Zeitschriftenartikel zum Thema „Sociology, Theory and Methods|Education, Special|Education, Secondary“
Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Sociology, Theory and Methods|Education, Special|Education, Secondary.
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Sociology, Theory and Methods|Education, Special|Education, Secondary" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
Munkhbat, Orolmaa, Taegshaee Bouraenjargaal und Dashzaewaeg Moonkhtoor. „Sociology of education: multi-shift schooling in Ulaanbaatar“. VESTNIK INSTITUTA SOTZIOLOGII 29, Nr. 2 (2019): 107–24. http://dx.doi.org/10.19181/vis.2019.29.2.579.
Annotation:
This article analyzes multi-shift schooling and its effect on the quality of education in the city of Ulaanbaatar in Mongolia. Highlighted are the features, advantages and shortcomings of multi-shift schooling, achievements of middle-school pupils, satisfaction of parents and pupils with the quality and accessibility of education. Also evaluated are opinions on multi-shift schooling. After the downfall of socialism and a transition towards a free market, multiple migratory flows from provinces to the country’s capital city have led to a specific increase of the population, and as a result of government policy to admit all 6-year old children into schools, as well as an increased strain on account of transitioning from a 10-year education system to a new 12-year one, schools have encountered a lack of funds, as well as a shortage of teachers and equipment. In an attempt to solve these issues, some schools have increased the amount of pupils attending one class to 45 or more, while also instituting a third shift, which has become common practice among many of Ulaanbaatar’s middle-schools. Within the framework of a 2016 research project, the Mongolian State University’s department of sociology and social work has conducted research and evaluated the multi-shift schooling system, while utilizing various research methods (survey, interview, observation, content analysis). Under the guise of a study called “Multiple shifts in Ulaanbaatar’s secondary schools and the quality of education”, conducted in 2016-2017, scientific approaches were used such as structural functionalism, phenomenology and exchange theory in order to analyze qualitative and quantitative data. A multi-shift schooling system, especially one with three shifts, creates some serious problems. Based on our research, the main parties concerned (teachers, parents and pupils) for the most part see it as detrimental to the quality of education, and as a liability when it comes to pupils’ opportunity to enroll into the highest tier universities, given that those who go to schools working three shifts receive 20% less learning hours compared to schools working two shifts. Three shifts were introduced mainly in schools attended by children from vulnerable social groups. Such a practice creates social discrimination and violates children’s rights to an equal and quality education. 17.9% of respondents who took part in our study receive an income of less than 185,000 tugriks a month (which is less than 80 USD), while 5.4% have no income at all. A three shift system of schooling has a negative effect on health and safety in the school environment, with an increase in the disease rate among children and the number of absences.
2
Aparicio, Miriam. „Expectations, Satisfaction and Professional Achievement. An Analysis of their Relation in light of a New Systemic Paradigm: The Three- Dimensional Spiral of Sense“. European Journal of Social Sciences Education and Research 9, Nr. 2 (21.01.2017): 54. http://dx.doi.org/10.26417/ejser.v9i2.p54-60.
Annotation:
This research has been done in the field of Education, Sociology and Social and Organizational Psychology. Issues are taken up from two research studies carried out with researchers and PhDs from different disciplinary fields and national contexts. The relationship between Expectations, levels of Satisfaction and Professional Achievement are analyzed in light of different theories: Expectancy-Valence, Attributional theories, Education theories such as Consumption or Investment / Human Capital and the theory of Anomy. The methodology utilized was quantitative-qualitative: two questionnaires, one semi-structured survey including open phrases which allowed actors to speak freely, one interview and, in the case of the French-Argentine research with PhDs, a special qualitative technique was applied: hierarchical evocation. This allowed us to determine which aspects related to professional pathways (objective and subjective) formed part of the “core” of social or shared representations and which were secondary aspects at the periphery of said core. Our findings show non-linear relationships between study variables – Expectations, Satisfaction and Achievement – and self-sustained interplay along three levels: micro individual, meso organizational and macro social. These are interpreted in light of a new systemic paradigm in human and social sciences, a paradigm which the author defines as “The Three-Dimensional Spiral of Sense”.
3
Tam, May, und Chung Yan Ip. „Experience and coping of employment risks in Hong Kong“. International Journal of Sociology and Social Policy 37, Nr. 3/4 (11.04.2017): 166–85. http://dx.doi.org/10.1108/ijssp-08-2015-0088.
Annotation:
Purpose The purpose of this paper is to use the case of Hong Kong to assess the equalisation and individualization claim of the risk society approach to studying experience and coping of employment risks. Design/methodology/approach Two types of survey data are used: quarterly official surveys from the year of 1993 to 2008 and a cross-sectional territory-wide representative telephone survey conducted in 2009. Findings The findings show that contrary to the equalisation claim, experiences of employment risks have continued to concentrate on disadvantaged groups: unskilled manual workers and those with education levels below lower secondary school had continuously fared worse than professionals, managers and university degree holders. These disadvantaged groups were also not particularly proactive in adopting either capital-based or work-related coping methods when they encountered unemployment. Research limitations/implications The lack of trend data to examine the use of different coping means is one of the main drawbacks of the current study. The study carries important theoretical implications. Practical implications Policy implications for the government to provide more comprehensive and proactive employment-related support measures and further expansion of university education. Originality/value This paper examines the case of Hong Kong so as to extend the empirical assessment of the risk society approach beyond the Anglo-Saxon context to mature Asian economies. The study further shows that we need to go beyond the secular trend globalisation which the risk society theory emphasises. Historical factors and business-government-labour power relations are critical factors that shape the policies and institutions of labour market regulations and welfare provision in the local context
4
Vezzoni, Cristiano. „Secondary analysis in the social sciences and its relation to futures studies“. On the Horizon 23, Nr. 2 (11.05.2015): 128–39. http://dx.doi.org/10.1108/oth-02-2015-0006.
Annotation:
Purpose – The purpose of this paper is to show the importance of secondary analysis to social sciences and to futures studies, both for research and teaching purposes. Design/methodology/approach – An illustration of the main characteristics of secondary analysis, presenting it as a theory-driven activity where the definition of the research design plays a fundamental role. Findings – This paper extends the secondary analysis approach to the study of the future. The utility of secondary analysis for futures studies is illustrated by means of the presentation of two examples developed in the field of the sociology of religion. Originality/value – The results are useful for those who want to develop sound and robust approaches to the study of social change, taking into consideration the simulation of possible future scenarios.
5
Smith, Anne. „Children and Young People's Participation Rights in Education“. International Journal of Children's Rights 15, Nr. 1 (2007): 147–64. http://dx.doi.org/10.1163/092755607x181739.
Annotation:
AbstractThe paper outlines a new orientation towards constructing childhood arising out of children's rights discourse, sociology of childhood and sociocultural theory. Children have traditionally lacked voice and visibility, but slowly a recognition of children's role as social actors who are active co-constructors of meaning and "experts" on childhood is emerging. The paper looks at how the childhood studies paradigm highlights the importance of participation rights for children and young people. The paper describes how these theoretical paradigms are being reflected in educational policy and practice. It analyses examples of research and practice on how children are encouraged and supported to be active participants and social actors in their early childhood, primary and secondary education settings. The paper argues that having participation rights and being a citizen are part of an ongoing learning process, and that what happens in educational settings give meaning to children's understanding of what it is to be an active and involved citizen.This paper examines the application of the new paradigm of 'children's studies' to the development of policy and practice relating to children's participation rights in education. Theory and research is used to develop a framework for the principles of effective participation, and then an example at each level (early childhood, primary and secondary) of how these principles have been put into practice in education analysed.
6
Molina-Mula, Jesús, Julia Gallo-Estrada und Alexandre Miquel-Novajra. „Attitudes and beliefs of Spanish families regarding their family members aged 75 years and over who live alone: a qualitative study“. BMJ Open 9, Nr. 4 (April 2019): e025547. http://dx.doi.org/10.1136/bmjopen-2018-025547.
Annotation:
ObjectiveThis study aimed to assess the attitudes and beliefs of Spanish families regarding their elderly family members aged 75 years and over who live alone, with consideration of gender and educational differences among the family members.MethodsThis qualitative study was based on the critical social paradigm, the theory of constructivist structuralism and Bourdieu’s theory of sociology of action. Four discussion groups were created with the following distribution of family members based on their gender and educational level: women with higher education, women with basic or secondary education, men with higher education and men with basic or secondary education. Participants were selected using purposive and snowball sampling. Announcements inviting voluntary participation were posted at primary health care facilities, social centres and neighbourhood associations in Mallorca, Spain.ResultsAnalyses of the group discussions and a field journal revealed that families believe that elderly individuals prefer to live alone to retain their freedom and individual identities.ConclusionsFamilies held two main views regarding elderly individuals living alone: a more traditional one in which elderly care is considered a moral duty associated with women, and a more modern view in which elderly care is considered a personal option that can be delegated. Sociomedical resources were considered insufficient and not easily accessible.
7
Panchenko, Liubov, und Nataliia Samovilova. „Secondary data analysis in educational research: opportunities for PhD students“. SHS Web of Conferences 75 (2020): 04005. http://dx.doi.org/10.1051/shsconf/20207504005.
Annotation:
The article discusses the problem of using secondary data analysis (SDA) in educational research. The definitions of the SDA are analyzed; the statistics of journals articles with secondary data analysis in the field of sociology, social work and education is discussed; the dynamics of articles with data in the Journal of Peace Research 1988 to 2018 is conducted; the papers of Ukrainian conference “Implementation of European Standards in Ukrainian Educational Research” (2019) are analyzed. The problems of PhD student training to use secondary data analysis in their dissertation are discussed: the sources of secondary data analysis in the education field for Ukrainian PhD students are proposed, and the model of training of Ukrainian PhD students in the field of secondary data analysis is offered. This model consists of three components: theory component includes the theoretic basic of secondary data analysis; practice component contains the examples and tasks of using SDA in educational research with statistics software and Internet tools; the third component is PhD student support in the process of their thesis writing.
8
Holfelder, Anne-Katrin. „Implicit Knowledge in the Context of Education for Sustainable Development: Students’ Orientations Towards Sustainability-Related Topics“. Journal of Education for Sustainable Development 14, Nr. 1 (März 2020): 20–40. http://dx.doi.org/10.1177/0973408220934646.
Annotation:
This study argues from a sociology of knowledge perspective which considers implicit knowledge as the basis for orientation towards a certain topic. Reconstructing this type of knowledge can help to better understand the learner’s perspective. Implicit knowledge originates from shared experiences. It therefore indirectly provides information about the experiences of learners. In this study, implicit knowledge (orientations) regarding sustainability-related topics was reconstructed from open group discussions with upper secondary-level students from Germany. Three main orientations are presented in this article: the orientation based on a predetermined future of the world, the orientation based on conformity and the orientation based on knowledge and awareness. The findings are discussed with regard to the shared experiences of the students and in terms of their implications for the practice and theory of education for sustainable development.
9
Carroll, Christine. „‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms“. British Journal of Music Education 36, Nr. 02 (Juli 2019): 155–71. http://dx.doi.org/10.1017/s0265051719000196.
Annotation:
AbstractThis article examines curriculum and practice in Australian secondary classroom music education, in order to trace the inclusion of, and provision for, students with learning orientations based on popular music forms. A 60-year period of curriculum reform, matriculation statistics and literature is surveyed with a focus on the state of New South Wales (NSW), where the ‘non-literate’ student musician was first acknowledged in curriculum documents dating from the late 1970s at the senior secondary level (Music Syllabus Year 11 and 12: New 2 Unit A Course. Draft Document). Three overlapping eras frame discussion. The first discusses the original post–World War II school curriculum established for Western art music (WAM); the second discusses the period of curriculum reform beginning in the 1960s and 1970s, which leads to the inclusion of popular music at junior secondary levels; and the third is the present era from roughly 1980 onwards, where separate pathways of instruction are maintained for WAM and students with interests in popular and contemporary musics. Legitimation Code Theory (LCT) from the sociology of education is employed, with analysis unveiling a series of historic code shifts and clashes with implications for present practice. An unveiling of these codes explains the cause of ongoing tensions surrounding the inclusion of popular music and musicians in Australian music classrooms and provides foundation for much-needed curriculum development in the NSW context, and potentially elsewhere, where similar dynamics underpin practice in secondary classrooms.
