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Journal articles on the topic 'Secondary education in Georgia'
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Bokova, Tatyana, and Oksana Markova. "Textbooks' Role in Secondary Education in Georgia, the Postmodern Era." ARPHA Proceedings 4 (May 31, 2021): 141–53. https://doi.org/10.3897/ap.e4.e0141.
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The paper presents a study of the role textbooks play in secondary education in Georgia in the postmodern era. A textbook theory which was formed by the middle of the 20th century, its main provisions, served the basis for the study of various representations of school textbooks' functions: informational, transformational, systematizing, motivational, the function of students' orientation towards cognitive activity, the function of developing students' cognitive abilities based on their mastering the skills of cognitive activity and gradually increasing the level of their cognitive independence, integrating, coordinating, developing and educational. An attempt has been made to study the influence of postmodernistic ideas on the development of school education in Georgia, its educational and methodological support, the central component of which is a textbook. The authors reveal a shift in the goal of education under the influence of postmodern thinking from teaching academic knowledge and skills to providing a learning environment where students create their own knowledge. They analyzed tutorial layouts for the 9th grades students of Georgian schools, posted on the official portal of the Center of Textbook Marking and justified the conclusion that the invariant function of the textbook, which includes a book for the student, a book for the teacher, a workbook and a disk with audio recordings, is the function of developing students' independent work in the informational space, search, and encouraging students to independently construct knowledge.
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Tobias, Jacqueline. "Secondary Literacy Education: Refocusing National and State Interest." Georgia Journal of Literacy 30, no. 2 (2007): 26–31. http://dx.doi.org/10.56887/galiteracy.92.
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For more than a decade, investigations and debates from national reading panels, school reform policies, and the No Child Left Behind Act have amplified the need for basic literacy skills and focused national attention on early literacy. In 2005, recognizing the need to support underachieving high school students, the Striving Readers Initiative was proposed and funded at $24.8 million in the first year and $29.7 in 2006. For fiscal year 2007, $100 million has been requested, a $70.3 million dollar increase (Alliance for Excellent Education, 2007). National attention, however, remains focused on early literacy even as the need to attend to adolescent literacy grows. The need to focus on secondary literacy and secondary literacy teacher preparation was underscored and elaborated upon during the 2006 Literacy Summit, where members were charged with preparing a summary of the status of literacy in the state of Georgia and framing recommendations. Members of the Secondary Education Literacy Team, scholars from various universities in Georgia and professionals from the Georgia Department of Education (GaDOE), not only acknowledged the absence of a concerted focus on adolescent literacy, but also recognized that current literacy practices for 9th-12th grade education are not sufficiently reflective of the opportunities and skills that culturally and linguistically diverse students need to succeed.
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Bujiashvili, Nino. "Multiculturalism and Aspects of Intercultural education in Georgia." Caucasus Journal of Social Sciences 11, no. 1 (2023): 114–25. http://dx.doi.org/10.62343/cjss.2018.177.
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This article will argue that an important prerequisite for the successfuldevelopment of Georgia is the harmonious coexistence ofdifferent cultural representatives, this will be possible if the interculturaleducation will be fostered. Educational systems and institutionsare socially responsible for the creation of such teachingprocess which will prepare persons to be tolerant towards peopleof different nationalities and to increase their value of differences.An intercultural education is the obligatory precondition toachieve these goals.This paper analyzes the legislative and on-the-ground situation ofintercultural education in Georgia. The main research questionsare what progress has Georgia made in this direction and what arethe main challenges?The research is partially based on secondary source analysis: articlesof various researchers, reports of different non-governmentalorganizations which work to enhance multiculturalism and interculturaleducation on Georgia, and the analysis of various books.
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Gigineishvilim, Elene, and Elza Nikoleishvili. "Oral Health Care of People with Disabilities - A Challenge in Dental Education in Georgia." European Scientific Journal, ESJ 18, no. 30 (2022): 35. http://dx.doi.org/10.19044/esj.2022.v18n30p35.
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Introduction: The dental caries and periodontal disease are the most prevalent diseases in people with disabilities. In 2014 The Association for Dental Education in Europe set up a special interest group to develop the field “Special Care dentistry”, which provides oral care services for people who are unable to accept routine dental care. Aim: This article aims to substantiate the role of implementation “Special Care Dentistry” in the dental curriculum and describes the importance of continuing medical education for the dentists, to provide equal and adequate dental services to the people with disabilities in Georgia. Methods: The first part of research was based on the analysis of the secondary data for identification the structure of the dental education programs of Georgian higher education institutions; A quantitative and qualitative data was analyzed among 160 people with disability through a specially designed questionnaire, deep interviews were conducted with participants, dentists, and managers of dental clinics. Results: 25% of Dental Clinic Managers reported, that their clinics are adapted for people with disabilities. Dental caries 18%, missed tooth due to caries 24% and gingival bleeding was detected in 47.8% of study participants, among them 10.6% outlined the lack of doctor qualifications and experience. Discussion: Provision comprehensive dental services to people with disabilities remain a significant challenge for dental clinics. A small number of dentists in Georgia have completed a continuing medical education course in special care dentistry. Conclusions: The oral health of people with disabilities in Georgia is unsatisfactory. More affords should be performed to implement “Special Care Dentistry” in dental education in Georgia.
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Chanturia, Rusudan. "Inclusion of Students with Disabilities: Comparative Perspectives of Special and Regular Teachers in Georgia." International Journal of Special Education (IJSE) 38, no. 2 (2023): 124–37. http://dx.doi.org/10.52291/ijse.2023.38.28.
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Within a global debate around inclusion, there is a shared understanding that teachers’ attitudes are decisive in making inclusive education a reality. Research examining teachers’ attitudes in Georgia towards inclusion is scarce. This paper utilizes an explanatory sequential mixed methods design to examine teachers' attitudes toward inclusion, uncovering their predictors and highlighting the persistent influence of the Soviet legacy of 'defectology' on disability perceptions. Drawing on data obtained from 811 regular and special education teachers of 308 public schools, the study contributes to the global knowledge of the role of teachers' attitudes in promoting inclusion. The study reveals that teachers of Georgia are mostly ‘ableist’ and have deficit views of disability. The paper argues that only long-term training in inclusive practices predicts positive attitudes for both groups of teachers. Special education teachers demonstrate higher willingness for inclusion. Regular teachers spotlight normalcy, reveal low expectations for academic achievement, and focus on behaviour management rather than broader teaching practices. Both groups associate inclusion benefits primarily with social and emotional development. Resistance to inclusion is more prevailing among secondary grades, STEM, Georgian, and English teachers. The findings have policy implications for enhancing education quality for children with disabilities and teachers’ professional development system in Georgia.
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Kapanadze, Marika, Nino Javakhishvili, and Lia Dzagania. "Investigating the relationship between students' interest in physics and environmental attitudes in Georgia." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 8 (2023): em2308. http://dx.doi.org/10.29333/ejmste/13429.
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This paper presents some aspects of the relevance of physics education from a Georgian perspective. Students’ interest in physics is currently an important issue for effective learning and teaching in many countries. We report about the results of an extensive physics students’ survey at the end of compulsory education and the beginning of upper secondary school in Georgia. Students’ interest in physics was investigated in different contexts regarding ‘out of school’ experiences, attitudes toward environmental issues, and science and technology. Girls conveyed a higher interest in physics than boys. Some correlations are found between students’ interest in physics and respect for environmental issues, nature, and science discoveries. The study suggests some recommendations for the development of physics curricula, textbooks and teacher education programs in the country.
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Boling, J. Ruben, Donna Taylor Mayo, and Marilyn M. Helms. "Complementarity merger as a driver of change and growth in higher education." Journal of Organizational Change Management 30, no. 1 (2017): 27–42. http://dx.doi.org/10.1108/jocm-02-2016-0036.
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Purpose Mergers in higher education seem to be more common as academic institutions work to control costs and avoid program duplications in challenging economic times and adopt the more common cost saving measures often espoused from business mergers. The purpose of this paper is to highlight successes from a complementarity-based merger of two institutions in the University System of Georgia (USG) and present results over time. Design/methodology/approach A case study methodology was employed to explain why a particular merger resulted in greater growth compared to other system-wide academic mergers. This research focuses on a single merger of two institutions in Georgia, one of seven such mergers in the USG institutions to date, involving Gainesville State College and North Georgia College and State University to become the University of North Georgia. Observations are made and complimented by secondary data to rank growth among the seven USG consolidations. Findings The case findings highlight the success from the complementarity of these institutions. While the two were unique institutions, the success of the merger was linked to the underlying complementarity issues. Originality/value Using the strategic issues inherent in mergers from the business literature, the merger of the two institutions is profiled and discussion and recommendations are provided along with areas for future research.
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Abuselidze, George, and Gia Zoidze. "The use of transferable skills in education and its impact on the economy." CTE Workshop Proceedings 10 (March 21, 2023): 124–38. http://dx.doi.org/10.55056/cte.550.
