ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Metacognition and Thinking Using a Deliberate Approach
Author: Donaldson, Sheetal
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Thinking Skills,Teaching Methods,Nursing Education,Curriculum Development,Group Discussion,Foreign Countries,Problem Based Learning,Reflection,Nursing Students,College Faculty,Educational Environment,Listening Skills

This article describes the Context Based Learning (CBL) redesign of Nursing courses addressing life transitions, including by implementing group discussion, written concept analysis, group presentations, reflections on thinking and simulation performance, group skills analysis and a final paper. The purpose of the study was to determine how these strategies build metacognition and thinking in the students. Both students and faculty participants agreed the structure of the courses stimulated thinking and metacognition, especially through group discussion of the presentations based on the concept analysis. Students said listening and a safe learning environment helped them think and reflect. However, the larger the group and the more faculty controlled the group, the less thinking developed. This study provides insights into the importance of a safe learning environment, listening, group size and faculty control in the development of thinking and self-reflection in small group CBL format that may be applicable to many disciplines.
Information Interactive Design as a Discipline in the Professional Training of a Modern Graphic Designer
Author: Tsidylo, Iryna I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Education,Graphic Arts,Design,Technology Integration,Educational Change,Labor Needs,Content Analysis,Web Sites,Universities,Labor Market,Teaching Methods,Curriculum Development,Creativity,Skill Development,Specialization,Foreign Countries

The rapid progress of graphic design due to the integration of technology is transforming curricula. Changes take place through the development of disciplines that shape the new skills of the graphic designer in accordance with the needs of the labor market. In this article, based on the content analysis of the official websites of 4 universities of Ukraine and the study of the needs of the labor market in the field of graphic design, the state of use of approaches to teaching graphic design has been revealed. The basis of the study is &quot;a wild theory of technologically facilitated behavioral change&quot; of Rogers. The analysis confirms the hypothesis that approaches to learning are formed in response to the needs of the labor market; they transform curricula. Transformation takes place in the direction of the formation of technical skills, as a consequence of the integration of technologies, and creativity, as a consequence of the need to influence the consumer of the information message through the design product. It has been revealed that the specifics of the Ukrainian labor market determines the offer of educational services in the field of graphic design. The skills required by design product developers are formed in the process of training a graphic designer. It has been proved that the professional competences of a graphic designer meet the needs of the labor market; however, they lag behind new concepts, approaches to the requirements of product creation. The idea of Ukrainian graphic design as a discipline involves forming a competent professional with technical, creative skills for the development of business-oriented products in the field of graphic design. It has been revealed that a systematic and integrated approach is used in the process of training a graphic designer, which correspond to manipulative, ecological approaches as the main theories of creating a graphic product. It has been proved that the theory of &quot;wild design&quot; is not reflected in the modern practice of teaching disciplines within a framework of the specialization &quot;graphic design&quot;. This is due to the lack of understanding for the development of such disciplines that would provide the formation of skills in the process of creating a &quot;wild product&quot;.
Geography Syllabus in the Secondary Schools of India: Issues and Challenges
Author: Alam, Sarfaraz
Date: 2020-08-00
Type: Journal Articles
Subjects: Geography Instruction,Course Descriptions,Teaching Methods,Secondary School Students,Teacher Surveys,Teacher Attitudes,Foreign Countries,Skill Development,Course Content,Barriers,Curriculum Development,Educational Change

Constructing the syllabus of a school subject could be a highly contested exercise given the fact that it must cater for the concerns of competing stakeholders and pressures to incorporate all possible aspects of that discipline. For geography, whose field of study is extremely vast, and its nature is not clearly defined, developing its syllabus is particularly challenging. This paper discusses some key issues concerning the status of the geography syllabus in the secondary schools in India. The central theme of the paper is built on the study of documentary sources, research works, as well as on the survey of schoolteachers and geography experts from some school boards. The paper concludes that the educational value of school geography can only be realized by incorporating both physical and human aspects of the Earth in the syllabus.
Against the Grain: Narratives of Rural Teachers&apos; Professional Lives
Author: Gallo, Jessica
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Narratives,Rural Schools,Rural Areas,School Community Relationship,Interprofessional Relationship,Rural Population,Teachers,Administrators,Work Experience,Elementary Secondary Education

