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Introduction. Blended learning requires a virtual learning environment (VLE), which contributes to establishing learning communities. The Faculty of Physical Education at the University of Jordan has designed a number of courses which incorporate blended learning with contact classes and online components on the e-learning platform. The objective of the present study is to investigate if modes of blended learning affect students’ perceived achievement goals and satisfaction. Materials and Methods. The research model has been tested using a questionnaire survey. The sample consisted of 83 undergraduate sport students pursuing the courses in Motor Learning offered by the Faculty of Physical Education. Results. It was identified that students were satisfied with blended programmes and online learning environments (83 %). The findings have shown that Blended Learning rotation type (students rotate between online and traditional content within the fixed schedule) significantly affects learning satisfaction. Moreover, teaching quality received the highest satisfaction level when interaction significantly affected self-study. Conclusions. The feedback of students who are amongst the key stakeholders is essential to ensure a successful implementation of blended learning.
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Introduction. The relevance of the article is explained by modern education policy and education practices determined by it, which are aimed at fixed learning outcomes. It leads to the problem of losing interest in learning processes. Therefore, the aim of the article is to problematize the procedural aspect in education and study contemplative educational practices as process-focused ones. The research objectives are to outline contemplative trends in modern education, to summarize and analyze them in the light of the philosophy of education. Materials and Methods. The basis of the research is phenomenological methodology. The author applies general methods of the philosophy of education and adopted phenomenological, socio-phenomenological, and cross-cultural approaches. Furthermore, the research methodology comprises socio-philosophical criticism in the analysis of modern educational reality and educational policy; historical genetic and historical comparative methods in the analysis of educational trends and practices in different countries in different historical periods; methods of typology and generalization of common trends; and etymological and semantic analysis of concepts. The research materials include international and Russian publications on practical and theoretical aspects of education and philosophy. The author also employs personal experience of participant observation when carrying out specific practices. Results. Section 1 of the article presents the research problem which is fixation on learning outcomes and examines the experiences of coping with it in education with examples of educational practices. The necessity to pay more attention to process has been problematized and the issue of contemplation in education has been justified. The most important aspects of the experiences under discussion (“slowing down”; “stopping”, “silence”) were identified and analyzed. In a broader perspective, an analysis of the contemplative movement in education, as a whole, has been conducted. Section 2 is devoted to the phenomenon of contemplation as such and presents its well-known interpretations along with author's analysis of its nature as a special phenomenon, primarily from the point of view of the philosophy of subjectivity. On this basis, the essence of contemplative practices and such meanings as the discovery of another, of the Other, the development of empathy are clarified.Section 3 focuses on research results, clarifies the meaning and place of contemplation in modern education and, moreover, suggests some ideas for further use of contemplative practices. Conclusions. In conclusion, the author summarizes research results about the issues of contemplation and contemplative practices in modern education.
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The article reveals the implementation of innovative e-learning technologies in the process of mastering the discipline “Target language of the professional use” by students of agricultural universities. The presented e-learning training course is an innovative tool that provides study of educational material in the mode of independent work with a computer as well as regulates the interaction of students with a teacher. Such online collaboration contributes to the improvement of the efficiency of target language knowledge formation through the introduction of upgraded teaching educational materials; stimulates interest in the study of target languages using innovative information and communication technologies; responsiveness of the feedback and the possibility of direct consultation with the teacher in the educational environment of the Moodle platform. The analysis of the results of the experimental survey showed predominantly sufficient and high levels of knowledge of students from the experimental groups who were trained by means of the electronic course; in contrast to the low and initial levels of knowledge of students from the control groups. Particular attention is paid to the characteristics of the content, structure and tasks of the electronic training course on learning English, German, Ukrainian and Russian as target languages for distance learning students of Sumy National Agrarian University.
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The painstaking effort to teach academic writing skills to EFL/L2 students is rewarding when learners are aware of the need to improve their English language skills and gain the mastery of key academic genres required both for their academic and professional life. The majority of Western communities/employers first evaluate novice specialists by their writing ability: CVs, statement of purpose, personal statement, cover letter, etc. This article draws a modest comparative analysis of approaches to teaching academic writing skills in European universities (Ukrainian and Slovak) based on personal experience; it makes an attempt to engrasp key principles of teaching some challenging aspects of academic writing skills in European university classroom, highlights most common students‘ mistakes, and ways of avoiding them. The purpose of this study has been to identify the most challenging writing aspects for L2 learners, mainly a range of Ukrainian and Slovak EFL students. To do so, the most frequent errors of the students’ essays were collected and analysed based on language study discrepancies, which affect L2 learners’ acquisition of literacy of the target language. The most palpable gaps appear in register and punctuation fields of the students’ knowledge, which implies an application of powerful tools to deal with these errors.