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The purpose of the study is to determine and analyze the root cause of the problem, which prevents students from developing and implementing transfer skills. In the research, using secondary data, public documents and content analysis methods, current changes in the education system are studied and analyzed. In addition, in order to discuss the current situation in the Georgian educational market and to study the factors of the internationalization process in Georgia, a PESTEL analysis was conducted, within the framework of which the political, economic, social, technological, ecological and legitimate factors determining the attractiveness of Georgia for foreign students were identified. The topic is relevant because the rhythm of modern life depends on transfer skills. And the current events encourage and make inevitable the emergence of young people who can use their knowledge independently in the economy and culture. By teaching effective transferable skills, it is possible not only to correct an un-sustainable situation, but also to achieve strong and stable demand, productivity and economic growth. At the end of the paper, the main conclusions and recommendations for higher educational institutions and students are presented. Taking into account the received research results will make a positive contribution to the development of an effective state policy of university education. In the post-pandemic period, this is directly related to the acceleration of innovative processes in the country and the rational accumulation of economic wealth.
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Graham, Peg, Sally Hudson–Ross, Wynne McWhorter, et al. "Building Nets: A Collaborative Inquiry Community." English Education 29, no. 2 (1997): 90–129. http://dx.doi.org/10.58680/ee19973706.
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Recounts how a university/high school program was set up between a college of education and public school professionals--redesigning the teacher education program in secondary English at the University of Georgia was the end result. Cites the problems faced and gives a theoretical framework. Discusses early stages and relationships, as well as teacher research in teacher education. Full article available in print version only.
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Zedginidze-Jishkariani, Natia, and Shalva Gachechiladze. "EDUCATION POLICY AND KNOWLEDGE BASED ECONOMY: CASE OF." STUDIJOS – VERSLAS – VISUOMENĖ: DABARTIS IR ATEITIES ĮŽVALGOS 1, no. IX (2024): 207–16. https://doi.org/10.52320/svv.v1iix.353.
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Georgia is gradually shifting to a Knowledge Based Economy (KBE). The following study examines the relationship between the government’s expenditure on education and enrollment rates in Georgia, which focuses on the ongoing education reforms in the country. The research aims to assess the extent view to which increased public investment in education has influenced enrollment rates across the three levels of education (primary, secondary, and tertiary levels). Due to a lack of historical and inaccurate statistics from 1990 to 2006, a longitudinal analysis is conducted data from 2006 to the present day, with particular attention to two distinct periods: 2006–2016 and 2016–present, it is also important to note that Georgia has joined Bologna Process in 2005 and establish EHEA (European Higher Education Area). Methodologically, regression analysis is used to quantify the impact of educational spending on enrollment rates, while controlling for other socio-economic variables. The findings reveal a positive, albeit delayed; correlation between education expenditure and enrollment rates increased, with the most significant improvements observed in the post-2016 period, coinciding with intensified reform efforts and the government’s prioritization of education. However, the study acknowledges that it may not fully capture the true dependency of enrollment rates on spending, as other influential factors, such as demographic shifts and economic conditions, are not included. Despite these limitations, the analysis provides a partial yet substantive explanation of the core relationship between government spending and enrollment rates.
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Bakhtavoryan, Rafael, and Tatevik Zohrabyan. "Determining Factors Influencing Female Labor Force Participation in the South Caucasus." Caucasus Journal of Social Sciences 9, no. 1 (2023): 1–26. http://dx.doi.org/10.62343/cjss.2016.155.
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The effects of various socio-economic variables on female labor force participation were examined by estimating a logit model for Armenia, Azerbaijan, and Georgia. The data obtained from the Caucasus Barometer household survey for 2010 conducted by the Caucasus Research Resource Center (CRRC) regional offices were used. The sample consisted of female respondents aged 18 or older. According to the estimation results, residing in the capital city was inversely related to female labor force participation in Armenia. Having at least higher education and secondary technical education positively affected female labor force participation in Armenia, Azerbaijan, and Georgia. In Armenia, being divorced or separated or widowed was positively associated with female labor force participation. Having monthly household income of $401 or more positively impacted female labor force participation in Armenia, Azerbaijan, and Georgia. An attitude of rather agreeing with the statement that men should have more right to a job when jobs are scarce was negatively associated with female labor force participation in Armenia and Georgia. An attitude of completely agreeing with the statement that men should have more right to a job in case of job scarcity was negatively associated with female labor force participation in Azerbaijan. A negative relationship was found between age and female labor force participation in Armenia, Azerbaijan, and Georgia. Finally, household size and female labor force participation were negatively related in Azerbaijan.
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Harnish, Dorothy, and Richard L. Lynch. "Secondary to Postsecondary Technical Education Transitions: An Exploratory Study of Dual Enrollment in Georgia." Career and Technical Education Research 30, no. 3 (2005): 169–88. http://dx.doi.org/10.5328/cter30.3.169.
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Kereselidze, Nata, and Maria-Isabel Voirol-Rubido. "Promoting a capability approach and impacting social justice through a wellbeing framework: a case study of VET reform in Georgia." L’éducation en débats : analyse comparée 11, no. 1 (2021): 116–36. http://dx.doi.org/10.51186/journals/ed.2021.11-1.e428.
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Georgia is currently undergoing a VET reform, bringing together public, private, and social actors, based on the principle of solidarity. This paper aims to identify ways in which the Georgian VET reform can be a force for economic prosperity, as well as wellbeing for different communities. Results are presented through a comprehensive research methodology, mobilizing a state of the art through in-depth analysis of primary and secondary data sources, as well as seven semi-structured, face-to-face interviews with education practitioners and policymakers in Georgia. The article highlights how progress is hindered by a peculiar mix of Soviet era and neo-liberal legacies that has shaped a unidimensional human capital approach focused on economic growth. We suggest limitations to this approach, and instead propose to re-align the system towards the objective of wellbeing, employing a Social Return on Investment (SROI) framework and advocating for collectivized intelligence between actors. Through an innovative meta-theoretical framework, we emphasize the importance of historical path-dependency and lay out the context. We analyze stakeholder interviews through the SROI framework and suggest socially-minded changes, benefiting individuals and the society as a whole.
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Kozaitis, Kathryn. "Educational Reform in Science and Mathematics: An Anthropological Perspective." Practicing Anthropology 30, no. 2 (2008): 14–18. http://dx.doi.org/10.17730/praa.30.2.1852078276p811l6.
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This study illustrates the role of practicing anthropologists who seek to promote critical educational reform based on anthropological theory and ethnographic research. The analytic context is PRISM (Partnerships for Reform in Science and Mathematics), an initiative designed to improve the scientific and mathematical literacy of K-16 students in the state of Georgia. The unit of analysis is "Strategy 10," a dimension of PRISM also referred to as "The Reward Structure Committee," of which I am a member. The Committee's charge was to construct a new policy and reward structure that would advocate for and reward science and math faculty in the University System of Georgia (USG), whose work improves primary and secondary education in their respective disciplines.
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Migline, V., and J. M. Shultz. "(P1-11) Psychosocial Impact of Russian Invasion of Georgia in 2008." Prehospital and Disaster Medicine 26, S1 (2011): s102. http://dx.doi.org/10.1017/s1049023x11003438.
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In August 2008, Georgia was subjected to a brutal Russian military invasion and occupation of some its territories. A total of 364 citizens of Georgia were killed, another 2,234 were injured, and 127,589 were internally displaced. This historic military act of a superpower nuclear state invading a small, neighboring country produced population-wide psychological distress and debilitating psychopathology. The key features of the Russian invasion for Georgia were examined, and the consequences of this particular event were defined. Casualty figures, ethnic cleansing facts, numbers of refugees and displaced persons, impact on Georgia's education, damage to cultural heritage, the role of mass media, economic loss, and environmental destruction also were examined. Data suggest that exposure to hazards, loss, change, human causation/culpability, information as a stressor, multiple traumatic events contributed significantly to the mental health outcomes of the population in Georgia. Mental health, psychological trauma, post-traumatic stress disorder (PTSD), resilience, suicide risk, and secondary trauma were highly prevalent among impacted persons. There is an urgent need to focus on the protective nature of preserving and restoring psychosocial and material resources in the prevention and treatment of PTSD and major depressive disorder following traumatic events.
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Georgi Mikeladze, Georgi Mikeladze, and Anna Varamashvili Anna Varamashvili. "Statistical Assessment of the Education Level of Children Living in Georgia and Its Importance." Economics 106, no. 11-12 (2024): 25–33. https://doi.org/10.36962/ecs106/11-12/2024-25.
