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<meta name="description" content="Search results for: PISA"> <meta name="keywords" content="PISA"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="PISA"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 27</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: PISA</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">27</span> Analyzing the Programme for International Student Assessment (PISA) Results in Uzbekistan: Insights from Organisation for Economic Co-operation and Development (OECD) Assessments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nukarova%20Marjona%20Kayimovna">Nukarova Marjona Kayimovna</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines Uzbekistan's participation in the Programme for International Student Assessment (PISA) 2022, as the country took part in the assessment for the first time. The analysis delves into the initial results and performance metrics reported by the Organisation for Economic Co-operation and Development (OECD). By exploring Uzbekistan's data, the article highlights key findings, trends, and areas of strength and improvement. The aim is to provide a comprehensive understanding of how Uzbekistan's education system compares on the international stage and to offer insights into potential implications for future educational policies and reforms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PISA" title="PISA">PISA</a>, <a href="https://publications.waset.org/abstracts/search?q=OECD" title=" OECD"> OECD</a>, <a href="https://publications.waset.org/abstracts/search?q=data%20analysis%20of%20Uzbekistan" title=" data analysis of Uzbekistan"> data analysis of Uzbekistan</a>, <a href="https://publications.waset.org/abstracts/search?q=results" title=" results"> results</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking." title=" critical thinking."> critical thinking.</a> </p> <a href="https://publications.waset.org/abstracts/194600/analyzing-the-programme-for-international-student-assessment-pisa-results-in-uzbekistan-insights-from-organisation-for-economic-co-operation-and-development-oecd-assessments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/194600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">11</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">26</span> Understanding Mathematics Achievements among U. S. Middle School Students: A Bayesian Multilevel Modeling Analysis with Informative Priors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jing%20Yuan">Jing Yuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Hongwei%20Yang"> Hongwei Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to understand U.S. middle school students’ mathematics achievements by examining relevant student and school-level predictors. Through a variance component analysis, the study first identifies evidence supporting the use of multilevel modeling. Then, a multilevel analysis is performed under Bayesian statistical inference where prior information is incorporated into the modeling process. During the analysis, independent variables are entered sequentially in the order of theoretical importance to create a hierarchy of models. By evaluating each model using Bayesian fit indices, a best-fit and most parsimonious model is selected where Bayesian statistical inference is performed for the purpose of result interpretation and discussion. The primary dataset for Bayesian modeling is derived from the Program for International Student Assessment (PISA) in 2012 with a secondary PISA dataset from 2003 analyzed under the traditional ordinary least squares method to provide the information needed to specify informative priors for a subset of the model parameters. The dependent variable is a composite measure of mathematics literacy, calculated from an exploratory factor analysis of all five PISA 2012 mathematics achievement plausible values for which multiple evidences are found supporting data unidimensionality. The independent variables include demographics variables and content-specific variables: mathematics efficacy, teacher-student ratio, proportion of girls in the school, etc. Finally, the entire analysis is performed using the MCMCpack and MCMCglmm packages in R. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20multilevel%20modeling" title="Bayesian multilevel modeling">Bayesian multilevel modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20education" title=" mathematics education"> mathematics education</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA" title=" PISA"> PISA</a>, <a href="https://publications.waset.org/abstracts/search?q=multilevel" title=" multilevel"> multilevel</a> </p> <a href="https://publications.waset.org/abstracts/67623/understanding-mathematics-achievements-among-u-s-middle-school-students-a-bayesian-multilevel-modeling-analysis-with-informative-priors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67623.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">25</span> Multivariate Assessment of Mathematics Test Scores of Students in Qatar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Rashash%20Alzahrani">Ali Rashash Alzahrani</a>, <a href="https://publications.waset.org/abstracts/search?q=Elizabeth%20Stojanovski"> Elizabeth Stojanovski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Data on various aspects of education are collected at the institutional and government level regularly. In Australia, for example, students at various levels of schooling undertake examinations in numeracy and literacy as part of NAPLAN testing, enabling longitudinal assessment of such data as well as comparisons between schools and states within Australia. Another source of educational data collected internationally is via the PISA study which collects data from several countries when students are approximately 15 years of age and enables comparisons in the performance of science, mathematics and English between countries as well as ranking of countries based on performance in these standardised tests. As well as student and school outcomes based on the tests taken as part of the PISA study, there is a wealth of other data collected in the study including parental demographics data and data related to teaching strategies used by educators. Overall, an abundance of educational data is available which has the potential to be used to help improve educational attainment and teaching of content in order to improve learning outcomes. A multivariate assessment of such data enables multiple variables to be considered simultaneously and will be used in the present study to help develop profiles of students based on performance in mathematics using data obtained from the PISA study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cluster%20analysis" title="cluster analysis">cluster analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=profiles" title=" profiles"> profiles</a> </p> <a href="https://publications.waset.org/abstracts/100462/multivariate-assessment-of-mathematics-test-scores-of-students-in-qatar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">24</span> Teacher Support and Academic Resilience in Vietnam: An Analysis of Low Socio-Economic Status Students in Programme for International Student Assessment 2018</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=My%20Ha">My Ha</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwei%20Lin"> Suwei Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Huiying%20Zou"> Huiying Zou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed at investigating the association between teacher support and academic resilience in a developing country. Using the data from PISA 2018 Student Questionnaire and Cognitive Tests, the study provided evidence of the significant impact teacher support had on reading literacy among 15-year-old students from low socio-economic status (SES) homes in Vietnam. From a total of 5773 Vietnamese participants from all backgrounds, a sample of 1765 disadvantaged students was drawn for analysis. As a result, 32 percent of the low SES sample was identified as resilient. Through their response to the PISA items regarding the frequency of support they received from teachers, the result of Latent Class Analysis (LCA) divides children into three subgroups: High Support (74.6%), Fair Support (21.6%), and Low Support (3.8%). The high support group reported the highest proportion of resilient students. Meanwhile, the low support group scored the lowest mean on reading test and had the lowest rate of resilience. Also, as the level of support increases, reading achievement becomes less dependent on socioeconomic status, reflected by the decrease in both the slope and magnitude of their correlation. Logistic regression revealed that 1 unit increase in standardized teacher support would lead to an increase of 29.1 percent in the odds of a student becoming resilient. The study emphasizes the role of supportive teachers in promoting resilience, as well as lowering educational inequity in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20resilience" title="academic resilience">academic resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=disadvantaged%20students" title=" disadvantaged students"> disadvantaged students</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=inequity" title=" inequity"> inequity</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA" title=" PISA"> PISA</a> </p> <a href="https://publications.waset.org/abstracts/162373/teacher-support-and-academic-resilience-in-vietnam-an-analysis-of-low-socio-economic-status-students-in-programme-for-international-student-assessment-2018" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162373.