1 March 14, 2018
1. Rushan Ziatdinov
Visualization in Basic Science and Engineering Education: Call for Manuscripts for a Special Issue
Number of views: 1757 Download in PDF
Number of views: 1757 Download in PDF
The Problems of Contemporary Education
2. Hüseyin Akar, Yıldız Burcu Doğan, Mehmet Üstüner
The Relationships between Positive and Negative Perfectionisms, Self-Handicapping, Self-Efficacy and Academic Achievement
European Journal of Contemporary Education, 2018, 7(1): 7-20.
Number of views: 1767 Download in PDF
3. Arturas V. Akelaitis, Ausra R. LisinskieneEuropean Journal of Contemporary Education, 2018, 7(1): 7-20.
Abstract:
This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralık University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that self-efficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.
This research aimed to investigate the relationships between positive and negative perfectionisms, self-handicapping, self-efficacy and academic achievement. For this purpose, an extensive literature review was conducted and a model was suggested. Structural equation model was employed to test the model. The study group of the research consisted of 350 students studying at the Faculty of Muallim Rıfat Education at Kilis 7 Aralık University. The data was collected through positive and negative perfectionism scale, self-handicapping scale, self-efficacy scale and personal information form. Descriptive, correlation, path and bootstrap methods were used to analyze the data. As a result of the data analysis, it was revealed that students' positive perfectionism have a significant positive effect on their academic achievement and self-efficacy, while they have a significant negative effect on their self-handicapping. Besides, it was found that the negative perfectionism have a significant negative effect on their academic achievement and self-efficacy, and a significant positive effect on self-handicapping. Lastly, it was seen that self-efficacy and self-handicapping play partial mediation roles in the relationship between positive and negative perfectionism and academic achievement. Based on this result, it can be stated that positive and negative perfectionisms are significant variables which have direct and indirect effects on academic achievement.
Number of views: 1767 Download in PDF
Social Emotional Skills and Prosocial Behaviour among 15–16-year-old Adolescents
European Journal of Contemporary Education, 2018, 7(1): 21-28.
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4. Marta Almeyda, Babu GeorgeEuropean Journal of Contemporary Education, 2018, 7(1): 21-28.
Abstract:
The purpose of this study was to determine and compare social emotional skills and prosocial behaviour among 15 – 16 – year-old adolescent athletes and non-athletes. The measures of social emotional skills and prosocial behaviour were evaluated using Schutte Self-Report Inventory, Self-control scale, Social Skills Rating System (Student form), Bulotaite and Gudzinskiene communication skills questionnaire, revised prosocial tendencies measure. The study results revealed that adolescent sport participation has influence on social skills and strongly links to athletes’ prosocial behaviour. Emotional, social and prosocial behaviours have an effect on gender differences.
The purpose of this study was to determine and compare social emotional skills and prosocial behaviour among 15 – 16 – year-old adolescent athletes and non-athletes. The measures of social emotional skills and prosocial behaviour were evaluated using Schutte Self-Report Inventory, Self-control scale, Social Skills Rating System (Student form), Bulotaite and Gudzinskiene communication skills questionnaire, revised prosocial tendencies measure. The study results revealed that adolescent sport participation has influence on social skills and strongly links to athletes’ prosocial behaviour. Emotional, social and prosocial behaviours have an effect on gender differences.
Number of views: 1674 Download in PDF
Faculty Support for Internationalization: The Case Study of a United States Based Private University
European Journal of Contemporary Education, 2018, 7(1): 29-38.
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5. Jana Birova, Zdena KralovaEuropean Journal of Contemporary Education, 2018, 7(1): 29-38.
Abstract:
Universities around the world are internationalizing themselves at a higher pace than even seen before. Faculty support is recognized as critical for the success of the internationalization mission. However, faculty motivation and commitment are often taken for granted; administrators direct most of their attention to tackling partnership issues and managing the external environment. This paper unravels certain critical issues associated with faculty support for internationalization in a small private university located in a US jurisdiction area. Data show that absence of an institutional structure for effective organizational communication would result in imperfect information about internationalization being circulated. Also, incentives like sabbaticals and paid leaves will help improve faculty motivation and thereby garner their support.
Universities around the world are internationalizing themselves at a higher pace than even seen before. Faculty support is recognized as critical for the success of the internationalization mission. However, faculty motivation and commitment are often taken for granted; administrators direct most of their attention to tackling partnership issues and managing the external environment. This paper unravels certain critical issues associated with faculty support for internationalization in a small private university located in a US jurisdiction area. Data show that absence of an institutional structure for effective organizational communication would result in imperfect information about internationalization being circulated. Also, incentives like sabbaticals and paid leaves will help improve faculty motivation and thereby garner their support.
Number of views: 1666 Download in PDF
A Tool Called Communicative Curve Applied for Evaluation of Similarities and Differences between Foreign Language Textbooks
European Journal of Contemporary Education, 2018, 7(1): 39-50.
Number of views: 1633 Download in PDF
6. Galina R. Chainikova, Andrey V. Zatonskiy, Nicholas W. Mitiukov, Helena L. BusyginaEuropean Journal of Contemporary Education, 2018, 7(1): 39-50.
Abstract:
In the study, the following research questions are responded: Are there any conception differences within the textbook series? How might the conception influence teaching French? The current study presents the results with implications for teachers of French at secondary schools. It points out some significant markers such as the preference of textbook type activities and arguments for choosing the textbooks.
In the study, the following research questions are responded: Are there any conception differences within the textbook series? How might the conception influence teaching French? The current study presents the results with implications for teachers of French at secondary schools. It points out some significant markers such as the preference of textbook type activities and arguments for choosing the textbooks.
