2 June 17, 2020

Abstract:
This study analyses opinions of primary school pupils and secondary school students (boys and girls) on Physical education classes in Slovakia. The survey was conducted in 21 Slovak towns with 6959 respondents – 3606 primary school pupils and 3353 secondary school students. Average age of boys from primary schools was 14.32 years ± 0.35 years and girls was 14.28 years ± 0.39 years. Average age of boys from secondary schools was 18.22 years ± 0.25 years and girls was 18.56 ± 0.38 years. It was carried out in school year 2018/2019. The survey was based on inquiry created and evaluated by Gamo Banska Bystrica’s programme TAP3. The survey results were analysed in terms of sex and age differences (chi – square statistic). It was established that popularity of Physical education (PE) classes declines with age. Almost 50 % of boys and girls stated they are active during PE classes, however their activity declines with age, and therefore they become more passive. More than 50 % of pupils and students always or mostly feel good during PE, when the main activities of the classes are games and fun. The most popular activity in PE classes is playing sports games, with the survey response frequency of 58.91 %. The least popular are gymnastic exercises, with the survey response frequency of 44.49 %. The significant difference was noted among particular groups of respondents in terms of statistical significance (p  0.01), especially from the point of view of the sex and age differences (primary school pupils vs. secondary school students).

URL: http://ejournal1.com/journals_n/1592383359.pdf
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Abstract:
The aim of this study was to examine foreign language classroom anxiety and motivation to speak in English as a foreign language with respect to gender and grade level as well as their effects on students' EFL performance. The research sample comprised 160 (middle and high school) students. Foreign Language Classroom Anxiety Scale (FLCAS) and the Speaking Motivation Scale were used to collect the data. The results showed that foreign language classroom anxiety and intrinsic motivation were negatively associated with each other, while extrinsic motivation and amotivation were significantly positively associated with foreign language classroom anxiety. Even though there was an insignificant difference between the males’ and females’ motivation to speak English as a foreign language, foreign language classroom anxiety was significantly affected by gender. The outcomes of a one-way MANOVA revealed that grade level had no effect on the combined dependent variables of foreign language classroom anxiety, while it had a significant effect on speaking motivation. Furthermore, the findings indicated that overall intrinsic motivation and intrinsic motivation to experience stimulation were significant predictors of the students’ EFL achievement, whereas communication apprehension as a foreign language classroom anxiety factor was in a negative association with the students’ EFL achievement. The study provides instructors with guidelines on how to make their classrooms an environment conducive to the development of higher levels of speaking motivation and lower levels of anxiety with the aim of improving their students’ performance.

URL: http://ejournal1.com/journals_n/1592383431.pdf
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Abstract:
This study aimed at revealing the opinions of kindergarten teachers in Qatar regarding the use of assistive technology (AT) in educating children with disabilities. In this study, the researchers used the descriptive method (survey) in order to collect, classify, analyze, and interpret the collected data. The sample of the study consisted of (83) female teachers from public kindergartens in Qatar. This sample was selected using the stratified random sampling method during the academic year of 2018/2019. The researchers developed a study instrument (questionnaire) to measure the opinions of kindergarten teachers in Qatar regarding using AT in teaching children with disabilities. The validity and reliability of the research instrument were checked. The study showed that the use of AT by public kindergarten teachers in teaching children with disabilities was high. In addition, the results revealed that there are no statistically significant differences attributed to the variables of experience and specialization. In light of the results of the study, researchers recommend that kindergarten teachers should sustain the use of AT in teaching children with disabilities. Furthermore, choosing a variety of AT tools that suit the varied needs of children with disabilities is recommended.

