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Journal articles on the topic 'Educational activity'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 May 2022

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1

Bazarbayev, K., K. Sembyev, and T. Daniyarov. "Educational activity of Turkestan Jadids." Bulletin of the Karaganda University. Pedagogy series 101, no. 1 (March 29, 2021): 6–12. http://dx.doi.org/10.31489/2021ped1/6-12.

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The national progressives who have appeared in the majority of the countries of the East at the end of the XIXth beginning of the XXth centuries estimated the Central Asian Jadidism as reflection of the reformatory movement of the local intellectuals. The concept «jadid» formed from Arab «usul-and-jadid» («new method») designates new ways of learning in an example of the European education. Such educational maintenance of Jadidism in the course of social and political development of the country has changed the status of old social and political system, having provided her new, original character. Together with it, process of formation and high-quality changes of Jadidism in the country can be divided into two periods: cultural and educational and period of political struggle. The educational ideas of Jadidism have generated need to reform an education system in the country according to modern models. Naturally, such reforms have adopted also the colonial authorities in the country. In the course of education system reform realization the imperial government protecting colonial interests in the actions relied on the principles of Great Russian chauvinism. This article deals with the new views on jadid movement, educational ideas which created national liberation ideology in Central Asia and also political programs and strategic objectives of national liberation movement.

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Kuznetsova, A. Ia. "REFLEXIVE MECHANISMS OF MODERN EDUCATIONAL ACTIVITY." European Journal of Natural History, no. 3 2020 (2020): 60–64. http://dx.doi.org/10.17513/ejnh.34087.

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3

Sherwood, Gwen. "Planning an Educational Activity." AORN Journal 51, no. 6 (June 1990): 1586–90. http://dx.doi.org/10.1016/s0001-2092(07)66912-9.

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4

Gabrielyan, Seda. "Game as Educational Activity." Armenian Folia Anglistika 7, no. 2 (9) (October 17, 2011): 83–93. http://dx.doi.org/10.46991/afa/2011.7.2.083.

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The article aims to highlight the role games play in shaping the psychological image of a child and in the process of his/ her realization as a social being. The research has been conducted with special reference to W. Saroyan’s “Papa, You’re Crazy” where the relationship between the father and the son develops through various games. These, in their turn, contribute to the development of the linguistic abilities and life skills of the child. The article shows that the short story may serve as a unique guideline for child upbringing.

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Ergesheva, Nazira Turalbayevna. "The Structure Of Educational Activity And Their Formation." American Journal of Social Science and Education Innovations 03, no. 03 (March 23, 2021): 105–9. http://dx.doi.org/10.37547/tajssei/volume03issue03-16.

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Research conducted by many psychologists, as well as Uzbek psychologists, allows us to identify the most essential qualities for modern teachers. In this case, the professogram of the teaching profession (a short and comprehensive document that is systematized, studied by labor psychologists and intended for use in future practice) is called a professogram.

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Brendina, N. V. "EDUCATIONAL CHALLENGES AS ACTIVITY MOTIVATORS." Informatics in school, no. 4 (June 23, 2019): 2–7. http://dx.doi.org/10.32517/2221-1993-2019-18-4-2-7.

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The article describes modern motivational schemes aimed at the initiation, formation and development of learning and cognitive motivation of students. The schemes were developed using elements of gamification based on mobile technologies, which made it possible to increase the overall involvement of students in the search for solutions to the problems posed. The didactic potential of the games-сhallenges is considered. The structure of the challenge "Explanation", and stages of a QR-quest are presented. The model is concretized by educational products and student feedback, successfully tested.

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7

Rustermier, Karen. "The educational activity approval process." AORN Journal 71, no. 4 (April 2000): 882–85. http://dx.doi.org/10.1016/s0001-2092(06)62272-2.

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8

Baggaley, Jack. "Astronomy Educational Activity in Jordan." Transactions of the International Astronomical Union 24, no. 3 (2001): 163. http://dx.doi.org/10.1017/s0251107x00000584.

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Throughout the last three millennia the area of Jordan, as part of the Arab World, has a rich history in the foundation and development of astronomy. Jordan today is pro-active in developing community programmes of education. I will describe the outreach programmes and community participation that I experienced during my attendence in Jordan at a conference timed to coincide with the Leonid Meteor Storm of November 1999.

