ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Teachers in the Organization of Inclusive Education of Primary School Pupils
Author: Shevchenko, Yuliia M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Role,Inclusion,Elementary School Students,Models,Comparative Education,Foreign Countries,Elementary School Teachers,Educational Legislation,Educational Finance,Faculty Development,Educational Policy,Resource Centers,Special Needs Students,Teaching Assistants

The article highlights the models of inclusive education of Italy, Germany, Sweden, Norway, and Great Britain. Inclusion models can be classified into three basic ones, according to the ratio of the number of primary school-aged children at general and specialized schools, namely: full inclusion, partial inclusion with a predominance of pupils at general schools, partial inclusion with a predominance of pupils at specialized schools. Full inclusion is present in Italy and Norway, partial inclusion with a predominance of students at specialized schools is observed in Sweden (88.40%), partial inclusion with a predominance of students at general schools is present in Germany and the UK. Models of inclusion differ on the following aspects: legal regulation, funding and amounts of financing for teachers' trainings, initial and ongoing teachers' training, an approach to the organization of inclusive education (partnership, peer-to-peer approach, centralized, decentralized), the practice of exchanging experiences of inclusion's organization within the country, the ratio of the number of primary school-aged children at general and specialized schools. The factors specified determine the role of teachers in the organization of inclusive education of primary school pupils. In countries, support and assistance of teachers is provided at different institutional levels: in Germany -- through the center for psychological and pedagogical support, inclusion support services; in Great Britain -- by assistants; in Italy -- by consultants, healthcare service professionals; in Sweden -- through resource centers; in Norway -- through state centers. Support of teachers' professional development throughout life and teachers' financial motivation have been introduced in the countries; thus, these measures have a positive effect on the integration of primary school pupils in the society.
Emotional Presence in Building an Online Learning Community among Non-Traditional Graduate Students
Author: Jiang, Mei
Date: 2020-12-00
Type: Journal Articles
Subjects: Emotional Response,Psychological Patterns,Electronic Learning,Communities of Practice,Nontraditional Students,Graduate Students,Education Majors,Peer Relationship,Student Satisfaction,Predictor Variables,Teacher Student Relationship,Andragogy

The Community of Inquiry (CoI) framework posits that a collaborative online teaching and learning process can be achieved through three interdependent dimensions of presence: cognitive presence, social presence, and teaching presence. Emotion is considered an important factor in successful online learning. This study explored non-traditional graduate students' perceived emotional presence that emerged in participants' online learning experiences. Based on quantitative and qualitative data from 45 non-traditional graduate students in the field of education, the study showed that participants demonstrated both positive emotional expressions (e.g., enjoyment and happiness) and negative expressions (e.g., frustration and disappointment) in their responses. Emotional presence ratings were found be significantly lower than cognitive, teaching, and social presence ratings. Emotions serving different functions were also identified in responses. Directed affectiveness, the recognition and sharing of emotions between students, the instructor, and peers, surfaced where participants showed a strong emotional need to make connections. Outcome emotions were also identified where participants showed emotional responses in regard to their eventual learning outcome. We also found emotional presence by itself a significant predictor of non-traditional graduate students' satisfaction with online learning. Implications for research and practice are discussed.
Evaluating Online Course Quality: A Study on Implementation of Course Quality Standards
Author: Zimmerman, Whitney
Date: 2020-12-00
Type: Journal Articles
Subjects: Online Courses,Course Evaluation,Educational Quality,Academic Standards,Curriculum Design,Faculty Development,Higher Education,Quality Assurance,Benchmarking,Program Implementation,Best Practices

