Pedagogy eJournal最新文献_第3页

Financial Literacy Among German Students at Secondary Schools: Some Empirical Evidence from the State of Hesse 德国中学生的金融素养:来自黑森州的一些经验证据

Pedagogy eJournal Pub Date : 2019-09-04 DOI: 10.2139/ssrn.3447965

Volker Brühl

{"title":"Financial Literacy Among German Students at Secondary Schools: Some Empirical Evidence from the State of Hesse","authors":"Volker Brühl","doi":"10.2139/ssrn.3447965","DOIUrl":"https://doi.org/10.2139/ssrn.3447965","url":null,"abstract":"Abstract\u0000 Since the financial crisis financial literacy has attracted growing interest among researchers and policy makers, as there is international empirical evidence that financial literacy is poor among both adults and students. In Germany we have almost no empirical evidence on financial literacy, especially in the case of students attending secondary schools, as financial education has not featured on German school curricula to date. Besides, Germany has not yet participated in the optional financial literacy module of PISA, which was offered for the first time in 2012. However, a lack of private pension provisioning, in spite of demographic change, and low stock ownership among German households indicate a deficit in financial knowledge and skills in this country as well.\u0000 In this paper we investigate financial literacy among students aged 14 to 16 attending a secondary school in the state of Hesse. The foundation is a test designed according to international standards. The statistical analysis of the test reveals substantial deficits in key areas of financial literacy. Particular deficits could be identified in the fields of basic knowledge of financial matters and, to an even greater degree, in more advanced concepts such as risk diversification. Applying interest calculations to financial matters turned out to be problematic for many students.\u0000 Furthermore, the paper analyses the impact of gender and type of school on the overall test score as well as test performance in specific tasks. The findings suggest that financial matters should be covered in some form at secondary schools. In light of the potentially far-reaching consequences of financial illiteracy for financial wellbeing, German participation in future PISA financial literacy tests seems highly advisable to gain a deeper understanding of the preliminary findings presented in this paper.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116263800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Can Father Training Programmes Help Reduce Gender-Based Violence: Lessons from a Parenting Intervention in Turkey 父亲培训项目能帮助减少基于性别的暴力吗:来自土耳其父母干预的经验教训

Pedagogy eJournal Pub Date : 2019-07-24 DOI: 10.2139/ssrn.3425952

O. G. Baykal, Meltem A. Aran, Nazli Aktakke

{"title":"Can Father Training Programmes Help Reduce Gender-Based Violence: Lessons from a Parenting Intervention in Turkey","authors":"O. G. Baykal, Meltem A. Aran, Nazli Aktakke","doi":"10.2139/ssrn.3425952","DOIUrl":"https://doi.org/10.2139/ssrn.3425952","url":null,"abstract":"Globally there is a growing interest in the design and implementation of preventive gender-based violence programs that target men. This article seeks to extend literature on the impact of father training programs on fathers’ attitudes about parenting and gender-based violence, by using a case study from a father-training program in Turkey for men with children of ages 3-6 and 7-11 years old. The paper finds modest improvement in fathers’ approaches and attitudes towards democratic parenting, violence and gender equality. The evidence of moderate effectiveness of the intervention programme aligns with the subset of other systematic research studies in the literature. Even though the programme impact is limited, the intervention is successful for two reasons (i) in recruiting men for a parenting program, in a country where cultural and social pressures to adhere to the conventional masculinity is a norm, (ii) in learning lessons and evolving the parenting intervention programme by gaining new advocates by conducting corporate-wide projects, seminars on fatherhood and gender equality for keeping fatherhood discussion alive, forming local father networks to sustain learning outcomes after programme implementation, alongside the Father Support Programme.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129810736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Semesters or Quarters? The Effect of the Academic Calendar on Postsecondary Student Outcomes 学期还是学期?学历对高等教育学生成绩的影响

Pedagogy eJournal Pub Date : 2019-07-08 DOI: 10.2139/ssrn.3415775

Valerie K. Bostwick, S. Fischer, Matthew A. Lang

引用次数: 8

Relationship Student Attitude, Learning Independence, and Learning Style with Learning Outcomes 学生态度、学习独立性、学习风格与学习成果的关系

Pedagogy eJournal Pub Date : 2019-07-05 DOI: 10.2139/ssrn.3415256

Isti Komah, Osly Usman

引用次数: 2

Effect of Motivation, Family Environment, Peer on Discipline Learning 动机、家庭环境、同伴对学科学习的影响

Pedagogy eJournal Pub Date : 2019-07-04 DOI: 10.2139/ssrn.3415437

Rahayu Nur Amini

引用次数: 0

Widening the High School Curriculum to Include Soft Skill Training: Impacts on Health, Behaviour, Emotional Wellbeing and Occupational Aspirations 扩大高中课程以包括软技能训练:对健康、行为、情绪健康和职业抱负的影响

Pedagogy eJournal Pub Date : 2019-07-01 DOI: 10.2139/ssrn.3415785

Grace Lordan, A. Mcguire

引用次数: 5

The Effects of Cumulative Enrollment in the Children’s Health Insurance Program on Child Health and Academic Performance 儿童健康保险计划累积注册对儿童健康和学习成绩的影响

