Journal articles on the topic 'Accounting Study and teaching (Secondary) Victoria'
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1
Carnegie, Garry D. "The accounting professional project and bank failures." Journal of Management History 22, no. 4 (September 12, 2016): 389–412. http://dx.doi.org/10.1108/jmh-04-2016-0018.
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Purpose The purpose of this paper is to examine the strategies and dynamics of the fledging accounting professional project in the context of boom, bust and reform in colonial Victoria. In doing so, the study provides evidence of the association of members of the Incorporated Institute of Accountants, Victoria (IIAV) (1886) and other auditors with banks that failed during the early 1890s Australian banking crisis, and addresses the implications for the professionalisation trajectory. Design/methodology/approach The study uses primary sources, including the surviving audited financial statements of a selection of 14 Melbourne-based failed banks, reports of relevant company meetings and other press reports and commentaries, along with relevant secondary sources, and applies theoretical analysis informed by the literature on the sociology of the professions. Findings IIAV members as bank auditors are shown to have been associated with most of the bank failures examined in this study, thereby not being immune from key problems in bank auditing and accounting of the period. The study shows how the IIAV, while part of the problem, ultimately became part of a solution that was regarded within the association’s leadership as less than optimal, essentially by means of 1896 legislative reforms in Victoria, and also addresses the associated implications. Practical implications The study reveals how a deeper understanding of economic and social problems in any context may be obtainable by examining surviving financial statements and related records sourced from archives of surviving business records. Originality/value The study elucidates accounting’s professionalisation trajectory in a colonial setting during respective periods of boom, bust and reform from the 1880s until around 1896 and provides insights into the development of financial auditing practices, which is still an important topic.
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Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Martens, Fred L. "Selection of Physical Education Students and Success in Student Teaching." Journal of Teaching in Physical Education 6, no. 4 (July 1987): 411–24. http://dx.doi.org/10.1123/jtpe.6.4.411.
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This is an extension of a 1977 study on the effectiveness, in terms of success in student teaching, of a process for screening students for a physical education teacher preparation program. Preentry data including interview ratings, secondary school GPAs, and skill and fitness scores, as well as postentry data including university GPAs, were correlated with student teaching ratings (STRs) on a total of402 graduates between 1967 and 1983 at the University of Victoria. In the 1986 study, in addition to the correlations, ANOVAs were computed. The correlation matrix revealed significant but low positive correlations between secondary GPAs and university GPAs generally, and between STR and 3rd-, 4th-, and 5th-year GPA, respectively. ANOVAs revealed no significant differences in achieved STRs between interview categories, teaching attitude categories, or the four levels of entering GPAs. The only predictive power of preentry data was exhibited by entering GPA in presaging academic attainment in the 5-year program. In general, no preentry data were helpful in predicting teaching success.
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Norwani, Norlia Mat, Rohaila Yusof, and Khalid Ismail. "EFFECTIVENESS OF CASE STUDY METHOD TOWARDS COMPETENCY DEVELOPMENT OF STUDENTS IN INTRODUCTORY ACCOUNTING SUBJECT." International Journal for Innovation Education and Research 2, no. 1 (January 31, 2014): 93–104. http://dx.doi.org/10.31686/ijier.vol2.iss1.140.
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This experimental study had tested the effectiveness of case study method towards competency development of students taking Introductory Accounting subject in a secondary school in Malaysia. The competencies involved were problem solving and communication skills. The main purpose of the study was to compare the case study and traditional teaching methods by addressing the impact of both methods towards competency development. It was a quasi experimental study that involved 61 students. Data was collected using a questionnaire and analyzed using t-test and analysis of covariance (ANCOVA). The finding showed that development of problem solving and communication skills were higher and significant for the case study group compare to the traditional teaching group. Overall, most of the students involved in the case study method perceived the approach as motivating and useful in understanding the topics in the subject. Thus, the case study method should be widely used as a teaching method in accounting, especially at the secondary school level.
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Gibson, Dianne, Louise Paatsch, and Dianne Toe. "An Analysis of the Role of Teachers’ Aides in a State Secondary School: Perceptions of Teaching Staff and Teachers’ Aides." Australasian Journal of Special Education 40, no. 1 (September 1, 2015): 1–20. http://dx.doi.org/10.1017/jse.2015.11.
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In Victoria, Australia, one of the major roles of the teachers’ aide (TA) is to assist students with disabilities to access their education. Researchers have identified the inconsistencies in defining the roles of the TA, in a variety of settings, by TAs, teachers, parents, and other research participants. Four main themes that have been frequently reported in educational research related to the role of TAs formed the basis for this study: (a) inclusion in the school community, (b) curriculum, (c) classroom management, and (d) student support.Drawing on the results of a questionnaire administered to teachers and TAs at a government nonselective secondary school in Victoria, Australia, data were collected to explore the differing perspectives on the role of the TAs by the teaching staff and the TAs. In all, 65 individuals participated in this study. The participants formed 3 groups: TAs (n = 10), teachers (n = 49), and T/TAs (n = 6; participants in this group had worked as both a teacher and TA). The results of the study showed a diversity of views across the 4 themes. In 3 of the 4 themes that included inclusion, classroom management, and student support, the 3 groups agreed on the role of the TA. In the remaining theme, curriculum, opinions varied significantly. The results of the study reveal that a concerted effort to clarify the role of TAs would be beneficial to all stakeholders.
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Mat Norwani, Norlia, Rohaila Yusof, Rusliza Yahya, and Zuriadah Ismail. "TEACHING METHODS, ACHIEVEMENT AND HIGH ORDER THINKING SKILLS (HOTS) AMONG ACCOUNTING STUDENTS IN SECONDARY SCHOOLS IN MALAYSIA." International Journal of Education, Psychology and Counseling 4, no. 33 (December 15, 2019): 132–42. http://dx.doi.org/10.35631/ijepc.4330011.
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The purpose of this study is to determine the correlation between Accounting teachers’ use of various teaching methods with achievement and high order thinking skills (HOTS) of Principles of Accounting students. Samples are formed four students from schools in the Batang Padang district in Perak, Malaysia. The objectives of the study are to determine the level of practice of teaching methods, student achievement, and HOTS, the difference of the variables based on gender and quantitative skills and the correlation between teacher teaching methods and student achievement and HOTS. The practice of teaching methods is divided into three constructs namely teaching activities, teaching aids, and teaching and facilitating. The findings show that the mean level of teaching activities is 3.79 (high), teaching aids 4.41 (high) and teaching and facilitating 3.57 (moderate). The overall level of students' achievement is 57.26% at a moderate level. The mean of low-level thinking skills is 5.49, medium-level 32.97 and high-level 13.31. Based on gender, students’ achievement and HOTS differ significantly with male students showing higher scores. Based on the students' quantitative skills, teaching and facilitating, low-level thinking skills and high-level thinking skills show significant differences. The Pearson correlation test between teaching aids and low-level thinking skills showed a significant positive relationship (r = 0.260, p <0.05). Based on the findings, grouping activities such as cooperative learning and systematic practice modules are expected to enhance Accounting students’ mastery and HOTS. The use of game-based learning and interactive teaching methods will have a better impact on students’ learning considering their high interest in such activities. Adequate infra and info structures and tools that facilitate the use of ICT in teaching and facilitating should be made available. Teachers should also ensure variability in teaching activities and teaching aids to enhance students’ motivation and performance.
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Rodrigues, Ana Luísa. "Integrating Digital Technologies in Accounting Preservice Teacher Education." International Journal of Technology and Human Interaction 18, no. 1 (January 2022): 1–19. http://dx.doi.org/10.4018/ijthi.293200.
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The importance of developing technological skills at the undergraduate level to form better professionals is no longer questionable, assuming a particular role in subjects as accounting education. However, it appears that technologies are still weakly used in education and training. This article intends to analyse i) how students' technological skills development can be promoted, ii) in what way the integration of digital technologies in the curriculum is managed, and iii) what influence teaching, assessment and learning methods have, in the development of generic skills, especially technological skills. Presents a case study in the master's degree in Economics and Accounting Teaching, that forms teachers to vocational secondary education in this area. A qualitative approach was used with the support of participant observation and a questionnaire to finalist students. The case study is based on the active teacher training model that promotes technological skills using teaching and assessment methods for active learning.