Number of views: 1633 Download in PDF
Development of Foreign Language Lexical Competence on the Basis of a Learner’s Terminological Thesaurus and Dictionary
European Journal of Contemporary Education, 2018, 7(1): 51-59.
Number of views: 1680 Download in PDF
7. Ausra Daugirdiene, Aiste Petrulyte, Agne BrandisauskieneEuropean Journal of Contemporary Education, 2018, 7(1): 51-59.
Abstract:
The article suggests a method of foreign language lexical competence development on the basis of a Learner’s terminological thesaurus and dictionary of software terms which includes four main components: classification part demonstrating the inner logic of the subject area, glossary with definitions of key terms, thesaurus demonstrating logical and associative relations of the key terms, and bilingual alphabetical dictionary. The thesaurus and dictionary has an extended context part supplemented with an encyclopedic part on the main topics of the thesaurus. The stages of the development and the structure of the Thesaurus and dictionary are described. Pedagogical experiment was conducted and proved high efficiency of the method proposed.
The article suggests a method of foreign language lexical competence development on the basis of a Learner’s terminological thesaurus and dictionary of software terms which includes four main components: classification part demonstrating the inner logic of the subject area, glossary with definitions of key terms, thesaurus demonstrating logical and associative relations of the key terms, and bilingual alphabetical dictionary. The thesaurus and dictionary has an extended context part supplemented with an encyclopedic part on the main topics of the thesaurus. The stages of the development and the structure of the Thesaurus and dictionary are described. Pedagogical experiment was conducted and proved high efficiency of the method proposed.
Number of views: 1680 Download in PDF
Abilities of 4–7 years old Children to Provide Independent Explanations and Generalisations of Causality
European Journal of Contemporary Education, 2018, 7(1): 60-72.
Number of views: 1646 Download in PDF
8. Patience Fakornam Doe, Elizabeth Agyeiwaa Oppong, Jacob Owusu SarfoEuropean Journal of Contemporary Education, 2018, 7(1): 60-72.
Abstract:
The understanding and generalisation of causality are important thinking abilities, as they form the basis for a person’s activity. Researchers exploring these abilities do not have a unified opinion regarding the age of children when they develop causative understanding and its determinant factors (e.g. age, prior knowledge, the content of a task, etc.). The aim of the current research is to investigate the abilities of 4–7-year-old children to explain causative relations and independently generalise them. An original experiment using spatial figures of animals was chosen for the research. 66 pre-school children participated in the research, each group being represented by 22 children (4–5-year old, 5–6-year old, and 6–7-year old respectively). The research results revealed that pre-school children (4–7-year old) are able to distinguish and explain causative relations. Besides, no difference was determined between the children’s abilities to explain and generalise causalities in relation to age (4–5, 5–6, and 6–7). It is assumed that the children of different age understand causal structures in the same way when the spatial figures of animals, which are close and familiar to children, are used as simulation material in the research. The obtained results of the experiment are discussed in the context of the works of other researchers.
The understanding and generalisation of causality are important thinking abilities, as they form the basis for a person’s activity. Researchers exploring these abilities do not have a unified opinion regarding the age of children when they develop causative understanding and its determinant factors (e.g. age, prior knowledge, the content of a task, etc.). The aim of the current research is to investigate the abilities of 4–7-year-old children to explain causative relations and independently generalise them. An original experiment using spatial figures of animals was chosen for the research. 66 pre-school children participated in the research, each group being represented by 22 children (4–5-year old, 5–6-year old, and 6–7-year old respectively). The research results revealed that pre-school children (4–7-year old) are able to distinguish and explain causative relations. Besides, no difference was determined between the children’s abilities to explain and generalise causalities in relation to age (4–5, 5–6, and 6–7). It is assumed that the children of different age understand causal structures in the same way when the spatial figures of animals, which are close and familiar to children, are used as simulation material in the research. The obtained results of the experiment are discussed in the context of the works of other researchers.
Number of views: 1646 Download in PDF
Students’ Demographic, Academic Characteristics and Performance in Registered General Nursing Licensing Examination in Ghana
European Journal of Contemporary Education, 2018, 7(1): 73-81.
Number of views: 1643 Download in PDF
9. Alexander Fedorov, Anastasia Levitskaya, Olga Gorbatkova, Anvar MamadalievEuropean Journal of Contemporary Education, 2018, 7(1): 73-81.
Abstract:
The decreasing performance of student nurses in the professional licensure examinations (LE) in Ghana is a major concern to stakeholders, especially at a time when the nurse-patient ratio stands at 1: 1500. The study sought to determine the effect of students’ demographic and academic characteristics on performance in the Registered General Nursing (RGN) LE. A descriptive retrospective study was conducted using a researcher designed checklist to review the administrative and academic records of 324 nursing students who wrote the RGN LE between 2007 and 2012. A stratified sampling method was used to select the participants for the study. Chi-square statistics were used to determine the effect of the predictors: demographic characteristics, entry grade and Final Grade Point Average (FGPA) on the dependent variable (LE performance). The study revealed a relationship between gender and LE performance, residential status, entry grade and students' FGPA at the college. However, no significant relationship was found between the age of participants, subject background at high school and LE outcomes. We conclude that students’ socio-demographic and academic characteristics such as gender, campus residential status, entry grade and FGPA influence the outcome of the final LE of RGN students. Consequently, priority should be given to applicants with high pre-entry aggregate during recruitment and on campus accommodation should be provided for all trainee nurses. Furthermore, weak students with low FGPA should be given special tuition before they are registered for the final LE to improve their outcomes.
