2 June 30, 2021

Abstract:
The role of corrective feedback in general and focused feedback in particular has been investigated widely in second language (L2) writing over the past several decades. Moreover, Dynamic Assessment (DA) with its roots in socio-cultural theory has been noticed to play a role in fostering language learner development and assessment. However, their differential effects have rarely been investigated. Thus, the present study was an attempt to explore the impact of dynamic assessment (DA) and Coded Focused Feedback (CFF) on the Iranian EFL students’ writing performance. To this end, two experimental groups of high intermediate learners were selected to compare the effects of assisted writing instruction through Dynamic Assessment (DA) versus unassisted feedback (CFF) on their process writing. A mixed method analysis was used to answer the research questions. Students’ performance on pre-test and post-test were analyzed via paired sample t-test and independent t-test. Transcripts of the teacher-student interactions in the DA group were also used to analyze the data further qualitatively. Results of the t-tests (p= 0.00aZ5 T=-7.415 and p= 0.5 T=-1.0) and the descriptive study of the transcripts indicated that the DA group outperformed the CFF group both in the process writing and the revisions of the assigned topics implying that assisted writing instruction through DA helped learners to improve their writing ability. A careful design of the study via the sequential mixed-methods approach enhanced the originality and strength of the present study. It concluded that scaffolded assessment through dialogue would result in improvement in students’ process writing performance.

URL: http://ejournal1.com/journals_n/1625228550.pdf
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Abstract:
The current stage of society development is very closely related to the digitalization of all spheres of public life without exception. Education in this regard should become the starting point or the basis for the competent and conscious application of Artificial Intelligence (AI) technologies, neural networks, and other cyber-physical systems based on AI, as well as robots and robotics objects. Digitalization in education is promoted by economic, social and structural prerequisites. The introduction of these technologies provides new opportunities to improve the educational process, but at the same time the application of these technologies faces some risks, the identification of negative consequences of which is delayed. The aim of the article is to provide the ways for the development of legal regulation of AI, robots and robotics objects in education. The study considers the experience of different countries in the implementation of AI technologies in the educational process, provides the opinions of international UNESCO experts, Russian and foreign researchers. According to the results of the research, three main directions of the relationship between the development of AI technologies and education are identified: 1) training with the help of AI technologies; 2) scientific and practical research of AI and its technologies; 3) training qualified specialists to work with AI in the process of obtaining secondary and higher education. The factors that hinder the implementation of these technologies, as well as the risks of negative consequences of their use in the form of violations of the students’ rights are revealed. Findings and proposals for each of the identified areas are formulated.

URL: http://ejournal1.com/journals_n/1625228822.pdf
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Abstract:
The subject of the research is the regulatory legal acts of the Russian Federation regulating the digital transformation of legal education. The objectives of the article are to identify risks, problems of digitalization of legal education, as well as formulate directions for the development of legal regulation of the introduction of digital technologies in education in the specialty of jurisprudence in Russia. As a result of the study, it was revealed that the digital transformation process involves the implementation of both organizational, economic and legal measures. It has been established that it is necessary to optimize educational standards for teaching digital competencies to law students, develop state programs within the digital educational environment for the implementation of innovations, digital platforms, ensure the protection of personal data and prevent cyber-attacks in the educational process. The study used the chi-square test to test statistical hypotheses. It was established on the example of the Financial University under the Government of the Russian Federation that the improvement of digital skills in educational activities is facilitated by training at the online institute of the Financial University. In this regard, it is recommended to introduce a structural unit in Russian universities that would deal with the problems of online education. The main directions of digitalization of legal education are the development and implementation of a unified digital platform for legal education, the introduction of artificial intelligence in electronic legal education, and the implementation of advanced training programs for higher school educators in jurisprudence. Conclusions are formulated that the practical recommendations obtained from the research can be applied in developing the Concept of digital transformation of science and higher education.