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The article discusses the significance of the statistical survey of the functioning and foundational learning skills of children living in Georgian household, along with its methodological aspects, research design, and implementation stages. In particular, it is planned to identify the functional difficulties of children living in Georgia and to assess learning skills and to determine the impact of functional difficulties on learning skills. The project will conduct a statistical survey through a household survey. In particular, pre-designed questionnaires will be used to interview mothers and children in households through face-to-face interviews. The study will use a short version of Questions on Functional Difficulties of the Washington Group on Disability Statistics, the United Nations Children’s Fund (UNICEF) methodology for assessing foundational learning skills, and the Eurostat methodology for calculating living standards. Within the framework of the project, it is planned to calculate internationally comparable indicators on the functioning, foundational learning skills and living conditions of children living in Georgian households, to create and disseminate a detailed research report and snapshots The main scientific novelty of the project is calculation of the Sustainable Development Goal Indicators (SDG 4.1.1, which focuses on minimum proficiency levelin reading and mathematics for grades 2/3, and SDG 4.5.1, the parity indices) for all education indicators on this list that can be disaggregated), Eurostat Indicator (overcrowding rate) and assessment of the level of education of children living in Georgian households in various socio-economic contexts (living conditions, functional difficulties, sex, age, etc.). The article presents the survey’s sampling design, which involves a three-stage clustered random sampling process. The primary sampling unit (PSU) is a census enumeration area, the secondary sampling unit (SSU) is the household address, and the tertiary sampling unit (TSU) is a child aged 7-14 living in the household. Additionally, stratification by region and type of settlement will be introduced to reduce sampling error. The article includes the survey’s instruments, consisting of four questionnaires: a demographic questionnaire, a household questionnaire, a main questionnaire, and a refusal form, all of which are based on the methodologies of the Washington Group, Eurostat, and UNICEF. The sample size, taking into account acceptable relative margin of error and the maximum design effect, is set at 1,200 households. Keywords: Educational statistics, statistics of functional difficulties, Statistical Survey on Functioning and Foundational Learning Skills of Children Living in Georgian Households, SDG indicator 4.1.1 minimum proficiency level in reading and mathematics for grades 2/3, SDG indicator 4.5.1: parity indices.
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Svanadze, Vakhtang, and Shalva Otanadze. "Crowdfunding Opportunities and Barriers in Developing Economies: The Case of Georgia." International Journal of Social Sciences 5, no. 1 (2025): 19–38. https://doi.org/10.55367/uqtd5184.
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This study examines the role of crowdfunding as an alternative financing mechanism in Georgia’s evolving financial ecosystem. Given the country's banking sector dominance and limited access to diverse funding sources, startups and SMEs face considerable challenges in securing capital. While crowdfunding has gained traction globally as a means of democratizing finance, its adoption in Georgia remains underdeveloped. This paper explores the barriers hindering crowdfunding’s growth, including regulatory gaps, low financial literacy, and a lack of public awareness. A comparative analysis with Lithuania (A country that has successfully integrated crowdfunding into its financial system) provides valuable insights into how regulatory support and market conditions shape alternative financing adoption. The research employs a mixed-methods approach, combining secondary data analysis and a comparative case study. Data from official Georgian and Lithuanian sources, alongside relevant literature, are analyzed to evaluate the factors influencing crowdfunding development. This research investigates key factors influencing crowdfunding awareness and SME growth, emphasizing financial literacy, reliance on traditional bank loans, and regulatory frameworks. The findings reveal that regulatory barriers and limited financial literacy are major obstacles to crowdfunding adoption in Georgia. Lithuania’s regulatory innovations, particularly the adoption of the ECSP Regulation in 2021, have significantly enhanced its crowdfunding ecosystem, leading to increased access to alternative financing for SMEs. In Georgia, the dominance of traditional banking further stifles alternative financing options, hindering entrepreneurial growth. Addressing the gaps in financial literacy, public awareness, and regulatory frameworks could unlock Georgia’s potential for crowdfunding. Lessons from Lithuania’s proactive policies suggest that regulatory reforms and public-private collaborations are critical to fostering a competitive and inclusive crowdfunding market. These results have significant implications for policymakers, financial institutions, and entrepreneurs seeking to enhance access to alternative funding sources. The paper concludes with recommendations for strengthening Georgia's investment infrastructure, promoting financial education, and integrating best practices from Lithuania to develop a more inclusive and competitive financial ecosystem. This study underscores the need for tailored strategies in Georgia to enhance financial literacy, diversify funding sources, and establish robust regulatory frameworks for crowdfunding. Future research should focus on longitudinal data collection and explore the socio-cultural factors influencing crowdfunding adoption in Georgia.
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Tabatadze, Salome, and Nino Tkhelidze. "AWARENESS OF GLAUCOMA AMONG RISK GROUP PATIENTS IN GEORGIA." International Journal of Advanced Research 11, no. 12 (2023): 690–94. http://dx.doi.org/10.21474/ijar01/18033.
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Objectives:This study aimed to estimate awareness of Glaucoma among risk group patients in the outpatient settings of Tbilisi (capital of Georgia). Methods:To assess general, basic knowledge about glaucoma through direct interviewing of patients, 224 respondents in risk groups for developing Glaucoma were studied using the awareness questionnaire provided by the American National Eye Institute (NEI). Results:The total awareness score for the entire group was 3.7, corresponding to a low awareness level. The study results show that the recognition rate does not differ by gender the mean score in females was 3.9 ± 1.6, and in males - 3.5 ± 1.8. The study results show that the level of awareness varies significantly depending on the level of education. The very low awareness rate is significantly high among individuals with secondary education. However, no significant differences between the groups were observed in the responses to individual questions. Conclusions:Individuals with a high-risk factor for Glaucoma and people with a family history of Glaucoma should be educated about it and screened for it as early as possible. Glaucoma awareness needs to be raised. Public awareness campaigns, whether seminars, flyers, websites, or posters, can reach the public and show them the importance of early diagnosis and treatment to prevent blindness from glaucoma.
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Lindner, James, Christopher Clemons, Andrew Thoron, and Nicholas Lindner. "Remote instruction and distance education: A response to COVID-19." Advancements in Agricultural Development 1, no. 2 (2020): 53–64. http://dx.doi.org/10.37433/aad.v1i2.39.
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The purpose of the qualitative study was to explore how middle and secondary school agriscience teachers define remote instruction and distance education. This research was conducted as a response to the COVID-19 pandemic. Data for the study were collected during the time schools were closed and/or offering remote instruction. A purposive sample of seventeen agriscience education teachers in the States of Alabama and Georgia were selected for this qualitative study. Data were collected using a structured interview questionnaire and analyzed using constant comparisons. The conceptual framework of this study was developed using transactional distance theory and bound by strategic analysis. Findings showed that secondary agriscience education teachers did not collectively define remote instruction and distance education in the same manner. Some defined them similarly, and some noted specific differences in how the terms are defined and used. These teachers identified strengths and opportunities that should be exploited and weaknesses and threats that should be mitigated. Recommendations for training in appropriate use of distance education delivery strategies are provided. Recommendations for additional research into the impact on student learning are provided.
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Khmaladze, Sophio. "SECONDARY SCHOOL TEACHER OBSERVATION ON THEIR APPLICATION OF DISTRIBUTED LEADERSHIP STYLE." PROFESSIONAL STUDIES: THEORY AND PRACTICE 28, no. 1 (2024): 62–79. http://dx.doi.org/10.56131/pstp.2024.28.1.256.
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Distributed leadership in secondary education is a leadership style in which all educational personnel at school is involved in the improvement of teaching and learning. Its application corresponds to the contemporary requirements of education organization/management. However, in countries building democracy, such as Georgia, distributed leadership is not sufficiently applied and its application and impacts have not been studied. The paper presents the results of an experimental study at two schools – the experimental one, where teachers were trained to be involved in distributed leadership, and the control one, where no such training was organized. Then for one semester, the teachers in both schools did self-observation and were observed by three observers to see whether they differed in the application of distributed leadership. The results confirmed that a statistically significant improvement in distributed leadership application took place at the experimental school, while no such improvement occurred at the control school. A recommendation is given that for teachers insufficiently aware of distributed leadership style training concerning its clear definition, benefits, and challenges is necessary.
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Muñoz, Susana, Michelle M. Espino, and René Antrop-González. "Creating Counter-Spaces of Resistance and Sanctuaries of Learning and Teaching: An Analysis of Freedom University." Teachers College Record: The Voice of Scholarship in Education 116, no. 7 (2014): 1–32. http://dx.doi.org/10.1177/016146811411600704.
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Background/Context In 2011, the Georgia Board of Regents passed an educational policy that denies qualified students without documentation access to five selective institutions of higher education in the state. As a form of civil disobedience, Freedom University in Athens, Georgia, was founded to cultivate a space where students without documentation can continue their postsecondary educational pursuits. Research Questions The research questions that guided this study are: (a) In what ways does Freedom University serve as a sanctuary of teaching and learning from the perspectives of faculty members? and (b) What challenges and successes have been and continue to be experienced by the faculty of Freedom University in developing sanctuaries of teaching and learning for students without documentation? Research Design This qualitative case study included in-depth interviews with three founding faculty members. It also included document analysis that was based on historical aspects associated with the formation of Freedom Schools during the Civil Rights era and the concept of school as sanctuary to understand the pedagogical and philosophical underpinnings associated with the establishment of Freedom University. Through constant comparative data analysis, the authors uncover how Freedom University operates as a sanctuary for students without documentation. Findings The findings demonstrate that Freedom University is a postsecondary sanctuary school because it centers students’ experiences within the curriculum and embodies transformational resistance by both students and faculty. Conclusions/Recommendations The authors suggest that, by creating sanctuaries at a post-secondary level, students without documentation are afforded a space to continue their education not for a college degree but for the sake of learning.
