ethanporcaro/eric-fulltext-meta huggingface dataset:
Algorithmic Methodological and Mathematical Literacy of the Future Primary Education Teacher: Perspective of Learning Technology
Author: Astambayeva, Zhupat
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Mathematics Education,Elementary Education,Preservice Teacher Education,Preservice Teachers,Educational Technology,Foreign Countries

The relevance of the study is based on the development of algorithmic methodological and mathematical literacy of future primary school teachers, the use of knowledge, practical skills and abilities acquired at universities in real professional activities, in everyday life. In this regard, this article is aimed at determining the dynamics of the development of algorithmic methodological and mathematical literacy of the future teacher through exercises of various content and directions. The main bases of research on the development of algorithmic, methodological and mathematical literacy of the future teacher of primary education were taken as systematic, operational, anthropological, axiological and competence. Systematic platform for the development of literacy on the basis of a systematic position in teaching methodological and mathematical materials were considered. The research included algorithmic literacy of 68 new students, a survey of 3rd year students 38 3rd year students and 38 primary school teachers. The essence and methods of teaching exercises aimed at developing literacy were revealed. The materials of the article are practical assistance to young teachers of pedagogical higher educational institutions of specialties 6B013 -- Pedagogy and methods of primary education, pedagogical colleges and schools.
The Importance of Game Technology in Developing the Word Formation Skills of Children with Preschool Speech Disorder
Author: Ibatova, Gaukhar
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Morphology (Languages),Preschool Children,Communication Disorders,Technology Uses in Education,Turkic Languages,Learning Theories,Skill Development

Game technology has been identified as a means to developing the Word Formation Skills of Children with Preschool Speech Disorder. The purpose of the article was to analyze the psychological and pedagogical conditions of word-formation skills for Kazakh-speaking preschool children with speech disorders on the basis of learning theories and contemporary approaches. To achieve the set aim, we have studied psychophysiological peculiarities of preschool children with speech disorder. We have allocated the most significant learning theories and approaches, which promote the assimilation of word-formation. We have come to understand that the indicators of speech development of many modern Kazakh-speaking preschoolers do not correspond to the age norm, which is influenced by word-formation operations. For Kazakh-speaking preschool children with speech disorders it is rather difficult to distinguish elementary forms as the original word, consisting of a stem and a derivative by including diminutive-affectionate suffixes.
Reflecting upon 30 Years of STEM Partnerships between Industry, University, and Public Schools: Past Lessons, Current Successes, and Future Dreams
Author: Dieker, Lisa A.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Partnerships in Education,School Business Relationship,College School Cooperation,Corporations,School Districts,Colleges,Teacher Education Programs,Program Development,Educational History,Elementary Schools,Middle Schools,Student Projects,Elementary Secondary Education

The importance of partnerships is critical in educational arenas, but information on how partnerships form with the involvement of corporations, districts, and universities working in harmony is limited in the current literature. The teacher preparation program described in this paper is a &quot;built-to-last&quot; partnership model with over 650 teachers prepared to be teacher-leaders in science, technology, engineering, and mathematics (STEM) education. The authors provide a history of the program's development, the sustainability of the program over time, the content of the various components of the partnership, and the evolution of the program, including its current status.
Student Collaboration in Action: A Case Study Exploring the Role of Youth Work Pedagogy Transforming Interprofessional Education in Higher Education
Author: Howell, Tim
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Interprofessional Relationship,Professional Education,Informal Education,Higher Education,College Students,Curriculum Development,Value Added Models,Student Empowerment,Student Leadership,COVID-19,Pandemics,Case Studies,Autobiographies,Ethnography,Interdisciplinary Approach,Youth Programs

The College of Health, Psychology, and Social Care at the University of Derby has transformed its Interprofessional Education (IPE) offer from a top-down standalone event into a five-year strategy designed and delivered in genuine collaboration with students. Across the higher education sector, IPE has been a struggle, tokenistic at best, with limited buy-in from students. When academic-led it prevents deep learning; however, by utilising an informal education approach students bring their life, programme, and practice learning together to genuinely break down barriers between professional disciplines. This paper will use an autoethnographic case study to explore the challenges and opportunities of genuine collaboration based on youth work principles in the creation of a 'value-added curriculum', not aligned to modules or assessments. It found that buy-in from academics and students comes when students are empowered to take the lead. This is based on youth work pedagogical principles of group work, relationships with shrinking professional distance, critical pedagogy, genuine agency, and an emotional connection made between the professionals and service users. It suggests the potential is considerable as youth workers bring their pedagogical practice to a broader range of spaces within and beyond higher education.
The Effect of University Missions on Entrepreneurial Initiative across Multiple Entrepreneurial Ecosystems: Evidence from Europe
Author: Pita, Mariana
Date: 2021-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Institutional Mission,Universities,Institutional Characteristics,Taxonomy,Global Approach,Innovation,Foreign Countries,Age Differences,Gender Differences,Social Environment,Human Capital,Educational Environment,Cross Cultural Studies

