4 December 13, 2017
The Problems of Contemporary Education
1. Irina V. Alekseeva, Natalia I. Barsukova, Valentina I. Pallotta, Nadia A. Skovorodnikova
The Innovation Blaze-Method of Development Professional Thinking Designers in the Modern Higher Education
European Journal of Contemporary Education, 2017, 6(4): 615-626.
Number of views: 1850 Download in PDF
2. Nina P. Ansimova, Angelina V. Zolotariova, Elena N. Lekomtseva, Anzhelika B. RazumovaEuropean Journal of Contemporary Education, 2017, 6(4): 615-626.
Abstract:
This article proved the urgency of the problem of development of professional thinking of students studying design in modern conditions of higher education. The authors substantiate for the need of an innovative Blaise-method development of professional design thinking of students in higher education. "Blaise-method" named by us in accordance with the English translation of "blaze", which means flash, bright light. It aims to organize the efficient and harmonious functioning of the brain in the process of project activities and is based at the creative mental condition of the individual, which is achieved when performing exercises developed with the use of alpha-technology "BLIC". Thus, the authors emphasize the innovation of the blaze – the method of development of professional design thinking.
This article proved the urgency of the problem of development of professional thinking of students studying design in modern conditions of higher education. The authors substantiate for the need of an innovative Blaise-method development of professional design thinking of students in higher education. "Blaise-method" named by us in accordance with the English translation of "blaze", which means flash, bright light. It aims to organize the efficient and harmonious functioning of the brain in the process of project activities and is based at the creative mental condition of the individual, which is achieved when performing exercises developed with the use of alpha-technology "BLIC". Thus, the authors emphasize the innovation of the blaze – the method of development of professional design thinking.
Number of views: 1850 Download in PDF
A Computer Test as a Means to Assess Formation of the Teacher’s Metasubject Competences
European Journal of Contemporary Education, 2017, 6(4): 627-635.
Number of views: 1813 Download in PDF
3. Tatyana A. Antopolskaya, Svetlana S. Zhuravleva, Olga Y. BaybakovaEuropean Journal of Contemporary Education, 2017, 6(4): 627-635.
Abstract:
In the article here is up-to-dated the problem of creation and implementation of the complex system on measurement and assessment of the teachers’ competences. Here are presented approaches and approbations of the computer test as a means to assess formation of the teacher’s metasubject competences on the example of researching of the group of teachers working with gifted children and youth. Here is revealed the theoretical basis of the competence-based approach, its basic concepts – competence and competency, metasubject competence. The level of methodological bases readiness of the competence-based approach in the aspect of organization of the pedagogical measurement process of the teacher’s professional competences is provided. The review of a number of methods and means to assess the teacher’s competences is presented, features of the computer competence-based oriented test as a special complex evaluation means are presented, which will provide detection of deficits of the teacher’s professional competences and will allow creating conditions for development its realization in the teacher’s professional activity of its cognitive, behavioural and valuable components. The description of the computer test is provided: approaches to develop the system of test tasks, determination of their contents, forms and options of representation, results of testing, working conditions with a set of tasks. Screenshots of some pages of the computer test are shown, the operation algorithm, approaches to formation and interpretation of the basis of statistics, the form of presenting recommendations on work with testing results are described. Results of the test approbation on the group of 96 teachers working with gifted children and youth are provided. The subject of testing is a cluster of the teacher’s metasubject competences including communicative, research, motivating, organizing, information, creative, tutorial, methodical competences and the self-improvement competence. Analysis results of tests are provided in the aspect of mean scores, generalized characteristics of formation of teachers’ competences and also generalized characteristics of professional deficits, which respondents have. In outputs of the article the conclusion is made that the offered computer test allowed not only evaluating the level of formation of competences, but also to define teachers’ professional deficits and to reveal measures to eliminate these deficits.
In the article here is up-to-dated the problem of creation and implementation of the complex system on measurement and assessment of the teachers’ competences. Here are presented approaches and approbations of the computer test as a means to assess formation of the teacher’s metasubject competences on the example of researching of the group of teachers working with gifted children and youth. Here is revealed the theoretical basis of the competence-based approach, its basic concepts – competence and competency, metasubject competence. The level of methodological bases readiness of the competence-based approach in the aspect of organization of the pedagogical measurement process of the teacher’s professional competences is provided. The review of a number of methods and means to assess the teacher’s competences is presented, features of the computer competence-based oriented test as a special complex evaluation means are presented, which will provide detection of deficits of the teacher’s professional competences and will allow creating conditions for development its realization in the teacher’s professional activity of its cognitive, behavioural and valuable components. The description of the computer test is provided: approaches to develop the system of test tasks, determination of their contents, forms and options of representation, results of testing, working conditions with a set of tasks. Screenshots of some pages of the computer test are shown, the operation algorithm, approaches to formation and interpretation of the basis of statistics, the form of presenting recommendations on work with testing results are described. Results of the test approbation on the group of 96 teachers working with gifted children and youth are provided. The subject of testing is a cluster of the teacher’s metasubject competences including communicative, research, motivating, organizing, information, creative, tutorial, methodical competences and the self-improvement competence. Analysis results of tests are provided in the aspect of mean scores, generalized characteristics of formation of teachers’ competences and also generalized characteristics of professional deficits, which respondents have. In outputs of the article the conclusion is made that the offered computer test allowed not only evaluating the level of formation of competences, but also to define teachers’ professional deficits and to reveal measures to eliminate these deficits.
Number of views: 1813 Download in PDF
Social Communication as the Means of Preschool Children Education: Research and Development Opportunities
European Journal of Contemporary Education, 2017, 6(4): 636-644.
Number of views: 1665 Download in PDF
4. Senad Bećirović, Amna Brdarević-Čeljo, Jasmina SinanovićEuropean Journal of Contemporary Education, 2017, 6(4): 636-644.
Abstract:
The article reveals the problem of developing the ability of preschool children to socialize. It covers the theoretical aspects of the issue and draws attention to the association between the social communication of preschool children and their ability to interact and intercommunicate as well as the development of their social and emotional intelligence, motivation, etc. The article describes methods and methodology for the study of four components of the process of social communication among preschool children such as socio-intellectual, activity-practical, motivational-axiological and emotional. The article considers the following sections of the program which allows forming effective social communications in preschool children: «Socialization. Life skills». There are represented the results of the experimental research of social communications among preschool children in different educational environments (school, kindergarten, developing center of additional education). The dynamics of the development of the capacity of preschool children for social communications and the changes in their social and communicative personal qualities in the process of experimental work are shown. The article deals with the discussion issues of the creation of conditions for the development of effective social communications in children. The author substantiates the necessity of creating a developing educational environment for teaching preschool children, the use of the project method, the interdependent form of play activity in group work with preschool children, analysis and evaluation of this process by teachers and psychologists. It is also noted that developing centers for additional education of children have opportunities for the implementation of this process.