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9

Wallace, Lorraine S., Lori W. Turner, Joyce E. Ballard, and Kenneth Bielak. "Written Physical Activity Educational Materials." Medicine & Science in Sports & Exercise 36, Supplement (May 2004): S109???S110. http://dx.doi.org/10.1097/00005768-200405001-00517.

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10

Tokmazov, Georgy Vasil'evich. "MATHEMATICAL MODELING IN EDUCATIONAL ACTIVITY." Theoretical & Applied Science 14, no. 06 (June 30, 2014): 44–46. http://dx.doi.org/10.15863/tas.2014.06.14.8.

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Wallace, Lorraine S., Lori W. Turner, Joyce E. Ballard, and Kenneth Bielak. "Written Physical Activity Educational Materials." Medicine & Science in Sports & Exercise 36, Supplement (May 2004): S109—S110. http://dx.doi.org/10.1249/00005768-200405001-00517.

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12

BEREA, Gabriela. "The Role of Afterschool Programs in the Educational Activity." Logos Universality Mentality Education Novelty. Section: SOCIAL SCIENCES 04, no. 01 (June 30, 2015): 147–55. http://dx.doi.org/10.18662/lumenss.2015.0401.13.

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13

Haponchuk, Olena. "CONSULTATIVE ACTIVITY IN GENERAL EDUCATIONAL INSTITUTION: FOREIGN EXPERIENCE.CONSULTATIVE ACTIVITY IN GENERAL EDUCATIONAL INSTITUTION: FOREIGN EXPERIENCE." Pedagogìčnij časopis Volinì 3(6), no. 2017 (2017): 54–61. http://dx.doi.org/10.29038/2415-8143-2017-03-54-61.

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14

Madej-Kurzawa, Iwona, Katarzyna Pieczarka, and Grażyna Węgrzyn. "Professional and educational activity of youth in the digital economy." Problems and Perspectives in Management 19, no. 3 (August 20, 2021): 175–84. http://dx.doi.org/10.21511/ppm.19(3).2021.15.

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The paper is aimed to rank countries similar in terms of selected diagnostic variables: in terms of digital competencies held and variables related to the youth professional activity. The method of descriptive and statistical analysis, including comparative analysis, is used in the study. The paper also uses cluster analysis. The conducted analysis included the empirical material referring to the youth at the age of 15-29 taken from the Eurostat database. The research period is 2011–2019. The analysis by type of educational and professional activity of young people conducted in the EU member countries allowed the identification of four groups of countries, differing in the levels of both the NEET rate (Neither in employment nor in education or training) and the digital skills. The digital skills have been additionally grouped into competences in the field of information, communication, problem-solving and programming skills. The group of countries with the lowest NEET rate proved to include those where young people presented high levels of digital skills in all the dimensions analyzed. The study shows that acquiring digital competencies enables young people to participate in communities and gives them a better chance for professional activity.

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15

Korzinova, E. I., A. A. Ryvlina, and Ju F. Katkhanova. "Motivational Characteristics of Students’ Educational Activity." Prepodavatel XXI vek, no. 4, 2019 (2019): 163–69. http://dx.doi.org/10.31862/2073-9613-2019-4-163-169.

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The article presents some aspects of the motivation of students’ educational activities. Along with the general approach to the study of this issue, the specifics of the creative motivation of students studying in a pedagogical university at the Art faculty are considered. The purpose of the article is to identify the motivational characteristics of students, the direction of their aspirations, stability and forms of manifestation of motives, etc. The use of the considered dominant motives of students’ educational work can be a significant help for teachers and curators in building effective trajectories of educational activity, especially in the initial stage of study.

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Kurbanismailova, Elmira, and Azizhan Azizov. "ACTIVITY APPROACH IN THE EDUCATIONAL CULTURE." HUMANITIES OF THE SOUTH OF RUSSIA 9, no. 2 (May 27, 2020): 249–57. http://dx.doi.org/10.18522/2227-8656.2020.2.18.

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Mishchik, Sergey Alexandrovich,. "PEDAGOGOMETRIKA AND MATHEMATICAL MODELING EDUCATIONAL ACTIVITY." Theoretical & Applied Science 14, no. 06 (June 30, 2014): 54–56. http://dx.doi.org/10.15863/tas.2014.06.14.10.

