ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development Model of Socio-Economic Institution of Community-Based Tourism Village in Botubarani, Bone Bolango, Gorontalo Province, Indonesia
Author: Halid, Amir
Date: 2018-00-00
Type: Journal Articles
Subjects: Tourism,Budgets,Foreign Countries,Community Role,Local Government,Empowerment,Decision Making,Income,Employment,Gender Differences,Educational Attainment,Cultural Maintenance,Maps,Participant Characteristics

To encourage community's role in the field of tourism, the local government of Gorontalo Province analyzes the impact of the development of independent tourism village on community empowerment. It involves community in the decision-making process, related to the income, employment, preservation of the environment, and people's culture. This research aims to determine the factors of independent variables that influence people's activity. Community empowerment (Y) and independent variables are tourism tour (X[subscript 1]), infrastructure (X[subscript 2]), budget policy (X[subscript 3]), resources (X[subscript 4]), and some demography variables such as gender (Djk), types of work (Dkj), and level of education (Dpd) by the descriptive and multiple linear regression method. The results of this study reveal that the development model of independent tourism is the involvement of the villagers in every aspect of tourism in the village. Independent village development in the community empowerment simultaneously has a positive and tangible effect on the improvement of community empowerment as well as having a partial positive influence against the infrastructure and resources.
Ensuring Service Quality in Education for Indonesia&apos;s Sustainable Education
Author: Dewi, Maya Puspita
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Quality,Sustainability,Elementary Secondary Education,Postsecondary Education,Delivery Systems,Educational Practices,Local Government,Standards,Government Role,Poverty,Educational Planning

The improvement of educational service quality to create sustainable education is not solely dependent on creating well-designed plans and regulations. Despite the fact that the central government already composed beneficial education plans, there is no guarantee that local government implements them effectively. Thus, implementation is the most essential part of creating sustainable education, specifically in Indonesia. This article reports on a case study of the service quality implemented in primary, secondary and tertiary level of institutions in Tasikmalaya, West Java, Indonesia. This qualitative study was conducted by using observations, interviews and reviews of related documents. The researcher worked with the total of fifty informants consisting of ten informants for each level of education; primary, secondary (Junior and Senior High school), tertiary, and another ten from local government staffs, all were chosen based on purposeful sampling method. The researcher collected information related to the implementation of educational service as instructed by the central to local government then to the educational institutions. The study found that good plans and regulations are not sufficient to deliver the interchangeable educational services to the community. The local government is considered unable to provide the standardized service quality in education as promulgated by the central government. The poor economic condition in Tasikmalaya also contributes to the complexity of educational development there. The research results suggest the significant role of the local governments in responding to educational development planning which is initiated by the central government to achieve well-qualified education. Further, capacity building is proposed to be a solution for promoting responsive local governments.
Managing School Based on Character Building in the Context of Religious School Culture (Case in Indonesia)
Author: Marini, Arita
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Values Education,Religious Education,School Culture,Ceremonies,Student Development,Spiritual Development,Elementary School Students,Religious Factors,Predictor Variables,Compliance (Psychology),Cultural Pluralism,Religion,Personality Traits

This study aimed to present a model for religious character building in religious school culture. This model can improve student religious character by providing worship facilities, religious ceremonies and religious symbols. The sample group consisted of 450 students representing grades 4-6 from 5 elementary schools in Jakarta, Indonesia. The data were analysed using the Structural Equation Model (SEM). Based on the statistical analyzed, the most important finding of the study was that character education in religious school culture, through the provision of worship facilities, religious ceremonies and religious symbols, had predictive effects on student religious character described by obedience in carrying out the teachings of one's religions, the practice of religious tolerance towards others and living in harmony with other religions. Model of improving student religious character should be broadly researched not only with religious character building but also with other factors. This study can address the spiritual needs of students through the model of research results.
Strategising Local Regulations on Women&apos;s Representation in Village Policymaking as a Realisation of Sustainable Development Goals: A Study on Semarang Regency
Author: Purwanti, Ani
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Goal Orientation,Sex Fairness,Females,Gender Discrimination,Disproportionate Representation