The decreasing performance of student nurses in the professional licensure examinations (LE) in Ghana is a major concern to stakeholders, especially at a time when the nurse-patient ratio stands at 1: 1500. The study sought to determine the effect of students’ demographic and academic characteristics on performance in the Registered General Nursing (RGN) LE. A descriptive retrospective study was conducted using a researcher designed checklist to review the administrative and academic records of 324 nursing students who wrote the RGN LE between 2007 and 2012. A stratified sampling method was used to select the participants for the study. Chi-square statistics were used to determine the effect of the predictors: demographic characteristics, entry grade and Final Grade Point Average (FGPA) on the dependent variable (LE performance). The study revealed a relationship between gender and LE performance, residential status, entry grade and students' FGPA at the college. However, no significant relationship was found between the age of participants, subject background at high school and LE outcomes. We conclude that students’ socio-demographic and academic characteristics such as gender, campus residential status, entry grade and FGPA influence the outcome of the final LE of RGN students. Consequently, priority should be given to applicants with high pre-entry aggregate during recruitment and on campus accommodation should be provided for all trainee nurses. Furthermore, weak students with low FGPA should be given special tuition before they are registered for the final LE to improve their outcomes.
Number of views: 1643 Download in PDF
School and University in Soviet Cinema of "Perestroika" (1986–1991)
European Journal of Contemporary Education, 2018, 7(1): 82-96.
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10. Arturo García-Santillán, Valerie Martínez-Rodríguez, Josefina C. SantanaEuropean Journal of Contemporary Education, 2018, 7(1): 82-96.
Abstract:
Films of the "perestroika" period (1986-1991) related to school/university theme showed that: - the educational / upbringing process has lost the previous strict storylines and in many respects has lost its communist landmarks; - both school and university have acute problem areas (crisis, disappointment and fatigue, professional "burning out" of teachers, stagnation, hypocrisy, lies, bureaucracy and authoritarianism, pragmatic cynicism of students, teenage cruelty, underage sexual activity, etc.); - the activity of a schoolchild / student again became more directed toward the outside world than to the inner world; - appropriate distance in the teacher-student relationship has become more fragile (familiarity, sexual relation, or its provocation); in the films Work on Mistakes (1988) and Asthenic Syndrome (1989), male teachers even fight with high school students in class or in the school corridor; - the prestige of the pedagogical profession in the eyes of students and the public has fallen even lower; in accordance with the real state of affairs, female teachers' images (often lonely, unsettled) came to the forefront; - the main conflicts of plots were built on the opposition of non-ordinary teachers and students with stagnation, bureaucracy, mediocre bosses / colleagues / peers. In fact, one can probably assume that the exposing "black series" of the perestroika cinema (where the youth theme was one of the most prominent ones) served a kind of "mobilizing purpose", only at the time it was not the orientation of "Soviet power elites in the renewal of the tools which they embodied the communist project with". Conversely, a Western-oriented part of the Soviet ruling elite used "uncensored" cinematography as one of the levers for the gradual liquidation of socialism. On the other hand, it is possible not to attach special importance to this "conspiracy" assumption, believing that Soviet cinematographers spontaneously walked in the wake of political and socio-cultural changes of the "perestroika" era. After all, we should not forget that by the end of the 1980s a paradoxical situation arose in the USSR when the state continued to finance film production, but in the actual absence of censorship, filmmakers could produce all that they wanted, practically ignoring the opinion of the leading bodies of the CPSU and the government.
Films of the "perestroika" period (1986-1991) related to school/university theme showed that: - the educational / upbringing process has lost the previous strict storylines and in many respects has lost its communist landmarks; - both school and university have acute problem areas (crisis, disappointment and fatigue, professional "burning out" of teachers, stagnation, hypocrisy, lies, bureaucracy and authoritarianism, pragmatic cynicism of students, teenage cruelty, underage sexual activity, etc.); - the activity of a schoolchild / student again became more directed toward the outside world than to the inner world; - appropriate distance in the teacher-student relationship has become more fragile (familiarity, sexual relation, or its provocation); in the films Work on Mistakes (1988) and Asthenic Syndrome (1989), male teachers even fight with high school students in class or in the school corridor; - the prestige of the pedagogical profession in the eyes of students and the public has fallen even lower; in accordance with the real state of affairs, female teachers' images (often lonely, unsettled) came to the forefront; - the main conflicts of plots were built on the opposition of non-ordinary teachers and students with stagnation, bureaucracy, mediocre bosses / colleagues / peers. In fact, one can probably assume that the exposing "black series" of the perestroika cinema (where the youth theme was one of the most prominent ones) served a kind of "mobilizing purpose", only at the time it was not the orientation of "Soviet power elites in the renewal of the tools which they embodied the communist project with". Conversely, a Western-oriented part of the Soviet ruling elite used "uncensored" cinematography as one of the levers for the gradual liquidation of socialism. On the other hand, it is possible not to attach special importance to this "conspiracy" assumption, believing that Soviet cinematographers spontaneously walked in the wake of political and socio-cultural changes of the "perestroika" era. After all, we should not forget that by the end of the 1980s a paradoxical situation arose in the USSR when the state continued to finance film production, but in the actual absence of censorship, filmmakers could produce all that they wanted, practically ignoring the opinion of the leading bodies of the CPSU and the government.
Number of views: 1666 Download in PDF
Psychometric properties of the RMARS Scale in High School Students
European Journal of Contemporary Education, 2018, 7(1): 97-117.