URL: http://ejournal1.com/journals_n/1592831892.pdf
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Abstract:
The paper focuses on revealing bilingual education features serving the purposes of harmonizing the multi-faith business schools and universities environment, using Russian and international experience. The empirical study was carried out using questionnaire method, polling, and method of involved observation. Russian business schools in 2017, 2018 and 2019, with a total number of 404 students, including 202 students in academic programs implementing bilingual education model in Russian and English, as well as the same number of students in classical monolingual programs in Russian (control banding), formed the empirical base of the study. It was revealed that bilingual education is a complex socio-pedagogical phenomenon and a promising educational model, which focuses not only on shaping and building a wide range of students’ capabilities but also on the unique socio-cultural educational environment functioning aimed at the solution of such problems as: harmonization of students’ interests to overcome intercultural differences; expanded socialization and facilitation of productive activities in terms of intercultural, interfaith education. It was also determined and confirmed empirically that the overall orientation of the bilingual educational model, which forms a productive cross-cultural communication environment, influences the potentially successful overcoming of interfaith differences and harmonization of interests of representatives of different confessions, as well as religious and atheistic practices. Thus, the use of a single neutral language code, free from religious-oriented vocabulary, reduces the tension in communication perception of educational activity subjects, reducing the risk of contradictions and conflicts of inter-confessional character, thus, harmonizing the interests of participants multi-religious educational environment. The results obtained confirm the hypothesis that the use of bilingual education in Russian and English in modern Russian conditions can be considered as a potentially highly effective platform for harmonizing the interests of a multi- faith environment in business schools and universities.

URL: http://ejournal1.com/journals_n/1592383615.pdf
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Abstract:
The paper presents the results of systematic review of modern scientific publications devoted to the digitalization of education. A review of Russian and foreign studies allows us to conclude that there is a relationship between high academic performance of students and the use of digital technologies. Other advantages of digitalization are: expanding the boundaries of "self-directed learning", developing leadership in the pedagogical environment, creating conditions for the formation of individual educational trajectories of students, modernizing tools for assessing student knowledge, and also differentiating forms and methods for teaching. Based on a critical analysis of publications on this topic, the possible destructive consequences of digitalization of education are determined: ousting experienced teachers with insufficient digital competence from the educational space; information overload; an increase in cognitive distortions; a decrease in the effectiveness of training regarding the formation of interpersonal communication skills of students; the deepening of digital divide; the formalization and dehumanization of education. Compensators of educational space digitalization dysfunctions are distinguished: improving the teacher training and motivating system, digital content quality control, taking into account the regional specifics of educational systems, a combination of traditional and digital pedagogy, group collaboration, and digital trust. The paper substantiates the conclusion that digital technology is a necessary, but at the same time, insufficient condition for improving the quality of educational work and morale building activities. Based on the analysis of scientific publications, the authors determine the principles of digitalization of education: the formation of institutional conditions for supporting digital innovations, the consideration of situational factors, the resource support of educational organizations, and the priority of personal interests (subject-centered approach).

URL: http://ejournal1.com/journals_n/1592383681.pdf
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Abstract:
This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept co-creation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner’s agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners’ empowerment were identified as the consequences of co-creation of learning.

URL: http://ejournal1.com/journals_n/1592383988.pdf
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Abstract:
The purpose of this paper was to present empirically tested model of the importance of vocational teachers’ pedagogical-didactical and psychological factors for inclination to impart their value positions in vocational education. 346 vocational teachers from 27 vocational training institutions and colleges in Lithuania completed paper-pencil questionnaires. A correlation study was designed to determine the extent to which the pedagogical-didactical and psychological determinants are related to values education. The results of Structural Equation Modelling (SEM) indicated 7 significant factors on the inclination of vocational teachers to convey values to learners in vocational education and training. Teachers’ efforts to provoke or cause emotions in students during didactical processes, as well as matching students’ practical experience and open teaching strategies were identified as the most important pedagogical-didactical factors for teacher’s inclination to impart values education. Teachers as pedagogical experts were more concerned with values education than were teachers as didactical or subject matter experts. Important psychological factors included vocational teachers’ personality traits of openness to experience and conscientiousness as well as extrinsic social motivation that were significantly related to teacher’s inclination towards values education. To our knowledge, this research is the first comprehensive attempt to evaluate the importance of pedagogical-didactical and psychological factors on the inclination of vocational teachers to convey values to learners in vocational education and training. In the future, longitudinal studies are needed to make causal inferences regarding the hypothesized relationships among the variables.

