2 June 19, 2017

Abstract:
The article reveals the essence of the sociocultural approach as a universal tool which allows considering the process of modernization of cadet education in modern Russia in the complex determining its conditions and factors. The basic mechanisms of functioning of cadet education system are the processes that form the equilibrium diad "tradition – modernity". Sociocultural approach is interpreted as a concretization of universal evolutionism principle which is a compound of evolution idea with ideas of systemic approach. Sociological research based on empirical data confirms its worth for all educational systems. The authors define perspective directions and forms of institutionalization of socio-cultural modernization of cadet education in modern conditions.

URL: http://ejournal1.com/journals_n/1497891703.pdf
Number of views: 1919      Download in PDF

Abstract:
The utilization of educational technologies in class applications and their reflections on the education have not reached to desired levels today; in other words, there are problems in the integration of technology into teaching and using technology in conjunction with the knowledge of subject field and pedagogy. The aim of this research is to facilitate the jewelry technology pre-service teachers’ integration of technology with pedagogy and content through video materials. The study was designed in a qualitative dimension and a pedagogical action research model was used. An open-ended questions form was developed as a qualitative data collection tool to be used in the process of action research. The study group consisted of 77 jewelry technology pre-service teachers of the classroom where the researcher lectured Instructional Technologies course in a state university. The following conclusions were reached after the application according to the pre-service teachers, the use of ob-videos; may have a positive effect on pedagogical applications in the process of teaching-learning, may make pedagogical applications more entertaining and interesting in the process of teaching-learning and may help technology integration into the knowledge of content and pedagogy in the process of teaching-learning.

URL: http://ejournal1.com/journals_n/1497891769.pdf
Number of views: 1899      Download in PDF

Abstract:
This study deals with the research into the relationship between gender, motivation and achievement in learning English as a foreign language. A good command of English is of paramount importance for an individual to be successful in numerous aspects of life such as professional, personal and educational. The aim of this research was to determine how gender influences motivation and achievement in learning English as a foreign language. The research sample consists of 185 students aged ten (fifth grade), fourteen (ninth grade) and eighteen (twelfth grade). The results demonstrate a statistically significant relationship between gender and motivation. Ten-year-old students exhibit the highest motivation for learning English as a foreign language, while the eighteen-year-olds exhibit the lowest motivation. In addition, female students are more successful at learning English as a foreign language than male students at each group/grade level. Moreover, the findings also reveal statistically significant results in measuring the correlation between achievement and motivation and can be highly beneficial for teachers, parents and students in adopting the most effective approach to learning and teaching English as a foreign language.

URL: http://ejournal1.com/journals_n/1497953278.pdf
Number of views: 1963      Download in PDF

Abstract:
What “gamification” means and what it doesn’t has been addressed and described by many researchers from a variety of different perspectives in the past. Similarities and differences of the methods between “gamification” and “games” (as well as “gamification” and “game based learning”) have also been look upon up until now. However, “gamification” and “game” terms, are still being mentioned as substitutes for one another sometimes in many research articles. Although a mixture of methods are being used nowadays in the whole learning process (e.g. flipped learning together with gamification, mobile learning and infographics etc.), naming the “whole” learning methodology being used in an educational project/research only as “gamification” (or only as a game/GBL) – is yet another common issue that may lead us to misunderstand the gamification concept. These situations may be regarded as problematic issues in understanding the concept of gamification correctly. The number of educators and researchers keeps increasing in the world which are researching and trying to benefit from gamification applications in a variety of disciplines. Some of these disciplines (such as chemistry, health etc.) seems to be more benefitting and being more successful than others in their project states. Evaluating the level of success in various dimensions of learning may also differ from one to another largely in case of mixed learning methods being used in the research. Thus, in cases of using gamification method as well with others in a mixed manner of methods, the low level of success achieved may have been affected by a number of reasons. These reasons and conclusions have oriented the author to establish a research on articles and web resources on “gamificaiton” and its differentiations from “games” and “game-based learning” concepts. The intension is to better understand “gamification”, try contribute in drawing a clearer view of “gamification” for educators and researchers who are in the beginning stages of gamification/gamifying applications topic, or are planning to make use of them in the near future. With this perspective, a literature review was done, summerizing and commenting on the results which are reflected to this article aiming to clarify what “gamification” is, how it differs from “games” and “game-based learning”, familiarize with some successful gamification applications of today (in the education sector), underline how and why it is spreading in various application areas (including education) today and comment on the future of “gamification use”.

