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Journal articles on the topic 'Literacy programs Educational change'
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1
Fitzgerald, Jill, Georgia Earnest García, Robert T. Jiménez, and Rosalinda Barrera. "How Will Bilingual/ESL Programs in Literacy Change in the Next Millennium?" Reading Research Quarterly 35, no. 4 (October 12, 2000): 520–23. http://dx.doi.org/10.1598/rrq.35.4.4.
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Herzberg, Bruce, and Jeffrey T. Grabill. "Community Literacy Programs and the Politics of Change." College Composition and Communication 53, no. 3 (February 2002): 547. http://dx.doi.org/10.2307/1512140.
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Lohr, Virginia I. "Climate Change Literacy in Postsecondary Horticultural Education in the United States." HortTechnology 24, no. 1 (February 2014): 132–37. http://dx.doi.org/10.21273/horttech.24.1.132.
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Horticultural crops are being affected by weather extremes consistent with predictions from climate change models. Impacts include crop losses and extended growing seasons. Negative effects on crop productivity are predicted to vastly overwhelm any positive effects. Students who graduate from our programs will need additional knowledge to succeed compared with those trained in previous decades. To determine the extent to which higher educational institutions across the United States are educating students about these issues, a survey was conducted to gather information on the incorporation of climate change literacy in horticultural curricula. Most programs do not currently offer classes with “climate change” or “global warming” in the formal title or description, but many instructors are including at least some information related to climate change in specific courses they teach. Instructors of courses in fruits, vegetables, or turf, and instructors who do not teach at 1862 land-grant universities, are more likely than other instructors to include content related to climate change in their courses. Instructors who do not have tenure and instructors who teach plant identification courses are more likely than other instructors to have increased the content on climate change in their classes over time.
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Fueyo, Judith Macdonald. "Technical Literacy versus Critical Literacy in Adult Basic Education." Journal of Education 170, no. 1 (January 1988): 107–18. http://dx.doi.org/10.1177/002205748817000109.
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The demands placed upon Adult Basic Education programs in the United States are more rigorous and involve more people than ever before in our history. Government-supported programs as well as private ones capture in microcosm the best and worst in American education. Literacy education is modeled along a continuum moving from a technical conception of literacy, wherein students mark progress by numbers of completed worksheets, to a conception of literacy as praxis, or critical literacy, wherein students construct meaning for themselves and effect change in their lives. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. In this program founded in 1973, the students' own words demonstrate the liberating nature of literacy learning that puts into practice the best of current understandings in the field. The challenge of the next decades demands a critical literacy that is consistent with participatory democracy. The convergence of social learning theories, process teaching, critical consciousness, and adult literacy offers constructive responses to the epidemic incidence of illiteracy in our society.
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Mikulecky, Larry, and Paul Lloyd. "Evaluation of Workplace Literacy Programs: A Profile of Effective Instructional Practices." Journal of Literacy Research 29, no. 4 (December 1997): 555–85. http://dx.doi.org/10.1080/10862969709547974.
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This study introduces and examines a model for evaluating workplace literacy programs by assessing the impact of workplace literacy instruction in a variety of settings. The model was developed in reaction to the particular assessment difficulties associated with workplace literacy programs to address 2 questions: (a) Are learners in workplace literacy classes able to demonstrate gains between premeasures and postmeasures in areas related to literacy practices? (b) For gains to occur, how much of several instructional practices (e.g., reading/writing practice, use of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about personal effectiveness with literacy, reading processes, literacy abilities, and changes in educational plans. Programs were most effective at improving learner literacy performance, literacy strategies and processes, and beliefs and plans related to literacy. Analysis of gains in relation to course characteristics allowed the development of a data-driven profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense with the literacy practice, some use of workplace reading and writing materials, and providing discussion and feedback.
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Struminger, Rhonda, Rachel A. Short, Jill Zarestky, Lauren Vilen, and A. Michelle Lawing. "Biological Field Stations Promote Science Literacy through Outreach." BioScience 71, no. 9 (May 26, 2021): 953–63. http://dx.doi.org/10.1093/biosci/biab057.
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Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.
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Venezky, Richard L., Page S. Bristow, and John P. Sabatini. "Measuring Change in Adult Literacy Programs: Enduring issues and a Few Answers." Educational Assessment 2, no. 2 (April 1994): 101–31. http://dx.doi.org/10.1207/s15326977ea0202_1.
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Allan, Nicholas P., Shauna W. Joye, and Christopher J. Lonigan. "Does Gender Moderate the Relations Between Externalizing Behavior and Key Emergent Literacy Abilities? Evidence From a Longitudinal Study." Journal of Attention Disorders 21, no. 7 (November 26, 2013): 600–609. http://dx.doi.org/10.1177/1087054713512522.
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Objective: There is a significant negative relation between externalizing behavior and emergent literacy skills among preschool children. Method: The purpose of this study was to examine the impact of gender on the predictive relation of externalizing behavior and emergent literacy in a group of 178 preschool children (mean age = 48.50 months, SD = 3.66; 48% boys). Results: Externalizing behaviors predicted emergent literacy over time. Distinct patterns of predictive associations dependent on gender were found. Girls with higher levels of externalizing behaviors experienced less change in their vocabulary skills compared with the vocabulary change shown by girls with lower levels of these problem behaviors. Conclusion: The results suggest that early identification programs that include externalizing behavior problems and their relation with emergent literacy development should account for potential gender differences. A theoretical framework in which girls with behavior problems receive less opportunity for vocabulary acquisition is presented.
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Singh, Shashi P. "Catalytic role of information literacy in educational change: a case study of University of Delhi." Library Management 30, no. 3 (February 20, 2009): 163–75. http://dx.doi.org/10.1108/01435120910937339.
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PurposeThe purpose of this paper is to describe and demonstrate the set of information literacy skills that makes a person a competent lifelong learner to find, evaluate, filter and use information in an effective manner.Design/methodology/approachPowerPoint presentations were used in a demonstration to explain how to use various types of e‐resources and databases, both subscribed and in the public domain. Practical orientation on basic and advanced searches, phrase searching, proximity searching, field searching, use of Boolean operators, controlled vocabulary, and limiting/refining/narrowing of search results was given. A demonstration was given to faculty members, research scholars and postgraduate students of Delhi University. Participants' opinions were sought on eight statements (developed for this purpose) in a feedback form on a five‐point scale.FindingsBased on the feedback analysis, it was found that instruction material was useful (94.90 per cent), 88.47 per cent respondents are now better prepared to use e‐resources and WWW services, and 92.80 per cent of respondents expressed the opinion that the presentations would be more useful if they were made available on the library web site; 92.90 per cent of respondents agreed that the programs were suitable for their information needs. Regarding the post‐program awareness of e‐sources, 94.01 per cent of respondents agreed that they are now more aware. Over 90 per cent of participants were satisfied with the conduct of the IL program.Originality/valueAn information literacy (IL) skills demonstration package was prepared for regular use with faculty members, research scholars and postgraduate students to make them competent to find, access and use information more efficiently. This would fulfil the aim of developing individuals' intellectual capabilities of independent and lifelong learning.
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Garassini, María-Elena, and Julio Cabero-Almenara. "Use of teaching resources for reading and writing in preschoolers in Venezuela." Comunicar 13, no. 26 (March 1, 2006): 183–88. http://dx.doi.org/10.3916/c26-2006-28.
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This investigation allowed us to learn about the reality of educational centers and preschool teachers who work in the metropolitan area of Caracas, specifically in reference to the methods used by the teachers to promote literacy development and the use of different teaching practices to achieve the desired objectives in this area. The results point to a gradual change on the part of teachers as to the methodology employed to promote literacy development, ranging from the traditional use of basic reading programs and reading readiness exercises to the use of varied and functional literacy materials and activities. As to the type of resources employed, the use of printed materials prevails, with some incursions into the use of multimedia programs. Esta investigación se planteó conocer la realidad de los centros educativos y de los docentes del nivel inicial que trabajan en el área metropolitana de Caracas en cuanto a la metodología empleada por los docentes para el desarrollo del lenguaje escrito y la incorporación de los diferentes medios didácticos. Los resultados encontrados apuntan a un cambio gradual de los docentes en la metodología empleada para el desarrollo del lenguaje escrito pasando del uso tradicional de libros de lectura seriados y ejercicios de rapidez en el uso de materiales y actividades de lectura y escritura variados y funcionales: predomina el uso de materiales impresos con algunas incursiones y apoyos en programas multimedia.
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Coman, Marcu, Chereches, Leppälä, and Van Den Broucke. "Educational Interventions to Improve Safety and Health Literacy Among Agricultural Workers: A Systematic Review." International Journal of Environmental Research and Public Health 17, no. 3 (February 10, 2020): 1114. http://dx.doi.org/10.3390/ijerph17031114.
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Health and safety education for farmers has the potential to increase the level of health, safety literacy, and thereby improve farmers’ health and quality of life. The aim of this paper is to provide a systematic review of the published literature documenting different educational interventions for agricultural workers that have the improvement of health and/or safety literacy as an outcome. A systematic search was conducted in PubMed, Embase, Scopus and PsycINFO databases for articles focusing on educational interventions for farmers’ health and safety. From the 3357 initial hits, 36 unduplicated records met the inclusion criteria. The articles included in the review used educational interventions for farmers with the purpose of preventing farm-induced diseases and injuries, increasing the health and well-being of farmers, and promoting good manufacturing practices. The educational approaches considered varied from lectures, videos, newsletters, games, and community fairs, to involving the community in designing the intervention and training farmers to deliver the intervention to the community. Interventions that used evidence-based theories, which took into account cultural aspects and individual factors, used biomarkers as a behavior change measurement, and involved the community in the development of the intervention had the best results in terms of behavior change. The strategies of educational interventions identified in this review that produced good results have the potential to inform future researchers and policy makers in the design and implementation of public health interventions, programs and policies to improve the health of farmers and their families.
