ethanporcaro/eric-fulltext-meta huggingface dataset:
Conditions and Factors of the Development of Creative Civic Engagement of Students
Author: Belentsov, Sergei I.
Date: 2019-00-00
Type: Journal Articles
Subjects: Citizen Participation,Student Participation,Camps,Counselors,College Students,Foreign Countries,Socialization,Patriotism,Public Policy,Creative Activities

The authors deal with the conditions and factors of the development of creative civic engagement of students. The article contains the results of the experimental work on forming the creative civic engagement of students during studying the discipline, which is called: &quot;The Basics of Camp Counseling&quot;. The work on forming the creative civic engagement consists of such directions as: the formation of the theoretical readiness for manifestation of the creative civic engagement when working as camp counselors (informing students about the basics of civic engagement, camp counselors activities); formation of practical readiness to work as a camp counselor (participation in the results-oriented activities which are built on an optimistic attitude and emotional inclusion); formation of personal willingness for manifestation of creative civic engagement when working as camp counselors (the students' involvement in the action which demands using personal qualities of a civically engaged young individual). The materials of the research can be used as the recommendations to questions of the organization of upbringing work in the university, as the accompaniment of the module or the discipline &quot;The Basics of Camp Counseling&quot;.
Development of the School Education System in the Province of Vologda (1725-1917). Part 2
Author: Cherkasov, Aleksandr ?.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Public Education,Reading Instruction,Literacy Education,Teaching Methods,Libraries,Elementary Secondary Education

The article discusses the origin and development of the school system on the territory of Vologda province in 1725-1917. In the second part of the study, the authors examine the development of the public education system from the end of the 1840 to 1864. In solving research problems, both general scientific methods (concretization and generalization) and traditional methods of historical analysis were used. The authors used the historical-situational method, which involves the study of historical facts in the context of the era in conjunction with the &quot;neighboring&quot; events and facts. Additionally, pre-revolutionary studies on the history of pedagogy, as well as modern Russian scientific literature, were brought in as materials. In conclusion, the authors noted that the system of public education in Vologda province from the late 1840s to 1864 continued to develop actively. At this time, the idea of teaching literacy to the younger generation begins to penetrate into the consciousness of the peasantry. As a result, not only a variety of educational institutions appears, but also ways of teaching children with the help of private hiring of teachers are becoming common. The first private public library appeared in the early 1860s and it also contributed to the spread of literacy. [For &quot;Development of the School Education System in the Province of Vologda (1725-1917). Part 1,&quot; see EJ1212324.]
Management of Process of Training in Reading in Russia at the End of XIX -- The Beginning of the ?Xth Centuries: Foreign Aspect
Author: Malykhina, Olga N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Instruction,Educational History,Teaching Methods,World History,Literacy Education,Influences,Educational Change,Elementary Education

Foreign pedagogical ideas, subjected to careful study and criticism from public figures, scientists, teachers of Russia, contribute to the development of russian methods of teaching reading in the second half of the XIX -- early XX centuries. The issue of borrowing Western pedagogical ideas was widely discussed in the works of prominent thinkers in the second half of the XIX -- early XX centuries. Public speeches, critical reviews, publications on teaching philological subjects in general and teaching reading in particular, cannot do without reference to foreign authors. Many articles in pedagogical journals present a comparative description of various aspects of pedagogical activity in Russia and abroad on various issues. The systems of education abroad, which pay attention to learning to read, are described in detail. The following questions are acute: the volume of foreign languages in educational programs (especially in real schools); the place of foreign literature in the circle of school reading. This discussion drew public attention to reading, encouraged learners to read the authors mentioned, and contributed to the development of reader interest in General. The formation of pedagogical principles of teaching reading in a professional environment continued. Recommendations developed by russian and foreign teachers (especially the USA) and are reflected in Ignatiev's education reform project in 1915-1916. This is public participation in the administrative management of the school, granting autonomy to the school, affirming the need to introduce universal, free and compulsory primary education, joint education of children.
Removing Invisible Barriers and Changing Mindsets to Improve and Diversify Pathways in Engineering
Author: Simmons, Denise R.
Date: 2019-00-00
Type: Journal Articles
Subjects: Engineering Education,Student Diversity,Barriers,Racial Discrimination,Gender Discrimination,Access to Education,Intervention,Disproportionate Representation,College Students

