Account Of Education Research Articles

Neglect of publication bias compromises meta-analyses of educational research.

Because negative findings have less chance of getting published, available studies tend to be a biased sample. This leads to an inflation of effect size estimates to an unknown degree. To see how meta-analyses in education account for publication bias, we surveyed all meta-analyses published in the last five years in the Review of Educational Research and Educational Research Review. The results show that meta-analyses usually neglect publication bias adjustment. In the minority of meta-analyses adjusting for bias, mostly non-principled adjustment methods were used, and only rarely were the conclusions based on corrected estimates, rendering the adjustment inconsequential. It is argued that appropriate state-of-the-art adjustment (e.g., selection models) should be attempted by default, yet one needs to take into account the uncertainty inherent in any meta-analytic inference under bias. We conclude by providing practical recommendations on dealing with publication bias.

Spiritual education as a subspecies of relational education?

ABSTRACT Though the promotion of spiritual ‘development’ is statutory in state-maintained schools in England and Wales, it is neither clear what spirituality is nor how schools might educate in this area. In the literature, one finds an array of divergent conceptions of spirituality and spiritual education. There is, indeed, lack of agreement regarding whether spiritual education has any place in schools other than those of a religious character. Some argue that spirituality is beyond definition. I reject the notion that spirituality, and hence spiritual education, is beyond definition. I defend and develop Michael Hand’s ‘education in a spiritual activity’. I argue that spirituality concerns connectivity, or relationship, with the transcendent. This relational understanding of spirituality resembles existing accounts of spirituality as relational and underpins an account of spiritual education as relational education – again resembling existing accounts. However, I distinguish between relational education which concerns a wide range of relationships and spiritual education as a subspecies of relational education which specifically concerns relationship with the transcendent. I argue that reserving the term ‘spiritual’ for relationship with the transcendent would enable teachers and pupils to make the kinds of distinctions which are important in both spiritual education and the wider relational education.

ТИПОЛОГИЧЕСКИЕ ОСОБЕННОСТИ ЭНЕРГЕТИЧЕСКОГО ОБЕСПЕЧЕНИЯ МЫШЕЧНОЙ ДЕЯТЕЛЬНОСТИ ДЕВОЧЕК И МАЛЬЧИКОВ 9–10 ЛЕТ

Aim. The purpose of the study is to identify typological features of energy supply of muscle activity in 9–10 year-old children by means of cluster analysis. Materials and methods. The study involved apparently healthy girls (n = 201) and boys (n = 176) ages 9–10 years. A set of indicators of energy supply, physical performance, physical fitness and physical development was used for the study, as well as body types were determined. Results. Analysis of differences between groups showed that 9–10 year-old boys demonstrated higher values (p < 0.05–0.001) of energy supply and physical performance than girls. Four options for energy metabolism were revealed characterized by typical combinations of aerobic, anaerobic glycolytic and anaerobic alactate capabilities with physical performance, physical fitness and physical development. It was found that among children with aerobic metabolism, children with high endurance and leptosomic type were often found. Children with anaerobic metabolism were often characterized by high speed, strength, speed and strength abilities and eurysomic type. Conclusion. The selected options of energy supply must be taken into account in physical education, health and sports training for 9–10 year-old children.

LINGUISTICALLY SENSITIVE TEACHING IN A MULTILINGUAL CONTEXT: PERCEPTIONS OF PRE-SERVICE TEACHERS OF THE BASQUE AUTONOMOUS COMMUNITY

Multilingual environments and migration have led to an increasing number of multilingual students, and consequently, to a need to take the varying linguistic repertoire of students into account in education. The aim of the present study is to explore Linguistically Sensitive Teaching (LST) as a possible linguistically inclusive approach and to examine how LST is perceived by pre-service primary teachers in the multilingual context of the Basque Autonomous Community (BAC), where the majority language, Spanish; the minority language, Basque; and the foreign language, English are included in the curriculum, all while some students might have other additional home languages that are not part of the curriculum. The methodological approach is a qualitative research study, in which data have been collected among a group of pre-service primary teachers from the BAC through written reflections, focus groups and observations. The results show the perceptions of the pre-service teachers on education policies in relation to linguistically sensitive teaching practices, good practices identified during their school placements, possibilities to promote Linguistically Sensitive Teaching in the classroom, the role of the minority language Basque in LST, and the threats, challenges and opportunities perceived in LST. It is concluded that despite some basic notions of LST, the lack of in-depth knowledge of pre-service teachers is visible, advocating for the need to include formation on LST in Initial Teacher Training. https://doi.org/10.2478/sm-2021-0003