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Correnti, Richard, and Brian Rowan. "Opening Up the Black Box: Literacy Instruction in Schools Participating in Three Comprehensive School Reform Programs." American Educational Research Journal 44, no. 2 (June 2007): 298–339. http://dx.doi.org/10.3102/0002831207302501.
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This study examines patterns of literacy instruction in schools adopting three of America’s most widely disseminated comprehensive school reform (CSR) programs (the Accelerated Schools Project, America’s Choice, and Success for All). Contrary to the view that educational innovations seldom affect teaching practices, the study found large differences in literacy instruction between teachers in America’s Choice schools and comparison schools and between teachers in Success for All schools and comparison schools. In contrast, no differences in literacy teaching practices were found between teachers in Accelerated Schools Project schools and comparison schools. On the basis of these findings and our knowledge of the implementation support strategies pursued by the CSR programs under study, we conclude that well-defined and well-specified instructional improvement programs that are strongly supported by on-site facilitators and local leaders who demand fidelity to program designs can produce large changes in teachers’ instructional practices.
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Ylimaki, Rose M. "Political Risk-Taking: Leading Literacy Education in an Era of High-Stakes Accountability." Journal of School Leadership 15, no. 1 (January 2005): 4–34. http://dx.doi.org/10.1177/105268460501500101.
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In the current accountability environment, many school districts have mandated test preparation courses, canned programs, and otherwise limited teacher risk-taking in all but very high-performing schools. This article further suggests that extant literature on risk-taking as part of educational change is no longer sufficient for understanding risk-taking in the current political environment. The author uses findings from a multicase study that investigated what happens in school districts that makes educators willing to take risks and resist the pressures of current accountability policies to redefine risk-taking as a political act. Through the use of interview data, field notes, and literature, the study describes four conditions that support political risk-taking in the current accountability context.
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Gohr, Michelle, and Vitalina A. Nova. "Student trauma experiences, library instruction and existence under the 45th." Reference Services Review 48, no. 1 (January 8, 2020): 183–99. http://dx.doi.org/10.1108/rsr-09-2019-0062.
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Purpose By historicizing the broader system of education contextualized under the 45th presidential administration, this paper aims to provide a nuanced discussion regarding the condition of information literacy and librarianship as capitalist institutions in service to the state. In response, tools to oppose systemic racism and minimize harm in the classroom as well as recommendations for change and resistance are addressed. Design/methodology/approach The paper focuses on historical analysis of libraries as institutions within larger educational systems and draws heavily on critical theories as a method of critique. Findings This paper demonstrates that the 45th presidential administration is a logical progression of neoliberalism and institutionalized discrimination, which has had adverse effects on the health and safety of (primarily marginalized) students, library workers and library practice, but that critical reflection and information seeking on part of librarians may provide solutions. Practical implications This paper can be used as a guide for librarians seeking to contextualize the educational environment and apply a critical praxis to information literacy programs. Social implications The reflection presented in this paper can aid in expanding awareness in LIS surrounding issues of equity and justice, and impart urgency and need for institutional change. Originality/value Given the lack of diversity in library and information science, this paper provides critical interventions for information literacy practice. The authors’ unique practical and theoretical backgrounds allow for nuanced discussion and pedagogical creation which directly impacts and addresses key issues of justice and equity in the classroom.
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Cohn, Wendy F., Jason Lyman, Donna K. Broshek, Thomas M. Guterbock, David Hartman, Mable Kinzie, David Mick, et al. "Tailored Educational Approaches for Consumer Health: A Model to Address Health Promotion in an Era of Personalized Medicine." American Journal of Health Promotion 32, no. 1 (January 12, 2017): 188–97. http://dx.doi.org/10.1177/0890117116671082.
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Purpose: To develop a model, based on market segmentation, to improve the quality and efficiency of health promotion materials and programs. Design: Market segmentation to create segments (groups) based on a cross-sectional questionnaire measuring individual characteristics and preferences for health information. Educational and delivery recommendations developed for each group. Setting: General population of adults in Virginia. Participants: Random sample of 1201 Virginia residents. Respondents are representative of the general population with the exception of older age. Measures: Multiple factors known to impact health promotion including health status, health system utilization, health literacy, Internet use, learning styles, and preferences. Analysis: Cluster analysis and discriminate analysis to create and validate segments. Common sized means to compare factors across segments. Results: Developed educational and delivery recommendations matched to the 8 distinct segments. For example, the “health challenged and hard to reach” are older, lower literacy, and not likely to seek out health information. Their educational and delivery recommendations include a sixth-grade reading level, delivery through a provider, and using a “push” strategy. Conclusion: This model addresses a need to improve the efficiency and quality of health promotion efforts in an era of personalized medicine. It demonstrates that there are distinct groups with clearly defined educational and delivery recommendations. Health promotion professionals can consider Tailored Educational Approaches for Consumer Health to develop and deliver tailored materials to encourage behavior change.
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SCHIMMEL, DAVID, and MATTHEW MILITELLO. "Legal Literacy for Teachers: A Neglected Responsibility." Harvard Educational Review 77, no. 3 (September 1, 2007): 257–84. http://dx.doi.org/10.17763/haer.77.3.842n787555138746.
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In this article, David Schimmel and Matthew Militello document the legal knowledge and training of teachers based on a survey of more than thirteen hundred K– 12 respondents in seventeen states. The findings from this study suggest that most educators (1) are uninformed or misinformed about student and teacher rights; (2) have taken no course in school law; (3) get much of their school law information from other teachers; (4) would change their behavior if they knew more about school law; and (5) want to learn more about these issues. This article outlines the consequences of neglecting educators' lack of legal knowledge. The authors conclude with a series of recommendations on how to promote legal literacy among teachers in both teacher certification and professional development programs.
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Al Omar, Muaed, Sanah Hasan, Subish Palaian, and Shrouq Mahameed. "The impact of a self-management educational program coordinated through WhatsApp on diabetes control." Pharmacy Practice 18, no. 2 (May 3, 2020): 1841. http://dx.doi.org/10.18549/10.18549/pharmpract.2020.2.1841.
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Background: Social media can effectively mediate digital health interventions and thus, overcome barriers associated with face-to-face interaction.
Objective: To assess the impact of patient-centered diabetes education program administered through WhatsApp on glycosylated hemoglobin (HbA1c) values, assess the correlation, if any, between health literacy and numeracy on intervention outcomes
Methods: During an ‘intervention phase’ spread over six months, target diabetic patients (N=109) received structured education through WhatsApp as per the American Association of Diabetes Educators Self-Care Behaviors recommendations. The control group with an equal number of participants received ‘usual care’ provided by health professionals void of the social media intervention. Changes in HbA1c levels were recorded thrice (at baseline, 3 and 6 months) for the test group and twice (baseline and 6 months) for the control group. Change in HbA1c values were compared and statistical significance was defined at p<0.05. Baseline health literacy and diabetes numeracy were assessed for both groups (N=218) using the Literacy Assessment for Diabetes (LAD), and the Diabetes Numeracy Test (DNT), respectively, and values were correlated with HbA1c change p<0.05. Participants’ satisfaction with the intervention was also assessed.
Results: The average age of respondents was 41.98 (SD 15.05) years, with a diabetes history of 10.2 (SD 8.5) years. At baseline, the average HbA1c in the control and test groups were 8.4 (SD 1.06) and 8.5 (SD 1.29), respectively. After six months, a significant drop in HbA1c value was noticed in intervention group (7.7; SD 1.35; p= 0.001); with no significance in the control group (8.4; SD 1.32; p=0.032, paired t-test). Moreover, the reduction in HbA1c was more in the test group (0.7%) than the control group (0.1%) with a difference of 0.6% which is considered clinically significant. There was no significant correlation between LAD score and HbA1c at baseline (r=-0.203, p=0.064), 3 months (r=-0.123, p=0.266) and 6 months (r=-0.106, p= 0.337) Pearson correlation. A similar result was observed with DNT, where DNT score and HbA1c at baseline, 3 months and 6 months showed no correlation (r=0.112, 0.959 and 0.886; respectively) with HbA1c levels. Eighty percent of the respondents found the social media intervention ‘beneficial’ and suggested it be used long term.
Conclusions: Diabetes education via WhatsApp showed promising outcomes regardless of the level of patients’ health literacy or numeracy.
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Al Omar, Muaed, Sanah Hasan, Subish Palaian, and Shrouq Mahameed. "The impact of a self-management educational program coordinated through WhatsApp on diabetes control." Pharmacy Practice 18, no. 2 (May 3, 2020): 1841. http://dx.doi.org/10.18549/pharmpract.2020.2.1841.
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Background: Social media can effectively mediate digital health interventions and thus, overcome barriers associated with face-to-face interaction.
