Account Of Education Research Articles

Dialektyka oporu. Edukacja jako proces odkrywania znaczeń

Dominujący w nowoczesności podział praktyk edukacyjnych na dwa niezależne elementy: czynnik poznawczy i emocjonalny, doprowadził do nieadekwatnego pojmowania podmiotu i celu działań edukacyjnych. Stosowanie aparatu pojęciowego związanego z wymianą usług oraz kształtowaniem kompetencji kluczowych, spowodowało zredukowanie działań edukacyjnych do czynników ekonomicznych. Celem artykułu jest ukazanie znaczenia pojęcia oporu jako ogniwa łączącego element kognitywny i emocjonalny w nauczaniu. W tekście przyjęte jest założenie, iż osiągnięcie autonomii moralnej przez wychowanków uznaje się za cel działań edukacyjnych. Pierwsza część tekstu stanowi analizę pojęć samowiedzy, podmiotowości i oporu obecnych w Fenomenologii ducha Georga Wilhelma Friedricha Hegla. W drugiej części rozważań pojęcia te odniesione zostają do problematyki współczesnej edukacji moralnej. Przedstawiona zostaje językowa koncepcja edukacji autorstwa Paula Standisha, podkreślająca rolę czynnika emocjonalnego w kształtowaniu autonomii moralnej wychowanków. Pojęcie oporu edukacyjnego okazuje się być koniecznym ogniwem łączącym dwie istotne perspektywy: samoświadomość wychowanka i dyskursowy świat, składający się ze społecznie uwarunkowanych aktów mowy.

O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań

Smoter Katarzyna, O potrzebie wspierania rozwoju kompetencji międzykulturowych i medialnych w kształceniu nauczycieli – w poszukiwaniu rozwiązań [On the need to support the development of intercultural and media competences in the education of teachers – in search of solutions]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 99–109, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.8.
 Today, a characteristic feature of life is contact (direct or via media) with “otherness” and the “Other” – ethnically, religiously, nationally. The issue of the links between multiculturalism and the media is essential for education, but it does not seem to be sufficiently taken into account in the formal education of teachers. Therefore, the article addressed the issue of shaping media competences and intercultural competences of teachers, indicating the need to include both these issues in an integral manner. It has become important to consider the dimensions of these competences – cognitive, pragmatic and emotional – as well as to show the issues that should be present in the education of teaching staff. This type of approach seems to meet the requirements relating to the dynamically forming “knowledge-based society and “multicultural society”.

EDUCATION OF ACCOUNTING PROFESSIONS AND STUDENT PERSEPTOIN TO INTEREST CAREER PUBLIC ACCOUNTING

The purpose of this study is to find out: 1) To determine whether there is an influence of Accounting Profession Education to the career interests of public accountants students accounting skills program STIE AUB Surakarta. 2) To know whether there is influence of Student Perseption to career interest of public accountant student of accountancy program of STIE AUB Surakarta. This research is a descriptive quantitative research. The population of this research is the final year accounting student STIE AUB Surakarta. The sample of this research is 200 students taken by proportional sampling. Data collection techniques used were questionnaires and documentation. Data analysis technique is done by multiple linear regression. The results of this study are as follows: (1) Accounting Profession Education has a significant influence on the public accountant's interest in the amount of 0.000, 2) Student Perseption has a significant influence on entrepreneurship intentions towards entrepreneurial intentions of 0.003. Based on the calculation of the coefficient of determination can be said that 20.7% interest in careers public accountant STIE AUB Surakarta students can be influenced by the variables education accounting profession, student Perseption. Furthermore, the rest is 79.3% influenced by other factors, namely socio demographic factors, attitude factors, and contextual factors. Keywords: Accounting Profession Education Student Perception and Interest in Public Accountant Career

John Dewey, subject purposes and schools of tomorrow: A centennial reappraisal of the educational contribution of physical education

This historically-themed critical paper reappraises selective progressive education writings by John Dewey in relation to two questions: firstly, how was physical education organised and taught in the Gary Schools, a programme Dewey widely praised in Schools of Tomorrow and secondly, how might the educational aspirations of Dewey benefit current subject purposes in physical education. This exercise highlights points of disconnection between the ideas of Dewey and areas of practice in the Gary Schools and the modest engagement Dewey’s theorizing has had in informing the educational contribution of physical education over the last century. Both points are problematic in pursuing progressive education agendas and the latter point highlights the continuing need for a more convincing educational account of physical education to be advanced. The paper concludes by arguing for a Deweyan and Merleau-Pontian informed account of physical education which is primed by embodied learning and social and moral development.

