes,Labeling (of Persons),Private Schools,Foreign Countries,Educational Legislation,Childrens Rights,Disadvantaged Youth,Equal Education,Inclusion,Peer Relationship,Student Experience,Developing Nations,Elementary School Students,Children,Eligibility,Social Class,Teacher Student Relationship,Family Income

India's &quot;Right of Children to Free and Compulsory Education Act, 2009&quot; compels private schools to reserve a proportion of their seats for free for disadvantaged children. Although controversial, it is idealized as an equity measure for inclusion in and through education. This small-scale study, feeding into a larger research project, details children's accounts of their everyday lived experiences at private schools in Delhi. Children reported labelling students by teachers as 'naughty' or academically 'weak' or 'incapable' as a pervasive practice. These 'designated identities' (Sfard &amp; Prusak, 2005) were reinforced by teachers and through peer interactions. They were internalized by participants about their peers and affected how they interacted with them. Peers who were labelled were reported to be stigmatized. Surprisingly, neither caste nor gender were mentioned as explicitly marking participant experiences. The paper also discusses the participatory methods employed in the study as a further contribution to the literature on private schooling. Data are from participatory 'draw-and-talk' sessions conducted with 16 children in 2015-16 from marginalized backgrounds, accessing six different private schools in one catchment area, half of whom secured a free private school seat. Participants were from amongst the first cohorts eligible for the free seats provision.
Mathematics Learning through the Lens of Language Acquisition
Author: Bossé, Michael J.
Date: 2019-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Language Acquisition,Mathematics Skills,Mathematical Concepts,Middle School Students,High School Students,Vocabulary

Previous theoretical research has revealed conceptual similarities among a number of mathematical learning theories and theories regarding language acquisition. This intersection of ideas led to a novel framework defining four stages of mathematical learning: Receiving, Replicating, Negotiating Meaning, and Producing. Through qualitative research methods and transcripts of student communication and work, this study empirically investigates this theoretical construct. The findings herein demonstrate that this construct is helpful in characterizing where students are in the process of learning mathematics and how to help them attain the next level in the stages of learning.
Fostering Learner Autonomy among Pre-Service EFL Teachers: A Mixed-Method Study
Author: Öztürk, Gökhan
Date: 2019-10-00
Type: Journal Articles
Subjects: Personal Autonomy,English (Second Language),Preservice Teachers,English Teachers,Student Development,Teacher Education Programs,Public Colleges,Foreign Countries,Attitude Change,Student Attitudes,Independent Study,College Freshmen,College Seniors,Instructional Effectiveness,Self Management,Student Responsibility

This study reports on the process how pre-service EFL teachers developed as autonomous learners during a 14-week period in a Turkish higher education context. The participants included 25 freshman pre-service teachers, 11 males and 14 females, studying at an English language teacher education program of a state university. A course, specifically designed to improve students' autonomy was taken by the participants and multiple forms of data collection tools were employed throughout the study. The Autonomous Learning Scale (ALS) developed by Macaskill and Taylor (2010) was used at the beginning and the end of the course, the participants were asked to write reflection reports and they were also interviewed at the end of the process. The findings demonstrated a significant change in the autonomy level of participants, specifically a dramatic change in their independence of learning. Besides, it was found that being more aware of the self, taking charge of their own learning and changing perspectives towards the notion of learning were the biggest gains of the process for the participants. In line with literature, the findings were discussed and several suggestions were made on how to integrate autonomy practices into teacher education programs.
Increasing Awareness on Dede Korkut and His Stories: An Action Research
Author: Duran, Erol
Date: 2019-09-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Folk Culture,Thematic Approach,Foreign Countries,Knowledge Level,Art Education,Music Education,Theater Arts