Since 2015, Indonesia has been part of an international resolution called Sustainable Development Goals (SDGs), in which gender equality is a critical objective for the betterment of human lives. Accordingly, the Indonesian government has started to pay attention to women's political representation, and it has stipulated policies and regulations regarding women's political participation at every policymaking level. Starting from the state context, the issue of women's representation has recently been expanded to village policymaking through the stipulation of the Village Act (Law No. 6/2014). Given the escalating trend of decentralisation and democratisation of villages, local governments have also implemented initiatives regarding women's political participation, which have inspired the present article. This article explores the extent to which local regulation corresponds to the implementation of the Village Act concerning women representatives in the Village Representative Council (VRC). To investigate this, the research is conducted in Semarang Regency, where the local government has promulgated two policies in this regard. The research method used in this article is the sociolegal approach, whereby a statute or regulation is analysed through empirical facts, whether quantitative, qualitative or both. As a conclusion, we find that the mechanism of women's representation as stipulated by the Semarang regency government is more focussed on quality than quantity, thereby stressing the role of women representatives and women constituent groups, not only in the context of policymaking in the VRC but also in village politics at large.
Model United Nations and Experiential Learning: An Assessment of Changes in Knowledge and Attitudes
Author: Jesuit, David K.
Date: 2018-00-00
Type: Journal Articles
Subjects: Experiential Learning,Simulation,Student Attitudes,Foreign Policy,World Affairs,Conferences (Gatherings),Teaching Methods,Student Evaluation,Social Studies,International Relations,Outcomes of Education,Peace,Knowledge Level,Secondary School Students

Despite the popularity of Model United Nations, no effort has been made to directly assess student learning since 1984. Accordingly, we developed and administered a pre- and post-conference survey to participants in the 2007 American Model United Nations (AMUN). We assessed whether participating in the simulation affected students' general knowledge of the UN; their attitudes towards the UN and the most important member states; and their understanding of diplomatic strategies. We find that first-time participants increased their general knowledge, developed a more realist orientation towards international relations, and placed more emphasis on the importance of individual agency in world affairs.
Student-Teacher Relationships as a Panacea for Students&apos; Academic Performance in Nigeria Secondary Schools: An Attachment Perspective
Author: Omodan, Bunmi Isaiah
Date: 2018-00-00
Type: Journal Articles
Subjects: Academic Achievement,Secondary School Students,Attachment Behavior,Learner Engagement,Foreign Countries,Questionnaires,Correlation,Classroom Techniques,Student Motivation,Measures (Individuals),Rating Scales,Teacher Student Relationship,Public Schools,Secondary Schools

This study examines the practices involved in student-teacher relationships vis-à-vis its correlational effect on academic performance of secondary school students in an attempt to suggest solutions to the lingering problems affecting secondary school students' academic performance in Nigeria. A descriptive survey research design was adopted and the population comprised all public secondary schools in Nigeria. Through homogenous sampling, 300 respondents were selected from the sampled schools. Two self-designed instruments, the &quot;Student-Teacher Relationship Questionnaire (STRQ)&quot; and the &quot;Students Academic Performance Questionnaire (SAPQ)&quot; were used to collect relevant data from the respondents. The face and content validity were done and the test-retest method of reliability was adopted to test the reliability of the instruments. Data collected were analysed using descriptive and Inferential Statistics and the three hypotheses were tested at 0.05 level of significance. The study revealed a significant correlation between the student-teacher relationships and academic performance of students in secondary schools. It also indicated that classroom engagement and motivation were significantly related to students' academic performance. The study recommends that teachers should be regularly trained and equipped with classroom engagement skills, and that they should furthermore be equipped through development programmes to develop various motivational strategies for better students' academic performance, among others.
A Conceptual Framework for Efficient Design of an Online Operations Management Course
Author: Jeffery, Mariah
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Undergraduate Students,Standards,Feedback (Response),Student Attitudes,Instructional Design,Management Development,Course Descriptions,Case Studies,Educational Quality,Best Practices,Teaching Methods,Prior Learning,Recall (Psychology),Evaluation Methods,Course Evaluation

This paper presents a framework for an efficient design of an undergraduate Operations Management online course based on Gagné's Nine Events of Instruction. It demonstrates how to design an undergraduate Operations Management course effectively so that each of the nine events occurs. It also evaluates the resulting course using Quality Matters standards. The paper concludes by providing tips and lessons learned based on feedback from students and course designers over multiple iterations of course offerings.
Burn Bright, Not Out: Tips for Managing Online Teaching
Author: Cross, Ted
Date: 2018-12-00
Type: Journal Articles
Subjects: Online Courses,College Faculty,Course Content,Teaching Methods,Instructional Design,Time Management,Faculty Workload

