ethanporcaro/eric-fulltext-meta huggingface dataset:
Transformation of Approaches to Organizing the Students&apos; University Practical Training in the Area of Social Activity: A Post-Soviet Experience
Author: Akvazba, Ekaterina O.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Work,Training Methods,Models,Program Implementation,Competency Based Education,Educational Change,Professional Education,Meta Analysis,Concept Teaching,Higher Education,Educational Practices

The relevance of studying the problem is conditioned by a number of circumstances existing in the Russian social education. Among the most important ones, the following should be named: having to bring the Russian education close to and harmonize it with the European one in line with the Bologna requirements, the need to overcome its excessive academicism, as well as the actual performance of the long-proclaimed transition to practice-oriented learning. The objective of the paper consists in suggesting the variants of overcoming the existing controversies and disadvantages of the professional training of social activity specialists by putting forward a model for organizing the practical training in the direction of &quot;social work&quot;. The model includes the concept of practical training and mechanisms for implementation thereof in the modern Russia with the experience of the European countries borne in mind. The leading approach to the study of the problem was the method of hypothetic and deductive modeling, including all the successive stages up to the experimental one. The paper presents the results of theoretical analysis of scientific and methodological sources on the problem of practical training and implementation of practice and activity-oriented education at the Russian higher education institutions which is aimed at personal and professional development of students via the formation of competences. The analytical approach allowed identifying the key organizational disadvantages that prevent the said approach from being implemented to the full extent in the Russian education practice, including due to the lack of an optimum practical training model. The results of the research have allowed providing grounds for having to develop the concept of students' practical training in social directions of activity and suggesting the mechanisms for implementing it at the Russian educational organizations. The materials of the research can be used by the Russian and foreign higher education institutions when holding the students' practical training, first of all, in the area of social work.
Teacher to Student Epistemological Interaction in the Contemporary Paradigm of University Education
Author: Charikova, Irina
Date: 2017-00-00
Type: Journal Articles
Subjects: Epistemology,Teacher Student Relationship,Interaction,Training Methods,Curriculum Implementation,Individual Development,Competency Based Education,Problem Solving,Student Projects,Models,Educational Methods,Higher Education,Foreign Countries

The relevance of the problem under study is conditioned by the socially important need of the contemporary university education to train highly qualified personnel in all directions of activity, to form and develop a professional person of a high intellectual, moral and spiritual culture. The objective of the paper consists in giving theoretical grounds for the significant aspects of pedagogical implementation of training technologies and methods that are associated with the humanitarian vectors of generating the personal, &quot;living&quot; knowledge in the course of epistemic transformation of the content-related and essential parameters of interaction between subjects of the educational process at higher school. The leading approach to studying this problem was the activity-based one. It is consistently implemented in the competency-based paradigm of the contemporary higher education and it implies the epistemologically centered transformation of the pedagogical functions range of a university teacher. This would become a qualitative foundation for the new level of organizing the project, creative, scientific and research activities of students within the problem-solving and reflexive discourse of working within the group and interactive communication. In particular, in the contemporary university education paradigm, the epistemological interaction of teachers and students is to be the fact of the creative availability of intellectual relationships in the co-being reality of gaining the personally important, &quot;living&quot; knowledge. It acts as a factor of productive performance for the project-oriented epistemic technologies of forming a professional person of a high intellectual and spiritual culture. So it implies a generalized ability of a teacher to mentally activate the motivation and need sphere of the learners' personality pushing it towards intellectual openness to new knowledge and towards sensible responsible actions in the constructive context of project image of being. The materials of the paper can be of use for higher school teachers who are actual and effective participants in the innovation process of cognitive transformation that the contemporary university's mission undergoes, it being implemented within the epistemological paradigm &quot;education through scientific research, heuristic cooperation and creative discoveries&quot;.
Differences in Styles of Thinking &quot;In Light of Sternberg&apos;s Theory&quot;: A Case Study of Different Educational Levels in Saudi Arabia
Author: Aljojo, Nahla
Date: 2017-00-00
Type: Journal Articles
Subjects: Cognitive Style,Case Studies,Foreign Countries,Questionnaires,Gender Differences,Educational Background,Learning Processes,Comparative Analysis,Intellectual Disciplines,Teaching Methods,Semitic Languages,College Students,High School Students,Statistical Analysis,Measures (Individuals)