The aim of this study is to increase the awareness of Dede Korkut and his stories about the fourth grade students in primary school. For this purpose, the following questions have been sought: &quot;What is the awareness of the fourth grade students attending the research about Dede Korkut?&quot;, &quot;How is theme-centered teaching contributing to the knowledge and recognition of Dede Korkut and his stories in primary school fourth grade students?&quot;, &quot;What do students think about the processing of Dede Korkut and his stories with thematic teaching?&quot;, &quot;What are the observations of the researcher during the application?&quot; This study is a qualitative research and is designed with action research. The study group consisted of 22 students in the fourth class of a primary school. In this study, three different data collection tools were used:&quot; Dede Korkut Awareness Form&quot;, &quot;semi-structured interview form&quot; and &quot;researcher's diaries&quot;. Based on results, it is concluded that students do not know Dede Korkut and her stories which contain cultural values related to the society to which they belong, but successful results can be obtained when these works belonging to our culture are transferred to the students with appropriate methods. At the end of the interview, the students mentioned that they participated in activities related to thematic teaching and Dede Korkut and learning their stories, felt as if they had lived in that period and that they learned through these activities was permanent. In this direction, we can conclude that the theme-centered teaching method is successful in teaching Dede Korkut and his stories.
Education Markets and Schools&apos; Mechanisms of Exclusion: The Case of Chile
Author: Zancajo, Adrián
Date: 2019-10-21
Type: Journal Articles
Subjects: Foreign Countries,Disadvantaged,Marketing,Commercialization,Poverty,Case Studies,Municipalities,Privatization,Equal Education,School Segregation,Social Differences,Social Isolation,Principals,Administrator Attitudes,Competition,Educational Change,Parent Attitudes,School Policy,Institutional Characteristics,Selective Admission,Elementary Secondary Education

Education market advocates frequently argue that socioeconomically disadvantaged students could be the main beneficiaries of privatization and market policies. However, the international evidence has shown how privatization and pro-market policies have a negative impact in terms of equity, which particularly affect socioeconomically disadvantaged populations, increase school segregation and stratification, and foster educational inequalities. The main objective of this paper is to analyze how the responses developed by educational providers in marketized environments especially impact poor populations and can act as mechanisms of exclusion. In this context, Chile is an optimal case study due to the extreme version of privatization and market policies it adopted four decades ago. Based on the case study of two municipalities in Chile, which represent two local education markets, the presented evidence combines in-depth interviews with school principals and families. The paper analyses how schools' responses in the context of a competitive environment produce, among other effects, processes of exclusion affecting students from low socioeconomic backgrounds, foster school segregation and increase educational inequalities. Finally, the paper elaborates on the limits of education markets and privatization policies, as well as market regulation reforms, in providing better educational opportunities to socioeconomically disadvantaged students.
Impact of Note Taking during Reading and during Listening on Comprehension
Author: Özçakmak, Hüseyin
Date: 2019-10-00
Type: Journal Articles
Subjects: Notetaking,Reading Comprehension,Turkish,Preservice Teachers,Language Teachers,Learning Strategies,Gender Differences,Reading Achievement,Listening Comprehension,Grade Point Average,Correlation,Young Adults,Public Colleges,Foreign Countries

This study aims to determine possible impact of note taking during reading and listening on Turkish Language prospective teachers' comprehension success. Moreover in the study comprehension scores of the groups were investigated in terms of academic score and gender variables. Study was designed in causal-comparative research. The study was conducted with 72 s graders studying at the Department of Turkish Language Teaching at Education Faculty of Hatay Mustafa Kemal University. The Comprehension Achievement Test was employed in the study to determine reading and listening comprehension achievement scores of the students. In the study, an informative text containing 640 words and named as &quot;Childhoods of the Famous Scientists&quot; was used. At the end of the study it was found that Listening-Note Taking groups' comprehension scores were statistically more successful than Reading, Reading-Note Taking and Listening groups. There was a positive-way relation determined between the students' comprehension scores and their academic grade point averages. And in terms of gender there was no statistically significant difference between female and male students.
College Student Suicide Risk: The Relationship between Alexithymia, Impulsivity, and Internal Locus of Control
Author: Loftis, Mark A.
Date: 2019-10-00
Type: Journal Articles
Subjects: At Risk Students,Suicide,Correlation,Locus of Control,Conceptual Tempo,Personality Traits,Emotional Response,Undergraduate Students,Predictor Variables,Age Differences,Risk

