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Dezvoltarea şcolii româneşti din Transilvania mijlocului de secol al XIX-lea putem spune că se identifică cu persoana lui Andrei Şaguna. Întreaga lui activitate pe tărâm bisericesc, politic, şcolar a avut ca obiectiv ridicarea culturală, emanciparea şi afirmarea poporului român din Transilvania. Acesta a văzut şcoala primară ca o temelie a întregului sistem educaţional astfel că şi-a concentrat o mare parte din energie în direcţia dezvoltării acestei instituţii socotind-o tipul de instituţie cel mai necesar românilor. Dacă Andrei Şaguna şi-a îndreptat eforturile spre a crea o şcoală românească în care să predomine spiritul bisericesc, au existat în perioadă voci care au dorit o şcoală mai practică, care să răspundă necesităţilor ţărănimii şi care să fie susţinută nu de comunităţile româneşti, ci din banii bugetului imperial. Anul 1868 aduce o organizare propriu-zisă a învăţământului primar din întreaga Ungarie prin legea ministrului de culte, baronul Iosif Eötvös. Legile ce vor urma pun şcoala românească într-o situaţie dificilă, iar intelectualii români iau atitudine împotriva acestora în vederea salvării spiritului românesc din şcoli.
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Istoria şcolii româneşti din Transilvania s-a axat, în istoriografia românească, în mare parte pe prezentarea contribuţiei acesteia în cultură şi a rolului său în societatea românească, evitându-se conturarea unei imagini complete a acesteia în care să se arate situaţia grea în care se afla din cauza problemelor financiare, a slabei instrucţii a învăţătorilor, a absenteismului şcolar etc. Revistele pedagogice, prin articolele cu caracter modelator, ne oferă posibilitatea de a urmări şcoala şi pe elevii săi şi să evidenţiem aceste probleme. Şcoala s-a confruntat cu o serie de clişee pe parcursul secolului al XIX-lea, clişee pe care revistele pedagogice au încercat să le elimine din gândirea populară. „Căci n-au să se facă popi sau domni” sau „ei lasă ştrengarule, că te-oi trimite eu la şcoală; ţi-o rupe el dascălul urechile” sunt câteva din imaginile cu care se confunda şcoala şi împotriva cărora revistele pedagogice au propus o serie de articole. Acestea au încercat să corecteze comportamentul învăţătorilor şi al elevilor, dându-ne astfel posibilitatea de a observa defectele acestora, de la învăţători care „sciu de ajunsu” la elevi care lipseau de la şcoală din cauza unor superstiţii. Şcoala primară românească ne oferă deopotrivă atât imaginea de „pilon central al culturii româneşti”, cât şi imaginea unei instituţii care se luptă să supravieţuiască.
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The current study represents a systematic review of seven studies of interrupted behavior chain procedures, results, limitations, and future implications. Additionally, a meta-analysis of the data was conducted to determine treatment effects. The results of the systematic review indicated that interrupted behavior chain procedures can increase dependent measures, including manding for information and mand frames. Further, interrupted behavior chains can facilitate the acquisition of untrained mands under untrained establishing operations and the emergence of other verbal operants and autoclitic frames. The results of the meta-analysis showed Mean effects of PND 72.65 %, PAND Phi statistic .767, and Tau statistic .71, leaving the authors to consider the Behavior Chain Interruption Strategy somewhat effective but in need of further development. Other factors considering this treatment, effect size, implications, and recommendations are discussed.
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The article focuses on developing meaningful understanding of information as an important generic learning skill. The purpose of the study is to identify the conditions for fostering meaningful understanding of information in the learning process. Materials and Methods. The study was conducted using the method of psychological and educational experiment, which allowed to validate theoretically designed models of teaching meaningful understanding. The methods of mathematical statistics were used to analyze the quantitative results of the experiment. In order to analyze the qualitative results of the experiment, which describe characteristics of teaching meaningful understanding of information, the method of observation was used. The authors were observing the process of reading comprehension. The method of comparative analysis of reading comprehension became the main one in assessing the effectiveness of teaching meaningful understanding. Results. The authors summarize the results of theoretical and experimental study of teaching students meaningful understanding. The criteria of meaningful understanding of information are clarified. The authors provide a qualitative description of operations in meaningful understanding of text information. The levels of meaningful understanding of information and specifics of its development within a higher educational institution are revealed. A range of psychological and educational interventions aimed at fostering meaningful understanding in teaching is identified. Principles and ideas developed as a result of the study can be employed in teaching meaningful understanding of various age-groups. Conclusions. The authors identify the conditions for the development of meaningful understanding of information in the learning process. The main condition is the purposeful and controlled formation of specific meaningful understanding skills in the process of mastering reading comprehension. The most important way to develop meaningful understanding of information is its extrapolation to new situations, based on personal attitude to the content.