This study explored the question &quot;What roles does rurality play in the professional lives of teachers in a Midwestern state?&quot; Using narrative analysis of four participants' interviews about their lives and work in two rural towns, this paper compares participants' stories with dominant narratives about rural schools and communities in published literature. Common depictions of rural people, places, and work often oversimplify the complex relationships among the school, community, staff, and students. This study found that participants: (1) feel a sense of belonging in rural places despite the challenges of living and working there; (2) create and maintain a strong professional family in order to mitigate the difficulties of recruitment and retention in rural schools; and (3) experience school and community partnerships that are both supportive and challenging. As a result of this analysis, this study calls for a more critical and complex representation of rural people and places, especially schools, in order to work against the dominant narratives about rurality that exist in popular imagination.
Special Features of Foreign-Languages Teaching at Higher Education Institution
Author: Petrenko, Oksana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Second Language Learning,Second Language Instruction,Multilingualism,Intercultural Communication,Communicative Competence (Languages),Educational Trends,Teacher Role,Language Teachers,Cultural Awareness,Teacher Attitudes,Positive Attitudes,Comparative Education,Foreign Countries,Modern Languages,Language Enrollment,Higher Education,Pedagogical Content Knowledge,Secondary School Students

The trend towards the development of intercultural communicative competences of students, the use of interactive teaching methods, the changing role of a teacher to a consultant in the teaching process necessitates highlighting the level of perception, knowledge and views of teachers on the intercultural approach in teaching. Based on the study of the experience of EU countries in the implementation of intercultural approach in the teaching of foreign languages and an enquiry of 32 teachers, the level of teachers' perception of the intercultural approach was assessed. We have established the next points: 1) changes in the social and economic context require new approaches to the organization and provision of foreign language education; 2) shifting away from linguistic purity and correctness and the priority of a democratic society, openness to different cultures. This indicates that the social and educational environments are multilingual. The study proves a positive perception in increasing the level of knowledge concerning teachers' intercultural communicative competences. Teachers confirm the importance of implementing an intercultural approach in teaching foreign languages. The scientific paper proves the convergence of developing countries, to advanced countries in the implementation of an intercultural approach to teaching foreign languagesat the local level. Nevertheless, the perception of intercultural competences as the best approach to teaching is at a mean level in Ukraine compared to EU countries.
Increasing Students&apos; Motivation to Learn at Tertiary Educational Institutions
Author: Kolesnichenko, Natalia Yu.
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Motivation,Motivation Techniques,Foreign Countries,College Students,Learning Motivation,Measures (Individuals)

The article is devoted to the study of the main purpose and features of increasing the students' educational motivation at the tertiary educational institution (TEI) in times of urgent need for a total overhaul of the educational paradigm and principles of teaching not only at higher educational establishment but also in the Ukrainian education system as a whole. During the investigation the methods of interdisciplinary approach, system analysis, social-cultural method, social-activity and concrete-historical approach have been applied. An important practical conclusion from the results obtained lies in the fact that the effectiveness of the educational process largely depends on the strategies of educational behavior, used by students. Accordingly, educators (and parents) should not only deliver educational material, but also teach students more effective ways and techniques for capturing it. For instance, the educator may recommend students to make a plan (or scheme) of the material studied or lend assistance to students in developing an individual plan for its mastering. Knowledge about the formation peculiarities of educational motivation at the tertiary educational institutions and personality's value systems in the process of its professionalization can be used in the educational process to optimize the educational activities of students and improve training of specialists. The obtained results make it possible to clarify the subjective criteria for the effectiveness of students' learning. Knowledge about the content of the value system of the modern student's personality and its manifestation in the motivation of educational activity is of practical importance both in terms of self-knowledge and human development, and in terms of organizing professional university and postgraduate training. In the course of investigation it was possible to clarify and specify the theoretical ideas about motivation as a structural-level education, to represent ideas about the values that reflect the attitude to activity as a tool of meeting individual development needs, and their impact on the motivation of educational activities. The motives' concept of personal educational activity and values of students at tertiary educational institutions as psychological parameters of professional activity, requiring correlation with life objectives, have been highlighted.
Development of Skills of Intercultural Communication in the Process of Studying at Higher Educational Institutions
Author: Balanaieva, Oksana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Learning Processes,Global Approach,World Views,Cultural Awareness,Teaching Methods,Second Language Learning,Second Language Instruction,Higher Education,Language Proficiency,Foreign Countries,Learning Strategies,Measures (Individuals),Educational Resources,Internet,Occupational Mobility,Professionalism,Language Tests,English for Academic Purposes,College Students,Comparative Analysis