Supporting diverse students in engineering education is considered a critical unsolved issue facing engineering education. The field continues to suffer from a lack of diversity and struggles to recruit and retain underrepresented students. We argue that structural barriers prevent equitable participation. In this paper, we examine structural barriers - specifically racism and sexism - experienced by underrepresented students in engineering education and highlight useful interventions. We then call for action to improve and diversify educational pathways in engineering. Specifically, we call for and highlight examples of rethinking mindsets for research and instruction. Lastly, we call for the engineering education community to work together in changing the culture of engineering education while highlighting the key role of the allies.
Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment
Author: Finelli, Cynthia J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Instructional Improvement,Educational Change,Organizational Change,Student Evaluation,Evidence Based Practice,Teaching Methods,Faculty Development

In this paper, we report and expand on research questions designed to improve undergraduate engineering education. These questions are based on a yearlong process that included a three-step Delphi study and a subsequent two-day workshop. The Delphi study, conducted during winter and spring of 2015, engaged subject matter experts from engineering education research and engineering academic administration. It resulted in the formation of three writing teams, one each for the critical areas of improving student learning in undergraduate engineering education, improving and diversifying pathways of engineering students to increase retention, and using technology to enhance learning and engagement in engineering. Participants in the two-day workshop, held in October 2015, were chosen for their expertise in one or more of the three areas, such that the workshop could explore priorities for research that would address each of these areas. Using results from the Delphi study and the workshop, the writing teams worked to synthesize and expand on the research questions to guide future work. This paper addresses the first area: improving student learning in undergraduate engineering education. Comprehensive, systemic, and systematic improvement of student learning in the undergraduate engineering education system will require change across numerous elements in the system. The Delphi study and the subsequent workshop clustered major issues related to these numerous elements into four themes: (1) change the organizational culture, (2) research effective assessment practices, (3) promote adoption of research-based teaching practices, and (4) characterize successful faculty development. For each of the four themes, we present a rationale to support selection of the theme and offer categories to organize the research questions. We expect these questions will catalyze scholars to generate new areas of research, will inspire engineering instructors to pursue ideas for improving teaching and assessment in their classrooms, and will galvanize administrators to apply insights to change institutional policies, teaching and assessment activities, faculty development initiatives, and, ultimately, their organizational cultures.
Using Technology to Enhance Learning and Engagement in Engineering
Author: Koretsky, Milo D.
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,Engineering Education,Computer Uses in Education,Technology Integration,Educational Change,Learning,Influence of Technology,Instructional Design,Faculty Development,Undergraduate Study,Alignment (Education),Affordances,Student Evaluation

In this article, we explore how information, communications, and computational technology, or computer technology for short, influences the way that engineering is taught and learned. The goal of our analysis it to contribute towards a research, adoption, and policy agenda for propagating the effective use of computer technology in engineering education and for avoiding pitfalls associated with the connectivity that this technology enables. We seek to inform action and generate conversation amongst instructors, students, researchers, administrators, policy makers, and other key stakeholders in engineering education. We organize our discussion through six main issues as the focus for systemic change for the effective integration of technology in engineering education. These issues were identified through a Delphi study with a group of engineering education experts. Our analysis of the issues then draws on major policy reports of the use of technology in education and the extant research literature from engineering education and science education as well as technology studies and science studies. Discussion of each of these issues leads to a summary set of recommendations. Specifically, we address the role of technology in learning engineering, including both technologies developed specifically for learning engineering (learning innovations) and domain-specific computer technologies for engineering practice (computational tools). We next address technology-related issues around instructional design including learning outcomes, assessment, and instructional practice. We include discussion of professional development that better prepares faculty to effectively use technology in the classroom. Finally, we outline the broader ways technology interacts with the work of engineering students and faculty at the systems level - for better and for worse.
Management of Educational Services Promotion in the Field of Higher Education (The Example of &quot;Russian State Social University&quot;)
Author: Vetrova, Ekaterina A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Marketing,Advertising,Web Sites,Social Networks,Organizational Communication,Student Recruitment,Administrator Education,College Applicants,Foreign Countries,Educational Demand,Social Influences,Reputation