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Nwosu, Lilian Ifunanya, and Martha Matashu. "Exploring Perceived Human Resources Factors Influencing the Performance of Grade 12 Accounting Learners in North West Secondary Schools in South Africa." Research in Social Sciences and Technology 7, no. 1 (March 7, 2022): 20–41. http://dx.doi.org/10.46303/ressat.2022.3.
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This study explored the perceived human resources factors influencing the performance of accounting learners in North West secondary schools in South Africa. Despite the significant role that secondary school accounting education is perceived to play in shaping the development of accounting professionals, few studies have focused on investigating the effect of human resources on accounting learners’ performance in secondary school. The study sought to understand the human resource factors influencing the performance of accounting learners in North West secondary schools in South Africa. The study’s findings may assist the school management to improve human resource utilisation towards the achievement of a better accounting learners’ performance. To address the gap in the literature, a mixed method sequential explanatory study was conducted in North West districts with 183 School Management Teams and 61 educators. The sequential explanatory study aimed to explore the perceived human resources factors influencing the performance of Grade 12 Accounting learners in secondary schools in the North West Province, South Africa. The findings from the quantitative phase showed that human resource factors such as pedagogical subject content knowledge and skills held by the educator are perceived to influence learner performance. In the second phase, the qualitative approach validated and explained the various human resource factors that influence accounting learners’ performance in North West secondary schools in South Africa. School management should ensure that they employ adequate accounting learners to teach accounting in schools. This is so because accounting requires a pedagogical content knowledge and skills in teaching and learning. In conclusion, it is recommended that schools interested in improving learner performance should identify and address context-specific perceived human resources factors that influence learner performance within their schools.This study explored the perceived human resources factors influencing the performance of accounting learners in North West secondary schools in South Africa. Despite the significant role that secondary school accounting education is perceived to play in shaping the development of accounting professionals, few studies have focused on investigating the effect of human resources on accounting learners’ performance in secondary school. The study sought to understand the human resource factors influencing the performance of accounting learners in North West secondary schools in South Africa. The study’s findings may assist the school management to improve human resource utilisation towards the achievement of a better accounting learners’ performance. To address the gap in the literature, a mixed method sequential explanatory study was conducted in North West districts with 183 School Management Teams and 61 educators. The sequential explanatory study aimed to explore the perceived human resources factors influencing the performance of Grade 12 Accounting learners in secondary schools in the North West Province, South Africa. The findings from the quantitative phase showed that human resource factors such as pedagogical subject content knowledge and skills held by the educator are perceived to influence learner performance. In the second phase, the qualitative approach validated and explained the various human resource factors that influence accounting learners’ performance in North West secondary schools in South Africa. School management should ensure that they employ adequate accounting learners to teach accounting in schools. This is so because accounting requires a pedagogical content knowledge and skills in teaching and learning. In conclusion, it is recommended that schools interested in improving learner performance should identify and address context-specific perceived human resources factors that influence learner performance within their schools.
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Jones, Patrice R., Sarah Voisin, Brendan J. Nolan, Shanie Landen, Macsue Jacques, Beau Newell, Sav Zwickl, et al. "Uncovering the effects of gender affirming hormone therapy on skeletal muscle and epigenetics: protocol for a prospective matched cohort study in transgender individuals (the GAME study)." BMJ Open 12, no. 5 (May 2022): e060869. http://dx.doi.org/10.1136/bmjopen-2022-060869.
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IntroductionGender affirming hormone therapy (GAHT) is increasingly used by transgender individuals and leads to shifts in sex hormone levels. Skeletal muscle is highly responsive to hormone activity, with limited data on the effects of GAHT on different human tissues. Here, we present the protocol for the GAME study (the effects of Gender Affirming hormone therapy on skeletal Muscle training and Epigenetics), which aims to uncover the effects of GAHT on skeletal muscle ‘omic’ profiles (methylomics, transcriptomics, proteomics, metabolomics) and markers of skeletal muscle health and fitness.Methods and analysisThis study is a prospective age-matched cohort study in transgender adults commencing GAHT (n=80) and age-matched individuals not commencing GAHT (n=80), conducted at Austin Health and Victoria University in Victoria, Australia. Assessments will take place prior to beginning GAHT and 6 and 12 months into therapies in adults commencing GAHT. Age-matched individuals will be assessed at the same time points. Assessments will be divided over three examination days, involving (1) aerobic fitness tests, (2) muscle strength assessments and (3) collection of blood and muscle samples, as well as body composition measurements. Standardised diets, fitness watches and questionnaires will be used to control for key confounders in analyses. Primary outcomes are changes in aerobic fitness and muscle strength, as well as changes in skeletal muscle DNA methylation and gene expression profiles. Secondary outcomes include changes in skeletal muscle characteristics, proteomics, body composition and blood markers. Linear mixed models will be used to assess changes in outcomes, while accounting for repeated measures within participants and adjusting for known confounders.Ethics and disseminationThe Austin Health Human Research Ethics Committee (HREC) and Victoria University HREC granted approval for this study (HREC/77146/Austin-2021). Findings from this project will be published in open-access, peer-reviewed journals and presented to scientific and public audiences.Trial registration numberACTRN12621001415897; Pre-results.
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Trudgen, Michelle, and Sharon Lawn. "What is the Threshold of Teachers' Recognition and Report of Concerns About Anxiety and Depression in Students? An Exploratory Study With Teachers of Adolescents in Regional Australia." Australian Journal of Guidance and Counselling 21, no. 2 (December 1, 2011): 126–41. http://dx.doi.org/10.1375/ajgc.21.2.126.
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AbstractIntroduction:Anxiety and depression in adolescence is prevalent but often unrecognised and untreated. This can lead to serious disorders in later life. This study explored how teachers recognise anxiety and depression in secondary school students and act on their concerns.Method:Twenty teachers from four secondary colleges in regional Victoria, Australia were interviewed regarding their experiences. In-depth interviews were analysed using descriptive thematic analysis in order to understand how teachers respond to this issue.Results:Teachers' recognition of mental health problems in students and the threshold for reporting their concerns was subjective and not based on any formal knowledge of how to identify anxiety or depression risk factors in students. Years of teaching experience was not associated with increased knowledge of mental health problems in students. Time pressures and lack of resources in student wellbeing teams were barriers to teachers reporting their concerns about students.Conclusion:Education bodies and teaching universities responsible for training teachers and providing ongoing professional learning need to ensure that mental health training is part of every teacher's core skill set, so that teachers can confidently promote mental wellbeing, identify emerging mental health problems, know how to facilitate access to more specialist intervention where required and contribute effectively to follow-up support.
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Johnson, Barbara, and Peter Fensham. "What Student's Perceptions Tell Us About Teaching Environmental Education." Australian Journal of Environmental Education 3 (July 1987): 22–25. http://dx.doi.org/10.1017/s0814062600001294.
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Throughout Australia there has been a substantial interest in enviromental education for more than a decade. Much human and financial effort has gone into curriculum development at the school level and into support for implementation via inservice education, conferences, workshops, etc. Relatively little systematic evaluation of these efforts has been undertaken at the level of what students are learning.Most definitions of enviromental education internationally and in Australia emphasise the importance of affective learning concerning the environment alongside more usual cognitive knowledge and skills. Accordingly any evaluation should recognise this somewhat unusual balance among the intended learnings compared with most other subject areas.Recent research in several areas of school learning has brought out the importance of starting with an explicit recognition of the perceptions and understandings students already hold about topics. Teaching and learning of the topic then ought to be processes that enable the learners to generate or construct from these starting points, new understandings and perceptions. There has, however, been almost no research, apart from a comparative study by Schaeffer and his co-workers of West German and Phillippino secondary school students' associations with the word, ENVIRONMENT. (Schaeffer, 1979; Hernandez, 1981; Villavicencio, 1981). This paper reports an attempt in Victoria to begin to fill these gaps.
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Inuwa, Umar. "The Effect of Instructional Approach on the Financial Accounting Achievement among Students." Indian-Pacific Journal of Accounting and Finance 3, no. 2 (April 1, 2019): 39–51. http://dx.doi.org/10.52962/ipjaf.2019.3.2.70.