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Human resources experts consider important for a young graduate to be well trained in the field of expertise and to have developed skills like problem-solving, communication, collaboration, responsibility, and self-direction. Project Based Learning (PBL) concord with the requests of the legal framework and studies showed that the method was successful in achieving them. In order to be efficient, PBL needs to respect a list of requirements, one of them being the realism of the themes. The paper presents the results of two projects which used the environmental protection issues as real-world context supported by interactive computer simulations. Subjects approached in two projects assessed the current state of quality of natural habitat and investigated the effect of building placement and orientation on the dispersion of traffic air pollutants. PBL was successfully used to effectively shape the learning environment for master students from a designated Applied Engineering program.
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In order to succeed in the operational and service activity the issue of the professional vocation of the future border guard officers is considered as quite relevant. The purpose of this article is to determine and substantiate pedagogical conditions for the development of professional vocation as the key to success in operational and service activity of the future border guard officers. To achieve the purpose and set tasks a triangulation of research methods were used: theoretical – analysis (comparative, definition), generalization, systematization in order to clarify the status of elaboration of the research problem in educational theory and practice, definition of the professional vocation characteristics of the future border guard officers; empirical – observation, questionnaires, study of the positive experience of interdependence of professional vocation and success in operational and service activity of border guards, self-assessment – to diagnose motivation for learning and a level of development of cadets’ professional vocation. Study involved 299 cadets, 89 persons of the managerial, scientific and pedagogical personnel. According to the results of the study and taking into account the specifics of the operational and service activity of the border guard officers the pedagogical conditions of the professional vocation development has been determined and substantiated.
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The paper presents the findings of the first study in Croatia on the effects of community-based rehabilitation on the competencies of deinstitutionalized people with intellectual disabilities. The Scale for the Assessment of Competence and Support Needs of Persons with Intellectual Disabilities, an instrument developed in the framework of the scientific research project “The Evaluation of Community-Based Professional Support Services” of the Faculty of Education and Rehabilitation Sciences, University of Zagreb was used to assess levels of competence in three intervals. The sample included 45 deinstitutionalized people with intellectual disabilities of both genders receiving community-based supported housing services developed by the Association for Promoting Inclusion, a Zagreb based NGO. The significance of the qualitative and quantitative changes in personal competencies were examined, the intensity of changes and relationships between the variables in the field of competencies and among individual variables were examined in two intervals. The first main component as well as the change indicators for personal competence were calculated for the initial, median and final measurements.
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Interaction between students and teachers as well as students’ academic achievement are to a large extent dependant on students’ behavior in classroom and teacher’s perception of how problematic those behaviors are. The present study examines teachers’ perceptions of emotional and behavioral difficulties of elementary school students in grades 1 to 4, and if these perceptions are related to child’s age. Seven male and 142 female teachers in grades 1 to 4 from 47 elemntary schools of County Krapinsko-Zagorska participated in the study. They assessed how big problem in their work are three types of students’ difficulties and disorders: emotional difficulties, aggressive and antisocial behaviors, and attention difficulties and hyperactivity. Overall, teachers reported about behaviors of 2620 students (1285 girls and 1335 boys). Attentional problems and hyperactivity were assessed as the most problematic in teachers’ work, followed by students’ aggressive and antisocial behaviors. Students’ emotional problems were seen as the least problematic for teachers’ work. Students’ age was not related to teachers’ perceptions of their behaviors, except for attentional difficulties and hyperactivity, which was perceived as somewhat bigger problem in first than in fourth grade. It was also shown that teachers’ estimates of prevalence of examined difficulties in children roughly resemble data on prevalence of mental disorders obtained by epidemiologic studies. The importance of investigating teachers’ perceptions of pupils’ emotional and behavioral difficulties, as well as the possibility to use teachers’ estimates in screening children with mental disorders were emphasized in discussion.
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Introduction. The article focuses on a significant problem of developing education according to current innovative trends and challenges. The purpose of the research is to identify the criteria of educational innovation. Materials and Methods. The research methodology is based on the socio-cultural approach, which considers education as a leading, predictive institution of social development, due to the consistency of the definition of “innovation” with its semantic highlights characteristic for conceptual national documents. Results. In the context of global socio-cultural trends, the most general definition of “innovation” is explicated – as something new and effective in the context of preserving and developing anthropological potential. For the field of education, it is proposed to focus on a narrower understanding of innovation – in accordance with the social and technological tasks which appear in the conceptual national documents of the Russian Federation. Two more criteria are efficiency and essential novelty of educational innovation. To illustrate the theoretical findings based on the authors’ “non-traditional” approach to learning (in the Western version the closest is the ‘Flipped Classroom’ technology) the characteristic features of innovative learning are revealed. Conclusions. The criteria of educational innovation in the context of Russian innovation-oriented socio-cultural reality are identified. They include methodological novelty, educational efficiency and compliance with the tasks of technological “breakthrough” of Russian Society. In terms of global trends in understanding the category of ‘innovation’ in Russian educational research investigations it is recommended to use such terms as “novelty” and “creation”.