The present article describes the main tools for promoting the educational services in the Russian State Social University, such as advertising in the media, outdoor advertising, exhibitions and fairs, open days, master classes, round tables, conferences and seminars, internet advertising, social networks, communities in social networks, and university website. The main difficulties faced by the experts in the field of marketing of educational services of &quot;Russian State Social University&quot; were studied. The peculiarities of attracting applicants to certain higher educational institutions in Russia are the most interesting, in connection with changes in the structure of the recruitment of applicants to educational institutions of higher professional education of the Russian Federation. In recent years, quite a lot of measures have been taken in the development of marketing communications of educational institutions. But usually these measures do not work, because every year there is a reduction in budget places for the most popular training areas among the applicants. In this regard, a well-developed analysis of existing approaches in the field of promoting educational services, and identifying the most effective educational marketing directions necessary for the formation of a positive image of universities is indispensable.
Formation of Cognitive Motivation in Junior School Age Children in Institutions of Supplementary Education
Author: Susloparova, Maria M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Supplementary Education,Student Motivation,Cognitive Development,Educational Environment,Second Language Learning,Private Schools,Foreign Countries,Children,Teacher Participation,Parent Participation,Child Development,Student Participation,Instructional Effectiveness,Elementary School Students

The article presents conceptual ideas, experience and results of the formation of cognitive motivation in junior-school age group children in extracurricular activities institutions. Such ideas include the junior school-age children motivation's structure, characteristics, basic pedagogical conditions, educational contents, and the criteria of the cognitive motivation's formation. Novelty of the presented research is in defining the realization mechanism of pedagogical conditions for the formation of cognitive motivation in children of junior school age at institutions of supplementary education. The mechanism is based on equal relations and participation of children, parents and the pedagogue, it includes three interlocked stages: motivational-stimulating, substantive, and reflexive-evaluative. In the course of research, conventional theoretical methods as well empirical methods were used, the preferred one of which was a pedagogical experiment. The authors explored the specifics of the formation of cognitive motivation in junior school age children in institutions of supplementary education. The results of the study proved the effectiveness of the proposed concept of the formation of cognitive motivation in junior students. Finally, it was concluded that the proposed concept is feasible and promising. The developed and experimentally tested pedagogical conditions for the formation of cognitive motivation in junior school age children can be widely used in institutions of supplementary education.
The German System of Public Education in the Period between the 15th and Early 20th Centuries. Part 1
Author: Mamadaliev, Anvar M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,Educational Philosophy,Protestants,Religious Factors,Elementary Education,Catholics,Social Influences,Political Influences,War,Religion

This paper explores the origins of the German public education system. This part of the work provides an analysis of the formation process of the German primary education system between the 15th and 18th centuries. Also, this paper explores the use of philosophical approaches in German education, and examines the impact of Protestantism on the process of creation of the German primary education system. The study is grounded on a body of related research and special literature. In effect, its methodological basis is based on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography. The authors employed the following key methods: (1) problem-chronological, which helped explore certain facts in the evolution of the German system of public education in the context of the then-existing historical situation; (2) historical-comparative, which helped compare the objectives for introducing a network of schools in the Protestant and Catholic zones of the German empire. The authors conclude by noting that during the period between the 15th and 18th centuries German pedagogy had its ups and downs. A setback to the fledging effort to establish a system of public education, first undertaken back in the 15th century, was the Thirty Years' War. German regions were divided based on religion -- paradoxical as it may sound, it is this division that actually gave rise to competition for congregation. Ultimately, this acted as a key driver in the process of creating an extensive network of primary schools.
Educational Process in Ancient Rome Schools
Author: Kudinov, Dmytro V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,European History,Educational Development,Historiography,Educational Practices,Teaching Methods,Instructional Innovation,Bilingualism,Educational Environment

