ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Differences in Mathematics Anxiety across Cultures: A Univariate Analysis of Variance among Samples from Twelve Countries
Author: Sarfo, Jacob Owusu
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Mathematics Anxiety,Cross Cultural Studies,Statistical Analysis,Cultural Differences,Foreign Countries

Mathematics anxiety (MA) has a debilitating impact on learning, achievement, mental health, and the future career life of students. Though MA is a popular research theme, there is little agreement among researchers regarding the cross-cultural effect of gender. The purpose of this paper was to explore the perceived MA differences among males and females across cultures using the Anxiety Towards Math Scale (ATMS; Muñoz and Mato, 2007). Data were collected between October 2019 and September 2020) from students (N = 4,340) in 12 countries. Using univariate analysis of variance, the results indicate that gender has a significant main effect on MA with females recording higher mean scores than males, [71.816 &gt; 68.118]. Examining the interaction effect of gender and location, significant differences in MA scores exist between males and females across all locations except for Egypt, Malaysia, and Nigeria (Enugu State). Conversely, females reported significantly higher MA scores than males in the rest of the locations, except Iran (Tehran and Qom) and Pakistan (Faisalabad). Gender-based ranking of the top-three locations with high MA scores indicates that females, starting from Malaysia, Thailand (Bangkok), and Nigeria (Enugu State) ranked the highest. Similarly, males beginning from Malaysia, Nigeria (Enugu State), and Thailand (Bangkok) ranked the top-three in MA. The implications are that mathematics teachers need to adopt different culturally-appropriate and gender-focused interventions to support students with MA challenges. Though interpreting the results from this survey need to de done with caution due to the smaller community and national online samples, the role of cross-cultural gender differences in MA cannot be overlooked.
Gender Differentiation in Perceiving and Evaluating the Interactive Methods of Education by the Engineering Students
Author: Lebid, ?ndrii E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Engineering Education,College Students,Student Attitudes,Cooperative Learning,Interaction,Teaching Methods,Instructional Effectiveness,Communication Skills,Skill Development,Technology Integration,Public Colleges,Foreign Countries

The article gives an overview of the basic principles and approaches to the matter of cooperative learning based on the use of interactive forms and methods of education. It is argued that in the conditions of the changing labor market, there will be a demand for such skills, abilities and competencies that are most effectively formed and developed through interactive practices such as leadership, thinking skills, communication, decision making, project work, etc. Interactive education methods are a synthesis of two components, pedagogical and technological. It is justified to combine these two components to achieve the best learning outcomes. On the basis of the analysis of the data obtained as a result of the survey, as well as via its verification using the mathematical statistics methods, a hypothesis was proposed on the difference in the level of expectations, perception and evaluation of interactive forms and methods of education in gender-differentiated groups of engineering students. The results of data analysis showed a more skeptical attitude of the male student audience with regard to both the effectiveness and appropriateness of interactive methods of education. It was found that this part of respondents tends to be more instrumental and pragmatic in choosing the means and methods of learning.
Information Technologies in Foreign Language Education
Author: Morozova, Anna L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Graduate Students,Undergraduate Students,Foreign Countries,Information Technology,Technology Integration,Computer Software,Integrated Learning Systems,Universities,Videoconferencing,COVID-19,Pandemics,Electronic Learning,Teaching Methods,Test Construction,Material Development,Language Proficiency,Lesson Plans,College Faculty,Language Teachers,English (Second Language),Student Attitudes,Comparative Analysis,Technological Literacy,Learning Motivation

