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Review of: Halliki Põlda. Andekusfenomeni konstrueerimine avalikus kommunikatsioonis. (Humanitaarteaduste dissertatsioonid 48.) Tallinn: Tallinna Ülikool, 2018. 201 lk.
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Review of: Halliki Põlda. Andekusfenomeni konstrueerimine avalikus kommunikatsioonis. (Humanitaarteaduste dissertatsioonid 48.) Tallinn: Tallinna Ülikool, 2018. 201 lk.
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Sustainability is a term that presented itself especially in the late 1970s, when there was a considerable increase in environmental problems. In general, it can be defined as satisfying the present requirements with a consideration into future needs without using up natural resources. It is clear that education is part of the process of achieving it. Accordingly, sustainable environmental education includes enabling individuals to gain an awareness of environmental issues, to attain certain values and attitudes, and to adopt positive behaviours. The purpose of this study is to develop a valid and reliable scale regarding sustainable environmental education. The study was implemented on a total of 409 prospective teachers at Ahi Evran University. It was based on the 5-point Likert scale and consisted of 29 items. The data were transferred to the SPSS 15.0. Afterwards, an exploratory factor analysis was conducted on the data. The analysis yielded that the scale had three dimensions. In addition, Cronbach’s alpha coefficient for the scale was found to be 0.944.
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1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors’ side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen’s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.
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Nowadays in general education the emphasis is put on a pupil and his/her activity in learning. Gradually there are deepened pedagogical theories considering a pupil as an active constructor of knowledge. As the process of learning natural sciences at school is essential in the world cognition and it is needed to increase the effectiveness of learning natural sciences, including physics, as well as facilitate the attractiveness of these subjects, it is important to identify and evaluate contemporary didactic standpoints and opportunities for their application in the teaching and learning process. In the article the author analyzes the theoretical ideas of constructivism in the aspect of learning physics. The aim of the theoretical research is to evaluate the didactic standpoints of constructivism, put forward and describe the main principles of constructivism to be implemented in comprehensive secondary education. Within the research reflected in the article there is performed the analysis of scientific literature, analytical judgments are based on the previous empirical researches and using authors’ personal pedagogical experience.
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The main purpose of this study is to determine the views of preservice teachers of Information Technologies and investigate the effect of information pollution on internet use. Semi-structured interview and questionnaire methods were used in this mixed methods study. 12 preservice teachers participated in the interview part and 67 4th, 3rd and 2nd course students participated in the questionnaire on voluntary basis, from Computer Education and Instructional Technologies Department. As a result of the analysis of the data obtained, it was found out that the preservice teachers consider information pollution unnecessary, incorrect and out-of-date information found disorganized in an environment; the preservice teachers regard the most important factor causing information pollution on the internet is the fact that everybody can write about anything. Also preservice teachers denoted that the most important effect of internet information pollution is waste of time.
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This paper presents the results of the 5 months experiment in which the influence of using a web graphic organizer in the science literacy curriculum was observed. The interest of the study was focused on the quality and quantity of learning/understanding the explicatory text description from the science textbook. The experiment included students at the age of 8-9 years. Science and L1 class were integrated for this purpose: teachers were instructed to use web graphic organizer as a tool for visualizing the text structure on the level of concrete cognitive operations. The results show the effect of using the web graphic organizer on students’ competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous knowledge.
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This paper reviews the evidence on the impact of the inmate emotional responsiveness on educational outcomes. There are two main reasons why researchers in this field believe in prison education that may reduce a future criminal activity. The first reason involves the impact of the increased cognitive skills and changes in behaviour but the second reason acclaims that participants can learn how to live a crime-free life by participating in education courses. The research aim is to explore the impact of the prisoners’ emotional responsiveness to learning during the learning process at Ilguciema prison. In the research the authors analyse theoretical sources and research data. The research includes the analysis of pedagogical, psycho-pedagogical literature as well as Acts of Legislation. The results were analyzed on the basis of the data from the questionnaires, observation and reflection as well. The results were analysed on the basis of the examination of the interplay of data by means of the quantitative mathematical statistical program SPSS 17.0 (Statistical Package for Social Sciences). In the research pedagogical pre-conditions that foster the inmate emotional responsiveness have been defined. It is concluded that the inmate emotional satisfaction created by steady developmental and educative sessions may provoke emotional responsiveness as well as would diminish the inmate personality degradation; also, the psychological atmosphere would improve in prison cells and the ties with life in freedom/ outside the prison walls would be strengthened as well.
