ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Social Ostracism and Friendship Quality and False Identity in Secondary School Students
Author: Özyazici, Kadriye
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Rejection (Psychology),Friendship,High School Students,Social Isolation,Measures (Individuals),Prediction,Peer Acceptance,Admission Criteria,Scores,Achievement Tests,Adolescent Development,Correlation,Factor Analysis,Foreign Countries

Objectives: Adolescents endeavor to meet their social needs, to be accepted and to develop close friendship relationships. However, quality and close relationships may not always be possible. Identity development may be affected if adolescents cannot be included in social groups and cannot establish quality friendship relationships. This can be caused to false identity of adolescents who have not yet gained the ability to develop a original identity. Methods: The study group consisted of three high schools, determined according to the entrance score of secondary education in Sivas city center and 510 students enrolled in secondary education with general aptitude exams in the 2017-2018 academic year. Social Exclusion Experiences Scale for Adolescents, False Identity Scale for Adolescents and Friendship Quality Scale were used as data collection tools. Results: According to the regression analysis findings, it was observed that false self and acceptance variables predicted significant negligence, which is the sub-dimension of social exclusion variable. It significantly predicts the exclusion sub-dimension of the social exclusion variable of proximity and acceptance variables. Conclusion: The results of this study will contribute to adolescent identity development and will provide guidance to parents and teachers in order to establish a healthy friendship relations.
The Evaluation of the Education Program for &quot;The Children Aged 0-36 Months&quot; by Teachers
Author: Duran, Munise
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Evaluation,Preschool Education,Preschool Children,Preschool Teachers,Teacher Attitudes,Child Care Centers,Preschools,Toddlers,Psychomotor Skills,Cognitive Development,Emotional Development,Learning Activities,Games

The aim of this study is to reveal the teachers' evaluation of the educational program for infants and children aged 0-36 months old. In order to collect data, 18 teachers from day care centers and nurseries in Malatya province were interviewed. The Educational Program prepared for infants and children aged 0-36 months old by the General Directorate of Basic Education of the T.R Ministry of National Education was evaluated using the interview form developed by the researcher. The findings of the research were analysed by means of descriptive method. The following results were obtained: teachers only performed the activity of &quot;sending a notification to families&quot; out of all the available participation activities. Among the adoption and developmental indicators, they had difficulties in designing activities in order to gain cognitive and psychomotor development indicators, and in evaluating emotional development. They used the plans already available in the market for activity planning, and they mostly preferred finger games. According to the results obtained in the evaluation, the teachers did not evaluate themselves at all, and they evaluated the program and the children at a limited level.
Financing Primary and Secondary Education in Sub-Saharan Africa: A Systematic Review of Literature
Author: Chikoko, Vitallis
Date: 2020-11-00
Type: Journal Articles
Subjects: Educational Finance,Elementary Secondary Education,Foreign Countries,Literature Reviews,Equal Education,Fees,Textbooks,Federal Aid,Financial Support

In this paper, we review literature on the financing of primary and secondary education in sub-Saharan Africa (SSA) with a view to contributing some insights about the extent to which the region can achieve the United Nations' (UN) Sustainable Development Goal 4 (SDG 4). At the heart of SDG 4 of the UN 2030 Agenda is the desire to achieve equity in education provision to the extent that no one is left behind. Leaving no one behind in this context suggests a pro-poor approach to educational financing. The SSA region lags behind other developing regions regarding investing in education and is, therefore, under threat of failing to meet the very ambitious aims of SDG 4, hence this focus. We examine the literature through a three-pronged conceptual framework, including public, external aid, and private education financing. Findings show that, &quot;ceteris paribus,&quot; SSA will not have adequate financial resources to meet SDG 4 requirements. Public education financing, which remains the major source, needs to increase significantly. For this to happen, SSA countries' economies must necessarily grow.
School Financial Management: Insights for Decision Making in Public Primary Schools
Author: Aina, Adebunmi Yetunde
Date: 2020-11-00
Type: Journal Articles
Subjects: Decision Making,Educational Legislation,Foreign Countries,Principals,Governing Boards,Rural Areas,Poverty Areas,Case Studies,Barriers,Public Schools,Elementary Schools,Educational Finance