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The study focused on the effect of an instructional approach on the financial accounting achievement of secondary school students in Gombe State, Nigeria. The present study used explanatory sequential mixed-method design; 120 students participated in the study. The students were selected at random from six secondary schools. They were equally and randomly divided into two groups, namely: cooperative and conventional approach. The interview was conducted with four students of the experimental group. Achievement Tests is used as data collection instrument. The study observed that at the stage of the pre-test, the achievement of cooperative and control group students did not differ significantly. This suggested that at the initial stage, the students were equal in their achievements. Nonetheless, at the stage of the post-test, it was proved that the financial accounting achievement of students who were taught using a cooperative approach was significantly better than that of their counterparts who were taught using and conventional approach. This suggested that a cooperative approach is the most effective approach for improving the financial accounting achievement of secondary school students. Consequently, the study recommended that curriculum planners, teachers in secondary schools should be encouraged to adopt a cooperative approach in teaching financial accounting to improve the achievement of students in the subject.
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Alao, Olusegun Ezekiel, and Mary John Ukpong. "Instructional Resources and Effective Pedagogy of Financial Accounting in Secondary Schools, Lagos, Nigeria." International Business Education Journal 13 (December 31, 2020): 94–108. http://dx.doi.org/10.37134/ibej.vol13.sp.9.2020.
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Students’ poor Financial Accounting performance in senior secondary schools is worrisome and induces youths to engage in several social vices. An attempt to curb the menace and improve students’ performance led this study to assess the instructional resources and effective pedagogy of Financial Accounting in secondary schools in Lagos State, Nigeria. Adopting the descriptive survey research design, the population of the study comprised 2,492 senior secondary schools 1 and 2 students and 10 teachers of Financial Accounting under Education District IV in Lagos State, Nigeria. 300 students and all the 10 teachers eventually emerged as samples using Checkmarket Sample Size Calculator at 5% margin and 95% confidence level. The data were collected using a structured questionnaire that obtained Cronbach’s Alpha=0.90, and analysed using descriptive analysis and t-test at α=0.05 level of significance. The results showed that the teachers of Financial Accounting were not using activity-based pedagogical strategies. Most of the instructional materials necessary for the effective pedagogy of Financial Accounting were inadequate and malfunctioning. Therefore, Financial Accounting teachers are strongly encouraged to apply innovative and experiential learning strategies in teaching and learning. Furthermore, adequate infrastructure and modern equipment in the schools will create better learning opportunities for students.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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Gunarathne, Nuwan, Samanthi Senaratne, and Shashiprabha Senanayake. "Outcome-based education in accounting." Journal of Economic and Administrative Sciences 36, no. 1 (October 28, 2019): 16–37. http://dx.doi.org/10.1108/jeas-08-2018-0093.
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Purpose The purpose of this paper is to discuss the operationalization of the outcome-based education (OBE) model in an accountancy study program in Sri Lanka and the impact of education frameworks on OBE. Design/methodology/approach This study follows the case study approach to the first academic accounting study program in a Sri Lankan public sector university. Primary data were collected through semi-structured interviews and secondary data through a content analysis of various relevant documents. The data were analyzed thematically using the theory of constructive alignment. Findings In accounting, the most significant imperative for the OBE stems from normative pressures. Since the accounting education frameworks have closely followed the approach suggested in constructive alignment, the normative institutionalization of professional standards in accounting supports OBE in accounting education. The OBE approach with its diverse range of teaching and learning activities and assessment methods in accounting has yielded multi-stakeholder benefits while posing some challenges in operationalization. Research limitations/implications The paper’s insights are based on a single case study in Sri Lanka and may be difficult to generalize to other countries. Originality/value This is the first empirical attempt to study the operationalization of the theory of constructive alignment of OBE in accounting for a study program.
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Testrow, Sean, Ryan McGovern, and Vicki Tully. "Secondary care interface: optimising communication between teams within secondary care to improve the rehabilitation journey for older people." BMJ Open Quality 10, no. 1 (February 2021): e001274. http://dx.doi.org/10.1136/bmjoq-2020-001274.
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Effective communication between members of the multidisciplinary team is imperative for patient safety. Within the Medicine for the Elderly wards at Royal Victoria Hospital (RVH) in Dundee, we identified an inefficient process of information-sharing between the orthopaedics outpatient department (OPD) at the main teaching hospital and our hospital’s rehabilitation teams, and sought to improve this by introducing several changes to the work system. Our aim was for all patients who attended the OPD clinic to have a plan communicated to the RVH team within 24 hours.Before our intervention, clinic letters containing important instructions for ongoing rehabilitation were dictated by the OPD team, transcribed and uploaded to an electronic system before the RVH team could access them. We analysed clinic attendances over a 4-week period and found that it took 15 days on average for letters to be shared with the RVH teams. We worked with both teams to develop a clinical communication tool and new processes, aiming to expedite the sharing of key information. Patients attended the OPD with this form, the clinician completed it at the time of their appointment and the form returned with the patient to RVH on the same day.We completed multiple Plan–Do–Study–Act cycles; before our project was curtailed by the COVID-19 pandemic. During our study period, seven patients attended the OPD with a form, with all seven returning to RVH with a completed treatment plan documented by the OPD clinician. This allowed rehabilitation teams to have access to clinic instructions generated by orthopaedic surgeons almost immediately after a patient attended the clinic, essentially eliminating the delay in information-sharing.The introduction of a simple communication tool and processes to ensure reliable transfer of information can expedite information-sharing between secondary care teams and can potentially reduce delays in rehabilitation.
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Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (August 12, 2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.
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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well as certain fundamental concept is not adequately integrated in the business education curricula in secondary schools in South Africa. Furthermore, the schools where the pre-service teachers conducted their teaching practice were failing to integrate activities associated with social entrepreneurship in their business education curricula. Research limitations/implications The study was limited to a single tertiary institution. Similar studies in both developing and developed contexts in schools could be initiated as a means of teaching social entrepreneurship for social justice as a subject efficaciously. Practical implications The study recommends that social entrepreneurship should be implemented earlier in the secondary education system as a means of enhancing the social entrepreneurial capacities of school learners. Originality/value This is the first study examining the secondary education curricula in a developing economy, such as South Africa, in relation to the absence of the emerging concept of social entrepreneurship.
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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Barry, Damien, Donna Pendergast, and Katherine Main. "Teacher Perspectives on the use of the Australian Professional Standards for Teachers as part of their Evaluation Process." Australian Journal of Teacher Education 45, no. 8 (August 2020): 1–22. http://dx.doi.org/10.14221/ajte.2020v45n8.1.
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Teacher effectiveness has a powerful impact on student performance and a teacher evaluation process that supports professional growth can be a key lever for improving teaching quality. The purpose of this study was to examine teacher perspectives on the use of the Australian Professional Standards for Teachers, when used as part of their evaluation process, and, to determine what other factors may need to be considered in the design and implementation of such a process. A single case study of a school in Victoria, Australia was conducted, using a pre and post interview approach with six teachers. Responses were analysed using a thematic network methodology. Findings reveal that the inclusion of The Standards as part of any evaluation mechanism is secondary to a range of other factors, including the relationship the teacher has with their evaluator; the skills of the evaluator; and the addition of a developmental plan post evaluation.
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Sudaryanto, Edy. "MENGGAPAI TENAGA TERAMPIL MENGELOLA DANA DESA DI SMK PGRI 2 CIBINONG BOGOR." JIAFE (Jurnal Ilmiah Akuntansi Fakultas Ekonomi) 5, no. 2 (May 31, 2020): 219–28. http://dx.doi.org/10.34204/jiafe.v5i2.2058.
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This study aims to identify and analyze opportunities, challenges, constraints and efforts of vocational high school or Sekolah Menengah Kejuruan (SMK) to create graduates especially accounting programs that are able to manage village funds. The object of the study are accounting program students of SMK PGRI 2 Cibinong. Data used in this study are primary data and secondary data. Data is collected using interviews, observation, and documentation. Data analysis methods use data reduction, data display and conclusion drawing/verification. The results of this study show that the SMK PGRI 2 Cibinong Bogor aware of the opportunities for SMK graduates of the accounting program to fill the scarcity of skilled human resources to manage village funds. But teachers have less experience in the practice of village fund accounting so that they do not have confidence in teaching. Other constraints are less discussion of government accounting in the accounting syllabus and the absence of a standard handbook/module for teachers to teach accounting subjects.