The article reveals the problem of developing the ability of preschool children to socialize. It covers the theoretical aspects of the issue and draws attention to the association between the social communication of preschool children and their ability to interact and intercommunicate as well as the development of their social and emotional intelligence, motivation, etc. The article describes methods and methodology for the study of four components of the process of social communication among preschool children such as socio-intellectual, activity-practical, motivational-axiological and emotional. The article considers the following sections of the program which allows forming effective social communications in preschool children: «Socialization. Life skills». There are represented the results of the experimental research of social communications among preschool children in different educational environments (school, kindergarten, developing center of additional education). The dynamics of the development of the capacity of preschool children for social communications and the changes in their social and communicative personal qualities in the process of experimental work are shown. The article deals with the discussion issues of the creation of conditions for the development of effective social communications in children. The author substantiates the necessity of creating a developing educational environment for teaching preschool children, the use of the project method, the interdependent form of play activity in group work with preschool children, analysis and evaluation of this process by teachers and psychologists. It is also noted that developing centers for additional education of children have opportunities for the implementation of this process.
Number of views: 1665 Download in PDF
The Use of Metacognitive Reading Strategies among students at International Burch University: A Case Study
European Journal of Contemporary Education, 2017, 6(4): 645-655.
Number of views: 1746 Download in PDF
5. Sergei I. Belentsov, Valery Okulich-Kazarin, Svetlana V. Dyumina, Alesya A. KuznetsovaEuropean Journal of Contemporary Education, 2017, 6(4): 645-655.
Abstract:
Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.
Being notably absent from many classrooms and largely unaware of by many language learners, metacognitive reading strategies have attracted a keen interest of scholars and have been extensively researched in very diverse contexts. Thus, the primary goal of this research is to determine the overall usage of different types of metacognitive reading strategies by non-native English language speakers at International Burch University. For that purpose, the Metacognitive Reading Strategies Questionnaire (MRSQ) was employed. The research sample was composed of 140 university-level students studying in two different fields, namely the field of English Language and Literature and Management. The analysis revealed that gender, grade level and study field have a significant effect on the use of metacognitive reading strategies, whereas the effect of nationality on the overall use of metacognitive reading strategies as well as on both of their subtypes is insignificant. Such research findings might largely contribute to a better understanding of different factors impacting reading strategy usage and might help teachers control them and act accordingly. Thus, some possible causes of such results are further explored in the current study and recommendations and directions for similar future field-related research are offered.
Number of views: 1746 Download in PDF
The Organization of Social Education in Paul Natorp's Creativity
European Journal of Contemporary Education, 2017, 6(4): 656-663.
Number of views: 1720 Download in PDF
6. Elena Bendíková, Dagmar NemčekEuropean Journal of Contemporary Education, 2017, 6(4): 656-663.
Abstract:
The interest in a problem of social education amplifies in the period of considerable changes in society. It is not casual as it substantially causes nature of development of society, influencing process of socialization of younger generations, formation of mechanisms of transfer of social experience and traditions. Social and pedagogical approaches find special relevance in Russia from the second half of XIX – the beginning of the XX centuries that corresponded to a universal tendency of formation of social pedagogics as areas of independent scientific knowledge. The purpose of article consists in the characteristic from modern positions of the organization of social education in works of the famous German philosopher, teacher Paul Gerhard Natorp (1854-1924). Culturological, historical-comparative, system approaches are leaders in the characteristic of this problem. The judgment of social and pedagogical, cultural and historical experience testifies that the term «social pedagogics» was introduced into scientific circulation by P. Natorp in the work «Social Pedagogics». The interrelation of education and society promoted formation of social pedagogics. According to P. Natorp, society (community) is the main condition of education. And, on the contrary, education is the main condition of activity of society. Materials of article can be useful to organizers of educational work with school students, to teachers for acquaintance to historical experience of social education.
The interest in a problem of social education amplifies in the period of considerable changes in society. It is not casual as it substantially causes nature of development of society, influencing process of socialization of younger generations, formation of mechanisms of transfer of social experience and traditions. Social and pedagogical approaches find special relevance in Russia from the second half of XIX – the beginning of the XX centuries that corresponded to a universal tendency of formation of social pedagogics as areas of independent scientific knowledge. The purpose of article consists in the characteristic from modern positions of the organization of social education in works of the famous German philosopher, teacher Paul Gerhard Natorp (1854-1924). Culturological, historical-comparative, system approaches are leaders in the characteristic of this problem. The judgment of social and pedagogical, cultural and historical experience testifies that the term «social pedagogics» was introduced into scientific circulation by P. Natorp in the work «Social Pedagogics». The interrelation of education and society promoted formation of social pedagogics. According to P. Natorp, society (community) is the main condition of education. And, on the contrary, education is the main condition of activity of society. Materials of article can be useful to organizers of educational work with school students, to teachers for acquaintance to historical experience of social education.
Number of views: 1720 Download in PDF
Attitudes and Preferences of Children Living in Orphanage Towards Physical Education Lessons
European Journal of Contemporary Education, 2017, 6(4): 664-673.
Number of views: 1675 Download in PDF
7. Irina L. Dmitrievykh, Svetlana S. Kuklina, Rimma A. Cheremisinova, Natalia V. OgorodnikovaEuropean Journal of Contemporary Education, 2017, 6(4): 664-673.
Abstract:
Background: The key factor that affects the success of shaping positive attitudes towards the regular life-long performance of a physical activity is the students’ level of inner motivation. This is influenced, among other things, by their family background, the educational institution that they attend and the educator’s competencies. Objective: The purpose of this study was to describe and analyse the attitudes of children (students) who are living in orphanage in physical education (P.E.) classes. Method: We analysed the data of 50 orphan students (22 boys and 28 girls, age 14.5 ± 2.13 years) attending the second stage of elementary schools in Slovakia. Results: P.E. is among the students who are living in orphanage popular teaching subject. Almost half of orphan students considered P.E. to be an important subject, expressed having high evaluation of their feelings and are assiduous during P.E. classes. They prefer mostly team sports. There were not any significant differences between orphan boys and girls with regards to their attitudes towards P.E. lessons, neither from the view of preferences in P.E. classes. We discovered that there were not any significant differences between boys and girls living in orphanage with regards to their attitudes towards P.E. lessons, neither from the view of preferences in P.E. classes. Conclusion: The present study suggests that P.E. teachers create a space to integrate orphan students among the other students to be fully socialised. This will increase the popularity of P.E. and allow physical activities to become a regular part of students’ leisure activities. The scientific paper was supported by grant projects VEGA nr. 1/0726/17 & 1/0242/17.
