ethanporcaro/eric-fulltext-meta huggingface dataset:
On Differentiation Strategies in the EFL Mixed-Ability Classroom: Towards Promoting the Synergistic Learning Environment
Author: Abramova, Galina S.
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Teachers,Teacher Attitudes,Student Attitudes,Undergraduate Students,Secondary School Students,Classroom Environment,Ability Grouping,Heterogeneous Grouping,Foreign Countries,Individualized Instruction

The aim of the research was to examine the implementation of various differentiation practices seen from teachers' and learners' perspectives. The paper reviews recent research studies related to the adjustments teachers make to content, process and product, according to the patterns in student readiness, interest or learning profile and provides a descriptive analysis of the teacher and student responses to the effectiveness of differentiation techniques. This paper draws on the analysis of teachers' and students' responses to the key interview questions about their experiences and views of mixed-ability and same-ability classes. The data were collected by means of two web-based surveys using Google Forms and involving 25 teachers of the Alibra School in Moscow and 100 undergraduate B.Ed. students of Moscow City University (MCU). The participants' responses were visualized and published on the Internet with open access to the questionnaires' data. Open-ended questions were organized and thematically coded in NVivo to facilitate analysis. The coding of several debatable cases was further manually checked and examined by the authors. The results indicate that the majority of the teachers purposefully apply a variety of management tools in different parts of the lessons to achieve elaborate educational results and to infuse a growth-oriented mindset in the classroom. With regard to the students' views on the notion in question, the research reveals broad patterns in learners' attitudes characterized by certain correlations between students' academic training and format preferences.
Personal Agency and Social Creativity of Modern Adolescents: Opportunities for the Development in a Socially Enriched Environment
Author: Antopolskaya, Tatiana A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Creativity,Adolescents,Adolescent Development,Social Environment,Correlation,Leadership,Supplementary Education,Foreign Countries

The article reveals the theoretical and practical aspects of the interrelation of social creativity, the demonstration of leadership skills and personal agency of adolescents included in a socially enriched environment of additional education. The methods of studying the development of adolescents' personal agency are described, which make it possible to identify the level of social creativity of an individual and the aptitude of adolescents for leadership. The article presents the results of an experimental study of the dynamics of adolescents' personal agency in connection with the changes in the indicators of their social creativity and leadership potential after the implementation of a specially developed additional educational program &quot;Social testing ground&quot;. The obtained results are compared to five stages of the development of personal agency such as &quot;observer&quot;, &quot;learner&quot;, &quot;apprentice&quot;, &quot;master&quot;, &quot;creator&quot;. A positive growth of the studied parameters among adolescents, the participants of the experiment, has been noted, which allows confirming the conclusion about the systemic nature of personal agency and its interrelation with the creative skills of an individual when interacting with the social environment.
The Use of Practice-Based Assessments in Preparing Humanities and Social Sciences Specialists: The Case of Sumy State University (Ukraine)
Author: Zavhorodnia, Vladyslava M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Evaluation,Summative Evaluation,Evidence Based Practice,Humanities,Social Sciences,Majors (Students),Specialists,College Students,Legal Education (Professions),International Law,History Instruction,Archaeology,Humanities Instruction,Work Experience Programs

This paper explores the potential for using practice-based assessments in higher education in preparing humanities and social sciences specialists. The authors tested a set of innovative methodologies for practice-based summative assessment of the progress made in learning certain disciplines by students majoring in Law, International Law, and History and Archaeology at Sumy State University (Ukraine). To assess the effectiveness of practice-based assessments, the authors employed anonymous surveying, tested students' level of mastery of key theoretical concepts, and carried out a comparative analysis of the performance of students who took part in practice-based assessments and those who took exams in a traditional way. The conducted pedagogical experiment indicates the advisability of employing practice-based assessments as part of teaching humanities and social sciences disciplines. It revealed a significant increase in the level of preparation of students on subjects summative assessment around which was based on practical assignments. Having students train their practical skills can help them assimilate theoretical knowledge better and for a longer time and become more confident in their preparedness for their future profession. Practice-based assessments can also serve as a yardstick for gauging the effectiveness of instructors' teaching methods and stimulate the quest for new ways of teaching and learning that can help meet the needs of the labor market and the interests of students pursuing a higher education as much as possible.
Victims or Criminals? Knowledge, Perceptions, and Attitudes of Ghanaian University Students on Illicit Drugs and Substance Users
Author: Debrah, Timothy Pritchard
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Level,Student Attitudes,Undergraduate Students,Graduate Students,Young Adults,Drug Use,Substance Abuse,Marijuana,Laws,Victims,Positive Attitudes,Foreign Countries