People's styles of thinking vary; we seek to understand these differences, to refine our abilities and skills, and find new and useful ways of thinking. To develop this concept, we implement the Sternberg (1997) thinking style inventory (TSI) as part of the learning process. The main idea behind the implementation of this style of thinking is to help people understand themselves, and identify the correct completion of tasks. In this study, we investigate different ways of thinking in various academic disciplines, which may help students find the best potential use of teaching and learning, and realize the best way to develop their true abilities. This paper investigates the thinking styles of 120 female and male students from different educational backgrounds across Saudi Arabia by using an Arabic version of Robert Sternberg's questionnaire to examine their learning performance. In addition, we compare the thinking styles of Saudi Arabian males and females, demonstrating significant differences between the sexes of participants.
Transformation of the System of Bilingual Education in the Republic of Tatarstan: Crossover Ethnolinguistic Controversies
Author: Maximova, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Change,Bilingual Education,Foreign Countries,Case Studies,Ethnic Groups,Religious Factors,Interviews,Surveys,Cultural Pluralism,Language Planning,Educational Policy,Higher Education,Russian,Turkic Languages,Urban Areas,Language of Instruction,Elementary Secondary Education

The relevance of the problem range addressed in the study is conditioned by the system of education functioning under multiculturalism in modern polyethnic societies and their social stability much depending on the balanced use of languages of ethnoses that reside in the region as well as on the respectful attitude to their representatives in daily life. Thus, the system of education has to take into account the ethnic and religious, political, social and cultural requirements of the society offering highquality education to the consumers according to their expectations. The objective of the paper consists in revealing the topical problems of regional educational reforms aimed at implementing the principle of bilingualism in polyethnic and polyreligious region of Russia--the Republic of Tatarstan. The representative mass survey of population of the Republic of Tatarstan and a series of in-depth narrative interviews with representatives of various generations of Tatarstan citizens as the main methods used in the research. Based on the sociological survey conducted within the research project &quot;Dynamics of real and conventional generations in information polyethnic and polyreligious society (a case study of the Republic of Tatarstan)&quot;, the following findings have been made. Scientific justification of the language policy being implemented in the republic and of the methodological support of bilingual educational programs are of poor level. A higher education system segregated according to the information carrier language prevails. There also remains a crossover controversy expressed in discontent in both Russian-speaking and to a significant extent Tatar-speaking urban population with the school educational policy of bilingualism. Results of the research cited in the paper can be used by the state authorities of the republic for elaborating the optimum bilingual language policy as well as in the practice of educational institutions implementing the bilingual education.
Meaningful Learning Using Concept Maps as a Learning Strategy
Author: Romero, Carmen
Date: 2017-00-00
Type: Journal Articles
Subjects: Concept Mapping,Learning Strategies,Secondary School Students,Science Instruction,Science Tests,Units of Study,Grades (Scholastic),Teaching Methods,Comparative Analysis,Scientific Concepts,Student Attitudes,Foreign Countries,Instructional Design,Instructional Effectiveness

This work presents a proposal for the teaching-learning of the concept map technique applied to the Natural Sciences course in the second year of Compulsory Secondary Education (ESO, according to its initials in Spanish). Two sessions have been designed, one of which is an instructor-led session to learn the technique and another is a session in which the students independently create a concept map, applying what they have learned in the previous session. To determine the effectiveness of the proposal, the concept maps created by the students during the two sessions have been evaluated, the grades obtained on the assessment tests for the unit before the concept map experience have been compared to those obtained on the assessment tests for the unit carried out using this technique, and a survey was written to find out the level of student satisfaction with the training received and the usefulness of the concept map technique. The results show that more than 65% of students earned grades between 7 and 9.5 on the concept maps created independently during the two academic years in which the proposal has been implemented. The study carried out allows us to conclude that the students have learned how to create concept maps, and evidences the usefulness of the methodology used and the need to implement more sessions for the creation of concept maps in the Natural Sciences course so that this technique is transformed into a learning strategy. The students have expressed a high level of satisfaction with the training received and the tool they have learned how to use.
Exploring the Importance of Soft and Hard Skills as Perceived by IT Internship Students and Industry: A Gap Analysis
Author: Patacsil, Frederick F.
Date: 2017-00-00
Type: Journal Articles
Subjects: Internship Programs,Information Technology,Questionnaires,Achievement Gap,Basic Skills,Skilled Occupations,Job Skills,Curriculum Enrichment,Student Surveys,Profiles,Employer Attitudes,College Students,Relevance (Education),Foreign Countries

