ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of the School Education System in Vologda Governorate (1725-1917). Part 3
Author: Cherkasov, Aleksandr ?.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Development,European History,Public Education,Educational Facilities,Literacy,Special Schools,Demography,Elementary Secondary Education

This paper explores the process of the origination and development of the school education system in Vologda Governorate in the period 1725-1917. This part of the set is focused on the development of the region's public education system in the period 1860-1900. The authors draw upon a set of works covering prerevolutionary pedagogy, as well as a pool of contemporary Russian scholarly literature. In conducting the research reported in this paper, the authors employed both general methods of research, including concretization and summarization, and traditional methods of historical analysis. In addition, use was made of the historical-situational method, with a focus on exploring particular historical facts within the context of the given period in conjunction with various &quot;neighboring&quot; events and facts. The authors conclude by noting that from 1860 to 1900 Vologda Governorate enjoyed a period of dynamic development in its public education sector, which can be illustrated by the following figures: (1) an increase in the number of educational facilities from 154 to 1,046; (2) an improved girls-to-boys ratio (1 to 4 in 1900, as opposed to 1 to 6 in 1860). The region witnessed a major change in its system of secondary education, with almost similar numbers of boys and girls achieved by the 1900s. The governorate entered the 20th century with a literate population of a little over 30% (exclusive of children under nine). Given the extensive experience gained in the course of its work on enhancing the system of public education, the governorate's leadership had come to realize that putting an effective system of education in place was possible only provided there was steady and sufficient funding available. And that is testimony that the 1860s experience had, actually, been taken into account.
Improving Self-Esteem Levels among Ghanaian Junior High Students Using Designed Activities
Author: Cudjoe, Josephine
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Esteem,Junior High School Students,Foreign Countries,Experimental Groups,Control Groups,Scores,Gender Differences,Design,Adolescents,Class Activities,Self Concept Measures

The study explored the self-esteem levels of Junior High School students in Ghana. The researchers used designed classroom activities with local sociocultural themes to improve students' self-esteem levels. Also, we examined students' gender difference and association with their self-esteem scores. A total number of 40 students were selected using simple random sampling. The participants were made up of 21 females and 19 males, who were between the ages of 12 and 17 years old. At Phase 1 of the study, all the 40 participants undertook the pre-test assessment. Based on their scores, 11 of them who had low self-esteem scores were selected for both Phase 2 (intervention) and 3 (post-test). By means of a simple random sampling, 6 and 5 students were again assigned into Experimental and Control Groups respectively. Results at Phase 1 showed that there was no significant difference and association between students' gender and self-esteem scores. However, there was a significant difference between the Experimental and Control Groups' self-esteem scores following the intervention phase. Consequently, we recommend that the curricula for basic schools should incorporate self-esteem oriented topics and activities. In addition, future studies should employ a longitudinal approach to study students from the primary level until they reach high school.
Assessment of Student Creativity in Teaching Physics in a Foreign Language
Author: Ramankulov, Sherzod Z.
Date: 2019-00-00
Type: Journal Articles
Subjects: Creativity,Physics,Science Instruction,Second Language Instruction,English (Second Language),Foreign Countries,Case Method (Teaching Technique),Information Technology,Teacher Collaboration,Interdisciplinary Approach,Teacher Education,Preservice Teachers,Optics,Technology Uses in Education

Multilingual skills tend to be an integral part of modern society because a specialist able to speak, read and write in multi-languages is able to meet competition. Given that all the latest discoveries and achievements in the field of natural science have been published in English, in accordance with the theme of our study, Physics teaching in English becomes one of the topical issues. However, experience has proven that a few students realize the importance of language integrated learning (LIL) that was confirmed by statistical data from questionnaire made among students of specialties 5?060400 and 5?011000-Physics, the Faculty of Natural Sciences, the Akhmet Yassawi International Kazakh-Turkish University. Realizing the value of gained knowledge is directly related to the motivation and result of learning process. It is assumed that the solution to this problem lies in the competitive organization of language integrated learning in teaching namely in appropriate choice of teaching methods. This is valuable in the context of modern practice-oriented understanding of learning. These technologies include the ICT and case study method which help to change the students' meaning of how the foreign language important from the point of view of their proficiency that was confirmed by statistical data. Some methodological aspects of the use of ICT and case-study in language integrated teaching as well as mechanisms of interdisciplinary coordination and cooperation between English teachers and Physics teachers that both contributed to the ICT and case-study integration in language integrated teaching as well as it is valuable for further research in this area. The staff of the Chair of Physics at the Akhmet Yassawi International Kazakh-Turkish University creates close ties worldwide and conducts extensive work in this direction. The theoretical and experimental studies that were carried out convincingly prove the need introduce into the educational process an innovative methods in the educational process as a case study and ICT for the formation of creativity of University students.
What Is the Impact of Collaborative Exams on Learning and Attitudes in Introductory Astronomy Classes?
Author: Miller, Scott T.
Date: 2019-06-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Group Testing,Introductory Courses,Astronomy,Academic Achievement,Student Attitudes,College Students,Cooperative Learning,College Science,Study Habits