Number of views: 1699 Download in PDF
11. Elena E. GuseinovaEuropean Journal of Contemporary Education, 2018, 7(1): 97-117.
Abstract:
The purpose of this study was to determine if there is a structure of variables that allows us to understand the level of Anxiety towards Mathematics in high school students from the municipalities of Zacatal and Jamapa, Veracruz, Mexico. This was based on the seminal works of Richardson and Suinn [1972], who developed the Mathematics Anxiety Rating Scale (MARS) instrument with 98 items. This was later modified by Alexander and Martray [1989] to develop the Revised Mathematics Anxiety Rating Scale (RMARS) with only 25 items. For this study, the test was applied to a sample of 200 high school students of first, third and fifth semesters. The reliability of the test was α: 0.934 per item and 0.693 per dimension, which suggests acceptable validity and consistency in terms of what Hair, et al. point out [1979]. For the test of the H1 and H2 hypotheses, Exploratory Factor Analysis with extraction of the Principal Components and the Chi2c> Chi2t> statistic suggest that, as a whole, the dimensions of the RMARS scale explain mathematical anxiety. In addition, they indicate that anxiety towards mathematics classes is greater than anxiety towards exams and mathematical tasks; all this accounts for 74 % of the assimilable variance. For H3, the ANOVA test is used to show if there is a difference in means. The results suggest that there are no differences by Gender, Age. Or School Grade, although the MATHTEST dimension in Gender, showed differences in variances.
The purpose of this study was to determine if there is a structure of variables that allows us to understand the level of Anxiety towards Mathematics in high school students from the municipalities of Zacatal and Jamapa, Veracruz, Mexico. This was based on the seminal works of Richardson and Suinn [1972], who developed the Mathematics Anxiety Rating Scale (MARS) instrument with 98 items. This was later modified by Alexander and Martray [1989] to develop the Revised Mathematics Anxiety Rating Scale (RMARS) with only 25 items. For this study, the test was applied to a sample of 200 high school students of first, third and fifth semesters. The reliability of the test was α: 0.934 per item and 0.693 per dimension, which suggests acceptable validity and consistency in terms of what Hair, et al. point out [1979]. For the test of the H1 and H2 hypotheses, Exploratory Factor Analysis with extraction of the Principal Components and the Chi2c> Chi2t> statistic suggest that, as a whole, the dimensions of the RMARS scale explain mathematical anxiety. In addition, they indicate that anxiety towards mathematics classes is greater than anxiety towards exams and mathematical tasks; all this accounts for 74 % of the assimilable variance. For H3, the ANOVA test is used to show if there is a difference in means. The results suggest that there are no differences by Gender, Age. Or School Grade, although the MATHTEST dimension in Gender, showed differences in variances.
Number of views: 1699 Download in PDF
Organizational and Pedagogical Conditions for the Development of Professional Competencies in the Technical Students' Individual Work through the Example of Studying the Discipline «Hydraulics and Fluid Mechanics»
European Journal of Contemporary Education, 2018, 7(1): 118-126.
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12. Irina Kliziene, Sarunas Klizas, Ginas Cizauskas, Saule SipavicieneEuropean Journal of Contemporary Education, 2018, 7(1): 118-126.
Abstract:
The urgency of the given problem is caused by the necessity to develop an innovative education system capable of producing highly qualified specialists with a wide range of social and professional activities and broad-based abilities ready for individual operating innovative activities. The article is intended to searching for the ways of scientifically based organization of students' individual work which is one of the most up-to-date area of a pedagogical research (focus), contributing to the development of professional competencies and the optimization of higher technical education. The leading method of the given problem research is the pedagogical experiment, which makes it possible to identify, theoretically substantiate and experimentally test the organizational and pedagogical conditions for the development of professional competencies in the students' individual work. In this research students' individual work is considered as an important pedagogical subsystem of the educational process, built with regard to its essential characteristics on the competency based and learner-centered approaches; at the same time, organizational and pedagogical conditions are realized: subject-subject relations between the teacher and students are built up, the prolonged differential tasks are used in the educational process with their gradual complication from adaptive to developing and constructive in the process of studying the academic disciplines, the development of professional competencies is regularly monitored. The scientific and methodological materials presented in the article, used in the practice of professional education, ensure the development of professional competencies in the individual work of technical university students and streamline the workflow of the institutions of higher professional education improving the quality of education.
The urgency of the given problem is caused by the necessity to develop an innovative education system capable of producing highly qualified specialists with a wide range of social and professional activities and broad-based abilities ready for individual operating innovative activities. The article is intended to searching for the ways of scientifically based organization of students' individual work which is one of the most up-to-date area of a pedagogical research (focus), contributing to the development of professional competencies and the optimization of higher technical education. The leading method of the given problem research is the pedagogical experiment, which makes it possible to identify, theoretically substantiate and experimentally test the organizational and pedagogical conditions for the development of professional competencies in the students' individual work. In this research students' individual work is considered as an important pedagogical subsystem of the educational process, built with regard to its essential characteristics on the competency based and learner-centered approaches; at the same time, organizational and pedagogical conditions are realized: subject-subject relations between the teacher and students are built up, the prolonged differential tasks are used in the educational process with their gradual complication from adaptive to developing and constructive in the process of studying the academic disciplines, the development of professional competencies is regularly monitored. The scientific and methodological materials presented in the article, used in the practice of professional education, ensure the development of professional competencies in the individual work of technical university students and streamline the workflow of the institutions of higher professional education improving the quality of education.
Number of views: 1650 Download in PDF
Effects of a 7-month Exercise Intervention Programme on the Psychosocial Adjustment and Decrease of Anxiety Among Adolescents
European Journal of Contemporary Education, 2018, 7(1): 127-136.