The authors consider the specifics and possibilities of applying information technologies during foreign language training in non-linguistic universities of Russia, especially in conditions of preventing the spread of a new coronavirus infection (Covid-19) in the Russian Federation at Moscow State Institute of International Relations University of the Ministry of Foreign Affairs of the Russian Federation and REU named after. G.V. Plekhanov (Moscow) in 2018-2020 years (undergraduate and graduate levels). The foreign language e-learning practice is analyzed. The authors view: educational platforms (Google class, Moodle, MS Teams, Edmodo) that allow to organize off-line classes; conducting on-line classes by means of on-line conferences (Zoom, MS Teams, Google handout); usage of educational sites and applications, as well as sites (with duplicate applications) for assessment and creating tests and handouts that allow lectures to prepare for lessons, and students to improve their level of language proficiency. Authors present the experience of MGIMO and REU named after G.V. Plekhanov, where the professors of Foreign Languages Department No. 1 conduct a number of courses on their platforms on an ongoing basis using pedagogical and information technologies. We briefly discuss the specifics of project method applying through the mentioned technologies and provide examples from the educational practice of MGIMO, for example, the &quot;Readers' Conference&quot;, a teleconference, reports and other on-line video projects, which undoubtedly contribute to the development of educational motivation of students in studying English. It is proved that the use of information technology meets the requirements of the higher education standard and is aimed at achieving the stated results of training in the subject &quot;Foreign Language&quot;.
Manifestations of Giftedness in Senior Preschoolers and Their Interest in Professions
Author: Mushkina, Irina A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Gifted,Talent Identification,Young Children,Kindergarten,Preschool Education,Vocational Interests,Childhood Interests,Occupations,Parent Attitudes,Teacher Attitudes,Diagnostic Tests,Correlation,Foreign Countries

This paper outlines the findings from an integrated diagnostic assessment of manifestations of giftedness in senior preschoolers and their interest in professions. The authors investigated the relationship between manifestations of a certain type of giftedness in children and their interest in a certain group of professions. The assessment of manifestations of giftedness was conducted based on a methodology developed by A.I. Savenkov. This methodology helps assess the presence of traits of the following 10 major types of giftedness: intellectual, creative, academic, pictorial, musical, literary, performing, technical, leadership, and sporting. The study of interest in professions was conducted based on E.A. Klimov's Differential-Diagnostic Questionnaire, which had been adapted for preschoolers. The study helped draw the following conclusions: (1) based on pedagogue and parent reports, the type of giftedness that is detected most often in senior preschoolers is the pictorial type, followed by sporting giftedness, and then leadership giftedness; (2) parent assessments of manifestations of giftedness in their children tend to be significantly higher than teacher assessments when it comes to pictorial, musical, literary, leadership, and sporting giftedness; (3) the number of preschoolers with multiple manifestations of giftedness (a high level on three or more types) is significantly larger than the number of preschoolers with manifestations of one-to-two types of giftedness; (4) gifted children tend to have a clear-cut interest in a certain group of professions; (5) there is a significant correlation (at the 0.01 level based on the Pearson correlation coefficient) between leadership giftedness (teacher assessments) and interest in professions within the 'Man -- Man' group, between academic giftedness (teacher assessments) and interest in the 'Man -- Technology' group of professions, and between creative giftedness (parent assessments) and interest in the 'Man -- Technology' group of professions. The results could be utilized in implementing efforts to provide pedagogical support for and early vocational guidance to gifted children in kindergartens and institutions of supplementary learning for preschoolers.
Non-Linear Structured Teaching Material as an Attribute Developing Meaningfulness in Students&apos; Mental Representation
Author: Kozarova, Nina
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Materials,Knowledge Representation,Concept Mapping,Constructivism (Learning),Item Response Theory,Learning Strategies,Secondary School Students,History Instruction,Foreign Countries,Teaching Methods,Instructional Effectiveness

Thinking is the essence of human existence, unquestionably the highest product of human evolution. Yet it is not possible to convey coherently to students the sum and attainment of all humanity's knowledge. Students would be incapable of absorbing such an enormous quantity of knowledge (corresponding to current developments in individual academic disciplines), as this is often highly abstract. Therefore educational content must be selected, to the extent that it presents a representative selection of knowledge. One of the most effective selection methods could be the use of conceptual mapping in the educational process. In this study the authors focus on the issue of structured teaching material and its relational association with creating students' mental representation, and have several objectives. The first is to analyze constructivist-oriented teaching processes; the authors also give attention to basic theses by which it is possible to delineate the main pillars of constructivist-oriented teaching. Attention is also given to learning strategies. No less important is the analysis of non-linear structured teaching material and its specific types, with an emphasis on conceptual mapping and its role in the teaching process -- in the empirical part the effect of non-linear material in recording topical unit meaningfulness in students' mental representation. In the research undertaken, the methods of conceptual mapping experimenting and testing were used. The consistency of the conceptual maps was evaluated through the relational method using ordinal variables: meaningfulness of conceptual maps. The authors assessed the quality of the conceptual maps with the aid of IRT theory, specifically the latent correlations model. The research sample comprised 96 respondents. Analysis of results showed that the use of non-linear structured teaching material improved students' results in the experimental groups in the researched operationalization parameter.
Present-Day Challenges to an Education System
Author: Gruzina, Yuliya M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Trends,Problems,Educational Development,Educational Legislation,Federal Regulation,Educational Change,Computer Uses in Education,Urban Education