Objective: To assess the impact of patient-centered diabetes education program administered through WhatsApp on glycosylated hemoglobin (HbA1c) values, assess the correlation, if any, between health literacy and numeracy on intervention outcomes
Methods: During an ‘intervention phase’ spread over six months, target diabetic patients (N=109) received structured education through WhatsApp as per the American Association of Diabetes Educators Self-Care Behaviors recommendations. The control group with an equal number of participants received ‘usual care’ provided by health professionals void of the social media intervention. Changes in HbA1c levels were recorded thrice (at baseline, 3 and 6 months) for the test group and twice (baseline and 6 months) for the control group. Change in HbA1c values were compared and statistical significance was defined at p<0.05. Baseline health literacy and diabetes numeracy were assessed for both groups (N=218) using the Literacy Assessment for Diabetes (LAD), and the Diabetes Numeracy Test (DNT), respectively, and values were correlated with HbA1c change p<0.05. Participants’ satisfaction with the intervention was also assessed.
Results: The average age of respondents was 41.98 (SD 15.05) years, with a diabetes history of 10.2 (SD 8.5) years. At baseline, the average HbA1c in the control and test groups were 8.4 (SD 1.06) and 8.5 (SD 1.29), respectively. After six months, a significant drop in HbA1c value was noticed in intervention group (7.7; SD 1.35; p= 0.001); with no significance in the control group (8.4; SD 1.32; p=0.032, paired t-test). Moreover, the reduction in HbA1c was more in the test group (0.7%) than the control group (0.1%) with a difference of 0.6% which is considered clinically significant. There was no significant correlation between LAD score and HbA1c at baseline (r=-0.203, p=0.064), 3 months (r=-0.123, p=0.266) and 6 months (r=-0.106, p= 0.337) Pearson correlation. A similar result was observed with DNT, where DNT score and HbA1c at baseline, 3 months and 6 months showed no correlation (r=0.112, 0.959 and 0.886; respectively) with HbA1c levels. Eighty percent of the respondents found the social media intervention ‘beneficial’ and suggested it be used long term.
Conclusions: Diabetes education via WhatsApp showed promising outcomes regardless of the level of patients’ health literacy or numeracy.
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Mahfouz, Mohamed S., Abdulwahab Aqeeli, Anwar M. Makeen, Ramzi M. Hakami, Hatim H. Najmi, Abdullkarim T. Mobarki, Mohammad H. Haroobi, Saeed M. Almalki, Mohammad A. Mahnashi, and Osayd A. Ageel. "Mental health literacy among undergraduate students of a Saudi tertiary institution: a cross-sectional study." Mental Illness 8, no. 2 (November 23, 2016): 35–39. http://dx.doi.org/10.1108/mi.2016.6806.
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The issue of mental health literacy has been widely studied in developed countries, with few studies conducted in Arab countries. In this study we aimed to investigate mental health literacy and attitudes towards psychiatric patients among students of Jazan University, Kingdom of Saudi Arabia. A cross-sectional study was conducted among undergraduate students using a validated Arabic-version questionnaire. A total of 557 students were recruited from different Jazan university colleges. The majority of students (90.3%) have intermediate mental health literacy. Regarding the etiology of mental illness, students agreed that genetic inheritance (45.8%), poor quality of life (65%) and social relationship weakness (73.1%) are the main causes of mental illness. The majority thought that mentally ill people are not capable of true friendships (52.5%) and that anyone can suffer from a mental illness (49.4%). Students' attitudes towards psychiatric patients were mixed, with 68.7% reporting that they could maintain a friendship with a mentally ill person and that people with mental illness should have the same rights as anyone else (82.5%). Mental health literacy among university students was intermediate. There is an urgent need for health educational programs to change the attitudes of students regarding this important health issue.
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Burnaby, Barbara. "Adult Literacy Issues in Canada." Annual Review of Applied Linguistics 12 (March 1991): 156–71. http://dx.doi.org/10.1017/s0267190500002208.
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This chapter concerns adult literacy issues in Canada—adults being defined as people fifteen years or older and out of school—and focuses primarily on adults who are not (or are barely) literate in any language. Until the mid-1980s, educational support for adults who wished to develop or improve their literacy skills up to about the grade eight level was almost entirely a charitable endeavor. People with low literacy skills were perceived to be a marginal group consisting of elderly people who had not had the chance to go to school, people with disabilities who were considered to be untrainable, certain immigrant populations, and people who had failed in the school system through some individual weakness. In 1985, in the midst of national concerns about the productivity of the country's labor force, the government of Ontario launched a program of funding for three explicit purposes: 1) to assist literacy programs for adult learners, 2) to support literacy organizations, and 3) to fund a small amount of community based research on adult literacy. The federal government followed suit in 1986, establishing the National Literacy Secretariat in the Department of the Secretary of State for Canada.
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Arroio, Agnaldo. "IS MEDIA LITERACY AN URGENT ISSUE IN EDUCATION FOR ALL?" Problems of Education in the 21st Century 75, no. 5 (October 25, 2017): 416–18. http://dx.doi.org/10.33225/pec/17.75.416.
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Today it is possible to consider that the new technologies can offer many possibilities to be explored. There is no doubt about the changes in society when it is adequately supported by the new technologies. In fact, people from all over the world used to have high hopes that new technologies will be able to improve and promote healthier life, as well they also expect a huge impulse to promoting social freedoms, and at least to increase knowledge and more productive livelihoods. But for this scenario become true the traditional education goals should change to a different direction to gaining locally relevant goals and skills. In order to establish networks for all kind of partnerships, the new technologies could be used as the means for providing an access to and engaging in the lifelong learning programs all social groups of population around the world.
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Glukhov, Pavel, Andrey Deryabin, and Aleksandr Popov. "Data Literacy as a meta-skill: options for Data Science curriculum implementation." SHS Web of Conferences 98 (2021): 05006. http://dx.doi.org/10.1051/shsconf/20219805006.
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Data science is affecting an increasingly wide area of everyday life but general education in Russia has not yet reacted to the new challenges associated with this aspect of digitalization. The changes in technologies, the economy, and society over the last two decades have formed a new agenda for teaching mathematics and information technologies, as well as media education and social sciences. Education in all these fields requires a reconsideration of the content and methods of teaching due to the increasing importance of data science and artificial intelligence in the context of fundamental changes in the economy and the labor market. As many areas of human life are changing, there is a need to formulate new types and kinds of educational results, at which modern pedagogy should be aimed. A modern way of meeting such challenges is to distinguish new literacies (media literacy, environmental literacy, functional literacy, etc.). The article deals with the concept of data literacy, examines its content and composition, and substantiates its relevance as an educational result consistent with digitalization trends that one can observe in modern society. A distinction is made between approaches to in-depth and general studies of data science. A description is given of various types of tasks aimed at developing data literacy among students in the context of their setting on different educational material. The authors consider possible ways of deploying programs aimed at mastering data science by students without the need to formalize it into a separate discipline or school subject.
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Boronenko, Т. A., and V. S. Fedotova. "SCHOOL COURSE OF INFORMATICS IN THE ERA OF DIGITAL TRANSFORMATIONS: THE PRIORITY DIRECTION IS THE DEVELOPMENT OF DIGITAL LITERACY." Informatics in school, no. 4 (June 26, 2021): 3–15. http://dx.doi.org/10.32517/2221-1993-2021-20-4-3-15.
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The purpose of the article is to identify possible directions for the development of the content of the school informatics course in the era of digital transformations for the formation of digital literacy of students. The study is based on the results of the analysis of approximate basic educational programs of secondary general education in the aspect of the planned personal, metasubject and subject learning outcomes, including in the study of informatics, a review of the content of school textbooks on informatics, scientific developments in the field of teaching informatics by domestic and foreign authors, generalization existing pedagogical experience in teaching informatics in different countries. The authors define digital literacy as an interdisciplinary educational result and substantiate the leading role of informatics in its development. The authors indicate the directions for the development of informatics in schools in various areas of digital literacy (hardware and software fundamentals, information literacy, digital content creation, security, problem solving, career competencies). The authors talk about a new section of school informatics, "Fundamentals of digital literacy and cybersecurity". which consistently and systematically demonstrates to students the changes caused by digital innovation. The authors indicate the possible content of this section. This is a new, valuable and practically significant material for domestic and foreign school education. A detailed description of digital reality in a school informatics course allows us to model the development of students' digital literacy and establish criteria and indicators for its assessment in various situations: from motivation to mastering digital literacy, acquiring digital skills with a general way of performing educational actions and on the subject content of a school informatics course to meaningful and the systematic practical use of digital skills.
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Mandinach, Ellen B., and Edith S. Gummer. "A Systemic View of Implementing Data Literacy in Educator Preparation." Educational Researcher 42, no. 1 (January 2013): 30–37. http://dx.doi.org/10.3102/0013189x12459803.
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Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented.
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Popovic, Dusanka. "Functional Literacy and Text Creation." European Journal of Social Sciences Education and Research 1, no. 1 (May 1, 2014): 95. http://dx.doi.org/10.26417/ejser.v1i1.p95-105.
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The results of research about functional literacy (i.e. ability to read, understand and create text and understand its further use), and especially those results that 15-year-olds show in Programme for International Student Assessment (PISA), as well as the importance of this competence for life and work in a modern society, indicate the need for analysis of all the segments that affect its development and improvement. Project How to help students to successfully create oral and written, artistic and non-artistic texts addresses this area in particular. The culture of oral and written expression, as productive language skills, is very interesting to research, and especially to improve. Inseparable from the receptive skills of listening and reading, they are their explicit product. A significant number of theorists and methodologists dealt with this area, but their activity was usually focused on what the teacher needed to do for the students to write well (focused on the process, method, or the result: students' written work). What is unquestionably lacking, but is in the spirit of the changes that we have introduced in our educational system, is dealing with the student as a creator of the text. The observations of methodologists of language and literature teaching prove that this factor in teacher-student-written work conjunction was least dealt with. They point out that the main characteristic of the current literature on the written expression is exaggerated orientation towards written works and neglecting of their authors (creators). The aim of the project was to investigate and recommend the best ways in which to build a functional literacy in the area of successful creation of oral and written text, i.e. to propose a more efficient teaching in the field of oral and written expression. This paper analyzes the opportunities for the development of these areas, providing current educational programs for Mother tongue language and literature in Montenegro, and presents the methodical approach The Creator's path designed as a means of support for all students when creation of text is in question.