The article proves that the need for the development of intercultural communication skills in the learning process is due to external causes of globalization and internal requirements of the modern ethnocultural situation in Ukraine, as well as the needs of pedagogical science, which takes into account global development trends: anthropocentrism, search for value orientations and new worldview, the need for acquisition of intercultural interaction skills that ensure competitiveness in the global community. According to the author, the skills of intercultural communication of future specialists are characterized by the integrity of formation of personal qualities and abilities, the ability to switch from one culture-specific code to another, taking into account their differences, flexibly vary communication strategies and tactics, maintain a positive attitude; choice of verbal and non-verbal means. In this regard, the author proposed the idea of using Web 2.0 in the formation of intercultural communication skills. Experimental application of a special method of working with educational Internet resources based on Web 2.0 technologies was tested in the Practical English academic course. It was found that the use of Web 2.0 in the development of intercultural communication skills in the process of studying at higher educational institutions opens up a wide range of opportunities for educational practice: the use of free electronic resources used for educational purposes; independent creation of network content; interpersonal interactions of the subjects of the educational process. To analyse the results obtained and objectively consider the dynamics of changes in the level of development of intercultural communication skills, control and measuring materials selected were the assignments of the Level 6 Certificate of General Language Proficiency (CAE Advanced) and a test to determine the level of development of learning strategies -- the Strategy Inventory for Language Learning (SILL) Version 7.0. It was found that the use of educational Internet resources based on Web 2.0 technologies activates the professionally significant qualities of future specialists, the ability to carry out intercultural communication, expands the horizons of the worldview and the sphere of professional activity to the maximum possible extent, professional mobility, which is a condition and basis of professionalism and mastery. The proposed methods, techniques and technologies can be used regardless of the foreign language and have transnational significance.
The Objectives and Practical Aspects of Quality Assurance System of Higher Education
Author: Ivanova, Dora H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Quality Assurance,Higher Education,Foreign Countries,Comparative Education,Institutional Characteristics,Achievement Rating,Educational Indicators

Each country in the world has its own individual approaches to the quality assurance system of higher education, so the quality of educational services in each country is different. The developing countries should be guided by the standards and recommendations put forward by the world's leading countries in the field of the assurance system of higher education in order to improve the quality of education services. The purpose of the scientific investigation is to formulate the objectives and analyze the practical aspects of functioning of the quality assurance system of higher education. In the study's framework of the practical aspects of the higher education's quality in European Union's countries, the methods of general analysis have been used, including comparison and grouping; at the same time, the presentation of statistics is also demonstrated by graphical methods. The practical aspects of quality assurance of higher education in European Union's countries have been analyzed, which is reflected in the dynamics of the number of students who have received higher education, the structure of higher education degree seeking applicants, the employment rate of graduates who have graduated from higher education institutions (Employment rates of recent graduates), the World University Rankings, the Europe Teaching Rankings, rating of the strength of the higher education system (the QS Higher Education System Strength Rankings). Proposals for ensuring the proper quality of higher education and a high level of educational services to educational institutions of the European Union have been presented.
Grade Span Configuration and Academic Performance for Students in Poverty: A Texas Multiyear Analysis
Author: Jones, M. Chad
Date: 2017-00-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Academic Achievement,Poverty,Grade 6,Grade 7,Grade 8,Low Income Students,Elementary Schools,Secondary Schools

Over the past two decades, an increase has occurred in the number of schools containing a Grade K-8 configuration rather than the Grade 6-8 traditional middle school (Blair, 2008). The reason behind this trend may reflect educator awareness that achievement loss takes place during each transition (Alspaugh, 1999; Cullen &amp; Robles-Pina, 2012; Clark et al. 2013a). As educational leaders make decisions about how to configure the schools within their district, one major factor they must take into account is the effect that school transitions will have on students and the timing of such transitions. Adolescents experiencing cognitive, physiological, social and emotional developmental changes associated with puberty also have to contend with another important developmental process, the transition from elementary to secondary school (Aikins, Bierman, &amp; Parker, 2005). A pronounced regression in student achievement has been documented to occur during the transition from elementary school to middle school (Alspaugh, 1998; Alspaugh &amp; Harting, 1995). Several researchers (e.g., Becker, 1987; Byrnes &amp; Ruby, 2007; Clark, 2012; Connolly et al., 2002; Fink, 201 O; Franklin &amp; Glasscock, 1996; Offenburg, 2001; Schafer, 2010; Tucker &amp; Andrada, 1997; Wihry et al., 1992) have demonstrated the presence of statistically significant relationships between grade span configuration and academic achievement. In these studies, students enrolled in K-8 school settings demonstrated a higher academic performance than students enrolled in traditional middle school settings (i.e., Grades 6-8). Very few research studies are available, however, in which the academic performance of middle level students enrolled in elementary schools (i.e., Grades P/K-8) have been compared to the academic performance of students enrolled in secondary settings (i.e., Grades 6/7-12). Hough (2005) coined the term &quot;elemiddle&quot; schools to describe the P/K-Grade 8 schools. Results from this empirical statewide study may provide useful information to educational leaders, school board members, and legislators as they set policies or make decisions regarding school grade span configuration
The Analysis of the Influence of Information Environment on the Efficiency of Training Future Masters for Research Activity
Author: Bopko, Ihor Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Programs,Research Training,Humanities Instruction,Access to Information,Instructional Effectiveness,Efficiency,Readiness

The article presents the results of research on the problem of training future masters of humanities for research activity under the conditions of the information environment. The authors reviewed scientific literature, determined the mainstreams of the future masters' training for research activities, and the dynamics of their readiness for these activities, studied the influence of the information environment of higher educational institutions on the level of the development for research activities. They also developed the provisions for methodological recommendations. The information environment is understood as the possibility to obtain the necessary data, evidence, hypotheses, theories, etc. Much attention is paid to ensuring the quality of professional training through the introduction of stagewise higher education, the formation of the future masters' professional mobility under the labour market conditions. Based on the review of psychological and pedagogical literature, we determined the pedagogical conditions for the development of future masters' readiness for research activities: ensuring the future masters' training within the modern information environment; formation of the future masters' motivation for research activities in the information environment; introduction of a competent approach into the future masters of humanities training; ensuring the integration of academic subjects in the future masters' training for research activity. Based on the results of the study, we determined the main tasks of further research. The authors confirmed the reliability of the research results by the Student's t-test and Fisher's F-test.
The Formation of Key Competences in the Training Process of Preschool Education Specialists (Experience of the United Kingdom, Germany, Ukraine)
Author: Zdanevych, Larysa V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Preschool Teachers,Foreign Countries,Comparative Education,Educational History,Educational Policy,Competency Based Teacher Education

The article outlines the main prerequisites for the transformation of modern competences in the training process of preschool education specialists (experience of the United Kingdom, Germany, Ukraine). Differences in the training of future preschool education specialists are found in the structure and content of educational programs (curriculums), namely: the bachelor's training of preschool teachers is applied in Germany, as well as master's programs for training of preschool education specialists; the development of new forms and methods of teaching occupies an important place in advancing of professional teacher education in the UK; they make it possible to create the future teachers' ability for independent and critical thinking, the practical application of acquired knowledge and experience in educational research, role-based and simulation modeling, and creative search. In terms of professional competences, the most advanced training system of preschool teachers is revealed in the UK. However, in Germany, the process of training specialists in preschool education area was determined by institutional decisions, where preschool education was a form of childcare and part of social security. The United Kingdom is characterized by a longstanding tradition of a detailed, comprehensive framework of teacher's competences for training of preschool teachers. Therefore, one of the core competences is professionalism and standards in combination with such competences, as: values, knowledge and skills. As opposed to Germany and the United Kingdom, in Ukraine the formation of key competences in the process of training specialists in preschool education is primarily based on professional basic knowledge and skills, values and attitudes, motives of pedagogical activity.