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Chu, Gregory H., Chul Sue Hwang, and Jongnam Choi. "Teaching Spatial Thinking with the National Atlas of Korea in U.S. Secondary Level Education." Proceedings of the ICA 1 (May 16, 2018): 1–5. http://dx.doi.org/10.5194/ica-proc-1-22-2018.
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This paper is predicated on the body of literature that supports a theoretical concept that middle and high school age children possess the cognitive ability to understand thematic maps and achieve some degree of cartographic literacy. In 2006, the US National Research Council (NRC) of the National Academies published a landmark book on Learning to Think Spatially. This book documented essential secondary education components and various aspects of teaching spatial thinking. The NRC defines spatial thinking as “a form of thinking based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning” (NRC, 2006, ix). This paper is an attempt to document and understand some of the attributes associated with these three elements. Specifically, it aims to find ways that can effectively contribute to the teaching of these elements associated with spatial thinking. The National Atlas of Korea is chosen for lesson plan development because it is well-designed and provides a range of contents and comprehensiveness that are ideal; in addition, it is freely accessible online and downloadable (http://nationalatlas.ngii.go.kr/). Four master geography teachers were invited to examine the Atlas to conceive and develop Advanced Placement Human Geography (APHG) lesson plans. Four lesson plans were written and have continually been implemented in classrooms to over 800 students in the States of Utah, Georgia, Minnesota, and Tennessee since the 2015 Fall semester. Results are presented in this paper.
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Edwards, M. Craig, Bryan McLucas, Gary E. Briers, and Frederick R. Rohs. "Educational Interests Of Secondary Agricultural Education Teachers In Georgia: Implications For The Delivery Of Educational Programming At A Distance." Journal of Agricultural Education 45, no. 3 (2004): 75–85. http://dx.doi.org/10.5032/jae.2004.03075.
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Legette, Roy M. "Here Am I, Send Me: The Life, Career and Legacy of Mary Frances Early." Journal of Historical Research in Music Education 43, no. 2 (2022): 228–47. http://dx.doi.org/10.1177/15366006221084156.
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The purpose of this article is to chronicle the life and contributions of Mary Frances Early (b. 1936), the first African American to graduate from the University of Georgia in 1962. After suffering many indignities and being forgotten for more than three decades, Early became one of the University’s most celebrated graduates. Teaching music in segregated schools in Atlanta, Mary Frances Early worked tirelessly to provide her students with a high-quality music education, and she developed excellent music programs wherever she went. Throughout her long and distinguished career in the public schools, in higher education, and in service to the profession, Mary Frances Early dedicated her life to music teaching. She believed that all students deserved to have engaging and meaningful music education experiences, that music is an essential component of a well-rounded education, and that music would play a role throughout life. Primary and secondary sources include interviews, Miss Early’s personal papers, documentary film footage, and newspaper articles and clippings.
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Narmania, Davit, Davit Narmania, Davit Narmania, and Davit Narmania. "The Results of a Study of Students' Attitudes to the Demand for Competencies in the Labor Market." International Journal of Social Sciences 11, no. 1 (2022): 29–72. http://dx.doi.org/10.52950/ss.2022.11.1.003.
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The paper is dedicated to the study of students' attitudes towards the challenges of quality management at the largest higher education institution of Georgia, how students assess the market requirements for competencies, and whether they perceive that they receive proper knowledge relevant to modern market requirements. The aim of the research is: a) to study students' attitudes, how accurately they perceive the labor market attitude towards qualifications, and how much they feel that they are receiving adequate knowledge of the market; B) to develop recommendations for the Faculty of Economics and Business of Ivane Javakhishvili Tbilisi State University to improve the teaching of appropriate competencies and students' attitude towards the learning process. The paper is based on the university grant of Ivane Javakhishvili Tbilisi State University: "Study of the compliance of qualifications of graduates with the labor market requirements of Georgia", which was carried out by the academic staff of the Department of Management and Administration. The paper is based on: the analysis of secondary information about the Georgian labor market in general, the Qualitative analysis of the Georgian higher education system and Ivane Javakhishvili Tbilisi State University educational process management mechanisms, as well as the Quantitative analysis of the study on attitudes of TSU Faculty of Economics and Business students and representatives of employer organizations to the above challenges. The survey was conducted using the anonymous survey method, based on a specially designed questionnaire. Out of 200 pre-selected employees, the questionnaire which comprised 69 questions were completed by 137 employers. And a questionnaire consisting of 70 questions for students was distributed to 511 employed and unemployed students according to the specifics of the content. The data were processed using the SPSS Statistics program, both general frequency analysis and cross-tabulation analysis were performed, as well as the reliability of the data and the level of relationships between the variables were determined on the basis of Chi-Square Tests, Cronbach's Alpha, Pearson Correlation Analysis, Linear Regression. In the paper, the analysis of the challenges identified by the results of qualitative and quantitative research formed the basis for finding ways to improve the learning process of TSU Faculty of Economics and Business and developing appropriate recommendations that we think will help the university and stakeholders interested in this issue/field.
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Alridge, Derrick P. "Teachers in the Movement: Pedagogy, Activism, and Freedom." History of Education Quarterly 60, no. 1 (2020): 1–23. http://dx.doi.org/10.1017/heq.2020.6.
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In this year's Presidential Address, historian Derrick P. Alridge discusses his current research project, Teachers in the Movement: Pedagogy, Activism, and Freedom. The project builds on recent literature about teachers as activists between 1950 and 1980 and explores how and what secondary and postsecondary teachers taught. Focusing on teachers in Maryland, Virginia, North Carolina, South Carolina, and Georgia, the project investigates teachers’ roles as agents of social change through teaching the ideals of freedom during the most significant social movement in the United States in the twentieth century. Drawing on oral history and archival research, the project plans to produce five hundred videotaped interviews that will generate extensive firsthand knowledge and fresh perspectives about teachers in the civil rights movement. By examining teachers’ pedagogical activism during this period of rapid social change, Alridge hopes to inspire and inform educators teaching in the midst of today's freedom and social justice movements.
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Wamsted, John O. "Borges & Bike Rides: Toward an Understanding of Autoethnography." Qualitative Research in Education 1, no. 2 (2012): 179–201. http://dx.doi.org/10.4471/qre.2012.09.
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In this article the author—a full-time high school mathematics teacher and concurrent doctoral candidate in Department of Middle-Secondary Education and Instructional Technology at Georgia State University—will make a case for the use of an autoethnographic methodological tool he is calling narrative mining. He will begin by briefly summarizing his experiences attempting to write and publish autoethnography; a short story by Argentine mystery writer Jorge Luis Borges will serve as a frame to provide three examples of barriers the author believes lie between a writer and any attempt at self-knowledge. A partial solution to these barriers is proposed in the form of an examination of the personal stories a writer has told over time. An example is then shown, and a call made for a deeper look into the possible spaces opened up in a continued examination of the personal story.
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Machitidze, Manana. "Possibilities of Nursing High Education in the Context of COVID-19 - Reality and Perspectives." European Scientific Journal, ESJ 18, no. 30 (2022): 1. http://dx.doi.org/10.19044/esj.2022.v18n30p1.
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Aim/objective: The Covid-19 pandemic has swept the world and affected our daily life in various ways. While this impact is often negative, it has pushed some areas for development, overcoming challenges, and generating new opportunities. This article reviews the problem, its triggers, consequences, and perspectives. Background: The education sector faced a challenge at the beginning of the pandemic of maintaining security and high-quality teaching simultaneously, especially since there was no online teaching experience. Healthcare faculties were at the forefront of such difficulties, as the training included not only theoretical but also simulation and practical teaching, the implementation of which was initially unimaginable. Design and Methods: The article reviews and describes the global situation through secondary data analyses published in SCOPUS and PubMed from 2020-2022. Also, an analysis of survey results conducting in May 2020 at the University of Georgia (UG) School of Health Sciences. Results and Conclusions: To formulate the main difficulties will be taken list: teaching, research, and communication. Along with education, the challenge was increasing Internet usage, which in many cases led to delays in the teaching-learning process. Creating virtual platforms and developing online pedagogy is undoubtedly a significant pandemic challenge.
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Kasradze, Tea, and Nino Zarnadze. "Learning Losses Caused by the Covid-19 Pandemic - A Significant Threat to Economic Development." European Journal of Education 4, no. 1 (2021): 92. http://dx.doi.org/10.26417/175nzz76a.