How institutions and gender differences in education shape entrepreneurial activity: a cross-national perspective

Previous studies offer evidence that human capital obtained through education is a crucial explanation for cross-national differences in entrepreneurial activity. Recently, scholar attention has focused on the importance of education in subjects such as science, technology, engineering, and math (STEM) for the promotion of entrepreneurial activity. To our knowledge, empirical evidence for this link is scarce, despite the emphasis made in the literature and by policy makers on the choice of study at the tertiary level. Given that differences in STEM education are particularly large between men and women, we utilize data from the Global Entrepreneurship Monitor for 19 European countries and the USA. We study the role of these differences in STEM education at the national level for three stages of the entrepreneurial process: entrepreneurial awareness, the choice of sector for entrepreneurial activity, and entrepreneurial growth aspirations. We also test whether the effects of gender differences in education is moderated by the nature of the institutional environment in which entrepreneurs operate. Our findings show that individual-level explanations including education account for the gender differences during all three stages of early-stage entrepreneurial activity. Moreover, countries with greater gender equality in science education are characterized by higher entrepreneurial activity in knowledge-intensive sectors and high-growth aspirations. Thus, next to individual-level education, closing the gender gap in science at the national level can benefit a country as a whole by stimulating innovative entrepreneurial activity.

Personality and adjustment in South African higher education accounting studies

This study seeks to investigate the contribution of individual personality differences to diverse aspects of accounting student adjustment to university in the context of a South African university. In a context in which many have but one opportunity to access higher education, knowledge of specific personality-related vulnerabilities to adjustment is considered. Multiple linear regression analysis was applied to 939 questionnaire responses of first-year accountancy students. Findings indicate that conscientiousness may offer an adjustment advantage across almost all adjustment dimensions, and neuroticism might represent a specific vulnerability. Findings may have implications for university contexts globally which share similarities with the South African university context of increasing diversity.

Influence of International Financial Reporting Standards Application on Education Accounting in Indonesia

Influence of International Financial Reporting Standards Application on Education Accounting in Indonesia

Assessment and Cognitive Demand in Higher Education Account i ng Textbooks

Assessment and Cognitive Demand in Higher Education Account i ng Textbooks

AKUNTABILITAS KINERJA AKUNTAN PENDIDIK BERDASARKAN KOMPETENSI AKUNTAN DAN ETIKA PROFESIONAL ( Studi Empiris Pada Perguruan Tinggi Swasta di Bogor )

This research has purpose to know influence of competence accountant educator, professional ethics accountant performance of educator accountant at private university in Bogor. Population that is accountant educator. Samples amounted to 75 respondents from 9 private universities Bogor. Sampling method this research using non probability sampling. The analytical method used this research validity test, reliability test, classical assumption test, multiple regression analysis, coefficient of determination (R2), F test and T test. Based the results the research, it is known that the competence of educators accountant simultaneously and partially influence the accountability of the accountant's performance of educators, professional ethics simultaneously influence but not partially influence the accountant's performance accountant accountability. Contribution amount influence of competence of educator accountant, professional ethics can use to explain accountant performance of 46.7 percent.Keywords: Competence, professional ethics, performance accountability

Ritual Education and Moral Development: A Comparison of Xunzi and Vygotsky

Xunzi’s 荀子 advocacy for moral education is well-documented; precisely how his program bolsters moral development, and why a program touting study of ritual could be effective, remain subjects of debate. I argue that these matters can be clarified by appealing to the theory of learning and development offered by Lev Vygotsky. Vygotsky posited that development depends primarily on social interactions mediated by sociocultural tools that modify learners’ cognitive architecture, enabling increasingly sophisticated thought. Vygotsky’s theory is remarkably similar to Xunzi’s account of how studying and practicing ritual restructures learners’ moral psychology. Specifically, both Vygotsky and Xunzi offer nonnativist accounts of psychosocial development that emphasize the centrality of sociocultural tools for learning. This comparison yields a more nuanced and empirically supported interpretation of Xunzi’s account of moral education, as well as an account that has applications in contemporary work in moral education and development.