Entrepreneurial universities are a significant element of entrepreneurial ecosystems and aspire to foster entrepreneurial initiative through their &quot;third mission&quot;. However, while entrepreneurial ecosystems are scrutinized using a contextual approach to detect differences and similarities and how they affect entrepreneurship, little is known about how entrepreneurial universities impact entrepreneurial initiatives in general, considering multiple environments. Drawing on entrepreneurial university and entrepreneurial ecosystem theories, a conceptual framework is proposed that aims to explain the effect of the entrepreneurial university on an entrepreneurial initiative through its three &quot;missions&quot;, using an entrepreneurial ecosystem taxonomy. Based on individual data from the Global Entrepreneurship Monitor, this entrepreneurial initiative analyzed 18 European countries in 2017. The results do not generally support the importance of entrepreneurial universities to entrepreneurial initiative. The relevance of entrepreneurial universities increases in more fragile entrepreneurial ecosystems since individuals need support over multiple dimensions. Conversely, the entrepreneurial universities that are embedded in stronger entrepreneurial ecosystems lose relevance and negatively affect the entrepreneurial initiative. Therefore, the value of entrepreneurial universities is reduced when individuals receive greater support from other dimensions. The variations across both groups suggest that the concept of entrepreneurial universities is not a contemporaneous phenomenon; however, their effect is progressively revealed by the maturity of each university's mission. This perspective substantially changes the understanding of entrepreneurial universities as a thwartwise strategy, suggesting that the universities' impact is expanded as their missions gradually evolve. Overall, the study contributes to an understanding of the implications for universities that blindly follow entrepreneurship, neglecting the exogenous environment, namely, the entrepreneurial ecosystem and individual drive.
Structural Timber Design in Curricula of Canadian Universities: Current Status and Future Needs
Author: Daneshvar, Hossein
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Engineering Education,Undergraduate Students,Graduate Students,Civil Engineering,Sustainability,Building Design,Program Evaluation,Forestry,Advanced Courses,Public Agencies,Foreign Countries,Futures (of Society),Educational Change

Due to the efficiency, sustainability, and advances in firefighting technologies, the allowable height for wood buildings was increased from 4 to 6 storeys in 2015 and will be further increased to 12 storeys in the 2020 edition of the National Building Code of Canada, as a result of the advent and application of mass timber products. To match the development in the industry and the increasing need in the market for highly skilled timber engineers, structural timber design curricula at the university level must evolve to train the next generation of practitioners. At most Canadian universities, structural timber design courses are mainly provided in civil engineering departments. In this study, 31 accredited civil engineering programs in Canada were reviewed for structural wood design content at undergraduate and graduate levels based on two surveys conducted in 2018 and 2020. In the 2018 survey, the percentage of structural timber design content was estimated and compared with other engineering materials (e.g., steel, concrete, and masonry), and a similar survey was repeated in 2020 to determine if any significant changes had occurred. In early 2021, two complementary questionnaires were sent to the instructors of timber-related courses across the country to collect quantitative information, including enrollment statistics, percentage dedicated to timber design in combined material courses, and potential topics deemed critical to support the design of modern timber structures. Based on the responses provided, and also on the availability of resources and the research ongoing, the content for five advanced-level courses is proposed to address the needs of the timber design community. The findings presented in this paper will assist the timber industry, government agencies, and educational institutions in effecting potential changes to university curricula to educate the next generation of timber design professionals who will possess the necessary skills and knowledge to meet the challenges in designing modern mass timber structures.
Ensuring the Safety of Learning and Teaching Environments
Author: Tusseyev, Mukhamejan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Security (Psychology),Young Children,Elementary School Students,Grade 1,Grade 2,Alienation,Symptoms (Individual Disorders),Well Being,Mental Health,School Psychology,Learning Motivation,Foreign Countries