URL: http://ejournal1.com/journals_n/1497891953.pdf
Number of views: 2018      Download in PDF

Abstract:
At the present stage of the development of education of persons with disabilities ways of enhancing the effectiveness of training students with intellectual disabilities undergo active research. One means of improving the efficiency and further upgrading of teaching methods is information technology. The article gives an example of improvement of methodology of teaching natural science through such information technologies as 3D-graphics. The authors assume that including animated 3D graphics in the computer educational technology, increases the level of assimilation of material by students with intellectual disabilities. The authors have developed lecture notes using the designed computer program and test tasks for the Biology course, examples of which are presented in the article. Statistical analysis of the results of testing students after the lesson and of deferred testing in 9 topics of the Biology course allowed to establish that the learning material is assimilated more intensely by students with intellectual disabilities when using 3D graphics in the learning process rather than without using it.

URL: http://ejournal1.com/journals_n/1497892014.pdf
Number of views: 1843      Download in PDF

Abstract:
The aim of this study was to determine the variables that explain the anxiety towards mathematics in college students. For this purpose, we used the scale RMARS that integrate 25 items. The sample is non-probabilistic by convenience and the questionnaire was applied to 100 student’s enrollment in the Instituto Tecnológico de Veracruz (ITVER). Exploratory factorial analysis with component extraction was used for data measurement. The internal consistency of the test was α=0.911. The Bartlett’s test of Sphericity with KMO (0.857), chi-square test X2 with 276 df (1404.084) and significance p < 0.000 as well as the values of MSA tending to 1, show a significant result that allow us reject null hypothesis Ho. The percentage of the 65.62% variance is explained by five components. The result shows that anxiety in the ITVER students is explained by a five factors model and not by the tridimensional model as stated by Richardson y Suinn.

URL: http://ejournal1.com/journals_n/1497892112.pdf
Number of views: 1919      Download in PDF

Abstract:
The subject of the research is to build methodologies to evaluate the student knowledge by testing. The author points to the importance of feedback about the mastering level in the learning process. Testing is considered as a tool. The object of the study is to create the test system models for defence practice problems. Special attention is paid to the reliability of simulated tests, and to their differentiating ability to assess knowledge. The author pays significant attention to the learning aspect of tests, that assumes the student's choice of the method to solve proposed test tasks. Various methods are suggested, including a model of fuzzy estimation of knowledge based on testing results, which allows to evaluate not only the result obtained, but also the solution method. Open and multiple choice problems, offered to students and evaluated by the binary system, are chosen as a methodology for creating tests. An algorithm to test the hypothesis of normal distribution using the Shapiro-Wilk criterion is proposed. The scoring scales and the creating tests methodology are also described. There are the following conclusions. The first, the possibility of using tests to evaluate students' understanding of the acquired material. The second, the possibility of including testing in the educational process. The technology for estimating knowledge using a fuzzy model is proposed, which is in good agreement with the methodology of training itself. The main result is the developed technology of testing with automatic option development and result processing. The proposed testing algorithm can be included in the general methodology of studying the discipline.

URL: http://ejournal1.com/journals_n/1497892176.pdf
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Abstract:
The main purpose of this research is to investigate the efficiency of scenario based learning and reflective learning approaches in teacher education. The impact of applications of scenario based learning and reflective learning on prospective teachers’ academic achievement and views regarding application and professional self-competence perceptions are also searched. This research is both qualitative and quantitative oriented and is conducted with two different groups: one is scenario based learning group and the other one is reflective learning group. Besides, the research is carried out with 62 prospective teachers who take “Teaching Practice” course. The group of reflective learning is composed of 30 prospective teachers whereas the scenario based learning group is composed of 32 prospective teachers. The applications which are lasted 12 weeks are supported with one of the educational social networks called edmodo. The findings of the research revealed that the scenario based learning is more effective than reflective learning in terms of prospective teachers’ academic achievement. However, there is no significant difference found in the professional self-competence perceptions of both scenario based learning group and reflective learning group.

URL: http://ejournal1.com/journals_n/1497892250.pdf
Number of views: 1882      Download in PDF

Abstract:
The research urgency is caused by necessity of the accumulation of human capital as the main factor of economic growth. The purpose of this article is to identify methods of psychological and pedagogical support of formation of professional outlook of the university students. Methodological basis of the research was the principle of acmeology, which allowed to consider professional outlook as a set of special knowledge, value orientations, ways of activity, influencing the formation of professional competencies, readiness for lifelong learning, and competitiveness on the labour market. The main results of the study are to identify informational, motivational, activity-methods of psychology-pedagogical support. The significance of the results is that informational methods (lectures, discussions, lecture-discussions) is aimed at assimilation of special knowledge, which became a belief and contributes professional views of the future specialist. Motivational techniques (exhibition of achievements of the students, the construction of individual educational trajectories) promote awareness of belonging to a professional community, the formation of relatively autonomous and sustainable system of internal determinants of professional activities (interest, social, group, personal values). Activity methods (research work of students, internships) provide a co-creative artistic search teacher and student the solution of existential problems of professional activity and the formation of an integrated system of beliefs, attitudes, values and skills. Performance criteria methods of psychological and pedagogical support reflect a relationship of professional ideals, values related to the chosen profession, readiness for lifelong learning, self-organization and competitiveness on the labour market. The criteria of the effectiveness of the methods of psychological and pedagogical support reflects a relationship of professional ideals, values related to the chosen profession, readiness for lifelong learning, self-organization and competitiveness on the labour market.

