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According to complex dynamic systems theory (CDST), language development is a highly variable process in which various subsystems develop in different ways, forming supportive, competitive, or conditional relationships. Intra-individual variability, that is, variability within individual learners between repeated measurements in a time series, is said to be the main factor responsible for language development. In contrast to inter-individual variability, which is caused by individual learner differences connected with cognitive, affective, and social factors and which has so far received substantial attention in SLA research, intra-individual variability, which is predominantly connected with linguistic factors, remains to a large extent unexplained. Following the first part of a corpus-based case study, which focused on intra-individual variability in the emergence of complexity, accuracy, and fluency in speaking English as a foreign language at secondary school, the present paper describes the second part of the study, whose aim was to analyze this phenomenon in more detail with respect to various measures of syntactic complexity in the case of a good, average, and poor language learner.
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The purpose of the article is to determine the most characteristic features of the Transcarpathian vocal school development in the context of becoming a professional music education of the region. The methodological basis consists of studies on the history of the development of music in Transcarpathia, theoretical works, articles and materials on the development of the Transcarpathian vocal school. The main methods of research are historical, systematic and analytical methods, their use made it possible to analyze the stages of formation of a vocal school, to isolate the characteristic features of its development, to formulate conclusions. The basis of the study was the methods of theoretical and comparative analysis. With their help, the current state of the problem was highlighted and the historical aspect of the Transcarpathian vocal school development was considered, the main directions of the development of vocal art were analyzed. The use of the analytical method made it possible to investigate and analyze the main trends of the Transcarpathian vocal school. The scientific novelty of the article is that the process of becoming a Transcarpathian vocal school in the context of the development of vocational music education in Transcarpathia is studied for the first time in such formulation. Conclusions: Transcarpathian polyethnicism, close mutual influences of cultures are a feature of Transcarpathian musical art, which has been reflected in all directions without exception - in vocal, choral and instrumental genres. Transcarpathian Vocal School is based on authentic foundations and represents three main areas - academic, folk and variety.
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The Algerian educational system has gone through substantial changes and improvements since the adoption of the Competency-Based Approach (CBA) in 2003. There has been a continuous call for more investigation in the area of information and communication technologies (ICT) in order to assure quality in education. Accordingly, the aim of this study was to explore the Algerian secondary school English as a foreign language (EFL) teachers’ perceptions about the use of ICT tools in their classes and their teaching practices. A mixed methodology based on questionnaires (N = 62) and interviews (N = 9) was used. Results revealed that EFL teachers are aware of the importance of using ICT in EFL contexts and they manifest positive attitudes towards its integration. The analysis also revealed that most teachers used computers and data projectors in their classes and this resulted in elevating the learners’ motivation. However, teachers enumerated a number of challenges they faced, namely lack of ICT tools, insufficient training, and support in using new technologies as well as of updates. Hence, continuous training on ICT integration, technical support, and ICT tools facility in Algerian secondary schools are highly recommended to overcome such challenges and allow professional development.
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Od 9. do 12. svibnja 2002. u Zagrebu je održano VII. državno natjecanje u poznavanju hrvatskoga jezika.
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This article is devoted to the text entitled A Concise Teaching of Buddha Shakyamuni’s Religion for Instructing the Buryat Children, published in 1910 by Lama Danja-a Erdeniyeb. The study attempts to trace its complex discursive story, which shows the way the religious didactic narrative was transformed into a textbook for secular Buryat schools of the time. The story of this transformation requires a comprehensive comment on the historical and cultural setting of the early twentieth-century tsarist Russia, in which the author and his text were both embedded. In the appendix to the article, the reader will find my transliteration and English translation of this peculiar text.