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">23</span> Developing English L2 Critical Reading and Thinking Skills through the PISA Reading Literacy Assessment Framework: A Case Study of EFL Learners in a Thai University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surasak%20Khamkhong">Surasak Khamkhong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to investigate the use of the PISA reading literacy assessment framework (PRF) to improve EFL learners’ critical reading and thinking skills. The sample group, selected by the purposive sampling technique, included 36 EFL learners from a university in Northeastern Thailand. The instruments consisted of 8 PRF-based reading lessons, a 27-item-PRF-based reading test which was used as a pre-test and a post-test, and an attitude questionnaire toward the designed lessons. The statistics used for data analysis were percentage, mean, standard deviation, and the Wilcoxon signed-rank test. The results revealed that before the intervention, the students’ English reading proficiency were low as is evident from their low pre-test scores (M=14.00). They did fairly well for the access-and-retrieve questions (M=6.11), but poorly for the integrate-and-interpret questions (M=4.89) and the reflect-and-evaluate questions (M=3.00), respectively. This means that the students could comprehend the texts but they could hardly interpret or evaluate them. However, after the intervention, they could do better as their post-test scores were higher (M=18.01). They could comprehend (M=6.78), interpret (M=6.00) and evaluate (M=5.25) well. This means that after the intervention, their critical reading skills had improved. In terms of their attitude towards the designed lessons and instruction, most students were satisfied with the lessons and the instruction. It may thus be concluded that the designed lessons can help improve students’ English critical reading proficiency and may be used as a teaching model for improving EFL learners’ critical reading skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=second%20language%20reading" title="second language reading">second language reading</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20reading%20and%20thinking%20skills" title=" critical reading and thinking skills"> critical reading and thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=PISA%20reading%20literacy%20framework" title=" PISA reading literacy framework"> PISA reading literacy framework</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20L2%20reading%20development" title=" English L2 reading development"> English L2 reading development</a> </p> <a href="https://publications.waset.org/abstracts/81745/developing-english-l2-critical-reading-and-thinking-skills-through-the-pisa-reading-literacy-assessment-framework-a-case-study-of-efl-learners-in-a-thai-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">192</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">22</span> Exploring Pisa Monuments Using Mobile Augmented Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mihai%20Duguleana">Mihai Duguleana</a>, <a href="https://publications.waset.org/abstracts/search?q=Florin%20Girbacia"> Florin Girbacia</a>, <a href="https://publications.waset.org/abstracts/search?q=Cristian%20Postelnicu"> Cristian Postelnicu</a>, <a href="https://publications.waset.org/abstracts/search?q=Raffaello%20Brodi"> Raffaello Brodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Marcello%20Carrozzino"> Marcello Carrozzino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Augmented Reality (AR) has taken a big leap with the introduction of mobile applications which co-locate bi-dimensional (e.g. photo, video, text) and tridimensional information with the location of the user enriching his/her experience. This study presents the advantages of using Mobile Augmented Reality (MAR) technologies in traveling applications, improving cultural heritage exploration. We propose a location-based AR application which combines co-location with the augmented visual information about Pisa monuments to establish a friendly navigation in this historic city. AR was used to render contextual visual information in the outdoor environment. The developed Android-based application offers two different options: it provides the ability to identify the monuments positioned close to the user’s position and it offers location information for getting near the key touristic objectives. We present the process of creating the monuments’ 3D map database and the navigation algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20compass" title=" electronic compass"> electronic compass</a>, <a href="https://publications.waset.org/abstracts/search?q=GPS" title=" GPS"> GPS</a>, <a href="https://publications.waset.org/abstracts/search?q=location-based%20service" title=" location-based service"> location-based service</a> </p> <a href="https://publications.waset.org/abstracts/54319/exploring-pisa-monuments-using-mobile-augmented-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/54319.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">286</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">21</span> A Correlation Analysis of an Effective Music Education with Students’ Mathematical Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoon%20Suh%20Song">Yoon Suh Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Though music education can broaden one’s capacity for mathematical performance, many countries lag behind in music education. Little empirical evidence is found to identify the connection between math and music. Therefore, this research was set out to explore what music-related variables are associated with mathematical performance. The result of our analysis is as follows: A Pearson's Correlation analysis revealed that PISA math score is strongly correlated with students' Intelligence Quotient (IQ). This lays the foundation for further research as to what factors in students’ IQ lead to a better performance in math. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=music%20education" title="music education">music education</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20performance" title=" mathematical performance"> mathematical performance</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=IQ" title=" IQ"> IQ</a> </p> <a href="https://publications.waset.org/abstracts/97551/a-correlation-analysis-of-an-effective-music-education-with-students-mathematical-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/97551.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">20</span> Self-Education, Recognition and Well-Being Insights into Qualitative-Reconstructive Educational Research on the Value of Non-formal Education in the Adolescence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sandra%20Biewers%20Grimm">Sandra Biewers Grimm</a> </p> <p class="card-text"><strong>Abstract:</strong></p> International studies such as Pisa have shown an increasing social inequality in the education system, which is determined in particular by social origin and migration status. This is especially the case in the Luxembourg school system, which creates challenges for many young people due to the multilingualism in the country. While the international and also the national debate on education in the immediate aftermath of the publications of the Pisa results mainly focused on the further development of school-based learning venues and formal educational processes, it initially remained largely unclear what role exactly out-of-school learning venues and non-formal and informal learning processes could play in this further development. This has changed in the meantime. Both in the political discourses and in the scientific disciplines, those voices have become louder that draw attention to the important educational function and the enormous educational potential of out-of-school learning places as a response to the crisis of the formal education system and more than this. Youth work as an actor and approach of non-formal education is particularly in demand here. Due to its principles of self-education, participation and openness, it is considered to have a special potential in supporting the acquisition of important key competencies. In this context, the study "Educational experiences in non-formal settings" at CCY takes a differentiated look behind the scenes of education-oriented youth work and describes on the basis of empirical data what and how young people learn in youth centers and which significance they attach to these educational experiences for their subjective life situation. In this sense, the aim of the study is to reconstruct the subjective educational experiences of young people in Open Youth Work as well as to explore the value that these experiences have for young people. In doing so, it enables scientifically founded conclusions about the educational potential of youth work from the user's perspective. Initially, the study focuses on defining the concept of education in the context of non-formal education and thus sets a theoretical framework for the empirical analysis. This socio-educational term of education differs from the relevant conception of education in curricular, formal education as the acquisition of knowledge. It also differs from the operationalization of education as competence, or the differentiation into cultural, social and personal or into factual, social or methodological competence, which is often used in the European context and which has long been interpreted as a "social science reading of the question of education" (XX). Now the aim is to define a "broader" concept of education that goes beyond the normative and educational policy dimensions of a "non-formal education" and includes the classical socio-educational dimensions. Furthermore, the study works with different methods of empirical social research: In addition to ethnographic observation and an online survey, group discussions were conducted with the young people. The presentation gives an insight into the context, the methodology and the results of this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-formal%20education" title="non-formal education">non-formal education</a>, <a href="https://publications.waset.org/abstracts/search?q=youth%20research" title=" youth research"> youth research</a>, <a href="https://publications.waset.org/abstracts/search?q=qualitative%20research" title=" qualitative research"> qualitative research</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20theory" title=" educational theory"> educational theory</a> </p> <a href="https://publications.waset.org/abstracts/146469/self-education-recognition-and-well-being-insights-into-qualitative-reconstructive-educational-research-on-the-value-of-non-formal-education-in-the-adolescence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146469.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">163</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">19</span> The Influence of Teacher Support on School Belonging in Chinese Students: A Moderated Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuting%20Tan">Yuting Tan</a>, <a href="https://publications.waset.org/abstracts/search?q=Benchao%20Fan"> Benchao Fan</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaoman%20Wei"> Xiaoman Wei</a>, <a href="https://publications.waset.org/abstracts/search?q=Tao%20Yang"> Tao Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to investigate the relationship between students’ perceived teacher support, parental emotional support, mastery goal orientation and school belonging, the questionnaire data of 11,898 15-year-olds (5,699 girls and 6,199 boys) in four Chinese provinces and cities (Beijing, Shanghai, Jiangsu and Zhejiang) that participated in PISA 2018 were used. The results showed that: (1) teacher support can positively and significantly predict students' school belonging; (2) mastery goal orientation played the mediating role in the relationship between teacher support and school belonging; (3) the second half path of students’ mastery goal orientation to the mediation process of teacher support and school belonging was regulated by parental emotional support. The results have important educational practice enlightenment for effectively promoting the school belonging of Chinese students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20belonging" title="school belonging">school belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20support" title=" teacher support"> teacher support</a>, <a href="https://publications.waset.org/abstracts/search?q=mastery%20goal%20orientation" title=" mastery goal orientation"> mastery goal orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20emotional%20support" title=" parental emotional support"> parental emotional support</a> </p> <a href="https://publications.waset.org/abstracts/164591/the-influence-of-teacher-support-on-school-belonging-in-chinese-students-a-moderated-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164591.