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The article addresses the issue of developing teacher education students’ professional flexibility as a component of their professional competence. The aim of the study is to identify the levels of sustainable motivation for teaching as a component of prospective teachers’ professional flexibility. Materials and Methods. The authors adopt a systemic activity-based approach established by V. P. Bespalko and D. B. Elkonin as well as a structural approach to personality studies. The research methods include questionnaires, reviewing and analysis of scholarly literature. The empirical study of students' motivation for teaching has been conducted for 4 years. The study involved 213 1st-year students doing the undergraduate degree in the field of vocational education and majoring in Computer Science and Computer Engineering, Transport, Decorative and Applied Arts and Design, and Economics and Management at Vocational Pedagogical Institute of South Ural State Humanitarian and Pedagogical University in Chelyabinsk (Russia). The participants completed a questionnaire designed by the authors. Results. The article clarifies the notions of professional stability and professional flexibility, explains their relationship and interdependence, and highlights their significance for teaching. The theoretical analysis of developing professional flexibility has enabled the authors to conclude that sustainable motivation for teaching is a key component of professional flexibility. According to the obtained data, it was found that more than a third of teacher education students had chosen the university and the field of study taking into account rather low entry requirements they could complete having low scores at National Examinations (Unified State Examinations). This trend might have a negative impact on the process of developing their sustainable motivation for teaching. The obtained empirical results indicated that the teacher education students’ had insufficient level of sustainable motivation for teaching. Therefore, the authors justify the need for interventions aimed at enhancing teacher education students’ sustainable motivation for teaching. Conclusions. The authors summarize the characteristic features of sustainable motivation for teaching as a component of prospective teachers’ professional flexibility and emphasize the need for interventions aimed at its development.
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The authors study the problem of creating a psychologically safe educational environment through the transformation of relationships between teachers and schoolchildren. The purpose of the article is to identify the characteristics of the subjective perception of psychological security by students of different ages as a factor in the safe and resourceful development of their personality in the space of interpersonal relations with a teacher. Materials and Methods. The methodological basis of the study was the ideas of Russian psychologists about children’s active position in the learning process, in particular, S.L. Rubinstein’s student-centered approach. The authors applied such theoretical methods as reviewing and analysis of scholarly literature on the safety of educational environment. The empirical methods included questionnaires, mathematical and statistical analysis of the research results. Results. Data obtained in studying the subjective perception of psychological security by schoolchildren in interaction with teachers are presented. Compared to primary school students, adolescents experience a greater degree of insecurity in their interaction with teachers. High school students pinpoint the factors of psychological threat, among which subjective importance is dominated by coercion by teachers to rigorously fulfill educational requirements. At the same time, the age-related features of the development of senior schoolchildren provide them with the opportunity to use developed intrapersonal resources to cope with the situation of psychological distress at school. The data obtained highlight the role of the student and the role of the teacher in the process of ensuring the psychologically safe educational environment of the school. Conclusions. The study concludes that subjective perception of psychological security is determined by age-specific factors. Psychological safety of educational relations among students of different ages is provided either by the determining position of the teacher, or by the resource potential of the student’s personality itself.
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The present paper reminds us of the tradition of functional teaching about language in polish schools. This tradition goes back to the times between the two world wars. The changes which appeared in the concepts of language education at present are pointed out here. Due to these changes the knowledge about language was moved to the background and developing language and communicative abilities in the learners are moved to the foreground and emphasized. According to the author this policy resulted in the poor knowledge about native language represented by high school graduates who decided to study Polish language at the university. The paper is also focused on the issues noticed by teacher trainers developing teacher professional abilities in the students of Polish language. The necessity of developing their knowledge of linguistics, motivating them to study the system of their native language, and also making them familiar with language learning and teaching strategies as well as with the concepts of preparing school coursebooks which include the functional knowledge about language is considered to be of crucial importance here. The author also discusses the issue of presenting the knowledge about standard Polish to learners who acquired at first the regional variant of the language as their native language.