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Numerous studies show that there is a positive correlation between education and the economic development of the country. Strong education systems have a positive impact not only on the success of individuals but also on the economy of the entire country. Graduates equipped with the skills required by the labor market can easily find a place in this market. Knowledge and skills relevant to market demand increase productivity have a positive impact on economic growth and development. Unfortunately, Covid Pandemic has severely damaged the education systems. Governments, scientists, and experts provide us with statistical information daily around the world about both the slowdown in economic growth as a whole and the problems of individual sectors of the economy. These are the problems and numbers that are already visible and it can be said that the losses are easily measurable. However, the damage caused to the economy by education systems affected by the pandemic will be felt by countries and humanity years later, nor will it be easy to calculate. The problem is even more difficult in poor and developing countries. This paper aims to study the impact of the Covid Pandemic on the education system and economy in Georgia. The research examines the reports and studies of various international organizations, analyzing the secondary data obtained from them. Local policy documents, government reports and regulations, and papers of different researchers have also been studied, conclusions have been made and relevant recommendations have been developed.
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Shengelia, Lela, Milena Pavlova, and Wim Groot. "Changes in Maternal Care During the Healthcare Reforms in the Republic of Georgia." International Journal of Childbirth 9, no. 3 (2019): 158–73. http://dx.doi.org/10.1891/ijcbirth-d-19-00026.
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Since 1991, the health system of the Republic of Georgia has passed through several phases of reform. Privatization and marketization of the healthcare system are among the major reforms. The aim of this study was to analyze the changes in the utilization of, and access to maternal care services during the period 1999–2010. Secondary analysis was done using data from three national reproductive health surveys (RHS). From three RHSs we selected 7,684 women who experienced childbirth/s during 5-years prior to each survey. We analyzed data on pregnancy outcome, type of childbirth, access and utilization of prenatal, natal and immediate postnatal care, and looked at associations with maternal age, ethnicity, educational level, employment status, residence, religion, and economic status. Binary and multinomial regressions were the main statistical models used along with descriptive statistics. We found that the overall utilization of prenatal care services was quite high; in the first wave, it was 92.1% then increased to 95.1% and 98.1% in the second wave and in the third wave respectively. However, utilization of postnatal services was quite low. According to RHS 1999–2000 only 10.7% of mothers utilized postnatal services, which increased to 23.3% in 2010. Women of age group 30–34 were more likely not to use prenatal care services than the other age groups. Rural dwellers, women with lower education level, and women with lower income were less likely to utilize prenatal check-ups. According to the findings from the survey, there were improvements in access to prenatal and natal care as well as utilization of maternal care services over the years. Overall, the use of maternal care has improved during the reforms.
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La Salle, Tamika P., Dorothy Betsy McCoach, and Joel Meyers. "Examining Measurement Invariance and Perceptions of School Climate Across Gender and Race and Ethnicity." Journal of Psychoeducational Assessment 39, no. 7 (2021): 800–815. http://dx.doi.org/10.1177/07342829211023717.
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School climate can have a notable impact on student academic, social, emotional, and behavioral outcomes. It is also a critical component of school improvement efforts, as demonstrated by recent federal and state initiatives to provide resources and supports for increased school climate measurement, accountability, and improvement. The primary purpose of the current study was to establish measurement invariance of the Georgia School Climate Survey across gender and race/ethnicity among middle school students. The secondary purpose was to explore mean comparisons in school climate experiences across student groups. Participants included 629,584 middle and high school students. Confirmatory factor analyses supported a hierarchical model of school climate that included one overall factor, school climate, and eight subscales: school connectedness, civic engagement, physical environment, adult social support, peer social support, cultural acceptance, order and discipline, and safety. Measurement invariance for a subscale model of school climate across gender and race/ethnicity was established, and student means across groups were compared. Implications for the practical use of the GSCS as a school improvement tool to guide targeted and data-based decision are discussed.
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Amirejibi, T. "Psycho-social factors associated with maternal neonaticide." European Psychiatry 41, S1 (2017): S583. http://dx.doi.org/10.1016/j.eurpsy.2017.01.878.
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Current research presents five case studies of maternal neonaticide in Georgia. Participants were under the age of thirty, with incomplete secondary education, unemployed, dependent on their families’ low income, living in the rural areas of Georgia. In three cases, participants resided with their family of origin. They were not married or in a relationship with the father of the child. They described their families and communities as conservative, holding strong cultural/religious beliefs against premarital sexual relations/childbirth out of wedlock. They lacked problem solving and coping skills, avoided making decisions concerning the pregnancy by concealing it. This being their first pregnancy, they gave birth alone followed by panic and fear of detection, committed neonaticide and hid the body of the infant. None of them had a prior criminal record. In the remaining cases, participants were married, lived with their spouses and children, had financial hardships. Both reported psychological and physical abuse from their spouses. One of them had a prior criminal offense for possessing controlled substances. The motive for neonaticide was an unwanted child due to an extramarital affair and threat of financial abandonment from extended family. In both cases, infants suffered fatal injuries. All participants reported lack of social support and emotional neglect from family members. These results are in line with international research, suggesting that certain patterns among these mothers are shared. Psychosocial factors associated with neonaticide should be utilized in the process of planning and implementing preventive strategies in health, social and legal frameworks.Disclosure of interestThe author has not supplied his/her declaration of competing interest.
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Sylvetsky, Allison C., Monique Hennink, Dawn Comeau, et al. "Youth Understanding of Healthy Eating and Obesity: A Focus Group Study." Journal of Obesity 2013 (2013): 1–6. http://dx.doi.org/10.1155/2013/670295.
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Introduction. Given the high prevalence of childhood obesity in the United States, we aimed to investigate youth's understanding of obesity and to investigate gaps between their nutritional knowledge, dietary habits, and perceived susceptibility to obesity and its co-morbidities.Methods. A marketing firm contracted by Children's Healthcare of Atlanta facilitated a series of focus group discussions (FGD) to test potential concepts and sample ads for the development of an obesity awareness campaign. Data were collected in August and September of 2010 with both overweight and healthy weight 4th-5th grade and 7th-8th grade students. We conducted a secondary analysis of the qualitative FGD transcripts using inductive thematic coding to identify key themes related to youth reports of family eating habits (including food preparation, meal frequency, and eating environment), perceived facilitators and barriers of healthy diet, and knowledge about obesity and its complications.Results. Across focus group discussions, mixed attitudes about healthy eating, low perceived risk of being or becoming obese, and limited knowledge about the health consequences of obesity may contribute to the rising prevalence of obesity among youth in Georgia. Most youth were aware that obesity was a problem; yet most overweight youth felt that their weight was healthy and attributed overweight to genetics or slow metabolism.Conclusions. Our analysis suggests that urban youth in Georgia commonly recognize obesity as a problem, but there is less understanding of the link to lifestyle choices or the connection to future morbidities, suggesting a need for education to connect lifestyle behaviors to development of obesity.
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Gore, Janelle, and Fayron Epps. "THE VALUE OF COMMUNITY–UNIVERSITY PARTNERSHIPS IN GHANA: IMPLEMENTING CULTURALLY RESPONSIVE DEMENTIA EDUCATION." Innovation in Aging 8, Supplement_1 (2024): 572–73. https://doi.org/10.1093/geroni/igae098.1875.
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Abstract Alzheimer’s disease and related dementias have not been given much attention in sub-Saharan Africa. Although the prevalence of dementia in Ghana is not yet established, those who present cognitive impairment are often stigmatized, discriminated against, or physically harmed by community members. The mistreatment may be due to a lack of dementia knowledge and awareness in Ghana. Recognizing the critical need to increase dementia knowledge and awareness in Ghana, Alzheimer’s Ghana (Ghana), AlterDementia (US), and researchers from the University of Georgia and Emory University (US) partnered to develop and implement a culturally adapted and relevant dementia education intervention. Through a series of collaborative sessions, both organizations and researchers co-created educational materials and intervention strategies addressing dementia awareness and knowledge. Education sessions consisted of a dementia overview, brain health overview, community testimonies, local resources, question and answer session, and closing remarks. Community-based participatory research principles were used to engage public officials, faith-based organizations, television personalities, healthcare professionals, secondary school educators, and researchers in Ghana to facilitate nine dementia education sessions, spanning 15-90 minutes, to over 800 participants across four regions of Ghana. Surveys and field notes were used to collect demographic and dementia knowledge and awareness data. Preliminary findings suggest promising avenues for improving dementia knowledge and reducing stigma. This work underscores the value of community-university partnerships to culturally adapt evidence-based interventions to advance ongoing community initiatives addressing dementia.
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Kutateladze, V. "The Reform of National Systems of Design Education in the Context of New Social and Economic Conditions of the Second Half of the 20th Century on the Example of Ukraine and Sakartvelo (Georgia)." Vìsnik Harkìvsʹkoi deržavnoi akademìi dizajnu ì mistectv 2020, no. 3 (2020): 30–35. http://dx.doi.org/10.33625/visnik2020.03.030.