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">18</span> School Autonomy in the United Kingdom: A Correlational Study Applied to English Principals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pablo%20Javier%20Ortega-Rodriguez">Pablo Javier Ortega-Rodriguez</a>, <a href="https://publications.waset.org/abstracts/search?q=Francisco%20Jose%20Pozuelos-Estrada"> Francisco Jose Pozuelos-Estrada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, there has been a renewed interest in school autonomy in the United Kingdom and its impact on students' outcomes. English principals have a pivotal role in decision-making. The aim of this paper is to explore the correlation between the type of school (public or private) and the considerable responsibilities of English principals which participated in PISA 2015. The final sample consisted of 419 principals. Descriptive data (percentages and means) were generated for the variables related to professional autonomy. Pearson's chi-square test was used to determine if there is an association between the type of school and principals' responsibilities for relevant tasks. Statistical analysis was performed using SPSS software, version 22. Findings suggest a significant correlation between the type of school and principals' responsibility for firing teachers and formulating the school budget. This study confirms that the type of school is not associated with principals' responsibility for choosing which textbooks are used at school. The present study establishes a quantitative framework for defining four models of professional autonomy and some proposals to improve school autonomy in the United Kingdom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title="decision making">decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=principals" title=" principals"> principals</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20autonomy" title=" professional autonomy"> professional autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20autonomy" title=" school autonomy"> school autonomy</a> </p> <a href="https://publications.waset.org/abstracts/99907/school-autonomy-in-the-united-kingdom-a-correlational-study-applied-to-english-principals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99907.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">797</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17</span> The Relevance of PISA Tests in the Decentralization of the Educational System in Romania</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nitu%20Marilena%20Cristina">Nitu Marilena Cristina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Decentralization of the education system is an educational policy option necessary from the perspective of democratizing internal life and streamlining service administration public. The experience of recent years has shown that decisions taken at central level do not to take into account all situations and especially all the specific needs and interests of the various institutions and individuals. A democratic society implies that the decision-making process is brought closer to the place of application, allowing citizens to take part in the decision-making that affects them directly or indirectly. Essentially decentralization of pre-university education is the transfer of authority, responsibility and resources in decision-making and general management, and financially to the educational units and the local community. This creates a frame of an effective collaboration between school and community. Modern theories on the leadership of education advocate the adoption of decentralization measures and participatory strategies. Numerous countries confronted with the educational impasse has appealed to these strategies. Reforming projects have begun application diversified and nuanced social decentralization models according to the specific social and educational situation. Analysis of legal provisions and measures adopted in the framework of the reform process indicates that, at least formally, decentralization is the solution chosen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=decentralization" title="decentralization">decentralization</a>, <a href="https://publications.waset.org/abstracts/search?q=educational" title=" educational"> educational</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=reforming" title=" reforming"> reforming</a> </p> <a href="https://publications.waset.org/abstracts/83859/the-relevance-of-pisa-tests-in-the-decentralization-of-the-educational-system-in-romania" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83859.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">16</span> Development of Elementary Literacy in the Czech Republic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Iva%20Ko%C5%A1ek%20Barto%C5%A1ov%C3%A1">Iva Košek Bartošová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is great attention being paid in the field of development of first reading, thus early literacy skills in the Czech Republic. Yet inconclusive results of PISA and PIRLS force us to think over the teacher´s work, his/her roles in the education process and methods and forms used in lessons. There is also a significant importance to monitor the family environment and the pupil, themselves. The aim of the publishing output is to focus on one side dealing with methods of practicing reading technique and their results in the process of comprehension. In the first part of the contribution there are the goals of development of reading literacy and the methods used in reading practice in some EU countries and a follow-up comparison of research implemented by the help of modern technology of an eye tracker device in the year 2015 and a research conducted at the Institute of Education and Psychological Counselling of the Czech Republic in the year 2011/12. These are the results of a diagnostic test of reading in first classes of primary schools, taught by the genetic method and analytic-synthetic method. The results show that in the first stage of practice there are no statistically significant differences between any researched subjects taught by different methods of reading practice (with the use of several diagnostic texts focused on reading technique and its comprehension). Different results are shown at the end of Grade One and during Grade Two of primary school. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20literacy" title="elementary literacy">elementary literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tracker%20device" title=" eye tracker device"> eye tracker device</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnostic%20reading%20tests" title=" diagnostic reading tests"> diagnostic reading tests</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20teaching%20method" title=" reading teaching method"> reading teaching method</a> </p> <a href="https://publications.waset.org/abstracts/48215/development-of-elementary-literacy-in-the-czech-republic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">15</span> Learning-by-Heart vs. Learning by Thinking: Fostering Thinking in Foreign Language Learning A Comparison of Two Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danijela%20Vranje%C5%A1">Danijela Vranješ</a>, <a href="https://publications.waset.org/abstracts/search?q=Nata%C5%A1a%20Vukajlovi%C4%87"> Nataša Vukajlović</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Turning to learner-centered teaching instead of the teacher-centered approach brought a whole new perspective into the process of teaching and learning and set a new goal for improving the educational process itself. However, recently a tremendous decline in students’ performance on various standardized tests can be observed, above all on the PISA-test. The learner-centeredness on its own is not enough anymore: the students’ ability to think is deteriorating. Especially in foreign language learning, one can encounter a lot of learning by heart: whether it is grammar or vocabulary, teachers often seem to judge the students’ success merely on how well they can recall a specific word, phrase, or grammar rule, but they rarely aim to foster their ability to think. Convinced that foreign language teaching can do both, this research aims to discover how two different approaches to teaching foreign language foster the students’ ability to think as well as to what degree they help students get to the state-determined level of foreign language at the end of the semester as defined in the Common European Framework. For this purpose, two different curricula were developed: one is a traditional, learner-centered foreign language curriculum that aims at teaching the four competences as defined in the Common European Framework and serves as a control variable, whereas the second one has been enriched with various thinking routines and aims at teaching the foreign language as a means to communicate ideas and thoughts rather than reducing it to the four competences. Moreover, two types of tests were created for each approach, each based on the content taught during the semester. One aims to test the students’ competences as defined in the CER, and the other aims to test the ability of students to draw on the knowledge gained and come to their own conclusions based on the content taught during the semester. As it is an ongoing study, the results are yet to be interpreted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=common%20european%20framework%20of%20reference" title="common european framework of reference">common european framework of reference</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20learning" title=" foreign language learning"> foreign language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language%20teaching" title=" foreign language teaching"> foreign language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=testing%20and%20assignment" title=" testing and assignment"> testing and assignment</a> </p> <a href="https://publications.waset.org/abstracts/155824/learning-by-heart-vs-learning-by-thinking-fostering-thinking-in-foreign-language-learning-a-comparison-of-two-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155824.