URL: http://ejournal1.com/journals_n/1625228903.pdf
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Abstract:
In today's society, values are already an important part of any social and educational project. Physical activity and sport are excellent instruments to promote the conveyance of values resulting in personal and social development. However, an increasing number of authors state that the mere practice of physical activity in itself does not develop morality. The aims of this study were: 1) to conduct a systematic review of the effects of those research studies related to fair play where intervention programmes were implemented; 2) to describe and review these interventions. For this purpose, a systematic search was undertaken, in accordance with the PRISMA Declaration guidelines, in the Web of Science, Scopus, and SportDiscus databases. A total of 13 studies which met the inclusion criteria were selected. The results showed that the Sport Education Model, with the implementation of a fair play system, obtained a statistically significant increase in the level of respect for social conventions, respect for rules and referees, full commitment, and respect for opponents. On the other hand, the application of the Personal and Social Responsibility model led to improvements in fair play, rough play and the importance of winning. The main practical application of this systematic review is to help teachers and coaches in the development of fair play, as well as to identify those methodologies which provide the best results for the development of fair play in students and athletes during the sports training stage.

URL: http://ejournal1.com/journals_n/1625485141.pdf
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Abstract:
School coexistence is an educational challenge and the implementation of mediation is an essential tool for managing conflicts and improving interpersonal relationships. However, there are few studies that show its impact and even fewer that take into account students' perceptions. In this ex post facto research, we are interested in finding out the ratings provided by students from Spanish secondary schools where mediation takes place, paying special attention to those students who mediate conflicts. Specifically, the aim is to highlight the strengths and weaknesses of mediation from the perspective of the participating students and to detect any significant differences depending on whether or not the student is a mediator, their gender, the educational stage and school year. To this end, 1,198 students answered a validated questionnaire developed ad hoc. As general results, the descriptive and inferential analyses show that there is an overall positive assessment of mediation, even though the students who are mediators provide higher ratings. In addition, there are hardly any differences between boys and girls, ratings are generally more positive in the compulsory secondary school stage and, more specifically, in the first years of secondary school. Regarding initiatives that could strengthen school mediation practices, it is necessary to provide information on mediation services in the education centres, train all students and expand the scope of mediation.

URL: http://ejournal1.com/journals_n/1625229055.pdf
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Abstract:
The purpose of the study is to determine the degree of Internet addiction in engineering students. It takes as a theoretical reference the scale proposed by Young (1998), which establish the criteria and ranges of addiction. The instrument is in Likert format with responses ranging from 1 (rarely) to 5 (always). The participants were 306 students of the Engineering career enrolled in the different school grades of the Technological Institute of Tierra Blanca, Veracruz in the 2020−2021 school year. For data analysis, the statistical technique of exploratory factor analysis with extraction of principal components and Varimax rotation is used. In addition, for instruments designed with Likert scales, it is necessary to use the Polychoric Correlation matrices for factor analysis (Richaud, 2005; Ogasawaras, 2011). The main findings are: a factorial structure of six factors was obtained, which explains 63.1 % of the total variance and is in accordance with Young's proposal (1998), however the indicators are integrated differently in each factor. The level of internet addiction of the students does not fall within the normal range; the highest percentage is mild, which does not generate an alert in which immediate attention should be paid. It was also found that there is no difference in internet addiction in relation to gender.

URL: http://ejournal1.com/journals_n/1625229345.pdf
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Abstract:
The problem which is studied is due to the need to solve the contradiction between the needs of society for the quality of training future teachers of the digital school regarding to formation of skills related to innovative technologies, communicative competences, the ability to work in the information environment and insufficient elaboration of the methodological base for training graduates that satisfies this requirements. The purpose of the study is to theoretically substantiate and experimentally verify the need to apply methods and means of the augmented reality technology when training future teachers of the digital school. The research methodology is the analysis and generalization of scientific works on the problems and prospects of using the augmented reality (AR) technology in the university, formation of the professional competence of the future teacher of the digital school. Mind Mapping 3D, Google Lens, augmented reality browsers, WallaMe service are used as software implementation tools. The experiment is presented using the example of assessing changes in levels of skills that make up the essence of the professional competence of the future teacher of the digital school. Research results. The authors clarified the potential of the augmented reality technology, the advantages and disadvantages in terms of development professional competences of future specialists (training program 44.03.05 Pedagogical education (two training program specializations). The options for using the AR technology to improve the quality of education, formation of digital literacy and development of personal qualities are identified. Specific materials on the use of methods, means of the augmented reality technology are proposed on the example of the discipline “Theory and methods of teaching computer science”. The assessment of the impact of AR services on the quality of mastering fundamental scientific theories by students, the level of solving professionally-oriented tasks is carried out. In the conclusion, findings confirming that the use of methods and means of the augmented reality technology helps to improve the quality of training of future teachers of the digital school are formulated.