10
Smith, Angèle, und Nicole Power. „INTRODUCTION TO SPECIAL ISSUE: YOUTH TRANSITIONS TO EDUCATION AND EMPLOYMENT: A MOBILITIES PERSPECTIVE“. International Journal of Child, Youth and Family Studies 12, Nr. 2 (07.07.2021): 1–11. http://dx.doi.org/10.18357/ijcyfs122202120230.
Annotation:
This special issue focuses on the geographical and spatialized mobilities related to youth transitions to post-secondary education and employment. The “mobility turn” in social sciences in the last decade recognizes that life is increasingly organized and shaped by mobilities (and immobilities) across varying spatial and temporal scales. Yet these mobilities have only recently been examined and theorized as central to understanding the complexity and diversity of young people’s experiences. The collection of articles in this special issue presents a multiplicity of young people’s relationships to mobilities, particularly as they pursue post-secondary education and employment. The papers are concerned with: (a) the motivations for and expectations of imagined mobility (the innumerable reasons why youth choose, or are compelled, to move or stay), whether focused on the outmigration or inmigration of mobile youth; (b) the lived experiences that youth have in their mobility practices (focusing on multistranded relationships between places of origin and destination, or recognizing the temporality of that mobility); and (c) the value that these youth mobility studies have for policy issues and policy recommendations. The papers in this issue are case studies concerned with youth mobility prior to the COVID-19 pandemic. They use qualitative and quantitative methods, representing inter- and cross-disciplinary approaches from anthropology, sociology, education, communication, and rural development studies. They derive from a collaboration through the On the Move Partnership, an 8-year interdisciplinary research initiative with a key focus on young people’s employment- and education-related geographical mobilities in Canada.
11
TenHouten, Warren D. „Application of Dual Brain Theory to Cross-Cultural Studies of Cognitive Development and Education“. Sociological Perspectives 32, Nr. 2 (Juni 1989): 153–67. http://dx.doi.org/10.2307/1389094.
Annotation:
The cognitive structures of children from minority group, poor, rural, aboriginal, or otherwise socially disadvantaged backgrounds are hypothesized to be gestalt-synthetic in mode of thought and field-dependent in cognitive style; cognitive structures of children from dominant, majority, urban, nonaboriginal, or otherwise advantaged backgrounds, to be relatively logical-analytic and field-independent. These cognitive structures are shown by cerebral lateralization theory to have neurophysiological substrates. Individual hemisphericity, the tendency to rely on the resources of the right or left cerebral hemisphere, is interpreted on four distinct levels: performance hemisphericity, hemispheric activation, hemispheric preference (as personality structure), and cognitive style (lateral flexibility). An illustrative comparison of thinking processes of Australian Aborigines and Australian-born whites is developed using primary and secondary data.
12
Lubovsky, D. V. „Special Psychology and Pedagogy in the Modern School“. Психологическая наука и образование 20, Nr. 3 (2015): 79–87. http://dx.doi.org/10.17759/pse.2015200309.
Annotation:
The article points out that need in improving competence in the field of special pedagogy and psychology for employees of school education dramatically increased and calls the causes of this phenomenon. Methodological and methodical principles of training of teachers and the forming their competence in the field of special psychology and pedagogy are outlined. Concepts of cultural-historical theory (“growing in the culture” of the child, the zone of proximal development, primary and secondary disorders, mediation), the activity approach (leading activity and amplification of its development), theory of developmental education are suggested to be methodological bases. The article substantiates the need for formation of competence in the field of general and specific patterns of abnormal development and relying on the knowledge of the educational requirements specific to people with special needs. The article points out the possibilities of using the innovative teaching methods in the trainings for teachers in order to build competencies in the field of special pedagogy and psychology.
13
Nugroho, Abdillah. „A FUTURE TEACHER TREND:A SOCIOLOGICAL STUDY ON FREEDOM WRITERS MOVIE“. Humanities & Social Sciences Reviews 7, Nr. 3 (28.04.2019): 306–14. http://dx.doi.org/10.18510/hssr.2019.7346.
Annotation:
Purpose: An improvement of education quality and learning process to face the recent challenges involves many aspects of an education system. One of them is the teacher’s quality. Multiculturalism quality of the teacher is a crucial factor because it enables them to hold and sustain the education well. The paper is aimed at analyzing a teacher with a wide vision of multiculturalism educating her students of complex problems reflected in the Freedom Writers movie.
Methodology: It is a qualitative paper. The data consist of two types of data i.e. primary data consisting of texts of the movie relating to the topic and secondary one covering the data that support the analysis. The technique of the data collection is carried out as follows watching and examining the movie, selecting the proper data suitable with the topic and presenting the data for the analysis. The technique of the data analysis is done through library research using descriptive method and applying the theory of Sociology of Literature of Laurenson and Swingewood.
Results: The result is a teacher with a great vision of multiculturalism can educate well students of a very complex problem and different social backgrounds.
Implications: Its implication on the Indonesian education is that in the movie, the teacher figure of Gruwell can inspire not only the Indonesian teachers but also all people involved in education to brush up their vision and knowledge of multiculturalism in the frame of increasing the quality of national education and in the end of the day it can strengthen the feeling of nationalism to the country, Indonesia.
14
Mitchell, Richard, und Shawna McCusker. „Theorising the UN Convention on the Rights of the Child within Canadian Post-Secondary Education: A Grounded Theory Approach“. International Journal of Children's Rights 16, Nr. 2 (2008): 159–76. http://dx.doi.org/10.1163/157181808x301764.
Annotation:
AbstractThe following exploratory study was conducted in 2005 within Canadian post-secondary institutions for those intending to gain employment within public education for children and related professions. Data are comprised from thirteen interviews and draw upon students and educators from education, child health, and child and youth studies programmes. The researchers adopted a qualitative, grounded theory methodology to analyze documentary themes and those that emerged during theoretical sampling. Although there is variance of opinion, the majority confirm there is a limited theoretical appreciation of the Convention, and of concepts related to 'childhood' with a resultant lack of knowledge within post-secondary education. Interview findings were corroborated by policy analyses and data from non-governmental surveys, the Concluding Observations from the UN Committee on the Rights of the Child, and a contemporaneous parliamentary review undertaken by Canada's Standing Senate Committee on Human Rights. A number of implications stemming from the ongoing violation of international human rights law in Canada are discussed as well as directions for future research.
15
Kraevskii, V. V. „Chapter 2: The Theory of General Secondary Educational Content: Methodological Foundations of Theory Structure, and Basic Problems“. Soviet Education 28, Nr. 8-9 (Juni 1986): 41–63. http://dx.doi.org/10.2753/res1060-939328080941.
16
Mantulenko, Valentina V. „Effective ways of digital media usage in school education“. Revista Amazonia Investiga 9, Nr. 30 (07.07.2020): 138–45. http://dx.doi.org/10.34069/ai/2020.30.06.14.
Annotation:
Our society is increasingly dependent on digital media. Socio-economic changes in Russia and the information explosion that has affected the whole world require a revision of traditional systems, content, methods and technologies of education in the context of various media usage. The purpose of this research is to theoretically substantiate, develop and experimentally prove tools for effective usage of digital media in the educational process of secondary schools in Russia. According to the purpose and hypothesis, the objectives of this research are: to define the essence, functions, didactic and educational possibilities of digital media; to identify pedagogical aspects of their usage in education; to determine structural components of teachers' readiness to using digital media in their work; to develop tools for using digital media in the educational process of secondary schools; to prove experimentally the effectiveness of the developed tools. The research object is the educational process of secondary schools under conditions of digitalization of the Russian education. The subject of this research covers tools of effective usage of digital media in the educational process of secondary schools. The methodological basis of this research was the philosophical concept of dialectical cognition as the basis of scientific pedagogy; the theory of system-complex and personal-activity approaches to the study of pedagogical phenomena, the integration concept of science, education, technology and production. Results: based on the analysis of theoretical sources on the use of digital media in education and the own diagnostic study, the author determined and experimentally tested possible ways of applying digital media as pedagogical tools taking into account their functional load: as means for transforming traditional tasks in a special form; as a teaching assistance instrument; as a communication means; as a reality modeling tool.
17
Lamont, Alexandra, und Karl Maton. „Choosing music: exploratory studies into the low uptake of music GCSE“. British Journal of Music Education 25, Nr. 3 (November 2008): 267–82. http://dx.doi.org/10.1017/s0265051708008103.
Annotation:
School music has a comparatively low take-up rate as a qualification among English secondary school pupils. Existing research on the issue has proffered possible reasons for this phenomenon but has generally been piecemeal and undertheorised. This paper sets out a fresh theoretical perspective capable of providing a basis for systematic empirical research, and discusses the results of two exploratory studies. Drawing on legitimation code theory, a new approach in the sociology of education that focuses on the basis of achievement within educational contexts, the paper analyses National Curriculum, GCSE syllabi and pupils' attitudes towards a range of school subjects, including music. The documentary analysis highlights that earlier stages of the music curriculum emphasise either musical knowledge or musical dispositions of knowers, but music at GCSE level represents an ‘elite code’ where achievement depends upon both possessing specialist knowledge and being the right kind of knower. The study of pupils' attitudes suggests this code shift is recognised by pupils and may play a role in the low uptake of music for GCSE study. This new framework offers a firmer foundation for future empirical research into attitudes towards school subjects and subject choices.
18
Shamov, A. N., und O. M. Kim. „Special features of professional activity of the foreign language teacher in higher educational establishment“. Vestnik of Minin University 8, Nr. 2 (03.06.2020): 5. http://dx.doi.org/10.26795/2307-1281-2020-8-2-5.
Annotation:
Introduction. The staff of Secondary and Higher Educational establishments start training as students of one of pedagogical universities and this training continues throughout all their professional life. A foreign language teacher ins not an exception. The objective of a higher educational establishment is to provide the foreign language teacher with profound background in several directions, necessary in his professional activity. These concepts include: 1) concepts in linguistics; 2) concepts in psychology and pedagogics; 3) concepts in lingvo-didactics. concepts from the above mentioned scientific spheres are further supported within the framework of self-teaching activities and postgraduate education, they are clarified and enriched with new concepts and meanings, new data obtained from the modern teaching, psychological and methodological research.Materials and Methods. A wide range of research methods (general scientific and special) were used within the framework of the research. The authors of the study widely used the following methods of research: 1) an analysis of the scientific literature on training staff for secondary and higher education; 2) analysis of existing educational systems for teachers training; 3) monitoring the professional work of foreign language teachers;4) testing methods for teachers studying at training courses in the Nizhny Novgorod Institute of Education Development; 5) methods of linguistic descriptions of professional concepts and terminology related to training and education by means of foreign language; 6) survey; 7) monitoring of pedagogical activity of the foreign language teacher and its analysis; 8) Discussions with the management of educational institutions, where the teacher is working.Results. The following scope of scientific work has been performed as a result of the survey 1) The psychological and didactic features of activity of the future foreign language teacher in the school environment and the higher education institution have been defined; 2) significant range of professional teaching concepts that are important for the efficient organization of educational process in the sphere of language in schools and universities has been revealed; 3) conditions under which bachelors and post-graduate students master methodological concepts within their systematic training in high school have been described; 4) special methodological terms explicating professional and methodological ideas and meanings that are important for the teaching of the discipline "Foreign Language", in the organization of educational, cultural and educational activities of the teacher by means of a foreign language have been selected and organized into particular structure; 5) tools for assessing the quality of mastering terminological apparatus of methodical science has been definedDiscussions and Conclusions. The authors made recommendations for teachers of major subjects "Theory and a training and education (foreign language)", "Methods of teaching foreign languages at school", "Methods of teaching foreign languages in high school", "Theory and Methods of Teaching Foreign Languages and Cultures "in order to create a professional conceptual field of the teacher of foreign language.