We present results of a two-semester study to gauge the impact of collaborative two-stage exams on student learning and attitudes in university-level introductory astronomy classes for non-science majors. In the collaborative two-stage exam setting, students first completed an exam individually, and then they reconsidered a subset of exam questions within their previously established groups, discussing the questions with their peers to arrive at a common answer.Students took three to four exams during the semester using this format. At mid-semester, we surveyed the students to gauge their attitudes about collaborative work and its perceived influence on their exam preparation and performance. At the end of the semester, students sat an individual-only final exam, which contained all previous collaborative-phase questions, as well as a subset of questions seen only on the individual portions of the exams. When we compare the normalized gain on final exam questions that were included in the collaborative portions to that on questions found in only the individual portions, we find higher normalized gains in general for questions encountered on the collaborative portions of the exams. These gains are accompanied by a statistically significant effect size (Cohen's d). We note, however, that this improved performance appears to be dependent upon several factors. Those factors might include diminished retention over time, the assessment of overly complex concepts, and concept saturation. Our mid-semester survey indicates that the collaborative experience appears have a positive influence on their overall attitudes and their study habits.
The German System of Public Education in the Period between the 15th and Early 20th Centuries. Part 2
Author: Mamadaliev, Anvar M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Education,Educational History,European History,Educational Development,Educational Legislation,Rural Education,Elementary Education

The second paper in the set explores the evolution of the Prussian elementary school system on the cusp of the 18th and 19th centuries. The authors examine the activity of squire Friedrich Eberhard von Rochow with regard to the establishment of rural schools on his lands. The work's materials are grounded in a body of related research and special literature. The study's methodological basis rests on the principles of historicism, research objectivity, and systemicity, which are traditional in historiography. The authors have made use of the problem-chronological method to explore certain facts in the evolution of the German (Prussian) system of public education in the context of the then-existing historical situation. The use of this particular method has helped gain insight into the process of centralization of the German system of public education in the late 18th century. The authors conclude by noting that, essentially, by the end of the 18th century the pedagogical community and central government in Prussia had both reached a common understanding of key needs in the elementary education system. It is in this period that a set of bills were passed regulating the nation's primary education system. Even dozens of years later, many of these pedagogy-related regulations would still retain their relevance, with modifications made to them only based on natural changes in the state of affairs in society.
A Logistic Regression Model Comparing Astronomy and Non-Astronomy Teachers in Québec&apos;s Elementary Schools
Author: Chastenay, Pierre
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Astronomy,Science Instruction,Teaching Methods,Elementary School Science,Teacher Education,Science Curriculum

Based on the results of an online survey of 500 Québec's elementary (K-6) teachers conducted in 2015 that probed the way respondents teach astronomy to their classrooms, their background in S&amp;T, their pre-service education, their aims and goals for astronomy teaching, their attitude toward teaching astronomy, the resources and materials they use, their view on the effectiveness of pre- and in-service training, and their need for in-service training, we present a logistic regression model comparing elementary teachers in our survey that teach astronomy to their class (&quot;Astronomy&quot; teachers, N = 244) and those who don't (&quot;Non-astronomy&quot; teachers, N = 256), to reveal factors that seem to facilitate or hinder astronomy teaching in Québec's elementary classrooms. Based on the model, several ways to enhance the teaching of astronomy in Québec's K-6 classrooms are proposed: offer high-quality pre- and in-service training in astronomy to elementary teachers, raise the profile of science teaching in elementary schools, and help teachers realize the importance of teaching astronomy in their classrooms to cover the curriculum standards.
Nature Feature: The Use of Local Biodiversity in Science Pedagogy
Author: Tupas, Fernan Peniero
Date: 2019-09-00
Type: Journal Articles
Subjects: Foreign Countries,Biodiversity,Science Instruction,Elementary Secondary Education,Natural Resources,Instructional Materials,Video Technology,Photography,Teaching Methods,Place Based Education,Wildlife,Plants (Botany)