URL: http://ejournal1.com/journals_n/1625229425.pdf
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Abstract:
Global economic and social challenges in the World require fundamental changes in quality assurance in higher education institutions at the national and international level. Higher education institutions are encouraged to adjust study programs, which would meet the current requirements and needs of the labor market and individuals. Integrated curriculum is one of the measures, which could transform traditional educational paradigm and contribute to higher quality and relevance of learning and teaching. Therefore, this article addresses development and implementation issues of the integrated curriculum with the aim to provide the concept of integrated study program and discuss the opportunities for its application in educational institutions. The theoretical part of the paper gives a brief review of the meaning of the concept of integrated curriculum, the basis for development of such study programs and the connection of such curriculum with requirements of the labor market. Accordingly, the practical part presents the findings of empirical research about the implementation of integrated curricula in Kaunas University of Applied Sciences. The results of the study revealed integrated curriculum meets the students’ expectations when the assessment of such programs is ensured constantly.

URL: http://ejournal1.com/journals_n/1625485275.pdf
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Abstract:
The paper presents a specific case of how interdisciplinary approach to teaching elementary mathematics can be conceived. In this context, the mathematical concept of circle is delivered through physical education environment, during a lesson aimed at speed training. The rationale for this approach is that a teacher at the primary stage in Slovakia usually teaches all subjects in a grade and can thus integrate their curricula. The basic pedagogical premises in this study are constructivism (Bruner, 1996; Dienes, 1971; Piaget, 1973) and the theory of didactical situations (Brousseau, 2002). The adopted interdisciplinary approach to elementary mathematics education is based on the model of educational reconstruction (Jelemenská et al., 2003) with a specific focus on designing a learning environment. For this purpose, the design-based research methodology was chosen as it provides for both developing relevant educational materials and conducting subsequent research. A three-phase activity was designed to guide the pupils to reflect on the concept of circle. Subsequent intervention was carried out in a physical education lesson with two classes of fourth-graders. As the design-based research methodology focuses on the causality of designed interventions (Nathan, Kim, 2009), the data were collected by the methods of participant observation and individual interview. The analysis of the obtained data indicates that proposed physical activity is potentially effective for learning the concept of circle by primary school pupils.