Managing the online classroom presents new challenges for faculty members. New online faculty members can become confused with the process of teaching and creating content online due to a lack of support and ignorance of tools and strategies. Issues often arise in online teaching due to the ubiquity of the online classroom and finding appropriate tools to help transfer face-to-face strategies to the digital classroom. By integrating both digital tools and personnel support, faculty can flourish in the online environment.
Strategies to Maximize the Impact of Feedback and Streamline Your Time
Author: Mandernach, B. Jean
Date: 2018-12-00
Type: Journal Articles
Subjects: Learner Engagement,Educational Strategies,Instructional Effectiveness,Feedback (Response),Online Courses,Teaching Experience,Academic Achievement,Grading,Technology Uses in Education,Technology Integration,Time Factors (Learning),Time on Task,Teacher Effectiveness

To increase the efficiency (and effectiveness) of feedback, you must address four key components of the online teaching experience: 1) Course Design--Integrate course components that provide automated feedback in response to individual student submissions. 2) Instructional Resources and Activities--Create resources and activities to decrease the amount of postassignment feedback required. 3) Integration of Feedback Banks--Utilize technology to automate and manage common, repetitive feedback to free instructional time for other activities. 4) Student Experience--Increase the impact of feedback on the student learning experience to ensure adequate return on instructional time investment.
Reflective Course Review and Revision: An Overview of a Process to Improve Course Pedagogy and Structure
Author: McGahan, Steven J.
Date: 2018-12-00
Type: Journal Articles
Subjects: Reflection,Online Courses,Feedback (Response),Course Evaluation,Electronic Learning,Instructional Design,Curriculum Development

Each semester faculty spend time creating and revising their courses. Course revision is a fact of life in education. Revisions are more commonly just general updates, like cosmetic changes, moving dates, and updating broken links. A true course revision looks at the pedagogy and structure of a course and is a process that requires time and patience. This article will look at the general process of conducting an extensive course revision and the specific strategies involved in evaluating course materials. Establishing a clear set of steps in the revision process can reduce effort and time on task. Course revision can be made easier with a little planning and preparation and having the confidence to begin. With the help of a process and some simple tools and strategies, faculty can be more effective in their teaching. To accomplish this, efficient course revision relies on a five-step process: set revision goals; review course structure, content, and assignments; integrate student feedback; record reflections, findings, and observations; and implement revisions. There are no shortcuts when looking at improving the pedagogy and structure of an online course. The result of a quality course revision should lead to increased learning opportunities for students and, hopefully, a decreased workload for the faculty. This article will also discuss a targeted style of course revision called a spotlight revision, which focuses on a single aspect of a course in order to facilitate deeper thinking in course design and pedagogy.
Supporting Online Teaching Effectiveness at Scale: Achieving Efficiency and Effectiveness through Peer Review
Author: Donnelli-Sallee, Emily
Date: 2018-12-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Online Courses,Formative Evaluation,Summative Evaluation,Electronic Learning,Teaching Methods,Faculty Evaluation,Models,Faculty Development,Peer Evaluation,Adjunct Faculty,College Faculty,Distance Education,Integrated Learning Systems

This article reports on one institution's efforts to integrate disparate evaluation procedures for face-to-face, hybrid, and online teaching. The resulting peer review of teaching program brings together all stakeholders involved in formative and summative faculty evaluation through an efficient, scalable model. This model utilizes cross-modal competencies; incorporates discipline-specific priorities; and generates actionable assessment data for the continuous improvement of individual faculty members, academic programs, and administrative units. The peer review program communicates the values and performance expectations held by the institution and provides opportunities for self-reflection, professional development, and community building with fellow peers.
Taming the Beast: Principles to Efficiently Curate &amp; Customize Online Learning Resources
Author: Dailey-Hebert, Amber
Date: 2018-12-00
Type: Journal Articles
Subjects: Electronic Learning,Online Courses,Educational Resources,Technology Uses in Education,Instructional Effectiveness,Higher Education,Electronic Publishing,Web Sites,Networks,Educational Technology,Shared Resources and Services

We are incredibly fortunate to live in a time of accessible information and rampant knowledge transfer. However, a double-edged sword exists with the extensive scope and breadth of content that is available and which requires keen skills to cull the valid from invalid. Consequently, it is our obligation and responsibility to hone and refine our skills as instructors, subject matter experts, and course developers in this arena. More specifically, we need to further develop our skills for utilizing technology to support effective and efficient strategies for learning resource management, creation and curating. This article addresses three primary strategies that leverage your learners, colleagues, networks, and tools to assist in this process and save significant time. In particular, the article explores strategies for empowering learners as co-creators of content, for utilizing networks to curate and customize existing resources, and explores tools to help consolidate and organize resources. This article offers practical application and specific tools to save time, customize your learning resources, and tame the beast of information overload.
Perceptions of Retirement Adequacy: Evidence from South Africa
Author: Reyers, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Retirement,Preretirement Education,Money Management,Knowledge Level,Planning,Employee Attitudes,Income,Risk,Goal Orientation

