Suchergebnisse

A recent case advanced by Secretary of Labor Alexander Acosta offers guidelines for when a union may lawfully find out about the English skills of someone running for a leadership position in the union local. The union, located in Nevada and Arizona, has a membership that is 70 percent Latina and Latino, with about 35 percent of members speaking Spanish only.

This study investigates the impact of a number of educational institutions and students per teacher on the literacy rate. Data of 489 Upazilasrelating to the dependent (literacy rate) and independent variables (no. of educational institutions and students per teacher of different types of primary and equivalent educational institutions) of 8 Divisions were collected from District Statistics 2011 of Bangladesh Bureau of Statistics. The Ordinary Least Square (OLS) method is used in this study. This research found that a number of government primary schools had a significant positive relationship with the literacy rate in Barishal, Chittagong, Khulna, and Mymensingh Divisions.

The comprehension of oral literature is very crucial as it is the literature that is readily available, that is at no cost most of the time. If used well, it can play a huge role in combating some of the issues of literacy. Due to oral tradition being part of many people's cultures, it is one literature that can be relied upon in a country that has varied socio-economic issues. It is considered that oral literature is an important entry point to the meaning of verbal texts and that it plays an important role in exposing children to words. This article analyses selected Northern Sotho rhymes and folktales as forms of oral literature that can be utilised in addressing literacy challenges, demonstrating how teachers and learners can use rhymes and folktales as a teaching and learning resource. The article has demonstrated that some rhymes can teach children sequence of events, colours, different animals, cooperation, social skills and be a form of exercise. Folktales add on to their vocabulary and impart some moral skills.

This article presents the outcomes of a national survey set in Greece examining the preferences and choices of students with vision impairments on literacy medium for studying. In brief, this study explored (a) the students' preferences regarding literacy medium for studying, (b) the students' opinions regarding the best performance medium for their studying, and (c) the relationship between the students' literacy medium preferences and choices in terms of their age, type of vision loss, and onset of vision impairment. Seventy-five primary and secondary students with vision impairments participated in the study. Relevant data were obtained through questionnaires, and the results showed that braille and large print were the preferred mediums for studying regardless of gender, age, type of vision loss, and onset of blindness. Yet, the majority of the participants chose the medium of listening ('aural reading') as the best performance medium for their studying. The discussion highlights issues such as literacy skills, usage of technological advances, and teachers' training and stresses the need for developing evidence-based practices and educational programmes through organized interdisciplinary teams and networks.

Purpose. To compare concurrent criterion validity of the Self-Reported Fitness (SRFit) Survey, a new fitness measure, between black and white race, gender, and health literacy groups. Design. Cross-sectional. Setting. Midwest urban primary care center and commercial fitness center. Subjects. One hundred one black, white, male, and female primary care patients aged ≥40 years. Measures. Measures included demographics, the Rapid Estimate of Adult Literacy in Medicine, the SRFit Survey, and the Rikli and Jones Senior Fitness Test battery of physical tests. The BodPod determined percentage of body fat. Body mass index was calculated. Analysis. Concurrent validity was assessed using Pearson and Spearman rank order correlations between corresponding physical tests and SRFit survey items. Results. Correlations between physical tests and SRFit items ranged from r = .52 to .76 (ρ = .41–.85) in males, r = .40 to .79 (ρ = .33–.80) in females, r = .45 to .79 (ρ = .53–.82) in blacks, and r = .49 to .77 (ρ = .33–.82) in whites. Correlations were r = .58 (ρ = .58) to r = .77 (ρ = .79) in persons with low health literacy and r = .50 to .79 (ρ = .39–.85) among persons with moderate to high health literacy. Conclusion. SRFit shows similar concurrent validity across race, gender, and health literacy subgroups.