EVALUASI PROGRAM ONTIME GRADUATION JURUSAN PENDIDIKAN EKONOMI UNIVERSITAS NEGERI SEMARANG

This study aims to evaluate the implementation of the on-time graduation program in the Economic Department of Economics Education Faculty, State University of Semarang. On time graduation is one of the educational programs aimed at increasing the graduation rate on time. This research is an evaluation research using countenance stake evaluation model. The respondentof this research is the students of S1 Economic Department of Economic Education Cooperative Study Program, Education Accounting Study Program and Education Office Study Program of force as many as 205 people. Data collection techniques used is questionnaires, interviews and documentation. To analyze the data is using quantitative description analysis techniques. The result of the research shows that the study period of the students of Economic Department of Economics Education Faculty is still not in accordance with the standard of BAN-PT which is 5 (five) years. This is due to various things one of which is the length of completion of the thesis. The duration of the completion of the thesis is caused by having to repeat the course, the duration of guidance, the students' understanding of the research methodology or the obstacles in the internal or external motivation of the students. The actuality of the program on time graduation achievement has not fully contributed to the timely graduation and completion of the students’ thesis.

Mid-term outcomes and complications of total knee arthroplasty in haemophilic arthropathy: A review of consecutive 131 knees between 2006 and 2015 in a single institute.

Although total knee arthroplasty (TKA) in haemophilic arthropathy can reduce severe joint pain and improve functional disability, it is technically demanding. To evaluate mid-term outcomes and complications of TKA in haemophilic arthropathy. This study retrospectively reviewed 131 consecutive primary TKAs in a single institute. The mean age was 41.0years old, and the mean follow-up period was 6.8years. Clinical and radiographic results were evaluated. Complications were categorized according to the classification system of the Knee Society for TKA complications. The average Western Ontario and McMaster Universities Arthritis Index (WOMAC) score improved from 66.0 to 24.2. The average flexion contracture significantly decreased from 17.3° to 4.7°, but the average pre- and postoperative maximum flexion did not differ (80.9° vs 85.6°, respectively). The average mechanical axis was varus 5.2° preoperatively and valgus 0.3° postoperatively. The coronal positions of the femoral and tibial components and the sagittal positions of these components were within ±3° in 83.2%, 89.3%, 63.4% and 73.3% of cases, respectively. Complications occurred in 17 knees (13.0%): hemarthrosis (n=7), medial collateral ligament injury (n=1), stiffness (n=2), deep periprosthetic joint infection (PJI) (n=3) and periprosthetic fracture (n=4). The mid-term results of TKA in haemophilic arthropathy were satisfactory in pain relief, improved function and decreased flexion contracture. Bleeding and PJI continue to be major concerns for TKA in haemophilic arthropathy, and risk of periprosthetic fracture must be taken into account for patient education and appropriate prevention.

HUBUNGAN TINGKAT PENDIDIKAN DAN TINGKAT PENGETAHUAN DENGAN UPAYA PENCEGAHAN DEMAM BERDARAH DENGUE PADA MASYARAKAT DUKUH KARANGANYAR BUGEL POLOKARTO KARANGANYAR

Background : based on survey reported by Public Health Center at Polokarto on 2015,the incidence of DHF was increased accounted for 21.43% including people inKaranganyar. Early interview conducted on June 2015 revealed that there were 4 peoplewho suffered from DHF. The observation showed that the sanitation of the environmentwas much dirty. There were a lot of cans which used as mosquito nests. Some people inthat region reported that they have not yet to do prevention against DHF effectively.The purpose of this study was to analyze the correlation between the education level andlevel of knowledge about DHF of people towards the efforts of DHF preventions.Methods : this research used analytic with correlation design. The total populationinvolved in this research were 150 people of Karanganyar region. Sampling technik usedwas total sampling. Data was collected by using questionnaire and observing thebehaviour of the people to collect data of prevention efforts. The data was analyzed usinglogistic regression aided by SPSS serial 16.Results of this study : 1) The majority people of Karanganyar had high level of knowledgeaccount for 96%. 2)The majority people had high level of education account for 65,33%.3) The majority people in Karanganyar had performed less effective of the efforts of DHFpreventions (76%). 4) Level of knowledge (OR=1,611) has stronger correlation than levelof education (OR=0,034) towards the efforts of DHF prevention.Conclusion : that education level dan knowledge level have significant correlation towardthe efforts of DHF prevention.Keywords: level of knowledge, level of education, the efforts of DHF preventions

Re-envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education

Re-envisioning Human Rights in the Light of Arendt and Rancière: Towards an Agonistic Account of Human Rights Education

Now That We're “Well Rounded,” Let's Commit to Quality Physical Education Assessment

With the authorization of the Every Student Succeeds Act (ESSA) in December 2015, the role of physical education in public schools has the potential to change significantly. It is imperative that physical education be supported by assessment-driven evidence in order to reach and speak to legislators, national boards, school administrators, educators and the students themselves. However, with only 32.7 percent of states requiring student assessments that directly relate to state physical education standards, there is currently little accountability for physical educators, programs and students to meet the requirements of comprehensive, skills-based physical education. To increase the perceived value of physical education and justify its importance as a part of students' well-rounded education, physical educators need to examine the means by which they define, measure and report student achievement in the physical education setting, and commit to developing and implementing quality assessment.