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Scheaffer, R. L. "Statistics in the Schools: The Past, Present, and Future of the Quantitative Literacy Project." Journal of Educational Technology Systems 17, no. 1 (September 1988): 47–58. http://dx.doi.org/10.2190/8dg9-ahgm-yl99-6ry8.
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In the decade of the 1980s, mathematics education in the United States has undergone, and continues to undergo, careful review and profound changes. In the midst of these changes, statistics is one of the areas of study that is becoming increasingly emphasized as educational systems attempt to prepare students for productive work and informed citizenship. As the interest in statistics increases, the ASA-NCTM Joint Committee on Statistics and Probability is playing an ever widening role in providing leadership for educational efforts in this area. Through its NSF funded Quantitative Literacy Project, the Joint Committee has developed teacher training programs and curriculum materials that are now being used throughout the country. The influence of these materials and methods extends far beyond a few classrooms, as many educational organizations look to them for guidance in establishing state and national guidelines on teaching statistics. The job has just begun; much work is needed before statistics becomes a part of the mainstream mathematics curriculum. The Joint Committee and ASA continue to promote statistical education through a newly funded NSF project and through the Center for Statistical Education. Most of these efforts are directed toward bringing together teachers, supervisors, mathematics educators, and statisticians to form strong support networks for training the students of today in the skills they will need tomorrow.
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Tutkun, Tugay, and Remzi Y. Kıncal. "The Relationship between the Teacher Candidates’ Level of Media Literacy and Participation Levels to Protest and Social Change." International Education Studies 12, no. 4 (March 25, 2019): 208. http://dx.doi.org/10.5539/ies.v12n4p208.
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The term active citizenship is defined as participation in civil society, community and/or political life, characterized by mutual respect and non-violence and in accordance with human rights and democracy within the European context (Hoskins & Mascherini, 2009). Promoting active citizenship is one of the European Commission’s strategies for increasing social cohesion and reducing the democratic deficit across European countries within the context of the wider Lisbon process. Developing citizen awareness, knowledge and skill level of democratic rights, sensitiveness to social issues and defense against negative impact of media messages are among these objectives. European Commission considers media literacy an extremely important factor for active citizenship in today's information society. Within the European context active citizenship is defined as the combination of four dimensions; (1) protest and social change, (2) community life, (3) representative democracy and (4) democratic values (Hoskins & Mascherini, 2009). Teachers’ perceptions of citizenship are among the frequently researched subjects in terms of both their effect on students’ perception of citizenship and as a citizen. The aim of this study is to explore the relationship between teacher candidates’ level of media literacy and active citizenship, in terms of their participation level to protest and social change. Survey method is used to collect data in this casual comparative research. Sample of the study is 1101 freshman and senior teacher candidates studying in Faculty of Education at Çanakkale Onsekiz Mart University in the academic year of 2011-2012. The relationship between media literacy level and participation level to protest and social change is explored after controlling for the effect of socio-economic factors. It is explored that there is a significant relationship between media literacy level and participation level to protest and social change which is preserved after controlling for socio-economic factors. According to results, this study discusses how to handle digital and media literacy education in formal and informal settings in teacher education programs in relation to active citizenship.
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Brunk, Debra R., Ann Gill Taylor, Myra L. Clark, Ishan C. Williams, and Daniel J. Cox. "A Culturally Appropriate Self-Management Program for Hispanic Adults With Type 2 Diabetes and Low Health Literacy Skills." Journal of Transcultural Nursing 28, no. 2 (July 9, 2016): 187–94. http://dx.doi.org/10.1177/1043659615613418.
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Purpose: This study assessed the feasibility of adapting a patient-centered educational intervention for type 2 diabetes (T2D) self-management for a Hispanic population with low health literacy skills. Design: A descriptive qualitative study design and phenomenological analyses were used. Nine Hispanic adults with T2D recruited from a rural community health center participated in an educational program that instructed on low glycemic food choices, meaningful glucose self-monitoring, and physical activity to decrease blood glucose spikes. Participants’ feedback was recorded during four 2-hour focus group sessions. Findings/Results: Participants’ feedback clustered around four themes: information and knowledge, motivation and barriers to change, experiences with new behaviors, and personal responsibility. Discussion/Conclusions: Data support the feasibility of adapting an established health-enhancing approach for promoting self-management of T2D to a low health literacy Spanish-speaking population. Implications for Practice: The findings may help in further development of tools and strategies for improved T2D self-management in the study population.
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Gürsoy, Gülden, and Esen Turan Özpolat. "Professional Development Workshops: Determination and Fulfillment of Educational Requirements in Measurement-Evaluation." International Journal of Education and Literacy Studies 8, no. 4 (October 30, 2020): 13. http://dx.doi.org/10.7575/aiac.ijels.v.8n.4p.13.
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The present study aimed to determine the educational requirements for teachers in measurement-evaluation and whether the professional development (PD) workshops organized based on these requirements have an impact on evaluation literacy, attitudes, and self-efficacy perceptions of the teachers. The mixed-method design, where both quantitative and qualitative data were collected, was employed. A total of 204 middle school teachers participated in the study that aimed to determine the educational requirements of teachers in measurement-evaluation. For maximum diversity, 17 science teachers with different genders (10 male 7 female) and seniority between 3 and 15 years attended PD workshops. Five data collection instruments, including a survey form, three scales, and an interview form, were used to collect the study data. In quantitative analysis, descriptive statistics, dependent groups t-test, multilinear regression analysis were employed and the content analysis method was used in qualitative analysis. The analysis of the study data demonstrated that there were positive changes in assessment literacy, attitudes, and self-efficacy perceptions of the teachers towards measurement-evaluation, and it was determined that the workshop model was applicable in PD programs. As teachers’ knowledge of assessment increased, they increasingly relied on self-knowledge and decided to adopt the new assessment techniques they learned. After the training requirements of the teachers were determined, it was recommended that the professional development training should be supported to meet their needs in workshops based on the study findings.
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Sheveleva, Natalia, Dmitriy Mahotin, Sergey Lesin, and Oxana Curteva. "Preparing teachers for the use of digital technologies in educational activities." SHS Web of Conferences 98 (2021): 05016. http://dx.doi.org/10.1051/shsconf/20219805016.
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Digital technologies have a strong impact on changes in the educational environment and activities. In the context of such changes, aggravated by the spread of coronavirus infection and the transition of schools to distance learning, teachers and students are facing the need to actively master digital tools and educational platforms. The authors aim at analyzing the professional gaps of teachers associated with digital literacy and the ability to effectively use digital technologies in educational activities. The conducted sociological research and the results obtained allow the authors to study the existing internal teachers’ gaps and show the main problems in the organization of educational activities in the context of the transition to distance learning and the existing gaps in the use of digital technologies by school teachers. Based on the results of the study, the authors have identified the key areas of the professional development of teachers. They have developed educational programs aimed at skill development and further training of teachers in the Russian Federation and foreign countries on such topics as the digital educational environment and the use of open educational resources, methods of using digital technologies in the organization of educational activities, methods and techniques of organization feedback, pedagogical communication in the digital environment, and information security and ethics in the digital environment. The authors have determined the conditions for the professional development of teachers in the process of skill development and further training, as well as self-education (including spontaneous training in the workplace).The authors believe that the increase in teachers’ digital literacy, based on filling their professional gaps, will help to improve the quality of general education and create conditions for the elimination of the digital divide of the population.
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Frömel, Karel, Jana Vašíčková, Krzysztof Skalik, Zbyněk Svozil, Dorota Groffik, and Josef Mitáš. "Physical Activity Recommendations in the Context of New Calls for Change in Physical Education." International Journal of Environmental Research and Public Health 18, no. 3 (January 28, 2021): 1177. http://dx.doi.org/10.3390/ijerph18031177.
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The current social, health, and educational changes in society require an adequate response in school-based physical activity (PA), including physical education (PE) lessons. The objective of this study was to identify the real average step counts of Czech and Polish adolescents during PE lessons, and propose recommendations for improving PE programs. This research was carried out in 143 Czech and 99 Polish schools. In the research, a total of 4911 adolescents aged 12–18 years were analyzed as part of teaching practice and 1827 in the context of habitual school practice. Steps were monitored using pedometers. The average step count per PE lesson was 2390 in Czech and Polish boys, while girls achieved 1851 steps. In both countries, boys were subject to greater physical strain in PE lessons compared to girls, both in teaching practice (F(4088,3) = 154.49, p < 0.001, ηp2 = 0.102) and school practice (F(1552,3) = 70.66, p < 0.001, ηp2 = 0.103). Therefore, the priority in PE lessons is to increase the amount of PA for girls, achieve the objectives of PE during PA, and use wearables to improve awareness of PA and improve physical literacy, as well as to support hybrid and online PE as a complement to traditional PE.
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Tuuri, Georgianna, Kwadernica Rhea, Melissa Cater, Morgan Mayeux, and Imani Carr. "A Short, Evidence-Based Educational Pilot Program Improved Veterinary Medicine Students’ Self-Reported Food Literacy and Behaviors Toward Food." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1355. http://dx.doi.org/10.1093/cdn/nzaa059_072.