Concerns regarding the adequacy of retirement savings have contributed to the move to encourage better savings behavior. One area of research focuses on understanding the profile of individuals who believe they are preparing adequately for retirement. The current study uses data from a national survey of South Africans to determine how confident workers are about their future retirement income adequacy, and whether behavioral characteristics play a role in their perception of retirement readiness. This study highlights the role that behavioral factors play in perceptions of retirement income adequacy in an African developing market context. In particular, financial risk tolerance, future time perspective, good financial behavior, and self-assessed financial knowledge are all found to be positively related to respondents' retirement confidence.
Seeking Financial Advice and Other Desirable Financial Behaviors
Author: Moreland, Keith A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Money Management,Decision Making,Help Seeking,Financial Services,Counseling Services,Counselors,Knowledge Level,Well Being

Advice from financial counselors is one potential source for improving financial behaviors and well-being among clients and within their communities. This study examined whether obtaining financial advice is associated with other personal financial behaviors. Analysis of National Financial Capability Study data showed that obtaining advice is positively associated with financial behaviors while controlling for other relevant variables, including two measures of financial knowledge. The results also indicated greater benefits from obtaining advice for those with less financial knowledge. The findings suggest that efforts by financial counselors to provide financial advice to clients and others through service activities can improve financial decision-making in their communities including by those who can benefit the most.
Retirement Goal Clarity, Needs Estimation, and Saving Amount: Evidence from Hong Kong, China
Author: Zhu, Alex Yue Feng
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Retirement,Money Management,Planning,Goal Orientation,Needs Assessment,Income,Adults,Employees,Age Differences,Knowledge Level

This study investigated the relationship between retirement saving needs estimation and the amount of self-reported private retirement savings amassed by working-age adults in Hong Kong, China, by focusing on the mediating role of retirement saving needs estimation between retirement goal clarity and the amount of private retirement savings. Based on the data collected from a phone survey of 958 Hong Kong workers aged 25-64 years, we found that the retirement saving needs estimation was associated with the savings of individuals over 44 years old; furthermore, it mediated the association between retirement goal clarity and self-reported private retirement savings. The findings offer theoretical contributions for financial planning conceptual frameworks and provide policy implications.
Teaching Children about Money: Prospective Parenting Ideas from Undergraduate Students
Author: LeBaron, Ashley B.
Date: 2018-00-00
Type: Journal Articles
Subjects: Money Management,Parent Child Relationship,Parenting Styles,Socialization,Program Descriptions,Undergraduate Students,Family Programs,Content Analysis,Educational Improvement,Student Attitudes,Work Ethic

Many Millennials (aged 18-30 in 2016) are struggling with financial capability and independence. As efforts unfold to address this issue by improving financial education, Millennials themselves can offer helpful family-centered ideas for children's financial learning. As part of the Whats and Hows of Family Financial $ocialization project, this qualitative study explored the ideas of 126 undergraduate students enrolled in family finance classes at three institutions from three regions of the United States about how and what they intend to teach their future children about finances. Thematic content analysis and coding of interviews revealed four core themes: (a) &quot;Communicating Family Finances,&quot; (b) &quot;Opportunities for Responsibility,&quot; (c) &quot;The Value of Hard Work,&quot; and (d) &quot;The Process of Saving.&quot; These findings have implications for parents, future parents, financial counselors, financial planners, family life educators, financial educators, therapists, and researchers in improving parental financial education for future generations.
Financial Literacy Education in a Work Release Program for an Incarcerated Sample
Author: Mielitz, Katherine S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Money Management,Knowledge Level,Consumer Education,Released Time,Correctional Education,Institutionalized Persons,Scores,Human Capital,Predictor Variables,Educational Background,Age,Banking,Credit (Finance),Racial Differences

We obtained 180 pre- and post-test surveys to investigate how an established financial literacy program may have increased financial knowledge of residents in a work release program in Augusta, Georgia. Paired t tests analyzed changes in subjective and objective financial knowledge, understanding of banking and credit, and financial attitudes. OLS regressions of pre- and post-test financial knowledge were guided by human capital theory to learn which program participant characteristics were associated with greater increase in knowledge and infer why. Education, age, and use of financial tools were significant predictors in the pretest. Controlling for pretest knowledge, there were significant, positive differences from pre- to post-test, regardless of race. Implications for further research and specific suggestions for financial education content for the incarcerated are provided.