19
Karas, Hanna. „USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION“. Academic Notes Series Pedagogical Science 1, Nr. 195 (2021): 18–22. http://dx.doi.org/10.36550/2415-7988-2021-1-195-18-22.
Annotation:
The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.
20
Aminov, T. M., und R. M. Asadullin. „Periodisation of Primary and Secondary Technical and Vocational Education Development in the Republic of Bashkortostan“. Education and science journal 22, Nr. 3 (29.04.2020): 148–71. http://dx.doi.org/10.17853/1994-5639-2020-3-148-171.
Annotation:
Introduction. Vocational education has always been and still is one of the main factors of successful sustainable development of society as a whole and of the individual in particular. Therefore, in the state policy of different countries of the world, including Russia, special attention is being given to the institutions, which train specialists for the leading sectors of the economy and production. For developing effective policy measures and predicting its effectiveness, it is essential to identify the potential of national vocational education system, to study its phase changes and evolution vectors, to analyse and summarise existing experience in the organisation of the system and to support its functioning at the national and regional levels.The aim of the present research is to identify and characterise the main periods of development of primary and secondary technical and vocational education in one of the major regions of Russia – the Republic of Bashkortostan.Methodology and research methods. The research methodology is based on the system and civilisational approaches. The retrospective analysis was conducted through historical, typological and comparative methods, as well as two conceptual models. In the first model, the pedagogical process is presented as a complete system determined by specific historical conditions. The second model, designed by one of the authors of this article, is based on the logic and structure of this process in its contemporary understanding. These concepts provide adequate analysis and extrapolation of historical and pedagogical experience into modern educational theory and practice.Results and scientific novelty. The authors identified socio-economic, pedagogical, organisational and managerial factors of periodisation of the system of primary and secondary technical and vocational education development of Bashkortostan. For the first time, at the local republican level, the main phases of the process have been identified and described, starting with the pre-institutional stage to the present day. It is demonstrated that the trajectory of gradual formation and improvement of the investigated directions and stages of vocational training in the territory of the Republic of Bashkortostan is regulated by the general laws on the development of social structures. Despite some specificity, the trends in regional education found are quite related to all-Russian processes.Practical significance. The research results can be useful and are already being used when developing and designing vocational development programmes, in particular, they enrich the content of such disciplines as “History of Pedagogy and Education”, “History”, various special courses and curriculum units, concerning the issues on the state and prospects of technical and vocational education. In addition, the research materials can be used for developing regional educational policy.
21
Mazhenova, R., G. Beisenbekova, M. Yelshina und J. Danek. „Formation of the polylingual personality of pupils of secondary school“. Bulletin of the Karaganda University. Pedagogy series 99, Nr. 3 (28.09.2020): 18–24. http://dx.doi.org/10.31489/2020ped3/18-24.
Annotation:
The article is devoted to the consideration of the relevance of multilingual education in the Republic of Kazakhstan and the formation of a multilingual personality of students in secondary schools. The definition of the concepts of polylingualism and polylingual education is available in this article. The authors analyzed various approaches and definitions of the concepts of «linguistic personality», «polylingual personality» and «polylingual personality of pupil». Language education of a pupil as a linguometodic category is a process and result of cognitive activity aimed at mastering the basics of language theory for communication purposes, at speech, mental and aesthetic development, and at mastering the culture of a native speaker of a given language. The article presents the main aspects of language learning in the modern world. The authors considered the levels of formation of a polylingual personality according to the linguist G.I. Bogin. The authors analyzed and systematized the main requirements for the formation of a multilingual student's personality. In addition, the degree of proficiency in several languages of secondary school students is determined. To achieve the effectiveness of the pedagogical process aimed at the formation of a polylingual personality of the student, the necessity of using active teaching methods, developing special techniques and creating pedagogical conditions was shown.
22
Godos-Diez, Jose-Luis, Roberto Fernández-Gago und Laura Cabeza-García. „Normative stakeholder management orientation: Business vs. non-business students“. Society and Economy 37, Nr. 4 (Dezember 2015): 477–92. http://dx.doi.org/10.1556/204.2015.37.4.4.
Annotation:
Using a sample of Spanish undergraduate students, this research contributes to stakeholder theory by developing empirical testing of normative stakeholder management orientation. It also offers empirical evidence on how the type of higher education received affects how individuals assess stakeholders’ interests. The results show that, in general, business students give less importance to the normative approach and consider it less necessary to take secondary stakeholders into account for a normative reason than their non-business counterparts do. Therefore, this study raises awareness on the influence of business education on individuals’ ethical decision-making process and suggests some possible changes for business teaching.
23
Garrity, Caroyln, Eric W. Liguori und Jeff Muldoon. „Woodward’s aegis: a critical biography of Joan Woodward“. Journal of Management History 24, Nr. 4 (10.09.2018): 457–75. http://dx.doi.org/10.1108/jmh-05-2018-0028.
Annotation:
Purpose This paper aims to offer a critical biography of Joan Woodward, often considered the founder of contingency theory. This paper examines Woodward’s background to develop a more complete understanding of the factors that influenced her work. Design/methodology/approach This paper draws on insights gained from personal correspondence with two colleagues of Woodward, one who recruited her to the Imperial College where she conducted her most prominent work and one whom she recruited while at the college. In addition, Woodward’s original work, academic literature, published remembrances and a plethora of other secondary sources are reviewed. Findings By connecting these otherwise disparate sources of information, a more complete understanding of Woodward’s work and its context is provided. It is argued that Woodward’s education, training, brilliance, values, the relative weakness of British sociology and the need to improve the economy helped to make Woodward’s work both original and practical. Originality/value The originality of this work is to examine the work of Woodward through the lens of critical biography. Despite Woodward’s contributions, Woodward remains an underappreciated figure. The purpose is to provide her contribution against the backdrop of the British industrial and educational sphere.
24
Chernikov, Ivan A. „Pedagogy of leisure as a direction in modern socio-cultural education and upbringing“. Tambov University Review. Series: Humanities, Nr. 188 (2020): 132–38. http://dx.doi.org/10.20310/1810-0201-2020-25-188-132-138.
Annotation:
We make attempt to understand the scientific status of leisure pedagogy and its relationship with other scientific and pedagogical directions, primarily with the theory, methods and organization of socio-cultural activities. It is shown that the source for identifying the specifics of leisure pedagogy are leisure studies conducted by domestic and foreign scientists from the positions of sociology and cultural studies of leisure. Based on the analysis of recent scientific publications (N.I. Bocharova, A.F. Volovik, V.P. Krestyanov, G.A. Oparin, O.G. Tikhonova, N.V. Sharkovskaya et al.) we give the author’s definition of leisure pedagogy as an integral and systemically organized scientific-pedagogical and practice-oriented direction in modern socio-cultural education and upbringing, revealing the regularities of the pedagogical process in the field of leisure. The special mission of leisure pedagogy is to provide conditions for the formation of an individual’s ability to self-development in the field of leisure, to increase their own leisure competence.
25
O.A., Mkrtichian. „RESEARCH OF THE PROBLEM OF TRAINING FUTURE TEACHERS IN FOREIGN THEORY AND PRACTICE“. Collection of Research Papers Pedagogical sciences, Nr. 92 (29.01.2021): 61–67. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-10.
Annotation:
In the context of globalization trends of innovative development of the preschool education system, the problems of the content of professional training of specialists of preschool educational institutions, in particular in foreign countries of the world, become especially relevant. Training a competitive in the labor market, highly qualified, professionally competent, creative specialist who is fluent in the acquired skills and abilities, strives for professional growth, social and professional mobility, is the important aspect of education system.The article reflects the current trends in education in the world, cultural centuries-old relations between these countries, the specifics of their cultural and national traditions and manifests itself in the value-based principles on which this training is based, in its structure, content and organization; the general and special in training of experts of preschool education abroad in modern conditions is revealed. Thus, preschools in Denmark are known for the high quality of pedagogical work, whose activities are aimed at developing educational potential and the formation of psychological, pedagogical and social skills of children, stimulating their imagination, creativity and speech skills, involvement in cultural values and nature; the training of future educators in France takes place both in the institutions of higher education and in the system of secondary special education and involves a change in the structure and content of education.In Germany, specialist training takes place in secondary special institutions, in particular, social and pedagogical colleges. In the modern training of educators there is a strengthening of the methodological and didactic side, but in many respects it focuses on the didactics and methods of teaching primary school. The responsibility for the professional education of educators of the Belarusian preschool institutions is assigned to pedagogical colleges and institutions of higher education. The level of teacher training determines his social status and includes: training of general educators; specialists in new specialties in colleges; educators for preschool educational institutions of new types; social, correctional teachers, teachers-rehabilitation specialists, psychologists and heads of a separate profile; teachers-managers. The conditions of training of educators of preschool institutions China and Turkey are also characterized.Key words: future educators, professional training, institution of higher education, foreign experience, pedagogical process, applicants for education. У контексті глобалізаційних тенденцій інноваційного розвитку системи дошкільної освіти особливої актуальності набувають проблеми змісту професійної підготовки фахівців дошкільних навчальних закладів, зокрема в зарубіжних країнах світу. Підготовка конкурентоздатного на ринку праці, висококваліфікованого, професійно компетентного, креативного спеціаліста, який вільно володіє набутими вміннями і навичками, прагне до професійного зростання, соціальної і фахової мобільності, – важливий аспект системи освіти.У статті відображаються сучасні тенденції розвитку освіти у світі, культурні багатовікові відносини між цими країнами, специфіка їх культурних національних традицій проявляється в ціннісно-цільових засадах, на яких будується ця підготовка, в її структурі, змісті та організації; виявлено загальне й осо-бливе в підготовці фахівців дошкільної освіти за кордоном в сучасних умовах. Так, дошкільні установи в Данії відомі високою якістю педагогічної роботи, діяльність яких спрямована на розвиток навчаль-ного потенціалу та формування психологічних, педагогічних і соціальних навичок дітей, стимуляцію їх фантазії, творчості та мовленнєвих навичок, на залучення до культурних цінностей і природи; під-готовка майбутніх вихователів Франції відбувається як у ЗВО, так і в системі середньої спеціальної освіти й передбачає зміну структури та змісту освіти.У Німеччині підготовка фахівця відбувається в середньо-спеціальних установах, зокрема соціаль-но-педагогічних технікумах. У сучасній підготовці вихователів є посилення методико-дидактичної сторони, але ж багато в чому вона орієнтується на дидактику та методику навчання початкової шко-ли. Відповідальність за професійну освіту вихователів ЗДО Білорусі покладено на педагогічні коледжі й ЗВО. Рівень підготовки фахівців визначає його соціальний статус і передбачає: підготовку виховате-лів загального профілю; фахівців за новими спеціальностями в коледжах; вихователів для дошкільних освітніх установ нових типів; соціальних, корекційних педагогів, педагогів-реабілітологів, психологів і керівників окремого профілю; педагогів-управлінців. Також схарактеризовано умови підготовки вихо-вателів ЗДО Китаю та Туреччини.Ключові слова: майбутні вихователі, професійна підготовка, заклад вищої освіти, зарубіжний досвід, педагогічний процес, здобувачі освіти.
26
Danilaev, D. P., und N. N. Malivanov. „Technological Education and Engineering Pedagogy“. Education and science journal 22, Nr. 3 (29.04.2020): 55–82. http://dx.doi.org/10.17853/1994-5639-2020-3-55-82.