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Sulastri, Sulastri, Moh Danang Bahtiar, Dhika Maha Putri, and Ro’ufah Inayati. "Pengembangan Buku Pengajaran Mikro Berbasis Life Based Learning Untuk Meningkatkan Kapabilitas Mahasiswa Pada Matakuliah Kemampuan Dasar Mengajar." Jurnal Pendidikan Akuntansi (JPAK) 8, no. 1 (April 15, 2020): 1–8. http://dx.doi.org/10.26740/jpak.v8n1.p1-8.
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This study aims to develop a Life Based Learning-based Micro Teaching book, namely the application of basic teaching skills using a scientific approach so that later they are able to increase the capability of Accounting Education students in applying basic teaching skills to real learning in schools in accordance with the demands of curriculum development. education. This research is research and development. The development model used in this research is the IDI (Instructional Development Institute) development model which includes 3 stages, namely define, develop and evaluate. Based on the results of the study, it was shown that the results of developing micro-teaching books based on life-based learning with a scientific approach were declared valid and feasible. used as a learning medium and as a media to support learning in microteaching courses. the textbook was approved to be used as a learning medium in microteaching courses. On average, students find it helpful to understand the scientific approach with the renewal of teaching materials for microteaching courses, this of course can increase their capabilities (as prospective teachers), in facing the challenges of curriculum changes. The development of Life Based Learning-based Micro Teaching books is a must for lecturers, because it can increase student capabilities, especially accounting education study programs which incidentally are teacher candidates in developing basic teaching skills in accordance with the demands of the current development of primary and secondary education curriculum.
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B. Rabano, Jean Rose, and Eden C. Callo. "Level Of Professional Standards In Learning Delivery:Accounting To The Professional Commitment And Teaching Competence Of Secondary School Teachers." International Multidisciplinary Research Journal 4, no. 2 (July 27, 2022): 223–35. http://dx.doi.org/10.54476/2036332.
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This study investigates on the teachers’ Professional Standards in Learning Delivery, accounting for professional commitment and professional accountability of 890 secondary school teachers in District 4 of Division of Quezon, which was determined through a stratified random sampling. A researcher-made survey questionnaire was used to gather data and was analyzed using the Regression analysis to test the hypothesis. Results disclosed that their level of professional standards is perceived as highly proficient in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. Additionally, their professional accountability for teaching competence is perceived as very satisfactory regarding decision-making and professional judgment, instruction, and opportunities to learn. In contrast, research and experience were perceived to be satisfactory, which can be a basis for further investigations. Consequently, the study’s results that professional standards significantly affect the teachers’ professional commitment and teaching competence. Keywords: professional standards, professional commitment, teaching competence
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Bandyopadhyay, Jayanti, Hongtao Guo, Miranda Lam, and Jinying Liu. "The saga of a Chinese company being listed on a US stock exchange – a global financial reporting case study." CASE Journal 17, no. 6 (September 30, 2021): 848–92. http://dx.doi.org/10.1108/tcj-01-2021-0021.
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Research methodology We obtained information on China Gerui from secondary published sources, including annual reports downloaded from the Securities and Exchange Commission’s (SEC) EDGAR database, news sites and newspapers, the company’s website and journal articles. One of the authors visited the China Gerui plant in Henan, China. Case overview/synopsis China Gerui, a Chinese metal fabrication company, enjoyed exponential growth because of its location, product innovation and ability to move up the value chain. At the height of its success, the company listed on the Nasdaq and had plans to raise capital to fund ambitious expansion plans. Unfortunately, four years after listing on Nasdaq, the company received a letter from the listing qualifications department notifying China Gerui that they were not in compliance with Nasdaq’s filing requirements because it had not filed its Form 20-F. Now, the company had only five days to decide whether to request an appeal of the letter. Complexity academic level This case is best suited for higher-level undergraduate accounting and finance courses such as intermediate accounting, auditing, international accounting, financial statement analysis, corporate finance and investments analysis. It is especially appropriate for graduate-level global accounting and advanced financial statement analysis courses. In these courses, the best placement is after coverage of SEC regulations and requirements for financial statement reporting and disclosure. Moreover, the case may be used as a tool to demonstrate the step-by-step process for searching and retrieving information from a public company’s filings through the SEC’s EDGAR database. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Kishore, Harikrishna. "Local application of haemocoagulase for control of haemorrhages after tonsillectomy: a study in a teaching hospital." International Journal of Otorhinolaryngology and Head and Neck Surgery 2, no. 4 (September 26, 2016): 189. http://dx.doi.org/10.18203/issn.2454-5929.ijohns20163188.
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<p class="abstract"><strong><span lang="EN-US">Background: </span></strong>Post-tonsillectomy haemorrhage remains the most serious complication of tonsillectomy. Many topical agents have been used to control the post-operative bleeding by the surgeons. This study was undertaken to evaluate hemocoagulase as a local application in tonsillectomy for the control of primary, reactionary and secondary haemorrhages.</p><p class="abstract"><strong><span lang="EN-US">Methods: </span></strong>50 patients, between the ages 5-60 years, who came with chronic tonsillitis or adenoid hypertrophy, were included into the study. The surgery was performed under general anaesthesia by tonsillar resection or tonsilloadenoid resection. </p><p class="abstract"><strong><span lang="EN-US">Results: </span></strong>The most common age group to be affected was between 5 and 15 years, though in this age group the number of females and males were the same, accounting for 28% each of the total number of patients. Among the 50 patients, only 5 (10%) of them had reactionary haemorrhage, which was immediately contained. None of the patients had either primary or secondary haemorrhage.</p><p class="abstract"><strong><span lang="EN-US">Conclusions: </span></strong>The use of hemocoagulase has after tonsillectomy has definite advantage in controlling post-operative bleeding. It can be used as a routine application after tonsillectomy to control the bleeding.</p>
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Ruto, Zipporah Jerotich. "The Role of Teacher Characteristics and Managerial Support in Implementation of History and Government Curriculum in Wareng District, Kenya." International Journal of Management and Sustainability 2, no. 4 (June 13, 2013): 86–96. http://dx.doi.org/10.18488/journal.11/2013.2.4/11.4.86.96.
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This paper undertakes an assessment of the extent of professional support that the teachers of History and Government subject are accorded by the schools’ management. The study investigated the challenges of teaching History and Government in Kenyan secondary schools as experienced by teachers in Wareng District, located in the North Rift region of Kenya. The study adopted a descriptive survey design. Simple and stratified random sampling techniques were used to select a sample of 120 respondents from the History and Government teachers of the secondary schools in the study area. Questionnaires, interview and observation schedules were used to collect data. Data was analyzed using descriptive statistics. These comprised frequencies and percentages. Data collected was presented using tables. The study revealed that there was inadequate support in the acquisition and purchasing of instructional materials for teaching the subject, teacher recruitment issues, provision of funds for seminars and workshops, and rewarding of high performing teachers. Most teachers also reported underestimation of the importance of History and Government subject by the head teachers of their school. The study recommends the need for professional managerial support to the teaching of history and government in secondary schools. The findings of this study are intended to benefit the school management, teaching staff, educational planners and other stake-holders in identifying the challenges faced by teachers and adopting concerted efforts to overcome them.
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Mangkhang, Charin, Uthumphon Muangjai, Chainarong Jarupongputtana, Nitikorn Kaewpanya, and Supakit Kaewpa. "Developing Handmade Teaching Material Innovation on Thailand Maps to Enhance Geography Concepts of Students with Visual Impairments to Creating an Equitable Ecology in Education for Sustainable Development." Journal of Curriculum and Teaching 11, no. 8 (October 28, 2022): 159. http://dx.doi.org/10.5430/jct.v11n8p159.