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14</span> Aggregation-Induced-Active Stimuli-Responsive Based Nano-Objects for Wastewater Treatment Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Parvaneh%20Eskandari">Parvaneh Eskandari</a>, <a href="https://publications.waset.org/abstracts/search?q=Rachel%20O%27Reilly"> Rachel O'Reilly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the last years, controlling the self-assembly behavior of stimuli-responsive nano-objects, including micelles, vesicles, worm-like, etc., at different conditions is considered a pertinent challenge in the polymer community. The aim of the project was to synthesize aggregation-induced emission (AIE)-active stimuli-responsive polymeric nano-objects to control the self-assemblies morphologies of the prepared nano-objects. Two types of nanoobjects, micelle and vesicles, including PDMAEMA-b-P(BzMA-TPEMA) [PDMAEMA: poly(N,Ndimethylaminoethyl methacrylate); P(BzMA-TPEMA): poly[benzyl methacrylate-co- tetraphenylethene methacrylate]] were synthesized by using reversible addition−fragmentation chain-transfer (RAFT)- mediated polymerization-induced self-assembly (PISA), which combines polymerization and self-assembly in a single step. Transmission electron microscope and dynamic light scattering (DLS) analysis were used to confirm the formed self-assemblies morphologies. The controlled self-assemblies were applied as nitrophenolic compounds (NPCs) adsorbents from wastewater, thanks to their CO2-responsive part, PDMAEMA. Moreover, the fluorescence-active part of the prepared nano-objects, P(BzMA-TPEMA), played a key role in the detection of the NPCs at the aqueous solution. The optical properties of the prepared nano-objects were studied by UV/Vis and fluorescence spectroscopies. For responsivity investigations, the hydrodynamic diameter and Zeta-potential (ζ-potential) of the sample's aqueous solution were measured by DLS. In the end, the prepared nano-objects were used for the detection and adsorption of different NPCs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aggregation-induced%20emission%20polymers" title="aggregation-induced emission polymers">aggregation-induced emission polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=stimuli-responsive%20polymers" title=" stimuli-responsive polymers"> stimuli-responsive polymers</a>, <a href="https://publications.waset.org/abstracts/search?q=reversible%20addition%E2%88%92fragmentation%20chain-transfer%20polymerization" title=" reversible addition−fragmentation chain-transfer polymerization"> reversible addition−fragmentation chain-transfer polymerization</a>, <a href="https://publications.waset.org/abstracts/search?q=polymerization-induced%20self-assembly" title=" polymerization-induced self-assembly"> polymerization-induced self-assembly</a>, <a href="https://publications.waset.org/abstracts/search?q=wastewater%20treatment" title=" wastewater treatment"> wastewater treatment</a> </p> <a href="https://publications.waset.org/abstracts/172871/aggregation-induced-active-stimuli-responsive-based-nano-objects-for-wastewater-treatment-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172871.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13</span> Modeling in the Middle School: Eighth-Grade Students’ Construction of the Summer Job Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20Sahin%20Celik">Neslihan Sahin Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eraslan"> Ali Eraslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematical model and modeling are one of the topics that have been intensively discussed in recent years. In line with the results of the PISA studies, researchers in many countries have begun to question how much students in school-education system are prepared to solve the real-world problems they encounter in their future professional lives. As a result, many mathematics educators have begun to emphasize the importance of new skills and understanding such as constructing, Hypothesizing, Describing, manipulating, predicting, working together for complex and multifaceted problems for success in beyond the school. When students increasingly face this kind of situations in their daily life, it is important to make sure that students have enough experience to work together and interpret mathematical situations that enable them to think in different ways and share their ideas with their peers. Thus, model eliciting activities are one of main tools that help students to gain experiences and the new skills required. This research study was carried on the town center of a big city located in the Black Sea region in Turkey. The participants were eighth-grade students in a middle school. After a six-week preliminary study, three students in an eighth-grade classroom were selected using criterion sampling technique and placed in a focus group. The focus group of three students was videotaped as they worked on a model eliciting activity, the Summer Job Problem. The conversation of the group was transcribed, examined with students’ written work and then qualitatively analyzed through the lens of Blum’s (1996) modeling processing cycle. The study results showed that eighth grade students can successfully work with the model eliciting, develop a model based on the two parameters and review the whole process. On the other hand, they had difficulties to relate parameters to each other and take all parameters into account to establish the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=middle%20school" title="middle school">middle school</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=summer%20job%20problem" title=" summer job problem"> summer job problem</a> </p> <a href="https://publications.waset.org/abstracts/26300/modeling-in-the-middle-school-eighth-grade-students-construction-of-the-summer-job-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26300.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12</span> Intrinsic Motivational Factor of Students in Learning Mathematics and Science Based on Electroencephalogram Signals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norzaliza%20Md.%20Nor">Norzaliza Md. Nor</a>, <a href="https://publications.waset.org/abstracts/search?q=Sh-Hussain%20Salleh"> Sh-Hussain Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahyar%20Hamedi"> Mahyar Hamedi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hadrina%20Hussain"> Hadrina Hussain</a>, <a href="https://publications.waset.org/abstracts/search?q=Wahab%20Abdul%20Rahman"> Wahab Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Motivational factor is mainly the students’ desire to involve in learning process. However, it also depends on the goal towards their involvement or non-involvement in academic activity. Even though, the students’ motivation might be in the same level, but the basis of their motivation may differ. In this study, it focuses on the intrinsic motivational factor which student enjoy learning or feeling of accomplishment the activity or study for its own sake. The intrinsic motivational factor of students in learning mathematics and science has found as difficult to be achieved because it depends on students’ interest. In the Program for International Student Assessment (PISA) for mathematics and science, Malaysia is ranked as third lowest. The main problem in Malaysian educational system, students tend to have extrinsic motivation which they have to score in exam in order to achieve a good result and enrolled as university students. The use of electroencephalogram (EEG) signals has found to be scarce especially to identify the students’ intrinsic motivational factor in learning science and mathematics. In this research study, we are identifying the correlation between precursor emotion and its dynamic emotion to verify the intrinsic motivational factor of students in learning mathematics and science. The 2-D Affective Space Model (ASM) was used in this research in order to identify the relationship of precursor emotion and its dynamic emotion based on the four basic emotions, happy, calm, fear and sad. These four basic emotions are required to be used as reference stimuli. Then, in order to capture the brain waves, EEG device was used, while Mel Frequency Cepstral Coefficient (MFCC) was adopted to be used for extracting the features before it will be feed to Multilayer Perceptron (MLP) to classify the valence and arousal axes for the ASM. The results show that the precursor emotion had an influence the dynamic emotions and it identifies that most students have no interest in mathematics and science according to the negative emotion (sad and fear) appear in the EEG signals. We hope that these results can help us further relate the behavior and intrinsic motivational factor of students towards learning of mathematics and science. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EEG" title="EEG">EEG</a>, <a href="https://publications.waset.org/abstracts/search?q=MLP" title=" MLP"> MLP</a>, <a href="https://publications.waset.org/abstracts/search?q=MFCC" title=" MFCC"> MFCC</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivational%20factor" title=" intrinsic motivational factor"> intrinsic motivational factor</a> </p> <a href="https://publications.waset.org/abstracts/52426/intrinsic-motivational-factor-of-students-in-learning-mathematics-and-science-based-on-electroencephalogram-signals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">11</span> Primary School Students’ Modeling Processes: Crime Problem</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neslihan%20Sahin%20Celik">Neslihan Sahin Celik</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Eraslan"> Ali Eraslan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As a result of PISA (Program for International Student Assessments) survey that tests how well students can apply the knowledge and skills they have learned at school to real-life challenges, the new and redesigned mathematics education programs in many countries emphasize the necessity for the students to face complex and multifaceted problem situations and gain experience in this sense allowing them to develop new skills and mathematical thinking to prepare them for their future life after school. At this point, mathematical models and modeling approaches can be utilized in the analysis of complex problems which represent real-life situations in which students can actively participate. In particular, model eliciting activities that bring about situations which allow the students to create solutions to problems and which involve mathematical