Credibility Of Education Research Articles

Blockchain for Credibility in Educational Development: Key Technology, Application Potential, and Performance Evaluation

Blockchain proposes many innovative technologies to establish credible mechanisms in an open environment and therefore, it becomes a promising solution to the problem of credibility in educational development. To better understand the role of the blockchain, we aim to provide an extensive survey focusing on its key technology, application potential, and performance evaluation. First, from the perspective of blockchain characteristics, we summarize its application architecture in educational credibility. Next, we extensively discuss application potential of the blockchain, such as data storage, data sharing, achievement certification, and activity evaluation. Moreover, we investigate the performance evaluation, including basic performance metrics and specialized metrics for credibility. Finally, we analyze the challenges and research trends of blockchain in educational credibility and provide useful insights for future research.

Addressing the problem of ‘Ecclesiastical drift’ in Catholic Religious Education

Philip Phenix’s (1964) book Realms of meaning: A philosophy of the curriculum for general education started the ever growing movement concerned with how school education might help young people in their search for meaning, purpose and values in times of rapid cultural change. Today, in globalised, digital, secularised culture, the importance and urgency of this role have never been greater. Religious Education, with core curriculum status in Catholic schools, has both credentials and precedents for studying directly the contemporary human quest for meaning to help resource the spirituality of young people, no matter what their religious disposition. But a ‘course correction’ is needed for the discourse of Catholic Religious Education which has ‘drifted’ almost so exclusively into ecclesiastical terminology that its educational credibility as a valuable spiritual/moral school subject has been eroded, creating an ever widening discontinuity with the realities of the classroom and young people’s spirituality. A more outward-looking and less Catholic-centric emphasis would help, without neglecting commitment to the faith tradition. While concerned with the Australian Catholic sector, the article may well have relevance to other countries and contexts.

Re-contextualising Catholic School Religious Education: Educating Young People Spiritually, Morally and Religiously for the 21st Century

Philip Phenix’s (1964) book Realms of meaning: A philosophy of the curriculum for general education started the ever growing movement concerned with how school education might help young people in their search for meaning, purpose and values in times of rapid cultural change. Today, in globalised, digital, secularised culture, the importance and urgency of this role have never been greater. Religious Education, with core curriculum status in Catholic schools, has both credentials and precedents for studying directly the contemporary human quest for meaning to help resource the spirituality of young people, no matter what their religious disposition. But a ‘course correction’ is needed for the discourse of Catholic Religious Education which has ‘drifted’ almost so exclusively into ecclesiastical terminology that its educational credibility as a valuable spiritual/moral school subject has been eroded, creating an ever widening discontinuity with the realities of the classroom and young people’s spirituality. A more outward-looking and less Catholic-centric emphasis would help, without neglecting commitment to the faith tradition. While concerned with the Australian Catholic sector, the article may well have relevance to other countries and contexts.

Credibility of Teachers - The Decisive Aspect in Building the Credibility of the Institution

The constructed credibility of an institution is primarily dependent upon how the institution is perceived by others. Knowledge and expertise of subject matter, honesty of intent, and concern for others all play into the credibility of an educational institution. There are different criteria generally used by the community to consider an institution a credible one. Credibility in education includes a wide range of issues like the credibility of the teacher, credibility of instructional resources, the credibility of information, and the credibility of research material.
 Of all these, the most crucial one is the credibility of the teacher. It is important for a credible institution to have dedicated and qualified teachers. Of course in all the institutions they follow certain prescribed norms for appointing teachers and naturally only qualified teachers are employed. However it is important to probe a little deeper and ask ourselves whether we need qualified teachers or credible teachers. a teacher is always considered the best source of knowledge. In such a situation the credibility of the teacher becomes more important.
 A credible teacher is expert and trustworthy person who shapes his pupils. This paper aims to identify and analyse the different factors that would enable the credibility of a teacher and how this credibility of the teacher becomes the decesive aspect in building the credibility of the institution.