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The objectives of the research were to study and develop handmade teaching materials innovation on Thailand maps to enhance geography concepts of students with visual impairments and 2) to study Thai geography concepts of students with visual impairments. The research was action research whereby there were samples in the research, namely (1) 5 experts in developing teaching materials for students with visual impairments (2) 5 experts in social studies learning management, and (3) 10 students with visual impairments. Simple random sampling was used. From the research studies, it was found that: 1) Handmade teaching materials on Thailand maps to enhance geography concepts for students with visual impairments have been developed by using the content of Thailand maps of secondary education students to enhance handmade teaching materials on Thailand maps accounting for 15 charts based on the design of CADDIE model of Mangkhang (2017). Assessment results had completeness and appropriate qualities at a high level. This was used together with our plan of learning management on Thailand maps for 4 plans accounting for 10 hours. The assessment results of the learning management plan came out with having completeness, correctness, and qualities suitable at a high level; 2) Building the assessment form of geography concepts of students with visual impairments had completeness and qualities suitable at a high level and students had geography concepts at the highest level.
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Morselli, Daniele. "How do Italian vocational teachers educate for a sense of initiative and entrepreneurship? Development and initial application of the SIE questionnaire." Education + Training 60, no. 7/8 (August 23, 2018): 800–818. http://dx.doi.org/10.1108/et-03-2017-0046.
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Purpose The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff. Design/methodology/approach This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour. Findings The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects; active entrepreneurial teaching; educating for entrepreneurial attitudes; networking activities; being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant). Originality/value Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment.
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Adebusuyi, Adeola Samuel, and Olubusayo Foluso Adebusuyi. "Predicting hybrid entrepreneurship among secondary school teachers in Nigeria." African Journal of Economic and Management Studies 12, no. 4 (October 18, 2021): 516–30. http://dx.doi.org/10.1108/ajems-04-2021-0152.
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PurposeThe purpose of this study is to investigate how degree-holding secondary school teachers cope in a recessive economy by embracing hybrid entrepreneurship (HE). Specifically, we investigated how comparison with referent others, underemployment and relative deprivation led to HE.Design/methodology/approachThe study adopted a cross-sectional research design. We used snowball and purposive sampling techniques to recruit 303 bachelor’s degree holders teaching in Nigerian public secondary schools in two states of the federation (Ondo and Ekiti states). We analyzed the data with regression path analysis and controlled for age and gender.FindingsThe results of this study showed the following. First, teachers were high in the feeling of pay underemployment and relative deprivation. Second, pay underemployment and relative deprivation directly led to HE. Third, teachers were indirectly high in HE through either pay underemployment or relative deprivation. Finally, underemployment and relative deprivation serially mediate the relationship between referent others and HE.Research limitations/implicationsOverall, the results suggest that teachers’ involvement in HE is necessity-driven to cope with the recessive Nigerian economy. However, future research should focus on a more experimental approach to determine the cause-effect relationship.Originality/valueThis is the first study to investigate how workers embrace HE to cope with the consequences of a recessive economy.
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Sriyunianti, Fera, Desi Handayani, Rini Frima, and Armel Yentifa. "Analisa Kesulitan dan Kebutuhan Modul Pembelajaran Secara Mandiri." Akuntansi dan Manajemen 17, no. 2 (December 30, 2022): 17–27. http://dx.doi.org/10.30630/jam.v17i2.187.
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Distance learning is a learning method that does not have space and time limitations. Currently, education in Indonesia applies distance learning to maintain the continuity of educational activities during the Covid 19 pandemic. Various literatures have discussed the difficulties and obstacles faced by secondary education students. This study aims to analyze the difficulties and obstacles faced by vocational education students for intermediate financial accounting 1. In addition, an analysis is also carried out on the need for Intermediate Financial Accounting 1 teaching modules as supporting learning resources when implementing distance learning. This study uses a descriptive quantitative approach. The respondents are the students of D3 study program who have participated in distance learning activities. Based on the analysis, it is known that distance learning activities for intermediate financial accounting 1 utilize various internet-based learning and conference applications, experiencing problems related to internet networks and difficulties in understanding lessons. Therefore, it is concluded that there is a need for an intermediate financial accounting 1 module which is designed to be used for distance learning activities independently
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Norwani, Norlia Mat. "The Effectiveness of Instructional Aids in Assisting Students to Understand Concepts in Principles of Accounting." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 1064–73. http://dx.doi.org/10.17762/turcomat.v12i3.843.
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This study was conducted to determine the effectiveness of instructional aids in the teaching and learning (T&L) of Principles of Accounting among form four students. This is quasi-experimental study involving 60 form four students in a secondary school in Klang, Selangor. The instructional aids utilized are concept charts, brief notes, powerpoint slides and supported by the text book. Pre-test and post-test were conducted to assess students’ performance before and after the treatment. The findings of the study found that the performance of experimental group is significantly better than the control group using the traditional approach. Consequently, the positive impact of using various aids in T&Lcannot be denied. Teachers should take the time to incorporate instructional aids in T&L to assist students learning. School administrator must provide the facilities required to encourage teachers to employ instructional aids in T&L.
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Teoh, Siew Chin, Chee Keong Ch’ng, and Nerda Zura Zaibidi. "Analysis of ICT Implementation in Teaching and Learning using Analytic Hierarchy Process (AHP): A Comparison of Rural and Urban Areas in Kedah." Cultural Management: Science and Education 6, no. 1 (July 11, 2022): 55–69. http://dx.doi.org/10.30819/cmse.6-1.04.
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Nowadays, digital technology has been increasingly ubiquitous, particularly in teaching pedagogy. Digital technology-based teaching has the potential to significantly increase the students’ learning outcomes as well as their critical thinking and problem-solving skills. As a result, the Ministry of Education has initiated, supported, and promoted the incorporation of information and communications technology (ICT) into educational policy, as well as infusing classrooms with digital learning tools and resources. The Ministry of Education believes that implementing ICT into teaching and learning processes could assist and improve educational standards. However, due to some barriers, ICT integration in teaching has not yet been effectively adopted in Malaysia’s secondary schools. The aim of this study was to analyze and rank the factors that impede the implementation of ICT in urban and rural secondary schools using the analytic hierarchy process (AHP) approach. A t-test analysis is also carried out to determine the significant difference between factors from both urban and rural areas. The finding shows that there is no significant difference between factors from areas. The new mean values have been computed for each factor in order to determine the new ranking for each factor. The workload, lack of accessibility and network connection, and lack of support assistance are the top three factors that impede the ICT adoption in secondary schools in Kedah according to the new mean values obtained. In contrast, a lack of confidence has the least impact factor in this issue, accounting for only 3.5% of the total.
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Ocham, Lillian, and Ursulla Achieng Okoth. "Head-teachers ' motivational practices in public secondary schools in Kenya." TQM Journal 27, no. 6 (October 12, 2015): 814–22. http://dx.doi.org/10.1108/tqm-08-2015-0110.
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Purpose – The purpose of this paper is to determine the effects of head teachers’ motivational practices on teacher performance in public secondary schools in Kenya. The objectives of the study: to determine the influence of staff recognition; shared leadership by teachers; participation in staff development programmes; and head teachers’ support for the teachers on performance. Design/methodology/approach – The study design was descriptive survey involving 186 teachers and 32 head teachers from Koibatek district. The instruments comprised of a questionnaire and an interview guide. Data were analysed using descriptive statistics, and presented using tables and pie charts. Findings – Recognition of teachers and good working conditions enhance teachers’ performance. Shared leadership between teachers and head teachers has a positive effect on teacher performance Teachers’ professional growth enhances performance. The teachers who receive head teachers’ support such as teaching materials are more motivated enhancing performance. Research limitations/implications – Administrators of schools should often recognize teachers. The Board of Management, Teachers Service Commission, and head teachers should provide opportunities for shared leadership. The Quality Assurance and Standard (QAS) Directorate, need funds to engage teachers in in-service courses. Practical implications – Teachers should be supported by providing teaching resources and ICT, and be given opportunities for advancement by government agencies. Social implications – Teachers should be recognized through appreciation and other incentives during prize giving days and assemblies. Teachers be given responsibilities and freedom to act to develop abilities. Originality/value – The research shows teacher motivation as a means of enhancing performance for quality management.
