Submitted Manuscripts

Name, last name:	Lyudmila Lobova
ID:	157
Academic degree, academic title, academic interests:	candidate of pedagogical Sciences, Professor, Voronezh state pedagogical University, music pedagogy, information-synergetic approach
E-mail:	Lobova_L@rambler.ru

Name, last name:	Tatiana Belykh
ID:	158
Academic degree, academic title, academic interests:	Doctor of Psychology, Assistant professor, Saratov National Research University
E-mail:	tvbelih@mail.ru

Name, last name:	Larisa Severinova
ID:	159
Academic degree, academic title, academic interests:	candidate of pedagogical Sciences, associate Professor, Voronezh state pedagogical University, ethnopedagogics
E-mail:	severinovalarisa@rambler.ru

Name, last name:	Alexander Ryzhenkov
ID:	160
Academic degree, academic title, academic interests:	Professor, Honored Artist of the Russian Federation, Voronezh state pedagogical University, music pedagogy, orchestral arrangement
E-mail:	ryzh.garm@list.ru

Semiotic model of the organization of musical information Interdisciplinary semiotic approach, connecting the achievements of the exact and humanities, allows to consider the processes of information transmission through the sign (code) systems. The musical work thus acts both as an information system, and as the text which semantic transformation occurs in the process of perception. The article proposes a model of musical information organization based on the methodology of semiotics and based on synergetic principles. Its most important components are the musical sign and its sources, codes as a set of signs and systems of rules of their operation, musical text, context. The problems of interpretation of the concept of "musical sign", the specificity of simeosis as a dynamic situation, including the sender of the message, its recipient, the message itself, the communication channel and the code are analyzed. The typology of ar-tistic signs in music, the system of their interrelations, syntactics as the level of internal structural regularities, pragmatics as the relation between signs and those who use them, the features of semantic and aesthetic information, different levels of communication are considered. Particular attention is paid to the problems of encoding artistic information, manifestations of signality in the form of a musical text, finding a sign of meaning and information value only in the surrounding context, the polysemy of the text and its focus on dialogue with the recipient of information.
Семиотическая модель организации музыкальной информации Междисциплинарный семиотический подход, соединяющий достижения точных и гуманитарных наук, позволяет рассматривать процессы передачи информации через знаковые (кодовые) системы. Музыкальное произведение при этом выступает и как информационная система, и как текст, смысловое преобразование которого происходит в процессе восприятия. В статье предложена модель организации музыкальной информации, построенная на основе методологии семиотики и опирающаяся на синергетические принципы. Ее важнейшими компонентами являются музыкальный знак и его источники, коды как совокупность знаков и системы правил оперирования ими, музыкальный текст, контекст. Проанализированы проблемы интерпретации понятия «музыкальный знак», специфика симеозиса как динамической ситуации, включающей в себя отправителя сообщения, его получателя, само сообщение, канал связи и код. Рассмотрены типология художественных знаков в музыке, система их взаимосвязей, синтактика как уровень внутренних структурных закономерностей, прагматика как отношение между знаками и теми, кто ими пользуется, особенности семантической и эстетической информации, различные уровни коммуникации. Особое внимание уделено проблемам кодирования художественной информации, проявлениям знаковости в форме музыкального текста, обретению знаком смысла и информационной ценности только в окружающем его контексте, многозначности текста и его ориентированности на диалог с получателем информации.

Name, last name:	Victor Lukyanenko
ID:	156
Academic degree, academic title, academic interests:	Doctor of Pedagogical Sciences, Professor. Federal State Educational Institution of Higher Professional Education "North-Caucasian Federal University". Scientific interests: Investigation of the accuracy of motor actions Investigation of the problems of modernization of the general education system in the field of physical culture. The author of the "Concept of modernization of the system of general secondary physical education in Russia".
E-mail:	viktor246@mail.ru