‘공신력을 고려한 동료 평가 사례’에 대한 국어교사들의 인식과 국어교육적 함의

Aristotle’s concept of “ethos” is commonly known as “credibility” in the modern persuasion theory. In Speech and Composition, one of the general elective subjects in the modern contemporary Korean Language Education Curriculum, deals with achievement standard related to “credibility”. The purpose of this study is to investigate how Korean language teachers evaluate on the ‘Peer assessment cases of high school students considering credibility’ and how they do achievement standard in the Korean Language Education Curriculum relating to credibility. This paper also proposes several solutions to issues of credibility in Korean Language Education. The main sources of data for this study include the results of oral speech evaluations and surveys by Korean language teachers. In order for the teachers to understand the context of this study sufficiently, a copy of the corresponding talk and the peer assessment result sheet were provided by e-mail or in hard copy; teachers were then asked to complete the evaluation and participate in the survey “Peer assessment cases considering credibility”. By analyzing the responses of 23 Korean language teachers, this study explores issues relating to credibility in education.

The Societal Acceptance of Online Degrees in the Arab World : Evidence from Two Countries

القبول المجتمعي | المجتمع العربي | التعليم عن بعد عبر الإنترنت | التعلبم الإلكتروني | جودة التعليم | مصداقية التعليم | societal acceptance | Arab society | online distance education | e-learning | quality of education |credibility of education

District Leadership that Works: Striking the Right Balance

District Leadership that Works: Striking the Right Balance

Déprise éducative des familles : discours et perceptions des jeunes en bande

How did the parents of children actively participating in gangs lose their influence and authority ? According to Weber, the definition of authority stipulates that authority and legitimacy are inseparable. Used primarily in the study of political systems based on the classic dialectic between authority and power, the concept of ‘ legitimacy’ does not contribute much to the sociology of family interaction and parental education or Marwan Mohammed rather is omnipresent but basically implicit. This article strives to analyse the processes in which parents lose their educational credibility and the ability to regulate behaviours. Even though the study of changes in parental authority cannot be limited to an analysis of domestic economics, the author confines himself here to using its conditions from the point of view of young people in gangs.

Democratising Indian higher education

This paper seeks to address the problem of expansion of the system of higher and technical education from the perspective of democratising the system and improving the access to higher education for the people as a whole. It analyses how the policymakers are failing to do justice to the dimension of a sustained and meaningful expansion of the system of higher education in India. The pressure of rising demand from the socially and educationally backward classes is also largely traced to the desire of these classes to be a part of the new economy. The policymakers must keep in mind that the pressures from the upper sections of these classes are basically generated owing to the decline of profitable opportunities in the older sectors of agriculture and traditional occupations. They should plan for the system of education to make its contribution to the sectoral revival. Though the Nehruvian framework cannot be absolved of its limitations and negative contributions to the system of higher education, the paper argues that the growing trends of privatisation and commercialisation has damaged the agenda of equity as well as quality of education and has aggravated the crisis in higher education in India. The new institutions have failed to make their contributions to nation building and to self-reliant development. The aggravation of the crisis is reflected not only in the crisis of funding and governance but also in the crisis of purpose and credibility of education being imparted by the institutions of higher and technical education in India. Today the solution lies in addressing squarely the problems through the formulation of a vision and strategy that would enable the policymakers to democratise the higher and technical education system in the interest of the society as a whole.

Theoretical and practical considerations for school‐based research in a post‐positivist era

During the last decade, the positivist perspective of social reality has lost credibility in education and other fields, giving way to a wide range of alternative conceptions of social science. This proliferation is welcome but confusing. This paper examines several intellectual traditions within the “post‐positivist camp” and identifies a number of approaches to decoding social reality as guidelines for field‐based research.

College sports: Decisions for survival

AbstractCollege athletic programs are in danger of losing their educational credibility, and their survival depends on the unified intervention of concerned college administrators.