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18

Nishiki, Shigeo. "Role of Subcommittee Including Educational Activity." Japanese Journal of Radiological Technology 64, no. 6 (2008): 6_I. http://dx.doi.org/10.6009/jjrt.64.6_i.

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19

Levin, James, Michel Waugh, Haesun Kim Chung, and Naomi Miyake. "Activity Cycles in Educational Electronic Networks." Interactive Learning Environments 2, no. 1 (January 1992): 3–13. http://dx.doi.org/10.1080/1049482920020102.

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20

SUZUKI, Toshio. "Evaluation of Educational Activity as FD." Journal of JSEE 55, no. 4 (2007): 142–43. http://dx.doi.org/10.4307/jsee.55.4_142.

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21

Rakhimov Asomiddin Anorboevich. "Directions of spiritual and educational activity." Proceedings of The ICECRS 5 (December 10, 2020): 98–102. http://dx.doi.org/10.21070/icecrs2020582.

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This article highlights the role of spiritual and educational activity in the context of education reform requirements and its role in human development. It also describes the main tasks and directions of spiritual and educational activities

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22

Hrevtseva, Ye O., and T. V. Kravchenko. "STATE REGULATION OF INNOVATIVE EDUCATIONAL ACTIVITY." State and regions. Series: Public Administration, no. 2 (2020): 198–204. http://dx.doi.org/10.32840/1813-3401.2020.2.33.

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23

Goroshko, Nadezhda Vladimirovna, Inga Anatolyevna Poroshina, and Elena Konstantinovna Yemelyanova. "Activity-educational aspects of geological excursions." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2021): 68–84. http://dx.doi.org/10.51314/2073-2635-2021-2-68-84.

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The purpose of this article is to discuss the educational tour as a form of educational process in the activity-the educational aspect of the geological excursion in the study of rock outcrops career «Borok» of Novosibirsk as a geological object of interest for educational tours and training-practical work. To write the article, we used methods of comparative analysis, generalization, field geological observations, sampling, cross-section sketches, descriptions of outcrops, including working with a mountain compass and methods of conducting a training geological-geographical and geoecological route, drawing up a map of the territory, laboratory studies of rocks. The absolute advantage of the Borok quarry is its location, as well as optimal conditions for a thorough inspection and description of rock outcrops. Branched dikes and veins are visible in the walls of the quarry, as well as the overlap of igneous Paleozoic rocks with sedimentary later deposits. Dumps of various Intrusive igneous, dike rocks and pegmatites, hydrothermal veins with ore minerals are of educational interest during excursions. The Borok quarry cooperates with schools, colleges, and Universities in Novosibirsk and is a platform for educational excursions to the production site and a place for training practices, as well as a venue for educational Olympiads in Geology and Geoecology. On the example of one of the production facilities of the city of Novosibirsk - the stone quarry «Borok», the possibilities of organizing and conducting geological excursions in order to study the geological structure of the territory, consolidate theoretical geological and geoecological knowledge, acquire skills in educational and practical work and analyze the results obtained are demonstrated.

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24

Telnov, Yury F., Ekaterina V. Pavlova, and Alla A. Protasova. "COLLABORATION MANAGEMENT FOR SUBJECTS OF EDUCATIONAL ACTIVITY IN INFORMATION-EDUCATIONAL SPACE." Open Education, no. 6(113 (January 1, 2015): 23–27. http://dx.doi.org/10.21686/1818-4243-2015-6(113-23-27.

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25

Okulich-Kazarin, Valery. "Four Levels of Organization of Educational Activity of Educational Service Providers." Universal Journal of Educational Research 8, no. 10 (October 2020): 4870–76. http://dx.doi.org/10.13189/ujer.2020.081059.

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26

Kolmakova, Valentina, Denis Shalkov, and Olga Baryshnikova. "The educational potential of technical university educational space: system-activity aspect." E3S Web of Conferences 210 (2020): 18023. http://dx.doi.org/10.1051/e3sconf/202021018023.