URL: http://ejournal1.com/journals_n/1592384126.pdf
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Abstract:
This article reviews the various features of the cognitive dissonance state of the foreign students arising at the beginning of their studies at the Russian University. The aim of the study is to identify the features and level characteristics of the cognitive dissonance of the foreign students and reduce this state on the basis of the author's individual trajectory for the implementation of the extracurricular activities at the Pedagogical University. Study participants: the second-year international students studying in the bachelor’s degree program (n = 149) at the Russian University. The results of the study were processed using (X2) by the Statistical Program SPSS Statistics 20. The experimental intervention included the activation of foreign students in the process of extracurricular activities of the university based on the author’s individual trajectory. These students actively participated in social and educational activities that were implemented at the institute. Extracurricular activities at the Pedagogical University were represented by a complex of main areas: the center of student initiatives, the student scientific society, the department of student self-government, the center of leisure and creativity of students, the student sports and fitness club, the department of student teaching teams. Three main indicators of the cognitive dissonance were identified in the study: the level of the socio-psychological maladaptation of the students, neuro-psychiatric instability of the students and the level of their psycho-emotional discomfort. As a result, foreign students who were actively involved in the implementation of extracurricular activities along the author's individual trajectory had a significantly reduced (p < 0.01 and p < 0.05) state of cognitive dissonance for each indicator from a high to a low level.

URL: http://ejournal1.com/journals_n/1592384440.pdf
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Abstract:
The purpose of the study focused on determining the level of internet addiction in university students and whether this differs by gender. Participants were 463 students who, at the time of applying the survey, were taking any of the school semesters in the different academic offerings at ITSON. The instrument used for the field work was Young's IAT scale (1998) and the statistical procedure for the measurement of data that allowed identifying the variance of the study phenomenon was exploratory factor analysis with Polychoric correlation matrices and ANOVA for gender difference contrast. The main findings point to the identification of a factorial structure of four factors that explain 50.35 % of the variance, in addition the highest percentage of cases that measure the level of internet addiction, was in the mild and moderate range. Finally, it was shown that there is no gender difference in addiction. The authors can point out that, because the participants were university students, this can be beneficial, since the institution where these young people study has the power to generate strategies aimed at preventing internet addiction. As an example of this, General training courses can include activities to develop a culture of proper use of the internet, taking advantage of the resource without making excessive use of it. Implementing strategies to prevent addiction, as well as programs to recover from an internet addiction, in themselves are projects that can be developed by the students themselves with the guidance of professionals on the subject.

URL: http://ejournal1.com/journals_n/1592384512.pdf
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Abstract:
The aim of this study is to identify different learning styles in university students in the frame of university teaching carried out through innovative proposals for work and research projects, with inverted classroom dynamics (active and cooperative) and adopting a formative assessment that focuses on both the process and the students’ outcomes. This proposal is complemented by the objective of determining the influence of different learning styles on the preference for the type of performance in university teaching. A hypothetico-deductive methodological design for exploratory and correlational purposes was followed. The sample consisted of total of 640 participants in university degree courses. The data were gathered using a questionnaire that grouped 46 items into five double-response dimensions, determined by the preference or position held by the students regarding the learning strategies, methods and techniques applied; material or resources used to carry out the teaching, as well as the integration of information and communication technologies (ICT); type of supports that were received in the process; instruments to carry out the assessment; and lastly, individual or team academic performance. The outcomes show an x-ray of four models according to the student's learning styles: individual, cooperative, dependent and autonomous. These are identified with four clusters in the sample of students selected for the study, which are associated with practical, conventional, critical and efficient student models. The conclusions explain that there are no pure models, as there are nuances that connect them in real classroom practice, but the level of student preference helps to measure the impact and confirms the improvement in teaching through university work projects.