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The article presents grounds for necessity for implying a learner-oriented course for bilinguals studying in modern Estonian school. Such a course is caused by changes in the State Curriculum. The second supposition is the need in teaching Russian to bilinguals not as a foreign language but as one of native ones, which is not provided by curricula of Estonian-speaking educational institutions, although many of them count more than 10% of students from Russian-speaking families. As a result, bilingual students fairly and without accent speak Russian, however experiencing difficulties in reading and writing texts. The realization of learner-centered approach for bilinguals via web blogs solves a vast number of organization problems, starting with the timetable settings for students from different classes and ending with individual approach to students’ personal achivements assessment. The article also decribes the course’s structure, which is organized in four cycles with eight lessons in each; contact classes are to be held in the beginning of the course and between the cycles for interim results, as well as in the end of the course for conclusion.
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This article considers the content and structure of the new State Curriculum for high schools in Estonia, in which drafting the authors participated. The curriculum was applied in 2011/2012 academic year, and has being put into action gradually, starting from the 10th form. It is totally separated from the curriculum for middle schools. The main objective of teaching and education in high schools is that students are to find a field of activity of their interest and ability, which will be included in their further training. They are formative assessment and feedback that are of great attention in the new curriculum, as well as the need for conducting researches is emphasized, including mother tongue. Under the requirements of the new curriculum, studies in every subject are student-centred, i.e. they are brought in accord with students’ interests and everyday needs, e.g. in mother tongue courses the need of text-centred approach is highlighted. The number of required courses is reduced; there are more opportunities for options. In comparison with the previous curriculum, the courses on mother tongues (Estonian and Russian) are unified. Before, only 3 courses on Russian as a mother tongue were set-out, now 6 compulsory courses and 1 elective course are scheduled (like Estonian). While developing curriculum for the Russian (native) language, cross-cutting topics were taken into account. The article thoroughly describes the structure and content of the subject; it is shown how the new curriculum is being implemented in teaching practice; the realization of new text-centered courses “The Perception and Creation of an Oral Text” and “The Perception and Creation of a Written Text” as an implementation for the basic concept is instantiated.
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The study investigated the relationship between Organizational Identity and Public and Private Senior Secondary School Effectiveness in South West Nigeria. To put the study on course, three hypotheses were formulated. In the same vein, three separate instruments were designed and constructed to collect pertinent data namely the School Identity Questionnaire (SIQ), the School Effectiveness Questionnaire (SEQ) and Performance Records of Students in West African Senior Secondary Certificate Examination (WASSCE). While the first instrument measured identity, the other two simultaneously measured effectiveness. There was a total sample of 2,400 students from 120 sample schools at 20 students per 20 schools in each of the six South West States – Ekiti, Lagos, Ogun, Ondo, Osun and Oyo. Also, a total of 120 principals participated in the study. The Questionnaires were subjected to content and construct validity as well as split-half reliability test. The reliability coefficient for the SIQ was found to be 0.86 and for the SEQ was 0.90. The data were subjected to descriptive and inferential statistical analysis employing the Pearson’s Product-Moment Correlation Coefficient Analysis to test Hypotheses 1and 2, and the Analysis of Variance to test Hypothesis 3. Results of the analysis indicate that there is no significant relationship between organizational identity and school effectiveness in the two categories of schools separately, public and private. However, a significant relationship was found to exist between organizational identity and school effectiveness in private schools only when WASSCE Results were used as a measure of effectiveness. Results also show that a significant difference exists in organizational identity and school effectiveness between public and private senior secondary schools irrespective of the instrument used in measuring effectiveness. Recommendations were then made, in the light of the results, among which are that some degree of autonomy should be given to senior secondary schools for them to grow and develop their identity and effectiveness and, that the identity and effectiveness should regularly be monitored and measured for school improvement purposes.