To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.
Critical Path to a Sustainable Future of Managing No-Fee Secondary Schools in the Limpopo Province
Author: Lumadi, Rudzani Israel
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary Schools,Educational Equity (Finance),Equal Education,Administrator Role,Resource Allocation,Educational Finance,Knowledge Level,Administrator Qualifications,Public Schools,Professional Development,Training,Financial Support,Budgeting

The disparity in the socio-economic status of South Africa has forced the government to adopt a funding policy for public secondary schools. The policy is based on funding schools considered to be poor because they are in poverty-stricken communities. Most of these schools lack infrastructure, and physical and financial resources to be run successfully, while the former Model C schools have adequate resources. In this article I advocate for equitable funding for all learners, and the role played by the school governing body (SGB) in the management of funds is also identified. Semi-structured interviews were conducted with 6 members of the SGB from 2 secondary schools in the Vhembe district of the Limpopo province, South Africa. The participants who were purposefully sampled were 2 SGB chairpersons, 2 treasurers and 2 secretaries. The findings suggest that the SGBs were aware of their financial management roles but did not execute their roles effectively. They lacked the knowledge and skills to perform their roles. The SGBs require mandatory training from the Department of Education. It is also suggested that a qualified financial management expert is included in the membership of every SGB.
Embracing Equitable Learning in Managing the Physical and Financial Resources in South-African-Schools: A Social Justice Perspective
Author: Mutekwe, Edmore
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Equal Education,Social Justice,Educational Finance,Educational Resources,Resource Allocation,Educational Equity (Finance),Educational Legislation,Secondary Schools,Educational Quality,Governance

In this article I report on the findings of an empirical study conducted to show the merits of integrating equitable learning by members of the South African School Governing bodies (SGBs) in managing the physical and financial resources. Within the interpretivist paradigm and utilising a qualitative descriptive phenomenological design, the data generation followed the use of an unstructured questionnaire administered to a sample of 30 participants purposefully sampled. Adopting a social justice perspective as the lens, we unpack the necessity of learning equity in the SGB's dealing of school resources. The study was guided by the following key research question; How can South African schools embrace the learning equity agenda in managing their physical and financial resources? The findings show that adopting such principles of equity in learning as integrating diversity in the equitable deployment of the physical and financial resources goes a long way towards entrenching social justice in managing the resources. The key conclusion was that unless members of the SGBs adopt an equitable mechanism for allocating these resources in the face of competing priorities, real equitable learning remains elusive. The recommendations include the need for adopting policies designed to deal with the complex relationships between concerned stakeholders in the provision of guidelines for public-school funding -- most of which come from public budgets.
The Influence of Educational Provision on Teacher Performance and Learner Outcomes among Limpopo Primary Schools
Author: Thaba-Nkadimene, Kgomotlokoa Linda
Date: 2020-11-00
Type: Journal Articles
Subjects: Foreign Countries,Academic Achievement,Elementary School Teachers,Elementary School Students,Public Schools,Teacher Attitudes,Principals,Administrator Attitudes,Educational Quality,Educational Resources,Teacher Morale,Stress Variables,Teaching Conditions,Student Rights,Equal Education,Disadvantaged Schools,Social Justice,Low Income Students,Poverty,Educational Finance,Educational Technology

In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers' productivity and learners' academic outcomes was examined. The primary objective of this study was to examine teachers' and principals' perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners' right to education. Such infringement exacerbates learners' demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.
The Development and Policies of ICT Supporting Educational Technology in Singapore, Thailand, Indonesia, and Myanmar
Author: Machmud, Muhammad Takwin
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Advancement,Internet,Electronic Learning,Educational Trends,Educational Policy,Educational Development,Educational Planning,Comparative Education,International Organizations,Sustainable Development,Economic Development,Developing Nations,Developed Nations,Foreign Countries