URL: http://ejournal1.com/journals_n/1625670298.pdf
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Abstract:
This paper aims to substantiate that working with gifted children may require pedagogues to adapt scholarly-theoretical knowledge to the individual characteristics and special educational needs of such children, which may require employing both traditional, i.e. scholarly (e.g., scholarly and instructional literature and information obtained in advanced training courses), and non-traditional, i.e. extra-scholarly (e.g., personal experience and intuition, colleagues’ experience and best practices from innovative pedagogues, folklore and folk pedagogy, works of literature and films about school and gifted children, spiritual-moral norms and values, and pedagogical mythology), forms of pedagogical information. The findings from a survey by questionnaire conducted by the authors revealed that in organizing their work with gifted children most pedagogues tend to rely on the exchange of experience with their colleagues (64.1 %) and reflection about their own pedagogical experience (38.5 %). It was found that 48.2 % tend to gain relevant knowledge through reading scholarly and instructional literature, and 33.3 % tend to do so through taking advanced training courses. Only 15.4 % of respondents were found to invoke pedagogical conceptualization of literary works and films about gifted children. At the same time, 70 % of respondents were found to believe that watching and conducting pedagogical analysis of films about gifted children can be of help to the pedagogue in building interaction with the gifted child. The paper explores the potential of motion pictures as a non-traditional form of pedagogical information relating to working with gifted children, which implies the possibility of invoking scholarly conceptualization of films with the aim of resolving the kind of objectives for working with gifted children for which there have yet to be produced scientifically rational pedagogical solutions and which require invoking pedagogical knowledge that content-wise is not scientifically conceptual and form-wise is not present in scholarly texts but is capable of functioning as a possible solution to achieve them. The work highlights the following key objectives: adjusting one’s professional position in working with gifted children; adapting scholarly-theoretical knowledge on pedagogy and psychology to the individual characteristics of and the specific conditions of teaching and educating gifted children; making moral assessments of one’s pedagogical actions in respect of gifted children; seeking to overcome difficulties in understanding and conceptualizing scholarly-theoretical knowledge; seeking to resolve various psychological issues (e.g., fears and anxiety, emotional exhaustion and frustration, psychological trauma, and animus toward a particular gifted child); seeking to resolve difficulties in engaging in reflection about one’s pedagogical actions. The authors employed problem analysis and expert assessment to select 12 domestic and foreign motion pictures that address relevant issues in working with gifted children and look at problems and difficulties that gifted children may experience. Only less than a third of the respondents were found to be familiar with these movies (2.6 to 35.9 %). The exception is the film ‘Scarecrow’. This may be associated with the fact that the launch of this movie was a significant event for the majority of Russians. The rest of the films, both Russian and foreign, which focus on equally important issues in working with gifted children, were found to have been overlooked by the participating pedagogues (e.g., ‘The Jester’, ‘Schedule for the Day After Tomorrow’, ‘When I Will Become a Giant’ (Russia), ‘Gifted’, ‘Little Man Tate’ (USA), ‘Billy Elliot’ (UK), ‘Vitus’ (Switzerland), ‘The Little Prince’ (France and Italy), and ‘Little Stars on Earth’ (India)). The findings suggest the need to engage future and practicing teachers in purposeful work involving the scholarly-pedagogical conceptualization of motion pictures and works of literature about gifted children and their problems in school and the mastering of relevant techniques for employing the results of such conceptualization in working with gifted children. The paper highlights the following key aspects of organizing this kind of work: criteria for selecting movies, methods for individual analysis of movies, organization of group discussions, and creation of collections of films focusing on various issues in working with gifted children. The insights from the research reported in this paper can be used by higher education institutions focused on the training of future pedagogues, curriculum developers in institutions of general learning and supplementary learning for children, and pedagogues working with gifted children.

URL: http://ejournal1.com/journals_n/1625229653.pdf
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Abstract:
As part of the educational process, it is currently difficult for a teacher to engage students for the amount of information that is available all around us today. Therefore, it is necessary to choose appropriate methods and actively prepare various teaching aids that can motivate students, arouse interest in self-study and thus educate them. The paper focuses on teaching geography in primary and secondary schools by using innovative methods also during Corona crisis. The results of the paper are beneficial in the educational process of regional landscape geography with a focus on physical geography. The central theme of individual activities is biogeography, focused on specific species of fauna, respectively ichthyofauna and flora of the studied area. The studied area represents the area of the river Rajčianka and Kuneradský brook, which flow through the district of Žilina in Slovakia. The paper also includes a memory game and a folder Fish of our waters, which can also be used as a bilingual brochure for tourists.

URL: http://ejournal1.com/journals_n/1625229724.pdf
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Abstract:
The study examines the impact of the AUN-QA assessment at the programme level on quality improvement from the students’ perspective. Data was collected through a survey questionnaire distributed to 439 participating students in the third and final years of the three programmes from three universities that were assessed and recognised by AUN-QA in 2018 and 2019. The findings indicate very positive changes observed by students during the AUN-QA assessment process at the programme level. Most students observed changes in curriculum design and development, teaching methods, student assessment methods, equipment and facilities, and research while few students observed changes in academic staff, support staff, and student support services. These changes appeared to be attributed to the adaptation of the OBE approach by the universities in this study as well as the requirements of the AUN-QA for programme assessment. However, the study also shows a difference in the students’ self-reported evaluation or observation of changes at the three universities. It is suggested that further studies should be conducted using more direct methods of measuring changes such as direct assessment of student learning for evaluating the impacts of external QA. Another research applying a qualitative approach (such as interview) could provide more in-depth information on the impacts of AUN-QA assessment from the students’ perspectives.

