ethanporcaro/eric-fulltext-meta huggingface dataset:
Migrant Workers&apos; Cash Transfer Effect on Children&apos;s Education
Author: Moestopo, Hermanto Joesoef
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Migrants,Financial Support,Attendance,Migrant Children,Expenditures,Family Income,Family Characteristics,Educational Finance

The rationale of this study is to examine the impact of cash transfer on school attendance in Indonesia and whether the proportion of school children receiving cash transfer and those not receiving cash transfer is having the same effect. Using the data of Indonesia's Family Life Survey-5 (IFLS-5) in 2014 covering 19 provinces with total observations of 16.024 household obtained from Rand Corporation and field interview held in 2015, the multiple cross section regression model was applied by using 2SLS and Probit regression method to examine the effect of cash transfer as exogenous variable, and individual vector, parents, and household as control variables on school attendance of children as endogenous variable. The main finding is that the cash transfer has significant positive effect in increasing children's school attendance and the expenditure for children education. Nevertheless, the children from household receiving cash remittance tend to have lower school attendance vis-à-vis children from household not receiving the cash transfer. As policy considerations, it is advised to anticipate the migration effects when evaluating the effect of cash transfer on children's school attendance or when updating migration policies and to improve the availability of facilities and basic infrastructure for school age children.
Free Education Policy and Its Emerging Challenges in Sri Lanka
Author: Alawattegama, Kingsley Karunaratne
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Educational Policy,Barriers,Rural Urban Differences,Curriculum,Student Centered Learning,Higher Education,Public Policy,Educational History,Elementary Secondary Education,Politics of Education

Education system plays a very crucial role in any country towards achieving a sustainable development and strengthening social, cultural, historical and integral development, and is often called as the back born of the society. Producing competent graduate, professional or technical expert and a responsible citizen enriched with social and cultural values, which eventually enhances the quality of a country's workforce, is one of the ways the education system contributes to the development of a country. Giving the due recognition to the importance of the education system that paves the way for integral development of a country, some countries have practiced and promotes a free education policy. The purpose of this paper is to explore the salient features and its evolution of the free education system in Sri Lanka and its emerging challenges for policy makers. This paper also aims at suggesting alternative strategies to overcome the challenges that are emerging from the changing global market context by pooling of views and ideas of academics and other experts in the field of education. This study expects to suggest alternative strategies to overcome the emerging issues in the free education system that would add value to the policy makers to objectively develop future strategies and policies relating to the education system of the country. In order to achieve the aforesaid objective, this study explores the existing literature relating to education systems and experts' views and authors' own experience as academics. This study demonstrates that the Sri Lankan education system requires an urgent reform to revise on a holistic approach to address emerging issues in the areas of policy making level, implementation level and supervisory and regulatory level. This study recommends providing annually a six percent from the GDP for the state education, eliminating disparities between rural and urban popular schools, timely revision of general school curriculum in order to make it best fit the changing world, promoting student centered and participatory learning environment, protecting the higher education right of the qualified students who are not absorbed by the state universities and protecting and enhancing the economic, career and social welfare of the school teachers as the key areas that the policy makers must pay their close and urgent attention.
Improving the Thai Students&apos; Ability in English Pronunciation through Mobile Application
Author: Wongsuriya, Penkhae
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Pronunciation,Second Language Instruction,College Students,Telecommunications,Handheld Devices,Program Effectiveness,Educational Technology,Technology Uses in Education,Rural Areas,Vowels,Suprasegmentals,Intonation

Accurate and clear pronunciation is one of the most desirable features to achieve a successful communication. However, in Thailand, the pronunciation seems to be neglected in most skills. Mostly, students were forced to learn grammar and structure only. Consequently, Thai students, especially in a remote area where English native speakers were insufficient, were found unable to pronounce English words correctly. To provide chances for students in a remote area, this paper aims to examine English pronunciation by students in a remote area and to evaluate the students' performance in English pronunciation using Google translate mobile application. The 24 university students who experience the learning incorporated mobile application were selected by a selected purposive sampling process. The pre and post-pronunciation tests were obtained, together with, semi-structured interviews. The finding indicated that all students' pronunciation was significantly improved. All students revealed that mobile application helped them improve their pronunciation ability, even the one who has limited English pronunciation ability.
Global Challenges for Business Education and the New Educational Agenda: Graduate Attributes and Teaching Methods
Author: Avolio, Beatrice E.
Date: 2019-09-00
Type: Journal Articles
Subjects: Global Approach,Barriers,Business Education,Educational Change,Teaching Methods,College Graduates,Individual Characteristics,College Faculty,Student Needs,School Business Relationship,Active Learning,Experiential Learning,Study Abroad,Cooperative Learning,Electronic Learning,Blended Learning