Although the Parliament of Rwanda has passed an impressive array of financial sector laws since 2008, the laws relevant to financial consumer protection are very limited and in some cases overlapping. Consumer protection in Rwandan banking, microfinance, and insurance sectors is fragmented because of insufficiently defined roles and responsibilities among institutions and unclear enforcement capacity. While there are some strong provisions in some areas such as electronic money transfer, electronic transmission, credit information, and market conduct regulation in the insurance industry, many other areas are lagging. Rwandan authorities recognize that a sound financial consumer protection framework is fundamental to improving usage and quality of financial services, access to them, and overall deepening of the financial sector. This World Bank diagnostic review was requested by the National Bank of Rwanda (BNR) in November 2012. Modules on banking and microfinance sectors were developed based on publicly available information and data during the World Bank mission in Rwanda, and the review of the insurance sector was conducted through a desk review using the data obtained from BNR data requests and questionnaires, and the analysis is therefore constrained by it. Volume I of the review summarizes its key findings and recommendations, and volume II provides a detailed assessment against the World Bank's good practices on financial consumer protection.

The aim of the study is to analyse the position of financial literacy that increases its popularity in the worldwide in the mathematics curriculums of Turkey. Thus, the mathematics curriculums of elementary and secondary school emerged after 2005 are analysed. In this process, there are three main development points: 2005, 2013, 2017. The curriculums are analysed by domains declared in literacy analysing of Programme for International Student Assessment (PISA), by the initiatives of various countries which carried out related works, and by the framework of financial literacy. These situations are important for people and their families. Recently, The theme of financial literacy has been noticed in the education area. Financial literacy education initiatives and awareness working are carried out in developed and developing countries by leading The Organisation for Economic Cooperation and Development (OECD). The theme of financial literacy has been a fundamental factor in curriculums some countries such as Australia, Canada, The United Kingdom, and The United States. In Turkey, the head "Conscious Consumption Aritmetry" is added to mathematics curriculums in 2009, and the theme of financial literacy is declared in the curriculums in 2017. The mathematics curriculums of elementary and secondary school published in 2005 include financial knowledge & skills, and relationships between mathematical and financial concepts implicitly. But its position has reduced in the new curriculums in years. In elementary level, the head "our money" is included all of them although the head "Conscious Consumption Aritmetry" has been handled at various levels. In Turkey, the theme of financial literacy should be integrated into related curriculums like mathematics. So, firstly an educational policy should be occurred intended for financial literacy and the curriculums should be revised according to financial literacy.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetEkonomik İşbirliği ve Kalkınma Örgütü (OECD) öncülünde gelişmiş ve gelişmekte olan ülkelerde okul çağındaki öğrenciler ve yetişkinler için finansal okuryazarlık eğitimleri ve bilinçlendirme çalışmaları yürütülmektedir. Kanada, Amerika Birleşik Devletleri, Birleşik Krallık, Avustralya gibi birçok ülkede finansal okuryazarlık, öğretim programlarında temel faktörlerden biri olarak yerini almıştır. Bu çalışmanın amacı dünyada önemi giderek artan finansal okuryazarlığın Türkiye'de uygulanan matematik öğretim programlarındaki durumunu incelemektir. Nitel araştırma desenine sahip bu çalışmada 2005 yılından sonra geliştirilen 2005 ilköğretim ve ortaöğretim, 2013 ilkokul, ortaokul ve ortaöğretim, 2017 ilkokul-ortaokul ve ortaöğretim matematik öğretim programları doküman incelemesi yöntemi ile ele alınmaktadır. Dikey karşılaştırma yaklaşımının benimsendiği çalışmada dokümanlar finansal okuryazarlık literatürü ve uluslararası öğrenci değerlendirme sınavı (PISA)'nın finansal okuryazarlık yaklaşımı çerçevesinde değerlendirilmektedir. Öğretim hedefleri, kazanımlar ve öğrenme süreçlerinin analizinde içerik analizi uygulanmıştır. Elde edilen bulgular ışığında, Türkiye'de 2009 yılında matematik öğretim programına "Bilinçli Tüketim Aritmetiği" başlığıyla finansal okuryazarlığa adım atıldığı, 2017 yılındaki değişiklikle "finansal okuryazarlık" kavramının kazanımlarda yer bulduğu görülmektedir. 2005 ilköğretim ve ortaöğretim matematik öğretim programlarında örtük şekilde finansal bilgi ve becerilere farklı öğrenme alanlarında yer verildiği, matematiksel ve finansal kavramlar arasında ilişkilendirmeler yapıldığı ancak bu durumun revize edilen yeni programlarda giderek zayıfladığı saptanmıştır. Programların oluşumundaki önemi ve yoğunluğu dikkate alındığında finansal okuryazarlığa yönelik bir eğitim politikası oluşturulması ve buna uygun olarak öğretim programlarının revize edilmesi gerektiği görülmektedir.