Suicide has become the second leading cause of death for individuals between 15 and 29 years old and increasingly more common within college students (WHO, 2016). The purpose of this study was to examine the associations among alexithymia, impulsivity, and locus of control as predictors of suicide risk in college students. Participants were comprised of 550 undergraduate students from two universities in the southeastern United States. Multiple regression analyses were examined to evaluate what variables could be significant predictors of suicide risk in college students. Age, alexithymia subscales of difficulty identifying feelings and externally oriented thinking, and impulsivity subscales of motor, self-control, and nonplanning were considered significant in the regression analysis of suicide risk. Psychoeducational implications, limitations, and future directions are also discussed.
Developing Academic Persistence in the International Baccalaureate: Educational Strategies, Associated Personality Traits and Outcomes
Author: Holman, Andrei Corneliu
Date: 2019-02-00
Type: Journal Articles
Subjects: Academic Persistence,Advanced Placement Programs,Personality Traits,Correlation,Outcomes of Education,Intention,Dropout Attitudes,High School Students,Foreign Countries,Independent Study,Private Education,College Preparation,Public Schools,Program Effectiveness,Educational Environment,Grade 11,Grade 12,Student Attitudes,Questionnaires,Grade Point Average,Mastery Learning,Goal Orientation,Self Control,Self Efficacy,Educational Strategies

The aim of the study was to investigate the relationships between certain educational strategies and students' personality traits, on the one hand, and students' academic performance, on the other, respectively between the latter and two types of outcomes (i.e. students' academic performance and intentions to drop out of high school). These relationships were examined in two educational settings: in the Diploma Programme (DP), a two-year college-preparatory curriculum offered by the International Baccalaureate (IB), an international private educational system, and the traditional Romanian schools. A sample of IB students in 3 Eastern and Central European countries, and a comparison sample of non-IB students in Romania participated in the research. Results reveal several educational strategies and personality traits among those suggested by previous investigations that significantly sustain IB DP students' academic persistence. Also, IB students' academic performance and dropout intentions are influenced by these traits and educational strategies, and these effects are fully or partially mediated by academic persistence. A different pattern of associations emerged in the non-IB sample, with independent work style as the most important determinant of academic persistence, suggesting that relative to the traditional Romanian schools, the IB programme promotes a climate that better supports students in completing their education.
Poverty Alleviation through Teaching for Thinking: A Case of One Teachers&apos; College in Masvingo Province
Author: Gewede, Sonile
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Role of Education,Poverty,Critical Thinking,Problem Solving,Curriculum Development,Social Problems,Teacher Educators,Teacher Attitudes,Influence of Technology,Student Teacher Attitudes,Children,Schools of Education,Instructional Effectiveness

There is an assumption that education is incapacitated to alleviate poverty. The objective of this study is to explore the nature and impact of education being offered at one teachers' college in Masvingo Province. The study argues that the college is not offering education, which is instrumental for poverty alleviation. Qualitative data were generated using in depth interviews, focus group discussions and observation. The researcher used content analysis to analyze the data. The study revealed that the college curriculum is examination driven at the expenses of practical subjects which may see the college going a long way in alleviating poverty. The study also established that students leave the college with useful skills but are not empowered to realize the utility of acquired skills. The study concluded that although learners pass their examination poverty is rampant. The research recommends policy makers to align education to poverty alleviation as well as incorporating innovation for socioeconomic change.
An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers
Author: Chen, Xiaosu
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Determination,Learning Motivation,Psychological Needs,Personal Autonomy,English (Second Language),Second Language Learning,Second Language Instruction,Learning Strategies,Correlation,Context Effect,Public Schools,Teacher Attitudes,Faculty Development,Teaching Methods,Language Teachers,Foreign Countries,Case Studies,Secondary School Teachers,Grade 10,Teacher Student Relationship,Teacher Role

Based on Self-determination theory, learners' motivation can be enhanced when the psychological needs--competence, autonomy, and relatedness--are satisfied (Ryan &amp; Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, &amp; Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers' use of motivational strategies, namely teacher beliefs and pressure from &quot;above&quot; and from &quot;below&quot;. The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation.