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1 |
Civic and Patriotic Education of Pre-School ChildrenEkaterina V. Mokeyeva & Irina N. Andreeva
pp. 2223-2236 | DOI: 10.12973/ijese.2016.600a | Article Number: ijese.2016.186
Abstract The urgency of the current research devoted to civic and patriotic education of pre-school children is determined by the contradiction between the necessity of civic-patriotic education of children in the current context, their readiness to defend their Motherland and the lack of the development of this issue both in pedagogical theory and practice; government order to build patriotic understanding of a citizen and the absence of the opportunity to express the civic position in the conditions of upbringing in pre-school educational institutions. The aim of the article is to show the main results of the research devoted to defining peculiarities of civic-patriotic qualities of pre-school children. The leading method of the research on this problem is experiment that allows to fulfill a multipronged approach to levels of the development of civic-patriotic qualities of pre-school children and formative work aimed at the development of civic-patriotic qualities of children that is envisaged by a specifically elaborated program. The article shows the results of the diagnostic research devoted to civic and patriotic education of pre-school children and reveals the drawbacks of civic-patriotic education in the pre-school educations institution elicited by applying the method of diagnostics of the problem. The conducted research resulted in the elaboration and implementation of the programme which included a series of arrangements devoted to the development of civic-patriotic qualities of pre-school children. The comparison of the results of the experimental and control groups before and after the formative work shows the positive influence of applied methodological means. The materials and ideas are of practical significance for nursery teachers, supervisors of pre-school educational establishments, specialists working in pre-school educational institutions. Keywords: Civic and patriotic education; pre-school children; the level of the development of civic and patriotic qualities References Cheredinova, T. (2010). Tell your children about themselves. Preschool education, 5, 72-75. Harlanova, Y. V. (2014). Ideas of patriotic education in the history of educational thought. Archivist.4. 52-58. Petrochenko, G. G. (2006). Situational problems in pedagogy. Minsk University, 342 p. Rybalova, I. (2013). Getting acquainted with the native city as a means of patriotic education. Preschool education, 6, 45-54. Savotina, N. A. (2012). Civic education: traditions and modern requirements. Pedagogy, 4, 39-41. State program. (2005). Patriotic Education of Citizens of the Russian Federation for 2006-2012. LSB. 3-8. Strelnikov, V. (2014, May 20.). Historical experience of patriotic education of youth. Direct access: http://planetadetstva.net/konkursu/konkursnye-raboty/osobennosti-patrioticheskogo-vospitaniya-sovremennyx-doshkolnikov.html. The Federal Law of the Russian Federation dated December 29, 2012, N 273-FL «On Education in the Russian Federation». (2014, June 04.). Direct access: rg.ru/2012/12/30/obrazovanie-dok Tuysuz, M., Bektas, O., Geban, O., Ozturk, G. & Yalvac, B. (2016). Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1549-1568. doi: 10.12973/eurasia.2016.1244a Veraksa, N. E., Komarova, T. S. & Vasylieva M. A. (2014). From birth to school. Moscow: Mozaikasinthez, 368 p. |
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Characteristic Features of Innovation Project Management Aimed at University Human Resource DevelopmentAydar M. Kalimullin, Valery T. Yungblud & Elena A. Khodyreva
pp. 2237-2253 | DOI: 10.12973/ijese.2016.601a | Article Number: ijese.2016.187
Abstract The relevance of the studied issue is based on the need to develop theoretical approaches to project management at a higher educational institution taking into consideration the specifics of the subject area of the projects that ensure finding the "growth points" and addressing the long-term objectives of a university in the field of human resources. The purpose of this article is to justify the set of theoretical approaches (system, integration, process, and policy ones) and to identify the characteristic features of the innovation project management aimed at the development of human resources of a higher educational institution and ensure the formation of unique professional competencies, as well as creation of a personnel reserve of both the faculty and administrative staff, taking into account the university development objectives, the requirements of a modern education system and the objectives of the innovative development of the region. The main research techniques included: pedagogical modeling and project development, theoretical analysis and generalization of the educational practice in the field of innovation project management, as well as the methods of mathematical statistics that allowed a comprehensive study of the effectiveness of innovation project management aimed at the university human resources development based on the assessment of the dynamics of basic indicators in this area of university activities. The article deals with a set of theoretical approaches (system, integration, process, policy- making) that result in the specific features of innovation project management aimed at university human resource development. It also reveals the features that are related to characterization of the subject area of these projects: a focus on long-term results of the projects; a high degree of uncertainty of their parameters; the specifics of both the subjects and objects of management, and management processes; with a focus on environmental requirements, etc. The article may be useful for modernization of the management process of institutions of higher education; when developing innovation project management system in the field of university staffing activities. Keywords: University human resources; management subjects; management objects; innovation project management processes; project subject area References Balashov, A. P. (2008). Fundamental Management. Moscow: UniversityTextbook, 288 p. Buralova, M. A. & Guseynova N. Ch. (2012). Assessment of the effectiveness of innovation projects in the field of higher professional education. Transport Business in Russia. 1, 12-18. Glavatskih, O. B. (2002). Strategy Formation of University Human Resource Development: PhD Thesis. Izhevsk, 161 p. Kaplunovich, Т. А. & Khavylyg, N. К. (2006). Innovation projects as a special form of scientific support to develop education. Academic Journal of the Institute of Adult Education of Russian Academy of Education. Man and education, 6, 15–18. Khodyreva, E A (2016). Development of the Innovation Project Management System at an Educational Organization. Kirov: "Raduga-Press", 159 p. Mazur, I. I., Shapiro, V. D., Olderogge, N. G. & Polovnikov, А. V. (2010). Project management. Moscow: Omega–L, 665 p. Project management: the basics of professional knowledge, national requirements for professionals’ competence. (2010). Moscow: Project, PRACTICE, 250 p. Ptashkin, S. A., Nurulin, D. Yu. (2009). Issues of Human Resource Development of Russian Universities. Integration of Education, 2, 9-14. The federal law of December 29, 2012 N 273-FZ "About education in the Russian Federation". Direct access: http://base.garant.ru/70291362/1/#block_1000#ixzz3dgER9mg5 Vinogradova, V. L. (2012). Team management of innovation projects in an educational institution. Man and education, 4(33), 157–160. Voropaev, V. I. & Sekletova, G. I. (1999). System representation of project management: Proceedings of the international symposium on project management ‘East-West – At the Edge of Millennium’. Moscow: SOVNET, 97 p. |
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Educational Process Navigator as Means of Creation of Individual Educational Path of a StudentAnvar N. Khuziakhmetov & Nadezhda S. Sytina
pp. 2255-2264 | DOI: 10.12973/ijese.2016.602a | Article Number: ijese.2016.188
Abstract Rationale of the problem stated in the article is caused by search for new alternative models for individual educational paths of students in the continuous multi-level education system on the basis of the navigators of the educational process, being a visual matrix of individual educational space. The purpose of the article is to develop the design algorithm and implementation of individual educational paths of different types based on nature and mechanisms of individual educational path formation. Leading methodological approach of the research was person-centered approach of the educational process organization, which had the following specific features: it is specially designed for a particular student as his individual educational program; in the stage of development of individual educational route the student was: a) a subject of choice of differentiated education offered by the educational institution; b) an “informal customer”, “showing” (at the start testing) the educational institutions which designed his educational program - an individual educational route - his educational needs, educational profile and other individual characteristics. Individual educational path flexibly adapts to the student's abilities, his professional development dynamics influenced by training and can have the following forms: adaptive type - education is used to prepare for the modern professional, socioeconomic and cultural realism; developing direction - it is characterized by a wide development of opportunities, abilities and creativity of man; creative direction – it means not only the development of features and abilities, but also their use for transformation, making yourself - self-education, career, and life. Keywords: Individual educational path (IEP), navigator of the educational process, professional development References Asadullin, R. M. (2015). On the anthropological principle in modern pedagogical education. Pedagogical Journal of Bashkortostan, 5 (60), 7-10. Hutorskoy, A. V. (2005). Methods of student-centered learning. How to teach all in different way? Moscow: VLADOS-PRESS, 383 p. Labunskaya, N. A. (2002). Types of individual educational routes of pedagogical university. Universitetsky okrug, 3, 60-62. Pisareva, S. A. (2015). Construction of cases to assess student competence. St. Petersburg: KARO, 175 p. Piskunova, E. V. (2008). Competence-based model of university graduate: problems of construction. St. Petersburg: Yurait, 185 p. Sytina, N. S (2012). Formation of the individual educational path of the student as a condition of professional development of the future teacher. Pedagogical Journal of Bashkortostan, 3(40), 67-71. Tryapitsyna, A. P. (2000). Educational program – student’s route. St. Petersburg: UIPK, 228 p. Vorobieva, S. V. (1999). Theoretical basis of differentiation of educational program: PhD Thesis. A.I. Herzen State Pedagogical University, St. Petersburg, Russia, 460 p. |
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The Development of Electronic Educational Environment of the Contemporary Higher Educational Institution within the Context of Teaching InnovationsIrina V. Khairova, Vera I. Toktarova
pp. 2255-2265 | DOI: 10.12973/ijese.2016.717a | Article Number: ijese.2016.217
Abstract The problem under study is acute due to rampant development of electronic education putting forward new demands to the arrangement of professional education of HEI students. The article makes a review of innovative means and technologies contributing to the perfection of instructional design of new-generation electronic educational environment. The work is based on the methods of theoretical and empirical investigations. It elicits and describes main features of teaching innovations having led to the changes in the structure, content and methods, forms and tools of teaching. The article determines the essence of didactic components within the context of teaching innovations and the role of electronic educational environment when they are introduced. The results of the research will be useful for the implementation of system changes in the educational process in conditions of the necessity to meet the requirements of up-to-date Federal State Educational Standards of Higher Education. Keywords: Educational environment; instructional design; e-learning; teaching innovations; educational process References Bespalko, V. P. (2002). Education and training with computers (pedagogy of the third millennium). Moscow: MPSI. 352 p. Bugaychuk, K. L. (2013). Massive Open Distance Training Courses: history, typology, perspectives. Higher education in Russia, 3, 148-155. Demir, Y., & Kutlu, M. (2016). The Relationship between Loneliness and Depression: Mediation Role of Internet Addiction. Educational Process: International Journal, 5(2), 97-105. Herzen University. (2016). High-Tech Electronic Educational Environment: the site of the international scientific-practical conference at Herzen University. Direct access: http://reading.herzen.spb.ru/hitech. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Khutorskoy, A. V. (2003). Didactic Heuristics. Moscow: Moscow University Press, 416 p. Krechetnikov, K. G. (2002). Design of creative educational environment using information technologies at university. Moscow: Goskorsentr, 296 p. Pesotsky, Yu.S. (2002). High-tech learning environment: principles of design. Pedagogy, 5, 26-35. Robert, I.V., Panyukova, S.V., Kuznetsov, A.A. & Kravtsova A.Y. (2008). Information and communication technologies in education. Moscow: Drofa, 312 p. Rozina, I. N. (2010). Communication 2.0: Russian scientific and educational perspectives. Communicative space: measurements, limits, opportunities, 308-319. Savci, M., & Aysan, F. (2016). Relationship between Impulsivity, Social Media Usage and Loneliness. Educational Process: International Journal, 5(2), 106-115. Shamova, T.I., Davydenko, T. M. & Shibanova, G. N. (2001). Management of educational systems. Moscow: Vlados, 320 p. Shcherbakova, R.M. (2011). Innovative Pedagogical Technologies in Training Specialists at Universities. STEZH, 14, 149-158. Simonenko, V. D. & Retivykh, M. V. (2003). General and Professional Education: a manual for students getting a degree in vocational training. Bryansk: Publishing House of Bryansk State University, 174 p. Slastenin, V. A. (2000). Pedagogy. Moscow: School-Press, 492 p. The Conception of Long-term Socio-economic Development of the Russian Federation for the Period up to 2020. (2008). Direct access: http://www.consultant.ru. The State Program of the Russian Federation "Development of Education" for 2013-2020. (2013). Direct access: http://www.consultant.ru. Toktarova V. I, Blagova, A. D., Filatova, A. V. & Kuzmin, N. V. (2015a). Design and implementation of mobile learning tools and resources in the modern educational environment of university. Review of European Studies, 7(8), 318-324. Toktarova, V. I. & Panturova, A. A. (2015b). Learning and teaching style models in pedagogical design of electronic educational environment of the university. Mediterranean Journal of Social Sciences, 3(7), 281-290. Toktarova, V. I. (2015c). Pedagogical management of learning activities of students in the electronic educational environment of the university: a differentiated approach. International Education Studies, 8(5), 205-212. Zakharova, I.G. (2003). Formation of information educational environment of higher educational institution. Tyumen, 246 p. |
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The Development of Professional Mobility of Teachers in Supplemental Education SystemRoza A. Valeeva & Lyudmila A. Amirova
pp. 2265-2274 | DOI: 10.12973/ijese.2016.603a | Article Number: ijese.2016.189
Abstract The relevance of the present issue is caused by a strong need to conduct monitoring processes in all types of teaching processes and a poor development of theoretical, content and technological, scientific and methodological material for teachers’ monitoring skills development during their teaching practice. The aim of the article is to create and test a structural and functional model of teachers’ monitoring skills development based on a systematical activity-oriented approach. Modelling is the main method in the research as it helps to consider the present problem as a process of a directed and conscious acquisition of monitoring skills by teachers trained. The article presents a fully elaborated structural and functional model of teachers’ monitoring skills development which consists of interconnected motivational and aim-oriented, content and procedural, result-oriented and estimation components. The model adapts teachers to new conditions of modern education and encourages for further high quality education monitoring process. Keywords: Personal mobility, value-semantic construct, activity, willingness, adaptability, creativity References Alekseev, A. A. & Gromov, L. A. (1993). Understand me correctly, or the book is about how to find your own way of thinking, to effectively use the intellectual resources and find common ground with the people. St. Petersburg: Economic School,352 p. Amirova, L. A. (2006). Development of the professional teacher’s mobility in the space of his personal self-realization. Ufa: Eastern University, 460 p. Andreev, V. I. (2003). Education: Training Course for creative self-development. Kazan: Center for Innovative Technologies, 608 p. Kalinovskiy, Y. I. (1999). Cultural mobility subjects of social space and its role in the implementation of the principle of humanization of education. Tyumen: Publishing house of the Tyumen State University, 189 p. Lomov, B. F. (1981). Personality in the system of social relations. Psychological Journal, 2(1), 3-17. Mudrik, A. V. (2002). Breading in the education system: the characteristic of understanding. The leading head, 5, 4-11. Rogov, E. I. (1998). The teacher as an object of psychological research. Moscow: VLADOS, 496 p. Saygushev, N. Y. (2002). The reflexive control of the process of professional formation of the future teacher. Magnitogorsk: Magnitogjrsk publishing University Press, 284 p. Sorokin, P. A. (1993). The system of sociology. Moscow: Nauka, 688 p. |
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Pedagogical Professional Self-Determination Support for Students under Conditions of Additional Education Program ImplementationRezeda R. Khairutdinova & Yuliya A. Fedorova
pp. 2275-2285 | DOI: 10.12973/ijese.2016.604a | Article Number: ijese.2016.190
Abstract Significance of the problem stated in the article is stipulated by the fact that professional self-determination of students at the stage of professional education needs pedagogical support; using resources of additional education program will let the individual make smart choice about future professional sphere. Object of the article is to work out and prove theoretically the subjective-developing support system of professional self-determination among teacher-training university students in the condition of additional education program implementation. Main research approaches to the problem are subjective and pragmatic approaches, that let us see a personality not as a selection of objective characteristics in the space of diagnostic criteria, but as a carrier of a certain world view, as a complex of individual values and points. Structure of the represented subject-developing system of professional self-determination support for students of teacher-training university includes interdependent components, that help detect hidden potential and make it active – diagnosing, motivational, organizational, informative, reflexive. Subject-developing system is meant to improve level of students’ professional self-determination, which influences such characteristics as personal activity and responsibility, graduates’ competitiveness level in the labor market in a good way. Keywords: Higher education, professional support, self-determination, additional education programs References Abulkhanova -Slavskaya, K. A. (2001). Activity and psychology of an individual. Moscow: Nauka, 335 p. Fedorova, U. А. (2011). Professional self-identification of university students. Pedagogical education in Russia, 1, 269-273. Fedorova, U. А. (2012). Analysis of professional self-identification rules and regulations of students at the stages of ore-professional and professional socialization. Siberian pedagogical journal, 6, 49-54. Fedorova, U. А. & Amirova, L. А. (2013a). Forming a competitive graduate in the system of additional education. Education and Science, 9, 92-101. Fedorova, U. А. & Amirova, L. А. (2013b). Subject-developing professional self-identification support system for students. Pedagogical journal of the Republic of Bashkortostan, 5(48), 88-96. Holland, J. L. (1985). Making vocational choices: Atheory of vocational personalities and work environments. Englewood Cliffs: Prentice-Hall, 496 p. Klimov, E. A. (2010). Professional self-identification psychology. Moscow: Publishing center “Academy”, 304 p. Korotaeva, Е. V. (2010). Theory and practice of pedagogical interactions in the educational system. Novosibirsk: CRNS, 172 p. Kosmynin, А. V. (2012). University teacher and student interaction in the process of professional self-determination. International Experimental Education Journal, 8, 96-97. Pryazhnikov, N. S. (1999). Theory and practice of professional self-identification, Moscow: MSPPI, 108 p. Rubinstein, S. L. (2002). General psychology basics. Saint-Petersburg: Piter, 720 p. Tchistyakova, S. N. (2007). Pedagogical self-identification support for pupils. Moscow: Publishing Center “Academy”, 128 p. Vozgova, Z. V. (2013). Individualization of educational programs in the system of additional professional education in high school. Collected works on additional professional education problems, publication, 23, 76-77 Zeer, E. F. (2012). Students’ professional self-identification in the conditions of social induced conflicting realities, Education and science, 10, 79-87. |
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Structurally Functional Model of Formation Transprofessional Competences of the Future Experts an Average LinkSeimbika U. Bichurina & Elvira M. Gabitova
pp. 2287-2298 | DOI: 10.12973/ijese.2016.605a | Article Number: ijese.2016.191
Abstract The relevance of the problem declared in article is caused by the fact that modern development of production demands from specialists of the enterprises not only the high level of formation of the professional competences, but also the additional, the transprofessional competences, conforming to the requirements problems of the production cluster. The purpose of the article consists in development of a structural-functional model of formation transprofessional competences of the future experts an average link. The leading method to research of this problem is the modeling method allowing to consider this problem as purposeful and organized process on improvement professional and to forming of the transprofessional competences necessary for specialists for implementation of labor functions of the profession. The structure of the model of forming transprofessional competences of the future specialists an average link includes a preparatory, analytical and research implementation stages and components - result and strategic partners. The model allows to organize process of training of students in professional educational institution and allows to improve forming of the professional and transprofessional competences of the future specialists an average link. The article can be useful in the practical terms for teachers of the professional educational organizations and the industrial practice centers of the enterprises at training of the specialists; for training centers and retraining of the personnel at selection and structuring content of the professional training of the specialists. Keywords: The structurally functional model, the transprofessional competences, the specialist of an average link, the production oriented pedagogical conditions References Atutov, P. R. (1986). Polytechnic education of schoolboys. Moscow: Pedagogy, 176 p. Belyaeva, A. P. (1991). Didactic principles of training in vocational schools. Moscow: Higher School, 184 p. Dubinets, E. V. (2011). The Development of multifunctional professional competence of future psychologists of education: PhD Abstract. Nizhny Novgorod: Nizhny Novgorod State Pedagogical University, 26 p. Fatykhova, R. M. (2002) The Formation of personality of a future specialist in the context of innovative educational process, Content and technology of modern pedagogical education, 94 – 101. Gayazov, A. S. (2011). Theory of training multifunctional technician new type, Ufa: publishing house of the BSPU,124 p. Ivanov, V. G. (1999). The use of integrative relationships, Vocational Secondary education, 2, 8-9. Khutorskoy, A. V. (2003) Key competences as a component of personality-oriented education paradigm Narodnoe obrazovanie, 2, 58-64. Malinowski, P. (2007) The Challenges of global professional revolution at the turn of the millennia. Russian expert review, 3 (21). 21-24. Markova, A. K. (1996). Psychology of professionalism. Moscow: Education, 308 p. Mukhametzyanova, G. V. (2010) Priorities of vocational education in the contemporary theory and practice, Secondary professional education, 10, 2-7. Raven, J. (1984). Competence in Modern Society: Its Identification? Oxford: Oxford Psychologists Press, 422 p. Tkachenko, E. V. (2007) Integration of primary and secondary professional education: the necessity and inevitability. Professional education, 3, 28 – 31. Vakhidova, L. V. & Gabitova, E. M. (2016) Structure transprofessional competencies of mid-level professionals, International research journa, 2-4 (44), 13-15. Vakhidova, L. V. & Gabitova, E. M. & Steinberg, V. E (2015). Additional professional competence in the training of a modern specialist Educational technologies, 4, 59-64. Zeer, E. F., Morozova, S. A. & Cimanuk, E. E. (2011). Occupational mobility – integrated quality of subject of innovative activity, Pedagogical education in Russia, 5, 90 – 97. |
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Designing and Realization of an Individual Educational ProgramGulnaz R. Yunusova & Ekaterina V. Karunas
pp. 2299-2310 | DOI: 10.12973/ijese.2016.606a | Article Number: ijese.2016.192
Abstract Relevance of the issue is caused by the change of a knowledge-oriented educational paradigm into an individual-oriented one. This change means that an individual is the most significant value in the modern process of teaching. The aim of the article is to find a theoretical proof for an individual study program design and test it in pedagogical conditions. The leading approach in this research is individual-oriented which provides the following pupil’s rights: to choose a study course, to be involved in the process of personal educational program arrangement; to choose an individual pace, form and methods of studying, control and self-estimation methods, etc. The article contains the author’s point of view on the essence and content of an individual educational program and a new way of its design and implementation. The materials given are practically useful for all participants of a teaching process who follow an individual educational program. Keywords: Individual-oriented approach, individual educational program, pedagogical design, algorithm of individual education program References Andreev, V. I. (1966). Pedagogics of a creative self-development. Kazan, KSU, 567 p. Babanskiy, Yu. K. (1989). Selected pedagogical works. Moscow, Pedagogika, 560 p. Bezrukova, V. S. (1999). Pedagogics. Projective padagogics, Ekaterinburg: Delovaya kniga, 344 p. Karunas, E. V. & Bakhtiyarova, V. F. (2011). Algorithm for projection and implementation of an individual educational program. Modernization of a higher professional education system in a technical university: materials of II all-Russia scientific and practical conference with foreign participants. Kumertau, Russia; branch of the Ufa State Aviation Technical University, 135-141. Khutorskoy, A. V. (2005). Set of methods for an individual-oriented education. How to teach differently? Moscow: VLADOS-PRESS, 383 p. Kirsanov, A. A. (1982). Individualization of an educational process as a pedagogical problem. Kazan, KGU, 225 p. Labunskaya, N. A. (2002). Types of individual educational routes in a pedagogical university. Universiteskiy district, 3, 60-62. Lezhneva, N. V. (2000). Theoretical bases of an individual-oriented education in primary schools (Doctoral dissertation). Chelyabinsk State Pedagogical University, Chelyabinsk, Russia, 436 . Serikov, V. V. (1998). An individual-oriented education: search for a new paradigm. Volgograd: VSPU, 164 . Tryapitzyna, A. P. (2000). Educational program – a route for a pupil. Saint Petersburg: UIPK, 228 p. Unt, I. E. (1990). Individualization and differentiation in education. Moscow: Pedagogika, 188. Vorobyova, S. V. (1999). Theoretical bases for educational programs differentiation: PhD Thesis. The Herzen State Pedagogical University of Russia, Saint Petersburg, Russia, 460 p. Yakimanskaya, I. S. (1996). An individual-oriented education in a modern school. Moscow: Sentyabr, 96 p. Zair-Bek, E. S. (1995). Pedagogical projection bases. Saint Petersburg: RGPU, 234 p. |
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Development of Subject Position as a Condition for Forming Communicative Competence of a Future TeacherAlfiya Sh. Yarullina & Aliya T. Araslanova
pp. 2311-2322 | DOI: 10.12973/ijese.2016.607a | Article Number: ijese.2016.193
Abstract Since the demand on specialists with broad professional competence grows nowadays, high education is filled with new contents and presupposes formation of a professionally competent teacher. Professional education considers communicative competence of a student as a dominant. This fact requires from a student active attitude to himself and his activity, i. e. ability to construct and organize interaction with pupils, estimate and realize correction of his own activity. This is possible when the subject position of a student is activated. The aim of this article is working out functional-structural model of forming communicative competence of a future teacher under the condition of transforming pedagogical education. The leading method is the method of experimental modeling, which enables to analyze the usage of technology of forming communicative competence of a teacher at studying the block of pedagogical subjects and practice. The model reflects the usage of integral-modular technology. One of the qualities of the module in question its possibility to serve as an invariant for structuring an unlimited number of competitive modules of educational process in different types of institutions Keywords: Communicative competence of a teacher, subjective position of a teacher, the principle of contextual summary and making education fundamental, integrative- modular technology, modeling References Araslanova, A. T., Asadullin, R. M., Bakhtiyarova, V. F. & Nabiyev, T. V. (2015). Theoretical aspects of preparation of the teacher as subject of pedagogical activity in the conditions of vocational education transformation. Siberian Pedagogical Journal, 6, 58-68. Asadullin, R. M. (2013). Man in the Mirror education. Moscow: Science, 247 p. Asmolov, A. (2009). The system-activity approach to the development of a new generation of standards. Psychology, 4, 18-23. Brushlinskii, A. V. (1994). Problems of psychology of the subject. Moscow: Science, 367 p. Fatihova, R. M. (2003). The culture of pedagogical dialogue: Psychological vision of formation. Professional Pedagogy: categories, concepts, definitions, 1, 224-235 p. Guschina, T. (2011). Developing a young man's subjectivity: training "Long live the subject!" Germany: LAP LAMBERT Academic Pablishing GmbH, 198 p. Kan-Kaliс, V. A. (1987). Master of pedagogical communication: a book for teachers. Moscow: Education, 190 p. Khutorskoi, A. V. (2003). Key competences as a component of personality-oriented paradigm. Education, 2, 58-64. Kiryakova, A. V. (2010). Axiology and Innovation of university education. Mpscpw: Pedagogy House, 217 p. Kubrushko, P. F. (2001). The content of vocational teacher education. Moscow: Higher School, 415 p. Leontiev, A. A. (1996). Pedagogical dialogue. Nalchik: "Al-Fa", 234 p. Markova, A. K. (1996). The Psychology of professionalism. Moscow: Internat. humanity. "Knowledge" Foundation, 308 p. Raven J. (2002). Competence in modern society: Identification, development and implementation. Moscow.: Kogito Center, 396 p. Schadrikov, V. D. (2011). Individuality - the phenomenon of human existence. World of Psychology, 1(65), 15-22. Serikov, V. (2010). The nature of the pedagogical activities and especially vocational education teacher. Psychology, 5, 29-37. Sharples, M., Adams, A., Ferguson, R. & Gaved, M. (2014). Innovating Pedagogy. The Open University, 40-53. Thomas, D. & Wyckoff, J. (2013). Icentives, Selection and Teacher Performance Evidence from IMPACT. National Bureu of Economic Research Working Paper, 19529, 51-69. White, R. C. (2000). The School of Tomorrow. Buckingham. Philadelphia, Today, 374p. Zeer, E. F. (2007). Psychology of professional development. Moscow: Academy, 240 p. Zhukov, Y. M. (2001). Diagnosis and development of competence in communication. Kirov: ENIOM 95 p. Zimnaja, I. A. (2005). Pedagogical psychology. Moscow: Logos, 384 p. |
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Creative Environment Formation in Design Professional TrainingVenera G. Zakirova & Elza E. Purik
pp. 2323-2332 | DOI: 10.12973/ijese.2016.608a | Article Number: ijese.2016.194
Abstract The current interest to the issue of this work lies in the fact that a professional competence of a designer needs highly developed abilities to create new and different projects of high esthetic value in compliance with the current regulations. Image visualization abilities development needs special conditions encouraging personal creativity. The aim of the article is to define main components of a design teaching technology: creative conditions formation, including methods of active teaching (brainstorming, work in creative groups, critical practice work, constructive dialog, a method of design sketches or clausura projects, a complex of a practical creative tasks, an ability to comprehend and conduct an analysis of art and design objects. The main method in this research was a modelling method allowing to consider a creativity development problem as a directed and organized process of future designers’ significant professional skills and features enhancing. This article contains consideration of creative components of a design education. These components are understood as main constituents of a successful education process which provide development of the following abilities and significant professional skills: ability to implement knowledge acquired during a constant self- development process and to carry out a flexible actions strategy; creative thinking, an ability abstract from stereotypes and consider a problem from different aspects. We have proved that such creative environment including motivation-supported, emotional, active, control and estimating components develop effective creative abilities, appropriate assessment of one’s own or other’s creative product. The results of the article are of practical importance in design education implementation, especially in composition studies, shape formation studies, professional training at design universities or colleges. Keywords: Active teaching methods, visualization culture, design education, creativity, creative environment, artistic creative abilities, realistic depiction abilities References Bogoyavlenskaya, D. B. (2002). Psychology of creative abilities. Moscow: Academia, 320 p. Guilford Y. P. (1967). The nature of human intelligence. New York: Mc-Graw Hill, 327 p. Kagan, M. S. (1997). Aesthetics as a philosophic science. St.Petersburg: Petropolis, 544 p. Krayevsky, V. V. & Khutorskoy, A. V. (2007). The foundations of training: Didactics and methods. Moscow: Acadamia, 352 p. Lidwell, W., Holden. K. & Batler J. (2012). The universal principles of design. St. Petersburg: Piter, 272 p. Purik, E. E. & Shakirova M. G. (2016). The formation of creative environment as a factor of professional development of design students. Ufa: Ufa state petroleum university publishing, 145-156. Runge, V. F. & Senkovsky V. V. (2003). The framework theory and methodology of design. Moscow: M3-press, 252 p. Torrance, E. P. (1964). Guiding creative talent. New York: Prentice-Hall, 146 p. Vishnyakova, S. M. (1999). Professional education. Vocabulary. Key notions, terms, relevant vocabulary. Moscow: Academia, 538 p. Yasvin, V. A. (1997). Educational environment: from modeling to design. Moscow: CKFL RAE, 248 p. Zhelezovskaya, G. I., Abramova, N. V. & Gukova, E. N. (2014). Creative environment as a factor of creative self-development. Perspectives of science and education, 1,120-125. |
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Diagnostics of Pupils’ Meta-Subject Competence During Lessons on Mathematics in Secondary SchoolsAnvar N. Khuziakhmetov & Marina V. Naumova
pp. 2333-2342 | DOI: 10.12973/ijese.2016.609a | Article Number: ijese.2016.195
Abstract The relevance of diagnostic meta-subject competence measures in secondary schools is caused by the fact that the importance of a meta-subject competence formation was officially defined in educational standards, but there are still no qualitative and informative diagnostic tools for this competence development. The purpose of the article is to develop and test a method of pupils’ meta-subject competence diagnostics in secondary schools during mathematics lessons. The main method of the research is modeling. This method was the basis for further methodic set development and the pedagogical experiment, which allowed to use the approved methods. During the research we created a complex set of methods for pupils’ meta-subject competence diagnostics in secondary schools during mathematics lessons, which allowed to assess levels of pupils’ meta-subject knowledge and skills, to identify problematic aspects of their meta-subject competence, to define advantages of the method set and to develop recommendations for its further use. The developed diagnostic method set can be used by teachers of mathematics in secondary schools to assess levels of pupils’ meta-subject competence, which helps to draw further plans for individual meta-subject competence development in the system of mathematical education. Keywords: Meta-subject competence, mathematics, secondary school, diagnostics, meta-subject knowledge meta-subject skills References Asadullin, R. M. (2009). Reform priorities of teacher education. Direct access: http://oprb.ru/data/partner/8/message/7Gu7J871_2840.pdf Guruzhapov, V. A. (2012). The problem of interdisciplinary competence assessment of the subjects. Psychological science and education, 3, 64-66. Khutorskoy, A. V. (2003). Didactic heuristics: Theory and technology of creative learning. Moscow: AST, 445 p. Konovko, O. V. (2012). The possibilities of modern mathematical education in school. Teacher education in the Altai, 1, 377-380. Kraewskiy, V. V. & Khutorskoy, A. V. (2003). Subject and meta-subject in educational standards. Pedagogy, 2, 3-10. Lebedev, O. E. (2004). Competence approach in education. School of technology, 5, 3-12. Leontiev, A.N. (1956). A child’s mental development. Moscow: Academia, 300 p. Lerner, I. Ya. (2003). Didactic bases of teaching methods. Moscow: Pedagogy, 185 p. Maslova, S. V. (2013). Comprehensive work as a means of assessing subject and meta--subject results of Junior school pupils. Primary school before and after, 3, 50-51. Novikov, A. M. (2010). The Foundation of pedagogy. Moscow: Evges, 208 p. Ritov, A. I. & Zozulya, E. S. (2013). Academic achievement: help the school in evaluating the results of its activities. Public education, 10, 195-196. Rubinstein, M. M. (1913). Essay on educational psychology in the context of General pedagogy. Moscow: AST, 352 p. Semenov, A. L. & Atasyan, S. L. (2014). Formation of mathematical competence in primary school. Science and school, 5, 7-12. Testov, V. A. (2014). Problems of realization of the concept of development of mathematical education. Actual problems of teaching in mathematics, 2, 152-154. Verbitskiy, A. A. & Ermakova, O. B. (2009). School contextual learning as a model of realization of competence approach in General education. Innovative programs and projects in education, 4, 22-25. Vygotskiy, L. S. (1999). Educational psychology. Moscow: Pedagogika Press, 645 p. Yakushev, M. V. (2013). Concerning a possible approach to students’ learning outcomes assessment. European journal of social Sciences, 7, 105-106. |
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Psychological trauma as a reason for computer game addiction among adolescentsFariza Oskenbay, Aliya Tolegenova, Elmira Kalymbetova, Man Cheung Chung, Aida Faizullina, Maksat Jakupov
pp. 2343-2353 | DOI: 10.12973/ijese.2016.800a | Article Number: ijese.2016.196
Abstract This study explores psychological trauma as a reason for computer game addiction among adolescents. The findings of this study show that there is a connection between psychological trauma and computer game addiction. Some psychologists note that the main cause of any type of addiction derives from psychological trauma, and that finding such underlying causes can help understand the particular need to gamble. The strong connection between computer game addiction and psychological trauma shown in this study can have a significant impact on adolescents’ personal growth. Keywords: Computer game addiction, psychological trauma References Bratus, B. S. (1988). Anomalies person. "Thought" Publisher, 301 p. Foreman, P., & Wilson, P. (1996). Using virtual reality in psychological research. Psychological Journal, 2, 30-42. Ivanov, M. (1999). Psychological aspects of the negative influence of computer games based on the identity of the person. Psychological Journal, 20, 94-102. Ivanov, M. S. Psychological aspects of the negative influence of computer games based on the identity of the person. Retrieved April, 2016, from http://www.medicinform.net/comp/comp_psych17.htm. Dzhakupov, S. M. (2002). Management of students’ cognitive activity in educational process. Almaty: Kazakh university. Makhmutov A. E. & Duysenbekov D. D. (2006). The phenomenon of "virtualization" of legal consciousness of adolescents and young adults as a consequence of the subjective addiction to gambling video games. Bulletin of KazNU. Series of psychology and sociology, 1 (16), 60-64. Makhmutov A. E. & Duysenbekov D. D. (2010). Social-psychological study of the phenomenon of "virtualization" of legal consciousness of adolescents and young adults as a consequence of the subjective addiction to gambling video games. Bulletin. Series of "Psychology”, 4 (25), 55-61. Makhmutov A. E. (2010). Psychological features of the person prone to gambling. Author. cand. diss. 19.00.01 - general psychology, personality psychology, history of psychology; pedagogical sciences. - Almaty; Kazakh National University n.a. Al-Farabi, 30. Maligin, V. L. and others. (2011). Features of the person of teenagers who are prone to Internet addiction behavior. Journal of Neurology and Psychiatry named after SS Korsakov, 111 (4), 105-108. Shapkin, S. A. (1999). Computer game: a new area of psychological research. Psychological Journal, 20, 86-94. Tolegenova, A., & Oskenbay, F. (2015). Computer modelling of cognitive processes as preventing method of addictive behavior. The European Proceedings of Social & Behavioural Sciences, 195-201. Zhilin, E. G. (2002). Foreign studies the relationship of aggression and violent content of video games. Social psychology: Dialogue. St. Petersburg - Yakutsk conference materials, 70-74. |
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The Structural and Conceptual Model of Development of Leadership in Junior School ChildrenBotagul A. Turgunbaeva, Gulmira R. Aspanova & Yucel Gelisli
pp. 2467-2479 | DOI: 10.12973/ijese.2016.700a | Article Number: ijese.2016.197
Abstract This study addresses a problem that is currently relevant for the modern society – the development of leadership. It attempts to analyze theoretically the literary sources that cover the development of leadership. The authors give their opinion on the general leadership theory, which regards leadership as a two-subject phenomenon, give their reasoning behind the necessity of developing leadership at the junior school age, and distinguish the peculiarities of junior schoolchildren. Research methodology used in the elaboration of structural-content model of leadership development in junior schoolchildren was based on axiological, system, activity and the student-centered approaches. This model includes the following components: objectives, tasks, theoretical and methodological frameworks, principles, types of activity, criteria of the formation of leadership, indicators of the formation of leadership, and the expected results. Proposed recommendations will simplify the work of specialists for developing leadership in junior schoolchildren by giving them the opportunity to observe the respective process, predict results, and make timely corrections. Keywords: Leadership, leadership qualities, leadership skills, junior school children leadership, model of development of leadership References Alimo‐Metcalfe, B. (2013). A critical review of leadership theory. The wiley-blackwell handbook of the psychology of leadership, change, and organizational development, 13-47. Allayarova, Z. (2011). The Conceptualization of the Nature of Leadership: the Sociocultural Aspect. Tomsk: Kursiv. Arkin, Y. A. (1929). The Psychology of a School Class. Moscow: Leningrad. Bass, B. M. (1960). Leadership, psychology and organizational behavior. New York: AMACOM. Blank, W. (1995). The Nine Natural Laws of Leadership. New York: AMACOM. Dakhin, A. N. (2002). Pedagogical Modeling: the Substance, the Effectiveness and the Uncertainty. Standards and Monitoring, 2, 22–26. Day, C., Townsend, A., Knight, R., & Richardson, K. (2016). School leadership in the Primary Years Programme. Nottingham: The University of Nottingham, School of Education, IB Research department. Duncan, C. (2013). Unite the Tribes. Leadership Skills for Technology Managers. Berkley: Revised. Foli, K., Braswell, M., Kirkpatrick, J., & Lim, E. (2014). Development of leadership behaviors in undergraduate nursing students: A service-learning approach. Nursing education perspectives, 35(2), 76-82. Glazkova, T. V. (2004). The Pedagogical Support of the Personal Development of Pupils in Secondary Schools. Irkutsk: Ottisk. Grigorov, V. K. & Mukhortov, D. S. (1994). The Leader in the Pupil Community. Khabarovsk: Khabarovsk State Pedagogical University. Haber, M. (2013). Positive Youth Development Resources, Leadership Efficacy, and Transition Outcomes Among Young Adults in North Carolina Families United Programs. University of North Carolina at Charlotte. Inyakina, I.V. (2009). The structural and functional model of development of leadership potential in senior schoolchildren through pedagogical stimulation. Young Scientist, 12, 372-373. Jordan, J., Healey, L., & Leahy, B. (2016). Career Leadership Smarts: A Multi-Facet Approach to Leadership Development. Georgia Southern University. Khodayeva, Y. P. (2002). The Psychological and Acmeological Conditions and Factors of the Development of a Politician’s Leadership Potential. Moscow: Enlightenment. Krichevsky, R. L. (2007). The Psychology of Leadership. Moscow: Statut. Kudryashova, Y. V. (1996). The Leader and Leadership: A Study of Leadership in the Modern Western Public and Political Thought. Arkhangelsk: Pomorsky State University Publishing House. Lukhmenyova, Ye.V. (2010). The relevance of the formation of leadership qualities in military school students. Journal of Scientific Publications of Postgraduate and Sc.D. Students, 4, 111-112. Meneghetti, A. (2004). The Psychology of the Leader. Moscow: Ontopsychology. Mulford, B. (2008). The Leadership Challenge: Improving learning in schools. Australia: ACER Press. Parygin, B. D. (2003). Social Psychology. Saint Petersburg: : Saint Petersburg University of the Humanities and Social Sciences. Peters, T. (2015). Leadership: Traditionelle und moderne Konzepte Mit vielen Beispielen. Springer-Verlag. Peterson, C., O’Reilly, K., & Wellman, H. (2016). Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood. Journal of Experimental Child Psychology, 4, 23-36. Petrenko, Y. L. (2013). The Educational Activity of the Class Master: a Study Guide. Ulyanovsk: Ulyanovsk Institute of Advanced Training and Retraining of Educators. Ponomarenko, T. V. (2001). The Social and Psychological Peculiarities of the Political Leadership of Women. Moscow: Press-book. Riggio, R., & Mumford, M. (2011). Introduction to the special issue: Longitudinal studies of leadership development. The Leadership Quarterly, 22(3), 453-456. Seashore Louis, K., Dretzke, B., & Wahlstrom, K. (2010). How does leadership affect student achievement? School effectiveness and school improvement, 21(3), 315-336. Smyth, J., Down, B., & McInerney, P. (2014). The socially just school: Making space for youth to speak back. Springer. Sukhomlynskyi, V. O. (1976). Selected works. Kyiv: Radianska shkola, 654 p. Taykova, L. V. (2014). The Formation of Leadership Qualities in Prospective Preschool Teachers in Higher Educational Institutions. Veliky Novgorod: Litera. The Concept of the State Youth Policy up to 2020 “Kazakhstan 2020: the Path to the Future” (2013). Kazakhstan, Astana. Umansky, L. I. (1980). The Psychology of Schoolchildren’s Organizational Activity. Moscow: Enlightenment. Vachkov, I. V. (2011). Introduction to Fairytale Therapy. Moscow: Genesis. Vygotsky, L. S. (1963). Learning and mental development at school age. Educational psychology in the USSR, 1, 21-34. Vyunova, D.S. (2012). Forming leadership qualities in prospective teachers in the high school educational environment. Modern Studies of Social Problems, 2(10), 1-10. Yemelin, K.G. (2010). The role of student groups in training young leaders for sociocultural activity. The World of Science, Culture and Education, 6(2), 12-19. Yevtikhov, O. V. (2012). Effective Leadership: a Study Guide. Krasnoyarsk: Siberian State Aerospace University. Zaluzhny, A. S. (1929). The Organization of School Groups. Pedology, 4(6), 478–489. Zaluzhny, A. S. (1931). The Child Group and Methods of Studying It. Moscow: Leningrad. |
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Value System of Students of the Republic of Kazakhstan as a Special Social and Cultural GroupNikara Zh. Biyekenova, Gulmira S. Abdiraiymova, Gulnara A. Kenzhakimova, Zarema K. Shaukenova & Zinaida V. Senuk
pp. 2481-2494 | DOI: 10.12973/ijese.2016.701a | Article Number: ijese.2016.198
Abstract In this study we analyzed the role of a value structure in understanding today’s students. Analysis of the value orientations of the students is of current interest, as they are understood as a social and demographic group of youth characterized by the process of self-determination in life consciously defining their own life values. Students’ life values show things that are important to them, that are worthy to be taken care of, that benefit them, or may be their aim or ideal. The purpose of the article was to study and reveal the most important worldview and life values of today’s Kazakh youth in economic, political, social, and cultural contexts as well as to reveal theoretical and methodological approaches when studying value consciousness of the youth and conducting empirical measurements with subsequent analysis of the situation. Methods of the study were the following: sociological conceptualization, comparative approach, sociological survey. The questionnaire relates to the current problems of concern to the youth of Kazakhstan. A list of values, that the respondents had to choose, was submitted. The study represents a test directed to identifying the state of development of Kazakh society in view of similarities and differences of the values. From the perspective of important external changes occurring in the world, value structure within the country should be clearly understood. Preservation of independence depends on it. Today independence is a presence of identity. The identity is formed on the basis of similarity of values, cultivated by the country. The results of the sociological study comprise of the following: analysis of the scientific methodology of the values as a conceptual basis for further study; identification of difficulties occurring in the process of studying the issue of values; interpretation of the students’ evaluative judgement of students’ values; constants and transformation of civism and patriotism in value consciousness of the youth. Practical application is in evaluation of the status and future directions of implementation of the state youth policy in Kazakhstan. Keywords: Youth of Kazakhstan, students values, value orientations, terminal values, patriotism, traditions, socialization of youth, students’ interests References Abdirayimova, G., Verevkin, A., & Kenzhakimova, G. (2011). Sociological yearbook. Almaty: Kazakh University. Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888-918. Becker, H., & Boskoff, A. (1957). Modern Sociological Theory in Continuity and Change. New York: The Dryden Press. Belyaeva, L., Zdravomyslov, A., Lapin, N., & Naumova, N. (1996). Dynamics of values of population of reforming Russia. Moscow: Editorial USSR. Billings, M. S., & Terkla, D. G. (2014). The Impact of the Campus Culture on Students’ Civic Activities, Values, and Beliefs. Direct access: wileyonlinelibrary.com. Blau, P. (1960). A Theory of Social Integration. The American Journal of Sociology, 65(6), 545-556. Boudon, R. (2013). The Origin of Values: Sociology and Philosophy of Beliefs. New Jersey: Transaction Publishers. Committee oт the legal statistics and special accounts of the State Office of Public Prosecutor of Republic of Kazakhstan. (2014, October 07). Direct access: http://pravstat.prokuror.kz/rus Crano, W. D., & Prislin R. (1995). Components of vested interest and attitude-behavior consistency. Basic and Applied Social Psychology, 17, 1-21. Dietz, F., Hofer, M., & Fries S. (2007). Individual values, learning routines and academic procrastination. British Journal of Educational Psychology, 77, 893-906. Feather, N. T. (1992). Values, valences, expectations, and actions. Journal of Social Issues, 48, 109-124. Flanagan, C. & Levine P. (2010). Civic engagement and the transition to adulthood. Future of Children, 20(1), 159-179. Giacomin, O., Janssen, F., & Shinnar, R. (2015). University Students and their faculty: perceptions of entrepreneurial optimism, overconfidence and entrepreneurial Intentions. Management international, 20(1), 123-134. Giroux, H. A. (2015). Education and the Crisis of Public Values: Challenging the Assault on Teachers, Students, and Public Education. New York: Peter Lang Publishing Inc. Gorsuch, R. L. (1970). Rokeach's Approach to Value Systems and Social Compassion. Review of Religious Research, 11(2), 139-143 Inglehart, R. (1997). Modernization and postmodernization: Cultural, Economic, and Political Change in 43 Societies. Princeton: Princeton University Press. Inglehart, R., & Baker, W. E. (2000). Modernization, cultural change, and the persistence of traditional values. American Sociological Review, 65, 19-51. Jary, D., & Jary, J. (1999). Big explanatory dictionary of sociology. Moscow: Veche. Karvonen, S., Young, R., West, P. & Rahkonen, O. (2012). Value orientations among late modern youth – a cross-cultural study. Journal of Youth Studies, 15(1), 33-52. Kashina, S. G., Chudnovskiy, A. D., Aleksandrova, N. S., Shamov, I. V. and Borovaya, M. A. (2016). Management of Students’ Vocational Training in Conditions of Social Partnership between the University and Industry. International Electronic Journal of Mathematics Education, 11(3), 447-456. Kluckhohn, C. (1951). Values and value-orientations in the theory of action. Cambridge: Harvard University Press. Lairio, M., Puukari, S., & Kouvo, A. (2013). Studying at University as Part of Student Life and Identity Construction. Scandinavian Journal of Educational Research, 57(2), 115-131. Lawrence, K. (2015). Today’s college students: Skimmers, scanners and efficiency-seekers. Information Services & Use, 35, 89-93. Leontiev, D. (2005). Method of value orientation study. Moscow: Smysl. Lewis, L. S. (1969). The Value of College to Different Subculture. The School Review, 77(1), 32-40. Luhmann, N. (1997). Globalization or World Society: How to Conceive of Modern Society? International Review of Sociology, 7(1), 67-79. Malinin, G., Dunaev, V., Yesekev, B., & Nurmuratov, S. (1997). Assessment of the level of civil self-identification of population of the Republic of Kazakhstan. Almaty: Institute of Philosophy of MS-AN RK. Merton, R. (1979). The Sociology of Science: Theoretical and Empirical Investigations. Chicago: University of Chicago Press. Morozova, T. (2009). The problem of forming civilism and patriotism in today’s youth. Direct access: http://cyberleninka. ru/article/n/problema-formirovaniya-grazhdanstvennosti-i-patriotizma-u-sovremennoy-molodezhi#ixzz3EoaVGRN0 Mukhamedjanov, B., & Abdirayimova, G. (2011). Higher education in Kazakhstan: social practices, subjects and interests. Almaty: Private Fund "Fund of the First President of the Republic of Kazakhstan – the Leader of Nation". Narkhova, E. (2012) Value orientations of today students. Direct access: https://sites.google.com/a/net-ustu.ru/nika/nasa-deatelnost/proekty/cennostnye-orientacii-sovremennogo-studencestva Olkhovaya, T. A., Shukhman, A. E., Nevolina, V. V., Amirova, L. A. and Zaitseva, N. A. (2016). A Synergy-Based Approach through Developing Cross-Disciplinary Module. International Electronic Journal of Mathematics Education, 11(3), 467-474. Ovadia, S. (2003). Suggestions of the postmodern self: Value changes in American high school students, 1976–1996. Sociological Perspectives, 46, 239-256. Parsons, T. (1996). Idea of society. American sociological thought, 12, 494-526. Perry, R. (2013). The humanity of man. New York: George Braziller Inc. Rickert, H. (1994). Values of life and cultural values. Anthology of old and new culture. Laboratory of theory and history of culture of Institution of Scientific Information of Social Sciences of Russian Academy of Science, 1, 53-65. Rokeach, M. (1968). A theory of organization and change within value-attitude systems. Journal of Social Issues, 24(1), 13-33. Rokeach, M. (1973). The nature of human values. New York: Free Press. Şandır, H. and Aztekin, S. (2016). Pre-Service Math Teachers’ Opinions about Dynamic Geometry Softwares and Their Expectations from Them. International Electronic Journal of Mathematics Education, 11(3), 421-431. Schutz, A. (1954). Concept and Theory Formation in the Social Sciences. Journal of Philosophy, 51(9), 257-272. Schwartz, S. H. (2012). Refining the theory of basic individual values. Journal of Personality and Social Psychology, 103(4), 663–688. Scott, E. D. (2000). Moral Values: Situationally Defined Individual Differences. Business Ethics Quarterly, 10(2), 497-521. Smelser, N. (2011). Theory of Collective Behavior. New Orleans: Quid Pro, LLC. Strawhun, A. L., & Perry, J. L. (2014). Civic engagement among University students. The Journal of Youth Ministry, 2(2), 26-31. Thijssen, P., Siongers, J., Laer, J. V., Haers, J., & Mels, S. (2015). Political Engagement of the Young in Europe: Youth in the crucible. New York: Routledge. Voicu, M., Mochmann, I. C., & Dulmer, H. (2016). Values, Economic Crisis and Democracy. New York: Routledge. |
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Olympic Education as a Factor of Socialization of PreschoolersZoya S. Varfolomeeva & Ilya A. Surinov
pp. 2495-2506 | DOI: 10.12973/ijese.2016.702a | Article Number: ijese.2016.199
Abstract The purpose of this study is theoretical substantiation and experimental confirmation of importance of the Olympic education as a socialization factor of the preschoolers. To address the study issues, theoretical methods of analysis, generalization and systematization as well as personal and activity approaches were applied. The older preschoolers (n=70) participated in our study. For establishing a degree of connection between the level of Olympic education and socialization of children’s personality, a correlation analysis − calculation of Spearman's rank correlation coefficient – was used. The correlation analysis showed that the results of evaluation of Olympic education and socialization of the 6- to 7-year children has a reliable positive connection. Moreover, socialization of the preschoolers may be defined as individual, personal achievement of the Olympic education representing a balance of the appropriate understanding of sport, value of the Olympic culture, interests, and needs and value orientations defining so-called Olympic models of behavior.Results of the study can be used in the practice of subject teachers and preschool teachers; in the learning process of students, who study in sport-related higher schools; skills refreshment and re-training courses for coaches and physical training teachers. Keywords: Olympic education, preschooler’s socialization, racial socialization, educational support, social development of children References Amerijckx, G., & Humblet, P. C. (2015). The Transition to Preschool: A Problem or an Opportunity for Children? A Sociological Perspective in the Context of a "Split System". European Early Childhood Education Research Journal, 23(1), 99-111. Azimov, Y. H., Azimova, S. Y., Abduraxmanov, E. M., Safarov, A. A., & Usmanov, Q. S. (2016). Olympism and olympic education at the present stage. Science in the Olympic sport, 13(4), 119-121. Bondar, A. A. (2015). Analysis of Olympic education theoretical readiness of future physical culture teachers. Physical education of students, 6, 10-15. Culpan, I. (2015). Olympism, Olympic education and learning legacies. Sport in Society, 1-3. Dereli, E., & Akaroglu, E. G. (2011). Factors That Affect Psycho-Social Development of Preschool Children in Terms of Art Activities: Family and Teacher of Variables. Online Submission, US-China Education Review, 12, 103-110. Döge, P., & Keller, H. (2014). Similarity of Mothers' and Preschool Teachers' Evaluations of Socialization Goals in a Cross-Cultural Perspective. Journal of Research in Childhood Education, 28(3), 377-393. Efremenkov, K. N. (2013). Development of the Olympic education in conditions of modernization of system of students’ vocational training in higher education institutions of physical culture. Extended abstract of doctoral dissertation in pedagogy. Cheboksary. Ermolova, V. M. (2012). Olympic education in secondary school. Science in the Olympic sport, 1, 37-39. Frønes, I. (2016). What Is Socialization. In The Autonomous Child. Springer International Publishing. Georgiadis, K. (2010). The Implementation of Olympic Education Programs at World Level. Procedia-Social and Behavioral Sciences, 2(5), 6711–6718. Gilpin, A. T., Brown, M. M., & Pierucci, J. M. (2015). Relations between Fantasy Orientation and Emotion Regulation in Preschool. Early Education and Development, 26(7), 920-932. Güzel P., & Özbey S. (2009). Overview to Olympic education programmes "IOC 46th international session for young participants, Olympia". International Journal of Human Sciences, 6(1). Retrieved on March 2009 from http://dx.doi.org/10.14687/ijhs.v6i1.731 Hassandra, M., Goudas, M., Hatzigeorgiadis, A., & Theodorakis, Y. (2007). A fair play intervention program in school Olympic education. European Journal of Psychology of Education, 22(2), 99-114. Hsueh, Y. H. & Hui, Z. (2016). The Needs and Difficulties in Socializing the Young in Contemporary China: Early Childhood Education Experts' Perspectives. Policy Futures in Education, 14(1), 123-128. Kobrinsky, M. E., & Kokashynsky, A. A. (2011). Olympic education. World of sport, 4, 36. Kolivoski, K. M., Shook, J. J., Johnson, H. C., Goodkind, S., Fusco, R., DeLisi, M., & Vaughn, M. G. (2016). Applying Legal Socialization to the Child Welfare System: Do Youths' Perceptions of Caseworkers Matter? Child & Youth Care Forum, 45(1), 65-83. Kolomiychenko, L. V. (2008). Social development of children of preschool age in a culturological paradigm of education. Perm. Kozyreva, O.V., (2002). Sport education of preschool children in the system of their humanistic education. Moscow. Leslie, L. A., Smith, J. R., Hrapczynski, Katie M., & Riley, D. (2013). Racial Socialization in Transracial Adoptive Families: Does It Help Adolescents Deal with Discrimination Stress? Family Relations, 62(1), 72-81. McCabe, P.C., & Altamura, M. (2011). Empirically Valid Strategies to Improve Social and Emotional Competence of Preschool Children. Psychology in the Schools, 48(5), 513-540. Mikheyeva, E. V. (2008). Pedagogical support of formation of children environmental subculture. Voronezh: Voronezh State Pedagogical University. Pedagogy and life: international collection of scientific papers, 8, 252-260. Mikhnevich, O., & Kulinkovich, E. (1998). Olympic education and formation of national identity. Youth – science- Olympism: International forum, 162-163. Naul, R. (2008). Olympic pedagogy as a theory of development of ethical and humanistic values in education. Sporto mokslas Sport science, 3, 9-15. Retrieved on February 2008, from http://www.sportinfo.lt/dokumentai/periodiniai_leidiniai/sp_mokslas/SM_2008-3.pdf Pahlke, E., Bigler, R. S., & Suizzo, M. A. (2012). Relations between Colorblind Socialization and Children's Racial Bias: Evidence from European American Mothers and Their Preschool Children. Child Development, 83(4), 1164-1179. Ransom, M. (2012). Choosing a Great Preschool: A Parent's Perspective. Childhood Education, 88(4), 266-269. Ren, L., & Pope, E. C. (2016). Contemporary Chinese parents’ socialization priorities for preschoolers: a mixed methods study. Early Child Development and Care, 1-13. Scherbashyn, Ya. S. (2014). Olympic education as a tool for humanistic upbringing of pupils. Pedagogy, psychology and medical and biological problems of physical training and sport, 4, 68-73. Silva, E. V., dos Santos, W., & Tavares, O. (2016). Notions of identity of school physical education in the construction of Olympic Education Courseware. Revista da Educação Física, 27(1), 23-28. Stoliarov, V. I. (1998). Оlympic education and Spartan system of education. Moscow: "SpArt" Humanitarian Centre RSAPC. Tsiakara, A, & Digelidis, N. (2015). Learning Environment and Type of Goals: How It Affects Preschool Children's Performance and Their Perceptions of Their Performance? Early Child Development and Care, 185(3), 464-474. Ushakov, D. V. (2010). Olympics of the mind as a method to identify giftedness: Soviet and Russian experience. Learning and individual differences, 20(4), 337-344. Varfolomeeva, Z. S., & Portnov, D. O. (2011). Olympic education as a socialization factor of pupils: theoretical and methodological aspect. In the world of scientific discoveries, 4(1), 545-550. Varfolomeeva, Z. S., & Surinov, I. A. (2012). Theoretical basis of pedagogical support in formation of older preschoolers’ Olympic education. Modern studies of social problems. Retrieved on October from http://sisp.nkras.ru/e-ru/issues/2012/9/varfolomeeva.pdf |
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Linguistically-Relevant Diachronic Study of Cultural Values in Early British Advertising DiscourseLarisa A. Kochetova
pp. 2507-2517 | DOI: 10.12973/ijese.2016.703a | Article Number: ijese.2016.200
Abstract Drawing on linguistic data retrieved from early advertisements published in British newspapers between 1788 and 1900, the study seeks to map out a set of values and account for linguistic means used to codify them in the diachronic perspective. For the purposes of the study, the corpus of advertisements from random issues of British newspapers Сaledonian Mercury, The Times, The Morning Post, published between late eighteenth and nineteenth centuries with a span over thirty years was compiled with a total of three hundred texts under scrutiny. The axiological-oriented analysis of the early British advertising discourse shows that advertisers based their appeals on a limited number of values, namely 'economy', 'quality' and 'assortment' that are found throughout the period under investigation. This finding demonstrates that producer/seller-oriented consumption of that period forced potential buyers to rely on the producer/seller for prices quoted, quality and variety of goods with the advertisers intending to build credibility by employing values related to seeking uncertainty avoidance in the Hofstede dimensions of culture and construing a positive image of themselves. The analysis of the values in the diachronic perspective proves to deepen our understanding of persuasion and its evolution in advertising discourse. Keywords: Advertising discourse, cultural values, diachronic perspective, the Hofstede cultural dimensions, persuasion References Abernethy, A. M., & Franke, G. F. (1996). The information content of advertising: a meta-analysis, Journal of Advertising, 25, 1-18. Albers-Miller, N. D. (1996). Designing cross-cultural advertising research: A closer look at paired comparisons. International Marketing Review, 13(5), 59-75. Albers-Miller, N. D., & Stafford, M. R. (1999). An international analysis of emotional and rational appeals in services vs goods advertising. Journal of Consumer Marketing, 16(11), 42-57. Al-Olayan, F. S., & Karande, K. (2000). A content analysis of magazine advertisements from the United States and the Arab world. Journal of Advertising, 29(3), 69-82. Bang, H. K., Raymond, A. M., Taylor, C. R., & Sook M. Y. (2005). A comparison of service quality dimensions conveyed in advertisements for service providers in the USA and Korea: A content analysis. International Marketing Review, 22(3), 309-326. Biswas, D. (2016). On the Discourse of Advertising Slogans: A Study of Advertising Language. Imperial Journal of Interdisciplinary Research, 2(5). 54-68 Briens, M. (1917, June 14). Save your meat bill. The Times, pp. A18. Caillat, Z., & Mueller, B. (1996). Observations: the influence of culture on American and British advertising: an exploratory comparison of beer advertising, Journal of Advertising Research, 36(3), 79-88. Capan, S. A. (2013). A Study on Banking Advertisements in Turkish TV Channels. Cross-Cultural Communication, 9 (1), 53-59. Cheng, H., & Schweitzer, J. C. (1996). Cultural values reflected in Chinese and U.S. television commercials. Journal of Advertising Research, 5, 27-45. Dahl, S. (2000). Cultural Values in Beer Advertising in the UK, the Netherland and Germany. Presented at the Research Day, Intercultural Discourse Group. Luton: University of Luton. Diehl, S., Terlutter, R., & Mueller, B. (2015). Doing good matters to consumers. International Journal of Advertising, 4, 1-29. Duffield, H. (1860, February 3). Save 25 per cent. – Saddlery, Harness, and Horse Clothing. The Times, pp. A13. Dubé, L., Chattopadhyay, A., Schmitt, B. H., Haque, E., & Han, S. (2015). Cross-Cultural Similarities and Differences in Customer Expectations for Extended Service Transactions in Multinational Markets and their Reflection into Advertising Content. In Proceedings of the 1998 Multicultural Marketing Conference, 492-492. Springer International Publishing. Geen, R. (1860, January 7). Furniture, Carpets, and Beddings. The Times, pp. A11. Goldman, R. (1992). Reading Ads Socially. London: Routledge. Görlach, M. (2004). Text Type and the History of English. Berlin: Walter de Gruyter. Gupta, A. S., & De, S. (2007). Changing Trends of Cultural Values in Advertising: An Exploratory Study. Psychology & Developing Societies. 19, 113-123. Hoffman, Adam. (1860, October 15). The time to buy muslins cheap. The Morning Post. pp. A7. Hofstede, G. (1980). Culture's Consequences: International Differences in Work-related Values. Beverly Hills: Sage Publications. Hofstede, G. (1984). Dimensions of national cultures in fifty countries and three regions. In J.B Deregowski., S. Dziurawiec, & R. Anis (Eds.). Explorations in Cross Cultural Psychology (pp. 335-355). Amsterdam: Swets and Zeitlenger. Kahle, L. R. (1983). Social Values and Social Change: Adaptation to life in America. New York: Praeger. Kalliny, M., & Gentry, L. (2007). Cultural Values Reflected in Arab and American Television Advertising. Journal of Current Issues and Research in Advertising. 29(1), 15-32. Kheovichai, B. (2014). Marketized university discourse: A synchronic and diachronic comparison of the discursive constructions of employer organizations in academic and business job advertisements. Discourse & Communication, 1, 53-65 Kochetova, L. A., & Volodchenkova, O. I. (2015). Evaluative Language in English Job Advertisements in Diachronic Perspective. Review of European Studies, 7(11), 292. Lago, F. Á., & Cortés de los Ríos, M. (2009). A Cognitive-axiological approach to print eco-advertisements in The Economist: the energy sector under scrutiny. Revista de Lingüística y Lenguas Aplicadas. 4, 59-78. Lago, F. A., & Hernández, A. C. (2008). Axiological analysis of print advertisements related to ecological issues in The Economist. Studies in honour of Neil Mclaren, 177-190. Lerman, D., & Callow, M. (2004). Content analysis in cross-cultural advertising research: insightful or superficial? International Journal of Advertising, 23, 507-21. Lin, C. A. (2001). Cultural values reflected in Chinese and American television advertising. Journal of Advertising, 30(4), 83-94. Maxwell, B. (1917, November 20). More reliable on the road, more resilient, longer lasting, British made. The Times, pp. A13. Mueller, B. (1987). Reflections of culture: An analysis of Japanese and American advertising appeals. Journal of Advertising Research, 27, 51-59. Murfy, J. (1917, January 16). Purchasers save 3/3 on every yard the secure. The Times, pp. A17. O’Barr, W. M. (1994). Culture and the Ad: Exploring Otherness in the World of Advertising. Boulder, Colo: Westview Press. Okazaki, S., Mueller, B., & Taylor, C. R. (2010). Global consumer culture positioning. Journal of International Marketing, 18(2), 20-34. Paul, D. (1917, January 3). The most reliable Military Waterproof Produced. The Times, pp. A17. Player, J. (1917, February 26). Vivalla Khaki shirts. The Times, pp. A24. Pollay, R. W. (1983). Measuring the Cultural Values Manifest in Advertising. In J.H. Leigh, & Martin, C.R. (Eds.), Current Issues and Research in Advertising (pp. 72-92) University of Michigan Graduate School of Business Division of Research. Robinson, P. (1917, May 21). Practical tailor suit. The Times, pp. A7. Samiee, S. (2015). A Methodological Assessment of Empirical Studies in Cross-Cultural Advertising. In Proceedings of the 1994 Academy of Marketing Science) Annual Conference, 230-231. Springer International Publishing. Shen, F. (2013). Appeals and Cultural Values in Chinese television Commercials. International Business Research, 6 (4), 43-52. Smith, R. (1860, February 7). Retail drapers, shippers, and families will save immensely by seizing this opportunity. The Times, pp. A14. Taylor, C. R. (2002). What is wrong with international advertising research?.Journal of Advertising Research, 42(6), 48-54. Thompson, A. (1788, January 1). Paper Manufacturers Warehouse. The Times, pp. A13. Vestergaard, T., & Schröder, K. (1985). The Language of Advertising. Oxford: Blackwell. Young-A. S., Hongmin, A., & Yongjun S., (2014). Cultural values in financial services advertising: a cross-cultural study of magazine ads in the USA and Korea, Journal of Services Marketing, 5, 349-360. Zhang, Y., & Gelb, B. D. (1996). Matching advertising appeals to culture. Journal of Advertising, 25, 29-46. |
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Strategies of Raising the Quality of Higher Education and Attaining Equality of Educational OpportunitiesIgor V. Petrovskiy, Elena N. Agapova
pp. 2519-2537 | DOI: 10.12973/ijese.2016.704a | Article Number: ijese.2016.201
Abstract The aim of the research is to develop the policy and strategy recommendations to increase the quality of higher education in Russian Federation. The study examines the significance of equal educational opportunities and the influence of this factor on the educational systems of developing countries. Transformational processes in the domain of higher education have brought forth the problem of institutional strategies of attaining the equality of educational opportunities. The study outlines ways of using regional institutional mechanisms of ensuring the equality of educational opportunities in terms of access to high-quality higher education. The results of the research are designed in the way to be applicable in any developing country facing the same problem. Keywords: University, transformational processes, quality of education, equality of educational opportunities, regional strategizing References Araslanova, A. A. (2011). Management of the quality of higher education on the basis of forming regional educational clusters. Moscow: RIOR publishers. Astakhova, S. M. (2008). The state regulation of the funding of higher professional education in market conditions. Russian State Social University. Balabanov, A. S. (2007). Cumulative and dispersive factors of the dynamics of social inequality in present-day Russia. Nizhniy Novgorod, Niva. Barakhtenova, L. (2013). Internationalization of education at an economic university. Higher Education in Russia Journal, 10, 63–69. Buchmann, C., & Hannum, E. (2001). Education and stratification in developing countries. A review of theories and research, 2, 77-102. Chernova, S. A. (2012). The problem and experience of assessing the quality of university teaching as a factor of raising a university’s competitiveness. Newsletter of Dagestan Scientific Center of the Russian Academy of Education, 3, 76-83. Desjardins, R., Milana, M., Rubenson, K. & Planning K. (2006). Unequal Chances to Participate in Adult Learning: International Perspectives. Retrieved from https://books.google.com/books?hl=en&lr=&id=cE3pY4Y4cjQC&pgis=1 European Commission. (2009). Bringing out the best in education: Enhancing quality in higher education : a Tempus survey. Luxembourg: Office for Official Publications of the European Communities. Filippov, V. M. (2009). The World Conference on Higher Education: outcomes and prospects. Commission of the Russian Federation for UNESCO Affairs. Vestnik, 10, 28–37. Gershunskiy, B. S. (1998). Philosophy of Education for the 21st century. Moscow: Academia. Glukhariova, Y. V. (2012). The institutions of family and education in the process of reproduction of unequal strategies of professional self-determination of youth in a mono-industrial towns. Kazan: KSU. Gorbashko, Ye. A. (2011). Guarantees of the quality of higher education in conditions of international integration. Moscow: AST. GOST R ISO 9000-2001. (2001a). State Standard of the Russian Federation of the System of Quality Management. Retrieved from http://www.docload.ru/Basesdoc/9/9186/index.htm GOST R ISO9004-2001. (2001b). State Standard of the Russian Federation of the System of Quality Management (2001). Retrieved from http://ohranatruda.ru/ot_biblio/normativ/data_normativ/9/9187/index.php GOST R ISO9004-2010. (2011) National standard of the Russian Federation for achieving an organization’s sustainability. Retrieved from http://docs.cntd.ru/document/gost-r-iso-9004-2010 Hagurov, T. A. (2010). Education in a country undergoing reform: the problem of quality assessment. In Russian reforms, 250–293. Investigation of the labor market and employment of graduates. (2015). Retrieved from http://www.herzen.spb.ru/main/graduate/most/1301486530/ Khutorskoy, A. V. (2011). Innovation in Education: humanoid angle. Moscow: Eidos. Kliucharev, G. A. (2004). On the dynamics of educational behavior of well-to-do and low-income Russians. Sociological Research, 2, 116–122. Kliucharev, G. A. (2011). The human capital and the problem of inequality in education under reform. Vestnik of the Institute of Sociology, 3, 88–105. Kokoulina, Y. Y. (2012). Scientific-technological development: staffing at Russian universities. Vestnik of Tomsk State University, 4, 181–187. Lebedev, O. Y. (2007). What is the quality of education& From the new quality of general education to the new prospects for the development of universities. Higher Education Today, 2, 34–39. Liubovnyi, V. Y. (2013). Does Russia need small towns? Management of Territorial Development, 3, 12–44. Motova, G. N. (2011). Application of ENQA standards and quality models for setting up an intra-university system of guaranteeing quality at university. In Implementation of European standards and recommendations in the system of guaranteeing the quality of educations: information package of the 6th All-Russian scientific-practical conference of the Guild of Experts in Professional Education (p. 236). Moscow. Orlova, Y. Y. (2013). Control of the quality of the educational process’ outcomes. Newsletter of South Ural State University, 5(3), 81–84. Pastukhova, O. A. (2010). The market of services of higher professional education in the development of the region. Economics, Politics, Law Journal, 1, 97–101. Pravdina, M. A. (2009). Why universities need institutional research: review of the international experience. Practice and Analysis, 4, 91–116. Rakhmanin, V. S. (2009). Universities and youth in transformational processes of Russia of the first decade of the 21st century. VGU Newsletter, 2, 13–23. Realising the European Higher Education Area. (2003). In Communiqué of the Conference of Ministers responsible for Higher Education. September 19. Berlin. Roemer, J. E. (2002). Equality of opportunity: A progress report. Social Choice and Welfare, 19(2), 455-471. Schütz, G., Ursprung, H. W., & Wößmann, L. (2008). Education policy and equality of opportunity. Kyklos, 61(2), 279-308. Sholokhov, V. A. (2010). Inequality in the system of contemporary: basis and mechanisms of their reproduction. Rostov-on-Don, Don. Traynev, V. A, Mkrtchyan, S. A. (2010). Improving the quality of higher education and the Bologna process. Moscow: AST. UNESCO. (1995). Policy Paper for Change and Development in Higher Education. United Nations Educational, Scientific, and Cultural Organization. Ushakov, B. G. (2008). The quality of education and/or the education of quality. Management Consulting, 3, 149–163. Varlamova, A. I. (2013). Alternative systems of assessing the quality of education at universities of the USA. Bulletin of Moscow Region State University, 1, 22–27. Yarkova, I. V. (2012). The measurement of the quality of education as an important prerequisite of improving marketing skills and expertise. Initiatives of the 21st Century, 3, 49–53. Yeliseyev, B. P. (2010). To the assessment of the present-day strategy of the state in the field of higher education and some paradoxes of universities. Theory and Practice of Social Developement, 4, 106–109. Yuzhaninov, K. M., Rykun, A. Yu. & Abramova, M. O. (2012). Social policies as a factor of innovational development of the region. Vestnik of Tomsk State University, 17, 96–112. Zhigalev, B. A. (2009). The communicative paradigm of assessing the quality of education at a university. Newsletter of Vyatka State Humanitarian University, 3, 20–23. |
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Construction of Expert Knowledge Monitoring and Assessment System Based on Integral Method of Knowledge EvaluationViktoriya N. Golovachyova, Gulbakhyt Zh. Menlibekova, Nella F. Abayeva, Tatyana L. Ten, Galina D. Kogay
pp. 2539-2552 | DOI: 10.12973/ijese.2016.705a | Article Number: ijese.2016.203
Abstract Using computer-based monitoring systems that rely on tests could be the most effective way of knowledge evaluation. The problem of objective knowledge assessment by means of testing takes on a new dimension in the context of new paradigms in education. The analysis of the existing test methods enabled us to conclude that tests with selected response and expandable selected response do not always allow for evaluating students’ knowledge objectively and this undercuts the effect of pedagogical evaluation of their cognitive activity as well as the teaching and learning processes generally. Authors propose an expert knowledge monitoring and evaluation system based on an integral method of knowledge evaluation. This method is built on a new approach to constructing test items and responses to them, which give students an opportunity to freely construct their responses, and presupposes a set of criteria for their assessment. Proposed method makes it possible to expand the functions of tests and in this way approximate the test grade to the real level of students’ knowledge. Theoretical and empirical data presented in the paper can be used for improving the monitoring and evaluation of knowledge in social sciences and the humanities and thus raising the quality of education. Keywords: Quality of education, expert knowledge monitoring and evaluation system, integral method of knowledge evaluation, forms of constructing a test response References Atoev, E. Kh., Valisheva, N. A. & Khamidov, E. E. (2015). Quality of Testing as a Basis for Objective Assessment of Students’ Knowledge. Young Scientist, 3, 725–27. Avanesov, V. S. (2012). Criteria for Pedagogical Investigations Quality. Pedagogical Investigations, 1, 51–63. Bloemeke, S., Koenig, J. & Busse, A. (2014). No TitleThe Transition from Teacher Training to the Teaching Profession. Zeitschrift Fur Erziehungswissenschaft, 17(3), 509–42. Burlai, V. V., Suflyaeva, N. E. & Yurenkova, L. R. (2012). Monitoring and Estimation of Students’ Knowledge Using Module-Rating System. Electronic Scientific and Technical Periodical Science and Education. Retrieved from http://technomag.edu.ru/doc/323937.html. Elliot, D., Wilson, D. & Boyle, S. (2014). Science Learning via Multimedia Portal Resources. British Journal of Educational Technology, 45(4), 571–580. Fidalgo-Blanco, Á., Sein-Echaluce, M. L. & García-Peñalvo, F.J. (2014). Knowledge Spirals in Higher Education Teaching Innovation. International Journal of Knowledge Management, 10(4), 16–37. Golovacheva, V. N. & Abaeva, N. F. (2015). Theory and Practice of Pedagogic Texts Formation. Saarbruecken: LAP LAMBERT Academic Publishing. Golovacheva, V. N., Abaeva, N. F. & Kokkoz, М. М. (2015). To the Issue of University Tests for Students. Higher School of Kazakhstan, 3, 35–39. Ibragimov, I. D., Dusenko, S. V., Khairullina, E. R., Tikhonova, N. V. and Yevgrafova, O. G. (2016). Recommendations on the Textbooks Creation as Information and Teaching Tools of Education Management. International Electronic Journal of Mathematics Education, 11(3), 433-446. Ji, J. (2013). Human Activity and Social Groups as the Evaluation Natural Habitat: Reflection on the Teaching and Evaluation in XXI Century. Education Issues, 1, 73–106. Kadnevskiy, V. M. (2012). Francis Galton, One of the Scientific Test Method Creators. Pedagogical Diagnostics, 6, 27–41. Kamalova, L. A. & Raykova, E. (2016). The Quality and Criteria of Evaluation of Educational Work at the Universities of Russia at the Contemporary Stage. International Electronic Journal of Mathematics Education, 11(1), 71-79. Kim, D. & Jang, S.E. (2014). Dialogic Practices in Using Podcasting and Blogging as Teaching Tools for Teachers Seeking ESOL Certificate. Journal of Educational Computing Research, 51, 205–32. Liu, H. J., Lan, Y. J. & Ho, Y. Y. (2014). Exploring the Relationship between Self the Relationship Vocabulary Learning and Web-Based Collaboration. Educational Technology and Society, 17(4), 404–419. Martinez-Garza, M. M. & Clark, D. B. (2013). Teachers and Teaching in Game-Based Learning Information Science Reference, 1, 53-56. Morris, C. & Chikwa, G. (2014). How Effective Are They and How Do Students Engage with Them? Active Learning in Higher Education, 15, 25–37. Talbi, O., Warin, B. & Kolski, C. (2013). Towards a Support System for Course Design. In Proceedings of the 5th International Conference on Computer Supported Education, 449–454. Aachen: SciTePress. Tsai, C. Y., Lin, C. N., Shih, W. L. & Wu, P. L. (2015). The Effect of Online Argumentation upon Students’ Pseudoscientific Beliefs. Computers & Education, 80, 187–97. Tsaritsentseva, O. P. (2013). Models of Pedagogical Testing. Education Technology, 1, 103–14. Van den Hurk, H. T. G., Houtveen, A. A. M., Van de Grift, W. J. C. M. & Cras, D. W. P. (2014). Data-Feedback in Teacher Training. Using Observational Data to Improve Student Teachers’ Reading Instruction. Studies in Educational Evaluation, 42, 71–78. Waight, N., Chiu, M. & Whitford, M. (2014). Factors That Influence Science Teachers’ Selection and Usage of Technologies in High School Science Classrooms. Journal of Science Education and Technology, 23, 668–81. Yarullin, I. F., Prichinin, A. E. & Sharipova, D. Y. (2016). Risk Management of an Education Project. International Electronic Journal of Mathematics Education, 11(1), 45-56. Zaytseva, T. V., Pusnaya, O. P., Nesterova, E. V., Smorodina, N. N., Igrunova, S. V. & Putivtseva, N. P. (2013). On Developing the Adaptive Knowledge Check Model. Scientific Journal of Belgorod State University, 15-1(158), 223–27. Zaytseva, T. V., Smorodina, N. N. & Vasina, N. V. (2013). Application of the Expert System of Knowledge Assessment «REXPERT» in the Educational Process. Scientific Journal of Belgorod State University, 22-1(165), 231–235. |
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Pedagogical Interaction in Hugh School, the Structural and Functional Model of Pedagogical InteractionLarissa A. Semenova, Anastassiya I. Kazantseva, Valeriya V. Sergeyeva, Yekaterina M. Raklova, Zhanar B. Baiseitova
pp. 2553-2566 | DOI: 10.12973/ijese.2016.706a | Article Number: ijese.2016.204
Abstract The study covers the problems of pedagogical technologies and their experimental implementation in the learning process. The theoretical aspects of the "student-teacher" interaction are investigated. A structural and functional model of pedagogical interaction is offered, which determines the conditions for improving pedagogical interaction in the educational process: resolving learning situations during the interaction of teachers and students; organizing interaction by combining active teaching techniques that are related to professional activity; focusing members of the pedagogical process on personal interaction and coordinating the roles of interacting persons. Monitoring and diagnostic techniques are suggested for verifying the effectiveness of the model. The paper presents the results of the study of pedagogical interaction and gives recommendations regarding its improvement. Keywords: Teacher-Student Interaction, communication, active learning methods, self-development, pedagogical process simulation References Bayborodova, L. V. (2006). Interaction in uneven-age groups of pupils: a monograph. Yaroslavl: Academy of development. Beutel, A., & Denise, A. (2010). The nature of pedagogic teacher-student interactions: a phenomenographic study. Australian Educational Researcher, 37(2), 77-91. Brophy, J. E., & Good, T. L. (1974). Teacher-student relationship – Causes and consequences. New York: Holt, Rinehart and Winston. Cadima J., Leal T., & Burchinal, M. (2010). The quality of teacher–student interactions. Associations with first graders' academic and behavioral outcomes. Journal of School Psychology, 48, 457-482 Cornelius-White, K. (2007). Learner-centered teacher–student relationships are effective: a meta-analysis. Review of Educational Research, 77(1), 113-143 Dunkin, M. J., & Biddle, B. J. (1976). The study of teaching. New York: Holt, Rinehart and Winston. Eschenmann, K. (1991). Student Perceptions of Teaching Style in The Health Occupation Classroom. Journal of Health Occupations Education, 6(1), 34-39. Fisher, D. & Rickards, T. (1998). Associations between teacher–student interpersonal behaviour and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3-15 Fricke, K., Van Ackeren, I., Kauertz, A. & Fisher, H. E. (2012). Students' Perceptions of Their Teachers' Classroom Management in Elementary and Secondary Science Lessons and the Impact on Student Achievement. In T. Wubbels, P, den Brok, J. van Tartwijk & J. Levy (Eds.). Interpersonal Relationships in Education: An Overview of Contemporary Research (Advances in Learning Environments series) (pp. 167-185). Rotterdam: Sense Publishers. Frymier, A. B., & Houser, M. (2000). The teacher-student relationship as an interpersonal relationship. Communication Education, 49, 207-219. Georgiou, M., & Kyriakides, L. (2012). The impact of teacher and principal interpersonal behavior on student learning outcomes: a large scale study in secondary schools of Cyprus. In T. Wubbels, P. den Brok, J. van Tartwijk & J. Levy (Eds.). Interpersonal Relationships in Education: An Overview of Contemporary Research (Advances in Learning Environments series) (pp. 119-136). Rotterdam: Sense Publishers. Harris, M. J., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97, 363-386. Henderson, D. G., & Fisher, D. L. (2008). Interpersonal behaviour and student outcomes in vocational education classes. Learning Environments Research, 11, 19-29. Retrieved from http://dx.doi.org/10.1007/s10984-007-9034-z Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262-273. Lepointe, J. M., Legault, F. & Batiste, S. J. (2005). Teacher interpersonal behavior and adolescents' motivation in mathematics: a comparison of learning disabled, average, and talented students. International Journal of Educational Research, 43, 39–54. doi:10.1016/j.ijer.2006.03.005 Levpuscek, M. P., Zupancic, M., & Socan, G. (2012). Predicting achievement in mathematics in adolescent students: the role of individual and social factors. Journal of Early Adolescence, 33(4), 523–551. doi: 10.1177/0272431612450949 Lindblom-Ylänne, S., Pihlajamäki, H., & Kotkas, T. (2003). What makes a student group successful? student-student and student-teacher interaction in a problem-based learning environment. Learning Environments Research, 6, 59-76. Maulana, R., Opdenakker, M.-C., Den Brok, P., & Bosker, R. (2011). Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation. Asia Pacific Journal of Education, 31, 33-49. Retrieved from http://dx.doi.org/10.1080/09243453.2011.619198 McClowry, S. G., Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Carlson, A., & Snow, L. D. (2013). Teacher and Student Interactions and Classroom Behavior. The Role of Student Temperament and Gender. Journal of Research in Childhood Education, 27, 283-301 Mireles-Rios, R., & Romo, L. F. (2010). Maternal and teacher interaction and student engagement in math and reading among Mexican American girls from a rural community. Hispanic Journal of Behavioral Sciences, 32(3), 456-469. Retrieved from http://dx.doi.org/10.1177/0739986310374020 Muntner, M. (2008). Teacher- Student Interactions. Virginia: The University of Virginia Center for Advanced Study of Teaching and Learning. Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre, B. K., & Justice, L. (2008). Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 23, 431-451. Retrieved from http://dx.doi.org/10.1016/j.ecresq.2008.02.001 Poorda, D. L. (2012). Teacher-child relationships and interaction processes: Effects on students' learning behaviors and reciprocal influences between teacher and child: PhD Thesis. FMG: Research Institute Child Development and Education. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom Teacher expectation and pupils’ intellectual development. New York: Holt, Rinehart and Wiston. Ulich, D. (1976). Pädagogische Interaktion. Theorien erzieherischen Handelns und sozialen Lernens. Weinheim, Basel: Beltz. Wei, M., Den Brok, P., & Zhou, Y. (2009). Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China. Learning Environments Research, 12, 157-174. Retrieved from http://dx.doi.org/10.1007/s10984-009-9059-6 Wentzel, K. (1998). Social relationships and motivation in middle school: the role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. Wentzel, K. (2012). Teacher–student relationships and adolescent competence at school. In T. Wubbels, P. Den Brok, J. Van Tartwijk, J. Levy (Eds.). Interpersonal relationships in education: An overview of contemporary research, The Netherlands, (pp. 19-36). Rotterdam: Sense Publishers. Wubbels, T., & Brekelmans, M. (2005). Two decades of research on teacher–student relationships in class. International Journal of Educational Research, 43, 6-24 Valeeva, R.A., Aitov, V.F. & Bulatbayeva, A.A. (2016). The Levels of English Language Acquisition on the Basis of Problem-solving and Product-oriented Tasks in the Multiligual Social Medium. IEJME-Mathematics Education, 11(1), 255-266. |
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Comparative Review of Pedagogical Technologies in the Educational Process of Higher Educational InstitutionsSvetlana S. Kulmagambetova, Saltanat K. Iskindirova, Zhadyra S. Kazhiakparova, Kulyash T. Bainiyeva, Chimay Pandya
pp. 2567-2581 | DOI: 10.12973/ijese.2016.707a | Article Number: ijese.2016.205
Abstract The present rapid technological progress and the post-crisis period determine the increasing demand for revision of existing concepts and strategies aimed at maintaining global development. This article describes pedagogical technologies, indicates the need to reform the outdated education systems or to reject them completely in order to improve productivity of students. The authors provided a comparative analysis of pedagogical technologies used in higher educational institutions, their strengths, weaknesses and development prospects. The study considered the approaches suggested by domestic and foreign researchers, clarified definitions, classification, typology, as well as specific features and setbacks of pedagogical technologies. The authors developed a training system, which implies direct involvement of each student into the learning process. The study specified the purpose of learning, which implied development of student creative abilities to get new experience. The authors proposed substitution of "authoritarian" relations between the student and the teacher for "partnerships" that could improve their relationship, mutual understanding and general efficiency. Comparison of pedagogical technologies provides their detailed description, the ability to select the most appropriate methods and approaches based on the requirements of relevant disciplines that will meet the highest quality standards for students and teachers. Keywords: Pedagogical technology, higher educational institution, comparative review, teaching and learning process, teaching experience References Ai-lan, L. I. U. (2007). On the application of suggestive teaching method in chemistry teaching. Journal of Hubei Normal University, 3, 25-32. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK. Computers & Education, 52(1), 154-168. Babanskii, N. K. (1977). Professional training skill. Moscow. Bespalko, V. P. (1995). Education and advanced training technologies. Moscow. Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge. Davydov, V. V. (1995). On the concept of developmental training. Pedagogy, 995, 29-40. Dyachenko, V. K. (2004). Collective teaching method. Moscow: Publishing house "Education". García-Peñalvo, F. J., Colomo-Palacios, R., & Lytras, M. (2012). Outcomes of international research projects on technology applied to education. Journal of Universal Computer Science, 18(1), 1-4. Galimova, E.G. & Shvetsova, M.G. (2016). Modern Educational Technologies in Teaching Senior Secondary Pupils’ Communication in the Form of a Monologue and in Generating Their Cognitive Interest. International Journal of Environmental and Science Education, 11(8), 1951-1962. doi: 10.12973/ijese.2016.569a Gitman, E. K. (2015). Concentrated training technology in vocational training. Psychological and pedagogical sciences, 2, 24-37. Goldshmid, B. & Goldshmid, M. L. (1972). Modular Instruction in higher education. Higher education, 6, 36-47 Khristosenko, I. V. (1996). Probability Education: Psychologist view. School technology, 3, 57-88. Kudryavtsev, V. T. (1991). Problem learning: origins, nature, perspective. Moscow: Knowledge. Liaudis, V. J. (1997). The new paradigm of practical psychology and education. Psychological review, 3, 102-109. Lobok, A. (1996). Probabilistic education. Education, 10, 151-155. Makhmutov, M. I. (1975). Problem-based training: basic questions of the theory. Pedagogy, 994, 15-21. Myasoyed, T. A. (2004). Interactive learning technologies. Special seminar for teachers, 46-49. Ostapenko, A. A. (1999). Concentrated training: models of educational technology. School technology, 5, 116-154. Peeraer, J., & Van Petegem, P. (2012). Measuring integration of information and communication technology in education: An item response modeling approach. Computers & Education, 58(4), 1247-1259. Postlethwait, S. N., Novak, I. & Murray, U. T. (1972). The audio-Tutorial Aproach to learning. Minneapolies: Burgess Publishing. Rock, A. J., Coventry, W. L., Morgan, M. I., & Loi, N. M. (2016). Teaching Research Methods and Statistics in eLearning Environments: Pedagogy, Practical Examples, and Possible Futures. Frontiers in psychology, 7, 86-92. Rudy, S. (2016). Consultancy, disruption, and the pulse of pedagogy. Teaching and Learning Together in Higher Education, 1(11), 12. Sarkar, S. (2012). The role of information and communication technology (ICT) in higher education for the 21st century. Science, 1(1), 30-41. Selwyn, N. (2012). Education in a digital world: Global perspectives on technology and education. Routledge. Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. Vygotsky, L. S. (1991). Pedagogic psychology. Pedagogy, 986, 17-23. Watson, D., & Tinsley, D. (2013). Integrating information technology into education. Springer. Willis, J. (2008). Qualitative research methods in education and educational technology. New York: IAP. Yu, T., & Jo, I. H. (2014, March). Educational technology approach toward learning analytics: Relationship between student online behavior and learning performance in higher education. In Proceedings of the Fourth International Conference on Learning Analytics and Knowledge (pp. 269-270). ACM. Yutsyavichene, P. Y. (1989). Theory and practice of modal education. Kaunas: Shviesa. Zeer, E. F. (2015). Strategic guidelines for upgrading vocational teacher education: Discussion aspect of scientific dialogue. Kryukova, E. A. (2013). The Ket Language: From Descriptive Linguistics to Interdisciplinary Research. Tomsk Journal LING &. ANTROPO, 1(1). |
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Education Technologies in Addressing the Problem of Forming the Socially Active IndividualIrina N. Popova
pp. 2583-2593 | DOI: 10.12973/ijese.2016.708a | Article Number: ijese.2016.206
Abstract The article is devoted to the analysis of technological support of the educational process in solving the problem of forming the socially active individual. The authors studied the value of the category "social activity" and analyzed educational technologies that have an impact on its formation. The obtained results gave the possibility to identify four collaterally subordinated types of educational technologies: meta-technologies, sectoral macro-technologies, module-local technologies and micro technologies. This study includes ascertaining information and is based on the methods of pedagogical observation and analysis of results. The study shows unformed social maturity of young people and, consequently, their inability to realize social activity through their own readiness to take the initiative in a public activity. The research findings can be used in teaching practices in order to improve the level of social activity of students in educational institutions. Keywords: Education technologies, identity formation, social activity of the individual, social maturity References Alioglu, M. & Ramazanov, A. (2014). Non-formal education in the Republic of Azerbaijan. Retrieved on October 2014, from http://adukatar.net/files/no_1.pdf Arapov, M. O. (2013). Improvement of culture establishments activity on fostering youth civic qualities. Bulletin of the Moscow State University of Culture and Arts, 1, 164-167. Artyuhovich, Y. V. (2001). Normative value model of personality in the social dimension. Moscow: Publ. House of North Caucasus Social Institute of the Moscow Open Social University. Baetz, O. (2015). Social activity and network formation. Theoretical Economics, 10(2), 315-340. Barro, R. J. (1997). Determinants of Economic Growth. Cambridge: MIT Press. Benavot, A. (1989). Education, Gender, and Economic Development: A Cross-National Study. Sociology of Education, 62(1), 14–32. Bils, M. & Klenow, P. (2000). Does Schooling Cause Growth? The American Economic review, 90(5), 1160-1183. Birdsall, N., Ross, D. & Sabot, R. (1997). Education Growth and Inequality. In N. Birdsall & F. Japersen (Eds.), Pathways to Growth: Comparing East Asia and Latin America (pp. 93-127). Washington: John Hopkins University Press. Bodeving, C. (2014). The European Portfolio for youth workers and youth leaders: example of recognition of non-formal education. Retrieved on May 2015, from http://www.openclass.ru/sites/default/files/society/2014/02/european_portfolio_yw_ru_pdf_10474.pdf Coulombe, S., Tremblay, J. F. & Marchand, S. (2004). A Breakthrough in measuring the knowledge economy. The Economist, 8, 70-82. Danilova, O. R. (2011). Technology of professional competence formation of the future social teachers in volunteer activities and conditions of its implementation. Bulletin of Chelyabinsk State Pedagogical University, 4, 41-52. Dekhtiarenko, O. V. (2011). The European experience in the recognition of professional qualifications obtained through non-formal and spontaneous learning. Minsk: RIPO. Galimova, E.G. & Shvetsova, M.G. (2016). Modern Educational Technologies in Teaching Senior Secondary Pupils’ Communication in the Form of a Monologue and in Generating Their Cognitive Interest. International Journal of Environmental and Science Education, 11(8), 1951-1962. doi: 10.12973/ijese.2016.569a Galitskikh, E. O. (2003). Heart to Heart: The Value Orientation Workshops for teachers and students. St. Petersburg: Parity. Gazman, O. (2013). Does a Democratic School Need any Education Program? Educational Studies Moscow, 2, 7-14. Giddens, A. (1998). The Third Way: The renewal of social democracy. Cambridge: Polity Press. Goryaeva, T. N. (2006). Socialization of youth. Aspirant i soiskatel, 2, 164-167. Infed. (2014). Encyclopedia of non-formal education. Retrieved on October 2014, from http://www.infed.org/biblio/b-nonfor.htm ISUUC (2011). International Summer University of UNESCO Clubs. Retrieved on October 2014, from http://www.mluku2011.blogspot.ru/ Karpenko, S. I. (2005). Student self-government as a means of students’ social activity formation. Unpublished Dissertation. Stavropol: Stavropol State University. Khaykin, V. L. (2000). Potential and activity. World of Psychology, 4, 248-252. Kogan, V. Z. (1981). Man in the information flow. Novosibirsk: Nauka. Laboda, S. (2012). Non-formal education in Belarus: providers, key trends and future prospects. Non-formal education for regional democratic transformations. Retrieved on October 2014, from http://adukatar.net/files/no_1.pdf Malkovskaya, T. N. (1988). Social activity of senior pupils. Moscow: Pedagogika. Marentseva, E. S. (2011). Students' social activeness essential characteristics. Bulletin of N.A. Nekrasov Kostroma State University (Humanities Series: Pedagogy. Psychology. Social work. Psychology. Juvenology. Sociokinetics), 4(7), 145-148. Milovanova, S. V. (2010). Emotional development as a basis of moral education. In L.A. Golubeva et al. (Eds.), The role of the teacher in the spiritual and moral education of youth: Proceedings of the inter-regional scientific-practical conference (pp. 104-106). Tambov: Tambov regional state educational institution of secondary vocational education "Teachers College". Ministry of Education and Science of the Russian Federation (2014). The concept of supplementary education and training will be presented for public discussion in June 2014. Retrieved on March 2015, from http://минобрнауки.рф/новости/3890/печать Parshina, Y. V. (2001). The motivation of volunteerism at student age. Unpublished Dissertation. Voronezh: Voronezh State Pedagogical University. Popova, I. N. (2014). Actual social practices in the educational system of modern Russia. Vneshkolnik, 1, 21-24. Povolyaeva, M. N., Popova, I. N. & Dubovik, I. M. (2015). Development of non-formal education in modern Russia and abroad. Moscow: LLC “New Education”. Russian Federal Law (2012). Federal Law Federal Law No. 273-FL "On Education in the Russian Federation". Retrieved from http://www.rg.ru/2012/12/30/obrazovanie-dok.html Shakirova, A.A. & Valeeva, R.A. (2016). Humanistic Educational Technologies of Teaching Foreign Languages. IEJME-Mathematics Education, 11(1), 151-164. Santeladze, L. (2012). Non-formal education in Georgia. Non-formal education for regional democratic transformations. Retrieved on October 2014, from http://adukatar.net/files/no_1.pdf Selevko, G. K. (2005). Encyclopedia of Educational Technology. Moscow: Public Education. Shagurova, A. A. (2013). Socially-psychological readiness of young people for volunteer activit. Unpublished Dissertation. Moscow: Russian State Social University. Shatsky, S. T. (1980). Selected pedagogical works. In two volumes. Moscow: Pedagogika. Sitarov, V. A. (2013). The problem of social adaptation of children with disabilities in the development of the educational sphere. Knowledge. Understanding. Ability, 3, 243-248. State Program of the Russian Federation “Development of Education” for 2013-2020 (2014). Resolution of the Government of the Russian Federation of 15.04.2014 № 295. Retrieved from http://programs.gov.ru/Portal/programs/passport/2 The Concept of additional education development for children (2014). Resolution of the Government of The Russian Federation of September 4, 2014 № 1726-P, approving the Concept of additional education development for children. Retrieved from: http://xn--80abucjiibhv9a.xn--p1ai/%D0%B4%D0%BE%D0%BA%D1%83%D0%BC%D0%B5%D0%BD%D1%82%D1%8B/4429 Usova, A. P. (1976). Role play in children’s education. Moscow: Prosveschenie. Veremeichik, G. (2010). Adult Education in Belarus. Minsk: Propylaea. Yaremenko, I. A. (2000). Terms of pedagogization with media. Magnitogorsk: Magnitogorsk State University. Youth Summer Camp (2010). Summer University of UNESCO Clubs. Retrieved on October 2014, from www.mluku.blogspot.ru/ Zosimovskiy, A. V. (1962). Fostering of schoolboys-teenagers’ social activity. Moscow: APN RSFSR Publ. House. |
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Technique for Formation of Future Teachers’ Readiness for Their Professional and Pedagogic CooperationMukhtar A. Tolegen, Kussna R. Tumanova, Tatyana S. Shumeyko, Saltanat A. Zhakaeva, Kunssulu A. Zhakaeva, Sulushash T. Aysina
pp. 2595-2605 | DOI: 10.12973/ijese.2016.709a | Article Number: ijese.2016.207
Abstract The article is devoted to the currently pressing high-education problem of formation of readiness by future teachers for their professional and pedagogic cooperation work. It describes the research on development, implementation, and results of methods of forming future teachers’ readiness of different levels. Based on the approach to readiness as integrated phenomenon, three levels of readiness are indicated, namely, reproductive, reproductively creative, and creative. The research is carried out with the use of a complex of theoretical and empirical methods, including methods for determining the initial level of future teachers’ readiness for their professional and pedagogic collaboration. The experiment has been conducted in two stages, each solving a particular task. The ascertaining stage included 347 students. At the forming stage, there have been used four groups of students: one control and three experimental groups. The experimental work has been aimed at implementation of the context-modular technology of future teachers’ readiness formation for their professional and pedagogic cooperation. The results of the study reveal conditions for readiness formation for professional and pedagogic cooperation in the system of higher education. Keywords: Readiness for professional and pedagogical operation, pedagogical method, pedagogical technique, quality of professional training for teachers References Arber, R., Blackmore, J. & Vongalis-Macrow, A. (2015). Mobile teachers, teacher identity and international schooling. Springer International Publishing. Auguste, B., Kihn, P., & Miller, M. (2010). Closing the talent gap: attracting and retaining top-third graduates to careers in teaching – an international and market research-based perspective. London: McKinsey and Company. Basova, N. (1999). Pedagogy and practical psychology. Rostov-on-Don: Phoenix. Brookfield, S. (2015). The skillful teacher. New York: April. Buxton, C. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching, 52(4), 489-502. Cavas, B., Cavas, P., Karaoglan, B., & Kisla, T. (2009). A study on science teachers' attitudes toward information and communication technologies in education. The Turkish Online Journal of Educational Technology, 8(2), 20-33 Chen, J. (2008). Flow in games. Unpublished master's thesis. Retrieved from http://www.jenovachen.com/flowingames/Flow_in_games_final.pdf Darling-Hammond, L. & Rothman, R. (2011). Teacher and leader effectiveness in high-performing education systems. Washington: Alliance for Excellent Education and Stanford. Darling-Hammond, L. (2013). Developing and sustaining a high-quality teacher force. New York: Asia Society. Demir, K. (2008). Transformational leadership and collective efficacy. Eurasian Journal of Educational Research, 33, 93-112. Department for Employment and Learning (2014). In Aspiring to Excellence. Final report of the international review panel on the structure of initial teacher in Northern Ireland, 11. Dickson, L. A., & Irving, M. M. (2002). An Internet survey: Assessing the extent middle/high school teachers use the Internet to enhance science teaching. Journal of Computers in Mathematics and Science Teaching, 21(1), 77–97. Ebmeier, H. & Nicklaus, J. (1999). The impact of peer and principal collaborative supervision on teachers' trust commitment, desire for collaboration, and efficacy. Journal of Curriculum and Supervision, 14(4), 351. Economist Intelligence Unit (2012). In The Learning Curve: Lessons in Country Performance in Education. Retrieved from http://thelearningcurve.pearson.com/the-report. Ediger, M. (1988). Analyzing the role of the School administrator. The Education Quarterly, 40(1), 17–20. Fedotova, A. (2014). The context-modular approach as the foundations for the design of basic occupational training programs for Master's degree humanities students. Scientific Notes of the Trabsbaikal State University. Occupational Training, Theory and Methods of Teaching, 6. Friend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial and Special Education, 21(3), 130. Gareyev, V., Kulikov, S., & Durko, E. (1987). Principles of module study. Higher Education in Russia, 8, 30–33. Hills, P. (1986). Teaching, Leaning and Education. London: Groom Helm. Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions. Zeitschrift für Pädagogik, 52(2), 220-237. Kennedy, I., Latham, G. & Jacinto, H. (2016). Education Skills for 21st Century Teachers. The Literature Review, 2, 11-20. Khan, S., Asadullah, M. & Naz, S. (2015). Trends in medical education from traditional to integrated system: valued by first year MBBS students at a Private Medical College of Peshawar. Journal of Medical Students, 1(1), 123-134. Klassen, R., Usher, E. & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. Kukushkina, V. (2002). Pedagogical technologies: Teaching aid for students of pedagogical specialties. Rostov-on-Don: Publishing house “Mart.” Little, J. & Lieberman, A. (1987). Teachers as colleagues. New York: Longman. Olsen, B. & Sexton, D. (2009). Threat rigidity, school reform, and how teachers view their work inside current education policy contexts. American Educational Research Journal, 46(1), 9-44. Özden, M. (2007). Problems with science and technology education in Turkey. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 157-161. Parkay, F., Stanford, B. & Gougeon, T. (2010). Becoming a teacher. Merrill, 432-462. Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37, 163-178. Pugach, M. & Johnson, L. (2002). Collaborative practitioners, collaborative schools. Denver: Love Publishing Company. Rogers B. (2015). Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support. Sage, STA. Thompson, T. (2002). Teaching Writing in High School and College. Urbana: National Council of Teachers of English. Toprakci, E. (2006). Obstacles at integration of schools into information and communication technologies by taking into consideration the opinions of the teachers and principals of primary and secondary schools in Turkey. Journal of Instructional Science and Technology (e-JIST), 9(1), 1-16. Turchin, G. (2007). The pros and cons of modular teaching. Saratov University Bulletin. New Series. Philosophy. Psychology. 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Value Forming Education of Prospective Primary School Teachers in Kazakhstan and GermanyGulnara Ye. Utyupova, Zhanar B. Baiseitova, Aizhan A. Mukhamadiyeva
pp. 2607-2618 | DOI: 10.12973/ijese.2016.710a | Article Number: ijese.2016.208
Abstract Value education is one of the most effective forms of education. However, this system is applied only in developed countries due to a number of factors. The purpose of this study is to develop a method for training primary school teachers capable of implementing the value education system in developing countries. Teachers not only conveys knowledge of the foundations of science and helps to develop specific skills and practices in a particular area, but also bears values. This is extremely important in primary schools, where the worldview fundamentals are formed. The paper presents the results of a comparative study of the training of prospective primary school teachers for working with primary-school children in Kazakhstan and Germany in terms of the axiological approach. Keywords: Comparative research, values, prospective teachers, teacher training References Blossfeld, H. & Stockmann, R. (1998). Guest Editors' Introduction: The German Dual System in Comparative Perspective. International journal of sociology, 28(4), 3-28. Brown, H., Woods, A., Hirst, E., & Heck, D. (2006). The public construction of values in education. Deakin ACT: Australian Association for Research in Education. Chapman, D., Weidman, J., Cohen, M., & Mercer, M. (2005). A five-country study of national strategies to improve educational quality in Central Asia. International Journal of Educational Development, 25(5), 514-530. Chaudhury, N., Hammer, J., Kremer, M., Muralidharan, K., & Rogers, F. (2006). Missing in action: teacher and health worker absence in developing countries. The Journal of Economic Perspectives, 20(1), 91-116. Dalton, J., & Crosby, P. (2010). How we teach character in college: A retrospective on some recent higher education initiatives that promote moral and civic learning. Journal of College and Character, 11(2), 13-17. Gabdrakhmanova, R.G., Khuziakhmetov, A.N. & Yesnazarova, U.A. (2015). The Formation of Values of Education in the Mathematics Teachers of the Future in the Process of Adaptation into University Study. IEJME-Mathematics Education, 10(3), 147-155. Glewwe, P., & Jacoby, H. (2004). Economic growth and the demand for education: is there a wealth effect? Journal of Development Economics, 74(1), 33-51. Glewwe, P., & Kremer, M. (2006). Schools, teachers, and education outcomes in developing countries. Handbook of the Economics of Education, 2, 945-1017. Gudmundsdottir, S. (1990). Values in pedagogical content knowledge. Journal of teacher education, 41(3), 44-52. Hermans, R., Tondeur, J., Van Braak, J., & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51(4), 1499-1509. Inglehart, R. (2006). Mapping global values. Comparative Sociology, 5(2), 115-136. Jones, M. (2000). Becoming a Secondary Teacher in Germany: a trainee perspective on recent developments in initial teacher training in Germany. European Journal of Teacher Education, 23(1), 65-76. Klimov, Е. (2010). Psychology of a professional self-determination. Мoscow: Science and psychology. Lovat, T., & Clement, N. (2008). The pedagogical imperative of values education. Journal of beliefs & values, 29(3), 273-285. Lovat, T., Toomey, R., Dally, K., & Clement, N. (2009). Project to test and measure the impact of values education on student effects and school ambience. Newcastle, Australia. Markova, А., Matis, Т., Orlov А. (1990). Formation of the educational motivation. Мoscow: Prosveshenie. Meyer, J., Ramirez, F., & Soysal, Y. (1992). World expansion of mass education, Sociology of education, 128-149. Moser S. (2013). Europaische Werte auf dem Pruefstand. In Regina Polak (Ed.), Zukunft. Werte Europa. Polilog Zeitschrift fuer interkulturelles Philosophieren, 29, 85-87. OECD (2012). PISA. Results in Focus. Retrieved December 2014, from http:////www.oecd.org/pisa,/keyfindings,/pisa-2012-results-overview, pdf. Oser, F. (1994). Moral perspectives on teaching. Review of research in education, 20, 57-127. Powney, J., Cullen, M-A., Schlapp, U., Johnstone, M. & Munn, P. (1995). Understanding values education in the primary school. York: Reports Express. Shadrikov, В. (1996). Psychological activity and peculiarities of human being. Мoscow: Logos. Simola, H. (2005). The Finnish miracle of PISA: Historical and sociological remarks on teaching and teacher education. Comparative education, 41(4), 455-470. Singh, A. (2011). Evaluating the Impacts of Value Education: Some Case Studies. International Journal of Educational Planning & Administration, 1(1), 8. Stephenson, J., Ling, L., Burman, E. & Сooper, M. (1998) Values in Education. London: Routledge. Suttle, B. (1991). The Moral Dimensions of Teaching. Teaching Philosophy, 14(2), 234-236. Tagunova, I.A., Selivanova, N.L. & Valeeva, R.A. (2016). The Category of Upbringing in Russian and Western Studies. IEJME-Mathematics Education, 11(1), 3-11. The German Federal Training Assistance Act. Retrieved from https://www.bmbf.de/en/the-german-federal-training-assistance-act-bafog-provides-educational-opportunities-2010.html Van Driel, J., Verloop, N., Van Werven, H., & Dekkers, H. (1997). Teachers' craft knowledge and curriculum innovation in higher engineering education. Higher Education, 34(1), 105-122. Veugelers, W. (2000). Different ways of teaching values. Educational review, 52(1), 37-46. Veugelers, W., & Vedder, P. (2003). Values in teaching. Teachers and Teaching: theory and practice, 9(4), 377-389. Viebahn, P. (2003). Teacher education in Germany. European Journal of Teacher Education, 26(1), 87-100. |
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The Educational Policy Strategy on Foreign Citizens Coming to the Russian Federation, as a Factor of Their Socio-Cultural Adaptation and İntegrationAnzhela V. Dolzhikova, Marina N. Moseikina, Irena Vladimirsky
pp. 2619-2634 | DOI: 10.12973/ijese.2016.711a | Article Number: ijese.2016.209
Abstract Considering the fact that starting from January 1, 2015 the complex exam is introduced for the first time in the Russian Federation for the foreign citizens, who apply for obtaining the employment and residence permits, this article reveals the educational policy strategy on this category of foreigners. This policy is considered within the framework of the migrants’ adaptation and integration into the Russian society. The authors of this research studied the effectiveness of new testing by collecting and analyzing statistical data. The sample included 492 respondents. The test results showed that the "Russian language" module turned out to be the most difficult. The survey conducted among foreign nationals also has indicated that the majority of them are having trouble with learning the Russian alphabet, as this alphabet, according to the respondents’ opinion, is very different from the Latin alphabet of the Romanic languages. Moreover, the number of received points has practically no correlation with the gender factor related to the candidates. The practical value is that this study became the basis for the development of a single database for statistical processing of test results. Keywords: Educational policy, migration, socio-cultural adaptation, lingual-didactic testing, complex exam References Banulescu-Bogdan, N. (2012). Shaping Citizenship Policies to Strengthen Immigration Integration. Retrieved from http://www.migrationpolicy.org/article/shaping-citizenship-policies-strengthen-immigrant-integration Bertossi, C. (2011). National models of integration in Europe. American Behavioral Scientist, 55(12), 1561-1580. Bertossi, C., Duyvendak, W. G., & Scholten, P. (2015). The coproduction of national models of integration: A view from France and the Netherlands. In P. Scholten (Eds.), Research-policy dialogues on migrant integration in Europe. IMISCOE Research. Dordrecht: Springer. Collett, L., & Gidley, B. (2013). Attitudes toward migrants, communication and local leadership: Transnational report. Oxford: COMPAS. Concept of the exam on the Russian language, history of Russia and fundamentals of legislation of the Russian Federation for working migrants – different categories of citizens from CIS countries, Baltic states and non-CIS countries (2014). Russian test: theory and practice, 1, 48-64. De Graauw, E., & Vermeulen, F. (2016). Cities and the politics of immigrant integration: a comparison of Berlin, Amsterdam, New York City, and San Francisco. Journal of Ethnicand Migration Studies, 1-24. Dolzhikova, A. V. (2014). Educational instruments of migratory policy of the Russian Federation. Proceedings of the international scientific-practical conference on Customs policy and national security (pp. 31-32). Almaty. Dolzhikova, A. V., Kiseleva, E. V., & Kazhaeva, O. S. (2014). Fundamentals of legislation of the Russian Federation. Moscow: RUDN. Flecha, R. (2015). Same Resources, Better Results: Recommendations for Educational Policy. Springer International Publishing, 99-104. Federal Migration Service (2014). Vzgliad. Retrieved from http://www.vz.ru/news/2014/2/2-6/674557.html Fukuyama, F. (2006). Identity, Immigration and democracy. Journal of Democracy, 17(2), 5-20. Goodman, S. W. (2010). Naturalization Policies in Europe. Retrieved from http://eudo-citizenship.eu/docs/7-Naturalisation%20Policies%20in%20Europe.pdf Goodman, S. W. (2015). Conceptualizing and Measuring Citizenship and Integration Policy Past Lessons and New Approaches. Comparative Political Studies, 48(14), 1905-1941. Huntington, S. P. (2004). Who are we? The challenges to America's National Identity. New York: Simon & Schuster. Joppke, C. (2004). The Retreat of Multiculturalism in the Liberal State. British Journal of Sociology, 55(2), 237-257. Kamalova, L.A. & Zakirova , V.G. (2016). Peculiarities of Teaching the Russian Language to Children of Immigrants. International Journal of Environmental and Science Education, 11(7), 1657-1669. doi: 10.12973/ijese.2016.543 Kagitcibasi, C. (2016). Family, Self and Well-being of Immigrant Youth. Springer Fachmedien Wiesbaden, 229-249. Kashkin, S. Y. (2013). Concept of the exam on the fundamentals of the RF legislation for working migrants. Retrieved from http://www.newsfiber.com/p/s/h?v=EOlPNOV2Y5%-2FE%3D+MhyZYACa2ks%3D&y= Kozmenko, V. M., Dolzhikova, A. V., Arslanov, R. A., & Moseikina, M. N. (2014). The history of Russia. Moscow: RUDN. Liu, X., Erasmus, V., Van Genugten, L., Sun, X., Tan, J., & Richardus, J. H. (2016). Are condom-promotion interventions reaching internal migrants in China? Integrated evidence from two cross-sectional surveys, 11, 1-4. Miller, K. (2016). Education across Borders: The Relationship between Age at Migration and Educational Attainment for Mexico-US Child Migrants. TeachersCollegeRecord, 118(1), 41-53. Moseikina, M. N. (2014, May). Educational training of working migrants in Russia before passing the Complex exam on the Russian language, history of Russia and fundamentals of the legislation. Proceeding of the XVIII All-Russian scientific-practical conference on Teaching the native history: historical facts and their interpretation (pp. 156-162). Moscow, RUDN, 15-16. Mukhataev, A. (2013). How many migrants are there in Russia? Retrieved from http://www.kommersant.ru/doc/2284497 Nesterova, T. E. (2014). Modern condition of the state testing system of foreign citizens. Russian test: theory and practice, 1, 32. Park, R. E. (2004). Consciousness of the Rambler: reasoning regarding the relation between consciousness and movement. Retrieved from http://sociologica.hse.ru/data/2011/03/31/1211857405/3_1_3.pdf Rijkschroeff, R., Ten Dam, G., Willem Duyvendak, J., de Gruijter, M., & Pels, T. (2005). Educational policies on migrants and minorities in the Netherlands. Journal of education policy, 20(4), 417-435. Scholten, P., & Penninx, R. (2016). The Multilevel Governance of Migration and Integration. In Integration Processes and Policies in Europe (pp. 91-108). Springer International Publishing. Shohat, E., & Stam, R. (1995). The politics of multiculturalism in the postmodern age. Art and Design, 10, 11-16. Shohat, E., & Stam, R. (2014). Unthinking Eurocentrism: Multiculturalism and the media. Routledge. Stam R., & Shohat E. (1995). Contested Histories: Eurocentrism, Multiculturalism, and the Media. In D.T. Goldberg (Eds.) Multiculturalism. A Critical Reader. Oxford & Cambridge, Blackwell. Stepanenko, V. A., Nakhabina, M. M., & Tolstykh, A. A. (2013). Standard tests on the Russian language for working migrants. Saint Petersburg: Zlatous. |
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The Problem of Evaluative Categorization of Human Intelligence in Linguistic World ImagesKlara M. Abisheva, Altynay Zh. Dossanova, Bibissara S. Ismakova, Gulbagira K. Aupova, Bulat K. Ayapbergenov, Kulyan A. Tlegenova
pp. 2635-2645 | DOI: 10.12973/ijese.2016.712a | Article Number: ijese.2016.210
Abstract The aim of the research is to determine the peculiarities of the evaluative categorization of human intelligence in linguistic world images. The study describes the interdisciplinary approach to studying evaluative categorization, which assumes the use of complex methodology including the anthropocentric, the interdisciplinary, and the cognitive principles. The paper suggests a modified cognitive procedure of evaluation, based on determining and using cognitive classification features, and differential abilities of subjects, based on the consideration of their ethnic experience. Research findings can be used in studies on the evaluative categorization of any objects of reality and during the systematization of evaluative linguistic phenomena as a modus representation of knowledge of objects and phenomena in the world. Keywords: Evaluative categorization, personal evaluation construct, cognitive classification feature, categorization principles, linguistic world images References Abisheva, K. (2003). Categorization and its main principles. Issues of Cognitive Linguistics, 2, 21-31. Agarwal, B., & Mittal, N. (2016). Semantic Orientation-Based Approach for Sentiment Analysis. Springer International Publishing, 77-88. Babushkina, O. (2013). Axiological dominants in the evaluative categorization of the activity of governmental institutions in media-discourse. Chelyabinsk State University bulletin, 31(312), 14-22. Baranov, A. (1989). Axiological strategies in the language structure. Voprosy Jazykoznanija, 3, 74-90. Baroni, M. (2016). Grounding Distributional Semantics in the Visual World. Language and Linguistics Compass, 10(1), 3-13. Boldyrev, N. (1994). Categorical Meaning of the Verb: Systemic and Functional Aspects. Sankt-Petersburg: RSPU Publishing House. Boldyrev, N. (2000). Cognitive Semantics. Tambov: TSU Publishing House. Boyarskaya, Ye. (2011). Categorization as a basic cognitive procedure. Immanuel Kant Baltic Federal University bulletin, 2, 18-28. Cognitive terms dictionary (1996). Moscow: Pedagogica. Evans, V., & Green, M. (2006). Cognitive Linguistics: An Introduction. Routledge Gribova, M. (2011). Categorization of evaluative semantics in English advertisement texts. Modern linguistics and literary science, 5, 2-15. Harnad, S. (2005). To cognize is to categorize. Handbook of categorization in cognitive science, 1, 20-45. Hart, C. (2016). The visual basis of linguistic meaning and its implications for critical discourse studies: Integrating cognitive linguistic and multimodal methods. Discourse & Society, 27(3), 335-350. Kelly, G. (2007). Cognitive theory of personality. St.Peterburg: Piter. Komarov, A. (1991). On the nature of the general and special in language semantics. Bishkek, BST. Körtvélyessy, L. (2015). Evaluative Morphology from a Cross-Linguistic Perspective. Cambridge Scholars Publishing. Krasnykh, V. (2002). Ethnopsycholinguistics and cultural linguistics. Moscow: ITDGK Gnosis.
Lakoff, G. (1988). Thinking, as reflected by classifiers. Foreign linguistic novelties. Moscow: Progress. Manakin, V. (2004). Comparative lexicology. Kazan: Znannia. Osherson, D., & Smith, E. (1981). On the adequacy of prototype theory as a theory of concepts. Cognition. Amsterdam, 9, 35-58. Popova, Z., & Sternin, I. (2007). Cognitive linguistics. Mosow: East-West. Remkhe, I. (2016). Russian Studies. The Year's Work in Modern Language Studies, 76, 487-492. Rosch, E. (1978). Principles of categorization. New York: Lawrence Erlbaum. Rowe, M., Leech, K., & Cabrera, N. (2016). Going Beyond Input Quantity. Cognitive science, 1, 56-61. Shadrikov, V. (2012). The quality of pedagogical education: monograph. Moscow: Logos. Shirai, Y. (2016). The acquisition of linguistic categories in second language acquisition.Cognitive-Functional Approaches to the Study of Japanese as a Second Language,46, 13-19. Volf, Ye. (1981). On the correlation of qualification and descriptive structure in the semantics of the word and expression. “Literature and Languages”, 40(4), 4-6.
Wang, J., & Jia, J. (2016). Analysis of Symbolic Meanings between Chinese and English Food Proverbs from the Perspective of Cultural Linguistics.Journal of Language Teaching and Research, 7(2), 415-419. |
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Sender and Recipient Special Discourse Characteristics in Teaching TranslationNataliya N. Gavrilenko
pp. 2647-2658 | DOI: 10.12973/ijese.2016.713a | Article Number: ijese.2016.211
Abstract Integrative model of special translation training considers the understanding of a foreign text as the key stage of the given activity, which is to large extent stipulated by characteristics of both the source text sender and the translation text recipient. Interdisciplinary approach permitted to involve maximum number of determining factors to consider the given characteristics. Such a possibility is given by information-reference search and analysis of utterance from discursive positions, i.e. considering the specificity of science and technique institute, professional communication, variety of text genres, stipulated by communicative function and aims of communication, characteristics of sender and recipient utterance, socio-cultural factors that influence a special discourse creation, general regularities of its creation, stylistic characteristics, the basic methods of their realization etc. Inclusion of the given characteristics into the content of translation training permits to teach students to go beyond the frameworks of the text being analyzed and to involve maximum number of factors that stipulate the understanding and interpreting of the source text aimed at its further translation. Keywords: Special translation, the sender and the recipient, special discourse, specialized culture, professional field of communication References Andreeva, G. M. (2002). Social Psychology: Text-book for higher educational institutions. Moscow: Aspect Press. Ballard, M. (2013). Histoire de la traduction. Bruxelles: DE BOEK supérieur. Bueno Garcia, A. (2013). Les méthodes collaborative et coopérative dans l’enseignement. De la méthode en traduction et en traductologie. Timisoara: Editura Eurostampa. Casanova, P. (2015). La langue mondiale. Traduction et domination. Paris: SEUIL. Challe, O. (2002). Enseigner le français de spécialité. Paris: Economica. Chernyavskaya, V. (2010). Scientific text interpretation. Training manual (Ed.5). Moscow: Bookhouse “LIBROKOM”. Delisle, J. (2015). La traduction raisonnée: ses exigences, ses applications, ses avantages. In Georgiana Lungu-Badea, Alina Pelea (Eds.), Enseigner et apprendre à «traduire de façon raisonnée». Timisoara: Editura Universitatii de Vest. Erasov, B. (2000). Social cultural science: text-book for HEIs students. Moscow: Aspect Press. Gambier, I. (2009). Les traducteurs créateurs. Actes du colloque international «Théorie, pratique et didactique de la traduction spécialisée», 9-25. Gavrilenko, N. (2010). To understand in order to translate: translation in the field of professional communication. Moscow: Scientific–technical society named after S.I.Vavilov. Grachev, G. (2003). World Peoples Mentalities (544). Moscow: Eksmo publishing house. Grigoryeva, L. (2000). Specific features of oral and written translation for training specialists by the institute of translators in Germersheim. Actual problems of translation theory and practice. Materials of XXIX InterHEIs scientific-methodical conference for teachers and PhD students, 8, 31-34. St.Petersburg: PSU. Guidère, M. (2016). Introduction à la traductologie. Bruxelles: DE BOEK supérieur. Hagège, C. (1987). Le français et les siècles. Paris: Editions Odil Jakob. Hiernard, J. (2009). Les règles d’or de la traduction. Paris: Ellipse. Iovenko, V. (2005). Theoretical course of Spanish language. The Spanish language. Moscow: CheRo. Knyazheva, E. (2015). About dialectical character of translation norm and translation quality assessment. Collection of scientific articles. Series « Language. Culture. Communication », 18(1), 32-40. Kun, T. (1977). Structure of scientific revolutions. Moscow: Progress. Lavoie, J. (2016). Enseigner la traduction juridique en contexte canadien. Retrived from /www.circuitmagazine.org/ Lehman, D. (1993). La communication specialisée est un bouillon de cultures. Le français dans le monde, 260, 40-44. Lyubarsky, G. (2000). Morphology of history: comparative method and historical development. Moscow: KMK. Nord C. (2006). Loyalty and Fidelity in Specialized Translation. Revista de Traduçao Cientifica e Técnica, 4, 29-41. Tatarinov, V. (2007). Methodology of scientific translation. To the basics of conversion theories. Moscow: Moscow lyceum. Tenchea, M. (2010). Les distributifs aléatoires en roumain et en français. Actes du XXVe Congrès International de Linguistique et de Philologie Romanes. Berlin: De Gruyter Verlag. Yadov, V. (2000). Personality as subject of studying. In A.L. Sventsitsky (Ed.). Social psychology in national psychologists works. StP: “Peter” publishing house. Zabrodina, I. (2012). Methods of students’ social-cultural skills development by modern Internet-technologies. Unpublished Dissertation. Moscow, MSU. |
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Professional Competence of Teachers in the Age of GlobalizationKuldarkhan O. Orazbayeva
pp. 2659-2672 | DOI: 10.12973/ijese.2016.714a | Article Number: ijese.2016.212
Abstract Current challenges of globalization in a democratic post-industrial information society make the competency-based approach a standard in the creation of the global educational environment. This study describes the special aspects of the integration of the competency-based approach into the educational theory and practice of post-Soviet countries, substantiated the necessity of including the global dimension in the structure of teachers’ professional competency based on the analysis of approaches in Western and post-Soviet educational theory and pedagogical practice, and specified the definition and structure of global competency as a component of teachers’ professional competence Keywords: Competence, competency, teachers’ professional competence, global competence, intercultural competence, multicultural competence References Altukhova, G. N. (2014). The pedagogical conditions of training students for the organization of intercultural communication of schoolchildren. Pedagogical Science, 3, 11-16. Avshenyuk, N. M. (2014). The "global educational environment" phenomenon as an object of scientific and pedagogical studies. Comparative Professional Pedagogy, 1(1), 28-34. Barannikov, A. V. (2009). Self-education and the competency-based approach – a high-quality resource of education. Moscow: Moscow Center for Training Quality. Basinskaya, I. V. (2013). Competency-based approach in human resource management. Humanities and Economics Bulletin: Scientific and Theoretical Journal, 3, 81-87. Baydenko, V. I., & Van Zantvoort G. (2003). Modernization of vocational education: current stage. Moscow: Research Center for Specialist Training Quality Problems. Cebotaryova, I. O. (2015). The etymology of the "competence" concept in English-language sources. Scientific Notes of the Pedagogy Department, XXXVIII, 278-291. Cushner, К., & Brennan, S. (2007). Intercultural Student teaching: A Bridge to Global Competence. Lanham: Rowman & Littlefield Education. Da Silva, M. C. (2008). Global Education Guidelines. Lisbon: The North-South Centre of the Council of Europe. Deardorff, D. (2011). Assessing Intercultural Competence. New Directions for Institutional Research, 149, 65-79. Dubasenyuk, A. A. (2010). The peculiarities of the professional development of teachers in the context of the competency-based approach. Pedagogy, Psychology, 2(2), 38-43. Dubois, D., & Rothwell, W. (2000). The Competency Toolkit. Amherst: HRD Press. Dzhalalova, A. (2009). Basic development of teachers’ multicultural competence. Narva: Narva College of the University of Tartu. Frolov, Yu. V., & Matokhin, D. A. (2004). The competence model as the basis for assessing the quality of specialists’ training. Modern Higher Education, 8, 34-41. Halasz, G., & Michel, A. (2011). Introduction Key Competences in Europe. European Journal of Education, 46(3), 288-306 Ilyin, I. V., & Ursul, A. D. (2010). The evolutionary approach to global studies and education. The Age of Globalization, 1, 3-17. Kalz, M., Nadolski, R., Overby, E., Börner, D., Pawlowski, J., & Stergioulas, L. (2010). Analysis report on competence services. Berlin: Open Scout project deliverable. Komarova, A. V. (2010). The concepts of "competence" and "competency" as sense-making units in the competency-based approach. Proceedings of the Herzen State Pedagogical University, 123, 195-200. Lednev, V. S. edited by Nikandrov, N. D., & Ryzhakov, M. V. (2002). State educational standards in the system of general education. Theory and Practice. Moscow : Moscow Social Pedagogical Institute; Voronezh: MODEK NGO. Markova, A. K. (1996). The psychology of professionalism. Moscow: Enlightenment. Martynenko, S. A. (2004). The development of intercultural competence as a crucial goal of education in the modern society. Retrieved on June 2016, from http://rspu.edu.ru/university/publish/pednauka/2004_1/02martynenko.htm Mikheyeva, T. B. (2011). "Competency" and "competence": the use of concepts in the modern Russian education revised. Scientific Notes of the Transbaikal State University. Pedagogy and Psychology, 5, 110-114. Mironov, V. V. (2012). Globalization and the dangers of unification. Retrieved on June 2016, from http://www.intelros.ru/readroom/vek-globalizacii/-1-9-2012 NIE. (2009). A Teacher Education Model for the 21st Century. A Report by the National Institute of Education, Singapore. Palatkina, G. V. (2015). Multicultural education: equal opportunities and equal rights. Proceedings of the Volgograd State Pedagogical University, 2(97), 32-36. Park, Y. N., Shilnikova, I. O., & Park, D. Y. (2014). The competency-based approach – an innovative foundation for the methodological update of academic programs. Educational Technologies and Society, 1, 359-373. Pisarenko, A. N. (2015). The importance of intercultural competence in professional interaction. Retrieved on June 2016, from http://www.sgu.ru/sites/default/files/textdocsfiles/2015-/02/24/pisarenko_a._n._znachimost_mezhkulturnoy_kompetentnosti_v_professionalnom_vzaimodeystvii.pdf Robertson, R. (1992). Globalization: Social Theory and Global Culture. Delhi: SAGE Publications. Schneider, A. I. (2007). To Leave No Teacher Behind. Washington: DC. Schröttner, B. T. (2010). The effects of globalization phenomena on educational concepts. US-China Education Review, 7(8), 50-61 Simonenko, M. V. (2012). Polycultural competence as a key component of the professional training of foreign language teachers. Retrieved on June 2016, from http://www.nbuv.gov.ua/-old_jrn/Soc_Gum/pspo/2012_36_1/index.htm Steger, M. B. (2013). Globalization. Oxford, UK: University Press. Stevenson, A. (2010). Oxford Dictionary of English. Oxford University Press. Subetto, A. I. (2009). The ontology of the competence-based approach in educational systemology. Siberian Pedagogical Journal, 1, 100-126. Tatur, Yu. G. (2004). Competence in the structure of the specialists’ training quality model. Modern Higher Education, 3, 21-26. Telegina, A. T., & Belinsky V. G. (2011). The features of foreign-language communication in the training of prospective specialists. Penza State Pedagogical University Journal, 24, 812-816. Teodorescu, T. (2006). Competence versus competency. Performance Improvement, 45(10), 27-30 UNESCO (2009). World Report Investing in Cultural Diversity and Intercultural Dialogue. Geneva: UNESCO International Bureau of Education. UNESCO (2013). Glossary of Curriculum Terminology. Geneva: UNESCO International Bureau of Education. Verbitsky, A. A. (2009). Personality-based and competence-based approaches in education. Moscow: Logos. Yankina, N. V. (2010). Characteristics of the development of intercultural competence of university students. Bulletin of the N.A. Nekrasov Kostroma State University: Pedagogy. Psychology. Social Work. Juvenology, 4, 232-235. Yefremova, T. F. (2006). Contemporary Russian dictionary. Retrieved on June 2016 from http://www.slovotolk.ru/efr44532.html Zhuk, O. L. (2015). Areas of modernization of higher education and requirements to teachers’ pedagogical competencies in the context of the Bologna Process. High School, 5, 18-22. Zimnyaya, I. A. (2006). Key competencies as the result-target framework of the competency-based approach in education. Moscow: Research Center for Specialist Training Quality Problems. |
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Exploring Elementary Teachers’ Perceptions about the Developmental Appropriateness and Importance of Nature of Science AspectsElif Adibelli Sahin & Hasan Deniz
pp. 2673-2698 | DOI: 10.12973/ijese.2016.715a | Article Number: ijese.2016.202
Abstract This study explored how four elementary teachers assessed the developmental appropriateness and importance of nine nature of science (NOS) aspects after participating in a yearlong professional development program. A multiple-embedded case study design was employed. The primary data sources included (a) Views of Nature of Science Elementary School Version 2 (VNOS-D2) questionnaire (Lederman & Khishfe, 2002), (b) Ideas about Science for Early Elementary (K-4) Students questionnaire (Sweeney, 2010), and (c) follow-up semi-structured interviews. Data were analyzed using Yin’s (1994, 2003) analytic tactics of pattern matching, explanation building, and cross-case synthesis. The cross-case analysis revealed that our participants used the following criteria separately or in some combination when they were asked to rate NOS aspects in terms of developmental appropriateness and importance: (a) teachers’ NOS learning experience, (b) NOS teaching experience, (c) knowledge of their students, (d) knowledge of curriculum, (e) knowledge of school context, and (f) perceptions about the utility value of a NOS aspect or a myth about a NOS aspect. We found that even though our participants did not rank all NOS aspects equally, they considered all nine NOS aspects developmentally appropriate and important enough to be introduced at the elementary level. Keywords: nature of science, in-service elementary teachers, classroom-based professional learning References Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but... Journal of Science Teacher Education, 12(3), 215-233. Abd-El-Khalick, F. S. & Akerson, V. L. (2004). Learning about nature of science as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88, 785-810. Abd-El-Khalick, F., & Akerson, V. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31(16), 2161-2184. Abd-El-Khalick, F. S., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22, 665-701. Akerson, V. L., & Abd-El-Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth grade teacher. Journal of Research in Science Teaching, 40(10), 1025-1049. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317. Akerson, V. L., Buck, G. A., Donnelly, L. A., Nargund-Joshi, V., & Weiland, I. S. (2011). The importance of teaching and learning nature of science in the early childhood years. The Journal of Science Education and Technology, 20(5), 537-549. Akerson, V. L., Buzzelli, C. A., & Eastwood, J. L. (2012). Bridging the gap between preservice early childhood teachers’ cultural values, perceptions of values held by scientists, and the relationships of these values to conceptions of nature of science. Journal of Science Teacher Education, 23(2), 133-157. Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2009a). Fostering a community of practice through a professional development program to improve elementary teachers’ views of nature of science and teaching practice. Journal of Research in Science Teaching, 46(10), 1090-1113. Akerson, V. L., Cullen, T. A., & Hanson, D. L. (2010). Experienced teachers’ strategies for assessing nature of science conceptions in the elementary classroom. Journal of Science Teacher Education, 21(6), 723-745. Akerson, V., & Donnelly, L. A. (2010). Teaching nature of science to K‐2 students: What understandings can they attain? International Journal of Science Education, 32(1), 97-124. Akerson, V. L., Hanson, D. L., & Cullen, T. A. (2007). The influence of guided inquiry and explicit instruction on K–6 teachers’ views of nature of science. Journal of Science Teacher Education, 18(5), 751-772. Akerson, V. L. & Hanuscin, D. L. (2007). Teaching nature of science through inquiry: Results of a 3-year professional development program. Journal of Research in Science Teaching, 44, 653-680. Akerson, V. L., Morrison, J. A., & McDuffie, A. R. (2006). One course is not enough: Preservice elementary teachers’ retention of improved views of nature of science. Journal of Research in Science Teaching, 43(2), 194-213. Akerson, V. L., Townsend, J. S., Donnelly, L. A., Hanson, D. L., Tira, P., & White, O. (2009b). Scientific modeling for inquiring teachers network (SMIT’N): The influence on elementary teachers’ views of nature of science, inquiry, and modeling. Journal of Science Teacher Education, 20(1), 21-40. Alonzo, A. C., & Gotwals, A. W. (2012). Learning progressions in science: Current challenges and future directions. Rotterdam, the Netherlands: Sense Publishers. American Association for the Advancement of Science (AAAS). (1993). Benchmarks for science literacy. New York, NY: Oxford University Press. American Association for the Advancement of Science (AAAS). (2009). Benchmarks online. Washington, DC: American Association for the Advancement of Science. Retrieved from http://www.project2061.org/publications/bsl/online/index.php?home=true American Association for the Advancement of Science (AAAS). (2013). Benchmarks for science literacy: A tool for curriculum reform. Retrieved from http://www.project2061.org/publications/bsl/ Deniz, H., & Akerson, V. L. (2013). Examining the impact of a professional development program on elementary teachers’ views of nature of science and nature of scientific inquiry, and science teaching efficacy beliefs. Electronic Journal of Science Education, 17(3). Deniz & Adibelli (2014). Exploring how second grade elementary teachers translate their nature of science views into classroom practice after a graduate level nature of science course. Research in Science Education. Advance online publication. doi:10.1007/s11165-014-9447-5 Bell, B., & Gilbert, J. (1996). Teacher development: A model from science education. London: Falmer Press. Bell, R. L., Matkins, J. J., & Gansneder, B. M. (2011). Impacts of contextual and explicit instruction on preservice elementary teachers’ understandings of the nature of science. Journal of Research in Science Teaching, 48(4), 414-436. Celik, S., & Bayrakceken, S. (2012). The influence of an activity-based explicit approach on the Turkish prospective science teachers’ conceptions of the nature of science. Australian Journal of Teacher Education, 37(4), 75-95. Choi, J. (2004). ‘The nature of science’: An activity for the first day of class. Retrieved from http://www.scienceteacherprogram.org/genscience/Choi04.html Cullen, T. A., Akerson, V. L., & Hanson, D. L. (2010). Using action research to engage K-6 teachers in nature of science inquiry as professional development. Journal of Science Teacher Education, 21(8), 971-992. Dass, P. M. (2005). Understanding the nature of scientific enterprise (NOSE) through a discourse with its history: The influence of an undergraduate ‘history of science’ course. International Journal of Science and Mathematics Education, 3(1), 87-115. DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37(6), 582-601. Donnelly, L. A., & Argyle, S. (2011). Teachers’ willingness to adopt nature of science activities following a physical science professional development. Journal of Science Teacher Education, 22(6), 475-490. Driver, R., Leach, J., Miller, & Scott, P. (1996). Young people’s images of science. Bristol, PA: Open University Press. Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in Science Education, 47(2), 123-182. Esker, S. A., & Forawi, S. (2007). Explicit teaching of the nature of science: conceptions and misconceptions of early childhood and elementary students. Paper presented at the annual meeting of the Eastern Educational Research Association. Clearwater, FA. Feyerabend, P. K. (1975). Against method: Outline of an anarchistic theory of knowledge. London: New Left Books. Grossman, P.L. (1990). The making of a teacher: Teacher knowledge and teacher education. New York: Teachers College Press. Hanuscin, D. L., Akerson, V. L., & Phillipson‐Mower, T. (2006). Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants. Science Education, 90(5), 912-935. Jenkins, S., & Page, R. (2003). What do you do with a tail like this? Boston, MA: Houghton Mifflin. Koenig, K., Schen, M., & Bao, L. (2012). Explicitly targeting pre-service teacher scientific reasoning abilities and understanding of nature of science through an introductory science course. Science Educator, 21(2), 1-9. Lederman, N. G. (1992). Students’ and teachers’ conceptions about the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331-359. Lederman, N. G. (1999). Teachers’ understanding of the nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929. Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831-880). New York: Routledge. Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies. (pp. 83-126). Dordrecht, the Netherlands: Kluwer Academic Publishers. Lederman, J. S., & Khishfe, R. (2002). Views of nature of science, form D2. Illinois Institute of Technology, Chicago, IL (unpublished paper). Lederman, N. G. & Zeidler, D. L. (1987). Science teachers’ conceptions of the nature of science: Do they really influence teaching behavior? Science Education, 71, 721-734. Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N.G. Lederman (Eds.), Examining Pedagogical Content Knowledge: The Construct and its Implications for Science Education. Dordrecht, the Netherlands: Kluwer Academic Publishers. Mansour, N. (2009). Science teachers’ beliefs and practices: Issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48. Matkins, J. J., & Bell, R. L. (2007). Awakening the scientist inside: Global climate change and the nature of science in an elementary science methods course. Journal of Science Teacher Education, 18(2), 137-163. Matkins, J. J., Bell, R., Irving, K., & McNall, R. (2002). Impacts of contextual and explicit instruction on preservice elementary teachers’ understandings of the nature of science. Paper presented at the annual International Conference of the Association for the Education of Teachers in Science, Charlotte, NC. Retrieved from the ERIC database. (ED465615) McComas, W. F. (1998). The principal elements of the nature of science: Dispelling the myths of science. In W. F. McComas (Ed.) Nature of science in science education: Rationales and strategies (pp. 53-70). Dordrecht, Netherlands: Kluwer (Springer) Academic Publishers. McComas, W. F., Almazroa, H., & Clough, M. P. (1998). The nature of science in science education: An introduction. Science & Education, 7(6), 511-532. McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. In W. F. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 3-39). Dordrecht, the Netherlands: Kluwer Academic Publishers. McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Journal of Research in Science Teaching, 47(9), 1137-1164. Meyling, H. (1997). How to change students’ conceptions of the epistemology of science. Science & Education, 6, 397-416. Morrison, J. A., Raab, F., & Ingram, D. (2009). Factors influencing elementary and secondary teachers’ views on the nature of science. Journal of Research in Science Teaching, 46(4), 384-403. National Research Council (NRC). (1996). National science education standards. Washington, DC: National Academy Press. National Research Council (NRC). (2000). Inquiry and the National Science Education Standards: A guide for teaching and learning. Washington, DC: National Academy Press. Nespor, J. K. (1985). The role of beliefs in the practice of teaching: Final report of the teacher beliefs study. Research and Development Center for Teacher Education, University of Texas, Austin, TX. Retrieved from ERIC database. (ED270446). Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317-328. NGSS Lead States. (2013). Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Quigley, C., Pongsanon, K., & Akerson, V. L. (2010). If we teach them, they can learn: Young students’ views of nature of science aspects to early elementary students during an informal science education program. Journal of Science Teacher Education, 21(7), 887-907. Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. Posnanski, T. J. (2010). Developing understanding of the nature of science within a professional development program for inservice elementary teachers: Project Nature of Elementary Science Teaching. Journal of Science Teacher Education, 21(5), 589-621. Salter, I., & Atkins, L. (2013). Student-generated scientific inquiry for elementary education undergraduates: Course development, outcomes and implications. Journal of Science Teacher Education, 24(1), 157-177. Shim, M. K., Young, B. J., & Paolucci, J. (2010). Elementary teachers’ views on the nature of scientific knowledge: A comparison of inservice and preservice teachers approach. Electronic Journal of Science Education, 14, 1-18. Sweeney, S. J. (2010). Factors affecting early elementary (K-4) teachers’ introduction of the nature of science: A national survey. (Unpublished PhD). University of Arkansas, Fayetteville, AR. Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American educational research journal, 39(1), 165-205. Yin, R. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage Publishing. Yin, R.K. (2003). Case study research: Design and methods (3rd ed.). London: Sage Publications. Young, E. (1992). Seven blind mice. New York: Penguin Putnam Books for Young Readers. |
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Polysubjective Approach to The Management of the Higher Education System of the State: The Experience of KazakhstanRamil Bakhtizin, Yelena Ignatova, Salavat Sagitov, Oksana Ustinova, Lyutsiya Gaisina
pp. 2699-2710 | DOI: 10.12973/ijese.2016.801a | Article Number: ijese.2016.214
Abstract The higher education system is the sphere of interaction between the state and the interests of society via their institutions and citizens, which involves the compulsory participation of the subjects of the educational relations in the management and the ability to influence the functioning and development of the higher education system, as well as be responsible for creating the conditions necessary for performance of the higher education of their social and educational functions. In this regard it is necessary to review the role and functions of the state in ensuring the activities of educational institutions, attraction to the solution of problems of education of various social institutions, as well as the redefinition of the role of educational institutions and learners themselves in the organization of the educational process. This is due to the development of the author's model of governance of polysubjective system of higher education, where subjects are individuals who are educated and involved in the management of the higher education system by holding administrative, social and political status, as well as teachers who are members of educational associations; society, strata and groups, which serve as the customers in the higher education system (public employers), as well as non-governmental organizations (school boards, professional associations, etc.); state on behalf of its structures and institutions, which includes training and management institutions and their staff (ministries, departments). The interaction of different levels of management entity in the framework of the proposed management model will ensure the openness of higher education as a state- social system, the transition to mutual responsibility, to increase participation and strengthen the role of all subjects of educational policy in the development, adoption and implementation of legal and administrative decisions in higher education as well as the optimal functioning and development of the higher education system Keywords: Organizational culture of the university, creative potential of students, creative activity of students References Abuhmaid, Belonozhko, M.L., Lavrischev, M.P. (2013). Priority of professional management competencies in the context of globalization: a search and an optimal model. Basic Research, 10(6), 1375-1380. Belonozhko, M.L., Rebyisheva, L.V., (2012). The system of training of the teaching staff in the conditions of integration of the Russian higher education in the world educational space. Bulletin of the Surgut State Pedagogical University, 6(21), 81-87. Belonozhko, M.L., Shaforost, P. O. (2015). Student Government as a social and practical development of learning environments. Proceedings of the higher educational institutions. Sociology. Economy. Policy, 4, 91-95. Garabagiu, V.A., Ustinova, O.V. (2014). Students work in the system of the organizational culture of the modern university. Monograph. Tyumen. Garabagiu, V.A., Ustinova, O.V. (2013). The organizational culture of the university as a factor of influence on the development of creative activity of students, in: University Science: theoretical and methodological problems of training specialists in the field of Economics, Management and Law Proceedings of the International Scientific Seminar. The Ministry of Education and Science of the Russian Federation, FSBEI HPE "Tyumen State Oil and Gas University", pp. 10-15. Ignatova, E.V. (2013). Management of the higher education of Kazakhstan of system in the conditions of integration into world educational space, in: the collection of the Innovation and modern technologies in an education system" Prague: Scientific and publishing center "Sotsiosfera", pp. 102-106. Ignatova, E.V., Omarova, V.K. (2014). National frame of qualifications as a condition of vocational training, in: "Problems and prospects of development of science at the beginning of the third millennium in the CIS countries", The Collection of scientific works. Pereyaslav-Khmelnytskyi, pp. 136-139. Khairullina, N.G., Moskatova, A.K., Nedosekina, A.G., Obidina, Yu.S., Stepanov, A.V., Sterledeva, T.D., Shitova, K.B. (2013). Social and humanitarian issues of the day. Individual and Society / Saint-Louis, MO, USA, Barbakov, O.M., Belonozhko M.L., Siteva M.L. (2015). Higher education quality management in virtual space of a regional higher educational institution. Mediterranean Journal of Social Sciences, 6(3), 249-254. Gaisina, L.M., Mikhaylovskaya, I.M., Khairullina, N.G., Ustinova, O.V., Shakirova, E.V. (2015). The Role of the Media in the Spiritual and Moral Evolution of Society. Mediterranean Journal of Social Sciences. 6(5), S2, 93-101. Ignatova, E.V. (2013). High Education System Management (Sociological Aspect). World Applied Sciences Journal, 22(7), 898-902. |
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Reforming of The System of Higher Education in The State of the Former Soviet Union: Characteristics and ProblemsNursafa Gafurovna Khairullina, Oksana Vyacheslavovna Ustinova, Natalya Lvovna Antipina, Vera Konstantinovna Zykova, Tatyana Alekseyevna Romanov
pp. 2711-2726 | DOI: 10.12973/ijese.2016.802a | Article Number: ijese.2016.213
Abstract The processes of globalization that took place in the modern world, significantly influenced on system of management of higher education, refocusing it on subject-subject relationship by achieving a balance of interests of the individual, society and state. The priority task of reforming higher educational system of Republic of Kazakhstan is integration into the world educational space by bringing the management of Kazakhstan's system of higher education in line with international norms and standards. This led to significant changes in organizational, structural plans, updating educational content and improving quality of training in accordance with current socio-economic and political conditions of the country's development and progressive experience of developed countries. The authors make a conclusion that system of higher education today is an area of interaction of state and society interests in the face of their institutions and citizens. It involves compulsory participation of subjects of educational relations in administration and ability to influence on functioning and development of higher education system and also to be responsible for creating conditions which are necessary for higher education system to accomplish its social and educational functions. There are some facts that prevent from cooperation of designated subjects in management of higher education system in Republic of Kazakhstan such as lack of social and personal constituent in management of higher education system, lack of legal and regulatory framework to attract individuals and society to the management of the higher education system, lack of cooperation of state authorities with the public regulatory institutions in determining of higher education content. Keywords: World educational space, globalization, system of the higher education, reforming References Barbakov O.M., Belonozhko M.L., Siteva M.L. (2015). Higher education quality management in virtual space of a regional higher educational institution, Mediterranean Journal of Social Sciences,. 6(3), 249-254. Belonozhko M.L., Rebysheva L.V. (2012). The system of training of the teaching staff in the conditions of integration of the Russian higher education in global educational environment, Messenger of Surgut State Pedagogical University, 6(21), 81-87. Belonozhko M.L., Shaphorost P. O. (2015). Student Government as a social and practical development among students, News of higher educational establishments. Sociology, Economy, Politics, 4, 91-95. Frolov S.Y., Belonozhko M.L. (2015). About approaches of quality assessment in the modernization of higher education, In collection: University Science: theoretical and methodological problems of training specialists in the field of Economics. Management and Law Proceedings of the International Scientific Seminar. Tyumen, P. 62-65. Gaisina L.M., Mikhaylovskaya I.M., Khairullina N.G., Ustinova O.V., Shakirova E.V. (2015). The Role of the Media in the Spiritual and Moral Evolution of Society, Mediterranean Journal of Social Sciences, 6(5), S2, 93-101. Garabazhy V.A., Ustinova O.V. (2014). Students' creative work in the system of organizational culture of modern university. Monograph, Tyumen, P. 15-25 Ignatova E.V. (2013). Control over higher education system of Kazakhstan in terms of integration into the world educational space, Collection “Innovations and modern technologies in the education system” - Prague: Research and Publishing Center “Sociosphere”, P.102-106 Ignatova E.V. (2013). Higher Education System Management (Sociological Aspect), World Applied Sciences Journal 22(7), Pavlodar, 898-902. Ignatova E.V., Omarova V.K. National qualifications framework as a condition for training // «Problems and prospects of development of science in the beginning of the third millennium in CIS countries» // Collection of scientific papers. Pereyaslav-Khmelnitsky. 2014. P. 136-139. Khairullina N.G., Moskatova A.K., Nedosekina A.G., Obidina Y.S., Stepanov A.V., Sterledeva T.D., Shitova K.V. (2013). Social and humanitarian issues of the day, Individual and Society, Saint-Louis. МО. USA. P.56-89 Tkacheva N.A. (2013). Formation of professional qualities of graduating student: An Anthropological Approach. / In collect.: University science: theoretical and methodological problems of training specialists in the field of Economics. Management and Law Materials of the International Scientific Seminar. The Ministry of Education and Science of Russian Federation. FSBEI of HPE "Tyumen State Oil and Gas University", P. 57-61. |
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Using Dictionaries in Teaching English as A Foreign LanguageGulnara Kh. Aleeva & Gulshat R.Safiullina
pp. 2727-2734 | DOI: 10.12973/ijese.2016.803a | Article Number: ijese.2016.215
Abstract The article discusses the problem of mastering new vocabulary at the English language classes. The brief review of the bilingual English-Russian printed and electronic Dictionaries used at the practical classes of English for the students of the first and second courses of the Germanic Philology Department of Kazan Federal University. The method of compiling thematic dictionaries, its approbation and results are presented. Keywords: Mastering vocabulary, thematic dictionary, teaching English as a foreign language, cognitive activity, communicative activity References Apresyan Yu. D. (2002). New large English-Russian Dictionary. 3 Vol. Moscow: Russkiy Yazyk Arslanova G.A. (2003) Yazyk i metodika prepodavaniya: Part 2. Methods. The role of educational dictionaries in teaching foreign languages. Kazan: Kazan State University Ashrapova, A.H., Yusupova, A.S. (2015) Language and national identity in linguistic dictionaries (on material of bilingual dictionary of the tatar language of the 19th century and the turn of the 20th century) // Journal of Language and Literature, Volume 6, Issue 1, 2015, Pages 318-321. http://dx.doi.org/10.7813/jll.2015/6-1/58 Ayupova R.A. (2014) Macrostructural parameters of unilingual Russian phraseological dictionaries. Life Science Journal 2014; 11(6):511-515. Retrieved from: http://www.lifesciencesite.com/lsj/life1106/073_24746life110614_511_515.pdf Bogachev G.F., Lutsk N.M., Morkovkin V.V. & Popov Z.P. (2003) The system of minimum vocabulary of modern Russian language: vocabulary lists 10: from 500 to 5000 the most important Russian words. Moscow: Astrel Denisov P.N. (1974) Essays on Russian educational lexicography and lexicology. Moscow: MGU Denisov P.N. (1993) The vocabulary of the Russian language and the principles of its description. Moscow: Angliyskiy yazyk Denisov P.N., Morkovkin V.V., Safyan Yu.A. (1978) An integrated frequency dictionary Russian of scientific and technical vocabulary. Moscow: Angliyskiy yazyk Denisov P.N., Morkovkin V.V., Skopina M.A. (1976) Questions of Russian language teaching to foreigners. On the linguistic aspect of the selection of vocabulary at the initial stage of training 2nd ed., Rev. and add. Moscow: Angliyskiy yazyk Electronic Dictionaries. www.multitran.ru Electronic Dictionary. www.lingvo.ru Gilazetdinova G.Kh., Edikhanov I.Zh., Aminova A.A.. (2014) Problems of ethnocultural identity and cross-language communication. Journal of Language and Literature 2014; 5(2), 39-42. http://dx.doi.org/10.7813/jll.2014/5-3/7 Grinschtain E.M. (2014) Use of dictionaries in the work of translator. 3d Chapter Advantages of e-dictionaries. Retrieved October 2015, from http://do.gendocs.ru/docs/index-15362.html#546101 Kamenskaya L.S. (2000) Professional communication as objective of teaching English to non-linguistic specialty. New possibilities of managing of individual work of students. N454, Moscow, p 122. Kharisov F.F., Kharisova C.M. (2014) Bilingualism and multilingualism in a globalized society. Life Science Journal 2014;11(11s):439-443. Meara, P. Vocabulary in a second language. Vol. 1. London: CILT, 1983. Meara, P. Vocabulary in a second language. Vol. 2. London: CELT, 1987. Muller V.K. (1995) English-Russian Dictionary. Moscow: Russkiy Yazyk Nation, P. & Newton, J. (1997). Teaching vocabulary In C. J. & Huckin T. (Eds.) Second Language Vocabulary Acquisition: A Rationale for Pedagogy. Cambridge University Press. Rakhmanov I.V. (1956) German-Russian Dictionary . Moscow: State publishing House of foreign and national dictionaries. Safiullina G.R, (2014) English-Tatar Dictionary Kazan: Kazan Federal University Publishing House Scherba L.V. (1974). Language system and speech activity. General theory of lexicography. Leningrad: Nauka Spirina M.V. (2014) Combinatorics use of traditional books and electronic dictionaries in the practice of teaching a foreign language in a technical college. In Philology and Linguistics in modern society: Proceedings of the IId International Scientific Conference (pp. 177-178). –Moscow: Moscow State University. Varlamova, E.V., Safiullina, G.R. (2015) Methods of modern slang expressions from English to Tatar translation, Journal of Language and Literature, 6(2), 64-67. http://dx.doi.org/10.7813/jll.2015/6-2/11 Yusupova A.Sh. (2014) Tatar Language Dictionaries of XIX Century as a Unified Historical and Cultural Phenomenon. World Applied Sciences Journal 30 (2): 186-190. http://dx.doi.org/10.5901/mjss.2015.v6n6s2p87 Zelinskiy S. (2014) Electronic Dictionaries and pocket translators. Retrieved from http://infoenglish.info/publ/1–1-0–27. |
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Formationof Graduates’Professional Competence in Terms of Interaction Between Educational Environment and ProductionAlfiya R. Masalimova, Valery G. Ivanov
pp. 2735-2743 | DOI: 10.12973/ijese.2016.716a | Article Number: ijese.2016.216
Abstract The relevance of the professional competence creation problem declared in the article that complies with current time requirements and specialists, first of all requires facilitation of interaction of the central education chain – the educational institution, with production (that is the personnel’s consumer). Thus the problem of organic combination of society’s requirements and production, with the level of professional school development, becomes very important. The aim of the article lays within the definition of technical profile competitive specialists’ training conditions, with quality formed professional competencies as part of “production” – “educational institution” interaction. In Russian and worldwide pedagogics has a lot of experience in researching issues related to competitiveness and competencies creation. Many famous scientists developed various aspects of educational organizations competitiveness problem and questions of integration in pedagogics. The method of modeling of creating conditions and professional competencies development that allows to overview this issue as a holistic pedagogical process and provides an effective way to train competent, competitive professionals with high level of professional competence is the chief method to discover this issue. The structure of presented competent specialists training system includes targeting, methodological, substantial, organizational-procedural and resultative components and allowed us: to analyze the state of the problem on the current stage of pedagogics and, according to this base, to disclose the organizational-pedagogical conditions of the competitive and competent specialists training; systematize the compound and the system of securing and developing specialist’s competitiveness and for the production within the vocational school. System is directed to the integration of specialists’ theoretical and professional-production training, where its professional competence formation, development and evolution is happening. The realization of these conditions allows to significantly reduce the adaptive period of young specialist’s entry into the manufacture production process. The presented system has the practical value for the vocational educational institutions during training of qualified workers and employees as well as mid-level professionals. Keywords: Competency, competitiveness, production, professional institution, professional competency, system References Asadullin, R. M., Vasiliev, L. I., Ivanov & V. G. (2008). New guidelines for the development of vocational education: monograph. Ufa: Vagant, 132 p. Atutov, P. R. (1986). Polytechnic education of. schoolboys: Rapprochement general educational and professional schools. Moscow: Pedagogics, 176 p. Batyshev, S. Y. (1994). Preparation of skilled workers with secondary education. Moscow: Pedagogics, 140 p. Bilgin, H. & Aykac, N. (2016). Pre-Service Teachers’ Teaching-Learning Conceptions and Their Attitudes towards Teaching Profession. Educational Process: International Journal, 5(2), 139-151. Celik, I., Akin, A., & Saricam, H. (2014). A Scale Adaptation Study Related to the Examination of Adolescents' Levels of Educational Stress. Üniversitepark Bülten, 3(1-2). Chapaev, N. K. (1998). Theoretical and methodological foundations of pedagogical integration. Ekaterinburg: Vostok, 560 p. Coladryn, D. (2002). Lifelong Learning: Which Ways Forward, Utrecht: Kenniscentrum EVC and Lemma Publishers, 253p. Dyakov, Y. A. (1997). Methodological aspects of research of labor market in conditions of transition to market relations. University economic education and science in the development of the Republic of Bashkortostan, 19-20. Gabitova, E. M. (2015). Didactic bases of formation of transprofessional competences of specialists of a new quality adequate to the requirements of the employer: PhD Thesis. Ufa, 150 p. Gololobov, V. K. & Ivanov, V. G. (2005). Secondary vocational education in the Republic of Bashkortostan. Ufa: Vagant, 178 p. Grebyonkina, L. K. (2012). Formation of professional competence of students of technical University in modern conditions. Ryazan: Publ. Ryaz. edu. Univ. im. S. A. Yessenin, 180 p. Ivanov, V. G. (1999). The Use of integrative relationships. Secondary vocational education, 2, 8-9. Ivanov, V. G. (2005). The theory of integration of education. Ufa: Vagant, 128 p. Kartal, S. E. (2016). Determining School Administrators’ Perceptions on Institutional Culture: A Qualitative Study. Educational Process: International Journal, 5(2), 152-166. Levistkaya, I. A. (2010). Implementation of the competence approach in higher professional education. Actual problems of science and education: materials of international.conference, "Humanitarian Sciences", 2, 27-31. Makhmutov, M. I. & Haliullin, I.A. (1989). Production and the problem of integration in vocational education of pupils. Problems of integration of the learning process in vocational school, 83-93. Makhmutov, M. I. (1985). Modern lesson. Moscow: AST, 184 p. Maximovа, V. N. (1984). Intersubject communications and improvement of the learning process. Moscow: AST, 143 p. Menshikov, M. V. (2016, April, 25). Russian pedagogical consciousness, education and upbringing of a New time. Direct access: http://www.school-city.by/index.php?id= 12632&option=com_content&task =view Mukhamedyarov, M. A. (1997). The basic principles of the structural adjustment of the industrial production of the Republic. Economy and management, 1, 38-43. Mukminshin, K. K. (2004). The development of competitiveness of institutions of SPO. Ufa: Vagant, 172 p. Nozdreva, R. B, & Tsygichko, L. I. (1991). Marketing: how to win in the market. Moscow: AST, 228 p. Nuriev, N. K. (2005). To didactic space of the training of competent professionals in the field of software engineering. Kazan, KGU, 224 p. Okrepilov, V. V. (1997). Quality management and competitiveness. St. Petersburg: Peter, 260 p. Ozdemir, T. Y. (2015). Assigning Course Supervision to School Principals from Educational Supervisors: Effects on Teachers. Üniversitepark Bülten, 4(1-2). Porter, M. (1993). International competition. Moscow: AST, 896 p. Shishov, S. E.,& Kalney, V. A. (2000). SHKOLA: education quality monitoring. Moscow: Academia, 316 p. Sosonko, V. E. & Anisimov, P. F. (2001). Quality management of vocational education. Kazan: Kazan, 256p. Sundburg, L. A (2001). Holistic approach to competence development. Systems Res. and Behav. Sci.,18, 103–114. Umrukhin, E. A. (1997). New technologies and new approaches in the educational process. Secondary vocational education, 4, 21 -23. |
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Information Competence of a Library Specialist as a Condition for Their Professional DevelopmentAirat F. Kaviev & Marina S. Mamontova
pp. 2745-2759 | DOI: 10.12973/ijese.2016.718a | Article Number: ijese.2016.218
Abstract The relevance of the study is due to the intensive introduction of information technology to library activities. Active use of information technology has a significant impact on the professional development of a librarian. It requires a high level of information competence. The purpose of the paper is to present and describe an information competence model of a librarian. The leading method in the study is the method of modeling which has allowed us to consider this issue as an organized process for improving professional competencies and formation of special competencies of librarians they need for effective practical activities. The paper presents the author’s structure of information competence of a librarian. As a system, information competence includes objectives, functions, properties, has its own characteristics and structure which includes three components: cognitive component, activity and creativity component and value and motivation component. The study has identified the factors in information competence development of a librarian. They are divided into two groups: internal (individual and personal) and external (professional and social). The model aims at the development of professional and personal competencies to control changes in professional development. The paper is of practical value for specialists and managers of library and information institutions; for specialists of libraries and other cultural institutions for their self-education and practice; centers for advanced training and retraining of specialists of library and cultural institutions; for specialists of cultural institutions engaged in recruitment. Keywords: Information competence; library specialist; library; information technology References Chuchukalova, R. A. (2010). Information competence of a librarian in the system of information space of Siberian Federal University. Scientific and technical libraries, 4, 58-62. Churikova, I. N. (2004). The formation of computer skills of the modern library specialist. Newsletter of the Russian Library Association, 32(2), 24–25. Dresher, Y. N. (1996). Problems of professional training of library specialists: history, searches, solutions. Kazan. 200 p. Elepov, B. S. & Kryuchkova, E. M. (2009). Competence and competencies of a library specialist: how and why to assess them. Library, 2009, 3, 117-124. Ezova, S. A. (2002). Information and communication culture of users and librarians – the main components of optimization of information needs of users: Materials of the International Conference Paradigm of the XXI century: information society, information outlook, information culture (pp. 322-324). Krasnodar, Russia. Golovko, S. I. (2005). Specialist: education, competence, innovation. Moscow, 144 p. Grekova, L. V. & Sorokoletova, N. V. (2008). Diagnostics of professional competence of specialists in the system of additional professional library education. Proceedings of the twelfth international conference “Information technology, computer systems and publishing products for libraries”, 48-56. Kormishina, G. M. (2010). Image communication in modern libraries: organization and activity approach. Kazan, 328 p. Kutkina, O. L. (2006). The formation of media competence of future library and information specialists. Bulletin of Moscow State University of Culture and Arts, 3(2), 38-42. Mishina, S. A. (2003). Communication competence of a librarian. Proceedings of Library and Information Center, Kazan, 142-147. Nikolaeva, S. B. (2005). Information competence of a librarian, Secondary professional education, 11, 16-24. Ovchinikova, Y. V. (2005). The competence of a librarian and the new requirements for the profession. Youth library in Russia, 3(34), 43-52. Parshukova, G. B (2006). Information competence of a person. Diagnostics and formation. Novosibirsk, 253 p. Sukiasyan, E. R. (2004). The library profession. Staff. Continuing education. Moscow, 448 p. Uleva, L. A. (2008). Formation and support of information competence of librarians in the conditions of insufficient financing. Proceedings of the twelfth international conference “Information technology, computer systems and publishing products for libraries”, 90-92. Zbarovskaya, N. V. (2005). Let's talk about professional qualities. Library, 2, 35-44. |
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Local Studies as a Facility of the Learners’ patriotic Education in Different Educational Communities During the Course of the French LanguageRamilya Sh. Kasimova & Nadezhda G. Bazhenova
pp. 2761-2771 | DOI: 10.12973/ijese.2016.719a | Article Number: ijese.2016.219
Abstract The significance of the problem is determined by the requirement of the modern society in the education of spiritually-moral, social-active, patriotically-oriental person. The aim of the article is to find out the possibilities of the local studies in the patriotic education of learners in the course of the French language. The main approach of the topic’s research is a personal pragmatist strategy that allows considering the learner as an active doer of the patriotic values. This article includes the possibilities of applying local studies information in the course of the foreign language, the aids of the patriotic educational arrangements, the difficulties of the local studies using in the course of the French language, the reasoning of its phase-gate learning. The information of the article can be useful for teachers and lecturers of the French language for writing textbooks, study guides in French to prepare lectures, seminars, and special courses of study French Teaching Methodology and also in practice of the teaching French language in the general education institution and in the Institution of Higher Education. Keywords: Ramilya Sh. Kasimova & Nadezhda G. Bazhenova References Andreev V. I. (2003). Pedagogics: Educational Course for Creative Self-development. Kazan: Center for innovative technology, 608 p. Agcam, R., Coban, M., & Karadeniz, Z. (2015). Second Language Acquisition of Syntactic Movement in English by Turkish Adult Learners. Üniversitepark Bülten, 4(1-2). Badieva, N. F. (1991). Use of Materials of Local History in Teaching Monolog Speech of Students of the III year of Faculty of Language: PhD Thesis. Leningrad, 224p. Baryshnikov, N. V. (1992). Teaching French in the Secondary School: Questions and Answers: Book for teachers. Moscow: Education, 128 p. Dahl V. I. (2007). Explanatory Dictionary of Russian Moscow: Astrel, 983 p. Domchenko E. A. (2015). Patriotic Education in English Lessons and in Extracurricular Activities. Young scientist, 9, 1050-1053. Egoshina, N. G. (2007). Patriotic Education of Teenagers by Means of Local History, the Lessons of the English Language: PhD Thesis. Yoshkar-Ola, 221 p. Evdokimova, M. I. (2005). Patriotic Education on the Lessons of the French Language. Foreign languages at school, 1, 28-35. Galskova, N. D. (2004). Intercultural Learning: The Problem of Goals and Content of Teaching Foreign Languages. Foreign languages at school, 1, 3-8. Gizatullin, R. S. (2005). Moral and Patriotic Education of Denior Pupils on the Heroic Traditions of the Russian Officer Corps: PhD Thesis. Kazan, 25 р. Godunova N. A. (2006). The Use of Local Material to Enhance Motivation in Teaching Foreign Language. Foreign languages at school, 7, 41-50. Kadykova, V. A. (2009). Education of Patriotism and Culture of International Relations in Foreign Language Lessons. Foreign languages at school, 2009, 5, 16-23. Kalayci, S., & Humiston, K. R. (2015). Students’ Attitudes Towards Collaborative Tools In A Virtual Learning Environment. Educational Process: International Journal, 4(1-2), 71-86. Khabibullina, J. F. (2005). Practice speech: Russia is my Motherland: A Training Manual. Yoshkar-Ola: Mari state pedagogical Institute, 172 p. Kornienko, P. A. (2004). Materials of Regional Studies as a Means of Learning a Foreign Language in High School. Foreign languages at school, 6, 44-52. Krylov, G. S. (2000). The Journey of Mari El. Yoshkar-Ola, 84 p. Kukushkin, V. S. (2005). Theory and Methods of Teaching. Moscow: Higher education. Phoenix, 290 p. Kupriyanov, B. V. (2005). Patriotic Education in Modern School "of the Correspondence Round Table". Journal of international Affairs Deputy Director of school on educational work, 6, 120-131. Milyukova, I. (2009). Role and Place of Patriotism Values in the System of Value Orientations of Modern Youth. Moral and Spiritual education, 3, 22-28. Mirolyubov, A. A. (2001). Cultural Orientation in Foreign Language Learning. Foreign languages at school, 5, 11-14. Passov, I. E., & Kuzovleva, N. E (2010). Lesson of a Foreign Language. Moscow: Glossa-Press, 640 p. Pavlov, B. F. (2005). Development of Readiness of Students of Pedagogical Universities to Work in Patriotic Education of Secondary Schools Pupils: PhD Thesis. Kazan, 217 p. Perkas, S. V. (1990). Some Principles for the Use of Local History Material in the Lesson. Foreign languages at school, 5, 101 p. Pesman, H. (2015). Interaction of Student Motivation with Contextual Approach and 5e Learning Cycle in Physics. Üniversitepark Bülten, 4(1-2). Praded, Z. V. (2008). Regional Component in the German Language Lessons in Grades 10-11. Foreign languages at school, 2. 37-51. Rathert, S. (2012). Functions of Teacher and Student Code-Switching in an EFL Classroom and Pedagogical Focus: Observations and Implications. Educational Process: International Journal, 1(1-2), 7-18. Schefer, O. R. (2003). Instilling Patriotism among Students as a Pedagogical Problem. Science and school, 5, 32-39. Shabalina, O. L., & Rybakov A.V. (2014). Formation of Readiness of Graduates of Pedagogical Specialties of the University for Patriotic Education of Students by Means of Regional Studies. Modern problems of science and education, 1, 85-95. Shahbazova, M. A. (2005). Heroic Traditions of the People in the System of Patriotic Education of Senior Pupils: PhD Thesis. Makhachkala, 219 p. Shnekendorf, Z. K. (1979). The Education of the Young Internationalists. Moscow: Prosveshchenie, 223 p. Surova, L. V. (2000). Orthodox School Today. Vladimir: Publishing house of the Vladimir diocese, 495 p. The State Program “Patriotic education of Russian citizens for 2006 and 2010 years” (2005). Moscow: Publishing house the Special Address, 21 p. Toplenkina, I. P. (2007). Regional Component in Foreign Language Lessons. Foreign languages at school, 3., 57-71. Tubelsky, A. N. (2001). Why and How We Teach. School technologies, 5, 123-136. Vartanov, A. V. (2003). On the Teaching of Foreign Language to the Teaching of Foreign Languages and Cultures. Foreign languages at school, 2, 22 -29 Yushkova, E. V. (2005). Feat in the Name of Life. Communicative approach, 1(19), 44-46. |
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Work of the Psychologist on Correction of Senior Preschool Children Self-EsteemMarina V. Fedorenko & Svetlana S. Bykova
pp. 2773-2783 | DOI: 10.12973/ijese.2016.720a | Article Number: ijese.2016.220
Abstract The relevance of the topic is due to the need of self-correction of senior preschoolers. Adequate self-esteem of preschoolers will give us an opportunity to prepare them for school more effectively, as well as to create some positive character traits. The preschool age is the initial period of development of a child's self-esteem. This is the most sensitive period for development of self-criticism and criticism to other people. During this period, it is important to lay down the foundation for formation of a differentiated adequate self-esteem and to correct it. This article is aimed to solve the problem of correction of senior preschool children self-esteem by the psychologist. The leading method of the research is the psycho-pedagogical experiment, thanks to which some special conditions for self-esteem correction were created. This article describes the developed and implemented program of senior preschool children self-esteem correction by the psychologist, where a set of games and exercises, dramatizations of literary works, art therapy techniques, psychological techniques were used as means of correction. The material of this article can be useful for teachers and psychologists who work with preschoolers. Keywords: System-activity approach, self-esteem, self-awareness, correction, senior preschooler References Abulkhanova-Slavskaya, K. A. (1991). Life strategy. Moscow: Publisher: Thought, 300 p. Ananiev, B. G. (2009). To the statement of the problem of child’s self-cognition. St. Petersburg, Publisher: Lit Res, 464 p. Bozhovich, L. I. (2007). Personality and its formation in the children’s age. Moscow. Education, 387 p. Burns, R. (1986). The development of self-concept and upbringing. Moscow, Publisher: Progress, 300 p. Gencoglu, C., Topkaya, N., Sahin, E., & Kaya, L. (2016). Attachment Styles as Predictors of Stigma Tendency in Adults. Educational Process: International Journal, 5(1), 7-21. Ilbay, A. B., & Akin, A. (2014). The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels. Üniversitepark Bülten, 3(1-2). Kravtsov, E. E. (2004). Psychological bases of preschool upbringing. The 1 st of September. 24, 8-10. Kutlu, M., & Pamuk, M. (2016). Analysis of Social and Emotional Loneliness According to Glasser’s Basic Needs. Educational Process: International Journal, 5(2), 128-138. Lisina, M. I. & Sylvester, A. I. (2004). Psychology of preschool children’s self-knowledge. Kishinev, Publisher, 399 p. Lisina, M. I. (2009). Formation of the personality of the child in communication. St. Petersburg, Publisher: Piter, 410 p. Reana, A. A. (2005). Human Psychology from birth to death: infancy, childhood, adolescence, adulthood and old age: a full course of development psychology. St. Petersburg, Publisher: Prime Evroznak, 416 p. Saricam, H., & Canatan, A. (2015). The Adaptation, Validation, Reliability Process of the Turkish Version Orientations to Happiness Scale. Üniversitepark Bülten, 4(1-2). Uruntaeva, G. A. (2001). Preschool psychology. Moscow, Publisher: Academia, 235 p. Zakharov, A. V. (1993). Psychology of formation of self-esteem. Minsk, Publisher: New Knowledge 320 p. |
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Structural-Functional Model of Ethnocultural Training of Future Educators: Competency-Based ApproachRegina G. Sakhieva & Svetlana N. Fedorova
pp. 2785-2798 | DOI: 10.12973/ijese.2016.721a | Article Number: ijese.2016.221
Abstract The relevance of the subject of this article is determined by an incomplete coverage of a vast domain of ethnocultural knowledge in the existing programs of training of the future educators, which allows to comprehend the values, implication and meaning of the legacy of the past and its role in the development of an individual, society and humanity at large. The aim if this article is to develop a structural-functional model of ethnocultural training of the future educators. The leading method of this research is a modeling approach, which considers the ethnocultural training of the future educators as a purposeful and organized process of formation of their ethnocultural competency. The article addresses the nature of ethnocultural competency of an educator, and its component elements (ethnopedagogical, ethnopsychological, multicultural sub-competencies); it develops a structural-functional model of ethnocultural training of the future educators, and proves the efficiency of organizational pedagogical conditions of formation of ethnocultural competency of the future educators. The discovered structural-functional model of ethnocultural training of the future educators, comprised of such component elements as an objective, content, organizational process and result, allows to enhance the process of formation of ethnopedagogical, ethnopsychological and multicultural knowledge and skills of the future educators; to develop the skills of professional and personal self-realisation in a multicultural environment; to generate ethnosensitivity to the country-specific factor. This article’s material may be applied in the organization of educational process designed to form an ethnocultural individual in every segment of the educational system. Keywords: Structural-Functional Model of Ethnocultural Training of Future Educators: Competency-Based Approach References Akberova, A. G. (2013). Ethnocultural educational space as a factor of bringing-up patriotism in the students. Kazan Pedagogical Magazine, 1(96), 124-127 p. Celik, I., Akin, A., & Saricam, H. (2014). A Scale Adaptation Study Related to the Examination of Adolescents' Levels of Educational Stress. Üniversitepark Bülten, 3(1-2). Fedorova, S. N. (2012). Ethnocultural competency of educators: substance, components, evolution. Saarbrucken: LAP LAMBERT Academic Publishing GmbH CO.KG, 409 p. Fedorova, S. N., Alekseeva, E. V., Konstantinova, V. V., Lezhnina, M. V. & Medvedeva, Z. V. (2015). Theoretic and Methodological Bases for the Organization of Ethnic Tours for Children. Review Of European Studies, 7(8), 262 p. Kartal, S. E. (2016). Determining School Administrators’ Perceptions on Institutional Culture: A Qualitative Study. Educational Process: International Journal, 5(2), 152-166. Kartal, S. E., Kocabas, I. (2014). An Alternative Educational System Based on the Opinions of Educational Stakeholders: Home Schools. Üniversitepark Bülten, 3(1-2). Komenskiy, Y. A. (1982). Collected edition. Мoscow: Pedagogics, 656 p. Kukushkin, V. S. (2013). Ethnopedagogics. Мoscow: Publishing house «Non-State Educational Institution of Higher Professional Education ‘Moscow Psychological and Sociological University, MODEK’», 432 p. Kuzmina, N. V. (1989). Professionalism of the activity of a teacher and a foreman of vocational training in a vocational school. Мoscow: High school, 166 p. Likhachev, D. S. (1984). Remarks about the Russian language. Russia, 62 p. Nekrasova, A. N. (1992). Culture of interethnic communication in the youth environment: condition and formation: PhD Thesis. Moscow, 362 p. Platonov, Y. P. (2014). Ethnopsychology. Мoscow. Academia, 240 p. Sakiz, H. (2016). Ability, Examination and Inclusive Education: Stretching the Hard Lines of the Educational System. Educational Process: International Journal, 5(1), 65-75. Scherbakov, A. I. (1976). About the methodology and methods of study of the psychology of the teacher’s labor and personality. Vladimir, 168 p. Selevko, G. K. (1998). Modern educational technologies. Blagoveshchensk, Amur State University, 256 p. Slastenin, V. A. (1990). Teacher and Time. Soviet pedagogics, 9, 3-9 p. Tsallagova, Z. B. (2003). Pedagogical potential of folk aphoristic. Formation of ethnopedagogics as a branch of pedagogical science: resources from the International Scientific and Educational Conference, 79-80 p. Ushinskiy, K. D. (1953). Selected pedagogical works. Мoscow: Uchpedgiz, 638 p. Vorontsova, E. M. & Fedorova, S. N. (2012). Formation of informational and communicative competency of future educators in the process of their professional training. Vektor nauki. Tolyatti State University. Series: Pedagogics and psychology, 4 (11), 54-57 p. |
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The Technology of Developing Pupils' Decorative-Applied Creativity at School: on the Example of EmbroideryLiliya G. Nasyrova & Anastasia O. Luchinina
pp. 2799-2812 | DOI: 10.12973/ijese.2016.722a | Article Number: ijese.2016.222
Abstract The relevance of the study is determined by a decrease in moral criteria among the youth, the loss of the sense of belonging to the homeland history, the collapse of the "connection of times". To refocus students’ spiritual values is possible by increasing their interest in national traditions and art. The goal of the article is to reveal possibilities of the school subject of "Technology" in developing pupils’ decorative-applied creativity. The leading approach of the study of this problem is an activity approach allowing to consider peculiarities of the teacher and students’ decorative-applied activities on the example of embroidery. The article explores the importance of arts and crafts as a means of students’ personality development. It is proved that the subject area of "Technology" provide wide opportunities for developing decorative-applied creativity conditioned by the specificity of the subject content. The content of the worked out technology for developing pupils’ decorative-applied creativity in the basic school on the example of embroidery is revealed. The article explains the impact of the technology of developing pupils’ decorative-applied creativity within the subject area of "Technology" on the development of pupils’ creative abilities, preservation of national traditions. In this regard, the article will be useful to educators dealing with issues of spiritual and moral upbringing of the younger generation. Keywords: Decorative-applied creativity, subject “Technology”, interschool training facilities. References Alexandrova, Y. N. (2003). Development of younger schoolchildren’s creative abilities in the process of mastering the basics of Russian embroidery: in the system of additional education: PhD Thesis. Moscow, Moscow State Pedagogical University, 190 p. Babina, N. F. (2001). Methodological support for technology lessons to develop students’ creative abilities on the material of service labour: PhD Thesis. Voronezh, Voronezh State Pedagogical University, 219 p. Bogoyavlenskaya, D. B. (2002). Psychology of creative abilities. Moscow: Academy, 320p. Demir, Y., & Kutlu, M. (2016). The Relationship between Loneliness and Depression: Mediation Role of Internet Addiction. Educational Process: International Journal, 5(2), 97-105. Levitskaya, I. B. & Turchak, S. K. (2007). The development of students’ creativity. Pedagogy, 4, 112-114. Maslova, G. S. (1978). The ornament of Russian folk embroidery as a historical-ethnographic source. Moscow: Nauka. 207 p. Nekrasova, M. A. (2003). Russian folk art in modern culture. Moscow: Collection, 254 p. Pesman, H. (2015). Interaction of Student Motivation with Contextual Approach and 5e Learning Cycle in Physics. Üniversitepark Bülten, 4(1-2). Shpikalova, T. Y. (2001). To Children about the traditions of folk craftsmanship. Moscow: VLADOS, 208 p. Vasilenko, V. M. (1977). Russian applied art: the origins and formation. I - XIII century BC. Moscow: Art, 464 p. Yemelyanova, O. V. (2009). Development of art school students’ creative abilities by means of arts and crafts: PhD Thesis. Orel, Orel State University, 235 p. |
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Application of Information and Communication Technologies by the Future Primary School Teachers in the Context of Inclusive Education in the Republic of KazakhstanAliya K. Oralbekova, Sholpan Zh. Arzymbetova, Saule B. Begalieva, Meirgul N. Ospanbekova, Gulvira A. Mussabekova, Ainash S. Dauletova
pp. 2813-2827 | DOI: 10.12973/ijese.2016.723a | Article Number: ijese.2016.225
Abstract Many children with disabilities in the Republic of Kazakhstan face up to physiological difficulties in moving, communicating, learning, along with problems related to learning various computer programs. Computer technologies are of particular importance for children with disabilities. By using information and computer technologies, these children are able to not only communicate and move around, but also to go into a full education. Unfortunately, at the moment there is much tension in Kazakhstan around the issue of using information and communication technologies (ICT) in the context of inclusive education. Presently, many primary school teachers are not adequately trained to use information technologies. The objective of this article is to study the problem of ICT use and to promote high-quality education in an inclusive environment. In order to solve this problem, the authors have developed a special training course for students of higher educational institutions, providing detailed theoretical and methodological foundations of inclusive education, methods of ICT use at different lesson stages for primary school children in the inclusion context. "What matters most – it is not the fact that the student uses new technologies, it is rather how it contributes to the development of his knowledge" C. Ehrmann. Keywords: Primary education, information and communication technologies, inclusive education, teacher training, curriculum References Application of ICTs in higher education of the CIS and in the Baltic states: current status, problems and prospects. Аnalytical review. SPb: SUP, 2009:160.
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Visual Images of Subjective Perception of Time in a Literary TextElla V. Nesterik, Gaukhar I. Issina, Taliya F. Pecherskikh, Oxana V. Belikova
pp. 2829-2839 | DOI: 10.12973/ijese.2016.724a | Article Number: ijese.2016.226
Abstract The article is devoted to the subjective perception of time, or psychological time, as a text category and a literary image. It focuses on the visual images that are characteristic of different types of literary time – accelerated, decelerated and frozen (vanished). The research is based on the assumption that the category of subjective perception of time expresses different concepts and is formed through different text categories, including the category of visual evaluation. The main objective of the research is to determine the role played by the linguistic means expressing the category of visual evaluation in modelling subjective perception of time in a literary text. To attain the posed objective we have accomplished a number of tasks by means of the following linguistic methods: the method of contextual, component and stylistic analysis and the method of classification. The authors conclude that the linguistic means of expression of visual evaluation, i.e. words denoting colour and light, play an important role in modelling psychological time in a literary text, since they allow a reader to "see" the flow of time in a character’s mind. Keywords: Subjective perception of time, psychological time, literary text, text category, linguistic means, visual evaluation, literary image, visual images, decelerated time, accelerated time, frozen time, vanished time References Aldington, R. (1967). An occurrence at Owl Creek bridge. In R. Aldington, Short stories. Moscow: Progress Publishers. Arutyunova, N. D. (1988). Types of linguistic meanings. In Evaluation. Event. Fact, (pp. 342). Moscow: Nauka. Arutyunova, N. D. (1997). Time: models and metaphors.. Moscow: Indrik. Bach, Richard. (2014). Jonathan Livingston Seagull. New York: Scribner. Bakhtin, M. M. (1975). Forms of time and chronotope in the novel. Essays on historical poetics. In M. Bakhtin. Questions of literature and aesthetics. Moscow: Khudozhesvennaya literatura. Bierce, Ambrose. (1998). An occurrence at Owl Creek bridge. London: Travelman. Block, R. A., & Gruber R. P. (2014). Time perception, attention, and memory. Acta Psychologica, 149, 129-133. Bourne, C., & Bourne E. C. (2016). Time in fiction. New York: Oxford University Press. Bradbury, R. (1975). Dandelion wine. New York: Knopf. Broadway, J. M., Zedelius C., Schooler J., & Grondin S. (2015). Editorial: The long and short of mental time travel-self-projection over time-scales large and small. Frontiers in Psychology, 6, 668. Buhusi, C. V. (2014). Associative and temporal learning: new directions. Behavioural Processes, 101, 1-3. Clune, M. (2013). Writing against time. Retrived from http://nonsite.org/the-tank/writing-against-time Coull, J. T., Van Wassenhove, V., & Coslett, H. B. (2013). How does the brain process time? Neuropsychologia, 51, 187-384. Dmitriev, A. S., Zaboleeva-Zotova A. V., Orlova, Yu. A., & Rozaliev V. L. (2013). Processing of spatial and temporal information in the text. World Applied Sciences Journal, 24, 133-137. Droit-Volet, Sylvie, Ramos Danilo et. al. (2013). Music, emotion, and time perception: the influence of subjective emotional valence and arousal? Frontiers in Psychology, 4, 417. Elkin, D. G. (1968). On the question of the unity of space and time perception. Proceedings of the III All-Soviet Union congress of the society of the USSR psychologists, 1, 169-169. Gak, V. G. (1997). The space of time. Moscow: Indrik. Galperin, I. R. (2014). Text as an object of linguistic research. Moscow: Librokom. Grishakova, M. (2012). The models of space, time and vision in V. Nabokov’s fiction: narrative strategies and cultural frames. Tartu: University Press. Grondin, S. (2010). Timing and time perception. A review of recent behavioral and neuroscience findings and theoretical directions. Attention, Perception & Psychophysics, 72(3), 561-582. Hancock, P. A., & Block, R. A. (2012). The psychology of time. The American Journal of Psychology, 125(3), 267-274. Hancock, P. A., (1993). Body temperature influence on time perception. Journal of General Psychology, 120, 197-216. Hayot, E. (2012). On literary worlds. New York: Oxford University Press. Joyce, J. (2012). Araby. London: Penguin Books. Kazakova, J. (2013). Demythologizing strategies in modern European literature at the turn of XX and XXI centuries. World Applied Sciences Journal, 28(2), 233-235. Khanom, A. (2013). Silence as literary device in Ambrose Bierce's 'The occurrence at owl creek bridge. Teaching American Literature: A Journal of Theory and Practice, 6(1), 45-52. Kovalenko, A. G. (2000). Time and time private existential in Russian literature. Philology, 6, 3-11. Lakin, C. S. (2015). How fiction writers can manipulate time. Retrived from http://www.vineleavesliteraryjournal.com/sowing-the-seeds/category/manipulating-time Lawrence, B., Meyerson J., & Hale, S. (1998). Differential decline of verbal and visuospatial processing speed across the adult life span. Aging, Neuropsychology & Cognition, 5, 129-146. Lee, Harper. (1960). To kill a mockingbird. Philadelphia: Lippincott. Lewis, J. G. (2013, December 18). Why does time fly when we get older? Retrived from http://blogs.scientificamerican.com/mind-guest-blog/why-does-time-fly-as-we-get-older/ Lotman, Yu. M. (1970). The structure of a literary text. Moscow: Iskusstvo. Matthews, W. J., & Meck W. H. (2014). Time perception: the bad news and the good. Cognitive Science, 5(4), 429-446. Meilakh, B. S. (1974). Problems of rhythm, space and time in the comprehensive study of creative work. Leningrad: Nauka. Motilyeva, T. L. (1974). Space and time in the modern foreign novel. Leningrad: Nauka. Nesterik, E. V., & Makhmetova A. T. (2014). The role of linguistic means expressing the category of evaluation in modeling subjective perception of time in a literary text. KarSU Reporter, 1(73), 23-28. Nesterik, E. V., Shelestova, T. Yu., Ehm, T. V., & Temirbulatova A. K. (2014). Sound images of subjective perception of time in a literary text. World Applied Sciences Journal, 31(5), 968-974. Nozdrina, L. A. (2009). Interpretation of a literary text. In L.A. Nozdrina, Poetics of grammatical categories (p.256). Moscow: DROFA. Pappina, A. F. (2010). It’s units and global categories. Moscow: Editorial URSS. Rammsayer, T. H., Bahner E., & Netter, P. (1995). Effects of cold on human information processing: Application of a reaction time paradigm. Integrative Psychological and Behavioral Science, 30, 34-45. Rubinstein, S. L. (2013). Fundamentals of general psychology. St.Petersburg: Peter. Sucala, M., Stefan, S., Szentagotai-Tatar, A., & David, D. (2010). An Experimental Investigation of the Relationship between Expectancies and the Perception of Time Progression. An Interdisciplinary Journal, 14, 231-241. Time in literature. (2014). Retrived from http://www.exactlywhatistime.com/time-in-literature. Tucci, V., Buhusi, C. V., Gallistel, R., & Meck, W. H. (2014). Timing in neurobiological processes. Retrived from http://rstb.royalsocietypublishing.org/content/369/1637/20120470 Turaeva, B. (2014). A Theory of literary time. Auburn: Lulu Press. Turayeva, Z. Ya. (2009). Category of time. Grammatical tense and literary time. Moscow: Librokom. Turayeva, Z. Ya. (2012). Text linguistics. Moscow: Librokom. Vukanovic, M. B., & Grmusa, L. G. (2009). Space and time in language and literature. Cambridge: Scholars Publishing. Wang, E. (2014). Edgar Allan Poe and Modernism. English Language and Literature Studies, 4(3), 82-89. Wittmann, M. (2013). The inner sense of time: how the brain creates a representation of duration. Nature Reviews Neuroscience, 14, 217-223. Yakovleva, E. S. (1997). An hour in the system of Russian time names. Moscow: Indrik. Young, L. N., & Cordes, S. (2013). Fewer things, lasting longer: the effects of emotion on quantity judgments. Psychological science, 24(6), 1057-1059. |
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The Cognitive Content of the World of Symbols in a LanguageSayan A. Zhirenov, Darikha A. Satemirova, Aizat D. Ibraeva, Alua V. Tanzharikova
pp. 2841-2849 | DOI: 10.12973/ijese.2016.725a | Article Number: ijese.2016.227
Abstract The purpose of this study is to analyze the meaning of symbols, the symbolic world in linguistics. Using the methods of observation, analysis, synthesis and interpretation, the author determines the category of symbols in linguistic-cognitive research. The study delineates connection between linguistic image of the universe and symbolic categories of empirical cognition and also describes the language symbols as an indicator of the ethno-cultural association potential of a single language in different countries. The study shows that symbolization in a language affects the role of the national-cultural-cognitive association in the formation of a unified concept and image of the world language. Thus, the practical value of the research is that the process of symbolization sheds light on the most characteristic features of a language symbol, namely the newness, communicativeness and cognitive activity. Keywords: Symbol, symbolic world in linguistics, cognitive content of symbolization, associative-verbal means of language, linguistic-cognitive model References Abrams, D. M., & Strogatz, S. H. (2003). Linguistics: Modeling the dynamics of language death. Nature, 424, 900-900.
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Overcoming the Discontinuity of Patriotic Education and Moral Development by Means of Regional CultureAnna U. Tikhonova
pp. 2851-2861 | DOI: 10.12973/ijese.2016.726a | Article Number: ijese.2016.228
Abstract The paper analyzes studies on continuing education, explains the concept of "continuity of patriotic education and moral development by means of regional culture", determines the uniqueness of regional culture as the core of patriotic education and moral development, and characterizes the model of continuity of patriotic education and moral development. The practical value of the paper is that its results could be used to develop the cultural potential of Russian regions. The results can also be used by the Federal districts administration, subjects of the Russian Federation, interregional cooperation associations, transnational companies, and governmental agencies that deal with the development of regional culture in Russia, in particular, the Ministry of Economic Development of the Russian Federation, the Ministry of Regional Development of the Russian Federation, and the Ministry of Education and Science of the Russian Federation. The importance of regionalization as the key factor in the improvement of patriotic education and moral development was substantiated based on the analysis of ways of overcoming discontinuity of patriotic education and moral development. This enables evaluating the significance of the potential of regional schools and higher educational institutions and their effect on the formation of an individual’s worldview. Keywords: Continuing education, educational discontinuity, patriotic education, moral education, regional culture, cultural traditions, cultural and educational institutions References Berdyaev, N. A. (1990). The philosophy of inequality. Moscow: IMA-Press. Burton, L. J. (2012). Building on Living Traditions. Current Issues in Comparative Education, 15(1), 157-175. Chelysheva, T. V. (2001). Continuing art education as a holistic educational system: theoretical aspects. Moscow: APKiPRO. Cruz, L., & Gillian, L. D. (2013). Navigating the Boundaries of the Scholarship of Engagement at a Regional Comprehensive University. Journal of Higher Education Outreach and Engagement, 17(1), 3-26. Damindarova, F. V. (2011). Spiritual and moral traditions in the society. Chelyabinsk: Phoenix. Duke, C. (2012). Adult Education and Lifelong Learning within UNESCO. Adult Learning, 22(4), 18-23. Faas, D. (2014). Intercultural Education in Europe: Policies, Practices and Trends. British Educational Research Journal, 40(2), 300-318. Formosa, M. (2012). Lifelong Education for Older Adults in Malta. International Review of Education, 58(2), 271-292. Fröbel, F. (2005). We will live for our children. Yekaterinburg: U-Faktoria. Gavrilova, M. A. (2012). The methodological framework educational succession in continuing education. Moscow: Prometheus. Gessen, S. I. (1995). Basic pedagogy: introduction to applied philosophy. Moscow: Enlightenment. Holmes, B. (1981). Comparative education: some considerations of method. London: Allen and Unwin. Igtisamova, G. R. (2012). Occupational education in Russia: historical and pedagogical analysis. Nizhny Novgorod: Nyzhehorodskyi unyversytet. Ilakavicius, M. R. (2011). Spiritual and moral development of senior schoolchildren during the comprehension of cultural ideals. Saint Petersburg: NP-Print Edition. Jogi, L. (2012). Understanding Lifelong Learning and Adult Education Policy in Estonia. Journal of Adult and Continuing Education, 18(2), 44-60. Kasworm, C. (2011). The Influence of the Knowledge Society. Journal of Continuing Higher Education, 59(2), 104-107. Kuznetsova, T. V. (2010). Software-oriented approach to the formation of occupational skills under continuing sociocultural education. Moscow: Prometheus. Lee, A. (2014). Patriotic Songs in Primary School Textbooks in Taiwan from 1949-1987. Australian Journal of Music Education, 2, 119-128. Lyubimova, O. V. (2012). Conceptual framework of the design of educational standards in the system of continuing occupational education. Izhevsk: Izhevsk State Technical University. Manger, T. E. (2008). Diversification of continuous education in the sociocultural sphere. Tambov: Train Station in Tambov. Mayo, P. (2012). Adult Education in Malta: Challenges and Prospects. Journal of Adult and Continuing Education, 18(1), 43-60. Mikhaltsova, L. F. (2011). Forming the value-semantic orientation of prospective teachers on creative self-development under continuing education. Kazan: Current local time in Kazan. Milheim, K. L. (2013). The Role of Adult Education Philosophy in Facilitating the Online Classroom. Adult Learning, 22(2), 24-31. Oreshkina, A. K. (2009). The methodological framework of succession of the educational process in continuing education. Moscow: Enlightenment. Permilovskaya, A. B. (2010). The cultural heritage of the Russian North as a resource for regional development. Observatory of Culture, 5, 29-35. Pishchulina, T. V. (2012). The development of high school students as subjects of continuing occupational education. Chelyabinsk: Chelyabinsk News Agency. Rauch, F., Dulle, M., Namsone, D., & Gorghiu, G. (2014). Profiles Networks. Science Education International, 25(2), 226-231. Rezakov, R. G. (2002). Socio-pedagogical conditions of the formation of the intellectual elite in continuing education. Moscow: Progress. Shafranova, O. Ye. (2011). Continuing education of high school teachers – the basis for the optimization of its professional development. Birobidzhan: Soviety-era Jewish homeland struggles. Smirnova, N. B. (2012). Folk arts and crafts as a system-forming component of continuing artistic and pedagogical education. Cheboksary: Cheboksary news. Stein, D. S. (2014). Establishing Conceptual Boundaries. New Horizons in Adult Education & Human Resource Development, 26(1), 22-32. Tikhonova, A. Yu. (2013). The uniqueness of the Middle Volga regional culture in the cultural dimension. Saarbrücken: Palmarium Academic Publishing. Tikhonova, A. Yu. (2014). The cultural regional history as a factual basis for the creation of a learning and methodological complex for educational institutions. The World of Education – Education in the World, 1, 60-66. Tonga, D., & Aksoy, B.. (2014). Evaluation of the Patriotic Attitudes of the Prospective Teachers According to Various Variables. International Journal of Academic Research, 6(1), 172-178. Tonkonogov, A. V. (2011). Spiritual security of the Russian society in the modern geopolitical rivalry. Moscow: World Heritage List. Tuckett, A. (2013). Towards a Lifelong Learning Target for 2015. International Review of Education, 59(3), 38-397. Verbitsky, A. A. (1999). The new educational paradigm and context. Moscow: Enlightenment. |
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Modern Approaches to the Pedagogical Designing of Modular Educational Programs of Higher Professional Education in the Republic of KazakhstanGayan N. Gubaydullina, Anar B. Myrzagaliyeva, Karakat M. Nagymzhanova, Madina D. Aurenova
pp. 2863-2876 | DOI: 10.12973/ijese.2016.727a | Article Number: ijese.2016.229
Abstract Kazakhstan, having joined the Bologna Declaration in 2010, committed itself to modernize the higher education in general and make a fundamental change in the approach to the development of regulations, in particular, the educational programs. The article describes the basic concepts of the problem, provides an overview of the regulatory frame-work and grounds modern approaches and the design algorithm of educational training programs. The purpose of this paper is to provide information about the current reform of higher education in Kazakhstan, about the problems and deficits occurring in this area, and about ways to correct unwelcome developments. The paper provides a review of appropriate programmatic documents, on the one hand, and of the results of relevant empirical studies on the other. On this basis deficits and risks of the Kazakhstan higher education policy are identified and feasible solutions discussed. Keywords: The Bologna system, modular educational program, competence-based approach, student-centered approach, the modular structure of the program, credit numeration of learners’ training load, results of education References Adam, S. (2008). Learning outcomes current developments in Europe. Bologna Seminar Learning outcomes based higher education: the Scottish experience, 21-22 February, 2008. Edinburg: Heriot-Watt University. Scotland. Adelman, C. (2009). The Bologna Process for US Eyes: Re-learning Higher Education in the Age of Convergence. Institute for Higher Education Policy. BFUG. (2004). Recommendations to the authorities of the European Bologna follow-up group. Strasburg: Capitale européenne. Bologna Process. (2005). From Bologna to Bergen. Bologna Conference. Policy Statement on the Bologna Process in the Bergen Round, Brussels. Bologna Process. (2007). Bologna Process Stocktaking Report. London: DfES. ECTS Users’ Guide. (2005). European Credit Transfer and Accumulation System and the Diploma Supplement. Brussels: Education and Culture DG of the European Commission. European Universities Association EUA. (2007). Trends V – Universities Shaping the European higher Educations Area. Brussels: EUA Publications. European University Association. (2005). EUA’s Position on the Development of a European Qualifications Framework for Lifelong Learning. Retrieved from http://www.eua.be/ Libraries/policypositions/EUA_position_paper_on_modernisation_of_DIR_2005_36_EC_January_2012.pdf Goldschmid, B., & Goldschmid, M. L. (1973). Modular instruction in higher education. Higher Education, 2(1), 15-32. Guth, J. (2006). The bologna process: The impact of higher education reform on the structure and organisation of doctoral programmes in Germany. Higher education in Europe, 31(3), 327-338. Joint Quality Initiative. (2004). Dublin descriptors. JQI.-The Joint Quality Initiative Working document. Dublin. Moon, J. (2002). The module and programme development handbook. Routledge: First edition. Ravinet, P. (2008). From Voluntary Participation to Monitored Coordination. European Journal of Education, 43(3), 353-367. Rules of the organization of the educational process for credit technology of training. (2011). Approved as the order of the Ministry of Education and Science of the Republic of Kazakhstan, 152p. Salamanca Convention. (2001). Formar las competencies professionals. Boletin Educaweb, 71. European University Association. State obligatory standard of formation of the Republic of Kazakhstan. (2012). The higher education. Bachelor degree, 1080. The basic provisions approved by the resolution of the government of the Republic of Kazakhstan on August 23. The Bologna Declaration of 19 June 1999. (2005). Joint declaration of the European Ministers of Education. Retrieved from http://www.bologna-bergen Tuning Educational Structures in Europe. (2006). Phase 4: Curricular Reform Taking Shape. Learning Outcomes and Competencies in Higher Education. Brussels: EUA Publications. Williams, Peter. (2002). Transparency for European Higher Education. Madrid: Council of Universities. |
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Modern Methodology and Techniques Aimed at Developing the Environmentally Responsible PersonalityYelena V. Ponomarenko, Bibisara A. Zholdasbekova, Aidarhan T. Balabekov, Rabiga I. Kenzhebekova, Aidarbek A. Yessaliyev, Liudmila A. Larchenkova
pp. 2877-2885 | DOI: 10.12973/ijese.2016.728a | Article Number: ijese.2016.230
Abstract The article discusses the positive impact of an environmentally responsible individual as the social unit able to live in harmony with the natural world, himself/herself and other people. The purpose of the article is to provide theoretical substantiation of modern teaching methods. The authors considered the experience of philosophy, psychology, pedagogy and sociology, based on the understanding of environmentally responsible personality development as a process. Research methods included dialectical, system-synergetic, ecological and humanistic, axiological, environmental, activity and personality-developmental approaches. The article contains five methodical points aimed at developing a comprehensive training program. The study provides definition of an environmentally responsible personality as a personality characterized by conscious implementation of his/her life activity in harmony with nature, with himself/herself and other people, which provides the possibility to develop modern educational aids, which can be used in the teaching and learning process. Keywords: Environmental education, personality development, ecological education, comprehensive system, moral and ethical qualities References Akimova, T. A., & Haskin, V. V. (1988). Ecology. Moscow: Nauka. Aristotle. Writings. (1997). In 4 Volumes (Vol. 2). Ed. by V. F. Asmus. Moscow: Thought. Ban, N. C., Boyd, E., Cox, M., Meek, L. C., Schoon, M., & Villamayor-Tomas, S. (2015) Linking classroom learning and research to advance ideas about social-ecological resilience. Ecology and Society, 20(3), 89-93. Baysalov, S. B., & Ilyashenko, L. V. (1976). The Law and Nature Conservation: 100 Q & A. Alma-Ata: Kazakhstan. Baysalov, S. B., & Ilyashenko, L. V. (1987). 200 questions and answers on nature protection. Alma-Ata: Kaynar. Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5-15. Chernyavskaya, O. M. (2006). Formation of ecological responsibility in school children through ecologically oriented educational environment: PhD thesis. Chelyabinsk. Esa, N., Hashimah, Y., Nooraida, Y., Mahamad, H. I., & Mardiana, I. A. (2014) Enhancing Students' Ecological Thinking to Improve Understanding of Environmental Risk. Sustainable Living with Environmental Risks, 265-272. Galeeva, N. L. (2001). This is not a matter of the subject "Ecology". Ecology and Life, 4, 41-44. Haiju, J. (2012). Ecological Moral Education: Foreign Development Trends and the Future Trend of China. Social Sciences in Nanjing, 3, 20-24. Harrison, N., & McCaig, C. (2015). An ecological fallacy in higher education policy: the use, overuse and misuse of ‘low participation neighbourhoods'. Journal of Further and Higher Education, 39(6), 793-817. Jackson, M. G. (2015). From practice to policy in environmental education. Southern African Journal of Environmental Education, 20, 97-110. Kalmykov, A. (1999). Introduction to environmental psychology. Moscow: MNEPU. Kanke, V. A. (2003). Ethics of Responsibility. Moscow: Logos. Kaplan, S. (2000). New ways to promote proenvironmental behavior: Human nature and environmentally responsible behavior. Journal of social issues, 56(3), 491-508. Karopa, G. N. (1995). Towards a methodology aiming at environmental education of schoolchildren. Questions of psychology, 1, 69-73. Khazykova, T. S. (2009). Environmental responsibility of the personality: the nature and structure. Bulletin of Pyatigorsk State Linguistic University, 2, 46-52. Kobori, H., Dickinson, L. J., Washitany, I., Sakurai, R., Amano, T., Komatsu, N., Kitamura, W., Takagawa, S., Kouama, K., Ogawara, T., & Miller-Rushing, A. J. (2016). Citizen science: a new approach to advance ecology, education, and conservation. Ecological Research, 31(1), 1-19. Kostenkov, A. (1990). Environmental education of schoolchildren. Barnaul: Altai publishing house. Marfenin, N. N. (2000). Humanism and ecology. Ecology and Life, 5, 6-10. Ministry of Education and Science of the Republic of Kazakhstan. No. 0106RK005355. Parfilova, G. G. (2003). Ecological education of younger schoolboys in the family: PhD Thesis. Kazan, KSU, 173 p. Ponomarenko, E. V. (2008). Philosophical and psychological analysis of personality development laws. Yekaterinburg: UralSPU. Ponomarenko, E. V. (2010). Theoretical and methodological bases of environmentally responsible personality development in secondary school graduates: PhD thesis. Almaty. Popova, I. (2016). Concept and structure of ecological education of personality in the system of educational activities. Bulletin of G. S. Skovoroda Kharkiv National Pedagogical University. Philosophy, 1(46), 151-165. Reardon, B. A., & Nordland, E. (1994). Learning Peace: the promise of ecological and cooperative education. Albany: SUNY Press. Reimers, N. F. (1994). Ecology: theories, laws, rules, principles and hypotheses. Moscow: Young Russia. Schweitzer, A. (1992). Reverence for life: translation rom German. Moscow: Progress. Senkevich, V. M. (1991). Ecological Education: Integration of Scientific Knowledge and Figurative Representations. Soviet Education, 33(1), 47-54. Sidelkovsky, A. P. (1988). Criteria, methods and techniques of learning and development of environmental attitudes in pupils. Stavropol: Publishing House of the Pyatigorsk State Pedagogical Institute. Smith, G. A., & Williams, D. R. (1999). Ecological education in action: On weaving education, culture, and the environment. Albany: SUNY Press. Suravegina, I. T. (1983). Responsible attitude towards nature as a feature of the comprehensively developed personality. Environmental Education at schools in CMEA states, 40-47. Watt, K. (1971). Ecology and Natural Resource Management . A Quantitative Approach. Wiley. |
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Information Competence as a Means of Developing Leadership Qualities in Student-TeachersGaliya B. Sarzhanova, Anar A. Alimbekova, Tolkyn S. Slambekova, Nazymgul P. Albytova, Shynar B. Salykzhanova
pp. 2887-2899 | DOI: 10.12973/ijese.2016.729a | Article Number: ijese.2016.231
Abstract Nowadays, the world requires skilled specialists in all spheres of life. In turn, the effectiveness of their education depends on both their will and the teacher's professionalism. This study investigates the advantages of the implementation of information technologies and the possible associated difficulties. It was found that in order to achieve the desired effect and to improve significantly the training level of young specialists, including student-teachers, it is necessary to change radically the concept of education and to create new exceptional and innovative methods that would meet the requirements and rate of development of modern technologies in the twenty-first century. It is worth mentioning the other factors that affect the effectiveness of new educational methods, for instance, the personal interest of teachers, diligence, and enthusiasm of students for the new approach. Considering the rate at which innovations are being implemented in all spheres of life and the fact that both the younger and older generation have to use modern technologies, one should expect that in the near future, the demand for highly skilled specialists will rise sharply in various fields, which requires developing and implementing new educational methods. It is worth noting that old methods are becoming ineffective and incapable of yielding practical results in areas where new methods that use advanced technologies provide for complete understanding of the material, process or practical value for the students. Keywords: Modern technologies, new methods, improvement of education, pedagogy, effectiveness of education References Bobonova, Ye. N. (2009). Teacher's readiness for using information technologies in pedagogical activity as the foundation of ICT competency. Proceedings of the 8th Conference of Representatives of Regional Scientific and Educational Networks "Relarn – 2009". Collection. Retrieved from URL: http://www.relarn. ru/conf/conf2009/list_tez.pdf Borich, G. D. (1988). Effective teaching methods. India: Pearson Education. Buckingham Shum, S. (2012). Learning Analytics: UNESCO Institute for Information Technologies in Education. Policy Brief. Retrieved from http://iite. unesco. org/files/policy_briefs/pdf/en/learning_analytics.pdf Grigoryev, S. G., & Grinshkun, V. V. (2005). The informatization of education. Fundamentals. Textbook for Pedagogical High Schools and the System of Advanced Teacher Training. Tomsk: TML-Press. Kadisha, K. S., & Alimbekova, A. A. (2014). Competency Building Approach in Development of Leadership Skills of a To-Be Pedagogue. World Applied Sciences Journal, 30, 149-152 Kempster, S., & Stewart, J. (2010). Becoming a leader: A co-produced autoethnographic exploration of situated learning of leadership practice. Management Learning. Kovalev, A. A. (2014). The development of leadership qualities during the professional establishment of the teacher. Pedagogical Professionalism: Essence, Content, Prospects of Development. Moscow: International Academy of Pedagogical Education Sciences. Yaroslavl: Remder. Laurillard, D. (2013). Rethinking university teaching: A conversational framework for the effective use of learning technologies. London: Routledge. Mardakhayev, L. V. (2014). Leadership as a personality trait of a teacher. Pedagogical Professionalism: Essence, Content, Prospects of Development. Moscow: International Academy of Pedagogical Education Sciences. Obraztsov, A. N., Pavlovsky, I., Volkov, A. P., Obraztsova, E. D., Chuvivin, A, L., & Kuznetsov, V. L. (2000). Journal of Vacuum Science and Technology, 18(1059), 23-29. On the Approval of the State Program for the Development of Education in the Republic of Kazakhstan for 2016-2019. (2016). Decree of the President of the Republic of Kazakhstan dated on March 1, 137-142. Panin, M. S. (2007). Innovation in education: strategic approach in the reality of the twenty-first century. Pedagogical Education and Science, 7, 64-67. Paris OER Declaration. (2012, June). World Open Educational Resources Congress. Paris: UNESCO. Pendergast, D., Garvis, S., & Keogh, J. (2011). Pre-service student-teacher self-efficacy beliefs. Australian Journal of Teacher Education, 36(12), 4-9. Redlikh, S. M., & Kozyreva, O. A. (2011). Modern methods of effective pedagogy and the problem of developing the culture of independent teacher work. Vocational Education in Russia and Abroad, 3, 54-67. Sclater, N. (2010). Learning in the Cloud. International Journal of Virtual and Personal Learning Environments, 1(1), 10-19. Semyonov, A. L. (2000). The role of information technologies in secondary education. Moscow: Moscow Institute of Academic Workers' Advanced Training Publishing House. Sife, A., Lwoga, E., & Sanga, C. (2007). New technologies for teaching and learning: Challenges for higher learning institutions in developing countries. International Journal of Education and Development using ICT, 3(2), 34-39. Trishina, S. V. (2005). Information competence as a pedagogical category. Eydos Internet-Journal. Retrieved from URL: http://www.eidos.ru/journal/2005/0910-11.htm Vangelisti, A. L., Daly, J. A., & Friedrich, G. W. (2013). Teaching communication. London: Routledge. Vinogradova, T. S. (2012). Information competence: problems of interpretation. Man and Education, 2(31), 92-97. Vitt, A. M. (2005). The development of information competence in technical high school students Doctoral Dissertation. Ekaterinburg: Russian State Vocational Pedagogical University. Zakharova, I. G. (2003). Information technologies in education: Study Guide for Students of Higher Pedagogical Educational Institutions. Moscow: Academia Publishing Center. Zorina, A. V. (2008). Pedagogical conditions that help to develop leadership qualities in high school students. Psychology and Pedagogy: Methods and Problems of Practical Use, 4(1), 200-204. |
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Specific Features of Social Competence Development in the Future Music Teachers Working at UniversitiesMenslu I. Dzheksembekova, Kamarsulu E. Ibrayeva, Aimkul K. Akhmetova, Moldir A. Urazalieva, Elmira S. Sultangaliyeva, Klavdiya I. Issametova
pp. 3001-3011 | DOI: 10.12973/ijese.2016.731a | Article Number: ijese.2016.232
Abstract This paper aims at analyzing specific features of social competence of future music teachers and the development of specialized techniques in order to improve the quality of motivational and cognitive components of student social competence. The sample involved 660 undergraduate students. The authors used a number of research methods, such as pedagogical experiment, discussion, testing and monitoring, which provided the possibility to monitor the degree of social responsibility and the development of social competence in the future music teachers. The study specified three levels of social competence development, along with analyzing the conditions of implementing social competence of students engaged in creative specialties in a holistic teaching and learning process in higher educational institutions. The results of the experiment showed that in order to prevent social immaturity of future music teachers, along with improving their social skills such as constructive behaviour in a conflict situation, the ability to defend personal viewpoint, independent thinking and decision-making, one needs to involve students in active interaction with the social environment outside the psycho-emotional comfort area. The analysis of the control stage data indicate that the developed method has improved the ability to analyze and to use the mechanisms of social interaction in a social group at the micro, meso and macro levels, and provided practical skills of decision-making under modern creative environment. Keywords: Social competence, socialization skills, music education, future teacher of music, creative fulfilment References Allsup, R. E., & Shieh, E. (2012). Social Justice and Music Education. The Call for a Public Pedagogy. Music Educators Journal, 98(4), 47-51. Arifin, H. M. (2015). The Influence of Competence, Motivation, and Organisational Culture to High School Teacher Job Satisfaction and Performance. International Education Studies, 8(1), 38. Aróstegui, J. L., & Ibarretxe, G. (2016). Intercultural education and music teacher education. Lomdon: Routledge. Ballantyne, J., & Packer, J. (2004). Effectiveness of preservice music teacher education programs: Perceptions of early-career music teachers. Music Education Research, 6(3), 299-312. Barry, N. H., & McArthur, V. (1994). Teaching practice strategies in the music studio: A survey of applied music teachers. Psychology of Music, 22(1), 44-55. Bouij, C. (2004). Two theoretical perspectives on the socialization of music teachers. Action, Criticism, and Theory for Music Education, 3(3), 1-14. Burnard, P. (2016). Professional Knowledge in Music Teacher Education. London: Routledge. Burnard, P., & Murphy, R. (2013). Teaching music creatively. London: Routledge. Colwell, R., & Froehlich, H. (2015). Sociology for music teachers. London: Routledge. De Bono, E. (1976). Teaching thinking. London: Temple Smith. Eerola, P. S., & Eerola, T. (2014). Extended music education enhances the quality of school life. Music education research, 16(1), 88-104. Finney, J., Laurence, F., & Brindley, S. (2013). Master Class in Music Education. London: Bloomsbury. Gerich, M., & Schmitz, B. (2016). Using Simulated Parent-Teacher Talks to Assess and Improve Prospective Teachers’ Counseling Competence. Journal of Education and Learning, 5(2), 285. Gross, C. G. (1999). Brain, vision, memory: Tales in the history of neuroscience. London: MIT Press. Hallam, S., Cross, I., & Thaut, M. (2016). The Oxford handbook of music psychology. Oxford: Oxford University Press. Hancock, C. B. (2016). Is the Grass Greener? Current and Former Music Teachers’ Perceptions a Year After Moving to a Different School or Leaving the Classroom. Journal of Research in Music Education, 63(4), 421-438. Hargreaves, D. J., & North, A. C. (1999). The functions of music in everyday life: Redefining the social in music psychology. Psychology of music, 27(1), 71-83. Hibbard, S. L., & Conway, C. (2015). 11 Preparing Music Teachers to Address Issues of Social Justice in Music Education. Giving Voice to Democracy in Music Education: Diversity and Social Justice in the Classroom, 2, 197. Holgersen, S. E., & Burnard, P. (2016). Different Types of Knowledges Forming Professionalism: A Vision of Post-Millennial Music Teacher Education.Professional Knowledge in Music Teacher Education, 1, 189. Jennings, P. A. (2014). Promoting Teachers' Social and Emotional Competence: A Replication Study of the Cultivating Awareness and Resilience in Education Program. Society for Research on Educational Effectiveness, 3(5), 56-59. Juchniewicz, J. (2010). The influence of social intelligence on effective music teaching. Journal of Research in Music Education, 58(3), 276-293. Juchniewicz, J. (2014). An examination of social intelligence development in preservice music teachers. Journal of Music Teacher Education, 23(2), 21-32. Karlsen, S., & Väkevä, L. (2012). Future prospects for music education. Cambridge: Cambridge Scholars Publishing. Kelly, S. N. (2015). Teaching music in American society. Moscow: Routledge. Leon-Guerrero, A. (2008). Self-regulation strategies used by student musicians during music practice. Music Education Research, 10(1), 91-106. Otacıoğlu, S. G. (2016). Comparison of the Education Program of Institutions Raising Music Teachers in Turkey and Those of Art Universities That Raise Music Teachers in an EU Member Country, International Journal of Social Sciences and Education Research, 2(3), 1107-1117. Rentfrow, P. J. (2012). The role of music in everyday life. Social and personality psychology compass, 6(5), 402-416. Salvador, K. (2010). Who isn’t a special learner? Journal of Music Teacher Education, 20(1), 27-38. Sergienko, E. A., & Vetrova, I. I. (2009). Emotional intellect: the Russian language adaptation of the Meier-Selovey-Karuzo test. Psychological studies: online research journal, 6(8), 43-48. Sergienko, E. A., Vetrova, I. I., Volochkov, A. A., & Popov, A. Y. (2010). Adaptation of the Meier-Selovey-Karuzo test. Psychological journal, 31(1), 64-69. Shadrin, N. S. (2009). Personality Psychology: a textbook for students of psychology majors. Pavlodar: Kereku. Southcott, J., & Joseph, D. (2010). Engaging, exploring, and experiencing multicultural music in Australian music teacher education: The changing landscape of multicultural music education. Journal of Music Teacher Education, 20(1), 8-26. Swanwick, K. (2012). Music education. London: Routledge. Thorgersen, C. F., Johansen, G., & Juntunen, M. L. (2015). Music teacher educators’ visions of music teacher preparation in Finland, Norway and Sweden. International Journal of Music Education, 0255761415584300. Walter, D. J., & Walter, J. S. (2015). Skill Development How Brain Research Can Inform Music Teaching. Music Educators Journal, 101(4), 49-55. |
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Pedagogical System of Students’ Vocational Ability DevelopmentLora M. Narikbayeva, Alexander I. Savenkov
pp. 3013-3024 | DOI: 10.12973/ijese.2016.732a | Article Number: ijese.2016.233
Abstract The purpose of this study was to examine science teachers’ level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was structured in modules designed using inquiry-based interactive computer simulations (IBICS). The participants created modules on different science subjects during the TPDP. Their progression was evaluated by micro-teaching sessions. Mixed methods research was used. The data were gathered by a survey and semi-structured interviews. Findings indicate that most of the science teachers initially lacked the necessary skills and knowledge for using computers in teaching. However, after the TPDP majority of them developed positive views on using computers in teaching and learning. Also, for teachers the TPDP provided ways and methods of successful integration of ICTs in teaching. Keywords: Maximum training individualization, development of potential, pedagogic concept, vocational ability, students’ vocational ability References Abdykarimov, B., Egorov, V. & Iavorskaia G. (2006). Development of models and algorithms for automated evaluation of knowledge using artificial intelligence technologies. Karaganda: Karaganda State Technical University. Abylkasymova, A. (2000). Didactic bases of teaching in higher school. Almaty: Altynsarin National Academy of Education. Altynay, B. (2015). Formation of the Professional Competence of the Future Specialists. Procedia-Social and Behavioral Sciences, 185, 141-145. Aminov, N. (1997). Pedagogical abilities diagnostics. Moskow: Experimantal Psychology Institute. Antonova, Е. (2010). The concept of talented students’ education at higher pedagogical educational institutions. Science vector of Tolyatti National University, 3, 54-65. Gardner, H. (1998). Are there additional intelligences? The case for naturalist, spiritual, and existential intelligences. New York: Prentice-Hall. Gaysina, G. (2015). Technology of Future Teacher Development as the Subject of Professional Culture. Asian Social Science, 11(1), 159. Kaya, F. (2015). Teachers' Conceptions of Giftedness and Special Needs of Gifted Students. Egitim ve Bilim, 40, 177-186. Khairullin, G. (2005). Communication and self-understanding. Almaty: Zhazushy. Kuzmina, N. (1985). Abilities, talent, teacher’s talent. Leningrad: Znanie. Li, H., He, Z., & Li, S. (2015). Teaching innovation and practice of the basic computer course based on the principle of individualized teaching and classified cultivation. Computer Science & Education, 1, 867-869. Li, J. (2016). The Chinese Model of Teacher Education. Chinese Education Models in a Global Age, 249-264. Mayer, J., Caruso, D., & Salovey, P. (1999). Emotional Intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298. Musin, K. (2000). The system of continuous pedagogical education in Kazakhstan, Russia, England and the United States. Almaty: Gylym. Popescu-Mitroi, M., Todorescu, L., & Greculescu, A. (2015). The Impact of Psycho-pedagogical Training on Communicative Competence. Procedia-Social and Behavioral Sciences, 191, 2443-2447. Rezakov, R. (2002). Socio-pedagogical conditions of the intellectual elite formation in the system of continuous education: thesis. Moscow: AST. Sadykov, T. (2005). Intellectual image of the future. Almaty: Edelveis. Simonenko, V. (2006). General and vocational pedagogy: manual for graduate students. Moskow: Ventana-Graf. Sternberg, R. (2002). Practical intelligence. Saint Petersburg: Piter. The concept of identification, support and development talented children in the Republic of Kazakhstan (1999). Resource book Republican Research and Practice Centre “Daryn”, 3, 3-24. Trost, G. (1999). The ability to predict success in school, university, at work. Foreign psychology, 11, 19-29. Uzakbaeva, S., & Kozhakhmetova, K. (1997). The use of materials of the Kazakh ethnopedagogics when studying pedagogical disciplines. Almaty: Oner. Vikulina, М. (2001). Designing and implementing a person-centered process of preparing lecturers in higher school: thesis synopsis. Orenburg: Nauka. Viunova, N. (1999). Theoretical bases of integration and differentiation of psychological and pedagogic education of university students. Moscow: AST. |
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The Technology of Forming of Innovative Content for Engineering EducationLilija A. Kayumova, Lubov I. Savva, Aleksandr L. Soldatchenko, Rustem M. Sirazetdinov, Linar G. Akhmetov
pp. 3029-3039 | DOI: 10.12973/ijese.2016.901a | Article Number: ijese.2016.223
Abstract The relevance of the study is conditioned by the modernization of engineering education aimed at specialists’ training to solve engineering and economic problems effectively. The goal of the paper is to develop the technology of the innovative content’s formation for engineering education. The leading method to the study of this problem is a method of quantization that allows compressing of the information to be studied and to create training modules and taxa. The study involved 430 teachers, 410 students who expressed their requirements for the content of engineering education, participated in the development and evaluation of training modules and taxa. Main results of the research consist in identifying of the stages for selection and structuring of the content for engineering education, requirements for the content (compliance with the invariant structure of professional activities; the system integrity of knowledge, abilities, skills, competences; taking into account of innovative educational, scientific and industrial developments) and defining of the rules for structuring (the compliance with professional functions; the identification of invariant and variant components; development of training modules; taxonomic representation of interdisciplinary relations; system integrity of structure-forming components). The significance of the findings is that the identified stages of selection and structuring of the content for engineering education provide extensive use of technology (controllability) of its formation; content requirements - selection of knowledge, abilities, skills, competences at the level of specific academic disciplines and their systematization; the proposed rules for structuring - integration of educational and vocational activities of students and research and teaching activities of teachers. The developed technology contributes to the relevance and accessibility of the content for engineering education, reliability of future engineers’ vocational training, which is manifested in their readiness for multi-functional engineering and technical activities. Keywords: Engineering education, training module, selection and structuring of educational content References Akhmetov, L. G., Khramova, N. A., Sychenkova, A. V., Chudnovskiy, A. D., Pugacheva, N. B., Pavlushin, A. A., Varlamova, M. V., Khilsher, V. A. (2016). Selective Support for the Development of Regional Vocational Education Services: the Russian Experience. International Review of Management and Marketing, 6(2S), 127-134. Chernilevskiy, D. V. (2002). Didactic technology in higher education. Moscow: UNITY, 437 p. Kamasheva, Y. L., Goloshumova, G. S., Goloshumov, A. Y., Kashina, S. G., Pugacheva, N. B., Bolshakova, Z. M., Tulkibaeva, N. N. & Timirov, F. F. (2016). Features of vocational education management in the region. International Review of Management and Marketing, 6(1), 155-159. Kashina, S. G., Chudnovskiy, A. D., Aleksandrova, N. S., Shamov, I. V. & Borovaya, M. A. (2016). Management of Students’ Vocational Training in Conditions of Social Partnership between the University and Industry. IEJME-Mathematics Education, 11(3), 447-456. Kayumova, L. R. & Zakirova, V. G. (2016). Educational Environment Risks: Problems of Identification and Classification. International Journal of Environmental & Science Education, 11(6), 1013-1019. Kirsanov, A. A. (2001). The conceptual and terminological specificity of engineering pedagogic. Pedagogy, 3, 21 – 27. Koyunlu, U. Z., Dokme, I. & Unlu, V. (2016). Adaptation of the science, technology, engineering, and mathematics career interest survey into Turkish. Eurasian Journal of Educational Research, 63, 21-36. Lednyov, V. S. (1989). The content of education. Moscow: Highe rschool, 360 p. Lunev, A. N., Safin, R. S., Korchagin, E. A., Sharafutdinov, D. K., Suchkova, T. V., Kurzaeva, L. V., Nikishina, S. R. & Kuznetsova, N. A. (2016). The Mechanism of Industrial Educational Clusters Creation as Managerial Entities of Vocational Education. International Review of Management and Marketing, 6(2S), 166-171. Masalimova, A. R. Sadovaya, V. V. & Flores, R. (2016). Guidelines for Mentoring Optimization. International Journal of Environmental and Science Education, 11 (7), 1597-1602. Meletsinek, A. (2007). Engineering pedagogy. Moscow: MATI, 300 p. Morgunov, I. B., Mastryukov, B. S., Nersesov, T. V. & Egorova, I. Y. (2001). The automated system for projecting of curriculum on specialty and teaching plan on the specialty. St. Petersburg-Moscow: Research center of quality problems of specialists training, 58 p. Oleshkov, M. Y. & Uvarov, V. M. (2006). Modern educational process. Moscow: Sputnik Company, 191 p. Petrova, T. N., Kirillova, O. V., Sokolova, S. G., Pugacheva, N. B., Galimullina, A. F., Maksimova, O. G., Antonova, T .V. & Kozhanov, V. V. (2016). Education as the Management of Research Universities Students' Socialization. International Review of Management and Marketing, 6(2S), 28-33. Pugacheva, N. B., Kirillova, T. V., Ovchinnikova, I. G., Kudyashev, N. K., Lunev, A. N., Pavlova, O. A., Kashina, S. G. & Valeyev, A. S. (2016). The Mechanism of State-Public Management of Vocational Education in the Region. International Review of Management and Marketing, 6(2S), 6-11. Seleznyova, N. A. (2002). The quality of higher education as an object of systematic study. Moscow: Research Center of quality problems of specialists training, 95 p. Shaidullina, A. R., Ishmuradova, A. M., Maksimova, E. V., Yevgrafova, O. G., Derdizova, F. V., Baklanov, P. A. & Bagateeva, A. O. (2015a). The Implementation of the Cluster Approach in the Regional System of Vocational Education. Review of European Studies, 7(4), 66-72. Shaidullina, A. R., Sinitzyn, O. V., Nabiyeva, A. R., Yakovlev, S. A., Maksimov, I. N., Gatina, A. R. & Akhmetov, L. G. (2015b). Functions and Main Directions of Development of the Integrated Educational-Industrial Complex “College—University—Enterprise”. Review of European Studies, 7(4), 228-233. Subetto, A. I. (2002). The quality of continuous education in the Russian Federation: state: trends, problems and prospects. St. Petersburg-Moscow: Research center of quality problems of specialists training, 498 p. Tagay, O. (2015). Contact disturbances, self-esteem and life satisfaction of university students: A structural equation modeling study. Eurasian Journal of Educational Research, 59, 113-132. Zaripova, I. M., Shaidullina, A. R., Upshinskaya, A. Y., Sayfutdinova, G. B., Drovnikov, A. S. (2014). Modeling of Petroleum Engineers Design-Technological Competence Forming in Physical-Mathematical Disciplines Studying Process. American Journal of Applied Sciences, 11(7), 1049-1053. Zhurakovskiy, V. M. (1997). Higher technical education in Russia: history, current state, problems of development. Moscow: ZAO "RIK of Rusanov", 200 p. |
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Consolidating Orientation of Pedagogic Functions of University Teachers in International Students TrainingBika B. Dzhamalova, Andrey I. Timonin, Vladimir I. Kolesov, Vladimir V. Pavlov, Anastasiia A. Evstegneeva
pp. 3041-3051 | DOI: 10.12973/ijese.2016.902a | Article Number: ijese.2016.224
Abstract This article is focused on the development of the structure and content of consolidating orientation of pedagogical functions of university teachers in international students’ training. The leading method of research is the modeling method that allows producing of the established structure’s and content’s justification of consolidating orientation of teachers’ pedagogical functions. The article deals with the structure and content of the concept "consolidating orientation of university teachers’ pedagogical functions "; defines the content of educational process’s updating in international students’ training through the implementation of the consolidating orientation of teachers’ pedagogical functions; substantiates the educational - methodical complex of educational process’s updating of international students on the basis of the results of the study. The productivity of educational-methodical complex is proved using the criteria of formation of: cross-cultural interaction competence; ability to overcome barriers of cross-cultural communication; skills of objective evaluation of their own positions in the cross-cultural interaction with teachers, fellow students, in society; ability to plan cross-cultural interaction with others in the course of their professional activities; planning abilities of "settling" in the region, and others. Keywords: Consolidation, cross-cultural interaction, pedagogical function, international students, university teacher References Annamuradova, A. A. (2013). Adaptation problems and their solutions in Dementieva, S. V. (2008). Universities of Russia as migrant adaptation mechanism. Proceedings of Tomsk Polytechnic University 6 (313), 158-164. Dorozhkin, J. N. & Mazitova L. T. (2007). Social adaptation problems of international students. Sociological studies, 3, 73-77. Drozhzhina, Y. A. (2013). Study of adaptation of international students. Empirical studies, 3(1), 33 - 47. Galton, F. (1996). Heredity of talent, its laws and consequences. Moscow: Idea, 269 p. Gladush, A. G., Trofimova, T. N. & Filippov, V.M. (2008). Social - cultural adaptation of foreigners to the conditions of studying and living in Russia. Moscow: People's Friendship University, 146 p. Grigoryeva, E. V., Leyfa, I. I., Yatsevich, L. P., Demyanenko, M. A., Makovey, N. V., Pavlushkina, T. V. & Masalimova, A. R. (2015). Designing technology of English language teaching content based on international component. Review of European Studies, 7(1), 123-129. Ivanova, M. I. (2001). Socio-psychological adaptation of international students to higher education in Russia: PhD Thesis. Saint Petersburg: SPbSTU. 353 p. Young K. (1995). Psychological Types. Moscow: Progress-Univers, 716 p. Kalimullin, A. M. & Masalimova, A. R. (2016). Editorial: Actual Issues of National Education. International Electronic Journal of Mathematics Education 11(1), 1-2. Masalimova, A. R., Porchesku, G. V. & Liakhnovitch, T. L. (2016). Linguistic Foundation of Foreign Language Listening Comprehension. International Electronic Journal of Mathematics Education, 11(1), 123-131. Piaget, J. (1994). Selected psychological works. Moscow: International Pedagogical Academy, 680 p. Vadutova, F. A., Kabanova, L. I.& Shkatova, G. I. (2010). Evaluation and prediction of the adaptation of international students to training conditions in Russian universities. Bulletin of Tomsk State Pedagogical University, 12, 123-126. Wimmer, M. (2008). The question of "cross-cultural dialogue" in the European educational systems. Cross-cultural and cross-faith dialogue problems in higher education in Europe. Moscow: Thought, 224 p. |
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Formation of Education Clusters as a Way to Improve EducationGul'zamira D. Aitbayeva Mariyash K. Zhubanova, Tulebike A. Kulgildinova, Gulsum M. Tusupbekova, Gulnar I. Uaisova
pp. 3053-3064 | DOI: 10.12973/ijese.2016.735a | Article Number: ijese.2016.234
Abstract The purpose of this research is to analyze basic prerequisites formation and development factors of educational clusters of the world's leading nations for studying the possibility of cluster policy introduction and creating educational clusters in the Republic of Kazakhstan. The authors of this study concluded that educational cluster could be regarded as a relatively new phenomenon, therefore it was little studied. Nonetheless, it has already been widely used, and, due to its diversity, is characterized by high potential. The application of cluster approach towards the organization of innovative activity leads to the enhancement of economic entities in the country (or certain region), focuses on innovation and the brand new level of technology, as well as production management in every area of economic activity. Educational clusters are aimed at integrating branch-wise correlated institutions of vocational education into the industry players. The creation and functioning of educational clusters directly influences the improving competitiveness of educational institutions, as well as promotes integration between the educational administration, financial, research and educational institutions and businesses. Practical significance: further analysis of premises and successful growth of educational clusters, which are most competitive in the global educational area, the analysis of the deliberate cluster policy implementation in order to increase the efficiency of educational clusters around the world, and the formation of key success factor list, based on it. This list will become fundamental for the creation of educational clusters in the Republic of Kazakhstan, and improvement the competitiveness of the educational system. Keywords: Cluster, regional cluster, higher education, Republic of Kazakhstan, New Jersey, Ontario, Dubai References Al Karam, A. (2004). Knowledge Village: Establishing a global destination for education in Dubai. Retrieved from http://www.britishcouncil.org/ goingglobal-session-2-1225-thursday-tne-abdulla-alkaram- paper.pdf. Amsale, F., Bekele, M., & Tafesse, M. (2016). The Ethical Behaviors Of Educational Leaders In Ethiopian Public Universities: The Case Of The Western Cluster Universities. European Scientific Journal, 12(13), 23-31. Anistsyna, N. (2010). Innovative Research and Education cluster as a way of organizing innovation activities in high school. Creative Economy, 4(40), 91-97. Asadullin, R. (2009). Integration as a new form of pairing of education, science and practice in the region. Accreditation in education, 32, 16-18. Bobrov, S. A., Zhukova, N., & Yarovova, V. (2007). Actual issues of clusters as a tool for improving the competitiveness of the region. Fundamental Research, 12, 508-509. Canadian Cluster Data. Retrieved on May 2016, from http://www.competeprosper.ca Cortright, J. (2006). Making sense of clusters: regional competitiveness and economic development. Retrieved from http://www.brookings.edu/metro/pubs/20060313 _Clusters.pdf Dubai Academic City (2016). Official website about DIAC. Retrieved on April 2016, from http://www. diacedu.ae/page.php/about-diac. Dubai Knowledge Village (2016) About DKP. Retrieved from http://www.kv.ae European Cluster Observatory Database. (2016). About ECOD. Retrieved on May 2016 from www.clusterobservatory.eu Fedorov, L., & Alekseeva, Z. (2011). Integration as ensuring the integrity of the system of vocational education and dynamic In GEO Syberia-2011 VII International science congress, digest. June 4-7. Novosibirsk: SSGA Galimova, L. (2009). Education Cluster as a mechanism of innovative development of industrial activity. Bulletin of Kazan technological university, 5, 125-127. Gentry, M. (1996). Cluster grouping: An investigation of student achievement, identification and classroom practices. Unpublished doctoral dissertation, University of Connecticut, Storrs. Houghton, R. (2009). Education cluster capacity mapping: Global study. Retrieved on February 2009, from http://educationcluster.net/?get=000377%7C2013/12/Education-Cluster-Capacity-Mapping-Global-Study-Feb-2009.pdf Hrabowski, F. (2014). Institutional Change in Higher Education: Innovation and Collaboration. Peabody Journal of Education, 89(3), 291-304. Ignatov, A. V., & Trushnikov, D. (2010). Regional clustering of educational systems as the actual problem of the sociology of education. Paper presented at the International Conference about Actual problems of sociology of youth, culture and education. February 3. Yekaterinburg: Ural State Technical University. Javorsky, O. (2008). Educational cluster as a form of social partnership of technical school and the gas sphere enterprises. Kazan: KSU. Kamli, A. (2004). Dubai Knowledge Economy 2003-2008. Retrieved from http://ae.zawya.com-/researchreports/madar/DKE-I.pdf Karamursov, B. (2009). Continuing professional education at university complex. Higher education in Russia, 5, 27-41. Khamidullina, G., Timiryasova, A., & Gafiullina L. (2009). Areas of reform of higher vocational education. Kazan: Poznanie. Kleiner, D., Katchalov, R., & Nagrudnaya, N. (2008). Synthesis of a cluster strategy based on system-integration theory. The science. Innovation. Education, 7, 9-39. Korchagina, N. A. (2009a). Cluster policy – the technology of efficiency increase of companies' management: monography. Astrakhan: Publishing house "Astrakhan University". Korchagina, N. A. (2009b). Educational clusters as the basis of educational institutions competitiveness improvement. Astrakhan: "Astrakhan University" publishing house. Korchagina, N., & Sokolova, K. (2010, April 12-13). Cluster policy implementation efficiency evaluation as a way of modernizing the education system: Dubai experience. The priorities and interests of modern society: materials of International Research-to-Practice Conference. Astrakhan: "Astrakhan University" publishing house. Koretskiy, G., & Lapygin, D. (2006). Prerequisites of integration into the educational cluster. Vladimir State University: electronic journal, 4. Retrieved from http://journal.vlsu.ru/index.php?id=58 Krivykh, S., & Makarenya, A. (2003). Educational anthropoecology. Pedagogy of life. St. Petersburg: GNU IOV RAO. Kudriavtseva, O. (2009). The dominance of clusters in the economy. Actual problems of humanitarian and natural sciences, 11, 149-151. Lapygin, D., & Korensky, G. (2007). The outlines of a regional education cluster. The region's economy, 18, 25-29. Li, W., Wang, Y. (2016). Research on the Performance Evaluation Model of Higher Education Teachers Based on the Improved Grey Clustering Analysis Method. International Journal of Emerging Technologies in Learning, 10(8), 123-134. Manuylova, E. A. (2007). The innovative development of the region: the formation of regional educational clusters. Innovation, 7(105), 75-79. Maracha, V. (2009). Formation of clusters as a mechanism of self-organization and territorial partnership for the implementation of innovative strategies for improving competitiveness. In Conference proceedings of the Tenth Anniversary of the International Forum "High Technologies of XXI Century". April 21-24. Moscow: NPKF "Mavra" CJSC. Matveykin, V., Dvoretsky, S., & Minko, L. (2007). Innovation potential: current state and prospects of development. Moscow: Mashinostroenie-1. Min, W., Ling, K., & Piew, T. (2015). The Effects of Technological Innovation, Organizational Innovation and Absorptive Capacity on Product Innovation: A Structural Equation Modeling Approach. Asian Social Science, 12(1). Mirolyubova, T. (2004). The cluster borders identification as a starting point of realization of government economy regulation system on the regional level. Economy, 2, 141-146. Morrison, C. (2016). Purpose, Practice and Theory: Teacher Educators' Beliefs about Professional Experience. Australian Journal of Teacher Education, 41(3), 105-125. Mukhametzyanova, G., & Pugacheva, N. (2007). The cluster approach to the management of vocational education. Kazan: PPI PO RAO. Park, Y., Yu, J., & Jo, I. (2016). Clustering blended learning courses by online behavior data: A case study in a Korean higher education institute. The Internet and Higher Education, 29, 1-11. Perrotta, C., & Williamson, B. (2016): The social life of Learning Analytics: cluster analysis and the ‘performance' of algorithmic education. Learning, Media and Technology, 7, 33-43. Porter, M. (2008). Clusters and Competition: New Agendas for Companies, Government, and Institutions. Boston: Harvard Business School Press. Pyatinkin, S., & Bykova, T. (2008). Cluster development: the essence, current approaches, foreign experience. Minsk: Tesey. Reid, S., Stibbe, D., & Lowery, C. (2010). Final report (Final Draft). Review of the global education cluster co-arrangement, 4, 55-67. Shamova, T. (2006). The cluster approach to the development of educational systems. Proceedings of the X International Educational Forum Interaction of educational institutions and the institutions of society to ensure the efficiency, accessibility and quality of education in the region. October 24-26. Belgorod: Publishing house of BSU. Shlenova, M. (2009). Managing use of the creative potential of the youth in scientific and innovative sphere. Unpublished Dissertation. Moscow: MSU. Smirnov, A. (2010). Educational clusters and innovational training in high school. Kazan: RIP "Shkola". Tereshin, E., & Volodin, V. (2010). The modern definition of the concept of "cluster" and approaches to the formalization of this phenomenon. Economics, 2(63), 164-167. Timiryasova, A. Vorontsov, L., Hikmatov, R., & Baygildeev, A. (2009). Formation of development strategy klasternyh systems of the region. Kazan: Cognition. Timiryasova, A., Safiullin, L., Kramin, T., Grigoriev, R. (2015). Forming a Model of Cost Management in the Regional Scientific-Educational Cluster. Mediterranean Journal of Social Sciences, 6(1), 96-100. U.S. Cluster Mapping Project. (2016) In "U.S. Cluster Mapping-Industry Table Chart. 2014". Retrieved on May 2016, from URL: http://www.isc.hbs.edu Volov, V. (2000). Fractal-cluster theory of educational management structures. Kazan: Publishing House of Kazan State Univ. Yuriev, V., Chvanova, M., & Peredkov, V. (2007). University as the centre of innovative educational cluster. Bulletin ТSU, 5(49), 7-12. Zalyalova, A. (2010). The regional model of teaching staff training in the conditions of an educational cluster. Unpublished Dissertation.. Kazan: KSU. Zhuravlyova, M., & Bashkirtseva, N. (2008). 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Availability of School Resources and TIMSS Grade 8 Students’ Science Achievement: A Comparative Study between Malaysia and SingaporeYoon Fah Lay, A.L. Chandrasegaran
pp. 3065-3080 | DOI: 10.12973/ijese.2016.907a | Article Number: ijese.2016.235
Abstract Studies have shown that resources are crucial for improving schooling, perhaps even more so in developing countries than in economically developed countries, where adequate school structures and material resources may be taken for granted. Recent research reviews suggest that computer use continues to grow in mathematics and science instruction, and that it can positively affect students’ mathematics and science achievement. Hence, the most successful schools tend to have students that are relatively economically affluent and speak the language of the instruction. Successful schools also are likely to have better working conditions and facilities as well as more instructional materials. The ultimate goal of this study is to investigate the contribution of school resources towards the achievement in science among Malaysian and Singaporean eighth-graders. Data were obtained from 5,733 Malaysian students and 5,927 Singaporean students who participated in the TIMSS 2011. Keywords: School resources, science achievement, TIMSS References Betts, J. R., Reuben, K. S., & Danenberg, A. (2000). Equal resources, equal outcomes? The distribution of school resources and student achievement in California. Public Policy Institute of California, 500 Washington Street, Suite 800, San Francisco, CA 94111.