The relevance of this study is attributable to the influence of ancient school on the further development of European education. The focus of the publication is the organization of learning process in Latin schools. The historiographic base of the research is represented by profound scientific works on the history of pedagogy. Among them are the studies of T. Mommsen, K. Schmidt, J. Ussing, J. Paroz, L. Winniczuk and G. Zhurakovsky. The source base is represented by original works of Roman poets and theologians, including those with a memoir context: works of Seneca and Pliny the Younger, studies and letters of Quintilian, Tacitus, Cicero, Plutarch, Suetonius, literary works of Martial, Horace, Ausonius, Plautus, Apuleius. The publication presents a comprehensive review of the education system of ancient Rome: the main types of educational institutions are identified, the contents of the education is revealed, the methods and means of teaching activity are indicated, the role of physical influence on pupils in the Latin school is specified. Some innovative approaches of Roman school, which are still relevant nowadays are specified -- the organization of educational competitions, rewards for successes, group methods of work, practical approach to the content of education (on the principle of reproduction of connections to life), thoughts paraphrasing, phonological exercises, etc. In the end, it is concluded that three-tiered Roman education consistently provided students with knowledge relevant to their time. Under the Republic, its content was aimed at future success in the realization of private, public or state affairs. Moreover, a characteristic feature in middle and higher stages of Roman school was bilingualism.
Improving the Universal Competence of Intercultural Interaction among University Students by Means of Fine Arts: Case Study
Author: Alekseeva, Irina V.
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Intercultural Communication,Interaction,Fine Arts,Student Characteristics,Cultural Awareness,Competence,Foreign Countries

In this article the authors are substantiation the significance of the universal competence of intercultural interaction by means of the fine arts in the formation of the personality of students of the university. They are proving the urgency of the problem of this study. This problem is due to the versatility of the phenomenon of culture and art and the potential of its influence on the diverse spheres life of human. The development of intercultural interaction of students by means of the fine arts actively influences the self-determination of their personality. This allows students on the basis of cultural, spiritual, moral values to impose responsibility on themselves in decision-making in all spheres of life. This allows students to lay responsibility on themselves in making decisions in all spheres of life based on cultural, spiritual, moral values. Peculiarities of international cultures as a phenomenon of intercultural interaction are revealed through the fine arts, through artistic images. Theoretical research of intercultural interaction showed the lack of knowledge of the scientific and theoretical foundations of intercultural interaction as a universal competence by resources of fine arts. A chain of interrelated categories of intercultural interaction of the students' personality by means of the fine arts are determining by the authors of this article. The theoretical and experimental studies that were carried out convincingly prove the need for further to development and introduce into the educational process an innovative model of forming the universal competence of intercultural interaction of students of the university by resources of visual arts.
Video Games and English as a Second Language: The Effect of Massive Multiplayer Online Video Games on The Willingness to Communicate and Communicative Anxiety of College Students in Puerto Rico
Author: Horowitz, Kenneth S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Video Games,Educational Technology,Technology Uses in Education,Teaching Methods,English (Second Language),Second Language Learning,College Students,Program Effectiveness,Self Esteem,Anxiety,Simulated Environment,Computer Simulation,Communication Skills

The informal setting of online multiplayer video games may offer safe spots for speakers of other languages learning English to practice their communication skills and reduce their anxiety about using a second language. In this study, the author examined the relationship between both these concerns and the time spent playing such games by basic and intermediate English-as-a-second-language (ESL) college students in Puerto Rico. The results indicated a statistically significant relationship between them, supporting previous studies that establish a relationship between online multiplayer video game play and increased confidence and lowered anxiety about using English among second-language learners.
Cultural Intelligence of the Jordan Teachers and University Students from the Hashemite University: Comparative Study
Author: Mahasneh, Ahmad M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Gender Differences,Metacognition,Foreign Countries,Comparative Analysis,College Students,Measures (Individuals),Teacher Motivation,Student Motivation,Intelligence,Elementary School Teachers,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Correlation

The present study aimed at comparing the level of cultural intelligence among teachers and university students, and to define whether there are statistically significant differences in the level of cultural intelligence due to gender variables. The sample consisted of 300 teachers and 400 students at the Hashemite University, chosen by random selection, and data collected using the Cultural Intelligence Scale. Results of the study showed a high level of cultural intelligence among teachers and university students and also showed Statistically significant differences were also found in the levels of both cognitive and behavioral cultural intelligence attributed to teachers and university students, in favor of teachers. And statistically significant differences in the level of motivational cultural intelligence in favor of male teachers, and statistically significant differences in the level of behavioral cultural intelligence in favor of female teachers. The results of the study also showed statistically significant differences in the levels of cultural intelligence, meta-cognitive cultural intelligence, cognitive cultural intelligence and motivational cultural intelligence in favor of male students.