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The changes in design education in the second half of the 20th century that took place in Ukraine and Sakartvelo (Georgia) are considered in the article. This was the period of formation of training models for designers including the stage of pre-university education. Three conceptual and methodological foundations of learning are defined. The initial level of design education is considered on the examples of Ukrainian and Kartvelian practices, which are designed to provide education of susceptibility to manifestations of material culture. The next step is a survey of professional level that is training of secondary and higher qualification specialists, advanced professional training, retraining, and functioning of scientific institutions in both states. The required framework for national design training systems has been identified. The turn of the 1980–90s is fundamental in reorienting the goals and objectives of training of designers and creating an updated model. Just at that time the principle of a new type of professional thinking formation called “universal designer” was applied. It solved system problems of organizing daily aspects of living activity. This led to the emerging of alternative teaching methods, one of which being the concept of advanced morphology. It is noted that due to objective difficulties both states failed to implement a new model of specialists to the full extend. However, the contours of its capabilities are clearly defined, namely when there are options for choosing a specialization not on the basis of sector-specific industry principle, but according to the model of design issues.
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Nino, Nino, Marika Marika, and Lia Lia. "Individual, Vocational, and Societal Dimensions of Relevance of Science Education." Science Education International 35, no. 1 (2024): 40–53. http://dx.doi.org/10.33828/sei.v35.i1.5.
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The relevance of science education and its individual, societal, and vocational dimensions is important issues for the modern learning and teaching process in many countries. These dimensions are considered based on the data obtained from 1541 Georgian students. The study was conducted within the frames of the international ROSES project. The structure analysis of the ROSES questionnaire was conducted to define scales and individual items, which then were processed accordingly and relevant conclusions were drawn. The study findings reveal that Georgian students from basic and secondary schools demonstrate motivation and interest in learning science, participate in extracurricular activities, use social media for study aims, are concerned about environmental problems, and consider science classes interesting. However, the levels of interest, motivation, and positive attitudes are not high and the correlations between them are weak. The study shows that the vocational and societal dimensions of the relevance of science education are relatively better represented in our sample, but the individual dimension lags behind. Both structural and content findings might serve educators from similar contexts.
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Gorgodze, Tedo, and Gocha Gudzuadze. "The use of electronic atlases for school geography teaching (for Georgian schools)." InterCarto. InterGIS 26, no. 4 (2020): 400–407. http://dx.doi.org/10.35595/2414-9179-2020-4-26-400-407.
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Over the centuries, methods and techniques for creation and use of maps and atlases have gradually developed and improved. Cartographic products today are used by a large number of individuals, groups, companies or organizations. They are used for decision making, navigation, training, relaxation, information and many other practical purposes. Accordingly, the objective of modern cartography is to broaden the knowledge of cartography and geographic information and methods of its use among the general public, especially among schoolchildren. Practical experience shows that modern technologies (phones, smartphones, tablets, etc.) are of particular interest to students, so electronic theoretical and illustrative material should occupy an appropriate place in the teaching of school subjects. Learning subjects not only by textbooks but also using digital explanation will make learning process easier and happier. This article discusses a project “Geography of continents and oceans, electronic atlas”, created for electronic teaching of geography in the school system in Georgia. The project is intended as supporting material for the 7th and 8th grades of public schools and will enter into force in the 2020–2021 academic years. Successful implementation of the project will allow us opportunity similarly develop an electronic education method for other classes in public schools and will allow method to be used in other disciplines or to be extended to special secondary and higher educational institutions.
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Poghosyan, Hermine, Erika L. Moen, Daniel Kim, Justin Manjourides, and Mary E. Cooley. "Social and Structural Determinants of Smoking Status and Quit Attempts Among Adults Living in 12 US States, 2015." American Journal of Health Promotion 33, no. 4 (2018): 498–506. http://dx.doi.org/10.1177/0890117118792827.
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Purpose: This study examined the relationships among intermediary determinants, structural determinants, and adult smoking status and quit attempts. Design: Secondary data analysis of cross-sectional data. Setting: Data come from the 2015 Behavioral Risk Factor Surveillance System (BRFSS), Social Context module. A national, representative sample from 12 US states (Alabama, Arkansas, Delaware, District of Columbia, Georgia, Louisiana, Minnesota, Mississippi, Missouri, Rhode Island, Tennessee, and Utah). Participants: A total of 64 053 noninstitutionalized US adults aged ≥18 years. Measures: Smoking status and quit attempts were outcome variables. Individual-level structural determinants (age, sex, race/ethnicity, marital status, education, and employment status) and intermediary determinants (housing insecurity, food insecurity, health insurance, binge drinking, and general health mental health) from BRFSS. Analysis: Weighted multivariate, multinomial logistic regression. Results: Current smoking was greater among men, respondents aged between 35 to 64 and 55 to 64, adults who reported food insecurity, housing insecurity, frequent mental distress, binge drinking, and who were unemployed. Current smokers had higher odds of making quit attempts in the past 12 months if they were non-Hispanic Black, graduated college, and reported food and housing insecurity. Conclusion: Multifaceted smoking cessation interventions that address food and housing needs also incorporate screening for potential comorbidities such as mental distress and/or hazardous alcohol use and may be needed to enhance smoking cessation rates among racially diverse adults.
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Chutkyi, A. "SOCIETIES OF GEORGIAN STUDENTS OF THE KYIV COMMERCIAL INSTITUTE AT THE BEGINNING OF THE 20th CENTURY AND THE BIOGRAPHIES OF THEIR ACTIVE MEMBERS." Bulletin of Taras Shevchenko National University of Kyiv. History, no. 140 (2019): 47–60. http://dx.doi.org/10.17721/1728-2640.2019.140.11.
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The author investigates the Georgian students’ societies at the Kiev Commercial Institute in 1909-1912. They can be divided into scientific-oriented (the Club of Admirers of Georgian Culture, the Club of Admirers of Georgian Literature, the Scientific Club of Georgian Students) and students’ fraternities (Georgian and Transcaucasian) organizations. It is emphasized that such a number of national-level organizations at the Kyiv Commercial Institute have not been created by any other nationalities, despite the fact that the Georgians did not represent the largest ethnic group among the students of this educational institution. All these arguments additionally testify the high level of consolidation and national consciousness of Georgian youth at the beginning of the 20th century. Obviously, the fact of separation from the homeland only strengthened their national identity and contributed to their consolidation. The analysis is carried out based on detected personal files of students in the archive of the Kiev Commercial Institute, which belonged to the leadership of these organizations. It is concluded that most of them came from large and poor families of Georgian clergy from the countryside. They obtained the secondary education at the theological seminary at homeland. Accordingly, their focus on receiving the economic education should be explained as a desire to improve their financial position, and the fact that they got it in Kiev additionally confirms the long-standing and the friendship of the Ukrainian-Georgian relations. The research is based on archival documents which are introduced for the first time to a scientific circle.
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Harris, Rachel, Kyle Covington, Cristin Colford, et al. "Focusing on Diversity: A Regional Internal Medicine Residency Viewpoint on Underrepresented Minority Support, Retention, and Mentoring." Journal of Graduate Medical Education 13, no. 2 (2021): 181–88. http://dx.doi.org/10.4300/jgme-d-20-00729.1.
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ABSTRACT Background While the overall percentage of residents who withdraw (2.7%) or take extended leave (1.0%) are low, subgroup analysis has found that minority physicians are approximately 30% more likely to withdraw from residency than their white counterparts and 8 times more likely to take extended leave of absence. With ongoing national efforts to support diversity in medical education through increased recruitment of underrepresented in medicine (UiM) students to residency programs, there is paucity of data identifying specific experiences challenging or contributing to their overall resiliency. Better understanding of the lived experience of UiM residents will allow residency programs to create successful curricular programing and support structures for residents to thrive. Objective We sought to understand UiM internal medicine residents' experiences during residency training. Methods We used a retrospective review of focus group transcripts of UiM internal medicine residents from 5 academic institutions in 2017 (4 in North Carolina and 1 in Georgia). Results Of 100 self-identified UiM residents from 5 institutions, 59 participated in the focus groups. Using a consensus-based review of transcripts, 25 distinct codes in 8 parent code categories were determined. Two primary themes emerged: resilience and isolation. Three secondary themes—social support, mentorship, and external expectations and/or biases—served as mediators for the primary themes. Conclusions UiM residents who became or were already resilient commonly experienced isolation at some time in their medical career, specifically during residency. Moreover, they could be influenced and positively or negatively affected by social support, mentorship, and external expectations and biases.
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Golpayegany, Sahand, Sharmon P. Osae, Geren Thomas, et al. "463. Factors of Social Determinants of Health Associated with Length of Stay in COVID-19 Patients with Multimorbidity in Southwest Georgia, United States." Open Forum Infectious Diseases 8, Supplement_1 (2021): S333—S334. http://dx.doi.org/10.1093/ofid/ofab466.662.