Pedagogy eJournal Pub Date : 2019-06-17 DOI: 10.2139/ssrn.3684231

Xiaohui Guo, C. Meyerhoefer, Lizhong Peng

{"title":"The Effects of Cumulative Enrollment in the Children’s Health Insurance Program on Child Health and Academic Performance","authors":"Xiaohui Guo, C. Meyerhoefer, Lizhong Peng","doi":"10.2139/ssrn.3684231","DOIUrl":"https://doi.org/10.2139/ssrn.3684231","url":null,"abstract":"This study seeks to provide new evidence on the health and education effects of the Children’s Health Insurance Program (CHIP). Unlike most previous studies that focus on the effects of eligibility for a single year, we examine how cumulative enrollment in CHIP over a period of several years affects health care utilization, health outcomes, and academic performance among school-age children. We use a simulated eligibility instrument to address the endogeneity of enrollment in CHIP due to individual-level selection and state-level variation in demographic composition. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 for the years 1999-2007, we find that an additional year of CHIP enrollment is associated with a 9 percentage-point increase in the parent-reported probability that a child has not gone a year or more without a routine checkup. However, we do not find any association between CHIP enrollment and improved parent-assessed health status or reduced incidence of obesity. Also, we do not find any detectable effect on academic performance as measured by standardized test scores in reading and math.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122878151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of Problem-Solving Enrichment Activities on Mathematics Achievement: A Case of Elementary Pupils in the Central Part of the Philippines 问题解决丰富活动对数学成绩的影响:以菲律宾中部地区小学生为例

Pedagogy eJournal Pub Date : 2019-06-14 DOI: 10.2139/ssrn.3900116

Marianne Grapes Lanante

{"title":"Effect of Problem-Solving Enrichment Activities on Mathematics Achievement: A Case of Elementary Pupils in the Central Part of the Philippines","authors":"Marianne Grapes Lanante","doi":"10.2139/ssrn.3900116","DOIUrl":"https://doi.org/10.2139/ssrn.3900116","url":null,"abstract":"This study aimed to investigate the effectiveness of the manipulative materials in conducting enrichment activities in problem-solving in Mathematics among Grade 2 pupils. It is experimental research that encompassed a randomized pretest-posttest control group design. The participants of the study were the Grade 2 elementary pupils from the Central Part of the Philippines. The experiment used two comparable groups: the experimental group with enrichment instruction using manipulative materials and worksheets while the control group with enrichment instruction in the usual or conventional method without the use of manipulative materials. The problem-solving achievement of pupils taught with manipulative materials during the activity is higher than the pupils taught without the use of manipulative materials, the experimental group performed higher compared to those under the control group with posttest mean scores, the use of manipulative materials enriched the problem-solving skills of pupils and enrichment activities using the two methods are both effective and has similarly produced significant learning among the subject.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129526664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effect of Competence Teachers, Motivation to Learn, Learn Facilities, to Achievement 能力教师、学习动机、学习设施对成就的影响

Pedagogy eJournal Pub Date : 2019-06-05 DOI: 10.2139/ssrn.3415334

Asmarani Rani, Osly Usman

{"title":"Effect of Competence Teachers, Motivation to Learn, Learn Facilities, to Achievement","authors":"Asmarani Rani, Osly Usman","doi":"10.2139/ssrn.3415334","DOIUrl":"https://doi.org/10.2139/ssrn.3415334","url":null,"abstract":"The research provides evidence regarding Teacher Competence, Learning Motivation, Learning Facilities toward Student Learning Achievement. The study used a sample of 199 respondents, who were students of junior high school, high school/SMK students. The research results show: The teacher's accuracy has an effect on student Learning Achievement. Where teachers’ ability in teaching becomes a factor for Students’ Learning Achievement. Researchers get data via tweets in twitter for a month from May to June 2019 and get respondents as many as 199 respondents. This research instrument uses a sticky with likert scales on Google Form. Variable Teacher Competence (X1), Learning Motivation (X2), and Learning Facilities (X3) simultaneously (together) influential against the Learning Achievement (Y) variable of 36.6%. Whereas the rest are affected by other variables that are not researcher-researched. The research provides evidence regarding Teacher Competence, Learning Motivation, Learning Facilities toward Student Learning Achievement. The study used a sample of 199 respondents, who were students of junior high school, high school/SMK students. The research results showed: Teacher competence, learning motivation, learning facilities influential on student Learning Achievements.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116916886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices 伊拉克英语教师评价素养:认知与实践

Pedagogy eJournal Pub Date : 2019-06-01 DOI: 10.24093/AWEJ/VOL10NO2.33

Fryad Hama Najib Muhammad, M. Bardakçı

{"title":"Iraqi EFL Teachers’ Assessment Literacy: Perceptions and Practices","authors":"Fryad Hama Najib Muhammad, M. Bardakçı","doi":"10.24093/AWEJ/VOL10NO2.33","DOIUrl":"https://doi.org/10.24093/AWEJ/VOL10NO2.33","url":null,"abstract":"In current educational approaches, the purpose and functions of assessment have extended, and teachers are expected to have good knowledge of the principles of modern assessment. In line with this fact, the present study investigated the assessment literacy levels of Iraqi English language teachers through Classroom Assessment Literacy Inventory (CALI) based on the seven standards of teachers’ assessment competence for educational assessment of students developed by the American Federation of Teachers, National Council on Measurement in Education and National Education Association (1990). The data were collected from 101 teachers working at secondary and preparatory schools of Suleymaniyah and Arbil governorates in the North of Iraq. The findings revealed that Iraqi English language teachers responded less than 15 correct responses out of 35 questions. According to the findings, teachers got the lowest score from standard seven (recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information). The highest score was from standard four (using assessment results when making educational decisions). Although 77% of teachers reported to have been adequately trained for assessment, the results revealed that they had low level of assessment literacy. Revisions in teacher preparation programs and preparation of professional training courses for in-service teachers are recommended.","PeriodicalId":173713,"journal":{"name":"Pedagogy eJournal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121763861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15