ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Secondary Education on the Level of Financial Literacy: The Case of Slovakia
Author: Böhm, Patrik
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary Education,Mathematics Education,Knowledge Level,Multiple Literacies,Money Management,Financial Services,Banking,College Freshmen,High School Graduates,Educational Background,Socioeconomic Background,Majors (Students),Gender Differences,Academic Achievement,Foreign Countries,Achievement Tests,International Assessment

Financial literacy, specifically its measurement and education in this field, is a very current topic. The main aim of this research was to find out whether secondary school education had a positive impact on the level of student's financial literacy and to identify other important factors that affected its level. All 363 first-year bachelor's students of the Faculty of Operations and Economic of Transport and Communications (FPEDAS), University of Zilina, Slovakia, took part in the research. The research consisted of two parts -- a questionnaire and a test. The questionnaire focused on demographic, educational, and socio-economic factors influencing students' financial literacy. The test included items aimed at finding out whether students could correctly define selected concepts of the financial area, whether they understood these concepts, and were able to analyze them. The most important finding of the research was that the number of lessons dedicated to mathematics and financial literacy in secondary school did not have a statistically significant impact on the level of student's financial literacy. On the contrary, the level of financial literacy was correlated with the overall performance of the student at the secondary school and the type of secondary school the student attended. The research also aimed to verify the hypothesis that the student's study program affected the level of his or her financial literacy. It turns out that increasing the number of mathematics or financial literacy lessons is not sufficient to improve financial literacy levels, but more important is teacher education, the content and form of the education and the effectiveness of the teaching process.
Outline of Jie Lu&apos;s Education Thoughts
Author: Xiong, Juan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Theories,Ethical Instruction,Educational Attitudes,Role of Education,Ideology,Individual Development,Lifelong Learning,Educational Development,Curriculum Development,National Curriculum

As a famous contemporary educator and educational theorist in China, Jie Lu has always been concerned about people and their lives and moral conditions since the 1970s and 1980s. With this as the center, a systematic &quot;human understanding&quot; pedagogy and moral education were constructed. His thoughts reflect the times' distinctive characteristics, and scholars have widely praised his noble research quality and scholarly ideological state. Given this, this paper reviews Jie Lu's moral education thoughts based on the research on Jie Lu's education thoughts and feelings to make a more comprehensive and systematic review of Jie Lu's moral education thoughts.
Adolescents&apos; Preferences for Media Content and Their Perceptions of Dominant Value Orientations in the Media
Author: Jevtic, Bisera
Date: 2021-00-00
Type: Journal Articles
Subjects: Adolescents,Adolescent Development,Preferences,High School Students,Moral Values,Social Values,Mass Media Effects,Mass Media Use,Television Viewing,Music,Video Technology,Media Literacy,Gender Differences,Vocational Education,General Education,Place of Residence,Correlation,Foreign Countries

Today, the media represent one of the main factors in the upbringing and education of adolescents due to the growing representation, availability of diverse content and more frequent use. In adolescence, the media have a special significance, because they greatly influence the preferences, attitudes, emotions, behavior, value orientations and the formation of adolescents' identities. Starting from such an attitude, the preferences of upper-secondary school students for monitoring media content and their perceptions of value orientations that are promoted through the media were examined through the aim of the research. The media habits of adolescents and their perceptions of the value system in the media were determined through the survey technique. The study included 433 students from the Republic of Serbia. The results showed that there are significant differences in the preferences of adolescents in the choice of media content in relation to gender and type of school. A positive correlation was found in the monitoring of certain television content and values in the media, as well as in relation to musical affinities and values that are promoted through music videos. The results of research point out potential proposals for improving the media culture of adolescents and reducing the negative effects of the media. It is recognized as a potential solution in the development of media literacy of adolescents, i.e., the affirmation of their critical opinion about the messages and values that are promoted through the media.
Poverty Caused by Education: Educational Issues in China in the New Era
Author: Wang, Jincheng
Date: 2021-00-00
Type: Journal Articles
Subjects: Poverty,Human Capital,Problems,Educational Attainment,Risk,Family (Sociological Unit),Foreign Countries,Expenditures,Economic Factors,Social Change,Costs,Place of Residence,Low Income Groups,Educational Policy,College Graduates,Educational Technology,Student Financial Aid,Vocational Education

