to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

/pdf/bazovyi-dokhod-radikalnyi-proekt-dlia-svobodnogo-obshchestva-2pxr1gif3n.pdf

Базовый доход. Радикальный проект для свободного общества и здоровой экономики

The purpose of this paper is to reconsider the meaning of mathematical literacy based on the investigation of the nature of mathematical knowledge communicated in university level mathematics classes. The analysis of classroom discourse has revealed three different kinds of mathematical knowledge circulated in mathematics class, which include 'factual mathematics', 'mathematical fantasy', and 'mathematical savior faire.' The fact that a mathematics teacher delivers diverse categories of mathematics knowledge suggests that the mathematical literacy is not confined to the development of technical competence. More specifically, the kinds of mathematical knowledge identified above tell that mathematical literacy developed through learning mathematics reflects the cultural norms and values of doing mathematics. This means that mathematical literacy is not merely involve with technical competence but rather with cultural competence. In this regard, this paper highlights the meaning of mathematical literacy as a cultural identity, which has been underestimated in the theory and practice of mathematics education dominated by technocracy of the twentieth century. In particular, the notion of mathematical savior faire implies that teaching and learning mathematics ultimately deals with a system of cultural meaning. Hence, through learning mathematics, a learner gets transformed as a whole person according to the cultural norms and values. In this regard, it is concluded that mathematical literacy can be considered as a necessary condition to become a competent member of mathematics community sharing cultural norms of doing mathematics as well as a repertoire of mathematical skills.

수학적 소양 (Mathematical Literacy)에 대하여

How are human capital investments allocated between women and men? What are the returns to investments in women's nutrition, health care, education, mobility, and training? In thirteen wide-ranging and innovative empirical analyses, Investment in Women's Human Capital explores the nature of human capital distributions to women and their effect on outcomes within the family. Section I considers the experiences of high-income countries, examining the limitations of industrialization for the advancement of women; returns to secondary education for women; and state control of women's education and labor market productivity through the design of tax systems and the public subsidy of children. The remaining four sections investigate health, education, household structure and labor markets, and measurement issues in low-income countries, including the effect of technological change on transfers of wealth to and from children in India; women's and men's responses to the costs of medical care in Kenya; the effects of birth order and sex on educational attainment in Taiwan; wage returns to schooling in Indonesia and in Cote d'Ivoire; and the increasing prevalence of female-headed households and the correlates of gender differences in wages in Brazil.

Investment in Women's Human Capital

In the current study, the aim is to determine the effect of flipped classroom model on students’ classroom engagement in teaching English. This research was conducted within the English course for four weeks period in the Spring term in 2016-2017 school year in a secondary school in the city of Hatay. In the study, pretest/post-test quasi-experimental design with control group was applied. The experimental group was lectured with flipped classroom model whereas the courses were carried out based on the current curriculum in the control group. In the current study, descriptive statistics, Mann Whitney U Test and Wilcoxon Sign Test were used in the analysis of the quantitative data. It was concluded that there is a significant difference between the pre-test and post-test scores of the experimental group whearas there is no significant difference between the pre-test and post-test scores of the control group. Finally, teachers can be suggested to use flipped classroom model to enhance classroom engagement.

/pdf/efl-learners-reading-comprehension-development-through-mall-4ij0vsdnd9.pdf

EFL Learners' Reading Comprehension Development through MALL: Telegram Groups in Focus.

Measuring regional inequality of education in Turkey: an evaluation by Gini index

The relationship between the students’ academics achievement and their socioeconomic level: cross regional comparison☆

/pdf/justice-in-the-classroom-evaluation-of-teacher-behaviors-4pnbdqbfan.pdf

Justice in the classroom: Evaluation of teacher behaviors according to students' perceptions

Bu arastirmada, yenilenen ilkogretim programinin uygulandigi ilkogretim okullarindaki yoneticilerin liderlik tarzlarinin belirlenmesi amaclanmistir. Bunun icin 59 maddelik bir olcek gelistirilmistir. Arastirmanin hedef evrenini; Milli Egitim Bakanligiânin 2004-2005 egitim ogretim yilinda pilot uygulama yaptigi 9 ildeki ilkogretim okullarindaki 2100 sinif ve brans ogretmeni olusturmaktadir. Bu ogretmenlerden 788âine ulasilmistir. Arastirma bulgularina gore; ilkogretim okulu ogretmenleri, yoneticilerinin demokratik ve donusumcu liderlik tarzi davranislarini âcogunluklaâ gerceklestirdiklerini belirtmislerdir. Ogretmenlerin ilkogretim okul yoneticilerinin liderlik tarzi davranislarina iliskin goruslerini cinsiyetleri etkilememektedir. Ogretmenlerin, ilkogretim okul yoneticilerinin serbest birakici liderlik tarzi davranislarina iliskin gorusleri kidemlerinden etkilenmektedir, ogretmenlerin degerlendirmelerinde 16-20 yil ile 21 yil ve ustu kideme sahip olmalari bir etken olarak bulunmustur. Ogretmenlerin ilkogretim okul yoneticilerinin liderlik tarzlari davranislarina iliskin goruslerini, ogretmenlerin branslari ve mezun olduklari okullar etkilememektedir.

https://dergipark.org.tr/tr/download/article-file/114715

Yenilenen İlköğretim Programının Uygulandığı İlköğretim Okullarındaki Yöneticilerin Liderlik Tarzları1

This study aims to examine the relative effects of student, family and school-related characteristics on 4th grade students’ math achievement according to location of the school in Turkey. The data of 6435 students studying at 260 primary schools were analyzed using TIMSS-2015 database. The dependent variable of the study was students’ math scores and 19 factors constituting the student, family and school-related characteristics were the independent variables. The location of the school was classified as urban, suburban, medium-size city and village. The data was analyzed via single level multiple linear regression. The results revealed that the entire models explained the largest amount of variance (52%) in the schools located in the villages and the least amount of variance (44%) in those located in the urban area. Although all of the student, family and school-related characteristic sets were found to be significantly related with the achievement, the student-related characteristics explained the largest amount of variance in achievement. Students’ confidence in math contributed almost the highest amount of variance, and the early numeracy tasks, absenteeism in school, parents’ highest education level, parents’ highest occupation level, early numeric activities before school explained small amounts of variance in students’ math achievement in the schools of all locations.

/pdf/the-relative-effect-of-student-family-and-school-related-153jwa0r78.pdf

The relative effect of student, family and school-related factors on math achievement by location of the school

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