Number of views: 1684 Download in PDF
13. Roman S. Nagovitsyn, Yanina A. Chigovskaya-Nazarova, Aleksey A. Miroshnichenko, Svetlana Y. SenatorEuropean Journal of Contemporary Education, 2018, 7(1): 127-136.
Abstract:
This study investigated the psychosocial adjustment and anxiety of adolescents during a 7-month exercise intervention programme. In addition, extensive research on the psychosocial adjustment of adolescents during intense physical activity was performed. The experimental group included adolescent girls (n=110) and boys (n=107) aged between 14 and 15 years while the control group included adolescent girls (n=99) and boys (n=112) of the same age group attending the same school. The girls and boys in the EG participated in modified physical education lessons two times a week. Once a month they received a theory class where they were taught about communication disorders of adolescents and ways of preventing them by means of physical activities. In practical classes, the girls and boys in the EG had sports and games (basketball, volleyball and football) as well as Pilates, enhancing physical abilities. The measurement of psychosocial adjustment included the modification method developed by Roger and Daimond. The measurement of anxiety, the methodology of Reynolds and Richmond. In summarising the results of the 7-month exercise intervention programme of enhancing psychosocial adjustment and its components (self-esteem, dominance, positive self-evaluation, emotional comfort, internality, and evaluation by others) and decrease in anxiety in physical education lessons, we can state that after the intervention there are certain tendencies towards improved psychosocial adjustment that assists in overcoming various critical situations.
This study investigated the psychosocial adjustment and anxiety of adolescents during a 7-month exercise intervention programme. In addition, extensive research on the psychosocial adjustment of adolescents during intense physical activity was performed. The experimental group included adolescent girls (n=110) and boys (n=107) aged between 14 and 15 years while the control group included adolescent girls (n=99) and boys (n=112) of the same age group attending the same school. The girls and boys in the EG participated in modified physical education lessons two times a week. Once a month they received a theory class where they were taught about communication disorders of adolescents and ways of preventing them by means of physical activities. In practical classes, the girls and boys in the EG had sports and games (basketball, volleyball and football) as well as Pilates, enhancing physical abilities. The measurement of psychosocial adjustment included the modification method developed by Roger and Daimond. The measurement of anxiety, the methodology of Reynolds and Richmond. In summarising the results of the 7-month exercise intervention programme of enhancing psychosocial adjustment and its components (self-esteem, dominance, positive self-evaluation, emotional comfort, internality, and evaluation by others) and decrease in anxiety in physical education lessons, we can state that after the intervention there are certain tendencies towards improved psychosocial adjustment that assists in overcoming various critical situations.
Number of views: 1684 Download in PDF
The Realization of the System Programme “Health Saving Education” in the Pedagogical University
European Journal of Contemporary Education, 2018, 7(1): 137-149.
Number of views: 1549 Download in PDF
14. Sevinç Peker, Yusuf İnandı, Fahrettin GılıçEuropean Journal of Contemporary Education, 2018, 7(1): 137-149.
Abstract:
The purpose of the article is to develop a system programme "Health saving education" on the basis of creating a structural model and model of management and ensuring health and preventive activities and experimentally prove the effectiveness of its implementation in the educational process of the university. The solution of research problems was ensured by a set of complementary theoretical methods on the analysis of domestic and foreign pedagogical theory, practice and experience in the field of health of saving education and professional standards. And also general scientific methods such as classification, modeling, comparison, comparison and generalization; experimental methods with the involvement of diagnostic tools based on B. Bloom's classification in the author's modification and expert assessments. The research reveals and scientifically proves that the process of health of the saving education of future teachers in the aspect of implementing the author's system programme becomes more effective while ensuring the systemic nature of provision and management. The practical significance of the research is that using the author's programme will allow us to reach the highest quality level of professional training of teachers, which ensures health saving individual-differentiated development of the student. The proposed patterns, provisions and conclusions create the prerequisites for further study of the phenomenon of realization of the health of saving education in methodological, content and management aspects. The presented practical experience of realization of the programme "Health saving education" can be used at building of professional space, in other educational organizations.
The purpose of the article is to develop a system programme "Health saving education" on the basis of creating a structural model and model of management and ensuring health and preventive activities and experimentally prove the effectiveness of its implementation in the educational process of the university. The solution of research problems was ensured by a set of complementary theoretical methods on the analysis of domestic and foreign pedagogical theory, practice and experience in the field of health of saving education and professional standards. And also general scientific methods such as classification, modeling, comparison, comparison and generalization; experimental methods with the involvement of diagnostic tools based on B. Bloom's classification in the author's modification and expert assessments. The research reveals and scientifically proves that the process of health of the saving education of future teachers in the aspect of implementing the author's system programme becomes more effective while ensuring the systemic nature of provision and management. The practical significance of the research is that using the author's programme will allow us to reach the highest quality level of professional training of teachers, which ensures health saving individual-differentiated development of the student. The proposed patterns, provisions and conclusions create the prerequisites for further study of the phenomenon of realization of the health of saving education in methodological, content and management aspects. The presented practical experience of realization of the programme "Health saving education" can be used at building of professional space, in other educational organizations.
Number of views: 1549 Download in PDF
The Relationship Between Leadership Styles (Autocratic and Democratic) of School Administrators and the Mobbing Teachers Suffer
European Journal of Contemporary Education, 2018, 7(1): 150-164.
Number of views: 1654 Download in PDF
15. Carlos Rojas-Kramer, Enrique Limón-Suárez, Elena Moreno-García, Arturo García-SantillánEuropean Journal of Contemporary Education, 2018, 7(1): 150-164.