The state of health and psychological well-being of all citizens, is a determining condition for the development of the Republic of Kazakhstan. The purpose of this study was to theoretically substantiate and identify the role and place of the alienation of children from school in the issue of ensuring the psychological safety of schoolchildren. The researchers set out the content and results of an experimental study, which was aimed at identifying the real state of learning motivation, the manifestation of alienation symptoms in children, the state of their emotional resource deficiency in elementary school children. The authors present the results of a study conducted with 1st-2nd-grade pupils, as well as parents and teachers of elementary schools in the southern region of Kazakhstan in the aspect of the sought problem. The results showed that the developmental histories of children with signs of alienation, are characteristics that demonstrate a deficit of a conflict resource in the early stages of development.
Anxieties of Secondary School Students during Distance Learning in COVID-19 Pandemic
Author: Bülbül, Ali Haydar
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Secondary School Students,Distance Education,School Closing,Anxiety,Student Attitudes,Foreign Countries,Testing,Social Isolation,Technology Uses in Education,Educational Technology,Barriers,Program Effectiveness,Health,Access to Computers,Internet

As a result of increasing COVID-19 cases all over the world, schools continued to provide education distantly since the beginning of 2020. This immediate shift is considered as both a factor of anxiety and an area of anxiety. This study aims to investigate the underlying reasons of anxieties among secondary school students with regard to five dimensions: health-related issues, technological opportunities, domiciliary conditions, course-related issues and privacy-related issues. A survey design was adopted. The research was carried out with participation of 156 secondary school students of a state school in Istanbul. Data was collected through the Anxiety Sources Questionnaire in Distance Education developed by the researchers. The underlying reasons of anxiety of secondary school students is presented under five categories. The results revealed that students were mainly concerned about face-to-face exams; problems related to devices; isolation; their inefficiency to learn the content and sharing their private settings.
Dynamic Characteristics of Students&apos; Communicative Behavior in Social Networks
Author: Nikishina, Vera B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Behavior,College Students,Young Adults,Social Networks,Social Media,Socialization,Time Management,Group Dynamics,Internet,Interpersonal Communication,Foreign Countries

Dynamic characteristics of social networks users' behavior represent the toolkit for diagnosing the character and orientation of cyber communication. This study aims to analyze the communicative behavior of youth after transitioning directly from direct communication to communication via technology for the purpose of defining opportunities and determining manipulation potential on communicants. Sixty-two (62) active participants of social networks were selected to answer the questions of the questionnaire. Further, on the grounds of the provided statistics of their accounts, quantitative characteristics of dynamics of cyber communication of participants' communicative behavior were analyzed using descriptive statistics and criterion of Spearman rank correlation. From the results, decrease in the level of intellectual communication of the youth in cyberspace provides a high level of the youth manipulative availability in social networks. Hypotheses about measurability of dynamic characteristics of cyber communication, as well as the communication vector shift from small groups into big ones were confirmed.
Enhancement of Educators&apos; Digital Competences in the Acquisition Programming Fundamentals in Programming Environment Scratch
Author: Medveckis, Arturs
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Technological Literacy,Programming Languages,Computer Science Education,Introductory Courses,Program Effectiveness,Knowledge Level,Skill Development,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Lifelong Learning,Professional Development,Expectation,Value Judgment,Relevance (Education),Foreign Countries

Life-long learning, including development of professional competence, is an essential paradigm of the 21st century. The goal of this research is to analyse the quality and efficiency of the educators' professional competence enhancement programme dubbed &quot;Fundamentals of Programming in Visual Programming Environment Scratch&quot; in accordance with the following criteria: organization, lecturer's competence, quality of handouts, content, expectations, usefulness, applicability, and the overall assessment of the programme. The target group of the research is 98 educators of Latvia. Data was collected using close and open questions to ensure triangulation of data. Results were analysed using SPSS 20. The correlation coefficient was used to analyse the data. Per the results of the analysis, the acquisition of the professional competence enhancement programme, educators have significantly improved their knowledge in programming, as well as the digital competence in general.
Evaluation of Teachers&apos; Views on the Use of Learning Technologies in Mathematics Lessons in Preschool and Primary Schools
Author: Fariza, Kinzhibayeva
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Elementary School Teachers,Mathematics Teachers,Teacher Attitudes,Mathematics Education,Elementary School Mathematics,Technology Uses in Education,Foreign Countries,Phenomenology,Teaching Methods,Textbooks,Mathematics Curriculum,Course Content,Internet,Games,Learner Engagement