URL: http://ejournal1.com/journals_n/1625229783.pdf
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Abstract:
This study investigates the effectiveness of digital games designed specifically for the formation of correct reading skills in the learning of the Latin alphabet by learners with special educational needs in primary school. Learners participating in the study (N = 36) were randomly selected from primary school with inclusive education. During an 8-week intervention for the training group in addition to school provided support were used digital game-based learning to teach correct reading the Latin alphabet, and the control group continued receiving only school-provided support. These activities were conducted under the supervision of their parents and teachers, both at school and at home. The results showed that the level of reading skills of learners in the training group, which used digital game, based learning to teach reading in Latin, developed significantly faster compared with the level of learners in the control group. In addition, in comparison with the results of training learners in the school curriculum before the study, during the digital game based learning intervention, it was found that their reading development was significantly faster. During the study, there was an increase in interest of learning learners in the training group, and there was observed no change in the motivation of learners in the control group. However, the increased interest of learners is mainly because parents allow them to extend the time of using digital devices for education. The results of the 8-week study showed that the exercise of letters, sounds, syllables, words with digital game based learning contributes to improving the learning skills of learners, especially those in need of special education. The results of research on the use of digital game based learning in order to respond the needs of learners with special educational needs can be used for further development of learners.

URL: http://ejournal1.com/journals_n/1625229847.pdf
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Abstract:
The problem that the given paper aims to solve is associated with the need to resolve the contradiction between the requirements of the digital economy for a high level of computational thinking of specialists of the future and an insufficiently developed methodological base for training graduates that meets these requirements. The purpose of the research is to theoretically prove and experimentally verify the need for the use of gamification technology in training of specialists of the future to form computational thinking skills which are most in demand in the digital society. The research methodology includes the analysis and generalization of scientific works on the problem of determining the phenomenon of computational thinking, the use of digital gamification resources in training, and clarifying the requirements for training of highly qualified specialists of the future. The HTML 5 language was used as a software tool. The pedagogical experiment is presented on the example of the assessment of changes in the levels of skills that make up the essence of computational thinking. Results. The paper clarifies the concept of computational thinking and describes the directions of educational and cognitive activity based on the gamification principles which most effectively form computational thinking. The authors formulate didactic principles for the inclusion of computer games to foster students’ cognitive activity, support professional self-determination, and develop systematic and critical thinking. Specific materials are proposed to improve the methods, tools, and organizational forms of the training focused on the formation of computational thinking as the basis for the supra-professional skills of specialists of the future. In the end, conclusions are made which confirm that the included educational and cognitive activities on game designing in the training of highly qualified specialists of the future fosters the formation of computational thinking skills.

URL: http://ejournal1.com/journals_n/1625242249.pdf
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Abstract:
School bullying still remains an important concern. While there is growing knowledge about the nature, extent and effects of school bullying, we still lacking research on personality traits and involvement in bullying. This article seeks to examine the relations between personality traits (extraversion and neuroticism) and being involved in school bullying (as bully, victim, or bully-victim) among Lithuanian adolescents. We expected that higher scores on extraversion will be more positively related with adolescent bullying, as neuroticism will be more positively related with victimization. Additionally, we expected that both personality traits would predict adolescents’ involvement in bullying (being bullies and victims). A sample of 766 adolescents (418 girls and 348 boys; ages between 13- and 15 years old) completed measures of extraversion and neuroticism, as well as measures of bullying in school. Results indicated that bullying in school remains a serious issue as more than half of adolescents’ experience victimization and almost half of them were bullies themselves. Using logistic regression analyses, it was found that higher extraversion was positive predictor of being bullies, but not related with victimization. Higher neuroticism was positive predictor of victimization. The results reveal that both higher extraversion and neuroticism are positive predictors of being bully and victim. Taking together, the results added to scientific evidence that both personality traits could be predictors of adolescents’ involvement in school bullying.