Linguistically Sensitive Teaching in a Multilingual Context: Perceptions of Pre-Service Teachers of the Basque Autonomous Community

Summary Multilingual environments and migration have led to an increasing number of multilingual students, and consequently, to a need to take the varying linguistic repertoire of students into account in education. The aim of the present study is to explore Linguistically Sensitive Teaching (LST) as a possible linguistically inclusive approach and to examine how LST is perceived by pre-service primary teachers in the multilingual context of the Basque Autonomous Community (BAC), where the majority language, Spanish; the minority language, Basque; and the foreign language, English are included in the curriculum, all while some students might have other additional home languages that are not part of the curriculum. The methodological approach is a qualitative research study, in which data have been collected among a group of pre-service primary teachers from the BAC through written reflections, focus groups and observations. The results show the perceptions of the pre-service teachers on education policies in relation to linguistically sensitive teaching practices, good practices identified during their school placements, possibilities to promote Linguistically Sensitive Teaching in the classroom, the role of the minority language Basque in LST, and the threats, challenges and opportunities perceived in LST. It is concluded that despite some basic notions of LST, the lack of in-depth knowledge of pre-service teachers is visible, advocating for the need to include formation on LST in Initial Teacher Training.

THE EFFECT OF KNOWLEDGE OF ETHICS, RELIGIOSITY, ETHICAL SENSITIVITY, ETHICAL ORIENTATION TO ACCOUNTING STUDENTS PERCEPTION OF CREATIVE ACCOUNTING PRACTICES

Creative accounting is an ethical dilemma because it does not seem to violate the rules but causes users of financial statements to make wrong decisions. With the occurrence of various accounting scandals abroad and in Indonesia that has committed creative accounting actions, it is evident that there are still many accountants who violate the basic principles of professional accounting ethics and from creative accounting actions that have resulted in companies collapsing. This study aims to examine whether there is a relationship between ethical knowledge, religiosity, ethical sensitivity, and ethical orientation to accounting students' perceptions of creative accounting practices.&#x0D; The subjects of this study were students of higher education accounting study programs in West Java. The research method used in this research is quantitative with a questionnaire. The survey was conducted on 320 respondents of higher education accounting students in West Java. The analysis technique uses multiple linear regression analysis with SPSS software.&#x0D; The results of this study indicate that: ethical knowledge has a positive effect on accounting students' perceptions of creative accounting practices, religiosity does not affect accounting students' perceptions of creative accounting practices, ethical sensitivity has a positive effect on accounting students' perceptions of creative accounting practices, ethical orientation does not affect perceptions. accounting students regarding creative accounting practices. And simultaneously ethical knowledge, religiosity, ethical sensitivity, and ethical orientation affect the perceptions of accounting students regarding creative accounting practices as evidenced by the F value of 62.587&gt; F table 2,4003 and a significance value of 0,000 &lt;0.05.

Research on the influence of college students’ crowd decision-making on improving the content of public account tweets

Purpose As human beings step into the age of information network, big data technology is constantly improving the intelligence level of various agents such as individuals and enterprises. The crowd decision-making of the intellectual community plays an important role in the active participation of many individuals and schools in giving their wisdom, effectively solve the problems of negative internet communication, single publicity media and unprofessional promotion team in WeChat public account. Design/methodology/approach This paper aims to optimize the content and improve the effectiveness of network ideological and political education in universities. This study analyzes five highly popular WeChat public accounts at the Central University of Finance and Economics in 2019. It obtains the popularity index of tweets using the WeChat communication index algorithm and finds that the important factors that influence tweet popularity are release time and content value. Findings To improve the public account tweets, this study highlights the connection between the tweets’ value and students’ emotional needs, which enhances the value of tweet content in students’ life and provides more original and distinctive content. Originality/value This study found that the content and interest of college students are tweet time, tweet value and tweet content. Therefore, the public account of college ideological and political education should be improved from the following three aspects: realizing the connection between the value of tweet content and students’ emotional needs; enhancing the value of tweet content in students’ life and learning; and insisting on the original and distinctive original intention of tweet content.