The COVID-19 pandemic that began in early 2020 has had consequences for children's education globally, as schools closed and parents found themselves playing the role of teacher, alongside their economic and other community roles. This study aims to explore the experiences of parents in northern Nigeria as they attempted to support their primary school children's reading development while schools were closed. We conducted in-depth qualitative interviews with 15 middle- and low-socioeconomic status parents in Kano State, Nigeria. Using thematic analysis, we identified challenges faced by parents as well as unexpected positive effects of the pandemic. Challenges included the lack of textbooks and other appropriate learning materials, time pressures, and lack of knowledge of strategies to teach reading. However, parents noted that the extra time they had spent together during lockdowns had led to improved relationships in the household, and that they had been able to spend more time discussing moral development and discipline with their children. In summary, this sample of parents believed that the pandemic would not have severe impacts on their own children, as they were making efforts to support learning at home. However, they had concerns for children in Nigeria more broadly, particularly those whose parents were not literate, as they would have little access to learning outside school. Recommendations for the Nigerian government and other stakeholders include making learning materials available for home use, increasing the use of educational radio and television programming, and developing simple literacy assessments for parents to monitor children's progress.

Background: To enhance the efficacy of information and communication, health care has increasingly turned to digitalization. Electronic health (eHealth) is an important factor that influences the use and receipt of benefits from Web-based health resources. Consequently, the concept of eHealth literacy has emerged, and in 2006 Norman and Skinner developed an 8-item self-report instrument to measure these skills: the eHealth Literacy Scale (eHEALS). However, the eHEALS has not been tested for reliability and validity in the general Swedish population and no threshold values have been established. Objective: The aim of this study was to translate and adapt eHEALS into a Swedish version; evaluate convergent validity and psychometric properties; and determine threshold levels for inadequate, problematic, and sufficient eHealth literacy. Methods: Prospective psychometric evaluation study included 323 participants equally distributed between sexes with a mean age of 49 years recruited from 12 different arenas. Results: There were some difficulties translating the English concept health resources. This resulted in this concept being translated as health information (ie, Halsoinformation in Swedish). The eHEALS total score was 29.3 (SD 6.2), Cronbach alpha .94, Spearman-Brown coefficient .96, and response rate 94.6%. All a priori hypotheses were confirmed, supporting convergent validity. The test-retest reliability indicated an almost perfect agreement, .86 (P<.001). An exploratory factor analysis found one component explaining 64% of the total variance. No floor or ceiling effect was noted. Thresholds levels were set at 8 to 20 = inadequate, 21 to 26 = problematic, and 27 to 40 = sufficient, and there were no significant differences in distribution of the three levels between the Swedish version of eHEALS and the HLS-EU-Q16. Conclusions: The Swedish version of eHEALS was assessed as being unidimensional with high internal consistency of the instrument, making the reliability adequate. Adapted threshold levels for inadequate, problematic, and sufficient levels of eHealth literacy seem to be relevant. However, there are some linguistic issues relating to the concept of health resources.

