Active Role In Education Research Articles

A Study on the Use of New Media in Museums to Forge the Consciousness of Chinese National Community: A Case Study of Museums in Guangxi Zhuang Autonomous Region

In the era of "Internet +," the vigorous development of digital media technology has provided a new way and a new method for forging a sense of community in the Chinese nation. As an important cultural position, museums should conform to the trend of The Times, give full play to the advantages of new media communication, and play an active role in education and publicity. This paper takes the Museum of Guangxi Zhuang Autonomous Region (hereinafter referred to as Guangxi Museum) as an example, sorts out the application of short videos in Guangxi Museum, and puts forward the path for Guangxi Museum to use short videos to spread awareness of the community of the Chinese nation. The first is to refine the short video theme in-depth exploration of different cultural themes. Second, we should optimize the short video content, pay attention to the innovation of form and content, and give play to the advantages of interactivity and fun. Third, it is necessary to enrich the presentation of short videos and use the platforms of major institutions to allow the public to experience the charm of culture without leaving home. Fourth, it is necessary to expand the transmission channels of short videos and use the combination of online and offline methods to display cultural content in a three-dimensional manner. Guangxi Museum integrates the consciousness of building the Chinese national community into the whole process of organizing the exhibition, and it empowers Guangxi Museum through short videos to strive for a better communication effect.

Orem's Theory with Educational Telephone Follow-ups: A Randomized Controlled Trial.

The authors of this study examined the effect of Orem's Self-Care Deficit Theory (OSCDT) based education and telephone follow-ups on the self-care agency, anxiety, loneliness, and well-being of patients with colorectal cancer chemotherapy. In this study, data of 47 patients with colorectal cancer (randomly assigned into the intervention or control group) were collected between April 2016 and March 2017 from a university hospital's daytime chemotherapy unit in Turkey. Before chemotherapy, the intervention group was given individualized education based on the OSCDT and an educational booklet. After chemotherapy treatments, these patients received a telephone follow-up call. The control group received only routine nursing care. The self-care agency and general well-being, and its sub-dimensions, of the intervention group increased, and its state-trait anxiety and loneliness levels decreased, when compared with the control group. Nurses must play a more active role in education and follow-ups, and telephone follow-ups should be included in nursing care in chemotherapy units.

Pandangan dan Peran Organisasi Aisyiyah terhadap Pendidikan di Indonesia Tahun 1914-1923

This research is motivated by the establishment of the Muhammadiyah women's organization, Aisyiyah, which is active in education. Aisyiyah was developed to increase the dignity of women to instill a sense of religion so that women can play an active role in education through Islamic da'wah. The method used in this research is the historical method, which consists of four stages: Heuristics, Criticism, Verification, and Historiography. Data collection is done using a literature study. The research results show that the Aisyiyah organization was founded on May 19, 1917, AD. This organization started from the Sopo Tresno recitation association, which K.H Ahmad Dahlan and Siti Walidah founded. Educational views from K.H Ahmad Dahlan and Siti Walidah, who feel that women are significant to get an education. Frobelschool became the first educational institution in Indonesia founded by indigenous people. Through the ABA Kindergarten, which the Aisyiyah Organization pioneered, the Indonesian people have successfully prepared the next generation for an even better future.

Culture of silence: A case study of barriers to two-way communication

Feedback is substantial in communication process. Consequently, due to absence of two-way communication in classroom, teaching and learning are not productive and prolific in most of Indian institutions. Secondly, talk or interaction is a significant medium of students’ assessment and by listening to what they have to say teachers support their learning. Several studies conclude that classroom discussions are often dominated by a small number of students while others remain silent and quiet. The study was precisely conducted to find out the factors or barriers contributing to students’ reluctance to communicate in the classrooms. The case study method was employed and total 35-student was interviewed. The study concludes that dialogue or communication between teachers and students is a vital part of the education process and those students who do not speak in the classrooms are disadvantaged. The study found that psychological, emotional, practical, social attitude and previous school education barriers was the salient that responsible to students communication behavior in the classrooms. These barriers must be removed to ensure the participation of quiet students to make active role in education.

Including young children in their food allergy care: A pilot study.