Background: The key factor that affects the success of shaping positive attitudes towards the regular life-long performance of a physical activity is the students’ level of inner motivation. This is influenced, among other things, by their family background, the educational institution that they attend and the educator’s competencies. Objective: The purpose of this study was to describe and analyse the attitudes of children (students) who are living in orphanage in physical education (P.E.) classes. Method: We analysed the data of 50 orphan students (22 boys and 28 girls, age 14.5 ± 2.13 years) attending the second stage of elementary schools in Slovakia. Results: P.E. is among the students who are living in orphanage popular teaching subject. Almost half of orphan students considered P.E. to be an important subject, expressed having high evaluation of their feelings and are assiduous during P.E. classes. They prefer mostly team sports. There were not any significant differences between orphan boys and girls with regards to their attitudes towards P.E. lessons, neither from the view of preferences in P.E. classes. We discovered that there were not any significant differences between boys and girls living in orphanage with regards to their attitudes towards P.E. lessons, neither from the view of preferences in P.E. classes. Conclusion: The present study suggests that P.E. teachers create a space to integrate orphan students among the other students to be fully socialised. This will increase the popularity of P.E. and allow physical activities to become a regular part of students’ leisure activities. The scientific paper was supported by grant projects VEGA nr. 1/0726/17 & 1/0242/17.
Number of views: 1675 Download in PDF
Written Discourse as a Product of a Completed Level of Professionally-Oriented Foreign Language Speech Competence of University Students
European Journal of Contemporary Education, 2017, 6(4): 674-683.
Number of views: 1725 Download in PDF
8. Svetlana N. Dvoryatkina, Roman A. Melnikov, Eugeny I. SmirnovEuropean Journal of Contemporary Education, 2017, 6(4): 674-683.
Abstract:
Contemporary foreign-language education focuses on the development of multicultural language personality of the university graduate, who has necessary competencies to implement in professional activities. One of such competences is professionally-oriented foreign language communicative competence that is responsible for the capability of a future specialist to take active part in professionally-oriented intercultural oral and written communication. The article is aimed to determine the purpose of speech competence as a component of professionally-oriented foreign language communicative competence in the implementation of written foreign-language communication through written discourse, and to identify the characteristics of the latter for teaching to make up diverse types of written discourse included in the curriculum of a non-linguistic university. Leading approaches to study this problem are competence-focused, professionally-oriented, person-centered and communicative and cognitive approaches, considering professionally-oriented foreign language speech competence a complex system with written speech activity as one of its components, that serves communication through various types of written discourse. The article presents the composition of professionally-oriented foreign language speech competence and describes typological features of written discourse as a product of a completed level of this competence. The article describes manifestation of these features in the abstract at the strategic, tactical, genre-related and linguo-rhetorical levels, and the results of experimental work on teaching to make up abstract as a type of discourse that identifies its contribution to the formation of professionally-oriented foreign language speech competence. The materials of the article are of practical value for those who study professionally-oriented foreign language speech competence and written discourse as a product of a completed level of this competence, as well as for those who teach students to make up diverse types of foreign language written discourse.
Contemporary foreign-language education focuses on the development of multicultural language personality of the university graduate, who has necessary competencies to implement in professional activities. One of such competences is professionally-oriented foreign language communicative competence that is responsible for the capability of a future specialist to take active part in professionally-oriented intercultural oral and written communication. The article is aimed to determine the purpose of speech competence as a component of professionally-oriented foreign language communicative competence in the implementation of written foreign-language communication through written discourse, and to identify the characteristics of the latter for teaching to make up diverse types of written discourse included in the curriculum of a non-linguistic university. Leading approaches to study this problem are competence-focused, professionally-oriented, person-centered and communicative and cognitive approaches, considering professionally-oriented foreign language speech competence a complex system with written speech activity as one of its components, that serves communication through various types of written discourse. The article presents the composition of professionally-oriented foreign language speech competence and describes typological features of written discourse as a product of a completed level of this competence. The article describes manifestation of these features in the abstract at the strategic, tactical, genre-related and linguo-rhetorical levels, and the results of experimental work on teaching to make up abstract as a type of discourse that identifies its contribution to the formation of professionally-oriented foreign language speech competence. The materials of the article are of practical value for those who study professionally-oriented foreign language speech competence and written discourse as a product of a completed level of this competence, as well as for those who teach students to make up diverse types of foreign language written discourse.
Number of views: 1725 Download in PDF
Technology of Synergy Manifestation in the Research of Solution’s Stability of Differential Equations System
European Journal of Contemporary Education, 2017, 6(4): 684-699.
Number of views: 1656 Download in PDF
9. Irina Emelyanova, Olga Teplyakova, Lubov’ BoltunovaEuropean Journal of Contemporary Education, 2017, 6(4): 684-699.
Abstract:
Effectiveness of mathematical education as non-linear, composite and open system, formation and development of cognitive abilities of the trainee are wholly defined in the solution of complex tasks by means of modern achievements in science to high school practice adaptation. The possibility of complex tasks solution arises at identification of "problem zones" of mathematical education and creation of the generalized constructs of a substance of basic educational elements. As an example of a research of "problem zone" in high school mathematics the problem of visualization and a research of a phase portrait of decisions in the qualitative theory of differential equations for one or several variables functions in the continuous time is considered All stages of developed technology of synergetic effects manifestation are explicated on the example of composite educational construct development ― solution stability of differential equations system. As the didactic mechanism of generalized construct substance development the authors suggest a base of professional and applied tasks and modern information and communication technologies of different level: distant environments, mathematical packages, cross-platform environments. Through mathematical and computer modeling it is possible to build the stages of adaptation and technological constructs of updating and manifestation of synergy in mathematics training on the basis of cultures dialogue. The offered technology allows to enhance educational and professional motivations of students, development quality of mathematical knowledge, contributes to efficient development of intellectual thinking operations with the possibility of self-development and manifestation of creative independence of the person.
Effectiveness of mathematical education as non-linear, composite and open system, formation and development of cognitive abilities of the trainee are wholly defined in the solution of complex tasks by means of modern achievements in science to high school practice adaptation. The possibility of complex tasks solution arises at identification of "problem zones" of mathematical education and creation of the generalized constructs of a substance of basic educational elements. As an example of a research of "problem zone" in high school mathematics the problem of visualization and a research of a phase portrait of decisions in the qualitative theory of differential equations for one or several variables functions in the continuous time is considered All stages of developed technology of synergetic effects manifestation are explicated on the example of composite educational construct development ― solution stability of differential equations system. As the didactic mechanism of generalized construct substance development the authors suggest a base of professional and applied tasks and modern information and communication technologies of different level: distant environments, mathematical packages, cross-platform environments. Through mathematical and computer modeling it is possible to build the stages of adaptation and technological constructs of updating and manifestation of synergy in mathematics training on the basis of cultures dialogue. The offered technology allows to enhance educational and professional motivations of students, development quality of mathematical knowledge, contributes to efficient development of intellectual thinking operations with the possibility of self-development and manifestation of creative independence of the person.
Number of views: 1656 Download in PDF
The Students’ Research Competences Formation on the Master's Programmes in Pedagogy
European Journal of Contemporary Education, 2017, 6(4): 700-714.