This paper outlines the various global challenges faced by business schools and, specifically, provides a discussion of the graduate attributes in business education and the appropriate teaching methods to address them. The approach involves a critical and reflexive examination of the challenges facing business education in the 21st century. A combination of teaching methods to address the graduate attributes required by business education are discussed.
Towards a New Definition of Blended Learning
Author: Cronje, Johannes C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Definitions,Constructivism (Learning),Learning Theories,Conventional Instruction,Teaching Methods,Behaviorism,Cognitive Processes

Most current definitions of blended learning refer to a blend of online and face-to-face instruction. It seems that few authors notice the irony that the definition of blended learning does not include the concept of learning at all. The problem with these definitions is that they are devoid of theory and thus lead to trial-and-error research. This paper argues that the definition of blended learning should be built around learning theory and should refer to a blend of direct instruction and learning-by-doing. The paper reports on research conducted to validate a model that puts behavioural and constructivist learning at right angles and considers if the two can occur simultaneously. The model is then placed in the context of a framework of knowledge management and from there a definition is derived that includes context, theory, methodology and technology.
Analysis of Primary School Teachers&apos; Knowledge of Geometry
Author: Kurt-Birel, Gamze
Date: 2020-03-00
Type: Journal Articles
Subjects: Elementary School Teachers,Knowledge Level,Geometry,Pedagogical Content Knowledge,Geometric Concepts,Foreign Countries,Inservice Teacher Education,Teacher Attitudes

This study investigated the geometry knowledge of in-service primary school teachers through measuring both their content knowledge (CK) and pedagogical content knowledge (PCK) using a descriptive and qualitative approach. The participants of the study were 23 primary school teachers who work in public schools with teaching experience that ranges from six months to 30 years. The teachers voluntarily attended a teacher-training seminar conducted by the researchers and completed a test, which included open-ended questions. This particular study presented here is part of a larger design-based research project on a seminar that trains primary teachers to teach mathematics. The collected data were analysed through qualitative data analysis techniques with a holistic approach and discussion. The findings are presented according to the three geometric concepts that the study focused on: quadrilaterals, angle measurement and transformation geometry. On the whole, the study found that the CK of the primary school teachers was weak. We also found that the teachers' PCK was weaker than their CK due to the relationship between CK and PCK. Hence, primary school teachers should be offered additional teacher training sessions for the purpose of improving both CK and PCK, which will, in turn, enhance the learning opportunities of their students.
A Graduate Education Program&apos;s Look at Grading
Author: Akinde, Oluwatoyin Adenike
Date: 2020-03-00
Type: Journal Articles
Subjects: Grading,Graduate Students,Adults,Masters Programs,Grade Inflation,Teacher Education Programs,Difficulty Level,Scoring Rubrics,Evaluation Criteria

This study on grading was based on a mixed-method design. Assessment and evaluation have been used synonymously with grading, and have a deeply seated significance in the matters of curriculum, learning outcomes, and instructional strategies, to name a few. A point of convergence in the literature is that grade is an indication of student's mastery, that is, what student knows, understands and can do. In the process of programmatic assessment, the department of graduate education increased its grading scale. The before and after data, which was the student's grade, was evaluated to determine if the increase in grading scale (treatment) had an impact on the frequency of students who earned high scores in a particular course. The result shows that the treatment did not have an impact on the number of students that earned A. In a further analysis, it was evident that students in the graduate program advanced their effort and employed a greater level of rigor in addressing course assignments after the grading scale was increased. What was also established from this study is that the use of a rubric as a grading tool fostered transparency.
Comparisons of Children&apos;s Level of Recall: Stories Told through E-Book and Picture Book
Author: Sapsaglam, Özkan
Date: 2020-03-00
Type: Journal Articles
Subjects: Preschool Children,Recall (Psychology),Electronic Publishing,Picture Books,Statistical Analysis,Technology Uses in Education,Teacher Student Relationship,Foreign Countries

