ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Perceptions of Quality in Higher Education and Career Choices: A Case Study of the Russian Industrial Region
Author: Aleshkovski, Ivan A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Quality,College Students,Career Choice,Foreign Countries,Career Development,Skill Development,Competence

The transition to a new technological structure and mass digitalization of society involves revision of the existing forms and methods of educating students for the needs of the Industry 4.0. The problem arises from higher education non-compliance with the expectations of society, the modern requirements of the economy and the labor market. For regional higher education institutions, the situation is exacerbated by the high level of educational and labor migration of young people. This leads to negative trends in demographic indicators as well as to deficits in the regional labor market and to decrease in regional socioeconomic potential. The study is based on the data from the sociological research conducted by the authors, as well as on the secondary data analysis. At the stage of data analysis in the SPSS 25 functional environment primary data were processed and the results were presented using descriptive statistics methods; an in-depth analysis of empirical information was carried out using multidimensional methods of analytical statistics, including the Pearson's ?2 significance test and the procedures of factor analysis (p &lt; 0.001); non-formalized analysis of the qualitative research materials add statistical data were carried out. The study revealed the opinions of university level students on the quality of the education they receive, on the problems of gaining professional skills and competencies in the education process, the possibility of implementing individual educational trajectories, migratory moods and future plans after graduation. A number of measures are proposed to modernize the regional system of higher education, including the use of opportunities of targeted training, the organization of interaction with business enterprises in the region, the network interaction of higher education institutions, the potential of WorldSkills contests, as well as the implementation of new approaches in the organization of education, student practicums and internships.
Experiences of Participants in Teacher Professional Education on Obtaining Soft Skills: A Case Study in Indonesia
Author: Huda S. A., Nurul
Date: 2021-00-00
Type: Journal Articles
Subjects: Skill Development,Soft Skills,Teacher Education Programs,Teacher Education Curriculum,Professional Development,High School Teachers,Teacher Attitudes,Teacher Competencies,Foreign Countries

Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.
The Charter of Saint-Petersburg Mining University as a Historical and Cultural Document
Author: Shchukina, Daria ?.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,Technical Education,Institutional Mission,Position Papers,Documentation,Educational History,Historiography

This article presents the results of the analysis of the first two Charters of Saint Petersburg Mining University. A short period of educational activity of the first t in Russia is represented: from the date of the decree founding the Mining School in 1773 and the first Charter approved by Catherine II to the beginning of the XIX century, namely, 1804, the year of the second Charter. These documents are considered in their cultural and historical context, and the continuity in the implementation of education and training of mining engineers is revealed. Authors compare the Charter of the Mining School (1774) with the Charter of the Land Gentry Cadet Corps (1766), as well as the Charter of the Mining Cadet Corps (1804) with the Charter of Moscow University (1804). The Charters of the last third of the XVIII -- early XIX centuries contain objective information about the formation of the higher education system in Russia. The origins of two branches of higher education in Russia, classical University and higher technical educational institution, are indicated. Within the framework of the examined texts, a range of topics and issues discussed in the Charter as in organizational and legal document is highlighted. Universal character of the Charter as a document of its time, including a description of various aspects of activities of the educational institution, is noted. Analysis of the texts showed that Charters of the Mining School and the Mining Cadet Corps determined the life order of a closed educational institution. At the heart of its work was the task of educating a new person for a state service. All this allows us to consider the Charter as a historical and cultural document of a certain period.
Information Integration Cognitive Mechanisms Underlying the Face-to-Face or Online Statistics Test Anxiety Judgments of Engineering Students
Author: Morales-Martinez, Guadalupe Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Anxiety,Test Format,Computer Assisted Testing,Synchronous Communication,Student Attitudes,College Students,Young Adults,Evaluative Thinking,Coping,Teaching Styles,Vignettes,Statistics Education,Engineering Education,Gender Differences,Classroom Environment,Foreign Countries