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The development of the information technology was not solely focused on innovating the economic area; the changes it caused in the social and educational spheres were equally important. Nowadays, as the development of IT is still in progress, these tendencies are deepening as well. However, schooling is usually hopeless when confronted with the latest technology, which results in the growing distance between the educational institution and the environment in which it functions. A remedy for this problem are to be the actions presented in the government’s projects whose aim is to prepare schooling for the process of digitalisation. The main goal is to integrate the information technologies with schooling curriculums. It is also important to train the teachers so that they know how to transfer the knowledge to their students of different ages. The aim is not to restrict or prevent the students from using computers and being exposed to the informational and communicational technologies as an educational tool, but to make them more functional.
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The author of the article begins with a discussion of how specialists in the field understand the term “autobiography” and what its role is. Then, she presents the results of an analysis of autobiographical elements present in texts by 136 students starting Polish studies. In analysing the collected works, she diagnoses the places and attitudes of students who referred to stories from their own school lives, their considerations about their teachers’ ways of perceiving pupils, and the purpose of such texts. She also indicates the roles of emotions and the recollections of the personal past in creating school memories, and developing various ways of thinking about pupils, teachers, and literature. In treating those texts as diagnoses of the problems of school and school Polish education, she discusses the importance of such observations for their authors, readers and for school and university education.
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The article presents results of the research conducted in 2017. It aimed at estimating how important for students of primary and secondary schools are Polish language lessons, in comparison to other subjects. The results are not surprising, however, they evoke a serious concern, since the students present lack of interest in their native language and literature. They do not perceive Polish language classes as important, nor do they reckon that these classes have any impact on their personal development. Poor knowledge of the material discussed in class raises a question if students feel that they should learn it at all, or how important it is to them. It may surprise even more, since the Polish language is also one of the subjects at the Matura exam. The author sees a chance to positively counteract the current situation in broad and comprehensive researches concerning the students, their development, needs and interests. The results of such research should be treated as a base for all the changes and reforms.
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A nursery school teacher who aspires to achieve a higher career education degree in professional career development, a pedagogical employee with the first qualification exam, is forced by the legislation to elaborate a reflection on his/her educational activity by means of a written thesis. The professional thinking, often responsible for the quality of the processed reflection, is mainly influenced by pre-gradual preparation. According to the Slovak Republic legislation, the secondary or university education is accepted for the profession of a teacher of the nursery school for the first qualification exam. Materials and Methods. In the research about similarities and differences in pre-elementary school teachers’ self-awareness the analysis of their written self-reflection on performed activities was conducted. The participants (teachers) were asked to propose, implement and evaluate their educational activities to solve the methodological-technical problem in their individual pedagogical practice. The reflections of teachers with a high-school diploma and teachers with a university degree were analyzed. The goal was to determine and interpret the qualitative differences among participants’ self-reflections depending on their highest level of education achieved. The qualitative research strategy was utilized, while research data consisted of documents – self-reflections on activities from 12 participants with a high school diploma education and 12 participants with a university degree education. The main research method was the analysis of the documents consisting of 126 pages. In the evaluation, we also utilized quantitative indicator measures. During a content analysis of the documents, we performed qualitative open coding method. This helped us to condense the text to work with three categories – technical matters (pedagogical terminology), cause analysis (context area – interaction) and critical thinking (didactic reflection – educational impact). Subsequently, axial coding helped us to compare, clarify and explain some coherence in handling the reflective competency of teachers with different education levels. Results. The paper describes, evaluates, and interprets the self-reflection of teachers for pre-primary education, comparing the level of reflection processing with the achieved education using qualitative research methodology. Conclusions. The results of the research showed that in both groups of participants, there is a decreased ability to self-reflect one’s work with an emphasis on phases of an educational process. The issue in both groups appears to be the ability to explore the cause and possible strategies to improve the process’ quality, not only regarding a pupil but regarding one’s self as well. Among the participants with high school diploma education, their ability to diagnose a pupil is problematic. In the self-reflection, this group of teachers sees the problem in the educational time interval, or mental hygiene of a child, rather than their own didactic methods. On the contrary, the group of participants with the university degree education express possible strategies to change the didactic methods, while also expressing themselves in more technical terminology. However, in both groups, we observe negative aspect in their low ability to analyze their individual works with an emphasis on a child’s personality development. Rather, they describe the pedagogical process from outside. This is to say, in pre-gradual preparation of teachers, greater attention should be paid to pedagogical practice and analysis of educational reality with an accent on preparation on a future successful pupil.