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Introduction. The article investigates the problems of school adaptation, intellectual and socio-cognitive development of schoolchildren. The purpose of the research is to reveal the peculiarities of correlations between anxiety and self-assessment levels and cognitive parameters in Year-1 schoolchildren within the polycultural environment. Materials and Methods. The research included the assessments of the following indictors: 1) salivary cortisol concentration as an indicator of psycho-emotional stress; 2) anxiety level; 3) self-assessment level; 4) cognitive parameters: procedural, semantic and visual memory span; attention span; visual-motor reaction speed. Results. It was revealed, that 27 per cent of the first graders had high level of anxiety, 13 per cent of participants demonstrated low self-esteem. The majority of the examined children demonstrated insufficient development of higher mental functions (cognitive functions). 69 per cent of participating schoolchildren lacked the coincidence between the prearranged signal and the response. Between 50 and 82 per cent of the schoolchildren had short memory span, and 13 per cent demonstrated short attention span.The children of Altai background having high levels of agitation, emotional tension and anxiety, had lower indicators of memory efficiency. However, increased agitation and emotional tension promoted longer attention and memory span at the children of Russian background. Higher level of anxiety and lower attention span were detected among the boys in both ethnic groups. Conclusions. The authors conclude that solving the problem of first graders adaptation requires remedial measures aimed at decreasing anxiety and emotional tension, taking into account the ethnic origin.
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The study deals with the examination of the psychometric properties of the newly developed measuring instrument, the questionnaire of Risk behavior and the intimate relationships of adolescents. Content validity has been verified by exploratory factor analysis that has created factors such as promiscuous behavior, alcoholism, sexually transmitted disease and unprotected sex as part of risky sexual behavior. Factor analysis has highlighted the existence of protective factors of intimacy - social support, emotionality, confidential communication, mutual sharing of free time, and risk factors - impaired communication, aggression, jealousy and infidelity. Questionnaire reliability is provided by Cronbach’s alpha computation.
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This research aims to identify the attitudes of preservice physical education teachers towards individuals with special needs based on various variables. Survey method was used and a total number of 105 preservice physical education teachers participated in the study. “Attitudes towards Individuals with Special Needs Scale” was used to collect the data. Data were analyzed with descriptive statistics, Mann-Whitney U test and Kruskal Wallis-H test. Results showed that attitudes of preservice physical education teachers towards individuals with special needs were “undecided” referring that their attitudes were neither positive nor negative. Results were discussed with reference to related literature.
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The article presents the results of implementation of the educational program of training of bachelors in state border security in Ukraine. The purpose of the study is to analyze key points of the program, determine their compliance with national education legislation and European standards and recommendations for the border guards’ training and coast guard officers. The obtained results demonstrate the current state of implementation of the program in the educational process of the National Academy of the State Border Guard Service of Ukraine named after B. Khmelnytskyi (NASBGSU) and determine ways of the educational program quality improvement, as well as contribute to the integration of the National Academy to the European Higher Education Area. The results of the study showed that the program as a whole corresponds to the educational activities of the National Academy, European standards and recommendations for the training of border guards, corresponds to the standard of the first (Bachelor) level of higher education in the specialty “State Border Security”, allows to achieve the declared results of studies, is self-sufficient and meets the needs and interests of internal and external stakeholders and society. Educational program has a clear structure; the educational components included in it constitute a logical interconnected system and allow to achieve the stated objectives and expected learning outcomes. The program focuses on practical training that allows students to consolidate theoretical knowledge in practice. Despite the sufficient level of training of border guard officers in Ukraine in recent years, the educational process needs to be continuously developed and improved. This is due to the current challenges and threats to the state's national security at the state border, the processes of further development and development of the NASBGSU, the modernization of the state border guard system, the growing requirements to the border guard officers both from the state and from the international community. For further improvement of the educational program, it is necessary to take into account the higher education institutions experience in the EU.
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The main objective of research is to investigate into the use of open educational resources in developing future English teachers’ overall communicative language ability. To achieve progress in attaining the main objective the researchers collect key data on university lecturers’ personal experience on using open educational resources in developing future English teachers’ overall communicative language ability. The research is non-experimental in nature. Based on the collected key data the authors also provide a descriptive review of the open educational resources most commonly noted by university lecturers and present teaching materials aimed at developing future English teachers’ overall communicative language ability through boosting their language skills while using open educational resources in the process of teaching “The Practical Course of the English Language”. A non-random sampling technique is used for selecting the research sample. The research sample includes 128 university lecturers who teach “The Practical Course of the English Language” to students earning BA in the English language considered in our study as future English teachers. The questionnaire developed by researchers was used for collecting key data. For processing and interpreting obtained data researchers used a content analysis, a descriptive analysis and a method of discursive reflection that could be regarded as qualitative research methods. The research was conducted at six higher educational establishments in Ukraine between March 2018 and February 2019. The research findings prompt the conclusion that open educational resources play a crucial role in developing future English teachers’ overall communicative language ability since their use in instruction process gives university lecturers a wide range of opportunities to improve four language skills of their students.