This research aims to utilize local biodiversity specifically Sampunong Bolo Wild Life Sanctuary in Municipality of Sara, Iloilo, Philippines as teaching materials in K12 Basic Education Program Science Curriculum. The methods used were interview, photo and video elicitation, and document analysis. The highly diverse forest ecosystem in Sampunong Bolo Wild Life Sanctuary has a great potential as materials in teaching science in all grade levels according to science teachers in Northern Iloilo. They were very interested and willing to utilize local biodiversity in their places as teaching materials in science. They wanted to encourage Local Government Units (LGU) to help them create teaching materials like videos and pictures to be used in their teaching but they have a negative notion about accident happen in some educational trip in the past. All science teachers were able to create an activity title. They even identified in which part of the lesson these activities will be used. The results showed that local biodiversity can be integrated into teaching science. The use of localization and contextualization is an important approach to help learners enjoy science teaching and learning. Also, this study will educate not just students but also teachers that our local biodiversity is important and most of them are now dying. Teachers must take a move to protect and preserve our local resources.
The Peacemaker as &quot;Other&quot; in a Coarsened Culture of Fear
Author: McCloud, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Peace,Fear,School Safety,Aggression,School Policy,Educational Philosophy,Terrorism,Foreign Policy,Violence,Educational Environment,Prosocial Behavior

The fear of school violence drives &quot;defensive&quot; schooling policies, and it is not unlike the fear that currently supports aggressive foreign policies that sanction drone strikes and the incarceration of suspected terrorists. However, the current measures taken for defense against terrorism are not working, and the same types of &quot;warlike&quot; measures will not make schools safer places either. To move away from aggression a different response is needed, one that does not strike back with violence assaulting the human spirit. A different story is required, for narratives shape how groups and individuals live in the world.
The History of the Public Education System in Vilna Governorate (The Second Half of the 19th and Early 20th Centuries). Part 1
Author: Natolochnaya, Olga V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Public Education,European History,Educational Development,Educational Change,Social Change,Elementary Secondary Education

This paper examines the public education system in Vilna Governorate in the period between the second half of the 19th century and the early 20th century. This part of the paper analyzes the system's development in the period 1803-1880. In putting this work together, the authors drew upon a pool of statistical data published in Memorandum Books for Vilna Governorate in the period from the 1860s to the 1910s, as well as an array of statistical data on the Vilna Educational District published in the scholarly journal Zhurnal Ministerstva Narodnogo Prosveshcheniya. The authors also made use of several regulatory documents. The authors conclude by noting that the system of public education in Vilna Governorate had developed markedly distinct characteristics of its own. One of these characteristics was based on the motley ethnical and confessional composition of the area's population. As a consequence, in the period 1803-1880 the region witnessed two Polish uprisings, which would ultimately have an effect on its system of public education. At the same time, the development of the system of public education in Vilna Governorate had a set of features common to other regions within the Russian Empire as well. More specifically, there was a sharp rise in the number of educational institutions subsequent to the 1861 reform, and afterwards there was a drop in that number in the second half of the 1870s.
The Russian Market for Exported Educational Services: The Shanghai Cooperation Organization (SCO) Network University
Author: Pestereva, Nina
Date: 2019-00-00
Type: Journal Articles
Subjects: Commercialization,Universities,Specialists,Student Mobility,College Students,Student Attitudes,Student Surveys,Foreign Countries,Student Motivation,Educational Cooperation,International Cooperation,Web Sites,Foreign Students,Program Descriptions,Student Recruitment,College Choice,Team Sports,College Athletics,Career Choice,Efficiency