Abstract:
The aim of the study is to investigate the relationship between democratic and autocratic leadership styles of school administrators and mobbing teachers experience as well as determining whether these leadership styles predict the mobbing level teachers suffer. The data in the study were collected from 395 primary school teachers (165 male and 230 female) in central districts of Mersin, Turkey. “Mobbing Scale” was used to determine what extent teachers suffer from mobbing and “Leadership Style Scale” to measure leadership style of school administrators. According to the analysis results, gender accounts for a significant diference in only “interference in private life” of all five dimensions of mobbing while seniority accounts for a significant difference in “barriers about work and career” and “work commitment” dimensions. There is a negative relationship between democratic leadership and all dimensions of mobbing except for work commitment while it is positive with autocratic leadership. Lastly, autocratic and democratic leadership styles of school administrators predict all dimensions of the mobbing teachers suffer except for work commitment.
The aim of the study is to investigate the relationship between democratic and autocratic leadership styles of school administrators and mobbing teachers experience as well as determining whether these leadership styles predict the mobbing level teachers suffer. The data in the study were collected from 395 primary school teachers (165 male and 230 female) in central districts of Mersin, Turkey. “Mobbing Scale” was used to determine what extent teachers suffer from mobbing and “Leadership Style Scale” to measure leadership style of school administrators. According to the analysis results, gender accounts for a significant diference in only “interference in private life” of all five dimensions of mobbing while seniority accounts for a significant difference in “barriers about work and career” and “work commitment” dimensions. There is a negative relationship between democratic leadership and all dimensions of mobbing except for work commitment while it is positive with autocratic leadership. Lastly, autocratic and democratic leadership styles of school administrators predict all dimensions of the mobbing teachers suffer except for work commitment.
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Factors that Explain the Attitude Towards Statistic in High-School Students: Empirical Evidence at Technological Study Center of the Sea in Veracruz, Mexico
European Journal of Contemporary Education, 2018, 7(1): 165-176.
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16. Oleg V. Sidorov, Lyubov’ V. Kozub, Alexander V. Goferberg, Natalya V. OsintsevaEuropean Journal of Contemporary Education, 2018, 7(1): 165-176.
Abstract:
The aim of this paper was to analyze attitude towards Statistics in high-school students using the SATS scale designed by Auzmendi (1992). The sample was 200 students from the sixth semester of the afternoon shift, who were enrolled in technical careers from the Technological Study Center of the Sea (Centro de Estudios Tecnológicos del Mar 07 CETMAR 07, for its acronym in Spanish) in Veracruz, México. The participants were selected using a non-random sampling by convenience. The procedure followed was the statistical exploratory factorial analysis by García-Santillán, Venegas-Martínez and Escalera-Chávez (2013), while the data analysis was made using the SPSS Statistics 19 software to analysis the information. The results provide significant evidence to ascertain that there is a component which explains the attitude towards Statistic of high-school students and it has three dimensions: liking, confidence and usefulness. The former leads us to think that there is a factor with an affective, a behavioral and a cognitive part. Hence, the affective component is present when they like working with Statistics; confidence is a behavioral component associated with the disposition and security a subject has when facing Statistic and finally, usefulness as a cognitive component involving beliefs, that is to say, the value a student places on the knowledge of Statistic.
The aim of this paper was to analyze attitude towards Statistics in high-school students using the SATS scale designed by Auzmendi (1992). The sample was 200 students from the sixth semester of the afternoon shift, who were enrolled in technical careers from the Technological Study Center of the Sea (Centro de Estudios Tecnológicos del Mar 07 CETMAR 07, for its acronym in Spanish) in Veracruz, México. The participants were selected using a non-random sampling by convenience. The procedure followed was the statistical exploratory factorial analysis by García-Santillán, Venegas-Martínez and Escalera-Chávez (2013), while the data analysis was made using the SPSS Statistics 19 software to analysis the information. The results provide significant evidence to ascertain that there is a component which explains the attitude towards Statistic of high-school students and it has three dimensions: liking, confidence and usefulness. The former leads us to think that there is a factor with an affective, a behavioral and a cognitive part. Hence, the affective component is present when they like working with Statistics; confidence is a behavioral component associated with the disposition and security a subject has when facing Statistic and finally, usefulness as a cognitive component involving beliefs, that is to say, the value a student places on the knowledge of Statistic.
Number of views: 1625 Download in PDF
Organization and Carrying out the Educational Experiment and Statistical Analysis of its Results in IHL
European Journal of Contemporary Education, 2018, 7(1): 177-189.
Number of views: 1654 Download in PDF
17. Milena I. TsvetkovaEuropean Journal of Contemporary Education, 2018, 7(1): 177-189.
Abstract:
The article discusses the methodological approach to the technology of the educational experiment performance, the ways of the research data processing by means of research methods and methods of mathematical statistics. The article shows the integrated use of some effective approaches to the training of the students majoring in «Technological education». The purpose of article is to check the efficiency of the created didactic support that helps to ground the students majoring in «Technological education» in the technologies of modern production at the university. It shows the features of introduction of the created didactic set of the hi-tech educational laboratory equipment based on digital technologies with program control into the educational process. The materials of the article can be useful to university lecturers, school teachers (teachers of Physics, Mathematics, Technology etc.) and students of teachers training and technical institutions, colleges, schools.