ANALYSIS OF FRACTURE AND STAGNATION OF THE EDUCATIONAL SYSTEM IN RUSSIA Annotation. The article tells about the descriptions and analyzes of the indicators that testify to the systemic nature of the education crisis in Russia. Attention is focused, first of all, on those of them that most clearly reflect the low effectiveness of the reforms being carried out, but at the same time remain out of sight or due attention of the governing bodies of all levels, up to the highest. The work also attempted to formulate and substantiate judgments and conclusions about the causes that cause the appearance of these indicators and the prospects for their elimination.
АНАЛИЗ ПРИЗНАКОВ РАЗРУШЕНИЯ И СТАГНАЦИИ СИСТЕМЫ ОБРАЗОВАНИЯ В РОССИИ Аннотация. В статье представлены описание и анализ признаков, свидетельствующих о системном характере кризиса образования в России и его неуклонном разрушении. Внимание сосредоточено, прежде всего, на тех из них, которые наиболее ярко отражая неэффективность проводимых реформ и очевидный вред от них, вместе с тем, остаются вне поля зрения или должного внимания управляющих инстанций всех уровней, в том числе Минобрнауки, Правительства и аппарата Президента России. В работе также предпринята попытка формулирования и обоснования суждений и выводов о причинах, обусловивших возникновение этих признаков и перспективах их устранения.

Name, last name:	oksana omelchenko
ID:	151
Academic degree, academic title, academic interests:	Candidate of Economic Sciences, Docent Associate Professor at the Department of Banking Simon Kuznets Kharkiv National University of Economics Interests: the development of economic systems in terms of nonlinearity and instability, the development of science and education in the country and its regions
E-mail:	ksu.omelchenko@gmail.com

Enhancing the cognitive and creative activity of students of the specialty “Finance, banking and insurance” in the knowledge economy There is a gradual evolutionary transition to a new economic system in the world caused by technological, financial and environmental changes. There is a transition to the newest high-tech, high-performance and flexible forms of production. It asserts the dominance of the knowledge economy and science becomes a direct productive force of society. It is safe to say that the formation, establishment and development of knowledge economy in the country will help increase its competitiveness. Considering this the article analyzed the dynamics of scientific and technological activity in Ukraine for 10 years and identified a direct role of education in shaping the intellectual elite of society. The sphere of education is the most dynamic part due to the continuous increase in the number of students in higher education institutions. It is caused by the growing interest of the population to higher education, raising its prestige, increasing demand of the economic system. It is proved that in the modern society interactive technologies of training are important for satisfaction of educational needs and facilitates the development of creative personality, which is able to make decisions in dynamic variable circumstances. The author defined their role including academic training for students in the process of gaining knowledge and skills. Also it emphasizes the need to introduce competence approach to learning. Conceptual issues of shaping the professional competencies of the students are also discovered
Повышение познавательной и творческой активности студентов специальности «Финансы, банковское дело и страхование» в условиях экономики знаний В мире наблюдается постепенный эволюционный переход к новой экономической системе, которая утверждает доминирование экономики знаний, и наука становится непосредственной производительной силой общества. С уверенностью можно сказать, что формирование, становление и развитие экономики знаний в стране будет способствовать повышению ее конкурентоспособности. В статье проанализирована динамика научно-технической деятельности в Украине в течение последних 10 лет и определена непосредственная роль образования в формировании интеллектуальной элиты общества. Сфера образования является наиболее динамичной частью за счет постоянного увеличения числа студентов в высших учебных заведениях. Это вызвано растущим интересом населения к получению высшего образования, повышением ее престижа, повышением спроса экономической системы. Доказано, что в современном обществе интерактивные технологии обучения имеют важное значение для удовлетворения образовательных потребностей и способствуют развитию творческой личности, способной принимать решения в динамических переменных обстоятельствах. Автором определена их роль в процессе академической подготовки студентов в ходе приобретения знаний и навыков. Кроме того, акцентируется внимание на необходимости внедрения компетентностного подхода к обучению, а также исследованы концептуальные вопросы формирования профессиональных компетентностей у студентов

Name, last name:	Mansoor Ahmed Channa
ID:	149
Academic degree, academic title, academic interests:	MPhil in English for specific purposes, PhD Researcher, Academic interest in Psycholinguistics
E-mail:	14010165@siswa.unimas.my