Annotation:
Introduction. Technological education, being a part of the school curriculum, is presented as a factor and a means of students’ socialisation and as “a process and a result of active learning by schoolchildren the general and professional technological culture, general and special ways of technological transformation of reality, and the development of technological competency and creative abilities of a person” 1 . However, over the past decade, the goals of this type of education have undergone several changes: in high-technology competitive world, the priority is given to the development of “universal digital literacy”, which affected the content of teachers’ work.The peculiarity of a teacher’s work in the considered professional and pedagogical activity is the integration of pedagogical, psychological and technicaltechnological components. Currently, there is increased deficit of qualified technology teachers. The modern system of teacher education does not imply fundamental technical training and the training of technical specialists does not require the formation of psychological and pedagogical competencies. The approaches to solve the problem can be drawn from the theory and practical application of vocational pedagogy. Primarily, engineering pedagogy is intended to ensure the quality of personnel of teaching community in engineering institutions.The aim of the present article is to justify the appropriateness of using the methodology of engineering pedagogy in the training of teachers of technological education and the need for expanding of relevant educational programmes in graduate school and in the continuing education system in technical universities.Methodology and research methods. The research was based on the following methodology: the provisions of professionology; systematic analysis of applied aspects of engineering pedagogy; the principle of convergence, defining interdisciplinary and supra-professional relationships, contributes to the design and promotion of the transprofessional nature of actors; the main principle of operation and development of the system of vocational and pedagogical training and advanced training of teachers (including technology teachers) – synchronised content of teaching with scientific, technical and technological innovations.Results and scientific novelty. The authors show the relationship between engineering and technological education goals, based on shared general activity nature. Scientific grounds for the development of engineering pedagogy in terms of training of teachers of technology are identified. The triplicity of such training is demonstrated: the qualification required to be a technology teacher implies possession of effective educational methods, knowledge of child psychology and competences in the field of modern digital technologies and technological equipment. The constantly growing level of knowledge intensity of the latter and the specific intertwining of humanitarian, natural science and applied components in the work of the technology teacher show that the system of his or her continuing education, retraining and advanced training should be organised. On the basis of the technical specialty received earlier, the opportunities of such an organisation, including technical universities, are presented. One effective option could be the development of a digital cluster – a platform, which integrates the resources of educational institutions of different stages, production structures, as well as enterprises of medium and small business. The operation of this cluster will contribute to the rapid spread of modern technologies and it will provide their accessibility and continuity of technological education in school, as well as in secondary vocational and higher education. The common information space will ensure to provide the coordination of instrumental training elements, to compare methods and develop personality-oriented approaches with the help of distance technologies. In addition, the digital cluster can serve as a mechanism for selection and retraining of teachers of universities, technical schools and technology teachers through the formation of a database providing information on mentors with unique competencies.Practical significance. The authors believe that the present research could be useful for the development of alternative methods and forms of training of vocational and pedagogical personnel.
27
Savchuk, B. P., und G. V. Bilavych. „Formation of the Education System of the Rusins in Lemkivshchyna During the Second World War: Scientific Discourse“. Rusin, Nr. 62 (2020): 115–43. http://dx.doi.org/10.17223/18572685/62/7.
Annotation:
The article suggests discussing the education system of the Rusins in Lemkivshchyna during WWII through the prism of scientific discourse. The authors show the specificity of socio-political and cultural development of the education system in the late 19th – the first half of the 20th centuries and describe the essence of the Nazi regime that established in Lemkivshchyna from September 1939 to 1944, within which Lemkivshchyna was part of the General Government – an administrative-territorial entity in Poland and Western Ukraine occupied by Nazi Germany. The focus is the local administrative structures – the Ukrainian Central Committee and others – functioning on this territory as well as the goals of the Nazi education policy. The authors determine the main types, forms, and specificity of the education system, which include preschool institutions (seasonal and permanent kindergartens, teachers’ training, etc.), primary education (its universality and compulsoriness; creation of a network of public schools, ensuring their functioning), secondary schools (gymnasiums, teacher seminaries); vocational training (with agriculture, craft, fishing, and trade being the main areas); higher school (enrolling the Rusins of Lemkivshchyna in the universities of Lviv and Europe and their financial support), and students’ social security.
28
VLADIMIROVA, O. N., G. S. GAVRILCHENKO und O. V. CHASHCHINA. „PROBLEMS RELATED WITH IMPLEMENTATION OF ECONOMIC SPECIALTY PROGRAMS IN PEDAGOGICAL HIGHER EDUCATIONAL INSTITUTIONS“. Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, Nr. 4 (30.12.2020): 39–49. http://dx.doi.org/10.25146/1995-0861-2020-54-4-240.
Annotation:
Statement of the problem. The highest degree of relevance of economic education in the dynamics of the development of the “new economy” in the country requires modern approaches to the formation of a creative personality, both teachers and students who are able to understand the depth of relations among economic entities. Reference to bibliographic sources shows that the problems of teaching economic disciplines in the preparation of bachelors in pedagogical universities are practically not covered in scientific and periodical literature. The purpose of the article is to identify and systematize the problems of organizing and implementing career guidance activities and the educational process of training bachelors in the direction of 44.03.01 Pedagogical education, Economic specialty. The methodological basis of the research is represented by a combination of general scientific and special methods. As a theoretical basis, the provisions of economic theory and psychological theories are used. Research results. The authors focus on the role and importance of economic education, highlighting blocks of system-wide and specific problems in the preparation of bachelors, show the need to improve the relationship between theory and practice, increase the requirements for teaching economic disciplines through improving organization of the educational process at the secondary school level, and improving the quality of methodological components. The results of the analysis of a teaching process allow us to state that in general, the status of a teacher in the country is underestimated, there is no unity of interests between the labor market and higher education, and the practical orientation of economic education is insufficient. Conclusion. It is possible to solve the problems of implementing economic programs in pedagogical higher educational institutions at the state and local levels. It is necessary to develop a unified concept of economic education, covering the triad of preschool institutions-secondary school-university, to coordinate and use the capabilities of the administrative building.
29
McKeever, Matthew. „Educational Inequality in Apartheid South Africa“. American Behavioral Scientist 61, Nr. 1 (Januar 2017): 114–31. http://dx.doi.org/10.1177/0002764216682988.
Annotation:
In this article, I explore the utility of effectively maintained inequality theory in examining educational inequality in South Africa at the end of the apartheid era. As an obviously unequal country, South Africa provides an excellent opportunity to test the claim that even with large quantitative differences in achievement, qualitative differences will matter. Using data from the early 1990s, I find that there were extensive quantitative differences in secondary school transitions across respondents in different racial categories. The minority White population was consistently able to achieve both more and better education. At the same time, though, qualitative distinctions mattered. For the majority of the population, particularly Africans, the quality of education attained varied across parental background. These outcomes are important not only for examining the veracity of effectively maintained inequality, both in terms of racial and class differences but also because they illustrate how educational differences have served to perpetuate inequality over time in a society that no longer allows for the explicit denial of opportunity by race.
30
Yeromenko, Eduard, und Valeriy Vekhtev. „SCIENTIFIC-INNOVATIVE APPROACHES TO EDUCATION OF PHYSICAL CULTURE AND DEVELOPMENT OF HEALTH VALUES OF COMBAT HORTING BY SCHOOLCHILDREN AND STUDENTS“. Academic Notes Series Pedagogical Science 1, Nr. 192 (März 2021): 67–76. http://dx.doi.org/10.36550/2415-7988-2021-1-192-67-76.
Annotation:
This scientific article of pedagogical direction identifies the features of scientific and innovative approach to the content, forms and methods of activities for the education of physical culture and development of health values of combat horting by schoolchildren and students engaged in sports sections of educational institutions. The study was conducted to analyze methods of improving general physical training, physical education and basics of health of schoolchildren and students, revealed guidelines for organizing the educational process of combat horting in higher education and the formation of a healthy lifestyle of student youth. The theoretical analysis of the program of employment, problems of formation of a healthy way of life of students and conditions of application of improving physical exercises of fighting horting is carried out. The implementation of the content of general physical training, physical education and development of health values of combat horting by schoolchildren and students is provided by adequate to the physical activity of schoolchildren and students methods of building training sessions in sports sections of educational institutions. The presentation of the main material is based on the guiding state documents on physical education of schoolchildren and students in educational and extracurricular time. As a result of this research we can conclude that the practical significance of the results is to introduce into pedagogical practice methods of physical education and development of health values of combat horting by schoolchildren and students involved in sports sections of educational institutions, forming interest in schoolchildren and students. combat horting in general secondary and higher education, which includes various forms and methods of educational work, guidelines for physical education and development of health values of combat horting by schoolchildren and students engaged in sports sections of educational institutions, the formation of interest in schoolchildren and students to engage in combat horting. The obtained results will be useful for class teachers, teachers of physical culture and defense of Ukraine, leaders of sports clubs and sections of combat horting, students of higher education institutions, teachers of higher education institutions in physical education and sports while teaching the theory and methods of combat horting, physical education, special courses for teachers in the system of postgraduate pedagogical education. The research materials can be used in advanced training courses for physical education teachers and heads of sports sections in the system of postgraduate pedagogical education, as well as during the preparation of curricula, manuals and recommendations.
31
Song, Miyeon. „Gender Representation and Student Performance: Representative Bureaucracy Goes to Korea“. American Review of Public Administration 48, Nr. 4 (15.11.2016): 346–58. http://dx.doi.org/10.1177/0275074016676888.
Annotation:
The literature on representative bureaucracy argues that bureaucrats who reflect the diversity of citizens are more likely to be responsive to the public. Although substantial research has supported the claim, most studies are conducted in Western countries such as the United States, and the evidence from other contexts is extremely limited. This raises two important questions: Does the relationship remain valid in a centralized Asian country? If so, under what conditions does representative bureaucracy matter more? This study investigates these questions by using a data set on secondary education in South Korea. Findings suggest that female students perform better when they are taught by female teachers, which strengthens the external validity of the theory. The positive link between female teachers and female student performance is greater when teachers have more discretion and interact more with each other. However, value consensus weakens the relationship between gender representation and student performance. Clientele diversity matters in gender representation at the managerial level, but sector differences are not statistically supported. These findings illustrate the need to take both national and organizational contexts seriously in representative bureaucracy theory.
32
Slyvka, Larysa. „«ERA OF KOPCHYNSKYI» OR DEVELOPMENT OF THEORY AND PRACTICE OF SCHOOL HYGIENE IN POLAND IN THE INTERWAL PERIOD OF THE TWENYIETH CENTURY“. Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», Nr. 1(48) (27.05.2021): 371–74. http://dx.doi.org/10.24144/2524-0609.2021.48.371-374.
Annotation:
The urgency of the topic declared in the article is due to the attention of modern Ukrainian pedagogy to the problems of health of children and youth, which, in turn, involves the study of creativity in particular Polish physicians and educators of the interwar twentieth century. The purpose of the article is to represent the organizational, practical and literary heritage of the physician, hygienist, public and statesman Stanislav Kopchynskyi (Polish: Stanisław Kopczyński; 1873–1933). The study used a set of general and special methods, namely: historical and pedagogical analysis, synthesis, generalization, comparison of scientific sources, which became the basis for determining the degree of scientific development of the problem; concrete-historical method, which allowed to analyze and highlight the verified facts from the history of health education of students of secondary schools in Poland in a broad socio-cultural aspect; source analysis, source synthesis and biographical method, which contributed to the study of ideas, views and contributions of St. Kopchynskyi in the development of Polish theory and practice of school hygiene; for the reconstruction of fragments of the subject's activity the method of induction was used (the research began with the collection of facts, which were later systematized, analyzed and generalized). The study announces the «pre-war» professional and organizational experience of St. Kopchynskyi in the field of school hygiene, with which the scientist entered the «state» stage of his life, and characterizes the organizational activities of the hygienist during the interwar period of the twentieth century. Thus, the article contains the names of visitors to school hygiene and school doctors, who in the 20s ‒ 30s of the twentieth century. carried out systematic and purposeful work in the field of school hygiene and physical education, emphasized the scientific and educational activities of St. Kopchynskyi (the meaning of the so-called «Thursdays after the fifteenth» is detailed; the essence of systematic and appropriate hygienic education of secondary school students is outlined; the collection «Hygienic conversations. Methodical projects and instructions» is announced). It is concluded that St.Kopchynskyi represented a new paradigm of school hygiene, which provided a strong emphasis on the promotion of health among children and youth through education and upbringing and the involvement of students in active cooperation in nurturing their health.