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Higher education in Estonia as in all post-communist countries has undergone rapid changes during the last 20 years. Soviet-type centralised model was replaced during the 1990s with liberal and sometimes even chaotic self-organisation of the whole sector. From the beginning of the new century, through the use of both financial mechanisms and quality control procedures state regulation has been strengthened. During last years the new paradigm of trust has been frequently discussed, and some first steps taken to introduce this approach, for example the replacement of control-centred curricula accreditation with quality evaluation and institutional accreditation, aimed at supporting the development of university’s strategic management and quality culture.Analysis of the higher education paradigm change in the research is based on Hargreaves’s Bigger, Tighter, Harder and Flatter model, which describes the large scale educational change taking place in the western world during recent decades. The article studies changes in the Estonian higher education sector and observes possible future developments originating from the EU and Estonian strategies.
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The Remote Networked School (RNS)/« École éloignée en réseau » is an initiative that aims at implementing an innovation with Internet-based technologies in support of teaching and learning as well as knowledge building in small rural schools. The first eight years of the RNS are examined applying Engeström’s activity theory framework, and more specifically the concept of expansive learning wherein we document the 7 stages. Tensions and contradictions are identified to provide an “inside” understanding of what matters when new technologies designed to support co-teaching and co-learning within and between classrooms are introduced. Two activity systems or more shared the same object such that students would engage actively in collaborative online discourse for solving authentic problems. To this end the trajectory of the RNS initiative had to overcome contradictions. As a result an expansive learning cycle was documented.
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The objective of the research was to find out the most necessary competences of external relations specialists working in Latvia at the present moment, as well as to provide solutions for ensuring the acquisition of the necessary competences. In the research, the working environment of external relations specialists and data obtained in 2011 from surveying the graduates of the study program External Relations of Organizations, implemented at the Latvia University of Agriculture, are analysed. The results reveal that most of the skills needed for external relations specialists are related to cooperation with foreign partners, as well as that external relations specialists in Latvia most of all need to possess and improve cross-cultural communication competence, including awareness of cultural differences, as well as knowledge in specific business etiquettes and ways of communicating and thinking typical of different cultures. The necessary competences of external relations specialists should be improved by means of ensuring more cross-cultural communication opportunities and integrating the acquisition of more culture-specific etiquettes into the curriculum.
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The research describes contemporary educational system existing in the Arab Republic of Egypt against a background of its history, economical, social and demographical situation, and its legislative foundations. Egypt’s educational traditions come from colonial times and Islamic sources. The contemporary Egyptian educational system consists of three levels: primary, sec-ondary and tertiary education. It is compatible with the European system of education and alt-hough it still needs some improvement, it is constantly developing. Apart from governmental educational institutions, there is a private sector of schooling as well. Besides state and non-state schools, there are other forms of supplementary education, e.g. adult or non-formal education directed at children remaining beyond any official schooling system etc. The data is also presented in the form of graphs included herewith.
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Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students' entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students' entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students’ entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.
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This article will analyse the way the European discourse and plans regarding digitalization of education are translated within the Romanian education system, pointing the gaps between the wishes and reality, and highlighting the necessary solutions to be implemented. The article considered the European and national research data on the pre-university education system and pointed out the need to include the digital technologies in the classroom to achieve the digital transformation of education in Romania.