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In recent years the education system, renewed at all levels, from pre-school education to higher education, has undergone many important changes. Implementing education reforms, the situation has also changed in a general education sector. Each year expectations for educational institutions and requirements for their heads have been increasing. Nowadays the activities and requirements for the heads of educational institutions have fundamentally changed. The heads act following standards for their activities. At the institutional segment, the assessment of heads’ activities is relevant since it is aimed at developing their activities as heads-leaders, improving the organisation’s performance and the efficiency of learning programmes, developing and managing human resources, promoting the organisation’s image, improving students’ achievement results.
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Adolescence is a very important period in a person’s life. The wish to become an independent personality becomes a priority that is pursued in various ways — acceptable and contradictory to society’s norms and standards. However, every adolescent can hardly distinguish proper behaviour and actions from harmful ones. The youths want to try everything in order to understand what society expects from them and what they expect from themselves. School is the second social environment (after the family) where an adolescent’s behaviour reflects what is being taught in the family, what values are transmitted to a newly formed personality. With the help of scientific researches we may prove that delinquent adolescents’ behaviour, its expressions, problems are especially acute research problems for Lithuanian and foreign researchers. Having carried out the research, we found out that there is a big variety of expressions of delinquent behaviour at school. Summarising the results of the survey we may state that smoking, bullying, uncensored vocabulary, conflicts among pupils, harassment of younger pupils, aspiration to dominate among adolescents are frequent phenomena in modern school, therefore, these facts cause concern in reference to the behaviour of certain pupils in an educational environment. However, the majority of questioned pupils stated that they behave properly, pay much attention to studies and do not have time for inappropriate activities.
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This article displays experiments developed for times when a lab or equipment is not available. The goal is for the lab work in Module 4 to be done with cheap and harmless materials, which will provide more students with the needed lab skills.
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In today’s increasingly globalized world, people need to quickly adapt to a rapidly changing environment. Change underpins constant and continuous social and personal development. A person’s attitude towards lifelong learning plays an important role and ensures the process goes smoothly. Each person should be able to learn independently, analyse and reflect experience, seek knowledge in professional activities or the areas of interest. To do that systematically and consistently a person has to master learning to learn abilities and start developing them from preschool age. In the context of lifelong learning, the importance of preschool age is emphasised in the European agenda for education as well as in Lithuania’s documents on preschool and pre-primary education. In the context of learning to learn, document analysis allows the author to state that there is almost no direct mention of preschool education in Lithuania’s national policy on education although, speaking about a need for and the ability to learn through one’s life, this stage of education is of prime importance within the importance of other stages of education. EU and Lithuania’s document analysis on education may serve as the grounds for in-depth research into children’s ability to learn at the preschool and/or pre-primary education stage at a theoretical and empirical level and the (self)education of learning to learn of higher quality.
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To develop students’ critical thinking abilities, teachers must lead students to engage in discussions and to reason within various points of view, while employing evidence to draw conclusions, make decisions or seek solutions. Computer mediates learning by providing students with visualizations of relevant subject content to facilitate their reflection on these experiences. The purpose of this study is to investigate how technology can enable students to develop critical thinking through technology-enhanced interactivity. A geography teacher and 62 grade seven students from two classes participated in the experiment. One class was taught using traditional methods whereas the instructional strategy of computer-mediated learning was adopted in the other. The findings showed that computer media designed for enhancing interactivity would facilitate teacher-pupil interaction and peer discussion, and consequently contributed to improve students’ comprehension of the geography curriculum content. In addition, the critical thinking ability of the high-achievement students was significantly improved.
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Abstract: Children's attention has become a valuable resource in education. Lack of attention is felt in terms of school outcomes, but also in the low level of well-being with which it is linked through the stress emerged, and which, in a vicious circle, develops children's negative perceptions of school. In this empirical research, both qualitative and quantitative, we studied the awareness of 64 3rd graders of their own attention and well-being. Half of the students (n=32) were involved in a quasi-experimental program during a full school semester. The program was called Master of attention (MA) and aimed to endorse the students’ awareness in order to eco their attention and well-being that were to improve not only their test results, but also their inner state. The remainder of the students (n=32) were used as controls. The report presents in detail the exercises proposed to children, the technique required to implement them and the vision that surrounds the program towards achieving a high level of benefits. Results show that students who participated in the MA program scored better in the given test and reported a positive inner state than did controls. Differences between groups were found on both concentrated attention and cognitive tests. Findings demonstrate that metacognition can be exercised through direct practice in classrooms and that increased awareness over owns capacity to control attention can be concretized in a valuable non-cognitive skill that can upturn test outcomes and engender a perceptible well-being state.