URL: http://ejournal1.com/journals_n/1592388633.pdf
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Abstract:
The study is aimed at solving a problem generated by the necessity to change the organizational forms of digital learning to prepare graduates who meet the requirements of today’s labor market; who are equipped with teamwork skills and skills of project-management under uncertainty which are especially relevant nowadays. The purpose of the study is to provide a theoretical foundation for and experimentally verify the effectiveness of involving students in project teamwork on designing smart applications by means of modern digital technologies; project teamwork activities allow developing the skills and abilities characteristic of a strong research culture necessary for making future discoveries in science and technology. The research methods are the analysis and generalization of psychological and pedagogical literature, of development strategies and education theories; mathematical methods of statistics, psychodiagnostics and survey methods. The pedagogical experiment is illustrated by the example of assessing the development of teamwork skills, project management skills, and programming skills which form the basis for professional self-realization of graduates. The study results. The study specifies the concepts of the ability to work in a team and smart application in the context of training professionals for digital economy. The didactic potential of project team work in the sphere of self-realization of graduates is described. The authors reveal the characteristics, principles, and stages of team work on the project aimed at designing a smart application. They offer their recommendations regarding the process of planning and organizing team activities, specifying the skills and abilities necessary to help a person succeed in today’s digital society and to get a profession which is in demand on the labor market. The authors draw a conclusion that project teamwork meets the requirements of digital education and contributes to successful professional self-realization of university graduates if it is well designed, accurately planned, and monitored by the educator to the extent necessary.

URL: http://ejournal1.com/journals_n/1592384692.pdf
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Abstract:
The present study takes an unconventional look at the challenges of bilingualism. High school students' level of the native Kalmyk language is viewed in connection to creative musical abilities (instrumental, vocal, choreographic) in the field of Kalmyk folk musical art. The vector of research is determined by the revitalization of the native language mostly lost due to J. Stalin's repressions. The research was carried out in three stages. First, the ethnopsychological questionnaire (the features of the «Self-concept» of a high school student's personality) developed by the authors were used together with other psychodiagnostic tools. Then, the subjects' performance was divided into four groups: from comprehensive versatility to latency and absence of creative abilities. At the third stage, an attempt was made to determine the connection between the level of the native Kalmyk language and the level of creative abilities in folk musical art. The statistical calculations were made using the Matt-Whitney non-parametric test. The obtained applied results give reason to view the Kalmyk language as an effective resource for educational, intellectual and ethnocultural development of the younger generation of the Republic of Kalmykia. As a result, the authors have identified a large potential for the development of creative musical abilities in adolescents (one in three showed a low level of the native Kalmyk language). This makes it possible to ultimately utilize the innovative resources of school-based language training using the national musical culture to unlock the creative potential of high school students. The study has identified a stable trend: there is a connection between the level of the native Kalmyk language and the level of a person's creative musical abilities in the field of folk musical art in the context of their ethnocultural identification. Other possible lines of research within the aforementioned area have been named considering the significant dominance of the right hemisphere of the brain, the polylinguistic focus of education, etc. The research strategy and the obtained results can also be used in other regions of the Russian Federation considering the multicultural composition of the population.

URL: http://ejournal1.com/journals_n/1592384919.pdf
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Abstract:
Numerous studies argue that inhibitory control could be successfully enhanced in play activities during preschool age. Previous studies showed that fantasy significantly associated with inhibitory control and cognitive flexibility. It was also shown that inhibitory control is related to symbolic play (imagination of absent objects, attributing imaginary properties to objects, accepting the role). The primary aim of the current study was to investigate the association between children’s play repertoire and inhibitory control in preschool age. Two research questions were addressed in this study. First, we hypothesized that reducing play activity to one favourite play and character could be associated with poorer inhibitory control, probably due to decreasing variability of roles, actions, possible choices. Second, we hypothesized that play duration correlates with the level of children’s inhibitory control performance: the more time is devoted to role-play, the higher the level of inhibitory control would be. Participants were 228 children aged 6-7 years. Child’s play preferences and play duration were examined with a parental questionnaire. Results indicate that children who had a favourite play were significantly more impulsive while dealing with the tasks which required inhibitory control. A similar result was obtained in the analysis of how having a favourite character relates to the inhibition process: a group of children who had favourite characters showed significantly lower score of inhibition control than groups of children who had no favourite characters or had multiple ones. This study did not show any significant differentiation among groups of children with different play duration per day. These findings contribute in several ways to our understanding of the relevance of play in terms of inhibitory control development.