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Accessibility, inclusiveness, diversity play a great role to promote smart society in terms of equality for every citizen. Todays’ crises, is defined as pandemic times and therefore adaptions of education systems to make diversity and connectivity is essential. In this respect, challenges of adaptation to the relevant society tools and barriers of involving online learning were considered in this research study. This research study aims to evaluate the readiness to online learning and barriers of adaptation process in reaching out being smart society. Qualitative research was employed in this research and online interview forms were conducted to get data from 10 academicians and 5 head of departments as research participants. Thematic analysis was used to analyse data. Research results revealed that academicians are aware of accessible services and applications to being smart university through online education tools for the quality but still there is much to do in applications. In addition, establishing strategies and policies for the smart university and services are intensified need for the learners in terms of managerial and instructional skills. Barriers in online learning and roles of instructors, managers were revealed.
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Recently the way life is lived has undergone major changes. A pandemic outbreak, caused by a new virus impacted the world in numerous ways, affecting the health system, the economy, the industry, the everyday life and last, but not least, the educational system. The outbreak determined extreme measures such as school closure in the effort to contain the virus. The number of individuals of all ages not attending schools or universities because of the outbreak is rising. The vast majority of courses moved on-line and the e-learning represents the main educational setting used nowadays. If the main disadvantages of the e-learning, mainly related to the technological features, can be overcome with the help of skills training sessions, the communication barrier caused by the fears related to this outbreak may need a different approach. In this sense, the socio-constructivist theories of education, including the theories of contextualized learning all of which emphasize the socio-cultural dimension of learning, and the importance of social interactions in the process of knowledge building may represent a suitable approach.
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The Covid-19 determined pandemic has affected all branches of socio-economic life, and the educational environment has not been bypassed. The students' reaction to the measures of the total transfer of the teaching-learning process in the online environment, by universities closure, is proving to be one of the challenges determined by the current global pandemic manifestation. The impact is highlighted by major changes with obvious patterns in the short time period. The academic world is witnessing this changing from the position of forced adaptation, both teachers, administrative staff, and students being in the situation of reconsidering the entire system, in organization and functionality. The on-line platforms have replaced the classrooms, the communication is made exclusively virtual, and the reactions caused by this form of reconfiguration are felt in multiple ways. The present paper approaches the students' reaction to this necessity for adaptation, by comparison between the university environment from Romania and the one from South Korea. The results indicate multiple similarities and minor differences between these two countries. A main conclusion is that in technically, organizationally and emotionally-affective perspective, the situation is very similar, the differences being present only from a financial point of view and about the intention in student-teacher communication.
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The world is going through pandemic times, and about 85% of learners are affected by the fact that educational institutions have suspended their face to face classes. However, teachers are transitioning towards online education and the current paper looks at an example of good practice in finding a unitary teaching strategy during this crisis. Our aim is to review the practices and instruments used by colleagues from the West University of Timisoara, Romania, as well as to group together some solutions to potential issues arising from the sudden changes in pedagogical approach. We would like to propose seven steps “in resetting” education in disruptive times, which can be followed for a smooth and efficient digital transformation.
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Global and European challenges by the beginning of the 21st century have an intensity and severity comparable with the ones by the beginning of the 20th century, though different partially in nature: a harrowing financial-economic crisis followed nowadays by a global pandemic. The challenges at European Union level and at national level are not only of economic nature, or related to the operation of the education systems’ at all levels, but also some are particularised. Such a particularised approach requires also teaching economics and the creation of an economic culture for experts and the public alike. The present paper intends to achieve two essential objectives. The first is analysing possible delta-convergence in Romania against the other member-states. The second is posing, possibly answering the questions about what is, and how it is relevant for economic education from the perspective of orthodox and heterodox approaches for changing the economy from a textbook science to an integrative science for practitioners in the economic fields, and for future experts interested in economic research.