33
Paterson, Lindsay, und Cristina Iannelli. „Social Class and Educational Attainment: A Comparative Study of England, Wales, and Scotland“. Sociology of Education 80, Nr. 4 (Oktober 2007): 330–58. http://dx.doi.org/10.1177/003804070708000403.
Annotation:
This article examines variations among England, Wales, and Scotland in the association between social origin and educational attainment and the role that different national educational policies may have played in shaping these variations. The findings show that country variation in the association between origins and attainment was mostly or entirely due to variations in overall levels of attainment. Moreover, inequality was the highest where the proportions attaining a particular threshold were the highest—upper secondary school or higher in Scotland. The authors propose a refinement of Raftery and Hout's theory of maximally maintained inequality that takes into account that the trajectory of inequality is not linear: inequality can widen in the initial phase of expanding opportunity, en route to an eventual contraction, because the most advantaged groups are the first to exploit any new opportunities that policy changes offer. The results show that country differences in educational policy have not yielded different changes over time in the association between origin and educational attainment.
34
Kovba, D. M., und E. G. Gribovod. „International academic mobility through the prism of soft power theory“. Education and science journal 21, Nr. 10 (02.01.2020): 9–31. http://dx.doi.org/10.17853/1994-5639-2019-10-9-31.
Annotation:
Introduction. In the era of globalisation and digitalisation of society, the phenomenon of mobility is of particular relevance in the humanitarian discourse. Technological, socio-political and economic changes, penetrating into the sectors of education and science, contribute to internationalisation, intensification, as well as the inclusive growth of these priority areas of society. The study of academic mobility in the context of the theory of soft power will make it possible quantitatively measure and qualitatively evaluate the information and educational infrastructure as a separate educational and scientific organisation, and the country as a whole. The aim of the present research is to comprehensively consider the international academic mobility of students as a component and recourse of the country’s soft power in post-industrial realities.Methodology and research methods. The methodological framework of the research involves discursive and conceptual approaches. The following general scientific methods were used: comparative and system-structural analysis, synthesis, generalisation and comparative method. Statistical reports and data from global rating systems were analysed and processed through the method of secondary data analysis. The coefficient of rank correlation of the relationship between the number of foreign students in the countries (included in the Top 30 of soft power) and indicators of the rating of the world universities was calculated according to Spirman’s rank correlation test.Results and scientific novelty. The theories of soft power and academic mobility are synthesised on the basis of an analytical review of scientific publications by European, American, Russian and Chinese scientists. The hypothesis of the close interdependence of these concepts is confirmed. Academic mobility, including the virtual one, is shown to be an important tool for achieving geopolitical and economic goals both in the long-term and short-term perspectives. It is established that academic mobility, on the one hand, is determined from the standpoint of economic and political expediency; on the other hand, as a consequence of the globalisation, transforming the higher education system. While Western researchers emphasise the positive aspects of international law by students and scientists, the Russian scientific discourse is largely focused on the negative trends of this process. Two directions of soft power formation in the field of education are identified: training of future leaders (elite) and education of ordinary citizens. The authors revealed the vectors of the discussed type of mobility – Western-centric (Anglo-American) and the new one Asian (Eurasian), in whichChinaand the Chinese language take a special place. It was initiated to establish the SCO University Network among the representatives of member states in order to balance educational flows. The obstacles to its effectiveness are identified.Practical significance. The research findings and conclusions extend the knowledge of the possibilities and limitations of the academic mobility realisation to increase university competitiveness.
35
Piatnytska, G. T., O. M. Hryhorenko, N. O. Piatnytska und N. Y. Lytvyn. „Innovative Development of the Organization of Catering of Schoolchildren as an Integral Part of the Management of Modern Institutions of General Secondary Education“. Business Inform 12, Nr. 515 (2020): 471–81. http://dx.doi.org/10.32983/2222-4459-2020-12-471-481.
Annotation:
The article is aimed at carrying out a comprehensive analysis and an evaluation of innovative processes that are currently taking place in the organization of school meals of general secondary education institutions (GSEI) of Ukraine and aimed at improving the management of their activities. To achieve the aim, general scientific and special research methods were used. The content essence of some concepts in the theory and practice of catering are closer defined. It is determined that innovations for the development of the organization of catering of schoolchildren in modern GSEI are being implemented in the following directions: updating the collection of recipe dishes for schoolchildren; development of a multi-variant menu of dishes, composed breakfasts and lunches; organization of production of semi-finished products and finished products, new forms of student service; providing new forms of communication between students (their parents) and the head of school canteen production, etc. The assessment of the quality of organization of catering in 10 schools of different districts of city of Kyiv, which have not same level of propensity for innovative changes, is carried out. It is determined that there is a sufficiently strong correlation between the introduction of innovations in the organization of catering in GSEI and the score assessment of the quality of this organization. It is identified that each innovation has certain advantages and probable disadvantages of its implementation, in order to overcome which it is necessary to plan and implement the proposed management measures. Concluding it is substantiated that a system approach to solving a complex of issues related to innovative processes in the organization of catering will increase the efficiency, safety and quality of nutrition of GSEI students and will contribute to improving the management of their activities. It is justified that the presented results are suitable for improving both the management of GSEI and the restaurant facilities organizing meals at the place of study.
36
Kugiejko, Magdalena. „A PROFESIONAL SKILL SET OF A TEACHER AND UNIVERSITY LECTURER IN RELATION TO THE CAUSES AND PREVENTION OF JOB BURNOUT“. Problems of Education in the 21st Century 67, Nr. 1 (25.10.2015): 40–51. http://dx.doi.org/10.33225/pec/15.67.40.
Annotation:
The term "burnout" exists in vernacular for centuries. By saying that something is burned we usually have in front of our eyes the image after a fire, that ash and rubble. However, nowadays burnout is a pictorial representation of what may remain after a large and fervent commitment to ones careers. Job is an important factor in life, it influences the existence beyond work. Thus, it is important to create the conditions of appropriate, harmonic, and effective work. In particular, the specific features of the teaching profession are characterized by high workload and increasingly more complex requirements – the rush to keep up with the innovation, competitive pressure of the environment and continuous stress. This research aims to present an analysis of job burnout among teachers highlighting the risks and protective factors expressed by the potential "victims", as well as the measures that can be taken to counteract. It also elaborates on personal and social factors which have an impact on occupational burnout issue among teachers in Poland. This study was undertaken because the problem has not been sufficiently studied before in Poland, and too little attention was paid to the issues which the target group is facing. This background led to two theoretical assumptions, meaning that – regardless of the school type – all teachers are exposed to occupational burnout in the same way. The second theory claims that most of them do not realize the threat or are afraid to admit they have the symptoms resulting from job burnout. In order to confirm both theories, the author used qualitative and quantitative methods (interview and survey form) and the results were used to form a set of recommendations how to protect oneself from occupational burnout. The survey was conducted among 141 Polish teachers from primary, secondary and high schools, from two age groups – below 30 years old and over 46 years old. Special focus was placed on the age and inclination to exhaustion at work, lack of motivation and feeling of frustration, considering such factors like e.g. atmosphere at school and cooperation with students, other teachers and principals.The analysis showed that in most cases teachers within the scope of the research declared not to feel burnout. However, slightly less than a half of them admitted to operate under daily stress and in fact undergoing the process of the job burnout without even realizing it. The findings of the research are important for the potential identification of an adequate and rapid prevention, which result is closely linked to better wellbeing and health of teachers who could be more successful and passionate about their work. Key words: burnout, frustration, emotional exhaustion, job environment, lack of motivation.
37
Burkhanov, Rafael A., und Anatoly S. Gagarin. „Max Scheler’s education concept in the light of his philosophical anthropology“. Perspectives of Science and Education 48, Nr. 6 (31.12.2020): 10–21. http://dx.doi.org/10.32744/pse.2020.6.1.
Annotation:
In modern pedagogy, the educational ideal of knowledge is gradually being established as a special property of a person included in the existence of the world. The formation of a person comes to the fore here, not just the process of transferring a certain amount of knowledge. One of the founders of this approach is Max Scheler. Materials and methods. The general foundations for the study of his concept of education were the method of philosophical and anthropological reconstruction and the method of meaningful and semantic interpretation, as well as dialectical, hermeneutic, comparative, ascent from the abstract to the concrete, systemic and other methods. The main results of the study. The German thinker developed his theory of education on the basis of philosophical anthropology and the sociology of knowledge, the component parts of which are phenomenology and axiology. The main task of philosophical anthropology is to analyze the essence and essential structure of man, the sources of his being, which combines a powerful but blind energetic-vital “impulse” and a seeing, but weak content-semantic “spirit” axiologically striving towards the Divine. First of all, a person is a loving creature, and then – a knowing and willing. Scheler identified three types of knowledge – practical, positive, aimed at achieving pragmatic goals; essential, educational, aimed at the formation and development of the individual, and metaphysical, salvific, striving to comprehend the higher basis of being, which can be used in the process of education and spiritual development of a person, where the second type of knowledge plays the main role. Education is the process of self-creation of a person through love for other people, God and the whole world, the philosopher emphasizes. The metaphysical prerequisite for the self-formation of a personality is freedom as the spontaneity of its spiritual center. The goal of education is the realization of the ideal of the whole human as a comprehensively and spiritually developed personality, consistently revealing all its essential capabilities. In the absolute sense, the “whole human” is the “guiding idea” of a person who, in infinite form and finite variety, consistently reveals all his essential capabilities. In a relative sense, this ideal is embodied in the idea of a “well-formed human” striving for self-development in specific historical conditions and life circumstances. The comprehensive and holistic worldview of the individual, the philosopher comes to the conclusion, is possible through the acquisition and assimilation of essential, educational and other types of knowledge that determine the structure of ordering and understanding the facts of the possible experience of people.
38
Shkerina, Lyudmila Vasilyevna, Natalia Alexandrovna Zhuravleva und Maria Anatolievna Keiv. „Methodology for Identifying Subject Professional Deficits of Mathematics Teachers“. Siberian Pedagogical Journal, Nr. 4 (08.09.2021): 43–54. http://dx.doi.org/10.15293/1813-4718.2104.05.
Annotation:
Modern challenges of the system of mathematical training of schoolchildren lead to an increase in subject professional deficits of a mathematics teacher. Monitoring the teacher’s professional deficits allows them to be leveled in a timely manner, thereby improving the quality of the educational process. However, the theory and method of identifying them has not been studied much. This makes it possible to state the problem of research, which consists in determining the conceptual basis of the methodology for identifying subject professional deficits of a mathematics teacher. The purpose of the article is to develop a methodology for identifying subject professional deficits of a mathematics teacher. Methodology. The methodological basis of the study was a competent approach as the basis for structuring the professional competencies of a mathematics teacher; a systematic approach as the basis for diagnosing professional deficits of a mathematics teacher; federal state educational standard for higher education in the field of training “Pedagogical education”; professional standard “Teacher (pedagogical activity in the field of preschool, primary general, basic general, secondary general education. Module “Subject training. Mathematics”, the requirements of the federal state educational standard for the mathematical training of students in a general education school). The study used methods of analyzing special literature and normative documents, pedagogical modeling and design, mathematical processing of information. Results of the study. The basic principles of the methodology for identifying subject professional deficits are formulated and substantiated: expediency, diagnosticity, systemicity and advance. Based on these principles, the authors developed a methodology for identifying subject professional deficits of a mathematics teacher. The example shows the main stages and results of diagnosing subject deficits of a mathematics teacher in the field of combinatorics and probability theory.
39
Thompson, Nicholas. „The views of social workers and special guardians on planning contact for special guardianship children“. Journal of Children's Services 14, Nr. 4 (28.11.2019): 237–50. http://dx.doi.org/10.1108/jcs-09-2018-0021.