Verktygsrelaterad flexibilitet som undervisningskompetens

In the current debate concerning the Swedish Schools of Music and Performing Arts (SMPAs) the concept of flexibility is frequently used. Here it mostly describes the necessity to take students’ requests and needs into account in teacher education and the institutions’ ability to adapt to changing demands for artistic activities among children and adolescents. In contrast to this view, this study examines flexibility as a central competency of the teaching profession and particularly in a curriculum-free environment such as the SMPAs. Resting on the assumption that teachers with a large toolkit have a certain advantage in practising flexibility, the study is based on interviews with three multi-instrumentalists, all of them experienced music teachers in SMPAs. The analysis suggests three forms of flexibility that are related to the teachers’ use of instrumental tools, each of them emerging in particular kinds of teaching activities: problem-solving flexibility in instrument-related counseling, method flexibility in ensemble leadership, and role flexibility in group music-making. The findings are discussed in relation to ideals of teacher specialization and versatility, and the notion of tool-based flexibility is distinguished from improvisation as a teaching skill.&#x0D;

Effects of Google Classroom on the Academic Performance of Business Education Students in Cost Accounting in Federal Colleges of Education

The study was carried out to investigate the effects of Google classroom on the academic performance of business education students in cost accounting in Federal Colleges of Education in North-West Nigeria. Quasi experimental design was adopted for the study. In order to achieve this, three specific objectives and three research questions were raised. Three null hypotheses were tested for the study. The population of the study was 241 students and the sample was 91. Cost Accounting performance Test (CAPT) was used as the instrument for data collection. The instrument consisted of two sections. Section A was the pre-test and section B was the post-test. The data collection procedure lasted for five weeks. The research questions one to three were answered using mean and standard deviation. Null hypotheses one to three were tested using Analysis of Covariance (ANCOVA). All the hypotheses were tested at 0.05 level of significance. Null hypotheses one were rejected, while hypotheses two and three were retained. The study found that Google classroom had positive effects on the academic performance of Business Education students in Cost accounting. However, there was no significant gender effect on the academic performance of male and female students who were taught cost accounting using Google classroom. There was a significant difference in the academic performance of business education students taught Cost Accounting using Google classroom and lecture method. Based on the findings, it was concluded that Google classroom affected the academic performance of business education students in cost accounting. It was recommended among others that Google classroom should be used to teach cost accounting to Business Education students in Colleges of Education. Keywords: Classroom, Social Media, Academic Performance, Business Education and Cost Accounting DOI: 10.7176/JEP/12-9-03 Publication date: March 31 st 2021

An Evaluation of Medication Adherence to Antidiabetic Drugs: A Prospective Study

Adherence to prescribed medication is an imperative issue which can be directly linked with the management of diabetes mellitus. WHO identifies poor adherence is the most significant cause of uncontrolled blood sugar level. A prospective observational study was conducted in in-patients admitted to general medicine department diagnosed with diabetes mellitus from September 2019 to February 2020. Data was collected from case sheets of patients for age, gender, and socio- economic data. Informed consent was obtained from patients or bystanders before study. Direct interview was conducted with patients using standardized questionnaire known as MMAS-8. Patient’s adherence to medications was assessed using scores obtained from the adherence scale. Among 100 in-patients 62 (62%) patients were male and 38 (38%) patients were female. Most of the patients had low adherence among both genders. Patients under age group of 41-60 years were more (58%) in which 46% had low adherence. It was observed that, married patients were more with low adherence (58%) followed by unmarried. When taking account of education of the patient, graduates and above were only 22 patients (22%) but most of them (16% ) had moderate/high adherence. Education of the patients had a significant positive correlation (i.e., p value = 0.0000002) between low adherence and high adherence of patients. This study showed that the adherence to anti-diabetic medications in diabetic patients were very less. It needs to be continuously evaluated in order to reduce complications and improve quality of life of patients.&#x0D; Keywords: Medication adherence, MMAS-8, Uncontrolled diabetes

Ethics and competition in Bourdieusian studies of education

ABSTRACT This conceptual article critiques a popular account of education grounded in Bourdieu’s social theories. Specifically, the article shows how Bourdieu overplays competition and underplays ethics, or people’s diverse ways of imagining, debating, and living out the good. On a Bourdieusian view of education, it is difficult to see how educators and students sometimes seek not just to advance in social fields, but to discern and pursue the good. To address this problem in Bourdieusian theory, the article draws upon ideas developed recently in the anthropology of ethics. The article presents a way of accounting for ethical dynamics in education and illustrates the usefulness of this approach by using it to generate a more comprehensive analysis of the author’s Bourdieusian study of high schools’ career portfolio programmes.