Investigating Scaffolding and Metacognitive strategies: A Qualitative study for improving Reading Comprehension in Pakistan This research investigates scaffolding and metacognitive strategies for developing reading comprehension among first year engineering students in one university in Pakistan. The main purpose of this research was to know metacognitive strategies used by first year engineering students to develop reading comprehension. The researchers used qualitative instruments including interviews with 10 teachers and group interviews with 8 groups of students to collect data from four engineering departments. The interview questions were developed by researchers and were approved by two experts in the field at UNIMAS, Malaysia. The interviews were recorded through recorder and transcribed. The researchers used NVIVO software version 8 for analysis of the data. The major themes obtained through NVIVO software including Selecting the important words and phrases, Using Grammatical Structure, Text Paraphrasing, Teachers support, and peer support. The study contributed the most promising results in the field. Findings of the study indicated that engineering students needed teachers support and peer support along with different metacognitive strategies to improve reading comprehension. The novelty of this paper is to identify scaffolding and metacognitive strategies as the inputs for developing courses for improving reading ability of first year engineering students in Pakistan.
Investigating Scaffolding and Metacognitive strategies: A Qualitative study for improving Reading Comprehension in Pakistan This research investigates scaffolding and metacognitive strategies for developing reading comprehension among first year engineering students in one university in Pakistan. The main purpose of this research was to know metacognitive strategies used by first year engineering students to develop reading comprehension. The researchers used qualitative instruments including interviews with 10 teachers and group interviews with 8 groups of students to collect data from four engineering departments. The interview questions were developed by researchers and were approved by two experts in the field at UNIMAS, Malaysia. The interviews were recorded through recorder and transcribed. The researchers used NVIVO software version 8 for analysis of the data. The major themes obtained through NVIVO software including Selecting the important words and phrases, Using Grammatical Structure, Text Paraphrasing, Teachers support, and peer support. The study contributed the most promising results in the field. Findings of the study indicated that engineering students needed teachers support and peer support along with different metacognitive strategies to improve reading comprehension. The novelty of this paper is to identify scaffolding and metacognitive strategies as the inputs for developing courses for improving reading ability of first year engineering students in Pakistan.

Name, last name:	Servet Demir
ID:	146
Academic degree, academic title, academic interests:	Assoc. Prof., Curiculum Instruction, Teacher Education, Gamification, Technology Integration
E-mail:	sdemir@gantep.edu.tr

An Analysis of Pre-Service Teachers’ Attitudes and Opinions Regarding the Teaching Profession via Q-Methodology One of the factors influential on teacher achievement is their attitudes towards the profession. Teacher attitude influences a teacher’s satisfaction with their profession, devotion to the profession, belief in the necessity and importance of the teaching profession, and belief in professional development. General evaluation of pre-service teachers’ attitudes has yielded positive and high results in a lot of studies. It is believed that pre-service teachers having high attitudes will also have job satisfaction, which will be promising for the future of the teaching profession. However, there are also studies indicating low levels of attitudes among pre-service teachers. In this study, Q-methodology, a reliable method that takes individuals’ unique perspectives, was employed to determine students’ opinions and perceptions. The present study was carried out with the fourth year students (i.e. pre-service teachers) studying at a university located in the southern part of Turkey. Q-sort results indicate that majority of the pre-service teachers have positive attitudes towards the teaching profession. Qualitative analyses indicate that they have both positive and negative perceptions. Furthermore, three different groups of teachers were formed in the study: idealists, forced teachers, and confused teachers.
Анализ отношения и мнения студентов педагогического факультета по поводу профессии преподавателя посредством метода Q-сортировки Резюме. Один из факторов, влияющих на успех преподавателей, это их отношение к профессии. Отношение преподавателя влияет на его удовлетворенность профессией, преданность профессии, веру в необходимость и важность профессии учителя, веру в профессиональное развитие. Общая оценка отношения студентов педагогических факультетов дала положительные и выскоие результаты во многих работах. Считается, что положительное отношение студентов повышает их удовлетворенность профессией, что является многообещающим для будущего профессии учителя. Однако, есть так же работы, показывающие низкий уровень положительного отношения среди студентов педагогических факультетов. В этой работе метод Q-сортировки, надежный метод, который собирает уникальные взгляды индивидов, был использован, чтобы собрать мнения и понимание студентов. Данное исследование было проведено со студентами 4-го курса (педагогического факультета), учащихся в университете, расположенном в южной части Турции. Результаты Q-сортировки показали, что большинство студентов педагогического факультета имеют положительное отношение к профессии учителя. Качественный анализ указывает, что у студентов имеется и положительное, и отрицательное осознание профессии. К тому же, были сформированы три различных группы студентов в ходе исследования: идеалисты, вынужденные учителя и растерявшиеся учителя.