This study examined the relationship of intentional faculty professional development, intentional online course design, and informal course reviews to the results of official interinstitutional peer review within higher education institutions. Quality Matters[superscript TM] (QM) provided the setting for this exploration of the relationship of three independent variables at the course level at institutions that have voluntarily implemented QM online learning quality assurance tools and processes. Data for this study were extracted from a larger statistical project conducted regularly by QM, which included the results of 5,436 online course reviews completed between September 2014 and May 2020 at 360 institutions. These courses were assessed for meeting quality standards in structured, interinstitutional, reviews, conducted by three faculty peer reviewers. QM provided the setting and data for this study; however, the study was not about QM. Instead, it was about exploring the relationships of variables within an institution's control in the quest for benchmarking and improving online learning. Having and disseminating online course quality standards does not ensure implementation of those standards and quality assurance processes. This observational study provides a better understanding of how the implementation of those standards and quality assurance processes might impact outcomes.
The Use of a Competency-Based Approach to Forming Professional Culture in Pre-Service Lawyers
Author: Petkov, Sergey V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Competency Based Education,Legal Education (Professions),Law Students,Professional Identity,Student Attitudes,Supervisor Supervisee Relationship,Help Seeking,Socialization,Moral Values,Ethics,Communication Skills,Organizational Culture,Reflection,Creativity,Empathy,Skill Development,Foreign Countries

The article foregrounds the problem of forming professional culture in the preparation of future lawyers based on the competency-based approach. It also focuses on problems related to its implementation in the educational process of a modern education institution. The research reveals the essence and structure of a future lawyer's professional culture. Thus, a lawyer's professional culture is a set of various cultural components (esthetic, legal, informational, economic, and political) and legal rules put forward to a lawyer while performing his/her main functions and professional principles. A questionnaire survey has been carried out to identify students' attitudes towards a supervisor and his/her impact on forming professional culture. In addition, to diagnose a level of professional culture formation, a psychological study has been conducted based on students' personal and professional qualities. The research has provided the assessment of socially educational work at the Law Faculty at Taras Shevchenko National University of Kyiv. It has been stated that the creation of certain psychological and pedagogical conditions for forming the professional culture of the student youth is one of the priorities of socially educational work at the Faculty. The main forms of socially educational work directed towards forming the professional culture of future lawyers are educational talks, seminars, a case-method, thematic meetings, student conferences, excursions, business and simulations, meetings with experienced practitioners, etc. Besides, the originally designed integrative course entitled &quot;Professional culture of a specialist&quot; has been implemented in the educational process. It uses the main principles of the competency-based approach to training students for their job as a lawyer as well as to demonstrate the main forms, methods, and techniques of working with different subjects. This process required the application of interactive teaching methods. It has been specified that the implementation of the competency-based approach to legal education enables us to determine its substantive content and impact. It provides an adequate standard for the professional culture of future lawyers.
The Use of Information Technologies for the Development of Competences in Future Teachers of Foreign Language and Foreign Literature
Author: Handabura, Oksana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Information Technology,Second Language Learning,Second Language Instruction,Literature,Language Teachers,Teaching Methods,Guidelines,Technological Literacy,Teacher Education Programs,Faculty Development,Technology Integration,Assignments

The article deals with possible ways of using information technologies in teaching future teachers of foreign language and foreign literature. It is established that the primary task of the organizer of the educational process is to build an educational process with a view to facilitating the development of the competences necessary for the future teachers of foreign language and foreign literature. The latest information technologies are analysed and the effective ways of their use are suggested. It was found out that information technologies actively contribute to the unique function of preparing the future specialist for the quality realization of educational services in the information and digital space. It is researched that the functional approach to the analysis of IT in the context of the educational process outlines the specific scientific basis of the proposed scientific search, which allows to organically combine the postulates of media-oriented education with cognitive and communicative principles in the study of the ways of using IT in teaching teachers of foreign language and foreign literature. According to the guidelines of this approach, the functional purpose of IT influences the processes of formation of the form and value of the obtained knowledge. An important element in describing the use of IT is the principle of consistency. It is confirmed that the general competences of future teachers of foreign language and foreign literature are represented by both subject and general competencies, where IT competence is ranked as one of the top priorities. It implies the teacher's ability to use information technology in the course of his/her professional activities effectively and appropriately. Information technology competence, in turn, is divided into three main competences, which correspond to the separate activities of teachers of foreign language and foreign literature: general, diagnostic and subject-oriented. Examples of tasks aimed at forming different types of competences in future teachers of foreign language and foreign literature with IT involvement are given. It is proved that the use of information technologies in the process of realization of educational and professional training of future teachers of foreign language and foreign literature contributes to a more effective fulfilment of the basic curriculum assignments, in-depth study of the content of the studied discipline, optimization of self-education and self-development of the level of future specialists, an individual way of perceiving information and working with it.
Teaching and Learning Science through Multiple Representations: Intuitions and Executive Functions
Author: Hansen, Janice
Date: 2020-12-00
Type: Journal Articles
Subjects: Teaching Methods,Science Instruction,Attention Control,Executive Function,Intuition,Best Practices,Visual Aids,Preservice Teachers,Undergraduate Students,Middle School Students,Student Attitudes,Learning Processes,Scientific Concepts,Genetics,Cues,Teacher Education Programs,Preferences