modeling must be used right from primary school years, allowing them to face such complex, real-life situations from early childhood period. A qualitative study was conducted in a university foundation primary school in the city center of a big province in 2013-2014 academic years. The participants were 4th grade students in a primary school. After a four-week preliminary study applied to a fourth-grade classroom, three students included in the focus group were selected using criterion sampling technique. A focus group of three students was videotaped as they worked on the Crime Problem. The conversation of the group was transcribed, examined with students’ written work and then analyzed through the lens of Blum and Ferri’s modeling processing cycle. The results showed that primary fourth-grade students can successfully work with model eliciting problem while they encounter some difficulties in the modeling processes. In particular, they developed new ideas based on different assumptions, identified the patterns among variables and established a variety of models. On the other hand, they had trouble focusing on problems and occasionally had breaks in the process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title="primary school">primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling" title=" modeling"> modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical%20modeling" title=" mathematical modeling"> mathematical modeling</a>, <a href="https://publications.waset.org/abstracts/search?q=crime%20problem" title=" crime problem"> crime problem</a> </p> <a href="https://publications.waset.org/abstracts/26298/primary-school-students-modeling-processes-crime-problem" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">10</span> Issues and Problems of Leadership Competencies among Head of Science Panels in Sarawak</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adawati%20Suhaili">Adawati Suhaili</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamisah%20Osman"> Kamisah Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Effendi"> Mohd Effendi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ewan%20Mohd%20Matore"> Ewan Mohd Matore</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The global education reform has prompted Malaysia to transform the education system in Malaysia through the Malaysian Education Blueprint (MEB) 2013-2025. This transformation is aimed to achieve the top one-third rank in international assessment. The low achievement of student scientific literacy in TIMMS (Trends in International Mathematics and Science Study ) and PISA (Programme for International Student Assessment) has caused concern to the Ministry Of Education (MOE) despite various reform efforts. Therefore, an alternative action by enhancing the role of the Head of Science Panels (HoSPs) as a key change agent in catalyzing the improvement of student performance should be considered. Highlights of previous studies have shown that subject leadership is able to enhance teacher teaching quality in order to increase student learning. To lead the Science department and guide Science teachers more effectively, HoSPs need to strengthen their leadership skills. However, the issue of weaknesses in the leadership competencies of HoSPs in Malaysia has caused them to lack confidence and ability in leading the Science Department. The main objective of this study is to explore the factors that contribute to the problems faced by HoSPs at Sarawak in their leadership roles. This study used a qualitative design framework and using a semi-structured interview method for data collection. There were six informants involved in the interview consisting of lecturers, Senior Administrative Assistant Teacher and HoSPs. The findings of the study had been identified four main factors that contribute to problems in the leadership competencies of HoSPs in Sarawak, namely leadership practices, leadership structure, academic subjects and school change. The results are significant to the MOE in strengthening the leadership competencies of HoSPs in a more focus for improving the achievement of scientific literacy of students in Malaysia. This study can help improve the Hosps' leadership competencies in Malaysia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=issues" title="issues">issues</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaysia%20education%20blueprint" title=" Malaysia education blueprint"> Malaysia education blueprint</a>, <a href="https://publications.waset.org/abstracts/search?q=leadership%20competencies" title=" leadership competencies"> leadership competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=head%20of%20science%20panels" title=" head of science panels"> head of science panels</a> </p> <a href="https://publications.waset.org/abstracts/140831/issues-and-problems-of-leadership-competencies-among-head-of-science-panels-in-sarawak" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140831.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">199</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Sea of Light: A Game 'Based Approach for Evidence-Centered Assessment of Collaborative Problem Solving</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Svenja%20Pieritz">Svenja Pieritz</a>, <a href="https://publications.waset.org/abstracts/search?q=Jakab%20Pilaszanovich"> Jakab Pilaszanovich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collaborative Problem Solving (CPS) is recognized as being one of the most important skills of the 21st century with having a potential impact on education, job selection, and collaborative systems design. Therefore, CPS has been adopted in several standardized tests, including the Programme for International Student Assessment (PISA) in 2015. A significant challenge of evaluating CPS is the underlying interplay of cognitive and social skills, which requires a more holistic assessment. However, the majority of the existing tests are using a questionnaire-based assessment, which oversimplifies this interplay and undermines ecological validity. Two major difficulties were identified: Firstly, the creation of a controllable, real-time environment allowing natural behaviors and communication between at least two people. Secondly, the development of an appropriate method to collect and synthesize both cognitive and social metrics of collaboration. This paper proposes a more holistic and automated approach to the assessment of CPS. To address these two difficulties, a multiplayer problem-solving game called Sea of Light was developed: An environment allowing students to deploy a variety of measurable collaborative strategies. This controlled environment enables researchers to monitor behavior through the analysis of game actions and chat. The according solution for the statistical model is a combined approach of Natural Language Processing (NLP) and Bayesian network analysis. Social exchanges via the in-game chat are analyzed through NLP and fed into the Bayesian network along with other game actions. This Bayesian network synthesizes evidence to track and update different subdimensions of CPS. Major findings focus on the correlations between the evidences collected through in- game actions, the participants’ chat features and the CPS self- evaluation metrics. These results give an indication of which game mechanics can best describe CPS evaluation. Overall, Sea of Light gives test administrators control over different problem-solving scenarios and difficulties while keeping the student engaged. It enables a more complete assessment based on complex, socio-cognitive information on actions and communication. This tool permits further investigations of the effects of group constellations and personality in collaborative problem-solving. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bayesian%20network" title="bayesian network">bayesian network</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20problem%20solving" title=" collaborative problem solving"> collaborative problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=game-based%20assessment" title=" game-based assessment"> game-based assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing "> natural language processing </a> </p> <a href="https://publications.waset.org/abstracts/111733/sea-of-light-a-game-based-approach-for-evidence-centered-assessment-of-collaborative-problem-solving" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Development of Instructional Material Using Scientific Approach to Make the Nature of Science (NOS) and Critical Thinking Explicit on Chemical Bonding and Intermolecular Forces Topics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivan%20Ashif%20Ardhana">Ivan Ashif Ardhana</a>, <a href="https://publications.waset.org/abstracts/search?q=Intan%20Mahanani"> Intan Mahanani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry education tends to change from triplet representation among macroscopic, microscopic, and symbolic to tetrahedron shape. This change set the aspect of human element on the top of learning. Meaning that students are expected to solve the problems involving the ethic, morality, and humanity through the class. Ability to solve the problems connecting either theories or applications is called scientific literacy which have been implemented in curriculum 2013 implicitly. Scientific literacy has an aspect of nature science and critical thinking. Both can be integrated to learning using scientific approach and scientific inquiry. Unfortunately, students’ ability of scientific literacy in Indonesia is far from expectation. A survey from PISA had proven it. Scientific literacy of Indonesian students is always at bottom five position from 2002 till 2012. Improving a scientific literacy needs many efforts against them. Developing an instructional material based on scientific approach is one kind of that efforts. Instructional material contains both aspect of nature of science and critical thinking which is instructed explicitly to improve the students’ understanding about science. Developing goal is to produce a prototype and an instructional material using scientific approach whose chapter is chemical bonding and intermolecular forces for high school students grade ten. As usual, the material is subjected to get either quantitative mark or suggestion through validation process using validation sheet instrument. Development model is adapted from 4D model containing four steps. They are define, design, develop, and disseminate. Nevertheless, development of instructional material had only done until third step. The final step wasn’t done because of time, cost, and energy limitations. Developed instructional material had been validated by four validators. They are coming from chemistry lecture and high school’s teacher which two at each. The result of this development research shown the average of quantitative mark of students’ book is 92.75% with very proper in criteria. Given at same validation process, teacher’s guiding book got the average mark by 96.98%, similar criteria with students’ book. Qualitative mark including both comments and suggestions resulted from validation process were used as consideration for the revision. The result concluded us how the instructional materials using scientific approach to explicit nature of science and critical thinking on the topic of chemical bonding and intermolecular forces are very proper if they are used at learning activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20material" title=" instructional material"> instructional material</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title=" nature of science"> nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20literacy" title=" scientific literacy"> scientific literacy</a> </p> <a href="https://publications.waset.org/abstracts/58847/development-of-instructional-material-using-scientific-approach-to-make-the-nature-of-science-nos-and-critical-thinking-explicit-on-chemical-bonding-and-intermolecular-forces-topics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58847.