Annotation:
Purpose Special guardianship order (SGO) assessments require social workers to make plans and recommendations for ongoing post-SGO contact between the child and the parents. However, there is very little policy to inform and guide practitioners on how these duties should be undertaken, and no studies that describe current practice. The purpose of this paper is to investigate how the recommending of contact in special guardianship cases is currently working, by holding focus groups with social workers and special guardians. This paper reports on the results of a study to examine what contact plans social workers are recommending, the thinking behind their decisions and the views of the special guardians who have to make those plans work. Design/methodology/approach The research involved a mixed methods approach comprising of an online questionnaire, two focus groups for social workers and two focus groups for special guardians. This paper describes the second part of the study and reports on the qualitative results from the four focus groups. The methodology was based on a pragmatist theoretical position, and used an interpretivist approach and elements of the analytical procedure of grounded theory in order to generate inductive research. The focus group method was chosen as the best way to gather rich information on the opinions and ideas of practitioners who are recommending contact and the carers who are managing it. Findings Participants provided a wide range of views on the issues, with practitioners describing the challenges of planning contact, and special guardians explaining the problems they faced with the parents. Involving special guardians in the study gave a chance to include the different perspectives of the people who have to make the contact recommendations work, and contrast their views on contact planning with those of the professionals. The study makes recommendations for practice, which recognise the difficulty of preparing an initial contact plan that will remain relevant for years ahead. Research limitations/implications The number of focus groups the author held was limited by the author’s own personal resources and the time the author had available, and one group only had three social workers on the day. The author’s involvement affected the responses, and the author’s questions dictated the issues that were commented on, but the answers were the opinions that the participants wanted to express. The nature of the approach means that no two sets of focus group results would ever be the same. And as the direction of the discussions was largely dictated by the participants, the coverage of all aspects of contact was probably inconsistent. Practical implications This research sheds light on a crucial area of social work permanency planning, that has suffered from a lack of previous research, in order to better inform future practice. The paper reports on what contact plans social workers are recommending, the thinking behind their decisions and the views of the special guardians who have to make those plans work. It concludes with recommendations for improving future special guardianship policy and practice. Social implications The research clearly raises a number of specific difficulties faced by special guardians and problems with current policy and practice. These include the special guardians’ lack of understanding about contact, the difficulty for social workers of long-term planning, the challenge posed by uncooperative parents who behave badly, the view of carers for the need for a greater emphasis on the quality and reliability of contact, and the challenge to careful contact planning posed by the adversarial court process. Originality/value Special guardianship has had a major impact on permanency planning since its introduction 12 years ago. However, apart from one DfE study in 2014, very little research has been produced to inform policy and practice. There have been no studies specifically on contact in special guardianship cases, despite contact being one of the two major factors in determining the success of SGO placements. This study has provided the first in-depth evaluation of social worker contact planning in special guardianship, and the first investigation of special guardians’ views on contact.
40
Dhuhri, Saifuddin, Hamka Hasan, Ahmad Sholeh Sakni und Iffatul Umniati Ismail. „Passive Islamophobia and cultural national construction: a critical note on art curriculum“. Indonesian Journal of Islam and Muslim Societies 11, Nr. 1 (21.06.2021): 1–27. http://dx.doi.org/10.18326/ijims.v11i1.1-27.
Annotation:
This study aims to explore the passive Islamophobia in the arts and culture subjects on the KTSP and K-13 curriculum of secondary schools. Employing the representation theory, this article explores the relationship between marginality and Islamophobia integrated into the fine arts curriculum. Through content analysis of 2 textbooks for grades VII and VIII, some elements of marginalization in the Islamic cultural values were found. The conception of Indonesian nationality originates from various internal solidarity and contestation between Islamism, Hinduism and secularism in resistance to imperialism. The fallacy in the narrative of the mainstream of Indonesian nationalism seen as deeply rooted in the legacy of Majapahit/Hinduism, which unwittingly calls Indonesia the new Majapahit needs to be straightened out. The construction of cultural nationalism, meanwhile, overrides Islamic culture and identity. This article indicates that the teaching of the nationality of Indonesian culture does not consider the heritage of Islamic arts and culture. The marginality and exclusion of Islamic arts and culture in the construction of Indonesian nationality through the art curriculum and art education policy shows passive Islamophobia internalized therein, instead of the existence of accommodation and respect for Islamic culture.
41
Шарма Сушіл Кумар. „The Tower of Babble: Mother Tongue and Multilingualism in India“. East European Journal of Psycholinguistics 4, Nr. 1 (27.06.2017): 188–204. http://dx.doi.org/10.29038/eejpl.2017.4.1.sha.
Annotation:
Since ancient times India has been a multilingual society and languages in India have thrived though at times many races and religions came into conflict. The states in modern India were reorganised on linguistic basis in 1956 yet in contrast to the European notion of one language one nation, majority of the states have more than one official language. The Linguistic Survey of India (LSI) conducted by Grierson between 1866 and 1927 identified 179 languages and 544 dialects. The first post-independence Indian census after (1951) listed 845 languages including dialects. The 1991 Census identified 216 mother tongues were identified while in 2001 their number was 234. The three-language formula devised to maintain the multilingual character of the nation and paying due attention to the importance of mother tongue is widely accepted in the country in imparting the education at primary and secondary levels. However, higher education system in India impedes multilingualism. According the Constitution it is imperative on the “Union to promote the spread of the Hindi language, to develop it so that it may serve as a medium of expression for all the elements of the composite culture of India … by drawing, wherever necessary or desirable, for its vocabulary, primarily on Sanskrit and secondarily on other languages.” However, the books translated into Hindi mainly from English have found favour with neither the students nor the teachers. On the other hand the predominance of English in various competitive examinations has caused social discontent leading to mass protests and cases have been filed in the High Courts and the Supreme Court against linguistic imperialism of English and Hindi. The governments may channelize the languages but in a democratic set up it is ultimately the will of the people that prevails. Some languages are bound to suffer a heavy casualty both in the short and long runs in the process.
References
Basil, Bernstein. (1971). Class, Codes and Control: Theoretical Studies Towards a Sociology of Language. London: Routledge & Kegan Paul.
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge: Cambridge UP.
Chambers, J. K. (2009). Sociolinguistic Theory: Linguistic Variation and Its Social Significance. Malden: Wiley Blackwell.
Constitution of India [The]. (2007). Retrieved from: http://lawmin.nic.in/ coi/coiason29july08.pdf.
Cummins, J. (2000). Language, Power and Pedagogy. Clevedon: Multilingual Matters.
Dictionary of Quotations in Communications. (1997). L. McPherson Shilling and L. K. Fuller (eds.), Westport: Greenwood.
Fishman, J. A. (1972). The Sociology of Language. An Interdisciplinary Social Science Approach to Language in Society. Rowley, MA: Newbury House.
Gandhi, M. K. (1917). Hindi: The National Language for India. In: Speeches and Writings of Mahatma Gandhi, (pp.395–99). Retrieved from http://www.mkgandhi.org/ towrds_edu/chap15.htm.
Gandhi, M. K. Medium of Instruction. Retrieved from http://www.mkgandhi.org/towrds_edu/chap14.htm.
Giglioli, P. P. (1972). Language and Social Context: Selected Readings. Middlesex: Penguin Books.
Gumperz, J. J., Dell H. H. (1972). Directions in Sociolinguistics: The Ethnography of Communication. New York: Holt, Rinehart and Winston.
Haugen, E. (1966). Language Conflict and Language Planning: The Case of Modern Norwegian, Cambridge, MA: Harvard University Press.
Hymes, D. (1974). Foundations in Sociolinguistics: An Ethnographic Approach. Philadelphia: University of Pennsylvania Press.
Hymns of the Atharva-Veda. Tr. Maurice Bloomfield. In: Sacred Books of the East, 42, 1897. Retrieved from: http://www.archive.org/stream/ SacredBooksEastVariousOrientalScholarsWithIndex.50VolsMaxMuller/42.SacredBooks East.VarOrSch.v42.Muller.Hindu.Bloomfield.HymnsAtharvaVed.ExRitBkCom.Oxf.189 7.#page/n19/mode/2up.
Jernudd, B. H. (1982). Language Planning as a Focus for Language Correction. Language Planning Newsletter, 8(4) November, 1–3. Retrieved from http://languagemanagement.ff.cuni.cz/en/system/files/documents/Je rnudd_LP%20as%20 LC.pdf.
Kamat, V. The Languages of India. Retrieved from http://www.kamat.com/indica/diversity/languages.htm.
King, K., & Mackey, A. (2007). The Bilingual Edge: Why, When, and How to Teach Your Child a Second Language. New York: Collins.
Kosonen, K. (2005). Education in Local Languages: Policy and Practice in Southeast Asia. First Languages First: Community-based Literacy Programmes for Minority Language Contexts in Asia. Bangkok: UNESCO Bangkok.
Lewis, E. G. (1972). Multilingualism in the Soviet Union: Aspects of Language Policy and Its Implementation. Mouton: The Hague.
Linguistic Survey of India. George Abraham Grierson (Comp. and ed.). Calcutta: Office of the Superintendent of Government Printing, India, 1903–1928. PDF. Retrieved from http://dsal.uchicago.edu/books/lsi/.
Macaulay, T. B. (1835). Minute dated the 2nd February 1835. Web. Retrieved from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_ed uca tion_1835.html.
Mansor, S. (2005). Language Planning in Higher Education. New York: Oxford University Press.
Mishra, Dr Jayakanta & others, PIL Case no. CWJC 7505/1998. Patna High Court.
Peñalosa, F. (1981). Introduction to the Sociology of Language. New York: Newbury House Publishers.
Sapir, E. in “Mutilingualism & National Development: The Nigerian Situation”, R O Farinde, In Nigerian Languages, Literatures, Culture and Reforms, Ndimele, Ozo-mekuri (Ed.), Port Harcourt: M & J Grand Orbit Communications, 2007.
Simons, G., Fennig, C. (2017). Ethnologue: Languages of the World, Twentieth edition. Dallas, Texas: SIL International. Retrieved from http://www.ethnologue.com/country/IN.
Stegen, O. Why Teaching the Mother Tongue is Important? Retrieved from https://www.academia.edu/2406265/Why_teaching_the_mother_tongue_is_important.
“The Tower of Babel”. Genesis 11:1–9. The Bible. Retrieved from https://www.biblegateway.com/passage/?search=Genesis+11:1–9.
Trudgill, Peter (2000). Sociolinguistics: An Introduction to Language and Society. London: Penguin.
UNESCO (1953). The Use of the Vernacular Languages in Education. Monographs on Foundations of Education, No. 8. Paris: UNESCO.
U P Hindi Sahitya Sammelan vs. the State of UP and others. Supreme Court of India 2014STPL(web)569SC. Retrieved from: http://judis.nic.in/ supremecourt/ imgs1.aspx?filename=41872.
Whorf, B. L. (1940). Science and linguistics. Technology Review, 42(6), 229–31, 247–8.
Sources
http://www.censusindia.gov.in/2011-documents/lsi/ling_survey_india.htm
http://www.ciil-lisindia.net/
http://www.ethnologue.com/country/IN
http://peopleslinguisticsurvey.org/
http://www.rajbhasha.nic.in/en/official-language-rules-1976
http://www.ugc.ac.in/journallist/
http://www.unesco.org/new/en/international-mother-language-day
42
Kirzhaeva, Vera, und Elizaveta Maslova. „Fruitful Inspiration: Fresh View on Bakhtinian Dialogism in Some Fields of the Humanities“. Dialogic Pedagogy: An International Online Journal 9 (11.03.2021): R1–6. http://dx.doi.org/10.5195/dpj.2021.436.
Annotation:
A review of Matthias Freise (ed.), 2018., Inspired by Bakhtin: Dialogic Methods in the Humanities, Boston: Academic Studies Press, 2018.
This review provides an analysis of a collection of articles that demonstrate the possibilities of applying dialogic methods in various fields of the humanities. The authors of these articles show how Bakhtinian dialogism functions in the history and theory of literature, sociology and design, in the study of Platonic dialogues, the image of the Other in contemporary cinema and in the practice of psychoanalysis.