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Abstract Objectives This pilot study developed and tested the impact of participating in a short, evidence-based nutrition education/culinary skill-building program on veterinary medicine students’ self-reported food literacy and behaviors toward food. Methods The curriculum was developed and formatively tested with young adult graduate students and then pilot tested with veterinary medicine students. The intervention emphasized the five factors reported by the Eating and Food Literacy Questionnaire (EFLBQ) of health and nutrition, taste, food preparation skills, planning and decision-making, and convenience. The intervention included four, 30-minute sessions and the use of a mobile group messaging application. Graduate students enrolled in a money management course served as a control group. Wilcoxon Signed Ranks tests analyzed mean factor change in EFLBQ scores in each group, and Mann-Whitney U tests compared change in scores between groups. Relationships between variables were examined using Spearman's rho. Results Twenty-three veterinary medicine students completed the intervention and 14 graduate students finished the money management course. Most students were female (87%; n = 20 & 79%; n = 11 in the intervention and control groups respectively). The mean age of students was 24.2 ± 2.6 years in the intervention group and, 27.1 ± 2.3 years in the control group. After participating in the intervention, the veterinary medicine students’ mean factor scores for health and nutrition (pre-Mdn = 2.9 to post-Mdn = 2.9, Z = −2.88, P = 0.004, r = −0.60) and food preparation (pre-Mdn = 2.7 to post-Mdn = 3.0, Z = −2.73, P = 0.006, r = −0.57) significantly increased. When compared to the control group, the intervention group's health and nutrition mean factor score was significantly higher (P = 0.03). Change in health and nutrition scores were positively associated with planning and decision-making scores (P < 0.001). Scores for planning and decision-making were also positively related to food preparation scores (P < 0.01). Conclusions Participating in a nutrition education/culinary skill-building program supported veterinary medicine students’ nutritional well-being by improving their self-reported behaviors toward food and nutrition. Funding Sources This project was partially funded by Hatch Project #LAB94331.
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Jurewicz, Nicole, and Jasmyne Yeldell. "Analyzing Patterns of Qualified Teachers and the Impact of Teacher Education Requirements in Small Island Developing States." Iris Journal of Scholarship 2 (July 12, 2020): 26. http://dx.doi.org/10.15695/iris.v2i0.4815.
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This paper analyzes existing patterns in the percentage of qualified teachers in primary school in Small Island Developing States (SIDS) as well as patterns in the current required minimum level of education to teach primary school in those countries. Sustainable Development Goal Target 4.C aims to substantially increase the supply of qualified teachers by 2030, including through international cooperation for teacher training in developing countries, especially least developed countries and Small Island Developing States. Using data from the World Policy Centre and the World Bank, this study finds that in a sample of Small Island Developing States (N = 23) the percentage of teachers who are qualified is lower than the global average (78.1 percent compared to 85.6 percent). When looking at minimum teacher educational requirements for primary education, only 29.2 percent of countries require a Bachelor's degree with training (compared to 48.8 percent globally). This study further aimed to determine whether stricter educational requirements for primary school teachers in SIDS is related to higher literacy rates of ages 15-24 and GDP per capita. No significant relationship between educational requirements and either measure was found using a Pearson’s product-moment correlation coefficient. However, in a global sample (N = 168), a significant positive correlation between teacher educational requirements and GDP was found. In addition, a marginally significant positive correlation between educational requirements and literacy rate ages 15-24 was found. The results suggest that having qualified teachers and stricter educational requirements may lead to economic and educational benefits, though the results from SIDS-only analyses were inconclusive. This paper also recommends for changes in policy in order to achieve Sustainable Development Goal 4.C, including the development of a clearer universal definition of qualified teacher and the development of programs to help individuals attain teaching credentials and higher education.
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Abuya, Benta A., and Nelson Muhia. "From the Minds of Adolescents: What Has Worked for Them in an Education Intervention in the Slums of Nairobi." Qualitative Research in Education 9, no. 3 (October 28, 2020): 248. http://dx.doi.org/10.17583/qre.2020.5144.
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This paper highlights findings from the, ‘Advancing learning outcomes for transformational change (A LOT-Change), whose goal was to increase efforts towards securing the future of children living in urban informal settlements. The intervention was implemented in Korogocho and Site 2 respectively. This paper looks at the narratives from girls, boys and their parents and seeks to answer the question, “From the minds of adolescents: What has worked for them in an education intervention in the slums of Nairobi. Qualitative data comes from the qualitative component of the endline evaluation study that was collected in July and August 2018, by the African Population and Health Research Center (APHRC). Findings from this study done by APHRC show that: scores in numeracy skills and literacy skills improved, improved self-confidence, which enabled girls to model the way in their schools and communities. Aspirations for school and higher education improved as girls and boys wanted to go beyond primary school. Communication improved across the board girls and boys, together with their parents. Girls and boys gained the confidence to speak up due to the knowledge gained out of the motivational talks within the leadership component. Overall, this paper reinforces the importance of young people having a voice to speak up on programs that affect their lives.
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Gumilar, Teija. "Regional Languages in Indonesian Educational System: a comparison study of Javanese, Sundanese and Dayak languages teaching programs." Investigationes Linguisticae, no. 33 (July 1, 2016): 29–42. http://dx.doi.org/10.14746/il.2016.33.4.
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Indonesian language has been a lingua franca between 1.128 ethnical groups speaking 746 regional languages and dialects, living in the Republic of Indonesia. The domination of Indonesian language in daily practice, the emerging popularity of foreign languages and the change in socio-economic condition have adverse impacts to the existence of regional languages. By 2007 about 35% of those languages are believed to be disappearing. Some ethnical groups with large population succeeded developing their languages through elaborate standardization, better teaching programs and rich literary works. Since 2004 government and linguists have been working on ef-fective regional languages teaching and promotion pro-grams. As the educational policy lies in the hand of pro-vincial government, new strategies have been implemented to incorporate regional language teaching into local content subjects within elementary, secondary and high schools respectively. In this paper the author will show a comparison study between teaching programs of Javanese, Sundanese and Dayak languages.
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Sharma, Tanka Nath. "Education for Rural Transformation: The Role of Community Learning Centers in Nepal." Journal of Education and Research 4, no. 2 (August 20, 2015): 87–101. http://dx.doi.org/10.3126/jer.v4i2.12391.
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The main purpose of this paper is to document the potential contributions of the community learning centers in the process of rural transformation and explore how formal, non-formal and informal education are blended for capital formation, empowerment and self sufficiency of the rural communities. Discussions and arguments presented in this paper are based on secondary sources supplemented by a field-based case study. Nepal’s rural communities over the years are facing poverty, deprivation and ignorance. Education and skills for life are particularly important to combat rural poverty and deprivation by developing capacity of rural people to take advantage of available opportunities for reducing economic and non-economic poverty. Community learning centers (CLCs) as the local educational institutions outside the formal structure, can create various learning options and opportunities, responding to the diverse needs of the rural communities living in a complex situation. Referring to a case study, the paper has advocated that CLCs can be instrumental in rural transformation by offering diverse programs in education and community services such as: early childhood care and development, good quality primary education for all children, second chance basic education for youth, literacy and post literacy programs, women education program, vocational skill development, income generating programs and community development services for improving the quality of life of rural people. The paper further suggested that CLC has potential to offer assistance to the students of local schools in improving their academic achievement and to serve as a local institutional base offering technology-based open and distance learning opportunities and engage rural people in lifelong learning and continuing education.
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Wong, Harry K. "Programas de indução que mantêm os novos professores ensinando e melhorando (Induction Programs That Keep New Teachers Teaching and Improving)." Revista Eletrônica de Educação 14 (October 9, 2020): 4139112. http://dx.doi.org/10.14244/198271994139.