Reasoning about visual representations in science requires the ability to control one's attention, inhibit attention to irrelevant or incorrect information, and hold information in mind while manipulating it actively--all aspects of the limited-capacity cognitive system described as humans' executive functions. This article describes pedagogical intuitions on best practices for how to sequence visual representations among pre-service teachers, adult undergraduates, and middle school children, with learning also tested in the middle school sample. Interestingly, at all ages, most people reported beliefs about teaching others that were different from beliefs about how they would learn. Teaching beliefs were most often that others would learn better from presenting representations one at a time, serially; while learning beliefs were that they themselves would learn best from simultaneous presentations. Students did learn best from simultaneously presented representations of mitosis and meiosis, but only when paired with self-explanation prompts to discuss the relationships between the graphics. These results provide new recommendations for helping students draw connections across visual representations, particularly mitosis and meiosis, and suggest that science educators would benefit from shifting their teaching beliefs to align with beliefs about their own learning from multiple visual representations.
A Shifting Landscape for State Testing
Author: Olson, Lynn
Date: 2020-09-00
Type: Journal Articles
Subjects: Standardized Tests,State Standards,Testing,Educational Change,Distance Education,COVID-19,Pandemics,Progress Monitoring,Educational Legislation,Federal Legislation,Elementary Secondary Education,State Legislation,Summative Evaluation,Politics of Education,Educational Trends,Educational Innovation,Accountability

Last spring's sudden shift to remote learning in response to the COVID-19 pandemic disrupted K-12 education in an unprecedented way. Upon Education Secretary Betsy DeVos's waiver of federally mandated state testing for spring 2020, it also triggered the first nationwide break in state testing in half a century. With students returning to school for the 2020-21 school year, state boards of education will need to get a handle on exactly where students are in their learning in order to target resources and support. States also will need to restart annual assessments mandated by the federal Every Student Succeeds Act (ESSA) in order to track progress over time, particularly for vulnerable subgroups of students. Yet even before the pandemic, two recent FutureEd reports found that state testing systems were already in transition. A national analysis by FutureEd found that between 2014 and 2019, lawmakers in 36 states passed legislation to respond to concerns about overtesting, including by reducing testing in a variety of ways. That trend is likely to continue, as opponents to standardized testing eye the coronavirus crisis as an opportunity to leverage more cuts--and even end state testing entirely. At the same time, interest is growing in innovations that could make state testing systems more useful for teachers and students by moving away from a single, end-of-year test to more frequent assessments that better reflect classroom curriculum and instruction. As state boards think about the right questions to ask about testing in order to make smart decisions moving forward, it is important to understand the history of state summative assessment in the United States, the increasing fragmentation of the state testing landscape, and the larger political context.
The Implementation of the Principles of Lifelong Learning as the Basis of Quality Specialize Education
Author: Broiakovskyi, Oleksandr V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Specialization,Lifelong Learning,Educational Quality,Professional Continuing Education,Specialists,Educational Principles,Program Implementation,Occupational Mobility