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Abstract Background Previous studies have observed that multimorbidity, defined as two or more comorbidities, is associated with longer lengths of stay (LOS) and higher mortality in patients with COVID-19. In addition, inequality in social determinants of health (SDOH), dictated by economic stability, education access and quality, healthcare access and quality, neighborhoods and built environment, and social and community context have only added to disparities in morbidity and mortality associated with COVID-19. However, the relationship between SDOH and LOS in COVID-19 patients with multimorbidity is poorly characterized. Analyzing the effect SDOH have on LOS can help identify patients at high risk for prolonged hospitalization and allow prioritization of treatment and supportive measures to promote safe and expeditious discharge. Methods This study was a multicenter, retrospective analysis of adult patients with multimorbidity who were hospitalized with COVID-19. The primary outcome was to determine the LOS in these patients. The secondary outcome was to evaluate the role that SDOH play in LOS. Poisson regression analyses were performed to examine associations between individual SDOH and LOS. Results A total of 370 patients were included with a median age of 65 years (IQR 55-74), of which 57% were female and 77% were African American. Median Charlson Comorbidity Index was 4 (IQR 2-6) with hypertension (77%) and diabetes (51%) being the most common, while in-hospital mortality was 23%. Overall, median length of stay was 7 days (IQR 4-13). White race (-0.16, 95% CI -0.27 to -0.05, p=0.003) and residence in a single-family home (-0.28, 95% CI -0.38 to -0.17, p< 0.001) or nursing home/long term care facility (-0.36, 95% CI -0.51 to -0.21, p< 0.001) were associated with decreased LOS, while Medicare (0.24, 95% CI 0.10 to 0.38, p=0.001) and part-time (0.35, 95% CI 0.13 to 0.57, p=0.002) or full-time (0.25, 95% CI 0.12 to 0.38, p< 0.001) employment were associated with increased LOS. Conclusion Based on our results, differences in SDOH, including economic stability, neighborhood and built environment, social and community context, as well as healthcare access and quality, have observable effects on COVID-19 patient LOS in the hospital. Disclosures All Authors: No reported disclosures
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Srivastav, Amit Kumar, Manoj Kumar Mishra, Shailesh Singh, Brian Rivers, James W. Lillard, and Rajesh Singh. "Abstract 4972: Changing landscape of liver cancer disparity due to the impact of social determinate of health in Georgia." Cancer Research 85, no. 8_Supplement_1 (2025): 4972. https://doi.org/10.1158/1538-7445.am2025-4972.
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Abstract Liver cancer (LC) is one of the most devastating malignancies. Low socioeconomic status (SES), especially poverty, negatively affects HCC outcomes. Poverty is a risk factor in cancer incidence, late-stage diagnosis, and mortality for all racial/ethnic groups. This study aims to evaluate the correlation between LC incidence and Social Determinants of Health (SDOH), focusing on major ethnic groups (African American (AA) and European Americans (EA)) in Georgia (GA). We utilized Geospatial Technology (GT) to analyze the connection between SDOH and LC prevalence in AA and EA populations in GA. This study incorporated county-level LC prevalence and association with SES and health disparities. The robust data mining (All of Us, NCI Cancer Atlas, and SEER) enabled us to explore the association between SDOH and LC in the spatial context. Integrating spatial and non-spatial data on LC prevalence to SES will help predict and formulate LC prevention methods. The GT's secondary data analysis revealed that LC affects minority communities in GA. The GT analysis further demonstrates poverty, uninsured rates, and food insecurity were positively correlated with higher LC incidence, reflecting the impact of economic instability on health outcomes. Limited access to exercise and higher crime rates in some counties further compounded risks, likely through indirect effects on stress and health behaviors. Racial disparities were prominent, with AA populations experiencing a disproportionately higher burden of LC compared to EA. The analysis highlighted that GA counties with elevated poverty rates (20-33%) and higher uninsured percentages (18-26%) exhibited increased LC incidence, particularly within AA populations. In these communities, the LC rates reached 20-24 cases per 100, 000 for AA males and 15-20 for AA females, which is significantly higher compared to the rates for EA males at 10-16 cases and EA females at 6-12 cases. The study underscored notable racial disparities, revealing that AA populations bear a disproportionate burden of LC, linked to a complex interplay of socioeconomic, behavioral, and systemic influences. Additionally, the findings indicated that AA individuals had lower levels of educational attainment, with 10-20% holding a bachelor's degree, alongside higher rates of smoking (20-30%) and alcohol use (15-25%). Conversely, EA populations demonstrated more favorable SES indicators, including lower unemployment rates (6-12%) and a greater percentage with higher education (20-25%). These findings underscore the intricate interplay of socioeconomic, behavioral, and systemic factors driving LC disparities. Our finding demonstrates that SES is an essential factor that modulates LC incidences in underserved minority populations in GA. Hence, understanding the association between socioeconomic disparities will help predict and prevent LC more effectively. Citation Format: Amit Kumar Srivastav, Manoj Kumar Mishra, Shailesh Singh, Brian Rivers, James W. Lillard, Rajesh Singh. Changing landscape of liver cancer disparity due to the impact of social determinate of health in Georgia [abstract]. In: Proceedings of the American Association for Cancer Research Annual Meeting 2025; Part 1 (Regular Abstracts); 2025 Apr 25-30; Chicago, IL. Philadelphia (PA): AACR; Cancer Res 2025;85(8_Suppl_1):Abstract nr 4972.
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Nikolaeva, Maria, Oksana Evdokimova, and Tamara Ivanova. "Actual Problems of Training and Demand for Commodity Experts in the Labor Market." Food Industry 5, no. 1 (2020): 71–80. http://dx.doi.org/10.29141/2500-1922-2020-5-1-9.
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The article aims at identifying current problems of the commodity experts training, their demand in the labor market and determining ways to solve these problems. A man analyzed 3-5-year data on the admission, graduation and employment of bachelor graduates in the field of commodity science in three universities: the Russian University of Economics named after Georgiy V. Plekhanov (RUE, Moscow), Ural State University of Economics (USUE, Ekaterinburg), Oryol State University named after Ivan S. Turgenev (OSU, Oryol). As a result, there is a tendency to the student number reduction in the Commodity Science training program. The authors determined the reasons for this fall. The actual modern problems of commodity training program development are: 1) low demand on the commodity experts in the labor market despite the increase in the share of counterfeit, including low quality, and fake goods in trade; 2) discrepancy of the training program 38.03.07 “Сommodity Science”, included in the extended group of economic sciences, to the technological features run by commodity experts, and expert expertise functions of the expert organizations; 3) incompliance of the higher-educational training program “Commodity Science” to the entitle of science degree 05.18.15 “Technology and Commodity Science of Food Products of Functional and Specialized Purpose and Public Catering”; 4) difference between the entitle of higher-educational training program 38.03.07 “Commodity Science” and secondary-educational training program 38.02.05 “Commodity Science and Quality Expertise of Consumer Goods” that does not meet the requ§irements the higher education and secondary vocational education, and also violates the principle of education continuity during the transition from the lowest education level to the highest; 5) absence of a science degree on commodity non-food products that may soon lead to the shortage of lecturer with advanced degrees in this specialty; 6) decline in the classroom share, including laboratory and practical classes, which shortage cannot be filled by self-study of educational and scientific literature; 7) failure of innovative approaches introduction o the modernization of the educational information content in the commodity research cycle disciplines, as well as related disciplines and methods of teaching; 8) lack of professional standards in the specialty “Сommodity Science.” The researchers outlined and justified ways of solving these problems.
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Pedrajas, Althea P., and Mary Grace O. Gallego. "Lived Experiences of Social Studies Teachers Handling National Mathematics Program: Basis for Professional Training Intervention Program." International Journal of Research and Scientific Innovation XII, no. V (2025): 179–218. https://doi.org/10.51244/ijrsi.2025.120500016.