Number of views: 1634 Download in PDF
10. Tatyana I. Kulikova, Dmitriy V. MaliyEuropean Journal of Contemporary Education, 2017, 6(4): 700-714.
Abstract:
The study area is to form research competences for Master's students in the process of mastering the educational programme. The aim of the study is to justify the model to form research competences and the mechanism for its implementation in the process of professionally-pedagogical training. The research uses methods, such as content analysis of texts for professional standards such as Teacher & Specialist in education/Mentor. The method of determining the type of personality subjective relation with the environment, modeling a research University environment, and comparing Federal state educational standards for the educational level of undergraduate and graduate programs. The study was conducted at the Tyumen State University (Russia) in 2015-2017 in the framework of the Master's program in Pedagogy. The system of accompanying the research of the master students was introduced. Assessment of its effectiveness was carried out according to the master's theses defense reports. The conducted research allows us to present and describe the model for student research competences formation in the process of implementing master's programmes. Model components are the forming of a social request based on the order from the employer and the introduction of research results into practice, creating a research module to elementary-wise refining steps required for entry into the research activities, saturating all academic disciplines and practices with research content to include students in the completed research cycle, and immersing students in the academic university environment in order to enrich it with the forms of research activities. The conducted research has shown the effectiveness of the model for the formation of research competences. This model is implemented through the following mechanisms, such as individual support for studentsˈ research activities based on the type of subjective connection of the individual with the environment, work at the employer’s request and immersion in the academic environment. Under these conditions, the inclusion of students in research raises the training quality of teacher’s education. Our research has shown that the developed model of the research competencies formation is successful.
The study area is to form research competences for Master's students in the process of mastering the educational programme. The aim of the study is to justify the model to form research competences and the mechanism for its implementation in the process of professionally-pedagogical training. The research uses methods, such as content analysis of texts for professional standards such as Teacher & Specialist in education/Mentor. The method of determining the type of personality subjective relation with the environment, modeling a research University environment, and comparing Federal state educational standards for the educational level of undergraduate and graduate programs. The study was conducted at the Tyumen State University (Russia) in 2015-2017 in the framework of the Master's program in Pedagogy. The system of accompanying the research of the master students was introduced. Assessment of its effectiveness was carried out according to the master's theses defense reports. The conducted research allows us to present and describe the model for student research competences formation in the process of implementing master's programmes. Model components are the forming of a social request based on the order from the employer and the introduction of research results into practice, creating a research module to elementary-wise refining steps required for entry into the research activities, saturating all academic disciplines and practices with research content to include students in the completed research cycle, and immersing students in the academic university environment in order to enrich it with the forms of research activities. The conducted research has shown the effectiveness of the model for the formation of research competences. This model is implemented through the following mechanisms, such as individual support for studentsˈ research activities based on the type of subjective connection of the individual with the environment, work at the employer’s request and immersion in the academic environment. Under these conditions, the inclusion of students in research raises the training quality of teacher’s education. Our research has shown that the developed model of the research competencies formation is successful.
Number of views: 1634 Download in PDF
Professional and Personal Qualities of the Teacher in the Context of the Psychological Safety of Educational Environment
European Journal of Contemporary Education, 2017, 6(4): 715-722.
Number of views: 1582 Download in PDF
11. Anastasia Levitskaya, Lyudmila Seliverstova, Anvar MamadalievEuropean Journal of Contemporary Education, 2017, 6(4): 715-722.
Abstract:
The article deals with the phenomenon of psychological safety of the educational environment (PSEE) in the modern school. Indicators of the educational process participants’ psychological safety are revealed. The notion of the teacher’s preparedness for the designing activity is defined. The authors have conducted a case study revealing integrated professional and personal qualities of the future teacher, which promote successful designing of school PSEE. The obtained data correlation has been made to identify the interconnection of the level of the teacher’ professional and personal qualities development and the PSEE coefficient. Obtained results of the case study have shown that the main factors determining the successful designing psychologically safe educational environment by teachers is the level of professional and personal qualities development such as emotional stability, high-normative behaviour, sensitivity, low anxiety, creative thinking, reflection and introspection. The carried out correlation has shown that the higher the level of manifestation of these teacher’s professional and personal qualities is, the higher the psychological security of the educational environment is.
The article deals with the phenomenon of psychological safety of the educational environment (PSEE) in the modern school. Indicators of the educational process participants’ psychological safety are revealed. The notion of the teacher’s preparedness for the designing activity is defined. The authors have conducted a case study revealing integrated professional and personal qualities of the future teacher, which promote successful designing of school PSEE. The obtained data correlation has been made to identify the interconnection of the level of the teacher’ professional and personal qualities development and the PSEE coefficient. Obtained results of the case study have shown that the main factors determining the successful designing psychologically safe educational environment by teachers is the level of professional and personal qualities development such as emotional stability, high-normative behaviour, sensitivity, low anxiety, creative thinking, reflection and introspection. The carried out correlation has shown that the higher the level of manifestation of these teacher’s professional and personal qualities is, the higher the psychological security of the educational environment is.
Number of views: 1582 Download in PDF
Gender Analysis of the Development of School and University Theme in Soviet and Russian Audiovisual Media Texts
European Journal of Contemporary Education, 2017, 6(4): 723-731.
Number of views: 1640 Download in PDF
12. Romualdas K. MalinauskasEuropean Journal of Contemporary Education, 2017, 6(4): 723-731.
Abstract:
The article is written within the framework of a broader study investigating school and university representation in the Soviet/Russian and foreign audiovisual media texts. The research outlines that in Soviet cinema the image of the female teacher was transformed in the following sequence: a heroine-revolutionary; a heroine of hard work; an intellectual; an educator-innovator; a victim; a bureaucrat-administrator. In the Soviet audio-visual texts of the 1930s-1940s, the heroic image of a teacher-fighter for revolutionary ideals (Alone, 1931), which gradually softens, acquires the aspect of labor heroics (The Village Teacher, 1947). Teachers become good-looking, attractive (The Village teacher, First-grader). The cinema of the Stalin era is characterized by the image of the teacher as an indisputable perfection, the embodiment of tranquility and justice. The theme of motherhood for female teachers in Soviet / Russian cinema is either not raised at all, or is sublimated into maternal care as a quality characteristic of a woman in general, revealing the essence of the heroine, but directed not at her own child, but at a pupil. Often screen teachers are childless women with a failed personal life, single mothers, or mothers who conceal their motherhood. The image of the male teacher was transformed in the Soviet / Russian cinema in the following way: the ideological organizer of the labor commune; a teacher by vocation, an enthusiast; an intellectual-humanist; a loser who finds himself at school due to unfortunate circumstances; an idealist, an ascetic, a self-sacrificing teacher, first and foremost a professional in his field. In Soviet cinema, for many years, the masculine image of a teacher-the creator of a new man worthy to live under Soviet power-was being formed. In perestroika and in the Russian periods, images of male teachers, who have not found another road in life, began to appear on the screen more often. For all that, it is with the male teacher that the theme of innovation in education is connected in feature and documentary films, although this aspect is rarely shown on the big screen.