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Колобова, О. Л., Д. В. Агальцова, А. М. Каткова, Н. Н. Юркина, В. А. Парахин, and А. В. Козлов. "Relevance of accounting the practice of digital educational resources application and teaching methods updating for the general education disciplines in the secondary vocational education system." Management of Education, no. 2 (June 7, 2021): 247–55. http://dx.doi.org/10.25726/k9638-7533-4499-q.
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В статье рассмотрены практики использования цифровых образовательных ресурсов при разработке и обновлении методик преподавания общеобразовательных дисциплин в системе среднего профессионального образования. Цель статьи: обосновать актуальность учета практики использования цифровых образовательных ресурсов при разработке и обновлении методик преподавания общеобразовательных дисциплин в системе среднего профессионального образования. Задачи статьи: дать определение понятию цифровых образовательных ресурсов; рассмотреть практики использования цифровых образовательных ресурсов при разработке и обновлении методик преподавания общеобразовательных дисциплин в системе среднего профессионального образования; выделить направления в разработке цифровых образовательных ресурсов; проанализировать недостатки при разработке цифровых образовательных ресурсов; выделить преимущества использования цифровых образовательных ресурсов в образовательном процессе. Гипотеза исследования – важность внедрения цифровых образовательных ресурсов в образовательный процесс системы среднего профессионального образования. Методы исследования – анализ, классификация, обобщение, индукция. Достигнутые результаты – дано определение понятию цифровых образовательных ресурсов, подчеркнута важность внедрения цифровых образовательных ресурсов в образовательный процесс системы среднего профессионального образования, рассмотрены направления в разработке цифровых образовательных ресурсов, выделены преимущества использования цифровых образовательных ресурсов в образовательном процессе, проанализированы недостатки при разработке цифровых образовательных ресурсов. The article considers the practices of digital educational resources application when developing and updating the general education disciplines teaching methods in the secondary vocational education system. The purpose of the article is to substantiate the relevance of accounting the practice of digital educational resources application in development and updating of teaching methodologies for the general education disciplines in the secondary vocational education system. The objects of the article are as follows: to define the notion of digital educational resources; to consider the practices for the digital educational resources application in development and updating of teaching methodologies for general education (compulsory) disciplines in the secondary vocational education system; to distinguish the directions in development of digital educational resources; to analyze the disadvantages of digital educational resources development; to distinguish the advantages of digital educational resources application in the educational process. The study assumption is the importance of digital educational resources implementation into the educational process of secondary vocational education system. The research methods are as follows: analysis, classification, generalization, induction. The results achieved are as follows: the notion of digital educational resources was defined, the importance of digital educational resources implementation into the educational process of secondary vocational education system was emphasized, the directions in development of digital educational resources were considered, the advantages of digital educational resources application in the educational process were identified, the disadvantages of digital educational resources development were analyzed.
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Santos, Luis M. Dos. "From Industry Professionals to Secondary School Teachers: The Relationship between Second Career-Changing Teachers and Social Cognitive Career Theory." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 150. http://dx.doi.org/10.36941/ajis-2021-0130.
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The science, technology, engineering, and mathematics (STEM) education and teaching field is facing significant human resources shortages, particularly in the subject matter of environmental sciences education. The current study collected interview and focus group data and sharing from 220 pre-service and in-service second career-changing teachers in the United States about their career decision and decision-making process. The results of this study indicated that the participants believe educating the next generation is their priority of joining the education and teaching profession. Many expressed that the populations of STEM teachers with professional and industry experiences are greatly needed. The outcomes of this study provided the blueprint for researchers, school leaders, policymakers and human resources planners to reform and polish their current plans for teachers training and professional development in order to solve the workforce issues in the fields of STEM education and teaching. Received: 29 May 2021 / Accepted: 15 July 2021 / Published: 5 September 2021
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Nanayakkara, Janandani, Claire Margerison, and Anthony Worsley. "Teachers’ perspectives of a new food literacy curriculum in Australia." Health Education 118, no. 1 (January 2, 2018): 48–61. http://dx.doi.org/10.1108/he-05-2017-0024.
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Purpose Implementation of a new food literacy curriculum provides multiple health and social benefits to school students. The success of any new curriculum execution is partly determined by teachers’ perceptions about the new curriculum contents, and barriers and challenges for its delivery. The purpose of this paper is to explore teachers’ views of a new food literacy curriculum named Victorian Certificate of Education Food Studies for senior secondary school students in Victoria, Australia. Design/methodology/approach A qualitative study design was used in this study. In total, 14 teachers who were planning to teach the new curriculum were individually interviewed in October-December 2016. The interviews were transcribed and analysed using the template analysis technique. Findings The majority of teachers appreciated the inclusion of food literacy and nutrition concepts in the new curriculum. However, half of the teachers had doubts about their readiness to teach it. Most teachers mentioned that they needed more training and resources to increase their confidence in teaching the curriculum. Practical implications These findings reveal that teachers need more awareness, resources, and guidance to increase their confidence in delivering the new curriculum. Provision of more resources and opportunities for training in food literacy concepts and instructional methods could facilitate its implementation. Originality/value These findings serve as an important first step to gain the perspectives of secondary school teachers’ opinions about the new curriculum. Moreover, these opinions and suggestions could inform the future design and implementation of similar food literacy curricula in Australia or elsewhere.
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O’Brien, Jamie, and John-Gabriel Licht. "Improbable landing – the Sioux city miracle." CASE Journal 18, no. 2 (February 15, 2022): 319–36. http://dx.doi.org/10.1108/tcj-08-2021-0127.
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Research methodology The technical reports released by the National Transportation Safety Board, along with secondary data in the form of available public data, such as news reports, interviews and memos, were used to round out the synopsis of the case study. Case overview/synopsis This case explores the events that led up to the crash of United Airlines Flight 717 (for anonymity), in Sioux City, Iowa, on July 19, 1989, and the subsequent investigation. The case uses secondary sources to highlight the positive team interactions between the pilots that led to the crash landing not being as catastrophic as it might have been with 185 survivors in an extreme crisis scenario. The teaching note focuses on the importance of cognitive bias, psychological safety and teamwork in a crisis situation, and practical recommendations for managers at all levels. Complexity academic level Organizational Behavior at the undergraduate and graduate level. Leadership and Change at the graduate and graduate level.
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Griffin, Frank. "Merck's Open Letters and the Teaching of Ethos." Business Communication Quarterly 72, no. 1 (July 22, 2008): 61–72. http://dx.doi.org/10.1177/1080569908321472.
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In fall 2004, Merck faced a significant threat to the company's public image because of the withdrawal of VIOXX, and Merck executives were forced to defend the company's actions, its motivation for those actions, and its reputation. Confronted with enormous rhetorical challenges, Merck tried to generate public goodwill toward the company by creating a personalized image of a corporate giant worthy of understanding, sympathy, and trust. Open letters released during the initial response to the VIOXX crisis rely on the intimacy of interpersonal communication and demonstrate to students of business communication arguments based on ethos. The syntax and diction of these documents are analyzed to demonstrate how they create a secondary narrative of Merck's good sense, good moral character, and goodwill. Finally, the study presents apparently contradictory narratives of this pharmaceutical giant's responsibility, narratives that summarize the arguments in the VIOXX litigation. Analysis of Merck's open letters underscores the relevance of many concepts covered in the business communications classroom.
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Nonye-Enyidah, Esther I., and Terhemen Kasso. "A ten year review of depot medroxyprogesterone acetate contraceptive use at Rivers State University Teaching Hospital, South Nigeria." International Journal of Advances in Medicine 7, no. 5 (April 23, 2020): 800. http://dx.doi.org/10.18203/2349-3933.ijam20201614.