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The article describes the features of distance learning and key aspects of organizing the educational process in higher education institutions during the pandemic. The relevance of the material presented in this publication is due to the need for further development of technologies and creation of models of distance education in Ukraine. The authors analyzed scientific sources and, based on our own experience, describe the advantages and disadvantages of distance learning. It is shown that through distance learning students can provide quality educational services. In particular, students have the opportunity to master educational content with the help of modern information and communication technologies. It has been noted that the educational platform Moodle plays a significant role in distance education. Emphasis is placed on the fact that teachers also have the opportunity to improve their skills by using educational platforms and distance education networks. The authors outline the positives and negatives of distance learning, and their comparisons are presented in the article.
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Introduction. Socio-psychological adaptation of first-graders to the educational process and their learning attainment depend significantly on their individual typological characteristics and a range of environmental factors (e.g. family and school). However, far too little attention has been paid to the role of first graders’ ethnicity in their adaptation to learning. The purpose of this study is to identify gender and ethnic characteristics of first graders’ physical and psycho-functional development in the Altai Republic (Russia). Materials and Methods. The work uses empirical methods in order to study physical (total body size), neurophysiological (volume of mechanical, sense and visual memory, speed of visual-motor reactions), and psychoemotional characteristics of students (level of self-esteem and aggressiveness), as well as statistical, comparative and integral methods of comparing first graders’ morphological and psycho-functional development according to their ethnicity and gender. Results. On the basis of morphological indicators (length, body weight and chest circumference) and morphokinetic synthesis thereof, it was found that children of Russian ethnicity had a higher integral level of physical development compared to children of Altai and Metis ethnic groups. On the other hand, children of Metis ethnicity were ahead of those of Altai ethnic group in the above mentioned characteristic and demonstrated a medium level. Girls had more pronounced ethnic characteristics of physical development than boys. Boys of Russian and Altai ethnic groups showed higher rates of physical development than girls, while, there were no gender differences in the Métis group. Analysis of psychophysiological and cognitive indicators (volume of mechanical, sense and visual memory, speed of attention switching, speed of visual-motor reactions and ratio of excitation and suppression processes) did not reveal distinct differences in gender or ethnicity, but more than 2/3 of first graders showed low and medium levels and instability of nervous processes. The integral values of cognitive neurodynamic indicators of Altai and Russian children did not differ, and only among metis girls this indicator was higher. Reliable ethnic and gender differences have been revealed in psycho-emotional indicators: among Altaians there are more first-graders with low stress resistance, low self-esteem and high level of aggressiveness compared to Russian children, while metis children occupied an intermediate position in these indicators. Conclusions. In the process of school adaptation, first-graders demonstrate characteristic morphological, psychophysiological and psychoemotional features determined by ethnic and gender factors.
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Introduction. The article studies formation of schoolchildren’s national identity in the context of multicultural education. The purpose of the research is to identify and describe the characteristic features of social construction of schoolchildren’s national identity within different age groups in the context of multicultural education. Materials and Methods. The theoretical basis of the study is H. Tajfel’s social identity theory, which considers social identity as a part of individual’s self-concept. The authors applied projective methods for the following age groups: early adolescents, middle adolescents and older adolescents (4th, 8th and 10th grades). The sample consisted of 360 schoolchildren. Results. Value orientations are presented as a factor of social construction of schoolchildren’s national identity in the learning process. The empirical research revealed that within the framework of multicultural learning environment the emphasis is made on knowledge. On the other hand, less attention is paid to schoolchildren’s meaningful experiences and practical components of their value orientations. The schoolchildren seek to understand their own life and their role in it. In the process of developing civil society, it is important for individuals to live, experience and realize their belonging to the community of citizens of a certain state on a general cultural basis. The process of social construction of national identity should be conducted both in the classroom and in the school as a whole, to be included in the life of students. Conclusions. The authors conclude about the characteristic features of social construction of schoolchildren’s national identity within the framework of multicultural education.
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