This study has an objective to identify the development and policies of educational technology application in ASEAN [South East Asia Region] countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand &amp; Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.
The Determinant Factors of School Organizational Change in Madura, East Java, Indonesia
Author: Rozikin, Mochammad
Date: 2021-03-00
Type: Journal Articles
Subjects: Organizational Change,Principals,Secondary Schools,Politics of Education,Administrator Attitudes,Foreign Countries,Power Structure,Attribution Theory,Structural Equation Models,Instructional Leadership,Probability,Educational Policy,Leadership Role,Educational Change

Organizational change is a phenomenon that must be faced and carried out by every individual in the organization to achieve organizational goals. Embodiments of organizational change often occur not because it suits the needs of the organization but because of personal interests and power. This study aimed to determine the main factors that can create change, namely the relationship of leadership and political pressure of school principals that influence organizational change in the Public Secondary School in Madura, East Java, Indonesia. This research used a quantitative approach to survey methods. Based on the achievement of its objectives, this study included causal explanation research, the analysis of this study using Structural Equation Modeling (SEM) and a sample of about 650 people collected from 1000 respondents taken from 130 schools through probability sampling techniques using AMOS software. The results showed that the leadership and political pressure of regional heads were the main factors of organizational change at SMPN (Public Secondary School) in Madura, East Java. Organizational Change depends very much on the role of the political pressure of the regional head through education policy, as well as the role of the principal's leadership in running the wheels of the organization so that the school's goals can be achieved. This study also showed that the principal's leadership as an intermediary variable from political pressure shows no influence because the political pressure of the regional head is directly related to organizational change.
The Range of Personal and Technical Skills 21st C. Teachers Have from the Perspective of School Principals at the First Directorate of Education in Amman, Jordan
Author: Mistareehi, Hussein Hikmat
Date: 2021-00-00
Type: Journal Articles
Subjects: 21st Century Skills,Technological Literacy,Critical Thinking,Teacher Leadership,Principals,Administrator Attitudes,Language Teachers,Semitic Languages,Teacher Competencies,Foreign Countries

The study aimed to identify the range teachers of Arabic have regarding twenty-first century skills (personal and technical) from the perspective of school principals at Amman first directorate of education. Sample of the study comprised (80) principles. The researcher designed a questionnaire of two fields on the above-mentioned skills. Each of these fields include four sub-skills with eight indicators for each of them. Findings of the study unveiled that, with regard to the first filed (personal skills), Arabic language teachers got a very high level of leadership skill, but results of other skills rated high with various arithmetic means sequentially arranged as follows: critical thinking, distinction, and change. In the second field (technical skills), the findings revealed that teachers of Arabic possess various levels of skill in the following order: first came learning via technology, with a high level, while skills of research, computer and electronic learning were with medium levels.
Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology
Author: Doyumgaç, Ibrahim
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Barriers,Online Courses,School Closing,Educational Technology,Electronic Learning,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Access to Computers,Internet,Interpersonal Communication,Emotional Response,Economic Factors,Educational Environment,Educational Resources,Interaction,Foreign Countries