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As a social studies teacher, I’ve devoted my career to helping students explore the complexities of history and society, encouraging meaningful discussions that link the past to the present. Mathematics, with its numbers and formulas, always felt like a separate world from my area of expertise. However, with recent shifts in educational priorities and a shortage of math teachers, I unexpectedly found myself stepping into the unfamiliar territory of teaching mathematics. This transition not only pushed me to rethink my teaching approaches but also highlighted the urgent need for professional development that supports educators adapting to new roles. The issue of teachers instructing subjects outside their areas of expertise, known as out-of-field teaching, is a significant concern globally. This practice often arises due to teacher shortages or mismanagement, leading educators to teach subjects for which they lack formal training. Out-of-field teaching is widespread across various education systems. For instance, the 2018 Teaching and Learning International Survey (TALIS) reported that in at least 40 education systems, over 10% of lower secondary science and mathematics teachers lacked formal education or training in these subjects. In countries like Georgia and Saudi Arabia, fewer than 60% of science and mathematics teachers had received training in their respective subjects. In the United States, data from the 1990-91 Schools and Staffing Survey indicated that approximately 25% of public school students enrolled in mathematics classes in grades 7-12 were taught by teachers without at least a minor in mathematics or mathematics education. A report by the Second Congressional Commission on Education (EDCOM 2) revealed that 62% of public high school teachers are teaching subjects they did not major in during college. This widespread mismatch indicates that many educators, including history teachers, are assigned to teach mathematics and other subjects outside their specialization. A study at Sultan Kudarat State University-Laboratory Science High School explored the effectiveness of such approaches, indicating a commitment to enhancing teaching methodologies and potentially supporting teachers transitioning to new subject areas. Addressing the issue of out-of-field teaching in Sultan Kudarat requires ongoing professional development, strategic teacher deployment, and the implementation of innovative teaching methods to ensure educators are well-equipped to deliver quality education across all subjects. The Department of Education (DepEd) has organized training programs aimed at enhancing teachers’ competencies in specific subjects. For instance, the DepEd Division of Tacurong City, within Sultan Kudarat, conducted a Division Training for Grade 4-6 Teachers focusing on mathematics instruction through pedagogical strategies. Such initiatives aim to equip teachers with the necessary skills to effectively teach subjects outside their original specialization. Recent studies highlight that out-of-field teaching often results in reduced instructional quality and lower student performance, especially in high-cognitive-demand subjects like mathematics (Ghasemian & Pourrajab, 2023). Teachers without formal training in mathematics typically struggle with deep content understanding, pedagogical content knowledge (PCK), and classroom confidence—factors that are essential for effective math instruction (Hill, Ball, & Schilling, 2022). There is a lack of research specifically investigating the lived experiences of Social Studies teachers assigned to teach mathematics under the National Mathematics Program (NMP). Existing studies do not adequately capture their emotional challenges, instructional adjustments, coping mechanisms, or professional growth needs, nor have these experiences been systematically used to inform the design of targeted, practice-based professional training programs. This study explores the lived experiences of Social Studies teachers handling the NMP at Isulan National High School. It aims to examine their competency skills, challenges, and coping mechanisms to provide insights for developing a professional training program tailored to their needs. By addressing these demands, this research seeks to improve teachers’ performance and enhance the overall success of the NMP
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Johnson, Arvin D. "Georgia." Journal of Education Human Resources 42, s1 (2024): 40–44. http://dx.doi.org/10.3138/jehr-2023-0102.
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In (FY) 2023, due to several educational funding prioritizations by Governor Brian Kemp, educational funding in Georgia appeared to have a promising outlook. However, (FY) 2024 presented several funding and political challenges for P-12 and higher education. Slight increases in P-12 funding were negated by cost-of-living and other economic increases, while higher education funding struggled with the anecdotal enrollment precipice. Additionally, many proposed funds were eliminated when the governor disregarded and vetoed budget line items. Georgia’s P-12 educational per-pupil expenditure remains dismal, ranking very low among states in the United States. Many national calls have been made for amendments to state funding formulas to adjust for poverty and other factors; however, the Quality Basic Education (QBE) in Georgia has seen no movement. This is very unfortunate, considering the nationwide trend. Finally, Georgia has two considerable threats to public education funding that have significant implications.
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Johnson, Arvin D., and Randy Vesely. "Georgia." Journal of Education Human Resources 41, S1 (2023): 35–39. http://dx.doi.org/10.3138/jehr-2023-0014.
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Governor Brian Kemp has consistently prioritized educational funding in Georgia. Education funding in Georgia represented approximately half of the state budget, with most of the funding going to the P–12 school systems. Multiple salary raises and other financial incentives have created a positive outlook in Georgia, especially for the K–12 school system. Higher education is experiencing a few financial pitfalls as enrollment continues to decrease. Georgia spends approximately $11,500 per pupil, consistent with the national average. One priority in Georgia is to revise the outdated state formula for funding education. Multiple legislators, educators, and other stakeholders have started the initial stages of outlining the need for revisions.
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Johnson, Arvin. "Georgia." Journal of Education Human Resources 43, S1 (2025): 31–35. https://doi.org/10.3138/jehr-2024-0080.
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Georgia’s proposed FY25 budget continues to support P-12 and higher education strategically. The FY25 budget allocates $3.4 billion to the Board of Regents for the University System of Georgia (USG), with $3 billion spread to the 26 university schools, $486 million to the Technical College System of Georgia (TCSG), and $13.2 billion to P-12. The primary funding priorities were cost-of-living adjustments for educators, increased contributions to health/retirement benefits, and increased funding for technical and workforce education programs ( Young, 2024 ). The USG teaching budget of $3.4 billion represents a considerable increase from the $3.1 billion allocation of 2024. USG employees will receive most of these funds, which will help support a 4% cost-of-living (cola) raise for staff. This funding also supports additional HOPE scholarships and grants ( Young, 2024 ). The Technical College System of Georgia will receive $489 million to support adult education and workforce development and a cost-of-living adjustment for specific staff member programs. The cost-of-living raise is $2,000 cost-of-living for eligible employees. K-12 public schools $13.2 billion budget represents a significant ($1.4 billion) increase from the previous year. Funding includes a $242 million increase in the State Health Benefit Plan (SHBP) for certificated employees; $53 million to fund the SHBP for non-certified school employees; $368 million to raise for certified employees; $100 million for Pre-K teacher pay, class size, and classroom growth. The FY 2025 Georgia state budget priorities for P-12 are designed to support various sectors ( Young, 2024 ).
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Fuller, Thomas F., and Leshinka Molel. "(Invited) Application of Open-Source, Python-Based Tools for the Simulation of Electrochemical Systems." ECS Meeting Abstracts MA2023-01, no. 25 (2023): 1630. http://dx.doi.org/10.1149/ma2023-01251630mtgabs.
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There is a rich history of mathematical modeling of electrochemical systems. These simulations are useful 1) to refine our understanding of systems that contain complex, coupled phenomena, 2) to design and control electrochemical devices, and 3) to help novices in developing confidence and intuition for the behavior of electrochemical systems. Regardless of the application, cyclic voltammetry, storage batteries, secondary current distributions, or corrosion to name a few, elucidating the relationship between current and potential is central to understanding how electrochemical systems behave. Here, we report on historical and future perspectives of simulating electrochemical systems with open-source, python-based tools. The presentation includes a tutorial of the formulation of problems based on underlying engineering and electrochemistry principles. Within R1 universities in the United States, excellent resources are available at little to no cost for the simulation of electrochemical systems. However, the price for these tools can be prohibitive for most engineers and scientists working in industry. Access to these tools is even worse in low- and lower-middle-income countries. Actively supporting open-source software promotes a more inclusive scientific and research community that is essential to confronting the challenges facing society. Python was chosen because it is open-source. FEniCSx, a popular open-source computing platform for solving partial differential equations,1-2 is applied to the solution of primary and secondary current distributions for two- and three-dimensional geometries. FEniCSx is used on both desktop computers as well as within high performance computing environments, such as Georgia Tech’s PACE. Simulations have long been known to increase interactions between instructors and teachers as well as to help students visualize content.3-4 Recently, tools developed in python have been applied to simple electrochemical systems. 5-6. Because of the low barrier to entry and access to numerous computational packages, such as numpy, matplotlib, and scipy, the Anaconda distribution of python is promoted. A series of dynamic simulations are designed to help students improve their understanding of electrochemical systems. These simulations feature animation and extensive use of widgets that allow students to adjust parameters and immediately observe the results. A. Logg, K. A. Mardal, G. N. Wells. Automated solution of differential equations by the finite element method, Lecture Notes in Computational Science and Engineering, 84 LNCSE (2012). A, Logg and G. N. Wells. DOLFIN: Automated finite element computing, ACM Transactions on Mathematical Software, 37.2 (2010). T. de Jong, W. R. van Joolingen, Scientific Discovery Learning with Computer Simulations of Conceptual Domains, Review of Educational Research, 68, 179-201 (1998). R. E. West, C. R. Graham, Five Powerful Ways Technology Can Enhance Teaching and Learning in Higher Education, Educational Technology, 45, 20-27 (2005). X. Wang, Z. Wang, Animated Electrochemistry Simulation Modules, J. Chem. Educ., 99, 752-758 (2022). T.F. Fuller, J.N. Harb, Using Python Simulations for Inquiry-Based Learning of Electrochemical Systems, ECS Meeting Abstracts, (2021). DOI 10.1149/MA2021-02511503mtgabs
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Chakvetadze, Nato. "Rethinking Tourism Education in Georgia." Marketing i Zarządzanie 54 (2018): 7–19. http://dx.doi.org/10.18276/miz.2018.54-01.
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Harris, Joe Frank. "In Georgia ... Quality Basic Education." NASSP Bulletin 70, no. 491 (1986): 36–40. http://dx.doi.org/10.1177/019263658607049108.
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