The article reflects the relevant factors of introducing specialized education. The first group of factors relates to the specifics of adolescent development. The second group of factors relates to the development of a network of educational institutions in the education system of modern Ukraine. Small towns and rural areas suffer from scarcity of gymnasiums, lyceums, schools with in-depth study of subjects. At the same time, major million cities also feel the need to increase their numbers. The third group of factors is determined by pan-European educational development objectives. The main attributes of lifelong learning that determine the transformations of specialized education are: &quot;formal,&quot; &quot;substantive&quot; and &quot;meaningful attributes.&quot; Let's briefly consider each of these attributes. &quot;A formal attribute&quot; implies a temporary duration of the educational process and can be extended to the period of adult life (&quot;lifelong learning&quot;). &quot;A substantative attribute&quot; orients each pupil to the gradual enrichment of their creative potential. &quot;A meaningful attribute&quot; reflects the integrity of the lifelong learning cycle. The study of the effectiveness of the implementation of principles of lifelong learning as a basis for specialized education was based on a number of features. First of all, we are talking about the selected sample. After all, to trace the reasonability of applying the principles of continuing education in the process of professional formation it is necessary to diagnose individuals who have passed all the steps of this process. At the same time, the selected population of respondents was divided by gender into two groups. This made it possible to establish the diversity of views of men and women on the problem of continuing education. The purpose of this study is to provide a comprehensive review of the scientific literature on the specifics of the implementation of the lifelong learning principles and to determine whether professionals feel the need for additional training.
Enhancing Learning with Oral Assessment as a Culminating Activity for Faculty Development
Author: Salter, Diane J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Verbal Tests,Faculty Development,Formative Evaluation,Summative Evaluation,Feedback (Response),Portfolio Assessment,Teacher Certification,Active Learning,Lesson Plans,Learning Activities,Alignment (Education),Reflection,College Faculty

This paper describes the oral assessment activity we designed and used as a culminating activity for faculty participants in a professional academic development program. The program offers multiple certificates, and the goal of each certificate is to enhance participants' abilities to design and deliver exceptional student learning experiences. We describe the unique nature of the assessment activity and provide details on the process of implementing oral assessment. This process enabled faculty to demonstrate achievement of the program learning outcomes and consider next steps in their professional development. Three key ideas discussed in this paper are: oral assessment, folio thinking, and dialogic curriculum.
Educational Management of Innovative Pedagogical Process in Higher Education Institutions (HEIs)
Author: Kravchenko, Olena I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Higher Education,College Administration

The article proves that one of the objectives of the contemporary high school is developing the potential of all participants of the pedagogical process, giving them opportunities for revealing creative abilities. Such a change in the role of education in society has led to innovative processes. We distinguish the following elements of innovative activity in HEIs: the goal (increasing the efficiency of resource use in the HEIs), the content (the processes of creating and applying the innovations, including regular ones) and the product (the quality of training the graduates of the HEIs). We also identified the following types of innovation: organizational, processive and productive, which are the subjects of innovative activity in the HEIs. Under these circumstances, the planning and application of innovations are considered as the area of involving teachers into innovation activity. We specified the factors increasing the number of innovative activities: organizational and technological preparation of creating innovations is considered pre-innovation activity; the production of innovations depends on research and scientific work; the application of innovations includes the stages of implementation, design and dissemination. We distinguished contextual, educational, scientific and innovative processes and the process of strategic development of human potential. We identified the prospects of researching the innovative environment of HEIs as a condition for effective innovative activity of teachers. Generally, the structure of indirect management of the innovative process includes the main stages of the reflexive regulation of searching a new idea: the stages of criticism, conscious rethinking and normalization of the activity. The organizational structure of such management includes the following stages: diagnostic, regulatory, analytical and verification. Knowledge of the varieties of structures and their main stages is necessary to define the whole system of reflective management, because the innovation process consists of micro-innovation processes, which need to be adjusted in communication. We analysed the basic structural components of the authors' technology of managing the innovation process at the department level as a structural part of ???s.
Models of Introduction of Dual Professional Education
Author: Kravchenko, Olha L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Foreign Countries,Job Training,Educational Cooperation,School Business Relationship,Best Practices

The dual system of vocational education is designed to balance education (in the educational institution) and training (at the enterprise level) equally in order to ensure the appropriate level of qualification, to teach and socialize the next generation. In addition to these effects (qualifications, education and socialization), the dual system enables the country to achieve economic goals (that is, economic growth) and social goals (that is increase youth employment); that is why many countries are trying to introduce elements of dual vocational education into their own national systems. The purpose of this study is to analyze the best international experience in implementing the dual vocational education system, identify strengths and weaknesses of this system and the issues that arise during the implementation of elements of the dual education system. Based on the analysis of cases from different countries, a matrix of implementation of dual education's elements in Ukraine and the world has been formed. Weaknesses of the approved Concept of training specialists in the dual form of education on the basis of the SWOT-analysis of the implementation of the dual education system have been identified and recommendations for its improvement have been formed.