The development of the information society is giving rise to new challenges to and new requirements for education. The challenges, most importantly, include various structural and institutional changes, which are setting new goals and objectives before the Russian education system, the most significant of these being the creation of a single, all-Russian, educational space, improvement of the quality of education, development of the nurturing component of the educational process, and coordination of the content-related foundations. The current process of innovative modernization is helping ensure competitive advantage for the Russian school system amid the challenges of the 21st century information era, where education, as an open system, develops the student not as someone who is a passive learner but as an individual with a proactive stance toward the development of their competencies. Just about any educational organization is making today a wide use of various innovative resources in the educational process, including a school website, an electronic grade book, and others. The development of the Moscow Electronic School project is helping ensure today the high-quality conduct of classes in just about any school. This paper examines some of the key trends in the development of Moscow's education system in the mid-term horizon, analyzes some of the key methods for implementing in Moscow a set of laws and regulations adopted at the federal level in the early 2010s, and describes some of the key mechanisms underlying and outcomes of the changes in Moscow's education system which have taken place over the last few decades, based on which the authors identified a set of universal approaches that could be implemented in the education systems of major Russian cities. The authors also identified a set of possible challenges of the modern period based on an analysis of existing trends in the development of technology and changes in the educational needs of society and formulated a set of key considerations regarding the development of Moscow's education system in the mid-term horizon. The paper describes several digital technologies and platforms currently employed in the sphere of education that are cutting-edge information systems designed for the development of digital educational processes.
Technology of Pedagogical Assistance to the Formation of the Student as a Subject of the Educational Space
Author: Garanina, Rezeda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Student Development,Medical Schools,Medical Students,Teaching Methods,Instructional Effectiveness

The article reveals the essence of the technology of pedagogical assistance, which has the main identification aspects, features and quality characteristics. The multidimensional technology of pedagogical assistance proposed by the author makes it possible to solve the urgent pedagogical problem of the formation and development of the subject of the educational process, capable of self-organization, self-creation and self-realization in the future profession. For the optimal implementation of the research concept, the corresponding criteria and indicators of the effectiveness of training and education were developed, the corresponding tools for monitoring, identifying and measuring the diagnosed qualities of the subject and the results of the student's activity in the process of objective control. As a result of the research, the main directions of pedagogical influence on the development of cognitive activity, cognitive independence and self-development of a student, the formation of his subjective characteristics, optimization of the formation of subjectivity have been identified and analyzed; summarized the results of the application of multidimensional technology of pedagogical assistance in the educational environment of a medical university. The issues of creating pedagogical conditions for the coordination of subject-subject interaction and cooperation, the development of communication skills, the productive development of the information space, an increase in the subject potential and the formation of the subject position of the future specialist are discussed. The proposed concept is especially relevant in the context of the technological renewal of education, increasing the density of information flows, since theoretical educational material is presented in the form of logical-semantic models of the principles of block display of information, the use of which contributes to the effective assimilation of educational material. The technology proposed by the author is completely diagnosable, the elements of pedagogical technology turned out to be reproducible and, in general, ensure the achievement of the planned research results.
The Effect of Awareness Raising and Explicit Collocation Instruction on Writing Fluency of EFL Learners
Author: Khonamri, Fatemeh
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Proficiency,Phrase Structure,Metalinguistics,Teaching Methods,Second Language Learning,Second Language Instruction,Comparative Analysis,Writing Skills,Language Usage,Writing Instruction,Language Tests,Nouns,Intervention,English (Second Language),Language Fluency,Foreign Countries,Student Attitudes