This study examined information integration cognitive mechanisms underlying the test anxiety judgments of 474 engineering students. The experimental design considered the orthogonal combination of three factors (teaching style, exam type, and test mode), resulting in 12 experimental scenarios. During the experiments, participants were provided one scenario at a time and were asked to rate their anticipated anxiety level in the described situation. Subsequent analyses failed to reveal statistically significant differences in the anxiety levels reported by females and males. However, the factor selection and valuation female students adopted to make their anxiety judgments differed from those employed by their male peers. Cluster analysis identified three groups based on the anxiety level (low, medium, and high). The most relevant factor for all clusters was test mode, and only the medium anxiety group considered a second factor (exam type) to make their anxiety judgments, which was integrated through an additive cognitive rule. These findings suggest that participants place a higher weight on the examination context than its type when making their test anxiety judgments. Identifying these cognitive mechanisms underlying test anxiety could help regulate conditions that undermine the students' ability to cope with test anxiety.
Methodological Guidelines for Defining a Complex Psycho-Pedagogical Concept: A Case of the Definition of the Research Capacity of a Teacher in the Vocational Education System
Author: Tyunnikov, Yuri S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education Teachers,Definitions,Taxonomy,Research,Ability,Design

The historical landscape of science reminds us that researchers have always faced the challenge of defining the subject matter of the object of inquiry. If we expand the map of our journey across the fields yielding scientific knowledge, we will discover a largely similar picture. It is quite obvious that the definition design objective will always remain relevant for researchers. The authors of many works see the main value of any definition in its Capacity to deliver two objectives: to tag the category of objects of a certain type; to highlight the object's essential attributes that reveal its specific subject matter. Realization of these objectives results in the assignment of the object's basic taxonomic rank with the methodological reference signifiers that include, on the one hand, the coherent integrity of the object's intrinsic attributes, and, on the other hand, the object's specifically discrete features. Alongside, there arise methodological difficulties directly related to the justification of the logic and procedures for determining the object's essential attributes and their reflection in the definition of the subject matter. This article is an attempt to expand the methodological scope of the psycho-pedagogical paradigm for definition design through the study of the concept of the Research Capacity of a Teacher in the Vocational Education System. The definition design methodology is presented hereby as a correlation of descriptive, explanatory, and concept models of a given phenomenon and as a consistent transition from one information structure to another. This process results in the assembly of the semantic construct for the definition, which allows to expand it through the synergy of integral features.
The System of Public Education in Terek Oblast in the Period 1860-1917. Part 1
Author: Cherkasov, Aleksandr A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,Geographic Regions,Educational Practices,Educational Development,Elementary Secondary Education

This work examines the system of public education in Terek Oblast in the period 1860-1917. The present part covers the period 1860-1900. The key source used in putting this work together is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region's schools run by the Ministry of Public Education. This source is characterized by incompleteness, which may be attributed to the fact that around that time the effort of collecting data on the system of public education in Terek Oblast in particular and across the Russian Empire as a whole was just starting out. Methodologically, wide use was made of the statistical method to identify a set of distinctive characteristics of the development of the system of public education in Terek Oblast in the period 1860-1900. To achieve the study's objectives, use was also made of general research methods such as analysis and synthesis, concretization, and summarization. Of special mention is the use in this study of the historical-situational method. The authors' conclusion is that during the period 1860-1900, the development of the system of public education in Terek Oblast was based on the region's distinctive characteristics. At that time, the region witnessed the making of its systems of secondary, lower, and primary education. Due to the small size of the Russian population in the region at the time, it was not possible to create there quickly a large network of educational institutions, so the region's system of public education was predominantly serving the needs of its Orthodox Christian residents. Another distinctive characteristic of the system of public education in Terek Oblast in the period under review was the large number of schools under the Ecclesiastical Department and the large number of children attending them.
The System of Public Education in Stavropol Governorate in the Period 1804-1917. Part 3
Author: Natolochnaya, Olga V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Education,Foreign Countries,Educational History,Regional Characteristics,Elementary Secondary Education,Educational Change