The purpose of this research is to evaluate the problems encountered in the process of realizing the continuity of preschool and primary school mathematics education and to determine the use of technology in mathematics education in line with the opinions of teachers. The research is a phenomenological study within the scope of qualitative research method. The research was conducted with 40 classroom teachers working in various primary schools in the province of Almaty, Kazakhstan, in the 2020-2021 academic year. The research data were collected with a semi-structured interview form prepared by the researcher and consisting of five open-ended questions, and analyzed with the descriptive method. As a result of the research, students were found to be prejudiced against the course, and the inadequacy of course materials, learning methods and techniques, and course activities were shown as the reasons that negatively affect education. In addition, it has been determined that the rate of teachers to prefer classical methods in education is much higher than new learning methods and techniques and use of technology.
Examining the Relationship between Multidimensional Parenting Styles and Digital Parenting Awareness Levels of Parents
Author: Sumeyra, Akkaya
Date: 2021-00-00
Type: Journal Articles
Subjects: Parenting Styles,Knowledge Level,Correlation,Positive Reinforcement,Parent Child Relationship,Risk Management,Information Technology,Computer Use,Video Games,Telecommunications,Handheld Devices,Individual Characteristics,Elementary School Students,Ownership,Gender Differences,Age Differences,Marital Status,Educational Attainment,Employment Level,Family Income,Family Structure

This article provides an overview of the relationship between parents' multidimensional parenting styles and digital parenting awareness levels. The article summarizes the structure of parenting styles that exist with the social changes in the 21st century and the research findings on parents' awareness levels. In the study, the relational screening model was used to examine the relationship between parents' multidimensional parenting styles and their digital parenting awareness levels. As a result of examining the multidimensional parenting styles of the participants in the study, it was determined that the proactive average had the highest value. A positive correlation was found between total digital parenting awareness and proactive, positive reinforcement, supportive approach, and cordial relationship. In addition, it was determined that hostility and low control decreased the total level of digital parenting awareness, while positive reinforcement increased the total level of digital parenting awareness. Another result of the research is that hostility reduces the level of protection from risks, while positive reinforcement increases the level of protection from risks.
Formation of Information Culture of Students through Information Technology
Author: Turalbayeva, Almash
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 4,Computer Uses in Education,Computer Use,Student Attitudes

The aim of this research is to evaluate the formation of students' knowledge culture through information technology with student views. In the research, qualitative methods were used to collect the data, and the content analysis method was used for the analysis of the data. The data were collected by the researcher through semi-structured interview forms prepared for the teacher and the students. The participants of the research consisted of 40 primary school 4th grade students studying in Almaty, Kazakhstan in the 2020-2021 academic year. The results of the research reveal that students sometimes benefit from information technologies while doing research for information purposes and for doing their school homework. At the same time, as a result of the research, it was determined that the students always benefited from information technologies for activity purposes. The results obtained from the research reveal that education systems, teachers and parents have great duties in the effective use of information technologies by students.
Formation of Information and Professional Competence of Primary School Teachers with Online Education.
Author: Elmira, Uaidullakyzy
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Teacher Competencies,Professional Development,Teaching Experience,Gender Differences,Public Schools,Private Schools,Predictor Variables,Electronic Learning,Distance Education,Time Management,Foreign Countries

The aim of this research is to provide the formation of knowledge and professional competence of primary school teachers with online education. The research was conducted in the summer term of 2020-2021. 436 primary school teachers who continue their studies in Kazakhstan participated in the research. For the research, 6 weeks of online training on professional competence was given to primary school teachers. The measurement tool called &quot;Online Education and Vocational Competence&quot;, which was developed by the researchers and compiled by taking the opinion of experts in the field, was applied to primary school teachers. The data was shared with primary school teachers from the internet with an online questionnaire, and their participation was ensured and collected. The collected data were analyzed using the SPSS program. Frequency, percentage, average, standard deviation, minimum and maximum values were used to analyze the data obtained from the Vocational Competence measurement tool. According to the results of the research, the information was examined and in the light of the obtained information, it was observed that the distance education and professional competence status of the primary school teachers showed positive results. Even though their opinions are high, it has been concluded that the online usage status of male teachers is higher than female teachers.