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> The 2017 Summer Campaign for Night Sky Brightness Measurements on the Tuscan Coast</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Giacomelli">Andrea Giacomelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Luciano%20Massetti"> Luciano Massetti</a>, <a href="https://publications.waset.org/abstracts/search?q=Elena%20Maggi"> Elena Maggi</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Raschi"> Antonio Raschi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The presentation will report the activities managed during the Summer of 2017 by a team composed by staff from a University Department, a National Research Council Institute, and an outreach NGO, collecting measurements of night sky brightness and other information on artificial lighting, in order to characterize light pollution issues on portions of the Tuscan coast, in Central Italy. These activities combine measurements collected by the principal scientists, citizen science observations led by students, and outreach events targeting a broad audience. This campaign aggregates the efforts of three actors: the BuioMetria Partecipativa project, which started collecting light pollution data on a national scale in 2008 with an environmental engineering and free/open source GIS core team; the Institute of Biometeorology from the National Research Council, with ongoing studies on light and urban vegetation and a consolidated track record in environmental education and citizen science; the Department of Biology from the University of Pisa, which started experiments to assess the impact of light pollution in coastal environments in 2015. While the core of the activities concerns in situ data, the campaign will account also for remote sensing data, thus considering heterogeneous data sources. The aim of the campaign is twofold: (1) To test actions of citizen and student engagement in monitoring sky brightness (2) To collect night sky brightness data and test a protocol for applications to studies on the ecological impact of light pollution, with a special focus on marine coastal ecosystems. The collaboration of an interdisciplinary team in the study of artificial lighting issues is not a common case in Italy, and the possibility of undertaking the campaign in Tuscany has the added value of operating in one of the territories where it is possible to observe both sites with extremely high lighting levels, and areas with extremely low light pollution, especially in the Southern part of the region. Combining environmental monitoring and communication actions in the context of the campaign, this effort will contribute to the promotion of night skies with a good quality as an important asset for the sustainability of coastal ecosystems, as well as to increase citizen awareness through star gazing, night photography and actively participating in field campaign measurements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=citizen%20science" title="citizen science">citizen science</a>, <a href="https://publications.waset.org/abstracts/search?q=light%20pollution" title=" light pollution"> light pollution</a>, <a href="https://publications.waset.org/abstracts/search?q=marine%20coastal%20biodiversity" title=" marine coastal biodiversity"> marine coastal biodiversity</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a> </p> <a href="https://publications.waset.org/abstracts/86006/the-2017-summer-campaign-for-night-sky-brightness-measurements-on-the-tuscan-coast" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Application of Micro-Tunneling Technique to Rectify Tilted Structures Constructed on Cohesive Soil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yasser%20R.%20Tawfic">Yasser R. Tawfic</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20A.%20Eid"> Mohamed A. Eid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foundation differential settlement and supported structure tilting is an occasionally occurred engineering problem. This may be caused by overloading, changes in ground soil properties or unsupported nearby excavations. Engineering thinking points directly toward the logic solution for such problem by uplifting the settled side. This can be achieved with deep foundation elements such as micro-piles and macro-piles™, jacked piers and helical piers, jet grouted soil-crete columns, compaction grout columns, cement grouting or with chemical grouting, or traditional pit underpinning with concrete and mortar. Although, some of these techniques offer economic, fast and low noise solutions, many of them are quite the contrary. For tilted structures, with limited inclination, it may be much easier to cause a balancing settlement on the less-settlement side which shall be done carefully in a proper rate. This principal has been applied in Leaning Tower of Pisa stabilization with soil extraction from the ground surface. In this research, the authors attempt to introduce a new solution with a different point of view. So, micro-tunneling technique is presented in here as an intended ground deformation cause. In general, micro-tunneling is expected to induce limited ground deformations. Thus, the researchers propose to apply the technique to form small size ground unsupported holes to produce the target deformations. This shall be done in four phases: •Application of one or more micro-tunnels, regarding the existing differential settlement value, under the raised side of the tilted structure. •For each individual tunnel, the lining shall be pulled out from both sides (from jacking and receiving shafts) in slow rate. •If required, according to calculations and site records, an additional surface load can be applied on the raised foundation side. •Finally, a strengthening soil grouting shall be applied for stabilization after adjustment. A finite element based numerical model is presented to simulate the proposed construction phases for different tunneling positions and tunnels group. For each case, the surface settlements are calculated and induced plasticity points are checked. These results show the impact of the suggested procedure on the tilted structure and its feasibility. Comparing results also show the importance of the position selection and tunnels group gradual effect. Thus, a new engineering solution is presented to one of the structural and geotechnical engineering challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20settlement" title="differential settlement">differential settlement</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-tunneling" title=" micro-tunneling"> micro-tunneling</a>, <a href="https://publications.waset.org/abstracts/search?q=soil-structure%20interaction" title=" soil-structure interaction"> soil-structure interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=tilted%20structures" title=" tilted structures"> tilted structures</a> </p> <a href="https://publications.waset.org/abstracts/34698/application-of-micro-tunneling-technique-to-rectify-tilted-structures-constructed-on-cohesive-soil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34698.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">208</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> The Readaptation of the Subscale 3 of the NLit-IT (Nutrition Literacy Assessment Instrument for Italian Subjects)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Virginia%20Vettori">Virginia Vettori</a>, <a href="https://publications.waset.org/abstracts/search?q=Chiara%20Lorini"> Chiara Lorini</a>, <a href="https://publications.waset.org/abstracts/search?q=Vieri%20Lastrucci"> Vieri Lastrucci</a>, <a href="https://publications.waset.org/abstracts/search?q=Giulia%20Di%20Pisa"> Giulia Di Pisa</a>, <a href="https://publications.waset.org/abstracts/search?q=Alessia%20De%20Blasi"> Alessia De Blasi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20%20Giuggioli"> Sara Giuggioli</a>, <a href="https://publications.waset.org/abstracts/search?q=Guglielmo%20Bonaccorsi"> Guglielmo Bonaccorsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design of the Nutrition Literacy Assessment Instrument (NLit) responds to the need to provide a tool to adequately assess the construct of nutrition literacy (NL), which is strictly connected to the quality of the diet and nutritional health status. The NLit was originally developed and validated in the US context, and it was recently validated for Italian people too (NLit-IT), involving a sample of N = 74 adults. The results of the cross-cultural adaptation of the tool confirmed its validity since it was established that the level of NL contributed to predicting the level of adherence to the Mediterranean Diet (convergent validity). Additionally, results obtained proved that Internal Consistency and reliability of the NLit-IT were good (Cronbach’s alpha (ρT) = 0.78; 95% CI, 0.69–0.84; Intraclass Correlation Coefficient (ICC) = 0.68, 95% CI, 0.46–0.85). However, the Subscale 3 of the NLit-IT “Household Food Measurement” showed lower values of ρT and ICC (ρT = 0.27; 95% CI, 0.1–0.55; ICC = 0.19, 95% CI, 0.01–0.63) than the entire instrument. Subscale 3 includes nine items which are constituted by written questions and the corresponding pictures of the meals. In particular, items 2, 3, and 8 of Subscale 3 had the lowest level of correct answers. The purpose of the present study was to identify the factors that influenced the Internal Consistency and reliability of Subscale 3 of NLit-IT using the methodology of a focus group. A panel of seven experts was formed, involving professionals in the field of public health nutrition, dietetics, and health promotion and all of them were trained on the concepts of nutrition