URL: http://ejournal1.com/journals_n/1625230050.pdf
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Abstract:
Nowadays inclusive education is developing in Russian society. A great contribution to the study of the problem of teaching children and teenagers with disabilities was made by the following scientists: L.S. Vygotsky, L.P. Grigorieva, V.V. Davydov, A.I. Kaplan, A.N. Leontiev, A.V. Petrovsky, D.B. Elkonin, etc. Special conditions are created for the education of students with disabilities and with disabilities at the Southwest State University. The University has established a Center for Supporting Inclusive Education. In 2015, a program was developed to create an accessible environment for the disabled and low-mobility groups of the population at the university facilities. At the first stage, a pilot study was conducted, a survey of university teachers and students in order to identify the problems of teaching students with disabilities at the university. From 2018 to 2020, there was organized and conducted a research of the socio-psychological aspects of teaching students of four groups of Southwest State University, including those with disabilities. The aim of the study was to study the impact of a set of psychological and pedagogical measures for the development of social adaptation of students with disabilities and with disabilities on the psychological qualities and personal characteristics of young men and women. The conducted research revealed the following: students of gr. JR-81 «b» and gr. FL-81 «b» (experimental groups) have higher indicators of the development of sociability, communication skills, high educational motivation, more adequate self-esteem, professional inclinations than boys and girls gr. GO-81 «b» and gr. KF-81 «b» (control groups). The empirical data were processed using standard methods of mathematical statistics.

URL: http://ejournal1.com/journals_n/1625230122.pdf
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Abstract:
Development of new digital means requires teachers to dispose such level of didactic technological competences to be prepared properly to implement them into their teaching practice and to be not afraid to use them within their lessons. These facts evoke a need continuously to innovate curricula of the relevant part of teacher trainee study programs, to acquaint future teachers with the newest kinds and versions of available didactic tools and with advantages of their use to support both teaching and learning processes. A question how to design an optimal model of teacher training in the area of teacher trainees` didactic technological competences evoked a need to assess strengths and weaknesses of in-service teachers as to their professional digital literacy The paper presents a case study the aim of which was to assess level of the digital literacy of primary and secondary school teachers in Slovakia based on their self-reflection. Research sample of the case study consisted of 173 teachers, participants of teacher continuous education, representing three of eight regions of Slovakia. The teachers were asked to assess level of their digital literacy in relation to 17 of selected software applications used in teaching practice, i.e. to assess how skilled they are to use these means in their own teaching practice. Analysis of the teacher self-reflection was done in dependence on their majors (subjects they are qualified to teach) and teaching staff category they belong to. Results of statistical analysis of the collected data pointed out some important facts that should be reflected in innovations of the relevant area of curricula of teacher study programs at universities, or also in programs of further education of in-service teachers. However, data collection to the presented research was carried out before the corona pandemics. Nowadays, when under the corona pandemics conditions education is moving into the virtual reality and dominantly using on-line forms we see that even more important than to train teachers to use digital technologies in general is to train them to work with different application systems used in on-line education processes.

URL: http://ejournal1.com/journals_n/1626180681.pdf
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Abstract:
The paper reviews the system of popular education in Denmark in the 19th and early 20th centuries. Emphasis is made on the conservative and liberal trends in European education. Scientific and specialized literature on the research topic was used as materials. Methodological basis of the study consisted of the traditional historiography principles, historicism, scientific objectivity and consistency. Methods used in the course of work are as follows: comparative method. It enabled a comparison of the Danish popular education system with similar experiences in other countries. It also helped identify general European trends in education and highlight local features. In conclusion, the authors note that Denmark’s system of popular education experienced a dynamic transformational journey in the 19th and early 20th centuries. This period marked ups and downs, such as confrontation among followers of the liberal and conservative concepts in European pedagogy, which culminated in productive activity based on regional conditions. An important note should be made that Denmark was very close to the Russian Empire in areas related to popular education, because both countries were dominated by the German pedagogical system and were about to introduce universal primary education.