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This article aims to provide EDAX elementary microanalysis studies, a modern method in research with a wide range of applications. Thus, we will be able to identify the degree of pollution in two large cities, Arad and Timisoara, where human influence certainly has a negative anthropogenic impact. The plant species used are acclimatized ornamental plants of the genus Magnolia, which has been able to retain on the surface of the leaves various chemical pollutants, that helps us to recommend their cultivation in green spaces in urban areas.
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In this paper there were presented data about the fauna of vertebrates from Bihor county (Romania) during 2021. There were recorded 155 species belonging to five clases and 27 orders. There were obtained ecological data of these species, few known in the scientific literature.
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The article attempts to optimize the development of mathematical competence in future primary school teachers via innovative technologies within the framework of the transitional form of Ukrainian higher education. The article aims to determine, substantiate and experimentally verify the effectiveness of organizational-pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies. The study was an experiment and carried out during 2017-2020 and enrolled 648 students from faculties of training future primary school teachers (6 universities in Ukraine). For the successful carrying out of the study, theoretical, empirical (the main ones are molding and control experiments) methods, as well as methods of mathematical statistics to objectify the results of the experiment, were used. Previously, we have identified and described the organizationally necessary pedagogical conditions for successful development of mathematical competence in future primary school teachers via innovative technologies. In turn, we found a significant difference between the levels of students’ mathematical competence. The data obtained in the process of the molding experiment confirm the effectiveness of the author’s model and the specified pedagogical conditions for developing mathematical competence in future primary school teachers via innovative technologies, which bespeaks the achievement of the set goals of the work and the solution of the formulated tasks.
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Nowadays, changes are taking place both in the society and in the living environment and, accordingly, in the educational system as its important part. These changes contribute to the consideration about the role of the contemporary educator and the redefinition of his / her function in the modern world. To build a better education and “the school of tomorrow”, today’s students of teaching majors should have a vision about the competencies and characteristics of a good and effective teacher for the 21st century because they are the future of our education systems. The purpose of the research presented in this article was to explore what teacher competencies students deem most important for the teaching profession and to examine if there are differences in the estimation of the importance of the particular competencies between the students from the Faculty of Humanities and Social Sciences, University of Split, Croatia and the students from the Faculty of Pedagogy and Psychology, University of Silesia, Poland. The sample consisted of 100 respondents, included 52 students from the Faculty of Humanities and Social Sciences, University of Split and 48 students from the Faculty of Pedagogy and Psychology, University of Silesia, all in their final years of studies after which they will become graduates of education. The research was conducted through a questionnaire that contained statements about particular teachers’ competencies, and an interview with 5 Croatian and 5 Polish students, for the purpose of gaining a better insight in the research problem we were interested in. The results showed that the participants ranked highly all the competences that were offered in the questionnaire. The lowest rank was M=3,51, and highest was M=4,77. There were also found some differences in estimation of the importance of some competences between the group of Croatian and Polish students.