Education, as one of the forms of human capital investment, especially in developing countries, is considered an important way for families to get rid of generational poverty. The contradictory &quot;poverty caused by education&quot; is an education problem in the new era. It is a social phenomenon in which family members (children) receive education and cause family economic poverty. Based on the connotation of &quot;poverty caused by education,&quot; this paper analyzed its formation mechanism from the three levels of society, family, and school and tried to give some suggestions to reduce the risk of &quot;poverty caused by education effectively.&quot;
Copyright Dough: A Playful Approach to Teaching Copyright
Author: Pyman, Hannah
Date: 2021-01-00
Type: Journal Articles
Subjects: Copyrights,Literacy,Teaching Methods,Educational Games,Active Learning,Student Educational Objectives,Play,Instructional Design,Foreign Countries

This project report describes a playful approach to teaching copyright through a newly developed game entitled Copyright Dough. As copyright literacy has become increasingly important in scholarly communication, this paper explores how a more engaging teaching method is essential for getting researchers, students, academics, and library staff to feel comfortable and confident in discussing copyright, a topic that is often met with anxiety. Drawing upon the existing literature on play, games, and active learning, this paper highlights how incorporating these concepts together can lead to a welcoming and safe space, bringing open and honest discussion. In achieving these goals, it is shown that not only is engagement with copyright increased, but learning objectives are also achieved in a meaningful and memorable way.
Evaluating Confidence in Information Literacy: A Red/Amber/Green Approach
Author: Bedford, David
Date: 2021-01-00
Type: Journal Articles
Subjects: Self Esteem,Information Literacy,Evaluation Methods,Academic Libraries,Anxiety,Library Services,Test Construction,Measurement Techniques,Competence

This paper reports an approach to addressing library anxiety by evaluating user confidence in information literacy using a red/amber/green 'traffic light' tool. It discusses the development of the tool, which takes elements of a more complex toolkit, adapting those elements for library use. It then outlines the learning from use of the tool, discusses potential pitfalls with its use and considers the benefits of adopting this innovation.
Poverty Alleviation by Education: Exploration and Experience from China -- Analysis Based on China&apos;s Policy of Poverty Alleviation by Education
Author: Yong, Mengshu
Date: 2021-00-00
Type: Journal Articles
Subjects: Poverty,Educational Improvement,Educational Quality,Economic Development,Educational Policy,Public Policy,Educational History,Policy Analysis,Futures (of Society),Foreign Countries

Improving the poor's overall quality through education and promoting local economic development and social progress is an important way for China to alleviate poverty. At present, China has formed a policy system of poverty alleviation by education with its characteristics and has achieved remarkable results. This article first elaborates the definition and impact of poverty alleviation by education, and then through the use of literature review and other research methods, it combs the policies of China's poverty alleviation by education in different historical periods. The aim is to summarize China's poverty alleviation by education, analyze possible policy problems, and finally make constructive suggestions for its future development.
An Investigation of Canadian Undergraduate Music Education Students&apos; Personal and Professional Experiences during a Three-Month Residency in China
Author: Bayley, Jonathan G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Preservice Teachers,Preservice Teacher Education,Music Education,Student Experience,Student Development,Professional Development,Residential Programs,Study Abroad,Intercultural Communication,International Educational Exchange,Expectation,Coping,Foreign Countries

The present study investigated undergraduate Canadian music education students' personal and professional experiences during a three-month residency in China. Participants (N=3), in this case study, were part of a SSHRC funded Canada-China Reciprocal Learning Program and were in the process of completing a Bachelor of Education degree. The participants observed classroom teaching, attended workshops/presentations at Southwest University in Chongqing, China, and gave presentations to Chinese teachers and students. They were asked a wide range of open-ended questions relating to their preconceptions of life in China, coping strategies (e.g., language, local customs, environmental context, etc.), curricular and pedagogical similarities/differences, relationships with their Chinese counterparts, and potential impact on their future educational and professional plans. The findings indicated intellectual, social, and personal growth over this three-month period. Students spoke of overcoming fear and acquiring increased personal/professional self-awareness. However, there was no solid assurance that the participants' experiences would have a lasting positive effect on their future pedagogical practices.
Integrating Multiliteracies for Preservice Teachers Using Project-Based Learning
Author: Sefton, Terry
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Literacies,Preservice Teachers,Foreign Countries,Active Learning,Student Projects,Interdisciplinary Approach,Language Arts,Visual Arts,Music