Preschool period covers the years when the child is in a rapid change and development in every aspect. The learning experiences in this period affect children's development. The developments in knowledge technologies affect the child's environment and children's books. This rapid change brings with it some discussions. &quot;Do either traditional methods or digital applications affect children's level of recalling more positively?&quot; This question was the starting point of the research. Thus, the aim of this study is to compare the effect of stories told through e-books and picture books on children's level of recall. The research is based on random design with post-test control group from real experimental designs of quantitative research model. The groups were determined by simple random sampling method and each group consisted of 10 children. The research data were collected by asking the children various questions about the stories and the characters in the stories by the researchers after storytelling through e-book and pictures book. Mann Whitney U test was used to analyze the data. As a result of the study, it was discovered that the children in the group that the story was told by using pictures book have higher level of recall.
Advancing a Vision to Diversify the Workforce and Prepare Racially Conscious Educators
Author: Haar, Jean M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Needs,Minority Group Teachers,Cultural Awareness,Elementary Secondary Education,Educational Change,Student Diversity,Equal Education,Racial Identification,Racial Differences,Faculty Development,College Faculty,Program Development,Partnerships in Education,Program Evaluation

Educator preparation programs have a responsibility to prepare professionals to meet P-12 learner needs. Research and changing demographics provide evidence and rationale of the importance to increase the number of educators of color and to prepare all educators to be racially conscious. Educator preparation programs, in tandem with P-12 school districts, need to make systemic changes in approaches, practices and policies in order to adequately prepare individuals for the profession. The author contends that without these systematic changes, workforce needs and, more importantly, P-12 student learner needs, will not be met. The article shares research about diversifying teacher education programs and shares a college's educational planning efforts toward reaching its vision, to inspire lifelong learning and professional engagement through racial consciousness, social justice, and inclusion within a global context, to diversify the workforce and prepare racially conscious educators.
How Turkish Universities Have Evolved through Constitutional Changes
Author: Guclu, Mustafa
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Higher Education,Educational Change,Educational History,Constitutional Law,Social Change,Educational Development,Institutional Autonomy,Conflict,Political Influences

National constitutions determine the foundation and the operation of universities in a country. Constitutions are renewed to meet changing societal needs. In Turkey, universities have also been affected by constitutional changes. This study examines how universities have evolved in the history of Turkey's written constitutions and seeks to use this development to shed light on the structure and activities of today's universities. To this end, those articles in the six Turkish constitutions which have affected universities were identified and used as data sources. The work examines the first constitution written in 1876 up to the most recent 1982 constitution. The document review method was used to collect the data and the articles found were evaluated using the descriptive analysis method. The findings show that there were no articles which affected universities in the 1876, 1908 and 1921 constitutions. These were put into force in the 1924 constitution, which was introduced after the start of the Republic. It was found that universities were granted considerable powers and scientific autonomy in the 1961 constitution, but this autonomy was limited by the changes made in the 1982 constitution. In addition, it was found that military coups were responsible for some of the constitutional changes which affected the universities.
Impact of Instruction with Concept Cartoons on Students&apos; Academic Achievement in Science Lessons
Author: Yilmaz, Muamber
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Science Achievement,Teaching Methods,Cartoons,Grade 4,Elementary School Students,Conventional Instruction,Scientific Concepts,Concept Formation,Earth Science

In this study, the impact of concept cartoons on students' academic achievement in science lessons was investigated. The research was carried out in 2018-2019 spring term. The study group consisted of 49 4th grade students in Zonguldak Devrek Çaydegirmeni TOKI Primary School. 23 of the students were in the experimental group, and 26 of them were in the control group. Quasi-experimental design with pretest and posttest control group was employed in the study. The unit &quot;The Earth Crust and Movements of The Earth&quot; was taught with concept cartoons to the experimental group students, and with conventional method (current instructional program) to the control group students. The research lasted for 4 weeks. The students in the experimental and control groups received 12 h of education (3 h per week). Achievement test and concept cartoons were used as data collection tools. Arithmetic mean, standard deviation, normality test, KMO test and independent groups t-test were used for data analysis. A statistically significant difference was found between academic achievements of experimental group students on whom instruction was made with concept cartoons and of control group students on whom instruction was carried out with conventional method. The difference was in favor of the experimental group students.
Relationship between School, Family and Environment, According to School Principals&apos; Views
Author: Ulker, Mehmet
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Family School Relationship,Principals,Administrator Attitudes,Teacher Role,Administrator Role,Elementary Secondary Education,Family Role,Parent Participation