URL: http://ejournal1.com/journals_n/1592384986.pdf
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Abstract:
This paper offers an insight into some of the key practices associated with the operation of the institution of honorary supervisors in the system of public education of the Russian Empire in the first half of the 19th century. Only a member of the noble estate could be an honorary supervisor. These functionaries were an important part of the empire’s public education system. They oversaw the work of uyezd (district) schools and provided them with financial assistance. Honorary supervisors were not salaried but could be awarded a high title and receive a major state award for their efforts, which could significantly raise their social status. Honorary supervisors had a wide purview over the operation of the schools they oversaw. They took part in resolving facilities issues and attended examinations and monthly teacher meetings. These functionaries could also petition senior management for the remuneration or punishment of particular school functionaries. Conversely, honorary supervisors with a negligent attitude toward their duties could legitimately face dismissal by the university administration.

URL: http://ejournal1.com/journals_n/1592385207.pdf
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Abstract:
This work explores the system of public education in Kars Oblast in the period 1878–1917. The present part of the work covers the period 1908−1917, which spans the timeframe from the commencement of preparatory activities on the introduction of compulsory primary education to the start of the February Revolution. The key sources used in putting this work together are the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region’s schools run by the Ministry of Public Education, and the Reports of the Chief Procurator of the Holy Synod, which contain information on the region’s parochial schools. Of major importance are also the records of the Ministry of Public Education stored in the Russian State Historical Archive (Saint Petersburg, Russia). The authors’ conclusion is that Kars Oblast’s system of public education was characterized by a number of distinctive features. Creating the system of public education from scratch subsequent to the incorporation of the formerly Turkish-controlled areas into the Russian Empire required convincing the locals of the need to have their children attend Russian secular schools. A key role in making primary education accessible was played by the implementation of the project on the introduction of compulsory primary education. In the period from 1908 to 1914, the number of ministerial primary schools in the region rose from 66 to 202. This helped increase the number of students in the region from 4,000 to 12,000. In addition to this, a large amount of work in the area of public education was also conducted by the Russian Orthodox Church, which ran over 60 primary schools in the region. By the start of World War I, schools in Kars Oblast were attended by nearly 100 % of all Russian boys in the region, with similar figures posted by the region’s Greek and Armenian boys and much lower ones exhibited by its girl population. However, on the war’s eve, the region’s female education system was making such headway that the school system seemed capable of reaching all of its Christian population by as early as the period 1916-1917, which, of course, was achievable on condition that the pace carried on.

URL: http://ejournal1.com/journals_n/1592388668.pdf
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Abstract:
This work examines the system of public education in Stavropol Governorate in the period 1804–1917. The present part of the work covers the development of the region’s public education system in the period 1804–1871. In putting this work together, the authors drew upon both various regulatory documents issued in the Russian Empire in the area of public education, including some of those listed in the Complete Collection of Laws of the Russian Empire, and a set of statistical digests. In terms of methodology, the authors made extensive use of the statistical method. The use of this method helped identify some of the key distinctive characteristics of the making and development of the system of public education in Stavropol Governorate in the period 1804–1871. To achieve their research objectives, the authors also employed a set of general methods of research, including analysis and synthesis, concretization, and summarization. In addition, use was made of the historical-situational method to explore particular historical facts in the context of the era under study in conjunction with various “neighboring” events and facts. The authors’ conclusion is that the period 1804–1871 was a time of the making of the system of public education in Stavropol Governorate. It was a complicated process, as there was a war waged in the Caucasus up to 1864 (the Caucasian War of 1817–1864). Nevertheless, by 1871 the governorate became home to an extensive network of educational institutions, which included secondary (two gymnasia), lower (five uyezd schools and one St. Aleksandra female school), and primary educational institutions (52 primary schools). In addition, a key role in the development of the governorate’s system of primary education was played by the Department of Religious Affairs, which ran 56 primary educational institutions in the region.

URL: http://ejournal1.com/journals_n/1592388684.pdf
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URL: http://ejournal1.com/journals_n/1592831944.pdf
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