Illicit drugs and other substances are serious threats to global health and security. Thus, there have been several global efforts to enact and enforce strict humane drug laws and adequate interventions to curb the trade and use of drugs. Nevertheless, there is a dearth of research in the area of knowledge, perception, and attitude of high-risk populations, like West African university students, to guide interventions and the implementation of drug laws. In this study, we explored the knowledge, perception, and attitude of university students regarding available illicit drugs and drug users in Ghana. Adopting a cross-sectional correlational design, our results from 562 students showed that a large proportion of Ghanaian students were aware of the widely used drugs. The majority of our participants reported having heard of alcohol, cocaine, and heroin. However, fewer people reported knowing drugs such as lysergic acid diethylamide (LSD). We observed that university students in Ghana shared positive attitudes towards drug users. Participants in our study viewed drug users and problem drug users as victims who needed support rather than criminals needing punishment. Future research is required among mental health service providers and law enforcement agencies to explore their knowledge, attitude, and perception of drug users and other related issues.
The System of Public Education in Volyn Governorate in the Period 1796-1917. Part 1
Author: Cherkasov, Aleksandr A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Public Education,Educational Practices,Educational Development,Nationalism,Student Participation,Federal Government,Government Role,National Standards,Elementary Secondary Education,Enrollment

This work explores the system of public education in Volyn Governorate in the period 1796-1917. This part of the work examines the timeframe 1796-1885. The key sources used in putting this work together are the Extracts from the Report of the Chief Procurator of the Holy Synod for the Department of the Orthodox Faith (1836-1885), the Military-Statistical Survey of the Russian Empire, and the 1887 Memorandum Book for Volyn Governorate. The authors' conclusion is that in the period 1796-1885 the system of public education in Volyn Governorate had been developing in the light of the incorporation of this region into the Russian Empire. Attempts to keep in place the Polish education system led to a polarization of the local population and to student involvement in nationalist riots between 1830 and 1831. Only subsequent to this did the Russian government begin to take measures to unify the public education system based on the Russian Empire's standards. By 1885, the network of the region's educational institutions numbered eight secondary schools, 28 lower schools, and 1,515 primary schools. Overall, Volyn Governorate had in operation 1,551 educational institutions, with a combined enrollment of 47,253 students. The region's education sector included secular, ecclesiastical, private, and national educational institutions. The process of the making of the region's public education system was pretty much over by 1885.
Problem and Project-Based Learning as an Educational Philosophy: A Novel Conceptual Model for Higher Education
Author: Korkmaz, Günes
Date: 2021-09-00
Type: Journal Articles
Subjects: Problem Based Learning,Active Learning,Student Projects,Higher Education,Curriculum Development,Models,Theory Practice Relationship,Stakeholders,Educational Change,College Role,Educational Philosophy

Educational transformation at universities driven by the radical changes in society, culture, politics, economy, technology and industry has changed the knowledge, skills and competences demanded from individuals in professional life. This has also led to the problem and project-based learning (PBL) to gain importance once again. PBL is a learning model that all curriculum components are oriented at problems. This study aims to analyze the evolution of PBL from a teaching method to educational philosophy and to propose a novel conceptual model for an institution-level PBL design. This paper is based on a narrative approach to analyze the literature, proposes new relationships among constructs and creates links between existing theories to give a novel and broader insight to the theories using a combination of theory synthesis, adaptation, typology, and model. We think that problem and project-based learning should be considered together to create a framework to design a curriculum in higher education to bridge the gap between theory and practice. Also, we believe that the PBL model we proposed in our study can shed light on the practice of the universities in performing their educational and societal roles.
Private Educational Institutions in the Caucasus in the Period 1846-1914: A Historical-Statistical Study
Author: Taran, Konstantin V.
Date: 2021-00-00
Type: Journal Articles
Subjects: Private Education,Tutoring,Foreign Countries,Educational History,Institutional Characteristics,Elementary Schools,Geographic Regions,Educational Trends,Educational Demand,Educational Quality,Student Characteristics

This work examines the private education sector in the Caucasus in the prerevolutionary period. Consideration is given to the distinctive characteristics of the development of secondary, lower, and primary private education in the region. 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 in the period 1884-1914, and the 1879 Memorandum Book for the Caucasus Educational District. Given the study's nature, special use was made of the statistical method, with the diverse statistical material classified by level of private educational institutions and the raw data on both the number of educational institutions and the gender and religious composition of the student body summarized. This helped identify some of the key distinctive characteristics of the development of the private education system in the Caucasus in the period 1849-1914. The authors' conclusions are as follows: (1) private educational institutions in the Caucasus were divided into the following three categories: category 1 -- educational institutions with five grades and up (gymnasia and higher primary educational institutions); category 2 -- educational institutions with three-to-four grades (urban schools and four-grade progymnasia); category 3 -- educational institutions with one-to-two grades (primary schools); (2) to be able to compete with ministerial (public) educational institutions, private educational institutions had to continuously keep track of the demand for education in society, take account of new trends, and vouch for the quality of the educational process. Consequently, the region's private education sector was characterized by impermanence. Essentially, it acted as a litmus paper for a reading on what was desired by society in the Caucasus. The sector was undergoing continuous change, with the number of school grades increasing. The number of primary private educational institutions continuously declined in the region over the prerevolutionary period. In 1879, primary schools accounted for 93 % of all private educational institutions in the region, in 1907 -- for 78 %, and in 1914 -- for just 61 %; and (3) in religious composition, the student body across the region's private educational institutions was dominated throughout the period under review by Orthodox Christians (the figure ranging from 57 to 74 %), followed by Armenian Gregorian Christians (18 to 35 %), with members of other faiths accounting for an insignificant portion of the region's student body.
The System of Public Education in Baku Governorate in the Period between the Second Half of the 19th Century and the Early 20th Century. Part 2
Author: Magsumov, Timur A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Public Education,Foreign Countries,Educational History,Elementary Secondary Education,Student Characteristics,Individual Differences,Religion,Racial Differences

This work analyzes the system of public education in Baku Governorate in the period between the second half of the 19th century and the early 20th century. This part of the work examines the timeframe 1900-1917. 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 under the purview of the Ministry of Public Education, and a set of related documents from the Russian State Historical Archive (Saint Petersburg, Russian Federation). Wide use was made of the statistical method. The authors researched the reports for statistical data on the following: the types of the region's educational institutions, the number of schools in the region, the region's library holdings, and the region's student body (information related to student demographics, including ethnicity, religion, social estate, and gender). The use of the statistical method helped identify some of the key distinctive characteristics of the development of the system of public education in Baku Governorate in the period 1900-1917. The authors' conclusion is that the system of public education in Baku Governorate had markedly distinct characteristics. A large segment of the region's population was Muslims. Most members of this community preferred their children only to receive an ecclesiastical education, with it being discouraged that school be attended by girls. With the Baku Directorate for Public Schools tasked with the job of altering the community's attitude toward secular education, the efforts did overall bring some fruition by 1914. More specifically, starting in 1900, the total number of educational institutions in the region rose 3.2 times, and its student body increased 3 times. The numbers of Orthodox Christian students and Muslim students in its primary schools virtually evened up -- a testimony to most Muslim parents in the area coming to realize the importance of mainstream education for their children. However, there was a holdover that strongly persisted -- it being discouraged that girls attend school. [For Part 1, see EJ1312279.]
Relationship between Computer Use Related Self-Efficacy Perceptions and Academic Success of Conservatory Students during Distance Education in the COVID-19 Pandemic
Author: Kömürcü, Hacer Mohan
Date: 2021-09-00
Type: Journal Articles
Subjects: Technological Literacy,Self Efficacy,Academic Achievement,Distance Education,COVID-19,Pandemics,Music Education,Predictor Variables

This research aims to determine the relationship between the computer use related self-efficacy perceptions and academic success of conservatory students in distance education during the COVID-19 pandemic. The sample group of the study consists of 130 students who received distance education at Zonguldak Bülent Ecevit University State Conservatory during the COVID-19 pandemic. The quantitative data of the study were obtained via the &quot;Computer Self-Efficacy Perception Scale&quot; developed by Askar and Umay, and the academic success scores were obtained through correspondence with the conservatory administration. The demographic characteristics of the participants including gender, branch, age, and class information in the sample group were collected through a form prepared by the researcher. SPSS 21.0 program was used in the analysis of the research data. The data was analysed using a t-test, ANOVA and correlation and regression analyses. According to the results of the research, there is a positive, significant, and moderate relationship between conservatory students' computer self-efficacy perceptions and their academic success scores in distance education. The current study revealed that conservatory students' computer self-efficacy perceptions are a predictor of the academic success scores in distance education and can explain 30.2% of the academic success score. Gender, branch, age, and class variables do not have a significant effect on academic success scores and computer self-efficacy perceptions.
Affordances of Small Animals for Young Children: A Path to Environmental Values of Care
Author: Lerstrup, Inger
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Natural Resources,Outdoor Education,Animals,Wildlife,Teaching Methods,Sustainable Development,Ecology,Biodiversity,Experiential Learning

Employing the theoretical framework of ecological psychology, this article uses observations of children in a Danish forest preschool to identify features of the forest that the children engaged with frequently, with a particular focus on affordances of &quot;small animals.&quot; The article describes children's fascination and interactions with creatures like insects, worms, snails and frogs, and how activities in varied green settings provide important opportunities for young children to handle small forest creatures, talk about them with other people, and learn to care for them. We discuss how interactions with small creatures may contribute to children's long-term disposition to protect forests and biodiversity, and how to increase opportunities for children to engage with small animals in the everyday settings of their lives. We conclude that these affordances of creatures may prepare young children to understand and support Sustainable Development Goal #15 (SDG #15), which calls to people to protect terrestrial ecosystems and prevent biodiversity loss.
&quot;Business as Usual&quot;? Or Transformative and Transactive Teaching Leading towards the Agenda 2030 Goals in Swedish Early Childhood Education
Author: Ärlemalm-Hagsér, Eva
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Sustainable Development,Objectives,Public Policy,Politics of Education,Case Studies,Preschool Teachers,Teaching Methods,Transformative Learning,Global Approach,Teacher Collaboration,Recycling,Pilot Projects,Environmental Education

In Sweden, the national parliament has adopted objectives to implement the United Nations (UN) &quot;2030 Agenda for Sustainable Development&quot; (UNESCO, 2017). Sweden's objectives are more ambitious and far-reaching in several policy areas than the targets listed in the 2030 Agenda and outlined in the report &quot;Agenda 2030 and Sweden: Challenges and Possibilities for the Earth&quot; (SOU 2019; UNESCO, 2017). In this article, we discuss Swedish early childhood education in relation to these new national objectives. We employ a critical perspective and recognize early childhood education as both a political and educational setting, one where major and minor politics are interconnected and embedded in practice. We discuss these interconnections as a narrative inquiry scrutinizing different transformations and transactions in Swedish early childhood education practice. Our inquiry focus is an early childhood teacher case study narrative of her everyday education for sustainability (EfS) practices and the UN, Sustainable Development Goals (SDGs). The findings revealed everyday pedagogical practices where children's own interests, curiosities and investigations enhanced EfS as integral to transformative and transactive early childhood education. We argue that further action is required to go beyond &quot;business as usual&quot; and embed transformative and transactive teaching for promoting the new national objectives and global objectives as &quot;2030 Agenda.&quot; Such teaching for sustainability builds on pedagogical strategies where both children and teachers are engaged in a collaborative critical inquiry to challenge unsustainable thinking and actions in everyday life.