Enriching educational accountabilities through collaborative public conversations: Conceptual and methodological insights from the Learning Commission approach

This article describes the use of a Learning Commission to experiment with conceptualising and implementing richer modes of educational accountability. A Learning Commission is a form for collaborative thinking that brings different kinds of knowledge and expertise to bear in relation to a common matter of concern: the role of schools in relation to the communities they serve. As part of a broader research project, we used a Learning Commission to co-produce knowledge about community expectations of schools in a regional area of Queensland, Australia. We analysed data generated through this process using a narrative approach and synthesised the findings in a conceptualisation of rich accountabilities that offers an alternative to top-down, test-based modes of accountability. Rich accountabilities raise anew the questions of who should be accountable, what counts and whose practices should be changed by accountability systems. The article thus describes (a) an alternative model of accountability in education and (b) an alternative theorisation of accountability informed by the implementation of this model as a method for co-producing research about schools and communities. The article provides significant conceptual and methodological resources for further experiments in enriching educational accountability.

From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo

This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided the macro narrative and legitimation for the 2011 competence-based curriculum reform in Kosovo.

Research on the Application of Cost Accounting in Higher Education Based on Activity-based Costing——Take a Chinese Medicine University as an example

Under the strategic layout of building world-class universities and first-class disciplines, the improvement of the quality requirements of graduates makes the input standard of higher education, namely the increase of education cost, attract wide attention. In this paper, taking the training cost of a Chinese medicine university as the implementation object, activity-based costing method is applied to the education cost accounting of the secondary college of this university, and the results are compared with the traditional cost accounting method, so as to analyze the adaptability and application value of activity-based costing method applied to the education cost of colleges and universities.

Considerations On Human Immunodeficiency Virus (Hiv) Disease Mortality In Brazil Between 1998 And 2017

Objective: Analyze mortality rates of the HIV disease in Brazil in a period of 20 years to determinate the behavior of the rates and the pattern of the victims. Methods: Data were collected from the Mortality Information System (SIM) by the Informatics Department of the Unified Health System (DATASUS) regarding deaths from HIV disease. All records and year of death, race, sex, age group, marital status and educational level of the person were considered. Results: In the 20 years studied, 232,274 deaths caused by the disease were recorded, an average of 11,613.7 (±1092.7) per year. White people represent 46.4%, followed by brown, 32.8%. Men are majority throughout the period, with 67.1% of records. People between 30 and 49 years old have the highest rates, 62.1% of deaths. Single people were majority, 61.1% of the total. As for education, people with up to 7 years of education correspond to 44% of deaths, while people with 12 years and more of education account for only 5.6%. Conclusions: White men, between 30 and 49 years old, single and with up to 7 years of schooling are, according to statistics, the most predisposed to die from the HIV disease. Especially from the data on education, it can be inferred that a higher level of education reduces the risks of death from the disease. Knowing this and the information about single people being more affected, the importance of sex education to early school years is recommended, as well as guidance in primary care.

Challenges for Education during the Pandemic: An Overview of Literature

This article overviews studies exploring the COVID‑19 pandemic’s impact on education systems and their responses to lockdown restrictions, comparing available findings with international statistics based on continuous education system monitoring. Global organizations acknowledge disruption of classical educational processes and emergency transition to distance learning during the pandemic. Scientific literature examines accessibility of online education, alternative forms of distance learning, and the pandemic-induced financial constraints on universities inhibiting new construction, social support for students, scholarship application, professional development of faculty members, and research growth. The pandemic illuminated the issue of inequality in education, which worsened as a result of emergency transition to online studies. In particular, researchers focus on the most vulnerable groups of students, such as children from low-income families, children from migrant backgrounds, and students with disabilities.Projects aimed at studying the digitalization of education account for the biggest chunk of research inspired by the new pandemic reality. A number of studies discuss not just a formal transition to distance learning but a major technological turn that allows using the unique opportunities provided by digital technologies, which is especially important when teaching medical students.Theoretical inquiry is a distinctive feature of scientific discourse, as compared to the discourse of international expert and analytical reports on the problems of education in the context of the COVID‑19 pandemic. Research on changes to the learning process makes it possible to reconstruct the direct and indirect, as well as latent, threats of the pandemic.

Aboriginal English and Responsive Pedagogy in Australian Education

Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia.&#x0D; The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy.&#x0D; It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled.&#x0D; 1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).