The article is written within the framework of a broader study investigating school and university representation in the Soviet/Russian and foreign audiovisual media texts. The research outlines that in Soviet cinema the image of the female teacher was transformed in the following sequence: a heroine-revolutionary; a heroine of hard work; an intellectual; an educator-innovator; a victim; a bureaucrat-administrator. In the Soviet audio-visual texts of the 1930s-1940s, the heroic image of a teacher-fighter for revolutionary ideals (Alone, 1931), which gradually softens, acquires the aspect of labor heroics (The Village Teacher, 1947). Teachers become good-looking, attractive (The Village teacher, First-grader). The cinema of the Stalin era is characterized by the image of the teacher as an indisputable perfection, the embodiment of tranquility and justice. The theme of motherhood for female teachers in Soviet / Russian cinema is either not raised at all, or is sublimated into maternal care as a quality characteristic of a woman in general, revealing the essence of the heroine, but directed not at her own child, but at a pupil. Often screen teachers are childless women with a failed personal life, single mothers, or mothers who conceal their motherhood. The image of the male teacher was transformed in the Soviet / Russian cinema in the following way: the ideological organizer of the labor commune; a teacher by vocation, an enthusiast; an intellectual-humanist; a loser who finds himself at school due to unfortunate circumstances; an idealist, an ascetic, a self-sacrificing teacher, first and foremost a professional in his field. In Soviet cinema, for many years, the masculine image of a teacher-the creator of a new man worthy to live under Soviet power-was being formed. In perestroika and in the Russian periods, images of male teachers, who have not found another road in life, began to appear on the screen more often. For all that, it is with the male teacher that the theme of innovation in education is connected in feature and documentary films, although this aspect is rarely shown on the big screen.
Number of views: 1640 Download in PDF
Enhancing of Self-Efficacy in Teacher Education Students
European Journal of Contemporary Education, 2017, 6(4): 732-738.
Number of views: 1704 Download in PDF
13. Robert V. MayerEuropean Journal of Contemporary Education, 2017, 6(4): 732-738.
Abstract:
In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = .57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on enhancing self-efficacy composed of 26 one-hour sessions was applied on experimental group. A pretest-posttest control group design was used in order to assess the effectiveness of the training module as well as to collect data. A General Self-efficacy Scale, a Social Self-efficacy Scale, and a Teacher Self-Efficacy Scale were used. The findings showed that this training module on enhancing social self-efficacy was effective on the teacher education students’ general self-efficacy, social self-efficacy, and teacher self-efficacy beliefs.
In this study, the effectiveness of training module on enhancing self-efficacy in teacher education students was investigated. Sixty-eight (68) teacher education students (M age = 22.74; SD = .57) participated in this study, 36 of whom were assigned to an experimental group and the other 32 were assigned to a control group. The training module on enhancing self-efficacy composed of 26 one-hour sessions was applied on experimental group. A pretest-posttest control group design was used in order to assess the effectiveness of the training module as well as to collect data. A General Self-efficacy Scale, a Social Self-efficacy Scale, and a Teacher Self-Efficacy Scale were used. The findings showed that this training module on enhancing social self-efficacy was effective on the teacher education students’ general self-efficacy, social self-efficacy, and teacher self-efficacy beliefs.
Number of views: 1704 Download in PDF
Assimilation and Forgetting of the Educational Information: Results of Imitating Modelling
European Journal of Contemporary Education, 2017, 6(4): 739-747.
Number of views: 1643 Download in PDF
14. Eva T. Minasyan, Venera O. Midova, Olga A. Danko, Dariko K. BalakhanovaEuropean Journal of Contemporary Education, 2017, 6(4): 739-747.
Abstract:
Various approaches to the problem of computer modelling of assimilation and forgetting of the educational information are considered. With the help of the multi-component model the Ebbinghaus’ curve of forgetting of poorly assimilating information to be remembered through recurrences is confirmed. It is taken into account, that while training there is a transition of weak (poor) knowledge into strong (firm) knowledge, and while forgetting – the return transition of strong knowledge into weak knowledge. Also the model of assimilation and forgetting of the educational material with a high links degree, consisting of information blocks which contain the connected concepts is created. It allows to explain that: 1) while training there is the sharp increase of the understanding level of the studied problem; 2) after termination (ending) of training during some time the level of the pupil's knowledge remains high, and then slowly lowers because of gradual forgetting of the separate learning material elements. The paper shows that the processes of assimilation and forgetting occur according to the logistic law. Along with that the imitating model of training at school which takes into account the knowledge division into three categories and distribution of the educational information on classes is offered. For all cases there are graphs of the knowledge level dependence on time.
Various approaches to the problem of computer modelling of assimilation and forgetting of the educational information are considered. With the help of the multi-component model the Ebbinghaus’ curve of forgetting of poorly assimilating information to be remembered through recurrences is confirmed. It is taken into account, that while training there is a transition of weak (poor) knowledge into strong (firm) knowledge, and while forgetting – the return transition of strong knowledge into weak knowledge. Also the model of assimilation and forgetting of the educational material with a high links degree, consisting of information blocks which contain the connected concepts is created. It allows to explain that: 1) while training there is the sharp increase of the understanding level of the studied problem; 2) after termination (ending) of training during some time the level of the pupil's knowledge remains high, and then slowly lowers because of gradual forgetting of the separate learning material elements. The paper shows that the processes of assimilation and forgetting occur according to the logistic law. Along with that the imitating model of training at school which takes into account the knowledge division into three categories and distribution of the educational information on classes is offered. For all cases there are graphs of the knowledge level dependence on time.
Number of views: 1643 Download in PDF
Implementing New Performance Pay-Based Schemes in Higher Educational Institutions
European Journal of Contemporary Education, 2017, 6(4): 748-756.
Number of views: 1688 Download in PDF
15. Elena Moreno, Arturo García-Santillán, Violetta S. Molchanova, Némesis Larracilla-SalazarEuropean Journal of Contemporary Education, 2017, 6(4): 748-756.
Abstract:
The paper presents a review of the study and practice pertaining to the effectiveness of performance-related pay with a particular emphasis on higher educational organizations. The overall research question guiding the review was to establish the extent to which performance pay-based practices have been successful undergoing great changes in management practice, and in particular, whether the implementation of new performance-related pay schemes is likely to be effective in higher educational institutions. It proves to be evident that the urgency and severity of the issues to increase the efficiency of the entire institution performance, its competitiveness and quality of products or services provided is straightforwardly related to the level of staff satisfaction, engagement, efforts, initiatives and commitments. The core objectives of the modern PRP schemes are to motivate, stimulate personnel by encouraging them work on results, implementing a strategy of organization growth and development, providing tangible rewards at the expense of incremental improvements of performance and transparency of appraisal systems. The research findings are based on the analysis of the contemporary methods of the performance measurement, which prove to improve the effectiveness of the whole organization focusing primarily on the requirements and needs of all stakeholders. Overtly, linking pay to performance is proven to increase workers’ motivation, effort and loyalty to the company, covertly, it can generate psychological stress and perverse effects.