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Background: Depo Medroxyprogesterone Acetate (DMPA) also known as Depo provera is a long acting progestogen-only contraceptive injection used by women worldwide. It is given deep intramuscularly at interval of 3 months. It is easy to use, effective, safe, convenient and reversible. Objective was to determine the prevalence of DMPA contraceptive method and profile of its acceptors at the RSUTH.Methods: This was a retrospective study of 271 clients attending family planning clinic at the RSUTH from 1st January, 2008 - 31st December, 2017. Their records were retrieved from the clinic and reviewed. Data was extracted, coded and analyzed using the statistical package for social sciences (SPSS) IBM version 25.0 (Armonk, NY).Results: The prevalence rate of DMPA contraceptive among contraceptive acceptors at the RSUTH within the study period was 14.3 %. The modal age group was 30-34 years accounting for 103 (38.0%). Age range was 20-51 years. Two hundred and sixty eight (98.9%) had formal education. Majority of the clients had secondary level of education 209 (77.1 %). Of the 271 acceptors of DMPA, 175 (64.6%) were multipara. Most of the clients were married 259 (95.6%) and of Christian religion 265 (97.8%). Clinical personnel were the commonest source of information, accounting for 228 (84.1%).Conclusions: The prevalence of DMPA use over the study period was low. There is need for more counseling and enlightenment campaign to encourage our women to use this effective and safe method of contraception.
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Bouterakos, M., A. Booth, D. Khokhar, M. West, C. Margerison, K. J. Campbell, C. A. Nowson, and C. A. Grimes. "A qualitative investigation of school age children, their parents and school staff on their participation in the Digital Education to LImit Salt in the Home (DELISH) program." Health Education Research 35, no. 4 (July 6, 2020): 283–96. http://dx.doi.org/10.1093/her/cyaa015.
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Abstract This study explored the views of participants who completed a 5-week, online, interactive, family-based, salt reduction education program (Digital Education to LImit Salt in the Home). A secondary aim was to explore the views of school staff on the delivery of food and nutrition education in schools. Children aged 7–10 years, their parents and principals/teachers from participating schools located in Victoria, Australia, completed a semi-structured evaluation interview. Audio-recordings of interviews were transcribed verbatim and analysed using NVivo. Twenty-eight interviews (13 children; 11 parents; 4 school staff) were included. Thematic analysis revealed that the program was well received by all groups. Children reported that the interactivity of the education sessions helped them to learn. Parents thought the program was interesting and important, and reported learning skills to reduce salt in the family diet. School staff supported the delivery of nutrition education in schools but indicated difficulties in sourcing well-packed nutrition resources aligned with the curriculum. It appears that there is support from parents and teachers in the delivery of innovative, engaging, nutrition education in schools, however such programs need to be of high quality, aligned with the school curriculum and readily available for incorporation within the school’s teaching program.
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Rafi, Muhammad, Khurshid Ahmad, Salman Bin Naeem, Asad Ullah Khan, and Zheng JianMing. "Knowledge-based society and emerging disciplines: a correlation of academic performance." Bottom Line 33, no. 4 (July 15, 2020): 337–58. http://dx.doi.org/10.1108/bl-12-2019-0130.
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Purpose Digital libraries promote and accelerate scientific research in academic institutions. The subscribed database resources of digital libraries have become an increasingly valuable asset for researchers. Database resources help generate new ideas, determine research directions and promote productive academic interaction between teachers and students in the information age. The purpose of this study is to examine the use of electronic resources by students in various databases, the research productivity of the faculty in the science network and the number of students who graduate each year. Design/methodology/approach This study uses a quantitative method to collect secondary data from the central database of the Higher Education Commission (HEC) for the population of 26 universities for 2 years (2015–2016). In addition to the HEC digital library, data was also collected from the Web of Science to determine the quality academic performance of faculty and researchers. Moreover, in the study, the total strength of teaching staff and doctoral faculty was extracted from the HEC website for investigation. The authors applied the Spearman’s correlation test to the secondary data using Statistical Package for Social Sciences version 25. Findings The correlation results of the enrolled students and the downloaded papers from various databases were statistically insignificant (p > 0.05). However, the result showed a positive correlation (p < 0.05) between the use of selected/known databases from a number of databases accessed by the HEC. More importantly, it turns out that the faculty’s productivity in the scientific network and the number of students who graduated from public and private universities are found to be insignificant (p > 0.05). However, the authors found a positive correlation (p < 0.05) between doctoral and non-doctoral faculties, which show that a significant number of non-doctoral faculties are still actively involved in teaching and research. Originality/value Research based on academic activities by faculties and students, performed for the first time on the basis of secondary data, will help the HEC and university management to determine the right direction and develop plans to improve academic performance and research quality.
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Lee, Kerry, Ghada Hebaishi, and John Hope. "The role of senior management in developing and achieving a successful enterprise education programme?" Education + Training 57, no. 7 (September 14, 2015): 791–811. http://dx.doi.org/10.1108/et-11-2014-0139.
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Purpose – The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education. Design/methodology/approach – The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education. Findings – The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme. Originality/value – It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.
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Upchurch, Martin. "Institutional Transference and Changing Workplace Relations in Post Unification East Germany: A Case Study of Secondary Education Teachers." Work, Employment and Society 12, no. 2 (June 1998): 195–218. http://dx.doi.org/10.1177/0950017098122001.
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German Unification in 1990 was processed by the imposition of the `western' institutional framework on the former east. Legal, administrative and fiscal systems were transferred as part of the Unification Treaty together with the West German industrial relations machinery of co-determination in collective bargaining and participation at the level of the workplace. However the fact that the two Germanies had grown in different economic, social and ideological environments over the previous 40 years raises questions about the viability of such institutional transference. Feelings of `colonisation' and frustrated expectations have been identified as western dominance of officialdom and disappointment at the product of Unification has emerged in the east. Within the public sector these problems have been accompanied with ideological purges of public servants in social policy and education after investigation of past involvement with the former GDR secret police network. This article examines institutional transference with reference to the case of secondary education teachers. Disputes over wage equalisation, job cuts and non-recognition of former GDR teaching qualifications are examined together with attitudes of classroom teachers to the changing nature of their work, their status as teachers and their involvement as trade union participants in the German participatory system of industrial relations.
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Wardoyo, Cipto, Yogi Dwi Satrio, and Citra Kusuma. "THE PERCEPTION AND APPLICATION OF BLENDED LEARNING AS A LEARNING ALTERNATIVE IN THE INDUSTRY 4.0 ERA." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 13, no. 1 (December 27, 2022): 28–35. http://dx.doi.org/10.24176/re.v13i1.6906.
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The purpose of this study is to look at the perceptions and application by Accounting teachers of blended learning as an alternative to learning in the 4.0 era.The research method used is qualitative with the type of case study research. Informants were determined by using a purposive sampling technique. The criteria are teachers who apply blended learning and students who receive blended learning at the Accounting Department of SMKN 2 Blitar. Primary data sources were obtained from teachers and students through in-depth interviews regarding the application of blended learning as an alternative learning in the Industry 4.0 era and secondary data obtained from teacher documentation, training activities and assistance in using technology in learning. Data collection techniques were carried out by means of interviews, observation and documentation. Data analysis was performed using data reduction, data presentation, conclusion and verification. Checking the validity of the findings was carried out using source triangulation techniques and technique/method triangulation techniques.The results of the study show that 1) accounting teachers and students give positive perceptions about the application of blended learning as an alternative for learning in the 4.0 era; 2) two accounting teachers have implemented blended learning, namely combining face-to-face learning with online e-learning such as Gnomio and Google Classroom, while five accounting teachers have not implemented blended learning due to several obstacles; 3) the perceptions of teachers and students show that the application of blended learning has an impact on student learning motivation, such as independent learning, being active in teaching and learning activities and collecting assignments on time.
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Peltonen, Katariina. "How can teachers’ entrepreneurial competences be developed? A collaborative learning perspective." Education + Training 57, no. 5 (July 13, 2015): 492–511. http://dx.doi.org/10.1108/et-03-2014-0033.
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Purpose – The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach – The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data. Findings – The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society. Research limitations/implications – The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions. Practical implications – The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes. Originality/value – The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.
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Olasheu, Muideen Anuoluwapo, and David Olorunsogo. "A Pedagogical Perspective to Semantic Features of Nigerian English." Lingual: Journal of Language and Culture 13, no. 1 (May 17, 2022): 47. http://dx.doi.org/10.24843/ljlc.2022.v13.i01.p06.