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National Gender Policy in Public Education in The Russian Empire in The Latter HALF OF THE 19th – Early 20th CenturiesRazilia Rauilovna Saifullova, Inga Vladimirovna Maslova, Irina Evgenevna Krapotkina, Airat Farkhatovich Kaviev, Liliya Gabdelvalievna Nasyrova
pp. 3081-3088 | DOI: 10.12973/ijese.2016.805a | Article Number: ijese.2016.236
Abstract This article presents the national gender policy in public education in the Russian Empire in the latter half of the 19th – early 20th centuries. In the course of work the authors have used special historical research methods enabling to hammer out the facts and to approach historical sources from a critical standpoint. The comparative method allowed the authors to compare statistical data of different periods and to determine the law of development of the educational system and teaching evolution. The structural method enabled to set forth the school system in the Russian Empire and to establish existing links between different school types. The method of historical retrospection served as a requisite for an objective evaluation of public education and position of a teacher. The research is based upon archive materials, statistical data, legal acts and periodicals resulting in deep analysis of public education, assessment of teachers’ position and detection of gender approach in the educational process. For the purpose of this research, the authors have compared the educational process in Vyatka Governorate and modern schools. Along with it, great attention was paid to the study of the teaching staff at those schools and gender peculiarities at selection of teachers. As a comparison, the authors have presented information on implementation of gender principles at selection of the teaching staff at European schools in the latter half of the 19th – early 20th centuries demonstrating that gender education in the Russian Empire was not peculiar only to Russian schools. In the course of work, the authors arrived at the conclusion that principles of gender education had been implemented at schools of the Russian Empire and are implemented at modern schools. At that, differences between schools of the periods under survey they connect to differences for educational purposes. Keywords: Gender education, education, parishional school, uyezd school, gymnasium, progymnasium, teaching, Vyatka Governorate, 20th century References A Folk Teacher in the Czarist-Era (Memories of a Retired Teacher), (1957). Khalturinskaya Pravda, 69: 2.
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How to Prepare Modern Specialist in The Sphere of Physical Culture and Sports? Implementation of The Sports Marketing Discipline in Educational ProgramsAidyn Bagdatovich Doshybekov, Sabit Akimbaevich Abildabekov, Medet Imanbekovich Kasymbaev, Gulzhan Maulsharifkyzy Berekbusynova & Erdos Bagdatovich Niyazakynov
pp. 3089-3099 | DOI: 10.12973/ijese.2016.806a | Article Number: ijese.2016.237
Abstract The aim of this study is to examine the state of marketing in the sphere of physical culture and sport and develop methodological foundations of sports and health services marketing on its basis. In the study we adhere to the following philosophical and pedagogical strategies – methodological principles: axiological, humanistic and synergistic principles. They allow to build in a new way, substantially correct professional-personal philosophy of creative self-realization of a modern specialist in the sphere of physical culture and sports. In this article, upon a comprehensive study of the philosophical, psychological-pedagogical and methodological literature, the content analysis of the main category "marketing" has been conducted. The content analysis summarizes the ideas of foreign and Kazakh scientists-researchers in this sphere and the content of the concept "marketing". The authors of the research propose a developed technique of a special course "Sports and Health Services Marketing in Kazakhstan and Abroad", designed both for students majoring in "Physical Culture and Sports" and for coaches, organizers, specialists working in the sphere of physical culture and sports. The aim of the course is to teach to use developments of positioning of the physical culture and sports industry product with the aim of achieving and maintaining the consumer market that generates profits, as well as to be able to use the information in a manager's work, to be able to conduct marketing research and make the analysis of its results. Keywords: methodological principles, axiological, humanistic References Ambler, T., (2000). Practical Marketing (Trans. from English). Saint Petersburg: Publishing house "Piter".
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Tendencies of Comprehension and Acceptance of Theory of Evolution: A study involving Students from the Faculties of Education and TheologyKadir Bilen & Orhan Ercan
pp. 3101-3115 | DOI: 10.12973/ijese.2016.908a | Article Number: ijese.2016.238
Abstract The current study aimed to identify the views of students from the Faculty of Education and the Faculty of Theology from the University of Kahramanmaras Sutcu Imam regarding their comprehension and acceptance of the theory of evolution. A survey model was used involving a quantitative research design. The working group of the study was composed of 425 university students attending a state university in the Mediterranean Region of Turkey. Gender, faculty, department, year and political views of the teacher candidates were used as independent variables of the study. According to the findings obtained from the study, the tendency to accept evolution was higher among first year female students from the science department of the Faculty of Education compared to male students in the Faculty of Theology. This tendency was also higher among students with leftist ideas compared to students with other political views. Significant differences in various dimensions were also observed. It was found that university students’ acceptance of the theory of evolution was low. This view was as expected mainly due to the students living in a Muslim country. Keywords: Acceptance of theory, faculty of education, faculty of theology References Abuhmaid, Akerson, V. L., Abd-El-Khalick, F., & Lederman, N.G. (2000). Influence of a reflective Explicit Activity-Based Approach on Elementary Teachers' Conceptions of Nature of Science. Journal of Research in Science Teaching, 37(4), 395-317.
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The Effect of Context-based Chemical Equilibrium on Grade 11 Students' Learning, Motivation and Constructivist Learning EnvironmentNail ilhan, Ali Yildirim & Sibel Sadi Yilmaz
pp. 3117-3137 | DOI: 10.12973/ijese.2016.919a | Article Number: ijese.2016.239
Abstract In recent years, many countries have adopted a context-based approach for designing science curricula for education at all levels. The aim of this study was to determine the effectiveness of a Context-Based Chemistry Course (CBCC) as compared with traditional/existing instruction, on 11th grade students’ learning about chemical equilibrium, ‘motivation to learn chemistry’ and ‘constructivist learning environment’. A mixed-method research design was used. The study group consisted of 104 students in 11th grade at a public high school. ‘Chemical Equilibrium Achievement Test’ (CEAT), ‘Chemistry Motivation Questionnaire’ (CMQ) and ‘Constructivist Learning Environment Survey’ (CLES) were used for quantitative data collection (as pre-test and post-test). Students’ opinions about the effects of the CBCC were collected via a questionnaire. Quantitative findings showed that CBCC made a positive impact on students’ achievement, motivation to learn chemistry and constructivist learning environment. Students’ opinions on the implementation of CBCC showed that CBCC provided authentic applications of chemistry topics, formed relations between chemistry and daily life, concretized chemistry concepts, made concepts highly memorable, and learning more enjoyable in the courses. In summary, results showed that CBCC, compared to traditional/existing instruction, enabled students to learn chemistry concepts more effectively. Keywords: Achievement, chemical equilibrium, constructivist learning environment, context-based chemistry course, motivation References Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. C. (2000). Constructivist learning environments in a crossnational study in Taiwan and Australia. International Journal of Science Education, 22(1), 37-55. doi:10.1080/095006900289994 American Chemical Society [ACS] (1998). ChemCom: Chemistry in the community (Third edition). USA: Kendall/Hunt Publishing. Banks, P. (1997). Students’ understanding of chemical equilibrium (Unpublished MA thesis). University of York, UK. Barker, V. (1994). A longitudinal study of 16-18 years old students’ understanding of basic chemical ideas (Unpublished PhD Thesis). University of York, York, UK. Barker, V. (1999). Students’ reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course. International Journal of Science Education, 21(6), 645-665. doi:10.1080/095006999290499 Barker, V., & Millar, R. (1999). Students’ reasoning about chemical reactions: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 21, 645-665. Barker, V., & Millar, R. (2000). Students’ reasoning about basic chemical thermodynamics and chemical bonding: What changes occur during a context-based post-16 chemistry course? International Journal of Science Education, 22, 1171-1200. Bazeley, P., & Richards, L. (2000). The NVivo qualitative project book. London: Sage Publication. Bennet, J., & Lubben, F. (2006). Context–based chemistry: the salters approach. International Journal of Science Education, 28(9), 999-1015. doi:10.1080/09500690600702496 Bennett, J., & Holman, J. (2002). Context-based approaches to the teaching of chemistry: what are they and what are their effects?, in: J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, and J. H. Van Driel (Eds.) Chemical education: Towards research-based practice, pp. 165–184. Dordrecht, the Netherlands: Kluwer Academic Press. Bennett, J., Grasel, C., Parchmann, I., & Waddington, D. (2005). Context-based and conventional approaches to teaching chemistry: comparing teacher’s views. International Journal of Science Education, 27(13), 1521-1547. doi:10.1080/09500690500153808 Bennett, J., Lubben, F., & Hogarth S. (2007). Bringing science to life: A synthesis of the research evidence on the effects of context-based and STS approaches to science teaching. Science Education, 91(3), 347–370. doi:10.1002/sce.20186 Bilgin, İ., & Geban, Ö., 2001. Benzeşim (analoji) yöntemi kullanılarak lise 2. Sınıf öğrencilerinin kimyasal denge konusundaki kavram yanılgılarının giderilmesi [The use of anology to remove 10th grade students' misconception related to chemical equilibrium concepts]. Journal of Education Faculty of Hacettepe University, 20, 26-32. Bulte, A. M. W., Westbroek, H. B., De Jong, O., & Pilot, A. (2006). A research approach to designing chemistry education using authentic practices as contexts. International Journal of Science Education, 28(9), 1063–1086. doi:10.1080/09500690600702520 Canpolat, N., Pınarbaşı, T., Bayrakçeken, S., & Geban, O. (2006). The conceptual change approach to teaching chemical equilibrium. Research in Science & Technological Education, 24(2), 217-235. Choi, H. J., & Johnson, S. D. (2005). The effect of context-based video instruction on learning and motivation in online courses. American Journal of Distance Education, 19(4), 215-227. doi:10.1207/s15389286ajde1904_3 Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum. Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. USA: Sage Publications. Demircioğlu, H., Demircioğlu G., & Çalık, M. (2009). Investigating the effectiveness of storylines embedded within a context-based approach: the case for the periodic table. Chemistry Education Research and Practice, 10, 241-249. doi:10.1039/B914505M Demircioğlu, H., Dinç, M., & Çalık, M. (2013). The effect of storylines embedded within context-based learning approach on grade 6 students’ understanding of ‘physical and chemical change’ concepts. Journal of Baltic Science Education, 12(5), 682-691. Fosnot, C. T. (2005). Constructivism: theory, perspectives and practice. New York: Tecaher College Press. Gilbert, J. K. (2006). On the nature of “context” in chemical education. International Journal of Science Education, 28(9), 957-976. doi:10.1080/09500690600702470 Glynn, M. S., Taasoobshirazi, G., & Brickman, P. (2007). Nonscience majors learning science: A theoretical model of motivation. Journal of Research in Science Teaching, 44(8), 1088-1107. doi:10.1002/tea.20181 Gutwill-Wise, J. P. (2001). The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach. Journal of Chemical Education, 78(5), 684-690. doi:10.1021/ed078p684 Hofstein, A., & Kesner, M. (2006). Industrial chemistry and school chemistry: Making chemistry studies more relevant. International Journal of Science Education, 28(9), 1017–1039. doi:10.1080/09500690600702504 Holman, J., & Pilling, G. (2004). Thermodynamics in context: a case study of contextualized teaching for undergraduates. Journal of Chemical Education, 81(3), 373–375. doi:10.1021/ed081p373 Howald, R. A. (1999). The fizz keeper, a case study in chemical education, equilibrium, and kinetics. Journal of Chemical Education, 76(2), 208-209. doi:10.1021/ed076p208 Huddle, P. A., White, M., & Rogers, F. (2000). Simulations for teaching chemical equilibrium. Journal of Chemical Education, 77(7), 920-926. doi:10.1021/ed077p920 İlhan, N. (2010). Kimyasal denge konusunun oğrenilmesinde yaşam temelli (context based) Oğretim yaklaşımının etkisi [The Effect of Context Based Approach on The Learning of Chemical Equilibrium]. Unpublished Doctoral Dissertation, Ataturk University, Erzurum. İlhan, N., Dogan, Y. & Çicek, Ö. (2015). Fen bilimleri öğretmen adaylarinin “özel öğretim yöntemleri” dersindeki yaşam temelli öğretim uygulamaları[Preservice science teachers' context based teaching practices in “special teaching methods” course], Bartin University Journal of Faculty of Education,4(2), 666-681. İlhan, N., Yıldırım, A., & Yılmaz, S. S. (2012). Kimya motivasyon anketi: geçerlik ve güvenirlik çalışması [Chemistry motivation questionnaire: the study of validity and reliability]. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 297-310. Ingram, S. J. (2003). The effects of contextual learning instruction on science achievement of male and female tenth grade students (Unpublished doctoral dissertation). The Graduate Faculty of the University of South Alabama, Alabama. Johnson, B., & Christensen, L. (2004). Educational Research: Quantitative, qualitative, and mixed approaches. USA, Boston: Pearson Education. Kesner, M., Hofstein A., & Ben-Zvi, R. (1997). Student and teacher perceptions of industrial chemistry case studies. International Journal of Science Education, 19(6), 725-738. doi:10.1080/0950069970190606 Kim, M., Yoon, H., Ji, Y. R., & Song, J. (2012). The dynamics of learning science in everyday contexts: a case study of everyday science class in Korea. International Journal of Science and Mathematics Education, 10(1), 71-97. King, D. T., & Ritchie, S. M. (2013). Academic success in context-based chemistry: Demonstrating fluid transitions between concepts and context. International Journal of Science Education, 35(7), 1159-1182. King, D. T. (2007). Teacher beliefs and constraints in implementing a context based approach in chemistry. Teaching Science: The Journal of the Australian Science Teachers Association, 53(1), 14-18. Kousathana, M., & Tsaparlis, G. (2002). Students’ error in solving numerical chemical equilibrium problems. Chemistry Education: Research and Practice in Europe, 3, 5-17. Krathwohl, D. R. (2002). A revision of Bloom‘s taxonomy: An overview. Theory into Practice, 41(4), 212–218. doi:10.1207/s15430421tip4104_2 Kutu, H., & Sözbilir, M. (2011). Yaşam temelli ARCS öğretim modeliyle 9. sinif kimya dersi “Hayatımızda Kimya” ünitesinin öğretimi [Teaching “chemistry in our lives” unit in the 9th grade chemistry course through context-based ARCS instructional model]. Ondokuz Mayıs Universitesi Egitim Fakultesi Dergisi, 30(1), 29-62. Maia, P. F., & Justi, R. (2009). Learning of chemical equilibrium through modelling‐based teaching. International Journal of Science Education, 31(5), 603-630. Mcmillan, J. H., & Schumacher, S. (2010). Research in education: evidence-based inquiry (7th edition). New York: Pearson Publishing. Morgil, İ., Erdem, E., & Yılmaz, A. (2003). Kimya eğitiminde kavram yanılgıları [Misconceptions in chemistry education]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 25, 246-255. Nentwig, P., Demuth, R., Parchmann, I., Grasel, C., & Ralle, B. (2007). Chemie im kontekt: stuating learning in relevant contexts while systematically devoloping basic chemical concepts. Journal of Chemical Education, 84(9), 1439-1444. doi:10.1021/ed084p1439 OECD (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD Publishing. Osborne, J. F., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441–468. doi:10.1080/09500690010006518 Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M. W., & Brekelmans, M. (2014).Students’ perceptions of teaching in context-based and traditional chemistry classrooms: comparing content, learning activities and interpersonal perspectives. International Journal of Science Education, 36(11), 1871-1901. doi:10.1080/09500693.2013.880004 Parchmann, I., Grasel, C., Bear, A., Nentwig, P., Demuth, R., Ralle, B., & ChiK Project Group. (2006). Chemie im kontext: a symbiotic implementation of a context based teaching and learning approach. International Journal of Science Education, 28(9), 1041- 1062. doi:10.1080/09500690600702512 Petrucci, R. H., Harwood, W. S., Herring, F. G., & Madura, J. D. (2006). General chemistry: Principles and modern applications. New York: Prentice Hall Pilot, A., & Bulte, A. M. W. (2006a). The use of “contexts” as a challenge for the chemistry curriculum: Its successes and the need for further development and understanding. International Journal of Science Education, 28(9), 1087–1112. doi:10.1080/09500690600730737 Pilot, A., & Bulte, A. M. W. (2006b). Why do you “need to know”? context-based education. International Journal of Science Education, 28(9), 953–956. doi:10.1080/09500690600702462 Piquette, J. S., & Heikkinen, H. W. (2005). Strategies reported used by ınstructors to address student alternate conceptions in chemical equilibrium. Journal of Research in Science Teaching, 42 (10), 1112-1134. doi: 10.1002/tea.20091 QSR International Pty Ltd. (Version 8) 2008. Nvivo qualitative data analysis software. Doncaster, Victoria: Australia. Ramsden, J. M. (1997). How does a context-based approach influence understanding of key chemical ideas at 16+?. International Journal of Science Education, 19(6), 697-710. doi:10.1080/0950069970190606 Sarıçayır, H. (2007). Kimya eğitiminde kimyasal tepkimelerde denge konusunun bilgisayar destekli ve laboratuar temelli oğretiminin oğrencilerin kimya başarilarina, hatirlama düzeylerine ve tutumlarina etkisi [The impact of computer-assisted and laboratory-based teaching methods in the teaching of chemical equilibrium on students? achievement, recall level and attitudes toward chemistry] (Unpublished doctoral dissertation). Marmara University, İstanbul, Turkey. Schwartz, A. T. (2006). Contextualized chemistry education: The American experience. International Journal of Science Education, 28(9), 977–998. doi:10.1080/09500690600702488 Tatar, E. (2007). Probleme dayalı öğrenme yaklaşımının termodinamiğin birinci kanununu anlamaya etkisi [Effect of problem based learning approach on understanding of the first law of thermodynamics] (Unpublished doctoral dissertation). Atatürk University, Erzurum, Turkey. Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302. Ültay, N., & Çalık, M. (2012). A thematic review of studies into the effectiveness of context-based chemistry curricula. Journal of Science Education and Technology, 21 (6), 686-701. Ültay, N., & Çalık, M. (2016). A comparison of different teaching designs of ‘acids and bases’ subject. Eurasia Journal of Mathematics, Science & Technology Education, 12 (1), 57-86. doi: 10.12973/eurasia.2016.1422a University of York Science Education Group [UYSEG] (2000). Salters advanced chemistry: chemical storylines, Chemical ideas, activities and assessment and teachers’ guide. York/Oxford: UYSEG/ Heinemann Educational. Vaino, K., Holbrook, J., & Rannikmäe, M. (2012). Stimulating students' intrinsic motivation for learning chemistry through the use of context-based learning modules. Chemistry Education Research and Practice, 13(4), 410-419. doi:10.1039/c2rp20045g Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2) 160-176. doi:10.1002/(SICI)1098-2736(200002)37:2<160::AID-TEA5>3.0.CO;2M Wood, D. (1998). How children think and learn. Oxford: Blackwell Publishers. Yaman, M. (2009). Context and methods on respiration and energy acquisition interesting for students. Hacettepe University Journal of Education, 37, 215-228. |
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Urban Farming as A Civic Virtue Development in The Environmental FieldWibowo Heru Prasetiyo, Dasim Budimansyah & Navila Roslidah
pp. 3139-3146 | DOI: 10.12973/ijese.2016.909a | Article Number: ijese.2016.240
Abstract This research aims to describe the impact of urban farming carried out by Bandung Berkebun community as an attempt to develop the civic virtue in the environmental field. Research method used is a case study with qualitative approach. The results show that this program has educational, economic, social, and ecological impact to the society. This program managed to internalize virtue values in the environmental field through the development of society’s skills and intellectuality in the independent environmental governance activity. Keywords: Civic virtue, urban farming, farming community References Adedeji, O. H. & Ademiluyi, I. A. (2009). Urban agriculture and urban land use planning: Need for a synthesis in metropolitan Lagos, Nigeria. Journal of Geography and Regional Planning, 2 (3), 43-50.
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The Effect of the Entrepreneurial Learning Design on Students' Entrepreneurial Competence in Vocational High Schools in MakassarArniati Muhe & Amiruddin Tawe
pp. 3147-3159 | DOI: 10.12973/ijese.2016.911a | Article Number: ijese.2016.241
Abstract This study aims at determining to what extent the entrepreneurial learning design influences students' entrepreneurial competence in the Vocational High School in the Makassar. To achieve that goal, then some data collection techniques were used namely documentation and questionnaires. The data were analyzed using several techniques namely descriptive analysis, validity and reliability test of the research instrument, classical assumption test consisting of normality test, multicollinearity test, and heteroscedasticity test, multiple linear regression analysis, and hypothesis testing consisting of t-test and f-test. Based on the results of regression analysis, it can be concluded that the entrepreneurial learning design has a positive and significant effect on students' entrepreneurial competence in vocational high school in Makassar. Therefore, the first proposed hypothesis is accepted. Keywords: Entrepreneurial learning design, students' entrepreneurial competence, vocational high school References Abuhmaid, A., & Danang, S. (2013). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Pembelajaran, D. (2015). http://blog persimpangan.com/blog/2015/6/26. desain pembelajaran. diakses tanggal 2 Juli 2015. Undang-Undang RI No. 20 Tahun (2003). Tentang Sistem Pendidikan Nasional. Jakarta: Sinar Grafika Sugiyono, O. (2011). Metode Penelitian Kombinasi (Mixed Methods), Penerbit : Alfabeta, Bandung. Sugiyono, O (2013). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta. Ghozali, I. (2005). Aplikasi Analisis Multivariate Dengan Program SPSS, Penerbit Universitas Diponegoro. Sugiyono, O. (2010). Metode Penelitian Kuantitatif, Kualitatif dan R&D.Bandung. Alfabeta. Dermol, V. (2013) Development of Entrepreneurial Competences Nab, J., Pilot, A., Brinkkemper, S., Berge H. (2012). Authentic competence-based learning in university education in entrepreneurship. Fiet, J.O. (2000) The Role of Entrepreneurship Educators on The Higher Education Institutions Students Entrepreneurial Competencies in Developing Countries. Sullivan, I.G. (1989). Burnout: A Study of A Psychiatric Center. In D.T.Wessels, Jr., A.H. Kutscher, I.B. Seeland, F.E. Selder, D.J. Cherico, &E.J. Clack (Eds.), Professional Burnout in Medicine and The Helping Proffesions (pp.83-90). New York: The Haworth Press |
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The influence of the antecedent variable on the teachers' performance through achievement motivation in senior high schoolErni R. Dewi, Patta Bundu & Suradi Tahmir
pp. 3161-3166 | DOI: 10.12973/ijese.2016.912a | Article Number: ijese.2016.242
Abstract This study aims at analysing whether the antecedent variable directly affects the performance of the high school teachers or not. In addition, this research strives to find out whether the antecedent variable indirectly affects the teachers' performance through the achievement motivation of the high school teachers. It was a quantitative research with 130 respondents using Structural Equation Model Analysis AMOS 18. The study found that the antecedent variable in the form of emotional intelligence and competence had a positive and significant effect directly on teacher performance. In addition, the variables of antecedent, emotional intelligence, and teachers' competence indirectly have a positive and significant effect on the teachers' performance through achievement motivation. It illustrates that emotional intelligence of every teacher provides convenience in teaching students at the senior high school. The teachers' competence becomes important in supporting the teaching profession and providing convenience for teachers in the teaching and learning process effectively to improve the performance of teachers through achievement motivation. Keywords: Achievement motivation, teacher’s performance, emotional intelligence, competence References Allince, MR, (2012). The Interpersonal Communication. 4th Edition. New York: Harper and Row Publisher Farida, (2014). Manajemen Sumber Daya Manusia: Aplikasi Teori. Penerbit Elex Media Komputindo, Jakarta. Friedrich, J. (2013). The Human Resource and Performance in Application of Teacher Profession. Harvard Business School Press, Boston. Gieselle, (2009). Organizational Behavior. New York, McGraw-Hill Book Company, 3rd, edt. Goleman, D. (2012). Emotional Intelligence. PT Gramedia Pustaka Utama, Jakarta. Goleman, D. (2012). Working With Emotional Intelligence. PT Gramedia Pustaka Utama, Jakarta. Lorenzo, M. (2012). Managing EQ by Human Resource. Boston, Toronto Little, Brown and Company. Queen, W. (2010). Performance Management in Organization. Revision Edition, Mas Hougton Mifflin Company, Boston. Rakhmat, J. ( 2013) Psikologi Komunikasi. Penerbit Remaja Rosdakarya, Bandung. Osvaldo, R. (2011). Human Resource Management in Strength Quality Prospective. Published McGraw Hill, New York. Robert, S. (2010). Managing Organizations, Readings and Cases. Boston, Toronto Little, Brown and Company. Stardman, L. (2011). Education Autonomy Management. Published by McGraw Hill, Ohio. |
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