Food allergy education is often directed toward adult caregivers. However, once children go to school, they must participate in their food allergy care to remain safe. The purpose of this study was to assess food allergy knowledge and test an educational intervention targeted toward the child. We hypothesized that child-based teaching will be equal in safety and knowledge outcomes compared with standard parental education. Twenty-nine children between the ages of 5-11 years and their caregivers were enrolled. Child subjects completed a food allergy knowledge questionnaire. Each caregiver/child dyad was randomized to receive parent-targeted education (control) or child-targeted education (treatment) and was given an educational booklet. Six weeks later, the child completed the same knowledge questionnaire. At the end of the semester, the caregivers were asked to report allergic reactions that occurred at school. There were no differences between the groups on age or type of school attended. All the subjects demonstrated a statistically significant increase in allergy knowledge from time 1 (completion of survey 1) to time 2 (completion of survey 2) (t = -6.301; p < 0.001) There was no difference in knowledge between the groups at time 2 (t = -1.782; p = 0.089) and no difference between the groups on allergic reactions during the study period (χ2 = 2.33; p = 0.13). This pilot study, with a small sample size, demonstrated that child-based education was comparable with education targeted toward caregivers, with no difference in allergic events. Children can take an active role in education and management of their food allergies at school.

Mothers’ motivational beliefs and children's learning purpose for doing homework: The mediate effects of autonomy support and control

The study analyzed the mediational model of relationship between mothers’ motivational beliefs, type of involvement (autonomy support and control) in homework, and the children's learning-oriented purposes for doing homework. The sample included 235 boys (M age=11.09, SD=0.56 years old), 273 girls (M age=11.12, SD=0.62 years old) and their mothers (M age=37.85, SD=6.94 years old) from Mexican elementary schools. Two structural models were calculated. The first model indicated that mothers’ mastery-oriented goals and self-efficacy had a positive relationship with the support of children's autonomy and a negative one with mothers’ control on children's homework. On the other hand, the mothers’ active role in education resulted negatively related to mothers’ control. Whereas mothers’ performance-oriented goals resulted negatively related to the support of children's autonomy, they were positively related to control. Overall, mothers’ mastery-oriented goals, and self-efficacy had a positive direct and indirect association with children's learning-oriented purpose in homework whereas performance-oriented goals resulted negatively. The alternative model indicated that children's learning-oriented purpose for doing homework promoted mothers’ mastery-oriented goals, self-efficacy, and an active role in education in mothers; in turn, it hinders their performance-oriented goals. In addition, it had positive direct and indirect associate to autonomy support, but not affected control. Overall findings suggest a reciprocal relationship between mothers’ characteristics and children's motivation for homework.

Creencias motivacionales de las madres y el propósito de los estudiantes de aprender en los deberes escolares. Su relación con el apoyo a la autonomía y el control

The study analyzed the mediational model of relationship between mothers’ motivational beliefs, type of involvement (autonomy support and control) in homework, and the children's learning-oriented purposes for doing homework. The sample included 235 boys (M age=11.09, SD=0.56 years old), 273 girls (M age=11.12, SD=0.62 years old) and their mothers (M age=37.85, SD=6.94 years old) from Mexican elementary schools. Two structural models were calculated. The first model indicated that mothers’ mastery-oriented goals and self-efficacy had a positive relationship with the support of children's autonomy and a negative one with mothers’ control on children's homework. On the other hand, the mothers’ active role in education resulted negatively related to mothers’ control. Whereas mothers’ performance-oriented goals resulted negatively related to the support of children's autonomy, they were positively related to control. Overall, mothers’ mastery-oriented goals, and self-efficacy had a positive direct and indirect association with children's learning-oriented purpose in homework whereas performance-oriented goals resulted negatively. The alternative model indicated that children's learning-oriented purpose for doing homework promoted mothers’ mastery-oriented goals, self-efficacy, and an active role in education in mothers; in turn, it hinders their performance-oriented goals. In addition, it had positive direct and indirect associate to autonomy support, but not affected control. Overall findings suggest a reciprocal relationship between mothers’ characteristics and children's motivation for homework.

Perbandingan Pendidikan di Irak dan Oman

The educational policy applied in a country has significant implications in education. The national educational goals of a country can be easily achieved if the state plays an active role in education. The active role is not only in the determination of curriculum and model of education, but also on the level of education budget and the direction of education policy in that country. This article discusses the comparison of education in two countries with the majority Muslim population, namely Iraq and Oman. This article is an online data-based study. The results of the study in this study concluded that the role of government is very urgent in determining the success of national education. Another conclusion of the comparison of education in the two countries is that education in both countries is not capitalist, and Education is not used as a business field to reap profits for the stakeholders.

Assessment of school preparedness in the school-aged child with a food allergy

Food allergy education is often directed towards adult caregivers. However once children go to school they must participant in their food allergy care to remain safe. The purpose of this study was to assess food allergy knowledge and test an educational intervention targeted toward the child. We hypothesized that child-based teaching will be equal in safety and knowledge outcomes compared with standard parental education. Twenty nine children between the ages of 5-11 years of age and their caregivers were enrolled. Child subjects completed a food allergy knowledge questionnaire. Each caregiver/child dyad was randomized to receive parent targeted education (control) or child targeted education (treatment) and given an educational booklet. Six weeks later the child completed the same knowledge questionnaire. At the end of the semester, caregivers were asked to report allergic reactions that occurred at school. There were no differences between the groups on age or type of school attended. All subjects demonstrated a statistically significant increase in allergy knowledge from time one to time two (t = -6.301, p <0.001) There was no difference in knowledge between the groups at time two (t= -1.782, p= 0.089) and no difference between the groups on allergic reactions during the study period (X2 =0.524, p=0.47). This pilot study with a small sample size, demonstrated that child based education was comparable to education targeted toward caregivers with no difference in allergic events. Children can take an active role in education and management of their food allergies at school.