The article discusses the methodological approach to the technology of the educational experiment performance, the ways of the research data processing by means of research methods and methods of mathematical statistics. The article shows the integrated use of some effective approaches to the training of the students majoring in «Technological education». The purpose of article is to check the efficiency of the created didactic support that helps to ground the students majoring in «Technological education» in the technologies of modern production at the university. It shows the features of introduction of the created didactic set of the hi-tech educational laboratory equipment based on digital technologies with program control into the educational process. The materials of the article can be useful to university lecturers, school teachers (teachers of Physics, Mathematics, Technology etc.) and students of teachers training and technical institutions, colleges, schools.
Number of views: 1654 Download in PDF
Lies of the Reader: Disadvantages of the Sociological Research Methods for the Study of the Reading
European Journal of Contemporary Education, 2018, 7(1): 190-213.
Number of views: 1712 Download in PDF
European Journal of Contemporary Education, 2018, 7(1): 190-213.
Abstract:
The research problems of this study are the difficulties in the explanation of the phenomenon of reading in its accelerated transformations by quantitative sociological methods, because of failure to comply with a number of factors: first, the social aspects of the purchase, consumption and possession of reading materials have not yet been reading; second, reading is both asocial and social activity; third, the reader is not social status, social class, social group or social role. Author's hypothesis: the most accessible and authoritative audience methods for study of the reading – sociological research methods, are unable to disclose the specifics of the reader and reading, they provide limited data only on the outer side of the reading activity, for its quantitative indicators but do not reach to the knowledge about the nature and the reasons both for the reading and not reading. The object of this study is the use of sociological research methods in the study of the reader and the reading. The purpose is to reveal the problems generated by the classical sociological research methods, which fed up the mainstream negativity towards the contemporary reading and hinder his objective knowledge. Methodology/approach: The study was conducted by critical analytical and synthetic approach, which involves a systematic review, comparative analysis of terminology and concepts and educational integrated research on the topic „Does my microgroup read?” among Bulgarians over 14 years (2003–2017). Findings: There have been found 15 disadvantages of the sociological methods of the study of reading, as a result of which, science can get a false picture of the reading situation of local and global level. These disadvantages are as follows: 1) research vs. survey, 2) sociological propaganda, 3) the effect of the crowd, 4) fear from the reader, 5) unrecognition of snobbery towards reading and the books, 6) connotations of the word „reading”, 7) literature vs. book, 8) the index „free time”, 9) reading in the consumer modality, 10) reading as demonstrative consumption, 11) undefined „reader”, 12) the respondent lie, 13) the respondent resistance, 14) the prejudice „compulsory for reading”, 15) absence of axiological balance. As an alternative to the sociological methods for obtaining of objective results in the study of the reading and the readers is proposed the integrated approach between qualitative sociological methods and the methods of cognitive neuroscience and bibliopsychology.
The research problems of this study are the difficulties in the explanation of the phenomenon of reading in its accelerated transformations by quantitative sociological methods, because of failure to comply with a number of factors: first, the social aspects of the purchase, consumption and possession of reading materials have not yet been reading; second, reading is both asocial and social activity; third, the reader is not social status, social class, social group or social role. Author's hypothesis: the most accessible and authoritative audience methods for study of the reading – sociological research methods, are unable to disclose the specifics of the reader and reading, they provide limited data only on the outer side of the reading activity, for its quantitative indicators but do not reach to the knowledge about the nature and the reasons both for the reading and not reading. The object of this study is the use of sociological research methods in the study of the reader and the reading. The purpose is to reveal the problems generated by the classical sociological research methods, which fed up the mainstream negativity towards the contemporary reading and hinder his objective knowledge. Methodology/approach: The study was conducted by critical analytical and synthetic approach, which involves a systematic review, comparative analysis of terminology and concepts and educational integrated research on the topic „Does my microgroup read?” among Bulgarians over 14 years (2003–2017). Findings: There have been found 15 disadvantages of the sociological methods of the study of reading, as a result of which, science can get a false picture of the reading situation of local and global level. These disadvantages are as follows: 1) research vs. survey, 2) sociological propaganda, 3) the effect of the crowd, 4) fear from the reader, 5) unrecognition of snobbery towards reading and the books, 6) connotations of the word „reading”, 7) literature vs. book, 8) the index „free time”, 9) reading in the consumer modality, 10) reading as demonstrative consumption, 11) undefined „reader”, 12) the respondent lie, 13) the respondent resistance, 14) the prejudice „compulsory for reading”, 15) absence of axiological balance. As an alternative to the sociological methods for obtaining of objective results in the study of the reading and the readers is proposed the integrated approach between qualitative sociological methods and the methods of cognitive neuroscience and bibliopsychology.
Number of views: 1712 Download in PDF
The History of Education
18. Sergei I. Belentsov, Olga N. Malykhina, Irina V. Ilyina, Irina V. Mandruk
Pedagogical Foundations of Effective Reading Instruction Older Students in Russia in the late XIX – Early XX Centuries
European Journal of Contemporary Education, 2018, 7(1): 214-219.
Number of views: 1727 Download in PDF
19. Violetta S. Molchanova, Svetlana F. Artemova, Leonid L. BalaniukEuropean Journal of Contemporary Education, 2018, 7(1): 214-219.
Abstract:
Topical issues of development of reader's activity of school students are considered on the basis of the comparative analysis of the situation characterizing a technique of formation of communicative competence of the system of gymnasia formation of the Kursk province of the end XIX – the beginning of the XX centuries. The comparative-historical and theoretical analysis of the sources characterizing features of statement and a solution of the problem of training in reading in domestic pedagogics at a boundary of XIX – the XX centuries, are the main methods of work. Generalization, systematization and classification of material are methods also. The main types of reading characterized by methodologists of the specified period as "serious" and "easy", private and obligatory are allocated. Differences of a modern and historical methodical thought in the relation to reading in the system of training of school students are traced. The key principles of effective training in reading the school student (nature conformity, activity approach, presentation, communication of training with life, anthropocentricity) are distinguished. Article can be useful to teachers-language and literature teachers, methodologists, students concerning training in conscious productive reading school students.