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Purposes of the work: 1) to reveal the educational potential of technical university educational space; 2) to consider the transfer mechanisms of cultural and historical experience from the point of view of the system-activity approach. Methodology. The educational potential of a technical university is revealed with the help of the methodological tools of social and psycho-pedagogical disciplines. Results. The article substantiates the need to present new requirements for the formation of an upbringing educational environment in a higher educational institution. The importance of creating favorable psychological and pedagogical conditions in the educational space of the university, influencing the creation of a model of a spiritual and moral personality. Reconstruction of such a model is possible with the interaction of the main psychological and physiological factors: intellectual, emotional-volitional, efficient-practical. Conclusions. Recommendations. The fundamental factor in the development of the emotional sphere of a modern student is upbringing activity of an educational institution, one of the main tasks of which is the formation of a system of continuous spiritual and moral development of the individual. The implementation of the main social functions within the framework of the system-activity approach in teaching and upbringing increases the social responsibility and civic activity of students.

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27

Mishchik, Sergey Alexandrovich,. "FORMATION BENCHMARKS ERTSGAMMNOSTI MATHEMATICAL MODELS OF EDUCATIONAL ACTIVITY ASCERTAINS RESEARCH EDUCATIONAL FACILITIES." Theoretical & Applied Science 40, no. 08 (August 30, 2016): 70–75. http://dx.doi.org/10.15863/tas.2016.08.40.14.

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28

Marjanovic-Shane, Ana, Fran Fox, Bruce Pollack-Johnson, Lisa Pack-Allender, Brian Girard, and Karen Rothschild. "Project learn school community: An educational practice meets an educational activity theory." Zbornik Instituta za pedagoska istrazivanja 38, no. 1 (2006): 25–44. http://dx.doi.org/10.2298/zipi0601025m.

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Project Learn School community is a unique school coop in Philadelphia Founded 30 years ago, Project Learn was created as a cooperative between teachers, parents and students. The main philosophical principle, derived from J. Dewey?s educational theories is the principle of equality between the parties in the educative process. Other guiding philosophical principles are: the emphasis on the unique constellation of abilities of every student creating opportunities for meaningful personal involvement in the learning process, developing a sense of responsibility in students for themselves and for the larger world, and, finally, educating the whole person rather than just teaching academic skills. Although Cultural Historical Activity theory of L.S. Vygotsky was not very well known in the United States at the time of it?s founding, this school embodies several basic principles of Cultural Historical Activity theory. Among them is the principle of social mediation of the relationship between the subject and the object. The same principle is actualized through the rich use of cultural tools and symbols such as very developed programs in art, music and drama, as well as the frequent use of play and play like activities both to motivate and to create a collaborative learning atmosphere. Furthermore, the unique style of governance, where all families participate without delegation of their decision making powers, provides for a powerful model of human relationships, rules and norms believed to be the most beneficial for individual learning and the over all social development.

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Maksakova, A. "Educational Activity in Higher Educational Institutions in the Context of Modern Requirements." Bulletin of Science and Practice 7, no. 4 (April 15, 2021): 437–43. http://dx.doi.org/10.33619/2414-2948/65/51.

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The article discusses the features of students' educational activity in the aspect of modern requirements in the system of higher education. The methodological foundations of this process and its specificity are discussed. Particular attention is paid to the innovative learning activities of students. The topicality of the article is due to the need to identify a number of theoretical grounds for organizing student’s educational activity in a modern university. Educational activity is the main type of student’s activity, and the quality of education of university graduates depends on its methodologically corrected implementation. The purpose of the article is to identify individual theoretical aspects of students' educational activity in the light of modern requirements. The following research methods were used in writing the article: analysis of literature on the problem, our own experience in teaching at the university. The result of the article is the development of individual theoretical provisions relating to the improvement of students' educational activity in the light of modern requirements. The results of the article may be applied in studies aimed at improving the quality of education and in the practical work of teachers of higher education. The article is devoted to one of the important problems of the higher education and is aimed at improving the quality of university education.

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Ivegesh, A. V. "Features of educational activity of educational institutions of sports profile of Ukraine." Pedagogical sciences reality and perspectives, no. 78 (2020): 78–83. http://dx.doi.org/10.31392/npu-nc.series5.2020.78.17.