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e4139111This article features schools and school districts with successful induction programs, all easily replicable. Increasingly, research confirms that teacher and teaching quality are the most powerful predictors of student success. In short, principals ensure higher student achievement by assuring better teaching. To do this, effective administrators have a new teacher induction program available for all newly hired teachers, which then seamlessly becomes part of the lifelong, sustained professional development program for the district or school. What keeps a good teacher are structured, sustained, intensive professional development programs that allow new teachers to observe others, to be observed by others, and to be part of networks or study groups where all teachers share together, grow together, and learn to respect each other’s work.ResumoEste artigo apresenta escolas e distritos escolares com programas bem sucedidos de indução, todos facilmente replicáveis. Cada vez mais, a pesquisa confirma que o professor e a qualidade do ensino são os mais poderosos preditores do sucesso do aluno. Em suma, os diretores garantem maior desempenho dos alunos, garantindo melhor ensino. Para fazer isso, os administradores eficazes têm um novo programa de indução de professores disponível para todos os professores recém-contratados, que então se torna parte do programa de desenvolvimento profissional sustentado ao longo da vida para o distrito ou escola. O que mantém um bom professor são programas estruturados, constantes e intensivos de desenvolvimento profissional que permitem que os novos professores observem outros, sejam observados por outros e façam parte de redes ou grupos de estudo onde todos os professores compartilham juntos, crescem juntos e aprendem a respeitar o trabalho um do outro.Tradução do original WONG, Harry K. “Induction Programs That Keep New Teachers Teaching and Improving”. NASSP Bulletin – Vol. 88 No 638 March 2004. © Harry K. Wong Publications, Inc. por Adriana Teixeira Reis.Palavras-chave: Programas de indução, Professor iniciante, Desenvolvimento profissional docente.Keywords: Induction programs, Beginner teacher, Teacher professional development.ReferencesALLINGTON, R. (2003). The six ts of effective elementary literacy instruction. Retrieved from www.readingrockets.org / article.php?ID=413.BREAUX, A., & WONG, H. (2003). New teacher induction: How to train, support, and retain new teachers. Mountain View, CA: Harry K. Wong Publications.BRITTON, E., PAINE, L., PIMM, D., & RAIZEN, S. (Eds.). (2003). Comprehensive teacher induction: Systems for early career learning. State: Kluwer Academic Publishers and WestEd.CROSS, C. T., & RIGDEN, D. W. (2002, April). Improving teacher quality [Electronic version]. American School Board Journal, 189(4), 24–27.DARLING-HAMMOND, L., & SYKES, G. (2003). Wanted: A national teacher sup- ply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives, 11(33). Retrieved from http: // epaa.asu.edu / epaa / v11n33 /DARLING-HAMMOND, L., & YOUNGS, P. (2002). Defining “highly qualified teachers”: What does scientifically-based research actually tell us? Educational Researcher, 31(9), 13–25.DEPAUL, A. (2000). Survival guide for new teachers: How new teachers can work effec- tively with veteran teachers, parents, principals, and teacher educators. Jessup, MD: U.S. Department of Education, Office of Educational Research and Improvement.DRUMMOND, S. (2002, April 18). What will it take to hold onto the next gen- eration of teachers? Harvard Graduate School of Education News. Retrieved from www.gse.harvard.edu / news / features / ngt04182002.htmlELMORE, R. (2002, January/ February). The limits of “change.” Harvard Education Letter. Retrieved from www.edletter.org / past / issues / 2002-jf / limitsofchange.shtmlFEIMAN-NEMSER, S. (1996). Teacher mentoring: A critical review. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. (ERIC Document Reproduction Service No. ED397060)FULLAN, M. (2001). The new meaning of educational change (3rd ed.). New York: Teachers College Press.FULLAN, M. (2003). Change forces with a vengeance. London: Routledge Falmer.GARET, M., Porter, A., DESMOINE, L., BIRMAn, B., & KWANG, S. K. (2001). What makes professional development effective? American Educational Research Journal, 38(4), 915–946.GREENWALD, R., HEDGES, L., & LAINE, R. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.HANUSHEK, E. A., KAIN, J. F., & RIVKIN, S. G. (2001). Why public schools lose teachers (NBER Working Paper No. 8599). Cambridge, MA: National Bureau of Economic Research.HARE, D., & HEAP, J. (2001). Effective teacher recruitment and retention strategies in the Midwest. Naperville, IL: North Central Regional Laboratory. Re- trieved June 26, 2002, from www.ncrel.org / policy/ pubs / html / strategy/ index.htmlHASSEL, E. (1999). Professional development: Learning from the best. Naperville, IL: North Central Regional Educational Laboratory.HIEBERT, H., GALLIMORE, R., & STIGLER, J. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3–15.JOHNSON, S., & BIRKELAND, S. (2003). Pursuing a sense of success: New teach- ers explain their career decisions. American Educational Research Journal, 40(3), 581–617.JOHNSON, S. M., & KARDOS, S. M. (2002). Keeping new teachers in mind. Educational Leadership, 59(6), 13–16.KARDOS, S. (2003, April). Integrated professional culture: Exploring new teachers’ experiences in 4 states. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.LEHMAN, P. (2003, November 26). Ten steps to school reform at bargain prices. Education Week, 23(13), 36, 28.LIU, E. (2003, April). New teachers’ experiences of hiring: Preliminary findings from a 4-state study. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.MARTIN, S. (2003, March). From the ground up: Building your own university. Paper presented at the annual meeting of the Association of Supervision and Curriculum Development, San Francisco, CA.NORTH CAROLINA TEACHING FELLOWS COMMISSION. (1995). Keeping talented teach- ers. Raleigh, NC: Public School Forum of North Carolina.PALOMBO, M. (2003). A network that puts the net to work. Journal of Staff Development, 24(1), 24–28.ROTHMAN, R. (2002 / 2003). Transforming high schools into small learning communities. Challenge Journal, 6(2), 1–8.SANDERS, W. (1996). Cumulative and residual effects of teachers on future student academic achievement. Knoxville, TN: University of Tennessee Value-Added Research & Assessment Center.SAPHIER, J., FREEDMAN, S., & ASCHHEIM, B. (2001). Beyond mentoring: How to nurture, support, and retain new teachers. Newton, MA: Teachers21.SCHLAGER, M., FUSCO, J., KOCH, M., CRAWFORD, V., & PHILLIPS, M. (2003, July). Designing equity and diversity into online strategies to support new teachers. Paper presented at the National Educational Computing Conference (NECC), Seattle, WA.SERPELL, Z., & BOZEMAN, L. (1999). Beginning teacher induction: A report of beginning teacher effectiveness and retention. Washington, DC: National Partnership for Excellence and Accountability in Teaching.WONG, H. (2001, August 8). Mentoring can’t do it all. Education Week, 20(43), pp. 46, 50.WONG, H. (2002a). Induction: The best form of professional development. Educational Leadership, 59(6), 52–55.WONG, H. (2002b). Play for keeps. Principal Leadership, 3(1), 55–58.WONG, H. (2003a). Collaborating with colleagues to improve student learn- ing. ENC Focus, 11(6), 9.WONG, H. (2003b, October). Induction: How to train, support, and retain new teachers. Paper presented at the conference of the National Staff Development Council.WONG, H. (2003c). Induction programs that keep working. In M. Scherer (Ed.), Keeping good teachers ( pp. 42–49). Alexandria, VA: Association of Supervision and Curriculum Development.WONG, H., & ASQUITH, C. (2002). Supporting new teachers. American School Board Journal, 189(12), p. 22.YOUNGS, P. (2003). State and district policies related to mentoring and new teacher induction in Connecticut. New York: National Commission on Teaching and America’s Future.
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Flemons, Michelle, Fiona Diffey, and Dominic Cunliffe. "The Role of PETE in Developing and Sustaining Physical Literacy Informed Practitioners." Journal of Teaching in Physical Education 37, no. 3 (July 1, 2018): 299–307. http://dx.doi.org/10.1123/jtpe.2018-0128.
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This study discusses teacher preparation in relation to encouraging and empowering future teachers to appreciate the potential and value of adopting physical literacy as the goal of physical education (PE). The study addresses the issue of the role of schools and teacher training programs in developing the next generation of PE teachers entering PE teacher education with respect to thoughts, feelings, perceptions, and beliefs that underpin the concept of physical literacy, and providing high-quality learning experiences that are crucial to continuing physical activity throughout the life course for all children, not just those who have a natural aptitude in this area. Many advocates for radical change in PE have repeatedly argued that PE curricula around the world are too focused on a traditional, one size fits all, sport technique based, multiactivity form. Others have argued that the traditional curricula have a primary focus on physical competence in running, jumping, and balls skills rather than providing experience in a wide range of physical activities including, inter alia, those with a focus on aesthetic awareness and those related to outdoor adventure.
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Moore, Sally, Judy Donnelly, Steve Jones, and Janet Cade. "Effect of Educational Interventions on Understanding and Use of Nutrition Labels: A Systematic Review." Nutrients 10, no. 10 (October 4, 2018): 1432. http://dx.doi.org/10.3390/nu10101432.
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The potential for nutrition labels to impact on population health is dependent on consumer ability to understand and use this information. Consumer understanding of this information varies across sociodemographic groups and with different label design formats. Labeling legislation requires consumer education on how to use nutrition labels, and recent mandatory changes to the Nutrition Facts Panel (NFP) are underway to improve comprehensibility. This review aimed to evaluate if educational programs can improve understanding and use of nutrition labels. Database searches were performed to identify interventions which delivered education on nutrition labels with outcomes measuring aspects of comprehension or use. A total of 17 studies were selected for review, including nine randomized and eight cohort studies. The majority of studies were conducted in the United States Study participants included school aged children, older adults, and those with diabetes within a range of intervention types involving taught sessions or web-based education. Whilst outcome measures were heterogenous, all studies reported a statistically significant improvement in one or more outcomes of participant understanding or use of nutrition labels. Aspects such as general nutrition knowledge, health literacy, and program delivery format warrant attention in future research. Education which optimizes comprehension and use of nutrition labels may have the potential to improve the impact of this information on dietary health.
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Близнюк, Тетяна, and Ольга Троценко. "ELECTRONIC EDUCATIONAL RESOURCES AS A MEANS OF FORMATION OF DIGITAL COMPETENCE OF PRIMARY SCHOOL STUDENTS IN THE PROCESS OF ONLINE AND OFFLINE EDUCATION." Mountain School of Ukrainian Carpaty, no. 22 (June 26, 2020): 175–81. http://dx.doi.org/10.15330/msuc.2020.22.175-181.
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Today the world is in the process of rapid informatization and digitalization of society in all its spheres. The way and pace of life of a modern man is not similar to the life of previous generations. The spread of the coronavirus disease, known as COVID-19, has necessitated acceptance and adaptation to new working and learning conditions for educators from different countries. Educational institutions around the world are responding to numerous prohibitions and quarantine rules with the transition to distance learning. The crisis has already caused an online boom for education and forced teachers to be preparedto deal with this atypical situation. The most powerful source today is digital technology, or as they call it - digital learning tools, which implies competent use of the latest gadgets. Of course, global changes in public life cannot take place without changes in the educational space, so our education system now follows the experience of advanced European countries and implements many programs for the formation and development of digital literacy, including at the educational level. Definitely, Ukrainian education system follows the experience of advanced New Ukrainian School provides for the widespread use of information and communication technologies by each teacher in their own professional and pedagogical activities, which is an essential way to update and informatize the education content in different education institutions of our country. This process is impossible without the systematic use of electronic educational resources (EER) during the educational process, because they definitely create a modernized content of educational space and provide equal access to educational online materials to each participant in the educational process regardless of location, age or other aspects.