PENDIDIKAN DAN POLITIKUS : ANALISIS PEMIKIRAN M. NATSIR TENTANG PENDIDIKAN ISLAM DI INDONESIA

Abstract: This paper aims to analyze the thoughts of Mohammad Natsir on Islamic Education of Indonesia. Indeed education is a shared responsibility of all people, not just the task of education experts, political experts can play an active role in education. Long before independence and after independence education became the first and foremost thing that must be considered and realized according to the culture and needs of the people of Indonesia. Mohammad Natsir is one of the Indonesian politicians who are able to bring education changes and education curriculum in Indonesia. He no longer sees that public and religious education are separated and unrelated, but integrated. This is evidenced by the existence of educational institutions that he pioneered the Islamic education school and some educational thinking that until now still used in the education curriculum of the Ministry of Religious Affairs of the Republic of Indonesia with the term "integrated education". Keywords: Islamic Education, Thought, Mohammad Natsir

Critical thinking and social interaction in active learning: A conceptual analysis of class discussion from Iranian students’ perspective

Following the failures in traditional methods of teaching, theorists have recently emphasized students’ active role in education in which the teacher is no longer a mere transmitter of knowledge. D...

Culture of Silence: A Case Study of Barriers to Two-Way Communication

Feedback is substantial in communication process. Consequently, due to absence of two-way communication in classroom, teaching and learning are not productive and prolific in most of Indian institutions. Secondly, talk or interaction is a significant medium of students’ assessment and by listening to what they have to say teachers support their learning. Several studies conclude that classroom discussions are often dominated by a small number of students while others remain silent and quiet. The study was precisely conducted to find out the factors or barriers contributing to students’ reluctance to communicate in the classrooms. The case study method was employed and total 35-student was interviewed. The study concludes that dialogue or communication between teachers and students is a vital part of the education process and those students who do not speak in the classrooms are disadvantaged. The study found that psychological, emotional, practical, social attitude and previous school education barriers was the salient that responsible to students communication behavior in the classrooms. These barriers must be removed to ensure the participation of quiet students to make active role in education. Keywords : Communication, Barriers, classroom, students, teachers etc.

Taiwan Birth Cohort Studies on Childrenʼs Environmental Health

S-31C2-2 Abstract: Children's environmental health is increasingly recognized as a global public health issue of great importance. Given our current limited knowledge, the distribution of environmental contaminant exposure levels among reproductive-age, infants, and children is unknown; and the role of prenatal and postnatal exposures to environmental and genetic factors in the etiology of adverse child health is unsolved. The current problems in Taiwan we have identified to perform researches including the following: the prevalence of asthma is still increasing up to more than 10%; preterm delivery has been increasing up to 9% in 2003; neurodevelopmental disorders are highly prevalent and affected 8% of the examined children under the age of 4 years; and the prevalence of childhood obesity has doubled; also, there were up to one-seventh infants born by foreign mothers in 2004. Therefore, we started to conduct Taiwan birth cohort studies to investigate prenatal and postnatal factors on infant and early childhood health. Through these prospective birth cohorts, the main health outcomes focused on child growth and development, atopic diseases, and neurocognitive and language development. We investigated the main prenatal and postnatal factors including infection, herb use in pregnancy, breastfeeding, allergens, and other pollutants such as environmental tobacco smoke, heavy metals, nonpersistent pesticides and perfluoroalkyl chemicals, and psychosocial stress under the consideration of interaction of the environment and genes. These studies bridge knowledge gaps and answer unsolved issues in the low-level, prenatal or postnatal, and multiple exposures, genetic effect modification, and the initiation and progression of “environmentally related childhood diseases.” In addition, we play an active role in education, research, and services in the field of “pediatric environmental health” via integrating multidisciplines.