The numeracy and reading and writing literacy of elementary school students in Indonesia is still not satisfactory. Need the existence of innovative teaching materials that suit students' cognitive levels, increasing interest in reading, and accommodate students' numeracy and literacy skills. Culture in the form of the Al-Akbar Mosque building in Surabaya can be used as a student learning resource with the hope that learning will be more meaningful for students. Ethnomatematics comics can used as an alternative learning media to improve numeracy and reading literacy write. The purpose of this research is to describe the comic development process ethnomathematics of al-akbar mosque and knowing the validity of ethnomathematics comics. The research method uses Borg and research and development methods Gall. The research subjects were fifth grade students at Bahrul Ulum Elementary School, Surabaya. This research uses a type of development research or commonly known as Research and Development (R&D). Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). However, it is limited to the Analysis, Design and Development stage. Data collection methods use questionnaires and documentation. Development research instruments used to assess the feasibility of interaktif digital modules are in the form of product feasibility questionnaires. Data analysis techniques use descriptive data analysis techniques for product processing and quantitative analysis to determine product feasibility. The results of this research are products of development results through three stages, namely Analysis (needs analysis, student analysis, content analysis), Design (the stage used to create an Ethnomatematics comics and Development in the form of product development results. Ethnomathematics comic at the Al Akbar Mosque in Surabaya has achieved 83.93% feasibility in the feasible category. Feasibility is obtained from the results of an assessment by 2 expert validators media and material experts, as well as 2 practitioners. So, it can be concluded that ethnomathematics comics are suitable for use in learning and are expected to become reference learning resources by educators to improve literacy and numeracy for elementary school students.

Should students in public schools learn to think critically about racial (in)justice and social (in)equity? The results of a recent mixed methods survey for educators revealed that a significant number of teachers did not believe they were responsible for helping their students develop the skills to critically analyze and respond to social injustice. Quantitative data showed that most of the educators who responded unfavorably, self-identified as "White" teachers of mostly White students; while most of the White teachers of mostly African American students held the opposite belief. Qualitative data provided some context for the rationales informing the divergent beliefs of these White teachers. Utilizing a combination of grounded theory and coding methods, I explore, illustrate, and analyze the responses of both sets of White teachers in an effort to illuminate and contextualize their articulated beliefs. Then, I interrogate the findings in light of their emergence along racial strata, using insights from scholarship in Critical Whiteness Studies and Critical Literacy/Pedagogy. Then I discuss their implications with reference to Robert Starratt's "Virtue of Responsibility" and current theories of antiracist education. I conclude with a call for improving the educational experiences and societal outcomes of all students by naming and disrupting social illiteracy, championing critical-ethical literacy and encouraging an antiracist ethos.

The goal of this study was to determine if the level of preservice teachers' economic literacy might serve as a gatekeeper to teaching economics competencies. The participants ( n=84) were teacher candidates in an elementary education program in their final methods courses prior to their teacher internship. The findings supported the intuitive belief that elementary teachers lack the economic literacy and confidence needed to teach economics concepts in the elementary curriculum. This deficit can serve as a gatekeeper to teaching economics competencies leading to curricular disjuncture between the established curriculum and actual practice in the classroom.

"In 2005, August 25-27, a small international group of researchers and practitioners from different disciplines met at Tilburg University in the Netherlands. Their common point of interest was the language learner with a low level of education and literacy: LESLLA (Low-Educated Second Language and Literacy Acquisition). At that moment, a new acronym and a new network were born. The symposium in Tilburg was followed by one in Richmond, Virginia, in 2006, and in Newcastle, in 2007. In 2008, the Karel de Grote-Hogeschool (Charlemagne University College) in Antwerp hosted the fourth LESLLA conference, which was sponsored by the Nederlandse Taalunie (Dutch Language Union), an advisory board with regard to the Dutch language for the governments of Dutch speaking countries. The organising committee was formed by a team from the Karel de Grote-Hogeschool in Belgium, and the Universities of Tilburg and Nijmegen in the Netherlands, reflecting the excellent collaboration between the two Dutch speaking countries"