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Et. al., Dr Jestoni P. Babia,. "EDUCATION SUSTAINABLE DEVELOPMENT-COMMUNITY BASED PROJECTS OF THE PHILIPPINES." Psychology and Education Journal 58, no. 3 (April 14, 2021): 3998–4007. http://dx.doi.org/10.17762/pae.v58i3.4605.
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Education for Sustainable Development permits each individual to get the information, abilities, perspectives and qualities important to shape a practical future. This study determined the level of training implementation based on the six ESD action principles and as to which of these principles have contributed to the improvement of the level of implementation of ESD programs in the Philippines, ESD- best practices of the university community extensionists and the challenges that they have met in the implementation of ESD. It centered on Cell’s Resilience by Szanton & Gill (2020), Transformational Learning by Mezirow (1994) and UNESCO’s three pillars of ESD and Six ESD Action principles and policy support for sustainable development through community learning centers. This study utilized a quasi-experimental type of research in which it involved quantitative and qualitative data. The random sampling technique was used in order to select the 25 beneficiaries from private and public basic education and higher education institutions. The results showed that the level of implementation was to at least SOME EXTENT with a 3.25 mean, and that only the transformation component is the only significant predictor, the best practices of USJR-Blooms, PNU-Mangrove, and CTU-Hablon tapped the decoding of books through Bloom’s Software for reading literary , reviving Mangrove Forest through DAGANG fisherfolks to target environmental conservation and MTB literacy, and reviving the Handloom Weaving of Hablon in Argao with socio-economic impact, and the challenges of other extension projects in the Philippines enumerated on the attendance of the beneficiaries and the project team, he change of leaders, organizations, time availability, their limited resources and linkages, financial resource mobilization, sustainability of interest, miscommunication, hectic schedules and negative attitudes towards the extension process. It is concluded that the ESD of the Philippines’ implementation is so far, in average level and that the projects have to focus on the transformation of the beneficiaries. This study is recommended to be replicated prioritizing the sustainability and transformation researches, monitoring and evaluation of ESD-Based community project researches, proposed plans for wide array of external funding.
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Pivovarova, Liudmila Vasilevna. "Biological education in changing sociocultural conditions." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 76–92. http://dx.doi.org/10.51314/2073-2635-2021-1-76-92.
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The article discusses the issues facing the biological education of schoolchildren as a unique tool for the development of biological literacy of the individual and society, designed to ensure their preservation, safety and adaptation to various changes. Biological literacy is important for all age and professional categories, especially for socalled nonbiologists, who are responsible for making biosphere - and socially signifcant decisions, but unfortunately do not possess it. It develops mainly in the process of learning at school. According to our ideas, we defne three levels of its formation - academic, functional, and system. The last two levels are aimed at mastering knowledge and developing metacompetencies (cognitive, communicative, activity, value), scientifc outlook and personal qualities in the process of mastering the subject. For its formation, we have developed a conceptual didactic system of training on an integrative basis. The practice of implementation in schools, universities and teachers ‘ professional development in the educational process has shown its efectiveness. It was submitted to the Commission on biological education of the International union of biological sciences at UNESCO, which initiated the development of bioliteracy in the world at the conference in Moscow (1997). The article analyzes the results of its own, as well as international studies (TIMMS, PISA 2015, 2018.; TALIS, 2018) problems of biological education in the formation of bioliteracy in a changing sociocultural and ecological settings in recent years (biology and environmental challenges, digitalization of the educational environment, pandemic 2019-2020, etc.). They indicate the need for an early response from the educational community. Among them: the problem of reducing the educational time of mastering subjects of the biological cycle, which has a systemnetwork nature. That leads to many interrelated consequences; lack of awareness of teachers in the real results of educational achievements of schoolchildren; replacement of biology lessons with other subjects; outdated content of biological subjects, and some others. Despite the unsatisfactory results in the formation of biological literacy and related metacompetencies, the latter are currently perceived by teachers as a secondary need. The article discusses the reasons that lead to such results. The issue of the content of biological education remains unresolved. We believe that training programs should be updated by including knowledge, for example, in virology, microbiology, immunology, epidemiology and other branches of biology, as well as translating the acquired knowledge into the practice of everyday life. Today it will be in demand among all categories of citizens. For the development of biological literacy, the process of mastering digital technologies is important, as a new means of learning and a vector of selfdevelopment, which requires the use of activity control by biology teachers and parents in practice. The results of the study of schoolchildrens’ learning problems can be used in the modernization of biological education at all levels of education, including in improving the skills of teachers.
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McAtee, Robin, Leah Tobey, Corey Hayes, Laura Spradley, and Sajni Kumpuris. "Older Adults and Opioid Education: Lessons Learned From Experiences in Rural Arkansas." Innovation in Aging 4, Supplement_1 (December 1, 2020): 54. http://dx.doi.org/10.1093/geroni/igaa057.177.
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Abstract Nearly one-third of all Medicare participants were prescribed an opioid by their physician in 2015 (AARP, 2017) and in 2017, Arkansas had the 2nd highest opioid prescribing rate in the nation (CDC, 2019). Approaching older adults (OA) about opioids and pain management can be a sensitive topic. Educating and altering long-term treatment with opioids is especially challenging in rural areas where literacy, especially health literacy, is suboptimal. The Arkansas Geriatric Education Collaborative (AGEC) is a HRSA Geriatric Workforce Enhancement Program with an objective to improve health outcomes including an emphasis to decrease the misuse and abuse of opioids among older Arkansans. To address this crisis, the AGEC partnered with local leaders such as the AR Drug Director, academia, Department of Health and Human Services, and multiple community based organizations to create age-tailored educational programs. Unique aspects of approaching and educating rural OA about opioids and pain management will be reviewed. Outcomes will be discussed such as their lack of knowledge about: what is an opioid, why they were prescribed, and what are viable alternatives. Also discussed will be lessons learned that resulted in more effective methods of reaching and teaching rural OA. Partnering with the AR Farm Bureau helped the AGEC reach 100’s of farmers in the extremely rural and mostly agricultural areas. Learning to not use the word opioid resulted in more participants and in a more positive attitude and outlook on attempts to change the culture of opioid use, misuse and abuse among older Arkansans.
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Makhachashvili, Rusudan, Ivan Semenist, and Anna Bakhtina. "DIGITAL SKILLS DEVELOPMENT AND ICT TOOLS FOR FINAL QUALIFICATION ASSESSMENT: SURVEY STUDY FOR STUDENTS AND STAFF OF EUROPEAN AND ORIENTAL PHILOLOGY PROGRAMS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 9 (2020): 54–68. http://dx.doi.org/10.28925/2414-0325.2020.9.5.
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The global pandemic and subsequent quarantine measures and restrictions have posed an array of challenges to the structure and procedure of university summative assessment process. Qualification assessment for Foreign Languages major programs in particular is a strict regimen process that involves different stages (oral and written exams, final project viva, internal and external review). Factors of societal change, that provide the backdrop for skillset critical transformation, crucial for the COVID-19 emergency educational framework are considered. The study premise is based on identification of various competency principles, derivative of 21st century skills for university staff members and projected digital literacy requirements. A correspondence between 21st century skills framework, Competences 2020 framework and the newly devised Global Skills framework has been devised. The study objective is to critically review the applied case and best practices of Borys Grinchenko Kyiv University Digital Final Qualification Assessment for students of European (French, Italian, Spanish, English, German) and Oriental (Mandarin Chinese, Japanese) Languages major programs, employed in the year 2020 due to quarantine measures. The survey and analysis of different ICT tools is used to translate real life qualification assessment practices into online blended format. The investigation also seeks to identify various groups of applied digital skills and collaboration skills, utilized through qualification assessment process by all parties (students, faculty and referees). It is determined how in the situation of the COVID-19 pandemic lockdown all elements of the Final Qualification Assessment at Borys Grinchenko Kyiv University for European and Oriental Languages programs have been relegated to the digital, remote or blended format with the use of ICT tools. The qualification assessment regimen for foreign languages major programs was adapted to digital format as a framework (a legal procedure that results in the degree confirmation of a student), the string of consecutive communicative activities according to the legal procedure, the "ritual" scenario. Comparative results of the Final Qualification Assessment digital format adaptation for different groups of foreign languages programs (European and Oriental) are devised
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DOROSHENKO, E. G., T. A. YAKOVLEVA, and G. M. GRINBERG. "INTEGRATION OF ENGINEER AND PEDAGOGICAL TRAINING AMONG MENG STUDENTS BASED ON THE DEVELOPMENT OF KEY SKILLS AND COMPETENCIES OF THE 21ST CENTURY." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 50–62. http://dx.doi.org/10.25146/1995-0861-2020-54-4-241.