" Education and sport education at Ibn- Badies"

This paper aims to know the following: AL- sheik Ibn- Badies and his philosophic opinion and his ides in education, human being , science, and knowledge. Also, it aims to know physical education at Ibn-Badies. The researchers conclude that: Al- sheik Ibn-Badies depends on actual philosophy in his philosophy and he pays a big attention to human being and makes him axis to his educational plan and his aims. Also, he emphasizes on the relation between mind and body and he depends on Islamic education resources in that. The researchers recommend the following: Make introduction to Ibn- Badies character and declarating his active role in education and physical education through making seminars and writing essays, and making other researcher a bout Ibn- Badies and declarating his role in other domains as politics and journalism

The Expanding Role of the Courts in Educational Policy: The Preschool Remedy and an Adequate Education

Background/ContextOver the past half-century, the courts have played an increasingly important role in educational governance and decision-making. However, since the courts began to take such an active role in education, the efficacy and effectiveness of judicial intervention in education remain uncertain. Largely in response to problems that they have persistently faced in education litigation in the past, courts ruling in several recent school finance reform cases have begun to experiment with new types of remedial orders requiring the implementation of particular educational programs or systems of governance. Free preschool for students constitutes the most common of these educational programs recently ordered by courts.Purpose/Objective/Research Question/Focus of StudyThis study examines and analyzes the trend of courts to experiment with new remedial orders requiring the implementation of particular educational programs or systems of governance by analyzing the judicial consideration of preschool programs in two major school finance cases in New Jersey and North Carolina.Research DesignThis study frames its analysis in the legal literature examining the courts’ role in educational policy, the particular legal and historical contexts of school finance reform litigation, and the educational research evaluating the effectiveness of preschool. Using historical case study analysis and methods more traditionally associated with legal analysis, this study analyzes the opportunities and pitfalls of the preschool remedy and the implications for the imposition of other like remedies.ConclusionsThis study concludes that, although the preschool remedy is well designed to respond to some major problems that courts have persistently faced in school finance reform litigation, courts have considered the preschool remedy inconsistently and in an oversimplified fashion that does not reflect nuances in the underlying research on preschool. Moving forward, courts need to find a middle route that allows them to respond to problems they have faced in the past while treating scientific research in a more nuanced fashion.

An Idea Whose Time Keeps Coming

IN 1976 the Organisation for Economic Co-operation and Development (OECD) turned its sights on Canada's education system. The short version of their long report on our national education policies was that we didn't have any. (1) While even then provinces, school boards, and multiple education organizations were drowning in policies that addressed every imaginable education-related topic, the OECD correctly noted void at the national level. Among the OECD's member states, Canada stood alone. Every other nation, including those which, like Canada, are structured as federations, had devised vehicle for articulating, debating, and adopting national policies and for coordinating educational research and its exchange. Under Canada's Constitution, responsibility for education, with the exception of schooling for Aboriginal students living on reserves, is the exclusive purview of the provinces and territories. This 1867 division of powers had more to do with religion and language than with education and statecraft. Francophone, Catholic Quebec and Anglophone, Protestant Ontario (and, to lesser extent, New Brunswick and Nova Scotia) vigorously sought complete jurisdiction over educational matters as condition of entry into confederation. The churches and their officials controlled education systems in the 19th century. Protecting religious control over schools overshadowed any drawback that might be associated with leaving the national government without voice on education. It is unlikely that the Fathers of Confederation gave much thought to what today might be called this unanticipated consequence of the British North America Act. After all, at that time education was the smallest expenditure line within provincial budgets. (2) When basic literacy, numeracy, and religious instruction dominated educational objectives, matters such as shaping and sequencing curriculum or certifying teachers were largely irrelevant. The 1976 OECD report implied that however logical--or politically expedient --the education deal was in 1867, Canada risked compromising its future by failing to harmonize its educational efforts. The report preceded the now-ubiquitous language of vision, productivity, globalization, strategic advantage, knowledge economy, lifelong learning, etc., but it nonetheless got its point across. The Council of Ministers of Education, Canada (CMEC) seemed bit miffed that its leadership role apparently had not impressed the OECD inspectorate. Since 1967 CMEC and its small secretariat had provided quasi-national home for education discussions and initiatives that were national in scope. However, critics argued that club of education ministers was no substitute for the transparency that ought to accompany policy discussions at the national level. While individual ministers might be held accountable in their own jurisdictions, there was no collective political accountability because there was no constituency to hold CMEC to account. The OECD's report fueled this criticism, and the movement to devise legitimate role in education policy for the federal government began to gather steam. Participants attending 1981 symposium held at Vancouver's Simon Fraser University enthusiastically predicted a significant public policy shift. . . . [The] forces compelling Canadian governments to forego the facade of unaccountable interprovincial 'cooperation' via the Council of Ministers of Education, Canada (CMEC) [are] now poised to cause structural and political change. (3) This turned out to be partly true, and quite problematic. The federal government, led by Conservative Brian Mulroney, would soon take more active role in education, although not in the way that the Vancouver conference attendees anticipated. No national office of education would be created, no ministry or department of education established, no explicit national policies put forward, no research agenda funded, no legislation introduced or debated. …