literacy and food appearance. A member of the group drove the discussion, which was oriented in the identification of the reasons for the low levels of reliability and Internal Consistency. The members of the group discussed the level of comprehension of the items and how they could be readapted. From the discussion, it emerges that the written questions were clear and easy to understand, but it was observed that the representations of the meal needed to be improved. Firstly, it has been decided to introduce a fork or a spoon as a reference dimension to better understand the dimension of the food portion (items 1, 4 and 8). Additionally, the flat plate of items 3 and 5 should be substituted with a soup plate because, in the Italian national context, it is common to eat pasta or rice on this kind of plate. Secondly, specific measures should be considered for some kind of foods such as the brick of yogurt instead of a cup of yogurt (items 1 and 4). Lastly, it has been decided to redo the photos of the meals basing on professional photographic techniques. In conclusion, we noted that the graphical representation of the items strictly influenced the level of participants’ comprehension of the questions; moreover, the research group agreed that the level of knowledge about nutrition and food portion size is low in the general population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nutritional%20literacy" title="nutritional literacy">nutritional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=cross%20cultural%20adaptation" title=" cross cultural adaptation"> cross cultural adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=misinformation" title=" misinformation"> misinformation</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20design" title=" food design"> food design</a> </p> <a href="https://publications.waset.org/abstracts/137111/the-readaptation-of-the-subscale-3-of-the-nlit-it-nutrition-literacy-assessment-instrument-for-italian-subjects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137111.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">171</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Monitoring of Educational Achievements of Kazakhstani 4th and 9th Graders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Madina%20Tynybayeva">Madina Tynybayeva</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanya%20Zhumazhanova"> Sanya Zhumazhanova</a>, <a href="https://publications.waset.org/abstracts/search?q=Saltanat%20Kozhakhmetova"> Saltanat Kozhakhmetova</a>, <a href="https://publications.waset.org/abstracts/search?q=Merey%20Mussabayeva"> Merey Mussabayeva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the leading indicators of the education quality is the level of students’ educational achievements. The processes of modernization of Kazakhstani education system have predetermined the need to improve the national system by assessing the quality of education. The results of assessment greatly contribute to addressing questions about the current state of the educational system in the country. The monitoring of students’ educational achievements (MEAS) is the systematic measurement of the quality of education for compliance with the state obligatory standard of Kazakhstan. This systematic measurement is independent of educational organizations and approved by the order of the Minister of Education and Scienceof Kazakhstan. The MEAS was conducted in the regions of Kazakhstanfor the first time in 2022 by the National Testing Centre. The measurement does not have legal consequences either for students or for educational organizations. Students’ achievements were measured in three subject areas: reading, mathematics and science literacy. MEAS was held for the first time in April this year, 105 thousand students from 1436 schools of Kazakhstan took part in the testing. The monitoring was accompanied by a survey of students, teachers, and school leaders. The goal is to identify which contextual factors affect learning outcomes. The testing was carried out in a computer format. The test tasks of MEAS are ranked according to the three levels of difficulty: basic, medium, and high. Fourth graders are asked to complete 30 closed-type tasks. The average score of the results is 21 points out of 30, which means 70% of tasks were successfully completed. The total number of test tasks for 9th grade students – 75 questions. The results of ninth graders are comparatively lower, the success rate of completing tasks is 63%. MEAS participants did not reveal a statistically significant gap in results in terms of the language of instruction, territorial status, and type of school. The trend of reducing the gap in these indicators is also noted in the framework of recent international studies conducted across the country, in particular PISA for schools in Kazakhstan. However, there is a regional gap in MOES performance. The difference in the values of the indicators of the highest and lowest scores of the regions was 11% of the success of completing tasks in the 4th grade, 14% in the 9thgrade. The results of the 4th grade students in reading, mathematics, and science literacy are: 71.5%, 70%, and 66.9%, respectively. The results of ninth-graders in reading, mathematics, and science literacy are 69.6%, 54%, and 60.8%, respectively. From the surveys, it was revealed that the educational achievements of students are considerably influenced by such factors as the subject competences of teachers, as well as the school climate and motivation of students. Thus, the results of MEAS indicate the need for an integrated approach to improving the quality of education. In particular, the combination of improving the content of curricula and textbooks, internal and external assessment of the educational achievements of students, educational programs of pedagogical specialties, and advanced training courses is required. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20school" title=" secondary school"> secondary school</a>, <a href="https://publications.waset.org/abstracts/search?q=monitoring" title=" monitoring"> monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20literacy" title=" functional literacy"> functional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=kazakhstan" title=" kazakhstan"> kazakhstan</a> </p> <a href="https://publications.waset.org/abstracts/156405/monitoring-of-educational-achievements-of-kazakhstani-4th-and-9th-graders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156405.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Information and Communication Technology Skills of Finnish Students in Particular by Gender</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antero%20J.%20S.%20Kivinen">Antero J. S. Kivinen</a>, <a href="https://publications.waset.org/abstracts/search?q=Suvi-Sadetta%20Kaarakainen"> Suvi-Sadetta Kaarakainen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Digitalization touches every aspect of contemporary society, changing the way we live our everyday life. Contemporary society is sometimes described as knowledge society including unprecedented amount of information people face daily. The tools to manage this information flow are ICT-skills which are both technical skills and reflective skills needed to manage incoming information. Therefore schools are under constant pressure of revision. In the latest Programme for International Student Assessment (PISA) girls have been outperforming boys in all Organization for Economic Co-operation and Development (OECD) member countries and the gender gap between girls and boys is widest in Finland. This paper presents results of the Comprehensive Schools in the Digital Age project of RUSE, University of Turku. The project is in connection with Finnish Government Analysis, Assessment and Research Activities. First of all, this paper examines gender differences in ICT-skills of Finnish upper comprehensive school students. Secondly, it explores in which way differences are changing when students proceed to upper secondary and vocational education. ICT skills are measured using a performance-based ICT-skill test. Data is collected in 3 phases, January-March 2017 (upper comprehensive schools, n=5455), September-December 2017 (upper secondary and vocational schools, n~3500) and January-March 2018 (Upper comprehensive schools). The age of upper comprehensive school student’s is 15-16 and upper secondary and vocational school 16-18. The test is divided into 6 categories: basic operations, productivity software, social networking and communication, content creation and publishing, applications and requirements for the ICT study programs. Students have filled a survey about their ICT-usage and study materials they use in school and home. Cronbach's alpha was used to estimate the reliability of the ICT skill test. Statistical differences between genders were examined using two-tailed independent samples t-test. Results of first data from upper comprehensive schools show that there is no statistically significant difference in ICT-skill tests total scores between genders (boys 10.24 and girls 10.64, maximum being 36). Although, there were no gender difference in total test scores, there are differences in above mentioned six categories. Girls get better scores on school related and social networking test subjects while boys perform better on more technical oriented subjects. Test scores on basic operations are quite low for both groups. Perhaps these can partly be explained by the fact that the test was made on computers and majority of students ICT-usage consist of smartphones and tablets. Against this background it is important to analyze further the reasons for these differences. In a context of ongoing digitalization of everyday life and especially working life, the significant purpose of this analyses is to find answers how to guarantee the adequate ICT skills for all students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20education" title="basic education">basic education</a>, <a href="https://publications.waset.org/abstracts/search?q=digitalization" title=" digitalization"> digitalization</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT-skills" title=" ICT-skills"> ICT-skills</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20comprehensive%20education" title=" upper comprehensive education"> upper comprehensive education</a>, <a href="https://publications.waset.org/abstracts/search?q=upper%20secondary%20education" title=" upper secondary education"> upper secondary education</a>, <a href="https://publications.waset.org/abstracts/search?q=vocational%20education" title=" vocational education"> vocational education</a> </p> <a href="https://publications.waset.org/abstracts/86864/information-and-communication-technology-skills-of-finnish-students-in-particular-by-gender" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86864.