The paper presents a review of the study and practice pertaining to the effectiveness of performance-related pay with a particular emphasis on higher educational organizations. The overall research question guiding the review was to establish the extent to which performance pay-based practices have been successful undergoing great changes in management practice, and in particular, whether the implementation of new performance-related pay schemes is likely to be effective in higher educational institutions. It proves to be evident that the urgency and severity of the issues to increase the efficiency of the entire institution performance, its competitiveness and quality of products or services provided is straightforwardly related to the level of staff satisfaction, engagement, efforts, initiatives and commitments. The core objectives of the modern PRP schemes are to motivate, stimulate personnel by encouraging them work on results, implementing a strategy of organization growth and development, providing tangible rewards at the expense of incremental improvements of performance and transparency of appraisal systems. The research findings are based on the analysis of the contemporary methods of the performance measurement, which prove to improve the effectiveness of the whole organization focusing primarily on the requirements and needs of all stakeholders. Overtly, linking pay to performance is proven to increase workers’ motivation, effort and loyalty to the company, covertly, it can generate psychological stress and perverse effects.
Number of views: 1688 Download in PDF
From Anxiety as a Psychological and Biological Phenomenon to Mathematics Anxiety: A Theoretical Approach
European Journal of Contemporary Education, 2017, 6(4): 757-774.
Number of views: 1664 Download in PDF
16. M.S. Oborin, T.E. Gvarliani , T.A. Nagoeva, M.A. PonomarevaEuropean Journal of Contemporary Education, 2017, 6(4): 757-774.
Abstract:
In the educational field, anxiety towards mathematics has been a recurrent theme that has been intensified with the results of the PISA test of 2012 and 2015. Since students who are anxious about mathematics tend to avoid any area related to mathematics, it leads to a decrease in the number of professionals in mathematics. However, this construct comes from a later history, which is the study of anxiety itself as a psychological and biological phenomenon. For this reason, this work carries out a theoretical revision of those seminal contributions that gave rise to the explanation from the theoretical construct of anxiety for later and in a specific way, to derive in the empirical studies of anxiety towards mathematics.
In the educational field, anxiety towards mathematics has been a recurrent theme that has been intensified with the results of the PISA test of 2012 and 2015. Since students who are anxious about mathematics tend to avoid any area related to mathematics, it leads to a decrease in the number of professionals in mathematics. However, this construct comes from a later history, which is the study of anxiety itself as a psychological and biological phenomenon. For this reason, this work carries out a theoretical revision of those seminal contributions that gave rise to the explanation from the theoretical construct of anxiety for later and in a specific way, to derive in the empirical studies of anxiety towards mathematics.
Number of views: 1664 Download in PDF
Preparation of Staff of Tourism-Recreational Sphere in Russia
European Journal of Contemporary Education, 2017, 6(4): 775-786.
Number of views: 1686 Download in PDF
17. Olga V. Rogach, Tatyana M. Ryabova, Elena V. FrolovaEuropean Journal of Contemporary Education, 2017, 6(4): 775-786.
Abstract:
Subject. The domestic system of a professional training for tourist-recreational activity and resort business is considered in the article. The topic of the research can be considered actual due to the growing interest of the subjects of the tourist market to the development of the country's activities, the success of which depends on the availability of qualified personnel. Goals. Analysis of the system of higher education in the training of personnel for the tourism industry in Russia and abroad in the context of the development of the tourism industry. Formulating problems and identifying ways to improve it. Methodology. The research conducted by the authors is based on the results of an analysis of scientific works in the field of training of specialists in the tourism industry, as well as works devoted to improving the competitiveness of Russian education. Statistical processing subjected to a significant amount of data characterizing the state of the tourist market and the market of educational services in Russia. Results. The role of the system of higher education in the training of personnel for tourist and recreational activities from the position of development of domestic, including entry, tourism in the Russian Federation was considered in the research. Conclusion. It is concluded that the training areas implemented by the country's universities in the field of tourist and recreational activities and resort business are in demand by applicants. The recommendations on the improvement of the FGOS VO are formulated.
Subject. The domestic system of a professional training for tourist-recreational activity and resort business is considered in the article. The topic of the research can be considered actual due to the growing interest of the subjects of the tourist market to the development of the country's activities, the success of which depends on the availability of qualified personnel. Goals. Analysis of the system of higher education in the training of personnel for the tourism industry in Russia and abroad in the context of the development of the tourism industry. Formulating problems and identifying ways to improve it. Methodology. The research conducted by the authors is based on the results of an analysis of scientific works in the field of training of specialists in the tourism industry, as well as works devoted to improving the competitiveness of Russian education. Statistical processing subjected to a significant amount of data characterizing the state of the tourist market and the market of educational services in Russia. Results. The role of the system of higher education in the training of personnel for tourist and recreational activities from the position of development of domestic, including entry, tourism in the Russian Federation was considered in the research. Conclusion. It is concluded that the training areas implemented by the country's universities in the field of tourist and recreational activities and resort business are in demand by applicants. The recommendations on the improvement of the FGOS VO are formulated.
Number of views: 1686 Download in PDF
Social Factors of Mental Well-Being Violation Among High School Teachers
European Journal of Contemporary Education, 2017, 6(4): 787-796.
Number of views: 1641 Download in PDF
18. Roxana S. Timofte, Danuţ G. CozmaEuropean Journal of Contemporary Education, 2017, 6(4): 787-796.
Abstract:
Social factors are considered which affect the mental well-being of high school teachers. The impact of such factors as the organization of scientific and research activity, working conditions, career and professional growth opportunities, the wage system, and the organization of a workplace are analyzed. The survey was conducted among the professors and teachers of leading Russian universities (N = 295). The study used an adapted questionnaire of subjective assessment concerning the social-psychological context of a high school teacher work, developed by A. Mayer on the basis of the organizational condition study methods, work satisfaction and professional development. The received materials were supplemented and concretized in the course of the focus group study, which allowed to identify psychologically vulnerable groups of teachers. Confirmatory factor analysis of social conditions, in which the professional activity of pedagogical personnel was carried out, showed that the confidence in the long-term guarantees of labor activity and the stability of scientific research work indicators are the strongest predictors of the mental well-being among pedagogical personnel. The results of the study made it possible to identify the following factors among the social factors that have a special weight in the processes of a mental well-being disturbance among teachers: the transfer of scientific and pedagogical workers to an effective contract; the increase of their scientific and teaching activity pace, burdened by the unpredictability of management requests; the disadvantages of a training schedule drawing up, etc. They determined that a significant influence of the motivational profile shortcomings, singled out as the part of social factors, provokes the following violations of the mental well-being among teachers: the violation of the value unity in a team; a stable domination of negative emotions; alienation, hiding uncertainty in their abilities; the deformation of mutual assistance systemic nature; increased anxiety and proneness to a conflict among university teachers. These studies support the hypothesis that a high degree of teaching work intensity, a high emotional, psychological and sensory loads, which are the consequence of a number of social factors negative influence, make a significant impact on the psychological-emotional state of high school teachers, including professional burnout.