The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies, however, was slightly modified, validated and pilot tested to fit into the needs of the research. Respondents of this study were the IT students enrolled in internship while industry partners respondents were the internship supervisors of the IT students in their respected industries. Internship IT students were selected since they have a strong background on the needs of the company based on their internship experience. The findings of this study revealed that teamwork and communication skills are very important soft skills to be possessed by IT graduates as perceived by the respondents. Further, results reveal that there was no significant difference in the perception of the respondents in terms of the importance of soft skills. However, this finding contradicts the results in the case of hard skills were in there were a big range of disagreement on the importance of hard skills. IT students perceived that hard skills were very important while industry perceived hard skills were somewhat important. The study suggests that the university should enrich the soft skills and entry level hard skills component in the curriculum.
Initiatives to Foster Engineering Student Motivation: A Case Study
Author: Reyes, Encarnación
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Motivation,Case Studies,Feedback (Response),Integrated Learning Systems,Foreign Countries,Civil Engineering,Engineering Education,Evaluation Methods,Construction Materials,Cooperative Learning

There is little doubt that student motivation is essential in providing a beneficial learning experience. One way to produce such motivation is to stimulate it through suitable assessment methods. This paper shares the experience acquired by the authors, who are university lecturers in Civil Engineering at the Universidad Politécnica de Madrid, both through their assessment methods and feedback received via the modular object-oriented dynamic learning environment (Moodle) platform. During the last eight years the authors have progressively included increasingly dynamic methods in their teaching and assessment, with highly satisfactory results being obtained. The last three academic years have seen a test through co-assessment being added. In addition, during the last two an assessment exercise has been implemented through use of the aforementioned Moodle. Each test has a weight of 5% in the final mark for the module. After sitting the respective Moodle test, the students filled in a questionnaire that sought their views not only on the teaching methods but also on the degree of motivation they felt from such methods. As expected, the results showed that the students considered the internet-based Moodle platform to be useful. However, the most notable finding was that the majority indicated that alternative teaching and assessment methods (such as, among others, cooperative learning) were those that were most beneficial to their learning experience. Over 70% of the students thought that the use of the Moodle platform and other teaching and assessment techniques had motivated them with an average, high or significantly high intensity. In particular, the students highlighted the use of cooperative learning with 86% feeling that it helped them to learn.
Problem Definition as a Stimulus to the Creative Process: Analysis of a Classroom Exercise
Author: Vizioli, Renato
Date: 2017-00-00
Type: Journal Articles
Subjects: Class Activities,Classroom Techniques,Problem Solving,Business Administration Education,Creativity,Design,Teaching Methods,Learning Strategies,Barriers

Dealing with problem-solving has been a growing challenge in teaching engineering and over the career of these professionals. To increase the ability to understand a problem and consequently improve the quality of the solutions, an exercise was proposed to students of an MBA program, and they have experienced some challenges on interpreting briefing and procedures, to improve creativity and ability on solving problems. The implicit goal was to deal with the understanding of procedures to perform activities in a company and the exercise showed different ways of communicating a scenario and, consequently, different reactions depending upon the briefing. Preliminary results of the exercise indicated that the higher the degree of uncertainty on the problem definition or on an activity description, the more often association is attempted through individual repertoire, covering more varied options. In the case of a tight briefing, the creative effort appears to be overlapped by the execution of simple operations, resulting on a deviation from the required goal. Through a brief theoretical framework, this essay intends to validate these perceptions and increase the use of techniques that improve creative and problem-solving capacity in product design and development.
Exploring the Relationship between Self-Determination Theory, Adults&apos; Barriers to Exercise, and Physical Activity
Author: Ball, James W.
Date: 2017-00-00
Type: Journal Articles
Subjects: Self Determination,Barriers,Physical Activity Level,Physical Activities,Adults,Questionnaires,Motivation,Correlation