This work examines the system of public education in Stavropol Governorate in the period 1804-1917. The present part covers the period 1900-1917, with a focus on the regional characteristics of the development of the governorate's network of educational institutions. The key sources used in putting this work together are the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region's schools run by the Ministry of Public Education, 'The Most Faithful Report of the Chief Procurator of the Holy Synod on the Office of the Orthodox Faith', and a set of documents from the Russian State Historical Archive (Saint Petersburg, Russia). Methodologically, wide use was made of the statistical method to identify a set of distinctive characteristics of the development of the system of public education in Stavropol Governorate in the period 1900-1917. The authors' conclusion is that the period between 1900 and 1914 was a time of prosperity for the system of public education in Stavropol Governorate. In this period, the region witnessed an immense increase in the number of secondary, lower, and, especially, primary educational institutions. In large part, this was linked with the activity of the Ministry of Public Education regarding preparation for the introduction of compulsory primary education. This activity resulted in a sharp increase in government spending on education, which would enable establishing multiple new educational institutions and recruiting the required teaching workforce. The timely completion of the project was hindered only by World War I. [For Part 1 of the series, see EJ1262685. For Part 2 of the series, see EJ1272405.]
Transformations in the Field of Public Education of the Ukrainian State in 1918. Part 1
Author: Degtyarev, Sergey I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Public Education,Foreign Countries,Educational History,Educational Policy,Public Agencies,Public Policy

The government policy of the Ukrainian State, conducted in the field of public education within 1918 year, is reviewed in this article. The first part of the research covers the peculiarity of the work of the Ukrainian Ministry of Public Education, its structure and personnel. The authors paid separate attention to the formation process of the higher education institutions system and the internal organization of their activities. The research is based on a corpus of published normative documents, memoirs of contemporaries of the events described here. The authors concluded that in general the government policy of the Ukrainian State in the area of the public education system development was very successful. The work of the Ministry of Public Education itself was established in very short time. The productivity of the ministry was facilitated by the delegation of legislative initiative given to it. This helped to make many decisions quickly, reacting in time to the emerging needs of the public education sector. The existing universities received state support, and a chain of new educational institutions were created. However, there were several reasons that did not allow to perform the reform of the higher education system in full. First of all, these are military-political and economic reasons.
The Bases of Montessori Pedagogy as a Facilitating Factor for Child Development in Burkina Faso and Spain
Author: Macià-Gual, Aida
Date: 2021-00-00
Type: Journal Articles
Subjects: Montessori Method,Child Development,Foreign Countries,Early Childhood Education,Educational Environment,Childrens Rights

Education faces barriers all over the world, which sometimes makes it difficult to look after children's rights and their individual development. Hence, society is clamoring for new practices, and different approaches are emerging, Montessori among them. Despite the fact that this approach was developed to attend to the poor strata, nowadays it is basically promoted by elitist sectors, though it can be perfectly applied as an education system for all children, regardless of their socio-economic and cultural backgrounds. This study analyzes the bases of Montessori pedagogy in a school from a low-to-middle-income country (LMIC), Burkina Faso, and another school in a high-income country (HIC), Spain. The study takes into account children, family, school environment and teacher training all of which contribute to children's development.
Learning Attribute Hierarchies from Data: Two Exploratory Approaches
Author: Wang, Chun
Date: 2021-02-00
Type: Journal Articles
Subjects: Cognitive Measurement,Models,Vertical Organization,Classification,Statistical Analysis,Identification,Language Tests