URL: http://ejournal1.com/journals_n/1625230334.pdf
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Abstract:
As the bureaucratic apparatus burgeoned in the Russian Empire, an urgent need arose to provide it with professional personnel. The government made a series of attempts to address the issue since the early 19th century. One effort comprised the organization of clerical workforce schools. The institutions were expected to staff various levels of numerous government bodies with properly trained clerks. In the paper, the authors adopted a comprehensive approach to highlight activities of schools for potential clerks. In particular, our study focused on the staff, financing policies in the educational institutions, functions performed by the management in the schools and supervisory bodies and learning process organization. With a variety of research works and sources reviewed, the authors can conclude that, in the environment of the ever growing functional and structural complexity of the bureaucratic apparatus in the Russian Empire, schools for future clerks considerably drove the development of professional qualities required in employees of the state bureaucracy. It was these educational institutions that to a large extend helped set up a flow of junior professional clerks to government agencies and authorities.

URL: http://ejournal1.com/journals_n/1625232482.pdf
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Abstract:
This work analyzes the system of public education in Baku Governorate in the period between the second half of the 19th century and the early 20th century. This part of the work examines the timeframe 1849–1900, i.e. the period from the creation of the governorate to the beginning of the 20th century. The key source used in putting this work together is the annual Reports on Educational Institutions in the Caucasus Educational District, which provide data on the region’s schools under the purview of the Ministry of Public Education. Wide use was made of the statistical method. The authors researched the reports for statistical data on the following: the types of the region’s educational institutions, the number of schools in the region, the region’s library holdings, and the region’s student body (information related to student demographics, including ethnicity, religion, social estate, and gender). The use of the statistical method helped identify some of the key distinctive characteristics of the development of the system of public education in Baku Governorate in the period 1849–1900. The authors’ conclusion is that the system of public education in Baku Governorate had markedly distinct characteristics. Above all, this was the case with its private educational institutions, which played an important role in the development of its public education system. By the year 1900, Baku Governorate had in place an entire network of public and private educational institutions, which included six gymnasia, seven lower educational institutions, and 113 primary schools. Gender-wise, girls comprised just 31% of the region’s total student body, which at the time was quite characteristic of areas with a large Muslim population.

URL: http://ejournal1.com/journals_n/1625230508.pdf
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Abstract:
This paper analyzes ‘The Review of Instruction in Subjects at Kharkov Imperial University’, an official document that regulated the organization of the educational process in Kharkov Imperial University. The work provides an insight into the evolution of modifications to the titles of this historical source for the entire period it was published. It examines the document’s substantive and formal characteristics such as structure, format, and data presentation. A quantitative analysis of data from the document helped establish a list of disciplines and courses taught at the university and measure the weekly academic load of students in Kharkov Imperial University (in hours), which made it possible to also measure this load across terms and for instructors as well. The study helped establish certain distinctive characteristics of the document – more specifically, the fact that it contained recommendations regarding scholarly and scholarly-instructional study guides that instructors were to use in their work. Such recommendations were eventually replaced with a list of recommended literature for each course taught at the university. The present paper also provides dynamic data on the quantitative composition of the teaching workforce in each specific department. The authors established the scholarly-pedagogical potential of Kharkov Imperial University in the period between Nicholas’s University Statute of 1835 and Alexander’s University Statute of 1863. It was established that, in addition to their primary duties at the university, professors also gave public lectures, which had them adapting their courses to the needs and interests of the public. As a rule, giving public lectures was not a burden on instructors, as it was voluntary in nature. Among other matters, the authors researched the nonacademic component of university education – more specifically, the teaching of the “pleasing arts”. Based on this, a conclusion was drawn that the model of higher education in the Russian Empire in the 19th century was focused on the all-round development of a person.

URL: http://ejournal1.com/journals_n/1625242360.pdf
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URL: http://ejournal1.com/journals_n/1626088187.pdf
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