Using a project-based learning approach, three teacher educators, teaching three different methodology courses, worked together to create, plan, and assess an arts-based assignment completed by preservice candidates. The preservice teachers created an animation project while applying curriculum expectations in three subject areas: visual arts, music, and language arts. The three subjects were segregated for the purpose of instruction, integrated during the group work and creative process, and then jointly assessed using negotiated reporting. This paper describes the project and details the challenges of integrating teaching and learning across institutionally segregated courses when student expectations are conditioned by their prior experience of siloed, subject-based learning, and discusses lessons learned by the three teacher educators and implications for team teaching across the curriculum.
Test Anxiety in First-Generation Students: An Examination of the Role of Psychological Needs
Author: Spadafora, Natalie
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Anxiety,First Generation College Students,Psychological Needs,Personal Autonomy,Competence,Learning Strategies,Questionnaires

It is estimated that 15-22% of students have high levels of test anxiety (von der Embse, Jester, Roy, &amp; Post, 2018), which can be associated with greater academic stress and poorer educational performance (e.g., Steinmayr, Crede, McElvany, &amp; Withwein, 2016). First-generation students (where neither parent has completed post-secondary education) are a critical group to study given that they are at higher risk for poorer educational attainment and being unsuccessful at the post-secondary level. Therefore, the purpose of this study was to examine the link between basic psychological needs and test anxiety in a sample of first-generation Ontario high school students across two points in time (N = 147; M[subscript age] = 14.82, SD = 1.28). Self-report data was collected as a part of an on-going longitudinal study focusing on students attending a high school with specialized programming to enhance the transition to post-secondary institutions. Results from cross-lagged path analyses indicated that being older, female, and having higher levels of needs frustration significantly predicted higher levels of test anxiety over time within this sample. Our results highlight important educational implications, emphasizing the importance of fostering classroom environments where students perceive their psychological needs to be met, particularly within this unique population of students.
A Way of Using Taxonomies to Demonstrate That Applied Qualifications and Curricula Cover Multiple Domains of Knowledge
Author: Suto, Irenka
Date: 2020-00-00
Type: Journal Articles
Subjects: Taxonomy,Secondary School Curriculum,College Curriculum,Educational Objectives,Foreign Countries,Vocational Education,Difficulty Level,Test Items,Alignment (Education)

Educational taxonomies are classification schemes which provide the terminology that educationalists need to describe and work with different areas of knowledge. It is good practice to use taxonomies to formulate and review curricula, learning objectives, and associated assessments. Demonstrating sufficient coverage of each of an adequate range of knowledge domains is critical for authenticity, for assessment reliability, and for transparency surrounding what students are learning. In this study we explored whether any educational taxonomies that were designed for general educational contexts (sometimes called 'academic' contexts) could be utilised in applied educational contexts (often called 'vocationally-related' in England). To do this, we identified nine published taxonomies with sufficient potential, and selected and combined the most appropriate. This process led us to develop a new model of demand. We then applied the selected taxonomies experimentally to existing curricula in a range of applied subjects which are taught at secondary and tertiary level in England. We also used the selected taxonomies to develop a tool for writing educational objectives. This article ends with suggestions for applying the selected taxonomies in other areas of assessment.
Perspectives on Curriculum Design: Comparing the Spiral and the Network Models
Author: Ireland, Jo
Date: 2020-00-00
Type: Journal Articles
Subjects: Curriculum Design,Spiral Curriculum,Models,Science Education,Medical Education,Mathematics Education,Music Education,Networks,Sequential Approach

Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.
Writing and Reviewing Assessment Questions On-Screen: Issues and Challenges
Author: Crisp, Victoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Test Items,Test Construction,Mathematics Tests,Science Tests,Skills,Knowledge Level,Training,Experience