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31

Budkevich, Olga N., and Mariya A. Fedorova. "Cultural-and-educational activity in multicultural educational institutions in Russia and abroad." Yaroslavl Pedagogical Bulletin 6, no. 123 (2021): 22–28. http://dx.doi.org/10.20323/1813-145x-2021-6-123-22-28.

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The paper analyses the problems and difficulties that teachers have in their cultural-and-educational activities in mixed ethnic children groups in Russia and abroad. Publications concerning the discussed topic are analyzed; most common problems arising during cultural-and-educational activities in educational institutions for children while working with multicultural groups are outlined. It is highlighted that the foreign view on the multicultural educational approach does not concern only ethnic groups, but other small types of social groups. For the theoretical description of the phenomena such terms as “social competence” and “multiculturalism” are used. In Soviet and modern Russian pedagogical theory scientists operate such concepts as “multicultural approach”, “tolerance”, and “ethno-tolerance”. It is emphasized that the development of the socio-cultural competence of pre-school children should be based on their full-fledged mastery of the national characteristics of the host (in this case, Russian) national culture. To support theoretical conclusions, ,a survey, which helped to more accurately describe the problems that teachers face when organizing educational activities with multicultural children's groups, was conducted in the pre-school educational institution of Omsk. 116. The results of the analysis of the kindergarten educational activity practice, including the planning and implementation of the educational activity program of the pre-school educational institution 116 in Omsk, taking into account the work in multicultural groups, are given. In particular, the program “Traditions, rituals, and songs in the life of the Russian people living in Western Siberia” (compiled by A. N. Kon’shunova), adjusted in accordance with the Federal State Educational Standard, is being implemented, and a museum exhibition of Russian folk culture has been created.

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O.M., Slushnyi. "EDUCATIONAL INNOVATION AS A RELATIONSHIP BETWEEN THEORY AND PRACTICE OF EDUCATIONAL ACTIVITY." Collection of Research Papers Pedagogical sciences, no. 96 (November 15, 2021): 7–12. http://dx.doi.org/10.32999/ksu2413-1865/2021-96-1.

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The article considers innovation in the field of education through the synthesis of theory and practice as a branch of scientific knowledge. It is noted that educational innovation is aimed at finding the most effective methods of transmitting information from teacher to student, in the field of education, it is based primarily on pedagogy and psychology; innovation in education is perceived as a branch of scientific knowledge that explores the educational process and methods of its implementation. Pedagogical innovation includes the doctrine of the inseparable relationship of the following components of the innovation process: the development of educational innovations, their testing and implementation, application in practice and dissemination; the subject of pedagogical innovation is considered to be a set of tools and patterns in the field of development and implementation of pedagogical innovations in educational institutions. The article analyzes a number of concepts, in particular: “innovation”, “innovative person”, “educational innovation”. Thus, the concept of “innovative person” is interpreted as a person of such socio-cultural development, who is able to work creatively, to be competitive in today’s conditions. Attention is paid to the problems of forming innovative models of education in higher education. The model of innovative learning in higher education proposed by scientists is taken into account, which provides for: active participation of the student in the learning process; opportunities for applied use of knowledge in real conditions; bringing concepts and knowledge in a variety of forms, not just in text; approach to learning as a collective rather than individual activity; shifting the focus to the learning process rather than memorizing information. The article draws attention to the interpretation of the definition of “pedagogical innovation”. Pedagogical innovation is a purposeful change that introduces innovations into the educational environment that improve the characteristics of individual parts, components and the educational system as a whole; the process of mastering innovation; search for ideal methods and programs, their implementation in the educational process and their creative rethinking. It is noted that innovative processes in the education system are perceived as controlled processes of creation, perception, evaluation, development and application of pedagogical innovations. The classification of pedagogical innovations is given, in particular: by types of activity; by the nature of the changes; on the scale of changes; by scale of use; by source.Key words: innovation, innovative models, pedagogical innovation, educational environment, pedagogical innovations. У статті розглянуто інноватику у сфері освіти через синтез теорії та практики як галузь наукового знання. Зауважується, що освітня інноватиканацілена на пошук найбільш дієвих методів передачі інформації від вчителя до учня, у сфері освіти вона спирається в першу чергу на педагогіку і психологію; інноватика у сфері освіти сприймається як галузь наукового знання, що досліджує освітній процес і методи його втілення в життя. Педагогічна інноватика включає в себе вчення про нерозривний взаємозв’язок таких компонентів інноваційного процесу, як: розробка освітніх нововведень, їх тестування та впровадження, застосування на практиці і поширення; предметом педагогічної інноватики вважають сукупність засобів і закономірностей в області розробки і впровадження педагогічних нововведень в освітніх установах. У статті проаналізовано ряд понять, зокрема: «інноватика», «інноваційна людина», «освітня інноватика». Так, поняття «інноваційна людина» тлумачиться як особа такого соціально-культурного розвитку, яка здатна творчо працювати, бути конкурентноспроможною в умовах сьогодення. Звертається увага на проблеми формування інноваційних моделей навчання у вищій школі. Взято до уваги запропоновану науковцями модель інноваційного навчання у вищій школі, яка передбачає: активну участь студента у про-цесі навчання; можливості прикладного використання знань у реальних умовах; наведення концепцій і знань у найрізноманітніших формах, а не тільки у текстовій; підхід до навчання як до колективної, а не індивідуальної діяльності; зміщення акценту на процес навчання, а не на запам’ятовування інформації. У статті звертається увага на потрактування дефініції «інновація педагогічна». Інновація педагогічна – це цілеспрямована зміна, що вносить в освітнє середовище нововведення, які поліпшують характеристики окремих частин, компонентів і самої освітньої системи в цілому; процес освоєння нововведення; пошук ідеальних методик і програм, їх впровадження в освітній процес і їх творче переосмислення. Зауважуєть-ся, що інноваційні процеси в системі освіти сприймаються як керовані процеси створення, сприйняття, оцінки, освоєння і застосування педагогічних нововведень. Наводиться класифікація педагогічних інновацій, зокрема: за видами діяльності; за характером внесених змін; за масштабом внесених змін; за масштабом використання; за джерелом виникнення.Ключові слова: інноватика, інноваційні моделі, педагогічна інноватика, освітнє середовище, педагогічні нововведення.