The research reported in this paper seeks to assess the potential of the Russian market for exported educational services through the example of the Shanghai Cooperation Organisation Network University (SCOU). The authors share the findings from their analysis of a set of educational models for the SCOU, provide an assessment of the role of backbone Russian and Chinese colleges in and their contribution to the implementation of priority areas for the training of specialists from SCO member states, share the findings from their statistical analysis of demand for joint export educational programs (JEEPs), and examine some of the key forms and characteristics of the academic mobility of students attending school via a JEEP, which they view as an indispensable part of today's international educational process. The paper shares the findings from a sociological study which was conducted by the authors in the form of a questionnaire-based survey of students from top Chinese and Russian colleges participating in the SCOU program for the purpose of exploring the motivation of students in the context of planning out their individual educational path based on the pursuit of studies overseas. The work makes use of SCOU-related data from the Ministries of Education of China and Russia and various statistics websites on the Internet to analyze the results from the implementation of SCOU JEEPs and also explore the foreign student body attending school in Russia. In putting this work together, the authors employed a set of traditional methods of research, including classification, comparative analysis, summarization, juxtaposition, forecasting, and surveying by questionnaire. The authors' assessments of the potential of the Russian market for export educational programs, based on the example of the Shanghai Cooperation Organisation Network University, have helped put together a set of recommendations on boosting the competitiveness and efficiency of the market for the export of educational projects and programs.
Factors of Conflict in the Educational Environment of the Modern School
Author: Frolova, Elena V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Environment,Conflict,Teacher Student Relationship,Parent Teacher Cooperation,Interprofessional Relationship,Teacher Administrator Relationship,Foreign Countries,Teaching Experience,Professional Autonomy,Teaching Methods,Relevance (Education),Student Needs,Faculty Development,Faculty Workload,Expectation,Educational Quality,Commercialization,Authoritarianism,Leadership Styles

The effectiveness and quality of the educational process in modern school depend, among other things, on the level of conflict in the team, on the confidence of interactions in the teacher-student-parent system. In order to analyze the factors of conflict in the educational space of the modern school, the authors conducted a study. The leading method was the survey of Moscow school teachers (N = 127). The study was split into blocks according to the types of interactions: teacher-student, teacher-teacher, teacher-administration, teacher-parent. In order to verify the obtained data, the method of focus groups was used (N = 11). The study revealed that the greatest likelihood of conflict situations is typical for teacher and student interactions. The dependencies between the occurrence of conflict situations in the educational environment on the teacher's work experience, leadership style, and the level of interaction with parents were also identified. The main factors for the emergence of conflicts were limiting the ability of the teacher to apply legitimate disciplinary actions, reducing the authority of the teacher, the insufficient level of relevance of the content of educational material, forms and methods of conducting the level of training of students, their educational needs. During the interaction between the teacher and the administrative building of the educational organization factors for conflict situations are dysfunctions of the teacher's work organization, lack of conditions for teacher's professional development, uneven and/or unfair distribution of training and additional workload, redundancy of control, authoritarian management style. The one-sided nature of the interaction between the family and the school, the lack of effective feedback, the contradiction between the parents' expectations of the quality of education and the actual learning outcomes in the modern school, the commercialization of the educational space largely contributes to the development of conflicts in the process of interaction between the teacher and the parent community.
Teaching Ignorance: On the Importance of Developing Psychoanalytic Sensibilities in Education
Author: Logue, Jennifer
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Psychiatry,Learner Engagement,Knowledge Level,Psychological Patterns

Lacan once remarked that there was &quot;something quite ironic about Christ's injunction to love thy neighbor as thyself because, actually, people hate themselves.&quot; Can Lacan's observation about our loving and hating our neighbors the way we love and hate ourselves help us to make sense of ongoing, almost incomprehensible suffering, the rise of hate crime, cruelty, and alt-right nationalist movements here and around the globe? While for some, bearing witness to the suffering of others is a call to action, for others it is paralyzing, anxiety inducing, maddening and depressing. Others still may be relatively aware but choose not to care as they find themselves completely consumed by trying to make ends meet, overwhelmed in trying to meet the demands of their own unaffordable and increasingly instrumentalized education in this cult of efficiency, where folks are measured in terms of productivity rather than dignity. Worse yet, bound by doctrine or ideology, there are those that find the cruelty and suffering of Others justifiable, necessary, and even, quite pleasurable. What can we reasonably hope from education in such a political climate? In this paper, the author suggests that ignorant attachment can help to account for all that has led to and follows from Trumpism. She advocates for teaching about varieties of ignorance with a psychoanalytic sensibility as one strategy with which to engage the emotional investments that sustain apathy and the ignorant refusal to care in this new era of suffering and spectatorship.