Topical issues of development of reader's activity of school students are considered on the basis of the comparative analysis of the situation characterizing a technique of formation of communicative competence of the system of gymnasia formation of the Kursk province of the end XIX – the beginning of the XX centuries. The comparative-historical and theoretical analysis of the sources characterizing features of statement and a solution of the problem of training in reading in domestic pedagogics at a boundary of XIX – the XX centuries, are the main methods of work. Generalization, systematization and classification of material are methods also. The main types of reading characterized by methodologists of the specified period as "serious" and "easy", private and obligatory are allocated. Differences of a modern and historical methodical thought in the relation to reading in the system of training of school students are traced. The key principles of effective training in reading the school student (nature conformity, activity approach, presentation, communication of training with life, anthropocentricity) are distinguished. Article can be useful to teachers-language and literature teachers, methodologists, students concerning training in conscious productive reading school students.
Number of views: 1727 Download in PDF
Teaching Singing in the Russian Empire Educational Institutions: Importance and Results
European Journal of Contemporary Education, 2018, 7(1): 220-225.
Number of views: 1623 Download in PDF
20. Natal'ya A. Shevchenko, Ivan A. Kucherkov, Denis A. Shirev, Natal'ya V. MikuEuropean Journal of Contemporary Education, 2018, 7(1): 220-225.
Abstract:
The article deals with the system of Singing lessons in the educational institutions of the Russian Empire. Attention is paid to the historical and educational significance of musical and choral training in schools, the difficulties and methodological approaches in teaching. Pre-revolutionary, Soviet and modern scientific literature was used as materials. The methods of research were the principles of objectivity, historicism, systemic, complex consideration of social subjectivity in the subject of study, the maximum possible neutrality of the researcher towards the interpretation and evaluation of the actual material was assumed. The use of these methods allowed the authors to consider the system of singing lessons in educational institutions in retrospect and in historical sequence. In conclusion, the authors note that singing had a great importance in the Russian Empire. Traditions and teaching of singing ascended to the ancient history of Russia and played an important part in the spiritual life of society. In the middle of the XIX century, singing was taught in primary schools in Russia, but due to the complex system of teaching, the progress of students was slow. In the 1870s, the teaching methodology based on the analytical-synthetic method was changed, which made it possible to dramatically improve the quality of teaching.
The article deals with the system of Singing lessons in the educational institutions of the Russian Empire. Attention is paid to the historical and educational significance of musical and choral training in schools, the difficulties and methodological approaches in teaching. Pre-revolutionary, Soviet and modern scientific literature was used as materials. The methods of research were the principles of objectivity, historicism, systemic, complex consideration of social subjectivity in the subject of study, the maximum possible neutrality of the researcher towards the interpretation and evaluation of the actual material was assumed. The use of these methods allowed the authors to consider the system of singing lessons in educational institutions in retrospect and in historical sequence. In conclusion, the authors note that singing had a great importance in the Russian Empire. Traditions and teaching of singing ascended to the ancient history of Russia and played an important part in the spiritual life of society. In the middle of the XIX century, singing was taught in primary schools in Russia, but due to the complex system of teaching, the progress of students was slow. In the 1870s, the teaching methodology based on the analytical-synthetic method was changed, which made it possible to dramatically improve the quality of teaching.
Number of views: 1623 Download in PDF
Public Education in the Russian Empire at the end of the 19th century
European Journal of Contemporary Education, 2018, 7(1): 226-231.
Number of views: 1706 Download in PDF
21. European Journal of Contemporary Education, 2018, 7(1): 226-231.
Abstract:
The paper reviews primary education in the Russian Empire at the end of the 19th century. It focuses on describing the successes and shortcomings of the public education system, as well as identifying the causes of its poor efficiency. As a summary, the authors concluded that the government of the Russian Empire consolidated major efforts to improve public education since the mid-19th century. At the same time, it is important to note that the government was not only committed to educating the population, but it also prioritized the role of parochial schools in the process, which paid much more attention to the spiritual and moral component. This is why significant numbers of parochial schools were opened across the Russian Empire, and the institutions enjoyed funding from the state treasury. On the other hand, schools in the system of the Ministry of Public Education, as well as zemstvo (zemstvo – an elective council responsible for the local administration of a provincial district in czarist Russia) and city schools financed by these communities, grew at a much less marked rate. In general, by the end of the 19th century, Russia achieved the encouraging progress in public education, and the transition to universal education was only a matter of time.
The paper reviews primary education in the Russian Empire at the end of the 19th century. It focuses on describing the successes and shortcomings of the public education system, as well as identifying the causes of its poor efficiency. As a summary, the authors concluded that the government of the Russian Empire consolidated major efforts to improve public education since the mid-19th century. At the same time, it is important to note that the government was not only committed to educating the population, but it also prioritized the role of parochial schools in the process, which paid much more attention to the spiritual and moral component. This is why significant numbers of parochial schools were opened across the Russian Empire, and the institutions enjoyed funding from the state treasury. On the other hand, schools in the system of the Ministry of Public Education, as well as zemstvo (zemstvo – an elective council responsible for the local administration of a provincial district in czarist Russia) and city schools financed by these communities, grew at a much less marked rate. In general, by the end of the 19th century, Russia achieved the encouraging progress in public education, and the transition to universal education was only a matter of time.
Number of views: 1706 Download in PDF