Physical activity is a preventative measure that can help decrease obesity trends. However, many individuals struggle to live a physically active lifestyle. The purpose of this study was to explore the relationships between Self-Determination Theory, adults' barriers to exercise, and those who have met and have not met the Center for Disease Control and Prevention recommendations for weekly physical activity. Participants (n = 217 completed the Barriers to Being Active Questionnaire, the Psychological Need Satisfaction in Exercise Questionnaire, and the International Physical Activity Questionnaire. In this study it was revealed that participants who have met and who haven't met the CDC's physical activity weekly recommendations felt they have the motivation to engage in physical activity. However, participants who haven't met the weekly physical activity recommendations reported numerous barriers to engaging in physical activity. Individuals need to develop the motivation to overcome the barriers found in this study and numerous other studies. Motivation that is more self-regulated and intrinsically motivated could help inspire individuals to engage in physical activity more frequently.
Internationalization Impact on PhD Training Policy in Russia: Insights from the Comparative Document Analysis
Author: Chigisheva, Oksana
Date: 2017-00-00
Type: Journal Articles
Subjects: Global Approach,Graduate Study,Doctoral Programs,Educational Policy,Educational Change,Foreign Countries,Comparative Analysis,Content Analysis,Educational Trends,Theory Practice Relationship,Educational Legislation,Federal Legislation,National Standards

The relevance of the study is due to the need for an objective picture of the Russian third level tertiary education transformation driven by internationalization issues and global trends in education. The article provides an analytical comparative review of the official documents related to the main phases of education reform in Russia and focuses on the system of PhD training which has undergone significant reorganization in recent years. A series of alterations introduced into the theory and practice of postgraduate education in Russia are traced in regulatory documents and interpreted in terms of growing internationalization demand. Possible implications for further development of the research human potential in Russia are being discussed. The method of comparative document analysis produces the best possible insight into the subject. The findings of the study contribute to the understanding of current challenges facing the system of doctoral studies in Russia and lead to certain conclusions on the transformation of educational policy in relation to PhD training under the influence of internationalization agenda.
Traditional and Alternative Approaches to the Method of Situational Analysis in Russia: Evidence from the Case Study &quot;Istanbul in the Life and Works of Martiros Saryan&quot;
Author: Fedotova, Olga
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Humanities Instruction,Teaching Methods,Case Studies,Higher Education,Educational History,Case Method (Teaching Technique),Content Analysis,Comparative Analysis,Artists,World History,Geography,Psychology

The article analyzes the transformation of the methodological toolkit for teaching humanities and sciences in the Russian Federation. The method of case study, being widely spread in modern higher education research, is used as an example to illustrate the attempts to implement the best practices of foreign educational technology into tertiary academic process in Russia. The authors provide some historical aspects of introducing case studies in modern teaching practice. The article features peculiarities of the Soviet approach to the structure of cases. Content analysis helps to identify similarities and differences in Soviet/post-Soviet approaches to case study construction and brings into focus the problem points which reveal misinterpretation and/or misuse of didactic materials designated as cases. The approach suggested in the article implies presenting the content of a case study as a collection of documents related to a certain topic. The case study &quot;Istanbul in the life and work of the artist Martiros Saryan&quot; demonstrates that a case can have invariable and variable parts to reflect the specificity of the didactic task within the discipline. Such approach is expected to support students' cognitive activity, develop creativity in searching additional sources and missing materials, improve efficiency of students' autonomous work on solving complex problem solution.
A Retrospective Study of a Scientist in the Classroom Partnership Program
Author: Ufnar, Jennifer A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Partnerships in Education,Scientists,STEM Education,Science Teachers,Active Learning,Inquiry,Team Teaching,Fellowships,Teacher Collaboration,Classroom Techniques,Class Activities,Focus Groups,Program Effectiveness,Achievement Gains,Secondary School Science,Teacher Surveys,Likert Scales,Middle School Teachers,Qualitative Research,Observation

The Scientist in the Classroom Partnership (SCP) is a unique, long-term program that partners STEM fellows with K-12 teachers. The SCP was adapted from the original NSF GK-12 model, with fellows and teachers working in the summer and academic year to build their partnership and design and coteach inquiry-based STEM curricula. The current study is a retrospective investigation of the first 10 years of the program to determine the impacts on university fellows and K-12 teachers and the implications for students in the participating classrooms. Results from surveys and focus groups showed that fellows gained communication, mentoring, and pedagogical skills and served as role models for students. Teachers gained STEM content knowledge, increased use of inquiry, and greater confidence in teaching science. The SCP represents an innovative model that enhances hands-on and inquiry-based teaching and learning of science through a unique partnership that brings together the university and K-12 systems.