Recent research in SLA indicates that collocations are an indispensable aspect of language learning. Its importance in learners' writing ability is, therefore, undeniable. Thus, the present study attempted to explore the effect of explicit teaching of collocations on learners' awareness and use of them in their writing. It differed from previous studies in that the main focus was on learning the collocations of the most important nouns. To this end, the present study used a mixed method approach with a pretest-treatment-posttest quasi-experimental design and qualitative analysis of questionnaire to investigate the questions. To collect data, an experimental and a control group were selected on the basis of the results of a proficiency test (PET). The participants were conveniently chosen as samples from a grand total of 58 students. The learners were further randomly assigned to two groups: one experimental group and one control group. The participants in the experimental group (N = 15) received weekly interventions based on explicit teaching of collocations but the control group (N = 15) received no instruction regarding collocations and had their regular procedure. The results of independent and paired sample t-tests (sig &lt; 0.05) indicated that there was a significant difference between the two groups' performances in the achievement collocation test. Thus it can be concluded that teaching English collocations to EFL learners and raising their awareness will enhance their proficiency in writing and improve their collocational competence. The qualitative analysis of the responses to questionnaire also supported a positive impact of the method on students' fluency in writing.
Implementation of Subject-Oriented Methods in the Educational Process of University (Quantitative Results of the Investigation): Case Study
Author: Valeeva, Elvira M.
Date: 2020-00-00
Type: Journal Articles
Subjects: College Instruction,Teaching Methods,Philosophy,Experiential Learning,Educational Change,College Students,Foreign Countries,Instructional Effectiveness,Student Journals,Student Centered Learning

The authors place the problem of a subject-oriented model in educational process of higher education. The transition to subject-oriented methods is due to the transformations of modernity. Objective changes in reality, informatization and technological changes, require from students fundamentally new knowledge and skills, which the classical educational model cannot provide. This research presents the quantitative results of an educational investigation that was conducted with the aim of finding and testing the optimal forms in teaching humanities in university. The investigation was attended with students who studied the course of philosophy in the Academic Year 2018-2019; we used different forms and methods of working with philosophical material: from classical to non-classical (philosophical practice). In the investigation, we used philosophical practice as an alternative method of teaching philosophy. The non-classical nature of philosophical practice is manifested in the fact that attention is switched from the studied material to the subject of study. In those student groups where methods and techniques from philosophical practice were used, we fixed the students' attention not on the abstract philosophical concepts, but on the specifics of the perception of these concepts by the students themselves. In this way, we narrowed the distance between the theoretical level of philosophical knowledge and the real existential experience of modern students. In the process of the investigation, we paid attention to the independent work of students in the educational process. The materials of the investigation can be used as recommendations for the organization of extracurricular work, focused on the formation of soft skills among students (including discussion and philosophical clubs for the development of critical thinking, logic and other open intellectual creative platforms).
Development of Indonesian Language Text Books with Multiculturalism and Character Education to Improve Traditional Poetry Writing Skills
Author: Winarni, Retno
Date: 2021-00-00
Type: Journal Articles
Subjects: Textbook Preparation,Textbook Evaluation,Multicultural Textbooks,Indonesian,Native Language Instruction,Poetry,Writing Skills,Writing Improvement,Creative Writing,Values Education,Elementary School Students,Elementary School Teachers,Grade 4,Children,Foreign Countries

This research aims to develop Indonesian Language textbooks with multiculturalism and character education for traditional poetry writing learning. This research uses a research and development approach until the discovery of a proper textbook. The subjects involved in this study were 101 elementary school fourth-graders, 33 teachers, and 2 Indonesian language and literature learning experts. Data analysis techniques at the need analysis stage through interactive models, and data analysis at the product testing stage using quantitative techniques with non-independent t-test statistics. Preliminary studies found that teachers and students needed creative writing skills textbooks developed by integrating the values of multiculturalism and character education. Textbook development referred to aspects of content, language, presentation, and graphics. Limited textbook product testing using t-test showed that t-obtained= -4,265 and t-table on [alpha] = 5 % is 2,064, so H0 is rejected. Broad testing also resulted in t-obtained= -6,426 and t-table = 2,004, so it can be decided that H0 is rejected. Students' traditional poetry writing skills after learning using textbooks are better than before learning using textbooks. Thus it is concluded that the textbooks developed are inferred worthy of use by teachers and students to improve their writing skills in elementary school.