Evolution of accounting education in Italy, 1890–1935

This article focuses on the development of the study of accounting in the Italian education system between the nineteenth and twentieth centuries. It also focuses on the subsequent formation of a scientific and experimental forma mentis that would prepare students for administrative and managerial activities in industry, commerce and public administration. Starting from the second half of the nineteenth century – when the presence of accounting in education was limited to secondary school and implemented with sporadic educational initiatives by private bodies – and covering approximately the 50 years after the unification of Italy, this study analyses, through the lens of Foucault’s power–knowledge relationship, the institutional and structural measures adopted by the State to develop the study of accounting in Italy, in the period 1890–1935.

THE CONCEPT OF IMPRESSION MANAGEMENT OF A TEACHER AS SEEN BY STUDENTS

This article presents a topical issue of impression management of the teacher in professional activity. This paper presents the results of the diagnostic study, which was undertaken among Pedagogical University students. The aim of the study was to identify the representation of students about the teacher's selfpresentation. The study describes the findings. There were revealed students’ representations about the teachers’ self-presentation of the older and younger generation, as well as problems of self-presentation experienced by students, characteristics related to composing of culture of the teacher’s self-presentation. Among the characteristics relating to the teacher’s impression management, students single out external (verbal intelligence, behavioral pattern, feeding themselves and form, etc.) and internal ones (politeness, openness, self-awareness, etc.). The conclusions of the authors points at the importance of consideration of representations of students about teacher’s self-presentation in their training, which can be taken into account in higher education. Ignorance of these representations of students in the educational process makes it difficult to establish contact and to solve pedagogical matters for high school teacher, etc.

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

The purpose of research is to determine the usability of mobile learning in undergraduate teacher education. In the first part of the study, researches on mobile learning opportunities in undergraduate teacher education and teacher education are examined. In the second part of the study, infrastructure and readiness for mobile learning of prospective teachers are examined in terms of some variables. The research is designed in survey model. The sample of the research is composed of 454 prospective teachers who study in the 1st and 4th grade of Firat University Faculty of Education. Participant demographic form and the readiness scale for mobile learning developed by Lin, Lin, Yeh and Wang (2016) adapted to Turkish by Gökçeaslan, Solmaz and Kukul (2016) is used as data collection tool. Statistical techniques such as mean, frequency, percentage, t test, one way anova are used in the analysis of the data. The research findings revealed by examining the relevant researches show that mobile learning offers important opportunities for undergraduate teacher education. Prospective teachers have mobile tools necessary for mobile learning and have opportunities access to internet. It is determined that prospective teachers frequently use mobile tools and use mobile tools partially for educational purposes. It is determined that the level of prospective teachers' readiness for mobile learning has partially high (= 3.60) and the level of prospective teachers' readiness for mobile learning is not differ according to gender, educational level and department variables. But prospective teachers' readiness for mobile learning differs according to the daily average internet usage time. The results of the research show that mobile learning is an approach that should be taken into account for undergraduate teacher education.

Labor Market Returns for Graduates of Hispanic-Serving Institutions

Latinos have become the largest minority group in American postsecondary education, a majority of whom attend two- or four-year Hispanic-Serving Institutions (HSIs). However, little is known about labor market outcomes as result of attending these institutions. Using a unique student-level administrative database in Texas, and accounting for college selectivity, we examine whether attending an HSI influences labor market outcomes ten years after high school graduation for Latino students in Texas. We find no difference in the earnings of Hispanic graduates from HSIs and non-HSIs. This analysis represents one of the first to examine the labor market outcomes for Latino students in this sector of education accounting for critical factors that include a student’s high school and community context.

W.E.B. Du Bois and Caste Education

This essay provides the first account and examination of caste education in the work of W.E.B. Du Bois. In so doing, I argue that caste education plays a central role in realizing the political and social goals of racial capitalist society for Du Bois. Using Du Bois’s caste analytic, I take up and articulate three biopolitical governing strategies of the racial capitalist state/industrial schooling regime. The final section ties Du Bois’s caste analytic to recent work in Afro-pessimist thought to look at the charter/choice debate. I argue here that Du Bois’s caste analysis, when paired with Afro-pessimist thought, shows how even critical scholarship on charter/choice policies fall short in their reliance on a model democracy and humanism based on antiblackness.