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Tolstyakov, R. R., and N. I. Myalkina. "EDUCATIONAL SERVICE AS OBJECT OF MARKETING ACTIVITY." Social - Economic Phenomena and Processes 11, no. 7 (2016): 34–40. http://dx.doi.org/10.20310/1819-8813-2016-11-7-34-40.

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34

Inozemtseva, S. A. "Innovative Digital Technologies in Educational Activity Management." OrelSIET Bulletin, no. 2 (48) (2019): 124–28. http://dx.doi.org/10.36683/2076-5347-2019-2-48-124-128.

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35

Kabytov, Petr S., and Ekaterina P. Barinova. "New Research about Educational Activity Scientists-Agrarians." Izvestiya of Saratov University. New Series. Series: History. International Relations 20, no. 3 (2020): 416–20. http://dx.doi.org/10.18500/1819-4907-2020-20-3-416-420.

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The review gave an analysis of the monograph of S. A. Kozlov, which presented the reconstruction of biographies of prominent Russian scientists, having made a significant contribution to the development and implementation of new agricultural practices and sustainable farming practices, and also in promotion of scientific knowledge and creation of a system of agricultural education in the Russian Empire in XIX and early XX of centuries. Features of author’s approach, the importance of the research done by the historian are noted, debatable questions are designated. According to reviewers, S. A. Kozlov ‘s monograph through biographies of agricultural scientists shows the panorama of the development of agricultural knowledge in the Russian Empire and their impact on the agrarian sector of the economy of the country.

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Sokolenko, Yana Vladimirovna. "Management of innovation activity in educational institution." Interactive science, no. 4 (14) (April 20, 2017): 74–76. http://dx.doi.org/10.21661/r-119619.

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37

Klepach, Y. V., and T. V. Rubtsova. "FEATURES OF MOTIVATION OF TEENAGERS’ EDUCATIONAL ACTIVITY." Pedagogical Review, no. 6 (2019): 63–72. http://dx.doi.org/10.23951/2307-6127-2019-6-63-72.

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38

Kliuchko, Yuliia. "Theoretical Foundations of Modern Museums Educational Activity." Bulletin of Kyiv National University of Culture and Arts. Series in Museology and Monumental Studies, no. 2 (December 26, 2018): 11–19. http://dx.doi.org/10.31866/2617-7943.2.2018.164987.