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">135</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Evaluation of Airborne Particulate Matter Early Biological Effects in Children with Micronucleus Cytome Assay: The MAPEC_LIFE Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Carraro">E. Carraro</a>, <a href="https://publications.waset.org/abstracts/search?q=Sa.%20Bonetta"> Sa. Bonetta</a>, <a href="https://publications.waset.org/abstracts/search?q=Si.%20Bonetta"> Si. Bonetta</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Ceretti"> E. Ceretti</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20C.%20V.%20Viola"> G. C. V. Viola</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Pignata"> C. Pignata</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Levorato"> S. Levorato</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Salvatori"> T. Salvatori</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vannini"> S. Vannini</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Romanazzi"> V. Romanazzi</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Carducci"> A. Carducci</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Donzelli"> G. Donzelli</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Schilir%C3%B2"> T. Schilirò</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20De%20Donno"> A. De Donno</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Grassi"> T. Grassi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bonizzoni"> S. Bonizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Bonetti"> A. Bonetti</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Gilli"> G. Gilli</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20Gelatti"> U. Gelatti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 2013, air pollution and particulate matter were classified as carcinogenic to human by the IARC. At present, PM is Europe's most problematic pollutant in terms of harm to health, as reported by European Environmental Agency (EEA) in the EEA Technical Report on Air quality in Europe, 2015. A percentage between 17-30 of the EU urban population lives in areas where the EU air quality 24-hour limit value for PM10 is exceeded. Many studies have found a consistent association between exposure to PM and the incidence and mortality for some chronic diseases (i.e. lung cancer, cardiovascular diseases). Among the mechanisms responsible for these adverse effects, genotoxic damage is of particular concern. Children are a high-risk group in terms of the health effects of air pollution and early exposure during childhood can increase the risk of developing chronic diseases in adulthood. The MAPEC_LIFE (Monitoring Air Pollution Effects on Children for supporting public health policy) is a project founded by EU Life+ Programme (LIFE12 ENV/IT/000614) which intends to evaluate the associations between air pollution and early biological effects in children and to propose a model for estimating the global risk of early biological effects due to air pollutants and other factors in children. This work is focused on the micronuclei frequency in child buccal cells in association with airborne PM levels taking into account the influence of other factors associated with the lifestyle of children. The micronucleus test was performed in exfoliated buccal cells of 6–8 years old children from 5 Italian towns with different air pollution levels. Data on air quality during the study period were obtained from the Regional Agency for Environmental Protection. A questionnaire administered to children’s parents was used to obtain details on family socio-economic status, children health condition, exposures to other indoor and outdoor pollutants (i.e. passive smoke) and life-style, with particular reference to eating habits. During the first sampling campaign (winter 2014-15) 1315 children were recruited and sampled for Micronuclei test in buccal cells. In the sampling period the levels of the main pollutants and PM10 were, as expected, higher in the North of Italy (PM10 mean values 62 μg/m3 in Torino and 40 μg/m3 in Brescia) than in the other towns (Pisa, Perugia, Lecce). A higher Micronucleus frequency in buccal cells of children was found in Brescia (0.6/1000 cells) than in the other towns (range 0.3-0.5/1000 cells). The statistical analysis underlines a relation of the micronuclei frequency with PM concentrations, traffic level near child residence, and level of education of parents. The results suggest that, in addition to air pollution exposure, some other factors, related to lifestyle or further exposures, may influence micronucleus frequency and cellular response to air pollutants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=air%20pollution" title="air pollution">air pollution</a>, <a href="https://publications.waset.org/abstracts/search?q=buccal%20cells" title=" buccal cells"> buccal cells</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=micronucleus%20cytome%20assay" title=" micronucleus cytome assay"> micronucleus cytome assay</a> </p> <a href="https://publications.waset.org/abstracts/49695/evaluation-of-airborne-particulate-matter-early-biological-effects-in-children-with-micronucleus-cytome-assay-the-mapec-life-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49695.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Assessment of Airborne PM0.5 Mutagenic and Genotoxic Effects in Five Different Italian Cities: The MAPEC_LIFE Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Schilir%C3%B2">T. Schilirò</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bonetta"> S. Bonetta</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bonetta"> S. Bonetta</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Ceretti"> E. Ceretti</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Feretti"> D. Feretti</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Zerbini"> I. Zerbini</a>, <a href="https://publications.waset.org/abstracts/search?q=V.%20Romanazzi"> V. Romanazzi</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Levorato"> S. Levorato</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Salvatori"> T. Salvatori</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Vannini"> S. Vannini</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Verani"> M. Verani</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Pignata"> C. Pignata</a>, <a href="https://publications.waset.org/abstracts/search?q=F.%20Bagordo"> F. Bagordo</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20Gilli"> G. Gilli</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Bonizzoni"> S. Bonizzoni</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Bonetti"> A. Bonetti</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Carraro"> E. Carraro</a>, <a href="https://publications.waset.org/abstracts/search?q=U.%20Gelatti"> U. Gelatti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Air pollution is one of the most important worldwide health concern. In the last years, in both the US and Europe, new directives and regulations supporting more restrictive pollution limits were published. However, the early effects of air pollution occur, especially for the urban population. Several epidemiological and toxicological studies have documented the remarkable effect of particulate matter (PM) in increasing morbidity and mortality for cardiovascular disease, lung cancer and natural cause mortality. The finest fractions of PM (PM with aerodynamic diameter <2.5 µm and less) play a major role in causing chronic diseases. The International Agency for Research on Cancer (IARC) has recently classified air pollution and fine PM as carcinogenic to human (1 Group). The structure and composition of PM influence the biological properties of particles. The chemical composition varies with season and region of sampling, photochemical-meteorological conditions and sources of emissions. The aim of the MAPEC (Monitoring Air Pollution Effects on Children for supporting public health policy) study is to evaluate the associations between air pollution and biomarkers of early biological effects in oral mucosa cells of 6-8 year old children recruited from first grade schools. The study was performed in five Italian towns (Brescia, Torino, Lecce, Perugia and Pisa) characterized by different levels of airborne PM (PM10 annual average from 44 µg/m3 measured in Torino to 20 µg/m3 measured in Lecce). Two to five schools for each town were chosen to evaluate the variability of pollution within the same town. Child exposure to urban air pollution was evaluated by collecting ultrafine PM (PM0.5) in the school area, on the same day of biological sampling. PM samples were collected for 72h using a high-volume gravimetric air sampler and glass fiber filters in two different seasons (winter and spring). Gravimetric analysis of the collected filters was performed; PM0.5 organic extracts were chemically analyzed (PAH, Nitro-PAH) and tested on A549 by the Comet assay and Micronucleus test and on Salmonella strains (TA100, TA98, TA98NR and YG1021) by Ames test. Results showed that PM0.5 represents a high variable PM10 percentage (range 19.6-63%). PM10 concentration were generally lower than 50µg/m3 (EU daily limit). All PM0.5 extracts showed a mutagenic effect with TA98 strain (net revertant/m3 range 0.3-1.5) and suggested the presence of indirect mutagens, while lower effect was observed with TA100 strain. The results with the TA98NR and YG1021 strains showed the presence of nitroaromatic compounds as confirmed by the chemical analysis. No genotoxic or oxidative effect of PM0.5 extracts was observed using the comet assay (with/without Fpg enzyme) and micronucleus test except for some sporadic samples. The low biological effect observed could be related to the low level of air pollution observed in this winter sampling associated to a high atmospheric instability. For a greater understanding of the relationship between PM size, composition and biological effects the results obtained in this study suggest to investigate the biological effect of the other PM fractions and in particular of the PM0.5-1 fraction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=airborne%20PM" title="airborne PM">airborne PM</a>, <a href="https://publications.waset.org/abstracts/search?q=ames%20test" title=" ames test"> ames test</a>, <a href="https://publications.waset.org/abstracts/search?q=comet%20assay" title=" comet assay"> comet assay</a>, <a href="https://publications.waset.org/abstracts/search?q=micronucleus%20test" title=" micronucleus test"> micronucleus test</a> </p> <a href="https://publications.waset.org/abstracts/49694/assessment-of-airborne-pm05-mutagenic-and-genotoxic-effects-in-five-different-italian-cities-the-mapec-life-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49694.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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