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The main point of the article is that among the factors that contribute to the social success of students, the developed social competence (SC) and ability of primary school teachers to reflect are extremely important. The process of development of the reflexive component of social competence of elementary school teacher in the postgraduate process is defined as the object. According to the hypothesis of the work, its development can become a multifaceted process, an integral part of effective professional training, with appropriate willingness of teachers, their involvement in practice-oriented activities to solve vital social problems and the implementation of socially significant projects; pedagogical support of teachers on diagnostic basis. Theoretical studies of definitions of social competence have made it possible to distinguish among its various approaches its reflective component. In view of the lack of a single universally recognized toolkit, the content, criteria, indicators and levels of the phenomenon under consideration are determined on the basis of the theory and methodology of different fields of general pedagogy, vocational education. To analyze and evaluate the reflexive component, the methods of introspection and self-assessment were selected and the author's method "Self-assessment of teachers' readiness to increase their social competence" was created. In accordance to the hypothesis and developed concepts of the model of activity, a system of integrated sustainable development of social competence for primary school teachers was created. Comparisons of initial and final results showed their greatest positive dynamics in the experimental group, whereas in the control group there was only a tendency to improve it (the results were tested for reliability by means of mean, paired comparisons, correlation analysis (student t-test)). The developed system has provided continuous, detailed, multi-level methodological and social support for teachers during the course and inter-course periods for five years. It helped them to carry out a socially oriented professional activity on the students' social competence formation, their values, motivation and behavior.
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The purpose of this review is to debate and briefly present some notions and issues of the chapter "Ethics of scientific publication and communication of knowledge", authored by a professor. Dr. Antonio Sandu. The chapter is published within the volume Etică şi integritate în educaţie şi cercetare [Ethics and integrity in education and research] which is an educational course for students, masters or researchers in the ethical, sociological, legal or educational sphere. The volume appeared in 2018, at Tritonic Publishing House, coordinated by Antonio Sandu and Bogdan Popovenciuc. The purpose of this volume is to inform the academic environment, and not only, about the myriad forms under which ethics is found in academic research. Also, this volume can be considered a working instrument in order to develop university handbooks regarding the discipline of ethics in academic research, both within the university and postgraduate studies programs.
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This study examined the relationship between the subjective negative feeling states that undergraduate students felt about a research methods course and of their course performance. A total of 106 undergraduates were surveyed about their subjective feeling states at both the beginning and the end of the term. These feeling variables were correlated with their course performance variables (exam scores, research paper scores, and final course grades). The results found that the more reduction in subjective negative feelings students had, the better they performed in the course. This study also examined what aspects of the research methods course that students felt negative about. This research contributes to the scholarship of teaching and learning by highlighting the importance of students’ feeling state and how it might influence students’ learning in college-level courses. This research also expands the current knowledge in this relationship by examining what aspects students felt negative about a particular course, which might guide us on how to teach it in the future.
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The paper focuses on the issue of developing an environmental culture in future teachers in higher education institutions. The analysis of relevant findings shows that the issue of developing an environmental culture in future science teachers during professional training is an insufficiently examined segment of pedagogy. This research has attempted to specify and clarify such fundamental concepts as environmental education, environmental culture and development of environmental culture in the context of professional training of future science teachers. The environmental culture of future teachers is seen as an integral personal quality developed during professional training in higher education institutions and based on environmental knowledge and skills, environmental awareness, thinking and behavior which are projected into their professional activities. The process of developing an environmental culture in future science teachers is interpreted as a purposeful educational process, built with regard to general pedagogical patterns and didactic principles, substantiated pedagogical actions and measures (conditions), whose effective implementation leads to qualitative changes in the components of an environmental culture of future science teachers which they need to achieve environmental educational productivity in professional activities. The paper defines the components, criteria, indicators and levels of an environmental culture in future science teachers during professional training. Due to the analysis of scientific literature and practical experience, the paper defines and justifies pedagogical conditions which may contribute to developing an environmental culture in future science teachers. Besides, it presents the author’s model for developing an environmental culture in future science teachers during professional training. This model consists of four interrelated blocks: the target block, the theory and methodology block, the pedagogical organization and the results block. Also, the paper reveals the organization and the course of experimental work. Finally, it concludes about the effectiveness of the proposed pedagogical conditions for developing an environmental culture in future science teachers and shows the levels of its development.
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