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With the decision taken by the Ministry of National Education in 2016, three programs, namely Music, Turkish Folk Music and Turkish Classical Music, started to be implemented in Fine Arts High Schools. Accordingly, the course schedules were re-determined, and the "Instrument Ensembles" course at the 11th and 12th grade levels was rearranged according to the programs of Western Music, Turkish Folk Music and Turkish Classical Music. When the instrument ensembles course curriculum of all three genres is examined, the aim of practicing polyphony has come to the fore, and it has been observed that the curriculum allows the use of Western music instruments and traditional instruments together. This study was carried out in order to determine how the instrument ensembles course is applied, to investigate the use of the guitar with traditional instruments in the instrument ensembles course and how the educational material with which these instruments are assigned together is obtained, and to determine whether there is a need for an educational material for the chamber music group consisting of the aforementioned instruments. For this purpose, qualitative interviews were conducted with 14 field experts who took the instrument ensembles course, using a semistructured interview form. At the end of the interviews, the data were analyzed and it was determined that three applications were widely used according to the types of music programs in the instrument ensemble course. It has been observed that all of the field experts have a positive opinion about the use of the guitar in a chamber music group together with traditional instruments, and it has been determined that an educational material is needed for this group. As a result of the research, the characteristics of the material to be developed in terms of writing, pitch/system harmony, repertoire selection, instrumentation/arrangement and polyphony were determined
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In spite of the improvements in the inclusive policies and practices, Roma students are still underrepresented in higher education (HE) in Serbia. The main aim of this study is to ascertain contextual and personal factors of the success of Roma university students. Study participants were Roma studying at four public universities in Serbia who filled in a questionnaire on their family– and school-related experience, and participated in interviews on their educational trajectories, as well as in a two-day workshop dedicated to empowering students through reflecting upon their educational trajectories and personal strengths. Qualitative thematic analysis was applied on one open-ended question on life mottos from 89 questionnaires, 20 interviews and their products and elaborations of 16 workshop participants.It showed that psychological and instructional support from parents and teachers, in some cases – peers and Roma NGOs, together with scholarships and affirmative measures by enrolment, were important success factors. Students’ life mottos predominantly contained the themes of fight and persistence. Most personal strengths were related to proactivity and optimism. This points to a highly developed psychological capital of Roma university students. Besides continuous financial support, participants stressed that the provision of continuous psychosocial support, informal learning opportunities and opportunities for peer mentorship and networking would result in a higher number of Roma students in HE.
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The paper analyses mother tongue curricula and teaching in secondary vocational schools in the Republic of Croatia in the context of developing language and professional student competencies. Although fourteen education sectors have been defined in the planning and programming of professional-theoretical and practical educational content recognising significantly different communication needs of future experts in different education sectors, mother tongue curricula and teaching in these schools differ only slightly. The paper features field research conducted among Croatian language teachers (N = 92) working in secondary vocational schools. Based on the conducted analysis, this paper offers specific guidelines for possible improvements of framework programs and teaching in secondary vocational schools.
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The aim of this study is to examine the effect of dynamic core exercises to be applied for 8 weeks on body composition and some bio motor abilities (vertical jump, 10m – 30m speed, Wingate anaerobic power, back and leg strength) of young male football players playing in the youth field. The athletes (n=30) participating in the study were divided into 2 different groups, 15 as the experimental group (age: 15.73±0.96 years; body weight: 63.62±6.68 kg, height: 173.92±5.33 cm), and 15 as the control group (age: 15.60±0.96 years, body weight: 65.18±8.61 kg; height: 175.79±5.63 cm), by random sampling method. While the experimental group was doing football training 3 days a week, a dynamic core exercise program was applied for about 25 minutes beforehand. Control group participated only in football training. Athletes before the study and 8th at the end of the week, body fat percentage for body composition, bio motor abilities for 10 m - 30 m speed, vertical jump, Wingate anaerobic power test, back and leg strength measurements were taken. SPSS 25 software package program was used in the statistical analysis of the data. Intra-group analyses of the training effect were made with the Paired Simple T test, and between-group analyses were made with the Independent Simple T test. The level of significance was determined as (p<0.05). According to the analysed results, statistically significant differences were observed in experimental group's body composition, vertical jump, 10 m speed, absolute peak p, relative peak p, absolute average p, relative average p, back and leg strength values. As a result, we can say that dynamic core exercises improve the body composition and some bio motor abilities of young male football players playing in the youth field.
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