In cognitive diagnostic assessment, multiple fine-grained attributes are measured simultaneously. Attribute hierarchies are considered important structural features of cognitive diagnostic models (CDMs) that provide useful information about the nature of attributes. Templin and Bradshaw first introduced a hierarchical diagnostic classification model (HDCM) that directly takes into account attribute hierarchies, and hence, HDCM is nested within more general CDMs. They also formulated an empirically driven hypothesis test to statistically test one hypothesized link (between two attributes) at a time. However, their likelihood ratio test statistic does not have a known reference distribution, so it is cumbersome to perform hypothesis testing at scale. In this article, we studied two exploratory approaches that could learn the attribute hierarchies directly from data, namely, the latent variable selection (LVS) approach and the regularized latent class modeling (RLCM) approach. An identification constraint was proposed for the LVS approach. Simulation results revealed that both approaches could successfully identify different types of attribute hierarchies, when the underlying CDM is either the deterministic input noisy and gate model or the saturated log-linear CDM. The LVS approach outperformed the RLCM approach, especially when the total number of attributes increases.
The Effective Diffusion of Educational Robotics in Rural Areas: A Case Study in the Sakha Republic of Russia
Author: Maximova, Maria
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Robotics,Rural Areas,Case Studies,Foreign Countries,Educational Innovation,Elementary School Students,Secondary School Students,Technology Uses in Education,Barriers,Partnerships in Education,Leadership,Program Implementation

The purpose of this study was to find the determinants of effective diffusion of educational robotics in rural areas. The study analysed the key components, difficulties, and major lessons of the successful case of the remote northern region of Russia -- Sakha Republic. The study used a mixed-method approach consisting of interviews, survey, literature analysis, and participants' observation. In the survey participated 57 robotics teachers and 113 elementary, middle, and high school students of the Sakha Republic. From survey participants were randomly chosen 30 robotics teachers and 18 middle and high school students for the interview. The literature analysis explored reports and articles on the educational robotics activities in the Sakha Republic for the period of 2011-2018. Based on the findings, the study developed a process model with five principles and ten components that influenced educational robotics diffusion in the Sakha Republic. One of the main determinants of the model was a support system of public-private partnerships and a local community of educators. Another was the need to consider the local area's constraints, possibilities, and culture when implementing any technology in the rural region's education. In the researched case two major determinants would not be possible and sustainable without strong leadership. The findings showed that strong local leadership could use knowledge of the local area to provide more appropriate solutions and could build the active support of the local community and public-private partnerships that would accelerate the diffusion of technology in the rural region's education.
The Effect of Negative Peace in Mind to Aggressive Behavior of Students in Indonesia
Author: Saputra, Wahyu Nanda Eka
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Behavior,Aggression,Psychological Patterns,Mental Health,Correlation,High School Students

This ex-post facto research aims to identify the negative influence of peace of mind on students' aggressive behavior. Aggressive behavior of students has become a problem that has not been alleviated to the maximum and is increasingly complex. One model of education that seeks to build students' peace of mind is the peace education model. The use of this educational model can suppress the urge of students to show aggressive behavior. The research data was collected using the peace of mind scale (PoMS) and aggressive behavior scale (ABS). The research sample was taken using cluster random technique with a total of 1263 students coming from western part of Indonesia (East Java, the Special Region of Yogyakarta, and Lampung), the central part of Indonesia (West Nusa Tenggara and Central Sulawesi), and the eastern part of Indonesia (North Maluku). Data in this study were analyzed using simple linear regression. The results of the analysis of the study concluded that negative peace of mind has an effect of 62.9% on aggressive behavior committed by students. This study is recommended for future researchers to develop peaceful thinking training programs to reduce students' aggressive behavior.
A Pilot Investigation of an Autonomous Technology-Based Instructional Program for Teaching Sentence Construction to Students with Extensive Support Needs
Author: Pennington, Robert C.
Date: 2021-03-00
Type: Journal Articles
Subjects: Students with Disabilities,Special Education,Assistive Technology,Sentences,Intellectual Disability,Writing Instruction,Content Area Writing,Computer Assisted Instruction,Writing Skills,Instructional Effectiveness,Special Needs Students

In the current investigation, we evaluated the effects of technology-based instructional prototype in teaching eight students with extensive support needs to construct sentences. We employed a concurrent multiple probe research design and determined that the package was effective for seven of the participants. Further, teachers reported favorable perceptions of the prototype. Limitations and areas for future research are discussed.