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39

MacGREGOR, A. J., A. F. LONG, and P. E. MERCER. "IDEA: an index of dental educational activity." Medical Education 25, no. 4 (July 1991): 349–55. http://dx.doi.org/10.1111/j.1365-2923.1991.tb00077.x.

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40

Kravtsova, T. Yu, M. F. Zarivchatsky, V. G. Zhelobov, S. A. Blinov, and M. V. Bacheva. "Preventive medicine — conceptual problems of educational activity." Profilakticheskaya meditsina 23, no. 4 (2020): 36. http://dx.doi.org/10.17116/profmed20202304136.

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41

Soloviev, A. A., and L. S. Solovieva. "Freedom of the choice in educational activity." Alma mater. Vestnik Vysshey Shkoly, no. 5 (May 2017): 35–38. http://dx.doi.org/10.20339/am.05-17.035.

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42

Khrenova, Victoriіa, and Oleksandr Livshun. "ORGANIZATION OF EDUCATIONAL ENVIRONMENT FOR ARTISTICAL ACTIVITY." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 37, no. 1 (2018): 165–73. http://dx.doi.org/10.31376/2410-0897-2018-1-37-165-173.

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43

Smith, John K., and Joseph Blase. "Educational Leadership: a Moral and Practical Activity." NASSP Bulletin 72, no. 510 (October 1988): 1–10. http://dx.doi.org/10.1177/019263658807251001.

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44

Fishman, Boris E., Bogdana S. Kuzmina, Olga A. Fokina, Natalia G. Bogachenko, Natalia B. Moskvina, and Svetlana P. Mashovetz. "On Strategic Orientation of Student Educational Activity." SHS Web of Conferences 50 (2018): 01056. http://dx.doi.org/10.1051/shsconf/20185001056.

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The article deals with the research in the field of the strategic orientation of educational activities in higher education. The necessity of applying a student-centered approach in such studies is revealed. It is noted that the factors influencing the strategic orientation of the student educational activity relate either to the space of ‘due’ or to the space of ‘being’. The invariant core of the graduate competence model belongs to the target-oriented space of the ‘due’. It includes 12 clusters of competencies and describes the normative context of the strategic orientation of the student educational activity. The personal context of this orientation is formed on the basis of a va riety of students’ goals in the space of ‘being’. It is characterized by student’s ideas about the relative importance of the qualities that one will need in future after graduation. The technique of establishing a hierarchy of combined graduate qualities is described. This hierarchy is determined by the student’s goals, which can be reflected through the subjective significance of the considered qualities for one. The analysis of results showed that the gender of the student and the character of his future labour activity significantly influence one’s strategic orientation.

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Melikyan, A. V. "The International Educational Activity of Russian Universities." Russian Education & Society 60, no. 8-9 (September 2, 2018): 643–64. http://dx.doi.org/10.1080/10609393.2018.1598162.

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46

Cootes, Lorna. "Book Review: Educational Activity Programs for Adults." British Journal of Occupational Therapy 48, no. 2 (February 1985): 57. http://dx.doi.org/10.1177/030802268504800215.

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Yamazumi, Katsuhiro. "A hybrid activity system as educational innovation." Journal of Educational Change 9, no. 4 (August 2, 2008): 365–73. http://dx.doi.org/10.1007/s10833-008-9084-8.

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Kunitsyna, Natalia. "MONITORING MODEL OF EDUCATIONAL ORGANIZATIONS' INNOVATION ACTIVITY." Вестник Северо-Кавказского федерального университета, no. 1 (2020): 96–104. http://dx.doi.org/10.37493/2307-907x.2020.1.11.

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Zamishchak, M. I., and S. I. Zabolotska. "PSYCHOLOGICAL COMPONENTS OF THE PEDAGOGUE’S EDUCATIONAL ACTIVITY." Habitus, no. 22 (2021): 62–65. http://dx.doi.org/10.32843/2663-5208.2021.22.10.

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Kozerska, Agnieszka. "Activity Models in Late Adulthood. Educational Context." Przegląd Badań Edukacyjnych 2, no. 31 (December 30, 2020): 187. http://dx.doi.org/10.12775/pbe.2020.026.

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