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The study examined the semantic manifestations of English words in the Nigerian contexts and the implications for teaching in Nigerian secondary and primary education. The data for this study were obtained from Roger Blench’s (2005) Dictionary of Nigerian English (DNE) and Corpus of Global Web-Based English. While lexical items were culled from the dictionary, the contextual usages of the words which were drawn from the dictionary were gathered through the Corpus of Global Web-Based English. Using a lexical semantic approach, the study compared Standard English and Nigerian English by accounting for semantic shifts, semantic extensions, and morphologically marked neologisms in Nigerian English. Nigerians rarely utilize NE words that represent complete semantic shifts from BrE meanings. Unlike the 'total shift' situation, there is a disparity in the general usage of words to manifest NE extended meaning. The conclusion from the study is that, as it is evident that the English spoken in Nigeria is not the same as British English or American English, examination bodies’ insistence on BrE and AmE is futile and unreasonable. Nigerian English should be recognised by examination agencies; it should be developed and adopted as the Language of pedagogy for primary and secondary education in Nigeria.
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Wong, Lily, Arthur Tatnall, and Stephen Burgess. "A framework for investigating blended learning effectiveness." Education + Training 56, no. 2/3 (April 8, 2014): 233–51. http://dx.doi.org/10.1108/et-04-2013-0049.
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Purpose – The move towards “blended learning”, consisting of a combination of online and face-to-face teaching, continues to gain pace in universities around the world. It is important, however, to question the quality of this learning. The OECD has made use of a model of “Readiness, Intensity and Impact” for investigating the adoption and use of eBusiness technologies. The purpose of this paper is to propose a framework, based on this model and adapted for blended learning, to assess the readiness, intensity of adoption and impact on blended learning offerings. The framework is tested via a description of how one university has adopted and used blended learning, and investigates the quality of the learning from this approach. Design/methodology/approach – The framework is tested via a case study involving the assessment of a blended learning approach to the delivery of a first-year undergraduate accounting unit at Victoria University, Australia. Various approaches to delivery are assessed over a two-year period. The results are drawn from a survey specifically designed to identify students’ attitudes towards blended learning. Findings – Despite having three new online options readily available for students to access, there was strong support for face-to-face delivery methods. In relation to the framework, the assessment suggested that certain aspects of the university's blended learning approach could be investigated further (particularly student readiness for different blended learning options and an overall assessment of the impact of a blended approach), to provide a more holistic view of the readiness to adopt and impact of the blended learning offerings. Originality/value – The value of this contribution lies in the development of a unique framework to assess the impact of blended learning approaches from the viewpoint of student readiness and intensity of separate delivery approaches – whilst maintaining the need to evaluate the effectiveness of blended learning as an overall package.
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Watt, Bonnie. "Skilled trades to university student: luck or courage?" Education + Training 58, no. 6 (July 11, 2016): 643–54. http://dx.doi.org/10.1108/et-01-2016-0016.
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Purpose – The purpose of this paper is to examine participants’ experiences as they transitioned from the skilled trade labor workforce to the school teaching profession. Their goal was to work in the secondary school system as certificated teachers. Design/methodology/approach – The study examined interview data from a 2014 to 2015 evaluation study of participants in the Career and Technology Studies Bridge to Teacher Certification Program in Alberta. Interview comments of 20 participants were analyzed. Findings – Participants earning a bachelor of education degree countered their skilled trade habitus with adjustment to the university habitus, with support provided though the program and strong networks among the students. Individuals demonstrated resiliency, persistence, and optimism. The findings may have significance more broadly for a re-examination of university policies and spaces for non-traditional students. Originality/value – The paper provides an insight into how a well-designed program provides opportunities for individuals to transition from the skilled trade workforce to university. Further, the paper contributes to the scholarly literature in the area of second-career teachers’ habitus, fields, and capitals.
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Carneiro, Jorge, Geraldine Tonoli, Talita Barbosa Matos Peixoto, Rafael Magalhães Costa, Fábio de Matos Domingues, Carlos Falcão Maranhão, and Paulo David Tostes dos Santos. "Internationalizing concept or product? H. Stern Jewelers in Asia." Management Decision 52, no. 9 (October 14, 2014): 1703–23. http://dx.doi.org/10.1108/md-10-2013-0565.
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Purpose – The purpose of this paper is to offer instructors a real managerial dilemma faced by a prestigious Brazilian jewelry company as it decides how it should expand into two Asian countries: China and South Korea. Design/methodology/approach – The authors followed guidelines for developing teaching cases as those suggested by Gill's (2011) seminal contribution, Informing with the Case Method. Findings – Since this is a teaching case, there are no “findings” in the usual sense of the word related to traditional empirical studies. Research limitations/implications – Data for the case came mainly from the stated visions and opinions of the firm's spokesperson and may reflect his own particular (though influential) views. The authors also used public secondary data from consulting companies, market research firms and business magazines. Although these accounts may be partial, this is not a severe limitation since a teaching case is expected to provide some information, but not a full set of information, in order to better reflect real managerial situations. Practical implications – This case study may help students understand and “live trough” a real managerial dilemma, related to international expansion to a rather distinct environment from those the firm has been accustomed to. Originality/value – This teaching case brings relevant material for in-class discussion of a successful emerging market firm that has successfully paved its way into developed Western markets and now seeks to expand into Eastern lands. Decisions related to strategic positioning and international marketing make the core of the managerial dilemmas that the firm has to face.
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Rahmat Mamuasi. "KONTRIBUSI PEMBELAJARAN KEWIRAUSAHAAN TERHADAP PEMBENTUKAN SIKAP KEWIRAUSAHAAN." Jurnal Pendidikan 11, no. 1 (August 25, 2010): 36–41. http://dx.doi.org/10.33830/jp.v11i1.541.2010.
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Entreprenuerial learning in secondary vocational school aims to produce graduates to overcome the problem of unemployment. This study aimed to identify formation of attitudes and awareness of entrepreneurship towards vocational students after obtaining entrepreneurial training. The effect of entrepreneurial training is measured from the activities of teaching in class, mastery of entrepreneurship, atmosphere / climate of learning, the interest of students on entrepreneurship, and attitudes of students postining. Research with quantitative approach was carried out to 95 student of grade 3 SMK 1 Ternate with background in accounting, office administration marketing, tourism businesses and information technology. Data and information actual through questionnaire prepared in accordance with the variables to be measured. Results showed that a significant contribution of teaching entrepreneurship on the formation of entrepreneurial attitude. This means the higher the level of mastery learning and the better the quality of the learning entrepreneurship atmosphere the greather implications for the change of entrepreneurial attitude. It is recommended that managers SMK supports the effort to create entrepreneurial attitudes through increased teacher competence in the area of entrepreneurship, and empowerment of the role of principal as motivator entrepreneurial behavior in school.
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Philip Adekanmbi, Foluso, and Wilfred Ukpere. "Influence of minimum wage and prompt salary payment on teachers’ effectiveness in public secondary schools." Problems and Perspectives in Management 19, no. 1 (February 4, 2021): 116–26. http://dx.doi.org/10.21511/ppm.19(1).2021.10.
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Obviously that less motivated teachers are less productive and less disposed to perform their best, despite their acquired teaching experiences in secondary schools. Drawing on equity theory, valence expectancy theory, and the two-factor theory, this paper examines the influence of minimum wage and prompt salary payment on teacher effectiveness in public secondary schools. The study’s sample was drawn from 20 selected public secondary schools in Ibadan North local government area of Oyo State, Nigeria. This study adopts a quantitative research approach. The questionnaires were randomly distributed. Out of 200 questionnaires, 149 questionnaires were effective for analysis after analyzing the data with SPSS version 25. This study revealed that minimum wage, prompt salary payment, and demographic variables have significant independent and joint influence on teachers’ effectiveness in public secondary schools. It was proved that several teachers are dissatisfied with minimum wage payments and that prompt salary payment influences teachers’ effectiveness. Therefore, the study recommended that the state government should review the current minimum wage, making it more attractive to motivate teachers, thereby directly enhancing teachers’ effectiveness. The focus should also be on achieving prompt salary payment through consistent and effective salary scheme management, promoting teachers’ effectiveness. AcknowledgmentThe current author acknowledges the Department of Industrial Psychology and People Management, College of Business and Economics, University of Johannesburg, under Professor Wilfred Ukpere, in funding the current study and its publication.