COVİD-19 SALGIN DÖNEMİNDE MUHASEBE VE FİNANS GRUBU DERSLERİ VEREN AKADEMİSYENLERİN UZAKTAN EĞİTİMDE YAŞADIĞI SORUNLARIN İNCELENMESİ: BEU ÖRNEĞİ

Bu çalışmada, pandemi döneminde muhasebe ve finans grubu dersleri veren akademisyenlerin uzaktan eğitimde yaşadıkları sorunların incelenmesi hedeflenmektedir. Bu amaç çerçevesinde Bitlis Eren Üniversitesinde muhasebe ve finans alanlarında ders veren öğretim üyelerinin/ öğretim elamanlarının bu konuda yaşadıkları sorunları tespit etmek amacıyla, 11 akademisyenle görüşme formu tekniği kullanılarak yarı yapılandırılmış görüşme gerçekleştirilmiştir. Elde edilen sonuçlar ise betimsel olarak analiz edilmiştir. Çalışmadan elde edilen verilere göre; uzaktan eğitim yüz yüze eğitimin gölgesinde kalmış; yüz yüze eğitimin akademisyenler tarafından verimli ve etkin bir eğitim yöntemi olduğu sonucu elde edilmiştir.

Cognition, Depression, and Genetics: Examining Sex Differences Using Polygenic and Genetic Inference Techniques

Alzheimer’s disease and its related dementias (ADRD) are debilitating neurodegenerative diseases. As nearly two-thirds of persons diagnosed with Alzheimer’s disease are women, more research is needed to understand sex differences in the biological mechanisms that underlie ADRD. Depression is a risk factor for Alzheimer’s disease and higher rates of depression among women, compared to men, suggest that depression-related phenotypes and underlying biological factors may contribute to sex differences in ADRD. Using the Health and Retirement Study (N = 9908, European ancestry), a US panel-cohort study, the current analysis leverages Mendelian randomization techniques to assess sex-specific inferred causality of depressive symptoms on odds of dementia. All analyses assess most recent cognition and account for sex, education, study cohort, age and year of most recent cognition visit, and genetic ancestry principal components. A one standard deviation increase in depressive polygenic score was associated with 1.11 times higher odds of dementia (95% confidence interval: 1.02-1.21) relative to normal cognition. Each additional endorsed depressive symptom was associated with 1.13 times higher odds of dementia (95% confidence interval: 1.09-1.18) relative to normal cognition. Using the depression genetic instrument, a significant inferred causal relationship was observed between depressive symptoms and dementia (P=0.01, 1.73 odds ratio, 95% confidence interval: 1.12-2.67). When stratified by sex, this relationship was only significant in females (P=0.02, 1.76 odds ratio, 95% confidence interval: 1.08-2.87). These findings demonstrate that depressive symptoms are likely causally related to dementia, and this relationship is most pronounced in females.

РОЛЬ І МІСЦЕ ІСТОРИЧНОЇ СВІДОМОСТІ У ПРОЦЕСІ ВІЙСЬКОВО-ПАТРІОТИЧНОГО ВИХОВАННЯ ВІЙСЬКОВОСЛУЖБОВЦІВ ЗБРОЙНИХ СИЛ УКРАЇНИ

The urgency of educating patriotism in the servicemen of the Armed Forces of Ukraine requires understanding and awareness of what is historical consciousness and how to take it into account in the patriotic education of military personnel. The historical consciousness of servicemen is formed under the influence of various factors, the most effective of which are: military science, historical and military-historical science, military education, military culture, as well as military-patriotic education. The concept of “historical consciousness of servicemen” (military-historical consciousness) means a set of ideas and views with which a serviceman is aware of the military-historical past, forms his attitude to it, as well as his ideological motivation for military activity. The following can be considered main component of the military-historical consciousness of servicemen of the Armed Forces of Ukraine – military-historical knowledge.Patriotic education of the Ukrainian servicemen should be based on an objective study of the historical past of the Motherland. Military-historical knowledge makes it possible to perceive the past, to form its connection with the present and the future, to establish causal relations, to predict probable scenarios of development of events, based on previous experience. In particular, the curricula of historical disciplines of higher military educational institutions included topics of lectures and seminars on the preconditions and course of the armed conflict in eastern Ukraine. Such topics can serve as a basis for military patriotic education of future officers of the Armed Forces of Ukraine. Also, patriotic education should be carried out within the framework of systematic, carefully thought-out military-historical work in the Armed Forces of Ukraine.