Social factors are considered which affect the mental well-being of high school teachers. The impact of such factors as the organization of scientific and research activity, working conditions, career and professional growth opportunities, the wage system, and the organization of a workplace are analyzed. The survey was conducted among the professors and teachers of leading Russian universities (N = 295). The study used an adapted questionnaire of subjective assessment concerning the social-psychological context of a high school teacher work, developed by A. Mayer on the basis of the organizational condition study methods, work satisfaction and professional development. The received materials were supplemented and concretized in the course of the focus group study, which allowed to identify psychologically vulnerable groups of teachers. Confirmatory factor analysis of social conditions, in which the professional activity of pedagogical personnel was carried out, showed that the confidence in the long-term guarantees of labor activity and the stability of scientific research work indicators are the strongest predictors of the mental well-being among pedagogical personnel. The results of the study made it possible to identify the following factors among the social factors that have a special weight in the processes of a mental well-being disturbance among teachers: the transfer of scientific and pedagogical workers to an effective contract; the increase of their scientific and teaching activity pace, burdened by the unpredictability of management requests; the disadvantages of a training schedule drawing up, etc. They determined that a significant influence of the motivational profile shortcomings, singled out as the part of social factors, provokes the following violations of the mental well-being among teachers: the violation of the value unity in a team; a stable domination of negative emotions; alienation, hiding uncertainty in their abilities; the deformation of mutual assistance systemic nature; increased anxiety and proneness to a conflict among university teachers. These studies support the hypothesis that a high degree of teaching work intensity, a high emotional, psychological and sensory loads, which are the consequence of a number of social factors negative influence, make a significant impact on the psychological-emotional state of high school teachers, including professional burnout.
Number of views: 1641 Download in PDF
Scenarios for Chemistry Teacher Training and Practice in Romania in 2030: Views of Chemistry Students
European Journal of Contemporary Education, 2017, 6(4): 797-807.
Number of views: 1626 Download in PDF
19. Irina A. Vinogradova, Elena V. Ivanova, Tatiana D. Savenkova, Olga V. TsaplinaEuropean Journal of Contemporary Education, 2017, 6(4): 797-807.
Abstract:
Four scenarios regarding Chemistry teacher training and practice in Romania in 2030 were developed by using the 2x2 matrix design for scenario writing. The two driving forces taken in account for the design of scenarios were migration and consumerism. In two of the proposed scenarios teachers are trained to teach socioscientific courses at class. One aim of this study was to collect Chemistry students' views on the developed scenarios for Chemistry teacher training and practice in Romania in 2030. From the N=111 students tested, 51.35 % of students selected the most auspicious scenario as the scenario for teacher training and practice in 2030, a scenario which did not include teaching socioscientific courses at class. This result was confirmed to be statistically significant by the Kruskal-Wallis test (p<0.01) and the Mann–Whitney U test (p < 0.01). This made us wonder if the students are aware of the consequences in time of migration and consumerism and if a more comprehensive study was necessary, to identify the predictors for their selection of scenarios.
Four scenarios regarding Chemistry teacher training and practice in Romania in 2030 were developed by using the 2x2 matrix design for scenario writing. The two driving forces taken in account for the design of scenarios were migration and consumerism. In two of the proposed scenarios teachers are trained to teach socioscientific courses at class. One aim of this study was to collect Chemistry students' views on the developed scenarios for Chemistry teacher training and practice in Romania in 2030. From the N=111 students tested, 51.35 % of students selected the most auspicious scenario as the scenario for teacher training and practice in 2030, a scenario which did not include teaching socioscientific courses at class. This result was confirmed to be statistically significant by the Kruskal-Wallis test (p<0.01) and the Mann–Whitney U test (p < 0.01). This made us wonder if the students are aware of the consequences in time of migration and consumerism and if a more comprehensive study was necessary, to identify the predictors for their selection of scenarios.
Number of views: 1626 Download in PDF
Research into the Play Competences of Children of Senior Pre-School Age
European Journal of Contemporary Education, 2017, 6(4): 808-816.
Number of views: 1668 Download in PDF
European Journal of Contemporary Education, 2017, 6(4): 808-816.
Abstract:
Relevance of the research: This is determined by an obligation to search for opportunities that can potentially make use of play activities observed during the development of play competencies in pre-school children. The purpose of the study: Its purpose is to identify the features of game playing competencies at pre-school age, to determine the dynamics of development of their abilities at senior pre-school age, and to explore variations in the gaming abilities of the children. Methods of research: The principal method in the study of this problem is the included observation. This approach has enabled a comprehensive analysis of the play competences of children of senior pre-school age. Results of the research: The authors present the specifics of the development of play skills in senior pre-school children. They also verify the features of play competencies in groups of girls and boys, as well as identify the structural organization of the play abilities in the senior pre-school age. Practical significance: The materials of the article can be of practical use for pre-school organizations and establishments, as an aid for training and improving the professional qualifications of teachers of pre-school organizations, plus in the practice of family education.
Relevance of the research: This is determined by an obligation to search for opportunities that can potentially make use of play activities observed during the development of play competencies in pre-school children. The purpose of the study: Its purpose is to identify the features of game playing competencies at pre-school age, to determine the dynamics of development of their abilities at senior pre-school age, and to explore variations in the gaming abilities of the children. Methods of research: The principal method in the study of this problem is the included observation. This approach has enabled a comprehensive analysis of the play competences of children of senior pre-school age. Results of the research: The authors present the specifics of the development of play skills in senior pre-school children. They also verify the features of play competencies in groups of girls and boys, as well as identify the structural organization of the play abilities in the senior pre-school age. Practical significance: The materials of the article can be of practical use for pre-school organizations and establishments, as an aid for training and improving the professional qualifications of teachers of pre-school organizations, plus in the practice of family education.
Number of views: 1668 Download in PDF
The History of Education
20. Artyom Yu. Peretyatko, Teymur E. Zulfugarzade
Project of Reforms Proposed for the Don Public Education IN THE first half of 1860: A.M. Dondukov-Korsakov, Kh.I. Popov, N.I. Krasnov
European Journal of Contemporary Education, 2017, 6(4): 817-829.