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Statement of the problem. In the process of systemic developments in engineering education, the role of a technical university teacher increases. Changes in the requirements imposed by international and Russian communities to the quality of engineering education in the context of digital transformation of the economy and higher education mainstream the problem of continuous professional development of an engineering university teacher. Currently, a teacher of professional education should acquire new methods and digital tools, develop new competencies among students, i.e. “skills of the 21st century” and digital literacy. Training engineering personnel pressure the need for a professional education teacher to learn new pedagogical technologies and digital tools directly in the context of their professional activities. The pedagogical, technological and organizational conditions of such integration have not yet been sufficiently studied in educational practice and pedagogical science. The purpose of the article is to present the author’s approaches to and developments of modeling programs and digital educational environment for pedagogical training of a Master’s degree student in engineering education in the context of modern pedagogical technologies aimed at developing skills of the 21st century. The research methodology and methods are based on a transprofessional approach to the system of professional education; on the analysis of international and Russian studies to identify the structure of basic skills of the 21st century, the means and methods of their formation in Master’s education. Research results. The interrelations are grounded and expanded of the 21st century skills and universal competencies acquired by a graduate of higher professional education at the level of a Master’s degree in Engineering. The basic principles of designing the digital educational environment as a condition for integrating pedagogical and engineering training are revealed. The authors’ programs have been developed for the system of specialized courses in Master’s engineering training aimed at learning the technologies of soft skills formation and ways of their implementation in traditional training sessions. An open information resource (an online course) “Pedagogical Soft-Skills Navigator” has been developed to guide teachers and undergraduates through the soft skills formation technologies. Conclusion. Implementation of the developed programs in the digital educational environment of an open online course makes it possible to acquire the technologies of soft skills formation in personalized learning models, aimed at the needs of professional teaching and the focus of a Master’s program. The developed materials can be used in professional development programs for teachers of professional higher education.
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Abdurazakov, M. M., D. D. Gadjiev, O. N. Tsvetkova, and G. V. Tokmazov. "FACTORS INFLUENCING THE CONTENT AND CHARACTER OF PROFESSIONAL ACTIVITY OF A MODERN TEACHER IN THE INFORMATION EDUCATIONAL ENVIRONMENT." Informatics and education, no. 10 (December 21, 2018): 42–51. http://dx.doi.org/10.32517/0234-0453-2018-33-10-42-51.
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Under the influence of the general informatization of education, the creation of the information educational environment (IEE) and the issues of preparing teachers for professional and pedagogical activity are taking place and how its functionality changes in IEE remain at the center of attention of research. One of the objectives of this article is the attempt of the authors to reveal the content, features, meaning, role of the concept, the influence of various factors on the functional of the teacher in the conditions of informatization of education.A modern teacher in his work faces a whole layer of problems: from the introduction of the Federal State Educational Standards to the implementation of the main educational programs, the creation of teaching materials like teaching staff of the Federal State Educational Standards, the choice of appropriate methods and means of organizing education, etc. A modern educational institution is required to introduce new approaches to learning, which, along with fundamental training and compliance with the requirements of the Federal State Educational Standard, provide an information-educational environment. Therefore, the readiness of the teacher for professional activity is considered by us as professionally and personally significant qualities of a university graduate, as knowledge and skills in a particular field, and ICT competence as a readiness for innovation activity.The work emphasizes that the role and importance of the content of the course informatics in the formation of everything necessary for a full-fledged professional activity of a modern teacher of informatics in accordance with its information culture and computer literacy, as information and communication technology (ICT) become key elements in improving educational system. However, the impact of ICT on the result of a teacher’s activity will be qualitative only when ICT have a specific impact on the content of the components of his professional and pedagogical activity.The study noted a number of objective and subjective factors that have a significant impact on the ways the teacher works and the organization of training in the information educational environment, on the content of the components of professional and pedagogical activity. Thus, the need to purposely train future teachers to work in such an environment is beyond doubt.
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Ershov, Yu M. "Rethinking Journalism Education in the Context of Visual Thinking." Vestnik NSU. Series: History and Philology 18, no. 6 (2019): 9–17. http://dx.doi.org/10.25205/1818-7919-2019-18-6-9-17.
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Purpose. The review substantiates the need for visual literacy and training students in recognizing fake photos or videos, as well as enhancing students’ critical thinking. The analytical review examines the problems of media education related to the advanced development of digital tools for creating images and the growing visualization of the information space that changes journalistic practices and professional consciousness. Results. After a number of expert interviews with lecturers of journalism departments, the author comes to understand the gap between the requirements of media practice and the response to these requests from educational centers. Due to the conservatism of the university environment and the dominance of the faculties of journalism of the philological school with its logo-centrism, data visualization is still perceived as a tribute to popular culture, something secondary and optional in relation to the text. Even employees of the best editorial offices in the world recognize the lack of experts and managers for visualization and infographics. Conclusion. The conclusion is made about the possibility of a “visual coup” in the modernized educational programs in with a clear interest in this media corporations and government customers.
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Graupner, Jeffrey P., Jason Molony, Leah Kelemen, Kedong Ding, and Katherine Thompson. "STRENGTHENING A COMMUNITY HEALTHY AGING EDUCATION PROGRAM THROUGH CBO PARTNERSHIPS AND RCQI." Innovation in Aging 3, Supplement_1 (November 2019): S666—S667. http://dx.doi.org/10.1093/geroni/igz038.2466.
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Abstract The SHARE Network (Supporting Healthy Aging Resources & Education) is a Geriatrics Workforce Enhancement Program serving older adults in a large urban, underserved community. For 4 years, one objective of the SHARE Network has been to increase health literacy while fostering positive change in older adults through “Healthy Aging” presentations. Led by geriatrics subject experts, these presentations cover a wide range of important health topics for older adults at a variety of community-based organization (CBO) partner locations. Rapid Cycle Quality Improvement (RCQI) efforts to enhance this programming include surveying audience members after a presentation, then sharing results with CBO partners at monthly meetings to review popular topics, participant demographics, quality of presentations, suggestions for improvement, etc. These recurring RCQI meetings have proven critical to maintaining a robust healthy aging curriculum and network engagement across a variety of organizations and interests. Analysis of participant survey data demonstrates the strength of QI efforts and includes a qualitative analysis of open-ended responses. To date, 153 presentations have been held with 2,704 attendees and 1,470 respondents, 86.3% of whom planned to make a health change after attending the presentation. Qualitative analysis of these behavior change plans reveals that 82.6% are proactive behaviors versus restrictive behaviors, and that diet, exercise, and lifestyle changes are most common. This program, and its RCQI approach, serves as a successful model for aligning the educational objectives and priorities of network partners, while ensuring relevancy and cultural competency in promoting positive healthy behaviors in the older adult community.
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Paramita, Windya Kartika. "Systematic Review: Affecting Behaviour of Hygiene and Health Care of the Eldery." Jurnal PROMKES 9, no. 1 (March 30, 2021): 69. http://dx.doi.org/10.20473/jpk.v9.i1.2021.69-78.
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Background: The Elderly is an age group that has decreased organ function which is susceptible to various diseases. The elderly also experience physical decline which can affect personal hygiene and health care behavior. Objective: To determine the factors that affect the personal hygiene and health care of the elderly. Method: Personal hygiene referred to in this study was hygiene to care for the whole body including skin, feet, teeth, nails, and hair. This study was a systematic review of studies with primary data related to factors affecting personal hygiene and health care for the elderly. The study was conducted on 35 international journals. Results: Personal hygiene of the elderly are feet. Factors that influence their hygiene on demographic factors include residence, education, source of income, gender, age, and knowledge. Factors affecting elderly hygiene on personal characteristic factors include need assistance, perceived benefits, disease, frequency of cleansing, self-efficacy, physical change, degree of independence, mobility, and self-motivation. Factors affecting them on facilities and infrastructure factors supporters include equipment, care services facilities, equipment, distance to care service facilities, social support, and practical conditions. Factors affecting on healthy program factors include training, education caregiver, motivation caregiver, health promotion, health information seeking, satisfaction, informal care, behavioral programs, utilization, and functional health literacy. Conclusion: Factors affecting personal hygiene and health care for the elderly include demographics, characteristics of the elderly, supporting facilities, and infrastructure and health programs. Dominant factor affecting personal hygiene and health care for elderly are educational, residence, and income source.
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Kulynych, Olena. "Digital transformation of vocational educational organizations of Ukraine: European vector." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 12–17. http://dx.doi.org/10.15587/2519-4984.2021.238001.
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The article presents an overview of normative documents, research results, conclusions on the topic of digital transformation of education systems, in particular in the EU countries. The generalization of materials, which help to define, at what stage of digital transformations there is an education of Ukraine, a place of system of vocational education in this global process, is presented. Examples are given as an active position in the direction of ensuring digital transformations of educational and managerial processes in a particular educational institution; it contributes to the implementation of national tasks in the direction of ensuring the digital development of society. Emphasis is placed on how the role of methodological services is changing, on the need for systemic changes in the perception of the educational institution's perception of the process of ensuring the digital development of both teachers and students, and vocational education institutions in general. The study examines four vectors of digital development for vocational (technical) education institutions of Ukraine from the possible options, proposed by European colleagues who have already shown positive results at the level of the education system (vocational in particular) and a separate institution of vocational (technical) education. In particular, the possibility of measuring the level of digital development of the educational institution through the use of the SELFIE service, developed by the European Commission together with a group of educational experts and practitioners from European countries, was considered. The platform is available in more than thirty languages, including Ukrainian. Examples of online tools common in both European educational communities and those, developed by domestic specialists (but taking into account European experience,) are given, thanks to which it is possible to carry out self-assessment, assessment, and soon certification of digital competencies of teachers. Ways to solve the problem of insufficient digital literacy of students, which, along with Ukrainian, and European researchers pay attention to, are given. There are wide opportunities for the development of digital infrastructure, which provides educational institutions with participation in competitions and programs of the European Union, such as Erasmus +