For assessment contexts where both a paper-based test and an on-screen assessment are available as alternatives, it is still common for the paper-based test to be prepared first with questions later transferred into an on-screen testing platform. One challenge with this is that some questions cannot be transferred. One solution might be for questions to be drafted into the on-screen testing platform and later converted for the paper-based test. This research investigated the issues that might arise if question writers drafted questions directly into the on-screen testing platform and if questions were reviewed directly in the platform. Six assessors with experience of setting and reviewing questions took part. After some familiarisation, each participant attended a research meeting where they drafted some questions into an on-screen testing platform and reviewed some questions in the platform. After each activity, participants completed a workload questionnaire and were interviewed. The findings suggest that training and support would be important. Participants reported feeling restricted when setting items. Evidence suggested that setters may avoid certain item types, write shorter questions than normal or write less creative questions. Setting was also reported to be slower. However, these issues could reduce with greater experience. Overall, it seems that it would be possible for setters to create at least some of their questions within an on-screen testing platform. However, care would be needed to mitigate frustration, ensure question quality and ensure representation of all relevant constructs.
Analysis of Pre-Service Foreign Language Teachers&apos; Incorrect Articulations: Frequency, Influence on Communication, and a Specific Corrective Strategy
Author: Hunt-Gómez, Coral I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Elementary School Teachers,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Error Analysis (Language),Articulation (Speech),Pronunciation,Error Correction,Phonetics,Computational Linguistics,Audio Equipment,Classification,Communication Problems,Learning Processes,Teacher Education Programs,Learning Strategies,Teaching Methods,Independent Study

English Foreign Language (EFL) teachers need to be especially aware of their own articulatory errors and to manage strategies to overcome them. A specific corrective strategy using phonetic notation to destabilise the most recurrent articulatory errors to be applied to Spanish pre-service English Primary School teachers is presented. Firstly, the presence of incorrectly articulated sounds in a corpus of 238 minutes of recorded improvised production of 34 pre-service EFL teachers was identified. Incorrect articulations were classified in two groups, those that presented a higher frequency were classified as fossilised errors and those appearing only once were considered mistakes. A categorisation of the most frequent articulatory errors and their possible origins was offered. Errors were also examined attending the effect they posed on communication, if they hindered it, they were considered unintelligible. Results showed that more than 80% of fossilised incorrect articulations were perfectly understandable and did not disrupt communication. Even if these results can be considered positive, research shows that pronunciation highly influences the learning process of other skills, and that it affects learners in terms of confidence, social and work advancement. Therefore, to get rid of their own fossilised errors, future teachers need effective pronunciation skills training strategies. For that reason, a specific error corrective strategy based on phonetic notation and self-learning is proposed.
Influence of Organisational Factors on the Implementation of Physical Education in European Tertiary Institutions
Author: Podstawski, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Climate,Public Colleges,Private Colleges,Institutional Characteristics,Curriculum Implementation,Physical Education,Physical Activity Level,Health Promotion,Physical Education Facilities,College Curriculum,Foreign Countries

The purpose of higher education is to produce active and intellectually well-rounded individuals yet, the transition to higher education seems to have deleterious effects on university and college students' (UCS) fitness levels and physical activity (PA). The aim of this quantitative research was to analyse the influences of organisational factors on the implementation of physical education (PE) among UCS in European tertiary institutions. A purposive sampling method was employed. Seven academic peers gathered information on characteristics of tertiary institutions, sport and leisure facilities, types and characteristics of PA programs available for UCS in 66 European tertiary institutions. The results suggested that the curricula requirements for PE in public tertiary institutions were similar to private establishments, with minor administrative variations. Public tertiary institutions had significantly higher number of PE hours and PE sessions per semester, PE minutes per academic hour, duration of PE session, number PE teachers and number of students per one PE teacher. Universities had significantly higher number of PE semesters, PE minutes per academic hour, and hired more PE teachers. The organizational differences between public and private institutions might be explained by a lack of clear guidelines regarding PE curricula in higher education across European countries, and greater autonomy of the private tertiary institutions. Moreover, PA programs in higher education adhere to minimum requirements of the syllabi, which restrict total amounts of PE among UCS. Thus, it is recommended PE classes should become obligatory, with extended hours, appropriately qualified teachers and improved financing.