The reviewers emphasize that the book fits well with the Bakhtin Studies trend. The dialogical approach to the phenomena of human consciousness allows a new research paradigm that differs from the natural sciences. The emphasis should be placed on the internal relations among the objects of the humanities research. The latter should be considered as a form of dialogue and described within the framework of dialogic methods. Each of the authors gives their own answer to the questions formulated by M. Freise: “How can we define a dialogic method of research in the humanities in general, what would be the specific qualities of such a method?” As a result, reviewers believe, a convincing picture of the internal dialogism of the humanities is constructed in the book.
Despite the fact that special articles on the dialogic method in pedagogy are not included in the book, reviewers believe that the book will be useful for theorists and practitioners of education.
43
Shafranov-Kutsev, G. F., und G. Z. Efimova. „THE PLACE OF PROFESSIONAL EDUCATION SYSTEM IN FORMATION OF GRADUATES’ COMPETITIVENESS“. Education and science journal 21, Nr. 4 (07.05.2019): 139–61. http://dx.doi.org/10.17853/1994-5639-2019-4-139-161.
Annotation:
Introduction. Insufficient competitiveness of Russia is one of the key problems constraining scientific, technological, social and economic development of the country. Scientific interest is the formation of youth competitiveness as the special social and demographic group having a strategic importance for the country. In the course of population competitiveness formation, the leading place is taken by an education system and professional education.The aim of the present publication was to scientifically judge modern professional education system aspects directed to formation of a competitive orientation and competitiveness of the younger generation. The sociological research described in the article is devoted to studying of practical application of the competencies received in institutions of professional education by working youth before their admission to employment.Methodology and research methods. The review and synthesis of scientific sources content corresponding to the announced subject and research problems were performed at theoretical stage of the research. In the course of empirical stage, social questionnaire survey was conducted among the working youth (N=956). Acquired data were processed using the license version of the SPSS programme. In addition, the selective secondary (comparative) analysis of social science research, conducted by Russian and foreign scientists, was applied.Results and scientific novelty. The issues of formation of competitive orientation and competitiveness, competitive competencies of the personality are considered according to social standpoints. It is noted that the higher the education level of the respondent is, the more positive the self-assessment of his or her competitiveness is. The working young people with the higher education show the highest level of self-assessment of competitiveness. Certain characteristics of modern youth, influencing on modernisation of institutions of professional education, are disclosed. Today, the main task of students is the acquisition of skills of orientation and navigation in the information flow and space of powerful socio-cultural transformations. Therefore, the education system is forced to be reconstructed for preparation of holders of complex knowledge and competencies, generators of newideas and projects. Consequently, there is the demand for the development of individual educational programmes and modules, freedom of access for students to new resources and technologies, change of functions and competencies of pedagogical workers.The conclusion is drawn that the assessment of own competitiveness acts as the defining factor of the relation to the chosen field of occupation. The respondents focused in the labour sphere on competitive strategy more often recognise insufficiency of knowledge and competencies received by them during the learning process in educational institution. The direct consequence and the indicator of high level of competitiveness is high income level of young specialists. The working young people, who consider themselves competitive, note more often: satisfaction with their occupation; compliance of the work responsibilities with the profession obtained; availability of several professions. The representatives of this category of respondents consider their professional choice as the right and final, characterising themselves as executive, efficient and prospective employees.Practical significance. The undertaken research enriches sociological theory with new knowledge on competitiveness of young people. The materials of the research can be applied in the system of education to design the recommendations on formation and development of necessary qualities in the studying youth. Moreover, the outcomes of the present research can be useful for the heads and administrators of organisations and enterprises, who are engaged in successful professional adaptation of young employees.
44
Patzina, Alexander, und Gabriele Wydra-Somaggio. „Early Careers of Dropouts from Vocational Training: Signals, Human Capital Formation, and Training Firms“. European Sociological Review 36, Nr. 5 (25.06.2020): 741–59. http://dx.doi.org/10.1093/esr/jcaa011.
Annotation:
Abstract Dropping out of post-secondary education has negative consequences for career progression. However, as human capital theory predicts and as previous studies have shown, having some training still pays off. For a large part of the European workforce who has attended vocational training, however, the theoretical predictions are less clear and empirical studies are scarce. In occupational labour markets, signalling and credentialism theories predict negative effects of dropping out. Furthermore, apprenticeship dropouts learn at different training firms, which differ in their influence on human capital development and the provision of job opportunities. Relying on a unique panel data set from Germany and estimating normalized fixed effects growth curve estimators, our study reveals the following results. First, the timing of dropping out structures career progression, as late dropouts have the highest employment rates and highest wages within the dropout population. However, in an occupational labour market setting, credentials and signals are still highly important for career progression, as the wage advantage of late dropouts within the dropout population is rather small, and late dropouts suffer a wage penalty when we compare their wage profiles to those of graduates. Second, our study emphasizes the importance of training firms, which influence the human capital development of individuals during the course of training and provide dropouts with connections to their first jobs. Thus, in occupational labour markets, the consequences of dropping out depend mainly on different mechanisms, as in other settings.
45
Malaba, Mbongeni Zikhethele. „Namibian Life Stories from the ‘Struggle Days’“. Matatu 50, Nr. 2 (13.02.2020): 299–332. http://dx.doi.org/10.1163/18757421-05002005.
Annotation:
Abstract This article analyses representative life stories that reflect the experiences of people who participated in the Namibian liberation struggle, as well as one narrative that reflects the traumatic effect of the brutal murder of her mother witnessed by a five year old girl. The stories detail the vicious nature of settler colonialism in South West Africa and the motive that drove youths to abscond from school to join SWAPO camps in neighbouring countries. Two of the male authored texts focus on the political dimensions of the struggle, with minimal personal details; the two accounts penned by women who obtained secondary and tertiary education in exile and underwent military training foreground the personal dimension that is understated in the male accounts. The human side of war, suffering and discrimination is captured in all the accounts, in differing degrees. The strong Christian beliefs of the selected authors are a striking feature in most of the life stories.
46
Hoffman, Edward. „The Social World of Self-Actualizing People: Reflections by Maslow’s Biographer“. Journal of Humanistic Psychology 60, Nr. 6 (07.11.2017): 908–33. http://dx.doi.org/10.1177/0022167817739714.
Annotation:
Maslow’s concept of self-actualization has been a bulwark of humanistic psychology for more than 50 years, and has increasingly gained international appeal beyond its original nexus within the United States. His description of the high achieving characteristics of self-actualizing men and women has influenced theorists and practitioners in such fields as counseling, education, health care, management, and organizational psychology. Through these same decades, Maslow’s formulation has also been criticized as promoting a hyperindividualistic, even narcissistic, orientation to personality growth. Because Maslow by temperament and intellectual style expressed himself in an ever-evolving set of speeches and writings that were seldom explicit about interpersonal relations, his actual outlook on the social world of self-actualizers has remained elusive. The focus of this article, therefore, is how Maslow depicted self-actualizing people with regard to five major interpersonal dimensions of life: friendship, romantic love, marriage and lasting intimacy, parenthood, and communal service. By pulling together Maslow’s comments primarily in his published works, and secondarily in his unpublished works-in-progress, it is possible to explicate his tacit viewpoint. Doing so will not only help dispel the misconception that Maslow depicted self-actualizers as loners or even hermits but also guide future theory and research on personality growth.
47
Mesch, Gustavo S., und Matias Dodel. „Low Self-Control, Information Disclosure, and the Risk of Online Fraud“. American Behavioral Scientist 62, Nr. 10 (10.07.2018): 1356–71. http://dx.doi.org/10.1177/0002764218787854.
Annotation:
This study investigates the risk of being a target of an attempt at fraud through email by assessing the role of low self-control, online activities, and the disclosure of personal information. A secondary analysis of the 2014 U.S. “Caught in the Scammers’ Net”, a national survey of online victimization ( N = 1,539), indicates that those with low self-control and individuals who engage in online activities are more likely to disclose personal information online. The risk of being targeted with a fraudulent offer is also associated with low self-control and online routine activities. Responding to a fraudulent offer is associated with disclosing personal information online and low self-control. Taken together, our empirical evidence strengthens the central role of low self-control theory.
48
Rybalko, Nataliya. „ACTUALIZATION OF METHODOLOGICAL SYSTEMS, SEPARATE FORMS AND METHODS OF NATIVE THEORY AND PRACTICE (END OF ХІХ – BEGINNING OF ХХ CENTURY) AS TO ORGANIZATION OF TEACHING FOREIGN LANGUAGES UNDER CONDITIONS OF FORMATION OF THE NEW UKRAINIAN SCHOOL“. EUREKA: Social and Humanities 1 (31.01.2019): 52–59. http://dx.doi.org/10.21303/2504-5571.2019.00842.
Annotation:
The “foreign speaking competence” is an urgent task in the modern society. It is felt most acutely in countries of the post-Soviet space because of changing a paradigm of foreign language education, processes of integration of these countries in the world society. Organization of teaching foreign languages in the New Ukrainian school needs determining strategies and further perspectives as to the common work of pupils, parents and whole community on problems of the content and resource base for providing high-quality teaching taking into account the rich experience of teachers-practicians. The aim of the article is to use the historical experience for organizing teaching foreign languages for pupils of gymnasia. The brief analysis of substantial works of Ukrainian and foreign scientists as to the problem of organizing teaching foreign languages in tnative gymnasias at the end of ХІХ – beginning of ХХ century has been realized. Just this time there takes place a change of socio-economic conditions in the country that results in the fact that ancient foreign languages (Greek, Latin) lose their popularity. German, French and English occupy their place. It causes modernization of teaching methods and new organization of this process. We have elaborated and introduced in the working practice of secondary educational institutions: the technology of a special seminar for improving the qualification of primary school teachers “Organization of teaching foreign languages for pupils: historical aspects and modern challenges” and technology of training exercises “Rozmovlyajko” for pupils of primary schools. We think that teaching foreign languages may serve as a means of reformation of the Ukrainian school and creation of a new productive and creative personality.
49
Kogan, E. A., und D. I. Ponomareva. „The Experience of University Department in Organizing Research Circles at Schools as a Direction of University Career Guidance Work“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, Nr. 10 (15.10.2020): 135–43. http://dx.doi.org/10.31992/0869-3617-2020-29-10-135-143.
Annotation:
Attracting applicants in modern conditions is quite an important and difficult task for higher education institutions. Non-core graduate departments of the University face the greatest difficulties in this process.The article discusses the main directions of career guidance work of the Department of “Sociology, psychology and social management” of the Moscow Aviation Institute (NationalResearchUniversity) in the course of implementing cooperation agreements with educational institutions inMoscowand theMoscowregion. The authors present an experience of organizing and conducting research circles in sociology and social psychology for students of grades 8-11.The activity of the sociological research circle “First steps in science” was aimed at forming students’ ideas about research, its methods and stages; developing skills of independent work with the received social information; obtaining skills for developing, conducting and presenting research results. The program of the circle “Social psychology” adapted for classes of humanitarian and socioeconomic orientation, included personal growth trainings and career guidance games aimed at developing professional self-determination in career planning.Research circles allowed school students to develop their special skills, arouse interest in sociology and psychology, improve their understanding of the criteria for their own professional choice, as well as form students’ understanding of the Department’s profile.During the implementation of career guidance measures in modern conditions, along with positive results, the authors have identified the factors that hinder the successful interaction of schools and universities such as the lack of involvement in this process of all subjects of the educational space, insufficient attention of the school administration to the social needs of graduating departments. To solve these problems, the authors have developed and proposed a model for organizing research circles based on schools, which can qualitatively improve the social partnership of all interested participants. The basic ideas and theses of the article may be of interest both for teachers of higher educational institutions and for pedagogical staff of secondary schools.
50
Ahmad Sabri. „Trends of “Tahfidz House” Program in Early Childhood Education“. JPUD - Jurnal Pendidikan Usia Dini 14, Nr. 1 (30.04.2020): 71–86. http://dx.doi.org/10.21009/jpud.141.06.