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Civic education serves as an instrument for building a democratic culture and is especially necessary in a young democracy such as the Republic of Croatia. At the national level, there have been unsuccessful efforts to establish civic education since the nineties of the last century. Key obstacles responsible for it are the absence of serious political will to integrate this programme into the curriculum, as well as the instability in the educational system, that is, the initiation of numerous reforms without a clear vision and serious strategic considerations. Results of many research conducted at the national level reveal that both youth and adults lack a developed civic competence and basic knowledge about democracy, human rights and political processes. The City of Rijeka is the first town in the Republic of Croatia that has taken the initiative and introduced civic education as an extracurricular activity in 6 primary schools that it founded. For the purpose of monitoring the experimental implementation of the civic education and the improvement of its quality based on scientific evidence, an evaluation of the programme was conducted, the results of which will be presented in this paper. A comprehensive quantitative and qualitative research was conducted that included the participation of students (N=161), their parents (N=86) and teachers who implement civic education (N=6). The results point to positive shifts in the thinking and practical knowledge of students who attended civic education programme as opposed to those who did not. Based on the results of this research civic education programme was introduced in another 22 primary schools in Rijeka. Encouraged by this example, many local self-government units throughout Croatia have adopted the so-called ‘Rijeka model’ and thus contribute to the deconstruction of the power of national education policy and to strengthening the local ones.
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The outbreak of civil war in Syria resulted in mass migrations of people from war impacted areas towards surrounding countries of Middle East but also towards European countries. Certain Middle East and European countries had to face great wave of migrants and assure their integration into society and educational system. The greatest challenge has been put before receiving countries, especially in the context of European countries, considering the fact that education is recognized as one of the key components necessary for successful inclusion of migrants into society. This paper represents comparative analysis of the measures and activities taken by receiving countries considering migrants and their integration into society and educational system of certain country. The most significant problems that receiving countries are facing during and after acceptance of migrant children have also been stated. In the paper examples of good practice of migrants integration into educational systems of certain countries are also proposed.
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The paper presents the experiences of educators who apply drama educational methods in educational work with children at risk. Dramatic educational methods imply ways of practical treatment and acting in drama educational work, which are drama games, exercises and techniques that carry out organized, deliberate and guided activities of the educational process. The term children at risk describes children and young people who are in adverse living conditions that threaten their positive development and successful adaptation to the society in which they live. The aim of the paper is to present the values and strength of the dramatic upbringing as an effective approach in achieving educational outcomes. The paper explains the concepts: drama pedagogy, drama education and methods of drama upbringing. In addition to theoretical presentation, the paper presents the results of an interview with educators who apply dramatic educational methods in educational work with children at risk. The conducted research aims to show the values and the power of applying educational drama in educational work with a group of children and young people who manifest behaviors that diverge from the legal and moral norms of the society in which it is and surrounds it. The obtained results of the research show that the methods of drama upbringing can be successfully implemented in educational work in processes related to learning of communication skills, developing creativity in the field of social relations, and experiencing their own success, which can often be hidden.
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Multicultural societies created by the process of globalization, how rich are so challenging, especially for the educational system that, due to social changes, has faced a great challenge, called religious education. In classrooms where a large number of students from Austria, with their mother’s native tongue and Roman Catholic faith sat on the same day, this picture drastically changed. The look into the classrooms is like a look at the keleidoscope, saren and diverse, both in the cultural and in the religious field. Teaching staff of all spheres of study, but also students, meet new challenges in their work. The topic of upbringing is everywhere. Schools, as an educational unit, attach great responsibility to the field of education and education of future generations. Religious education in many ways contributes to solving challenges and strengthening the identity of young people. Especially in issues affecting the educational character, the importance of the education of the person, the strengthening of the individual’s identity, education in the field of spiritual and moral development, religious education carries great responsibility. In the vortex of challenges, Islamic religious pedagogy has come to a halt in the face of experiencing how to continue working in schools, what to offer students and how to prepare them for life in a multireligious society. At the Catholic University of Graz, at the Institute for Catechism and Religious Education, the Project “Integration through Inter-Religious Education” is located, which aims to contribute to the strengthening of the quality of Islamic religious education in schools. Through the research carried out within the project, it was pointed out that both on the good sides and in the shortcomings, offering solutions in the field of training of religious pedagogues and strengthening of quality, both Islamic and Roman Catholic religious education.
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