The aim of the study is to identify any possible deficiencies and disruptions that may be in the way of establishing a healthy cooperation between school, family and environment. It is a mixed research design study. Data were collected by scanning model and document analysis methods. Survey was used in the scanning model. The opinion of the N=50 school principals working in Rize Province of Turkey and the data obtained from these were analyzed using SPSS statistical program. Based on the results, in the process of establishing cooperation between school, family and environment the most influential element is school. The teacher who is part of the human resources of the school was the most important sub-element of this process followed by the school principal and the administrative staff. In the continuation of the activity ranking in the process of establishing cooperation between school, family and environment, parent-teachers association, Ministry of Education, parents and lastly the NGO take place. It is recommended to carry out model development and implementation studies, including studies and policy documents that will contribute to the elimination of this problem and to solve the deficiencies and problems within the system integrity.
The Ottoman Perception in Process: Turkey Social Studies Textbook Analysis
Author: Osmanoglu, Ahmed Emin
Date: 2020-03-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Textbooks,Textbook Content,Educational History,World History,War,Power Structure,Social Values,Political Issues

In the study, it is aimed to determine whether there has been a change in the image of the Ottoman in the social sciences textbooks in the last ten years (2006-2017) in Turkey. The study was structured through document analysis technique based on qualitative research model. In the research, samples were determined in accordance with purposeful sampling technique. In compliance with that, the book of the authorized publishing house which was published in 2017 was selected. Data were collected in accordance with the document analysis technique. Content analysis method was applied in the study. Findings of the book published in 2017 were previously discussed and compared with results of a research on social sciences textbooks published in 2006 and 2008 with the same method and in the same subject by the same researcher. While interpreting quantitative data in the conclusion part, a symmetric, quantitative to qualitative data evaluation key was used. In the research, it was concluded that most of the coding in the textbook of 2017 are neutral, they are partly positive and rarely negative. This negative coding is related to the Ottoman Empire's period of regression; an Ottoman image which is weakening and losing power in the military field, industrial field, country borders and generally in every field is drawn Compared to the period between 2006 and 2008, negative statements have increased almost by fifty percent. New positive themes were added in 2017. Place reserved for the Ottomans has increased compared to the previous period but positive coding has decreased and neutral statements have become more common.
Remote and Rural Placements Occurring during Early Medical Training as a Multidimensional Place-Based Medical Education Experience
Author: Ross, Brian M.
Date: 2020-03-00
Type: Journal Articles
Subjects: Medical Education,Place Based Education,Geographic Isolation,Rural Areas,Foreign Countries,Social Responsibility,School Community Relationship,Placement,Practicum Supervision,Undergraduate Students,College Faculty,Community Needs,Experiential Learning,Expectation,Access to Health Care,Physicians,Interprofessional Relationship

The Northern Ontario School of Medicine delivers medical education aiming to improve the health outcomes for persons living in Northern Ontario, including those in underserviced rural and geographically remote communities. Second year students experience rural medicine and living during two four-week long placements set in remote and rural communities (RRCP) supervised by local physicians. This place-based approach to medical education aims to equip learners with the skills and dispositions needed to work there successfully. The goal of the study was to develop a better understanding of RRCPs from different perspectives: Institutional, community-preceptors and students. Data was collected by review of institutional documents, semi-structured interviews, and questionnaires to obtain information about the aims of each group. A place-based educational framework informed the analysis which developed themes and sub-themes using a constructivist approach. The aims of each group were in five themes, social accountability, community engagement, integrated learning, forming the rural clinician, and living in place as a rural clinician. Differences were, however, apparent in terms of emphasis and perceived relevance, with these being related to the perceptual, political, ideological and social dimensions. For example, the finding that students did not value extra-clinical learning about or within the wider community can be viewed as students having a different place-relationship with the community than their teachers in terms of the social dimension. The data suggests that curricula should include consideration of the various ways students and teachers interact with placement communities with the aim of gaining understanding of, and bridging the gap between, their different expectations.