Annotation:
The enthusiasm in the Tahfidz House (TH) education program especially for children shows an increasing trend in Padang, a modeling city in developing Islāmic character for children. The purpose of this study was to investigate the Tahfidz House program trends development in early childhood in Padang. This study uses qualitative methods with data collection tools, namely inter- views, direct observation, and document analysis. The results showed that: First, the Tahfidz House program attracted public interest because it offered dimensions of character formation such as in- creasing Intelligence Quotient, Emotional Quotient, and Spiritual Quotient. Second, there is a theo- logical reason in the landscape of local people to think that the Qur'an offers a blessing concept in our lives. Third, Tahfidz House existences as non-formal education has two dominant affiliations, namely pure education and based on market interests or capitalization.
Keywords: Early Childhood Education, Tahfidz House Program, Market Interest
Reference
Abdullah, N. M. S. A. N., Sabbri, F. S. M., Athirah, R., & Isa, M. (2019). Challenges and Difficulties in Memorizing the Qurʾan in the Tahfiz Classes Among Secondary Learners. Al Burhan- Journal of Qurʾān and Sunnah Studies Kulliyyah of Islamic Revealed Knowledge and Human Sciences, 3(2), 1–14.
Afriami, Z., & Rahmah, E. (2017). Pembuatan Direktori Rumah Tahfidz Quran se Kota Padang. Jurnal Ilmu Informasi Perpustakaan Dan Kearsipan, 6(September), 86–94.
Ahmadi. (2018). Pembentukan Karakter Anak Dengan Pendekatan Berbasis Pendidikan Al- Qur ’ an. ALFIKR:Jurnal Pendidikan Islam, 4(1), 23–31.
Akbar, Ali & Islmail, H. (2016). Metode Tahfidz Al-Qur‟An di Pondok Pesantren Kabupaten Kampar. Jurnal Ushuluddin, 24(1), 91–102.
Al-fadhil, M. (2016). Mazhab Pendidikan Kritis; Proses Humanisasi Pendidikan. MUDARRISUNA (Media Kajian Pendidikan Agama Islam), 6(1), 33–52.
Ali, Z. Z. (2017). Pemikiran Hegemoni Antonio Gramsci (1891-1973) di ITALIA. YAQZHAN, 3(2), 63–81.
Ambo, N. F., & Mokhsein, S. E. (2019). Trend and Issue in Learning Strategy of Tahfiz Model Ulul Albab (TMUA). International Journal of Academic Research in Business and Social
Sciences, 9(7), 1418–1426. https://doi.org/10.6007/ijarbss/v9-i7/6789Anwar, K., & Hafiyana, M. (2018). Implementasi metode ODOA (one day one ayat) dalam
meningkatkan kemampuan menghafal al-qur‟an. JPII, 2, 181–198.
Arief, A. (2014). Pengembangan pendidikan budaya dan karakter bangsa dalam upaya menghadapi tantangan global. TARBIYA: Journal of Education in Muslim Society, 1(2), 215-226.
Azra, A. (2017). Surau; Pendidikan Islam Tradisional Dalam Transisi dan Modernisasi. Jakarta: Prenada Media.
Baihaki, E. S. (2017). Penerjemahan Al-Qur’an: Proses Penerjemahan al-Qur’an di Indonesia. Jurnal Ushuluddin, 25(1), 44–55.
Bashori. (2017). Modernisasi Lembaga Pendidikan Pesantren Perspektif Azyumardi Azra. Jurnal Pendidikan Islam, 11(2), 269–296.
Basyit, A. (2019). Pengembangan Manajemen Rumah Tahfidz Al-Qur’an di Indonesia. Tadarus Tarbawy, Vol. 1(2), 163–180.
Battersby, Paul, & Siracusa, J. M. . (2009). Globalization and Human Security. United States of America: Royman and Little Field Publisher.
Ebrahimi, E. (2011). Spiritual Health and psychosis in the light of Quran. Arak Medical University Journal (AMUJ), 13(5), 1–9.
Faturrahman, B. M. (2019). Pemikiran Kritis Sound Governave Terhadap Globalisasi: Pandangan Dari Ali Farazmand. Jurnal Politik Dan Sosial Kemasyarakatan, 11(2), 1689–1699.
Firmansyah, R., Ismail, S., Utaberta, N., Yuli, G. N., & Shaari, N. (2020). Student’s Perception of Common Rooms in Daarut Tauhid Tahfidz Islamic Boarding School, Bandung. 192(EduARCHsia 2019), 86–89. https://doi.org/10.2991/aer.k.200214.012
George, R., & Goodman, D. (2012). Teori Sosiologi Modern. Jakarta: Kencana Prenada Media Group.
Hambali, H. (2017). Globalisasi Dan Pendidikan Pesantren. At-Ta’lim: Media Informasi Pendidikan Islam, 13(2), 213-234.
Hidayah, N. (2016). Strategi Pembelajaran Tahfidz Al-Qur’an di Lembaga Pendidikan. Ta’allum, 4(1), 63-81.
Hoffman, J. (2007). A Glossary of Political Theory. Edinburgh: Edinburgh University Press.
Indrioko, E. (2015). Membangun Citra Publik Dalam Lembaga Pendidikan Islam. UNIVERSUM (Jurnal Keislaman Dan Kebudayaan), 9(No 2), 265–274. https://doi.org/https://doi.org/10.30762/universum.v9i2.92
Karsidi, R. (2017). Budaya lokal dalam liberalisasi pendidikan. The Journal of Society & Media, 1(2), 19–34.
Kirana, Z. C. (2017). Pandangan Azyumardi Azra Terhadap Modernisasi Pesantren. INOVATIF: Jurnal Penelitian Pendidikan, Agama Dan Kebudayaan, 3(1), 77–94.
Latif, M. K., Jimaain, T., & Jasmi, K. A. (2020). Competence and Method of Teaching Tarannum Al-Quran Among Teachers of Special Class on Reading and Memorizing Al-Quran Skill (KKQ) in Johor. 400(Icream 2019), 249–253. https://doi.org/10.2991/assehr.k.200130.177
Lubis, A. M., & Ismet, S. (2019). Metode Menghafal Alquran Pada Anak Usia Dini di Tahfidz Center Darul Hufadz kota Padang. Aulad : Journal on Early Childhood, 2(2), 8–14. https://doi.org/10.31004/aulad.v2i2.30
Mahjoob, M., Nejati, J., Hosseini, A., & Bakhshani, N. M. (2016). The Effect of Holy Quran V oice on Mental Health. Journal of Religion and Health, 55(1), 38–42. https://doi.org/10.1007/s10943-014-9821-7
Majid, A. (2016). Strategi Pembelajaran. Bandung: Pt Remaja Rosdakarya.
Malikah, N., Hidayatullah, F., Asrowi, & Anitah, S. (2020). Inside-Outside: Model of Memorizing Hadith at Elementary Islamic School. 422(Icope 2019), 386–390. https://doi.org/10.2991/assehr.k.200323.155
Marcuse, H. (2012). Perang semesta Melawan Kapitalisme. Jakarta: Gramedia.
Moleong. (2017). Metode Penelitian Kualitatif (Vol. Cetakan 37). Bandung: Remaja Rosdakarya.
Murniyati. (2017). Implementasi Pendidikan Karakter Religius terhadap Anak Usia Dini. Prosiding Seminar Nasional 20 Program Pascasarjana Universitas PGRI Palembang, (November).
Muslimin, A. (2015). Implementasi Metode Halaqah dan Resitasi Dalam Tahfidz Al-Quran di SDIT el-Haq Banjarsari Buduran Sidoarjo. Jurnal Pendidikan Islam, (1), 55–62.
Nawaz, N., & Jahangir, S. F. (2015). . Effects of memorizing Quran by heart (Hifz) on later academic achievement. Journal of Islamic Studies and Culture, 3(1), 58-64.
Nugraheni, S., & Fakhruddin, F. (2014). Persepsi dan Partisipasi Orang Tua terhadap Lembaga PAUD Sebagai Tempat Pendidikan untuk Anak Usia Dini (Studi pada Orang Tua di Desa Tragung Kecamatan Kandeman Kabupaten Batang). Journal of Nonformal Education and Community Empowerment, 3(2).
Nurani, Y., & Dwi, A. (2017). Early Childhood Education Teachers ’ Effective Communication Based Teaching Skill. Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017), 118, 723–728.
Pieterse, J. N. (2019). Globalization and culture: Global mélange.: Rowman & Littlefield.
Pramono, S. Y., & Sofyan, H. (2019). Quality Learning Tahfiz Design in Integrated Islamic Elementary School Sleman Special Region of Yogyakarta. 323(ICoSSCE 2018), 88–94. https://doi.org/10.2991/icossce-icsmc-18.2019.17
Priatna, T., Nurhamzah, Suryana, Y., & Nurdiansah, N. (2015). International Journal of Advanced Trends in Computer Science and Engineering Available Online at http://www.warse.org/ijatcse/static/pdf/file/ijatcse02422015.pdf. 4(2), 15–21.
Rifki. (2017). Komersialisasi Pendidikan: Tantangan Bagi Lembaga Pendidikan Islam. I’tibar (Jurnal IlmiahIlmu-Ilmu Keislaman), 4(8), 167–182.
Rosyid, M. Z. (2019). Kapitalisme Pendiidkan Islam (Antar Kompetensi dan Keadilan). Akademika:Jurnal Pendidikan, 2(1), 112–123.
Rustiawan, H. (2015). Komersialisasi Pendidikan. Tazkiya (Jurnal Keislaman, Kemasyarakatan Dan Kebudayaan), 16(1), 44–63.
Sa’diyah, R. (2013). Melatih Kecerdasan Emosi Anak Usia Dini. Jurnal Kependidikan., 18(1), 119–120.
Samuel, P. H., & Conley, M. (2019). Dampak arus globalisasi terhadap jalannya demokrasi di indonesia. Juirnal Rectum, I(1), 104–114.
Santrock, J. W. (2007). Perkembangan anak. Jakarta: Erlangga.
Steger, M. B. (2017). Globalization: A very short introduction (Vol. 86). America: Oxford University Press.
Sugiyono. (2017). Metode Penelitian Bisnis: Pendekatan Kuantitatif, Kualitatif, Kombinasi, dan R&D. Bandung: CV. Alfabeta.
Sujiono, Y. N. (2009). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks.Tadjuddin, M. S., Sani, M. A. M., & Yeyeng, A. T. (2016). Dunia Islam dalam Lintasan Sejarah
dan Realitasnya di Era Kontemporer. AL-FIKR V6, 20(2).
Taslama. (2014). Keajaiban al-Quran. Surabaya: Penerbit Sygma.
Tidjani, A. (2017). Manajemen Lembaga Pendidikan Islam Menghadapi Tantangan Globalisasi. Jurnal Reflektika, 13(1), 96–126. https://doi.org/10.28944/reflektika.v13i1.74
Utama. (2016). Pembumian Jihad dalam Konteks Indonesia Kekinian: Pengentasan Masyarakat dari Kemiskinan dan Keterbelakangan. Jurnal Multikultural & Multireligius, 53.
van Glinken, H. (2014). Globalization, Higher Education and Sustainable Development. European Union Rectors’ Conference. Kuala Lumpur: Ministry of Higher Education of Malaysia, University of Malaya, Delegation of the European Commission in Malaysia, and Asean – European Union Network Programme.
Yusuf, M. (2017). Pendidikan karakter, Konsep Dan Aplikasinya Pada Sekolah Berbasis Agama Islam. Intizam, Jurnal Manajemen Pendidikan Islam, 1(1), 14–22.
Zulfitria. (2017). Peranan Pembelajaran Tahfidzal-Quran Dalam Pendidikan Karakter Di Sekolah Dasar. Naturalistic: Jurnal Kajian Penelitian Pendidikan Dan Pembelajaran, 1(2), 124– 134.