Number of views: 1639 Download in PDF
21. Onur Kulaç, Hüseyin ÖzgürEuropean Journal of Contemporary Education, 2017, 6(4): 817-829.
Abstract:
The paper reviews the project of reforms in the Don education, which were proposed by prominent public figures in the early 1860s., namely by A.M. Dondukov-Korsakov, Kh.I. Popov and N.I. Krasnov. Based on archival materials and publications by these authors, which in some cases have not been previously used in scientific studies, the paper shows that it was the different visions of the future Don education, which revealed a very clear and representative distinction between Don conservative “Kazakomans,” (from Kazakomanstvo – Cossack-mania) and liberal “Progressists”. Kazakomans counted on consistent reforms addressing the most pressing and obvious issues of the Don education. Contrary to them, Progressists believed that these issues would sort themselves out following the system reforms of the Cossack society, which would eliminate it as a purely military estate. Unfortunately, due to the political struggle, neither Progressist nor Kazakoman version of the reforms saw the light of the day, which had a negative impact on further development of the Don education.
The paper reviews the project of reforms in the Don education, which were proposed by prominent public figures in the early 1860s., namely by A.M. Dondukov-Korsakov, Kh.I. Popov and N.I. Krasnov. Based on archival materials and publications by these authors, which in some cases have not been previously used in scientific studies, the paper shows that it was the different visions of the future Don education, which revealed a very clear and representative distinction between Don conservative “Kazakomans,” (from Kazakomanstvo – Cossack-mania) and liberal “Progressists”. Kazakomans counted on consistent reforms addressing the most pressing and obvious issues of the Don education. Contrary to them, Progressists believed that these issues would sort themselves out following the system reforms of the Cossack society, which would eliminate it as a purely military estate. Unfortunately, due to the political struggle, neither Progressist nor Kazakoman version of the reforms saw the light of the day, which had a negative impact on further development of the Don education.
Number of views: 1639 Download in PDF
Sending Scholarship Students Abroad in Ottoman Empire
European Journal of Contemporary Education, 2017, 6(4): 830-836.
Number of views: 1639 Download in PDF
22. Timur A. MagsumovEuropean Journal of Contemporary Education, 2017, 6(4): 830-836.
Abstract:
The implementation of sending scholarship students abroad that started in the 19th century by Sultan Selim III in Ottoman Empire continued during the period of other Sultans became a significant reference point for the abroad scholarship policy of Turkey. The students that were firstly sent abroad especially for military training, were sent to other countries such as France, Germany, Switzerland, Austria, Prussia, England, Belgium and Russia so as to have an education in various areas in the following years. In this paper, the legal arrangements for choosing scholarship student’s selection process, rights, and obligation are dealt. Then, national and international factors that triggered sending scholarship students abroad are addressed in order to have a wide understanding of the implementation process of the scholarship program. Finally, the achievements of the Ottoman Empire due to the success of scholarship students are put forth by examining the study areas and countries of the students.
The implementation of sending scholarship students abroad that started in the 19th century by Sultan Selim III in Ottoman Empire continued during the period of other Sultans became a significant reference point for the abroad scholarship policy of Turkey. The students that were firstly sent abroad especially for military training, were sent to other countries such as France, Germany, Switzerland, Austria, Prussia, England, Belgium and Russia so as to have an education in various areas in the following years. In this paper, the legal arrangements for choosing scholarship student’s selection process, rights, and obligation are dealt. Then, national and international factors that triggered sending scholarship students abroad are addressed in order to have a wide understanding of the implementation process of the scholarship program. Finally, the achievements of the Ottoman Empire due to the success of scholarship students are put forth by examining the study areas and countries of the students.
Number of views: 1639 Download in PDF
Family and School in Russia at the Beginning of the 20th century: Attempts to Bridge the Gap
European Journal of Contemporary Education, 2017, 6(4): 837-846.
Number of views: 1779 Download in PDF
23. European Journal of Contemporary Education, 2017, 6(4): 837-846.
Abstract:
Having made an attempt to study the interaction level of the family and school in the late imperial Russia, the author has focused on parent organizations, as the latest and most fruitful way to carry out such contacts, by using publicistic writings on teaching science, school records and periodicals, as well as reference documentation for this task. The issue is revealed through the theory of modernization, theory of bureaucracy, sociocultural and gender approaches. By the beginning of the 20th century, due to the almost complete nationalization of the Russian secondary school, the family’s interaction with the educational institution their child was studying at was quite indirect and sporadic. During the Russian Revolution of 1905, the state was forced to legitimize parent organizations that had already become reality, considering them as a mechanism for appeasing students. The post-revolutionary decline of the social movement also led to the decline of the parent organizations’ activity, in particular, lowering the number of parents attending the school meetings. This was used by the government as it introduced a quorum for the establishment of parent committees, justifying that by the need for a broad representational scope; as a result such committees were kept only in 1/5 of all the secondary schools. Parents’ absenteeism was the result of the disappointment in the effectiveness of these bodies as they obviously lacked any rights as well as the change in the way of life of the townspeople whose pace of life significantly increased during that period. However, privately run commercial schools, usually being more liberal, had started interaction with parents before the revolution, continued and developed it afterwards, especially thanks to students’ mothers, who mitigated possible contradictions between parent organizations and schools. As a result, in commercial schools, the family representation managed to actively expand its activities, gradually becoming one of the actors of the school environment. These positions were enhanced during the re-establishment of parent organizations in state school, thus turning the commercial schools parent committees into one of the real forces of in-school management.
Having made an attempt to study the interaction level of the family and school in the late imperial Russia, the author has focused on parent organizations, as the latest and most fruitful way to carry out such contacts, by using publicistic writings on teaching science, school records and periodicals, as well as reference documentation for this task. The issue is revealed through the theory of modernization, theory of bureaucracy, sociocultural and gender approaches. By the beginning of the 20th century, due to the almost complete nationalization of the Russian secondary school, the family’s interaction with the educational institution their child was studying at was quite indirect and sporadic. During the Russian Revolution of 1905, the state was forced to legitimize parent organizations that had already become reality, considering them as a mechanism for appeasing students. The post-revolutionary decline of the social movement also led to the decline of the parent organizations’ activity, in particular, lowering the number of parents attending the school meetings. This was used by the government as it introduced a quorum for the establishment of parent committees, justifying that by the need for a broad representational scope; as a result such committees were kept only in 1/5 of all the secondary schools. Parents’ absenteeism was the result of the disappointment in the effectiveness of these bodies as they obviously lacked any rights as well as the change in the way of life of the townspeople whose pace of life significantly increased during that period. However, privately run commercial schools, usually being more liberal, had started interaction with parents before the revolution, continued and developed it afterwards, especially thanks to students’ mothers, who mitigated possible contradictions between parent organizations and schools. As a result, in commercial schools, the family representation managed to actively expand its activities, gradually becoming one of the actors of the school environment. These positions were enhanced during the re-establishment of parent organizations in state school, thus turning the commercial schools parent committees into one of the real forces of in-school management.
Number of views: 1779 Download in PDF