There are three main research goals in this study including (a) understanding the most important facilitators (support, strength) and complicators (barrier, concern, issues, problems) for online or distance education during COVID-19 from the unique perspective of college students, academicians, and teachers through Online Photovoice (OPV); (b) advocating with the volunteer participants and partners as allies to share the results with the key people and institutions through online avenues to enhance facilitators and address complicators; and finally, (c) investigating participants' attribution of facilitators and complicators based on Ecological Systems Theory (EST) levels. The researchers utilized the adapted Turkish version of OPV to collect and used Online Interpretative Phenomenological Analysis (OIPA) to analyze the data. Community-Based Participatory Research (CBPR) grounded in EST constructed the theoretical framework for the research. In total, 115 participants completed and consented for the study. Sixteen main &quot;facilitator-related themes&quot; emerged, and the five most expressed were having technology (n = 31, 35%), internet (n = 28, 32%), communication (n =18, 20%), emotions (n = 17, 19%), and economic resources (n = 16, %18). Thirteen main complicators&quot;-related themes&quot; emerged, and the five most reported barriers were lacks of technological resources (n = 41, 47%), internet (n = 40, 46%), appropriate learning environments, learning opportunities (n = 32, 36%) appropriate resources for online or distance education (n = 18, 20%), and interaction (n = 14, 16%). Participants attributed the facilitator and complicators to EST levels respectively as follows: individual/intrapsychic factors (84%; 69%), microsystem (45%; 59%), exosystem (36%; 43%), and macrosystem (34%; 44%). The researchers provided practical recommendations. The researchers obtained an institutional review board approval for this study.
An Immersion Approach to Client-Sponsored Projects: Preparing Students with Soft Skills Required for Hiring -- Face to Face &amp; Virtual Methods
Author: Thompson, Kenneth
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Business Administration Education,Marketing,Career Readiness,Job Skills,Soft Skills,Active Learning,Student Projects,Peer Evaluation,Critical Thinking,Authentic Learning,Conventional Instruction,Online Courses

As higher education is pressured to prove its students' readiness to work, preparing marketing students to become successful professionals requires faculty to employ a myriad of approaches. Among these approaches that emerged over the past 30 years are client-sponsored projects (CSP) as a superior method to transferring practical experience compared to utilizing text-based case studies. However, according to recent surveys, industry remains unsatisfied with baccalaureate graduates' readiness to work. Graduating student-preparedness surveys show employers claim an absence of key skills among baccalaureate graduates. To address the gap between current industry survey results, while drawing on CSP literature, this article introduces a semester-long CSP pedagogy where the classroom, face-to-face or virtual, becomes an immersion of a typical corporate team project culture thereby practicing the very skills industry report students lack. In the model presented, students serve as consultants by developing an executable marketing plan for implementation by a client company. The procedures presented yield an experience providing students with performance expectations, much like an individual working in a business environment. During the semester-long journey, students develop the key competencies to specifically address the highlighted skill gaps from surveys among hiring managers. Although most CSPs are tools to help students hone some abilities, most projects typically become nothing more than another teaching tactic. The distinctiveness of the immersion approach presented in this article expands the use of CSP with a rigorous corporate-like in-class experience for both face-to-face and fully online courses. This article describes procedures educators can use for developing a classroom experience integrating real-business world pressures, coaching, and accountability to better prepare graduating students for their careers and satisfy the skills business managers expect.
An Investigation into Factors Affecting the Use of English Prepositions by Vietnamese Learners of English
Author: Nghi, Tran Tin
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Form Classes (Languages),Vietnamese,Native Speakers,Interference (Language),Transfer of Training,Secondary School Students,College Students,Adolescents,Adults,Gender Differences,Language Proficiency,Foreign Countries

English prepositions play a significant role in helping students form a well-structured sentence in their learning and communicating. To help Vietnamese learners of English acquire their competence, the authors have done survey research to investigate the factors affecting the uses of English prepositions made by Vietnamese learners of English. The population included 200 female and 200 male participants. A total of 400 answers on the questions provided in the 100-question questionnaire were used for hypothesis testing. The items in the survey were given different weights, and the total attainable marks were 100. The results showed that Vietnamese intra-lingual interference strongly affected prepositional sense expressed by Vietnamese EFL learners. Genders, level of learning (low, intermediate, and advanced), writing and speaking, and cognitive embodiment also played a significant role in terms of language transfer, affecting the usage of English prepositions by EFL learners.