URL: http://ejournal1.com/journals_n/1497892341.pdf
Number of views: 1931      Download in PDF

Abstract:
Research aim was to analyze peculiarities of education of social responsibility among football sports school students. We hypothesized that after the educational program sport school students will have more developed social responsibility. The total sample comprised 52 male students. Experimental group consisted of 26 and the control group of 26 football sports school students. Statistical analyses revealed that after educational program experimental group had significantly higher scores of social responsibility components: “respect” and “caring and helping”. Overall results showed significant higher effects on social responsibility in experimental group and no significant effects in control group.

URL: http://ejournal1.com/journals_n/1497892418.pdf
Number of views: 1813      Download in PDF

Abstract:
The purpose of the study is to identify the factors of competitiveness among university teachers through an assessment of a modern teacher desire and abilities to be demanded professionally. Three hypotheses were put forward: about the impact of a teacher's qualification level on his competitiveness, about the motivational component role of the personnel policy, and about the improvement of research work quality as the result of competition development. The authors conducted a questionnaire survey among Russian university teachers (N = 170) aged from 22 to 70, who were grouped into three groups according to 10 indicators of research work: teachers with high, average and low individual rating. The study result established the correlation between the desire of teachers to reach high rating positions within the conditions of fierce competition, their quantitative indicators, the publication activity and the quality of research activity. The level of a teacher's qualification, which is one of the basic requirements for the university teaching staff, does not ensure the competitiveness of a teacher for a long period. It should be accompanied by an active publication activity of a teacher and high rates of research activity. The study showed that the motivational component of the personnel policy is an obligatory, but an insufficient factor ensuring the professional growth of scientific and pedagogical personnel. The authors come to the conclusion about the dual effect of the rating race: the factors of competitiveness among university teachers may contribute to teaching staff quality increase and reduction. But it depends on the adaptive features of teachers.

URL: http://ejournal1.com/journals_n/1497892482.pdf
Number of views: 1871      Download in PDF

Abstract:
The aim of this study is to investigate whether, and if so how, online case-based learning influence pre-service classroom teachers’ self-confidence on technological pedagogical content knowledge (TPACK). To achieve the goal, a control group pretest–posttest quasi experimental design was used. Participants of the study consisted of 160 pre-service classroom teachers studying in a public university. There were two classes which were randomly assigned to experimental (n=78) and control (n=82) groups. The eight video cases were developed by the researchers based on an analysis of relevant learning content and real stories. During 10 weeks only pre-service teachers in the treatment group were participated in an online case-based learning environment and investigate video cases. An “Academic Motivation Scale” consisting of 20 Likert-type questions was used to measure pre-service teachers’ academic motivation. The data were analyzed using two-way ANOVA statistical analysis with SPSS 20 packet program. The results showed that using online case-method significantly improved TCK and TK subdomains. However, pre-service classroom teachers’ self-confidence on technological pedagogical content knowledge did not improve significantly.

URL: http://ejournal1.com/journals_n/1497892547.pdf
Number of views: 1844      Download in PDF

Abstract:
The focal point of the article is Irish language teaching in the Republic of Ireland. Firstly, we deal with the most significant documents where the status of the Irish language is being defined. In this respect, for the purposes of analysis, we have chosen the document titled 20 Year Strategy for the Irish language which plays a crucial role in preservation and further cultivation of the Irish language given the fact that the Irish language is still regarded as an important element of Irish national and cultural identity. New didactic methods used in Irish language teaching are also included in the contribution. Specifically, we focused on CLIL methods used in Irish language classes. Last but not least, we also present new challenges that Irish language teachers must face in the 21st century as well as on the crucial issues concerning Irish language revitalization and protection.

URL: http://ejournal1.com/journals_n/1497892619.pdf
Number of views: 1865      Download in PDF

Abstract:
Drawing on the function of Russian as a state language the paper proposes a concept of continuous linguistic rhetorical (LR) education perceived as a means of optimizing language policy in Russian multinational regions. LR education as an innovative pedagogical system shapes a learner’s readiness for self-projection as a strong linguistic personality of a dialogical, democratic, multicultural type transformed into a professional linguistic personality at the higher school level. From the standpoint of parity and mutual complementarity of languages in the context of national-Russian bilingualism and multilingualism the article outlines principles of bi (poly) linguistic education. The latter contributes to the formation of substructures of a learner’s "primary" and "secondary" linguistic personalities on the complex basis of the integral LR competence of a mixed type with a successive formation of a learner as an active and conscientious subject of the discursive processes of the 21st century Russian multiethnic socio-cultural and educational space at all educational levels. From the process-dynamic perspective the goal of the innovative pedagogical process suggested by the system of continuous LR education in multi-national regions consists in forming a learner’s readiness for effective communicative-cognitive activity on the basis of bi(poly) linguistic LR competence of a mixed type. The components of this readiness include motivation-volitional, informational-semantic, operational-actional, empirical; the criteria for the readiness level are motivational, reflexive, theoretical, practical.

URL: http://ejournal1.com/journals_n/1497953319.pdf
Number of views: 1780      Download in PDF

Abstract:
The study focuses on the content and extent of teaching of Russian history, or history of Russian culture and civilization, in the teaching of history in the states of the Visegrád Group (i.e. in Hungary, the Czech Republic, Poland and Slovakia). In each of these states, the subject of history (sometimes in different names) has a different status, time subsidy, and content in the framework programs. The study therefore examines the extent to which content and performance standards – concerning the history of Russia in the 19th century – are set out in state educational programs (plans) and their presentation in selected secondary school textbooks. The author comes to the conclusion that the history textbooks in the states of Visegrád Group reflect the basic facts of Russian history of the 19th century, but it is evident that since the 1990s, more and more facts from general history have gradually disappeared in favour of national history. Research shows that the greatest space is devoted to Russian history in secondary school textbooks in the Czech Republic. It is noteworthy that the Polish textbook minimized Russian history at the most, although neutral observers would not have expected it because of the common fates of Poland and Russia. Although the history of 19th century Russia partly disappears from textbooks, on the other hand, history of the 20th century is much more represented, which corresponds to the development of international relations and the situation in Europe.

URL: http://ejournal1.com/journals_n/1497892772.pdf
Number of views: 1742      Download in PDF

Abstract:
The focus of the article is on one of the turning points in the education development in Russia of the late imperial period, i.e., the establishment of women’s higher education in the second half of the 19th century. The researchers involved various sources, including periodicals, ego-documents, documents of management and record keeping obtained from regional archives, regulatory documents and directories for a systematic study of the formation process of women’s higher education against the backdrop of the socio-political life of the Russian empire going through modernization. The combination of macro- and micro approaches in the context of the theory of modernization and gender-based history made it possible to consider the first women’s higher courses as one of the most outstanding achievements made by the progressive public in the struggle for the equality of women as well as the development of women’s education. The subject of the study was the women’s higher courses, opened in the capital cities (Moscow and St. Petersburg) as well as provincial ones (Kazan and Kiev). The issues under study, being covered in the article, are the ones related to the socio-cultural aspects of the Russian movement for the right to obtain higher education and pedagogical profession up to the beginning of the 20th century. It is shown that Russian women in the struggle for equality with men initially demanded equal rights in the field of education in order to gain the opportunity to expand their professional activities and, consequently, to use their abilities for the benefit of society and achieve economic independence. Instability and constant attack on women’s higher courses by the government, concerned about the growth of the revolutionary movement among women and inability to exercise their rights prevented students of women’s higher courses from becoming full-fledged students, while the degree they got after graduating from the courses failed to provide them with equal civil and political rights with men. The results of the research can be applied in the practice of modernization of higher education and in studies on the history of Russian education.

URL: http://ejournal1.com/journals_n/1497892835.pdf
Number of views: 1826      Download in PDF

Abstract:
The article is devoted to the peculiarities of higher and secondary education of the Don Cossacks in 1850–1860 and the influence of these peculiarities on the public discussion between the "progressists" and "Cossack men". The author shows that a significant part of the educated Cossacks, including those of non-noble origin, studied outside the Don Host Land, using special openings for the Don natives in higher and secondary educational institutions, that were covered by public and state. The openings in Kharkov University were of particular importance. Its graduates were the pioneers of the Don journalism and founded the first scientific institution in the Don region, the Novocherkassk Statistical Committee. The author also criticizes the opinion, according to which poorly educated people prevailed among the "Cossack men" (supporters of preserving the traditional Cossack way of living) in the 1860's. He shows that the general level of education wasn’t the determining factor, but the place of studying.

URL: http://ejournal1.com/journals_n/1497892900.pdf
Number of views: 1849      Download in PDF

URL: http://ejournal1.com/journals_n/1497953387.pdf
Number of views: 4893      Download in PDF