Name, last name:	Canan Altundağ
ID:	145
Academic degree, academic title, academic interests:	Dr.
E-mail:	canan.kck@gmail.com

Name, last name:	dilek sultan acarlı
ID:	144
Academic degree, academic title, academic interests:	Dr.
E-mail:	dileksultan@gmail.com

Name, last name:	Fatma Alkan
ID:	143
Academic degree, academic title, academic interests:	Dr. education, chemistry education
E-mail:	ftmalkan@gmail.com

TEACHERS’ OPINIONS TOWARDS PRIVATE COURSES AND TEACHERS’ EFFICACY The purpose of this study is to determine views of teachers’ on private courses and teachers’ efficacy, which would affect their views, were examined and the case was evaluated with regards to teachers. The study was conducted with the participation of 1065 teachers who work at different secondary schools in Ankara. When the data of the study was examined, it was determined that teachers’ views concerning private courses are positive. Teachers think that private courses have fewer numbers of students in one class where students are of the same level; they also think that private courses corroborate knowledge obtained at school so that lessons are learnt better. They think all these factors increase success. It was also determined that teachers’ efficacy is rather high. Moreover, it was seen that the more experience teachers have in their profession, the higher their perception of efficacy.
МНЕНИЯ НАВСТРЕЧУ ЧАСТНЫХ КУРСЫ И УЧИТЕЛЯ УЧИТЕЛЕЙ ЭФФЕКТИВНОСТЬ Целью данного исследования является определение мнения учителей »на частных курсах и учителей эффективности, которые затрагивали бы их взгляды, были рассмотрены и дело было оценено в отношении учителей. Исследование проводилось с участием 1065 учителей, которые работают в разных средних школах в Анкаре. Когда исследовали данные исследования, было установлено, что мнения учителей относительно частных курсов являются положительными. Учителя считают, что частные курсы имеют меньше числа учащихся в одном классе, где студенты имеют одинаковый уровень; они также считают, что частные курсы подтверждают знания, полученные в школе, так что уроки усваиваются лучше. Они думают, что все эти факторы увеличивают успех. Было также установлено, что эффективность учителей достаточно высока. Кроме того, было замечено, что чем больше учителей опыт имеют в своей профессии, тем выше их восприятие эффективности.

Name, last name:	Canan Altundağ
ID:	145
Academic degree, academic title, academic interests:	Dr.
E-mail:	canan.kck@gmail.com

Name, last name:	dilek sultan acarlı
ID:	144
Academic degree, academic title, academic interests:	Dr.
E-mail:	dileksultan@gmail.com

Name, last name:	Fatma Alkan
ID:	143
Academic degree, academic title, academic interests:	Dr. education, chemistry education
E-mail:	ftmalkan@gmail.com

TEACHERS’ OPINIONS TOWARDS PRIVATE COURSES AND TEACHERS’ EFFICACY The purpose of this study is to determine views of teachers’ on private courses and teachers’ efficacy, which would affect their views, were examined and the case was evaluated with regards to teachers. The study was conducted with the participation of 1065 teachers who work at different secondary schools in Ankara. When the data of the study was examined, it was determined that teachers’ views concerning private courses are positive. Teachers think that private courses have fewer numbers of students in one class where students are of the same level; they also think that private courses corroborate knowledge obtained at school so that lessons are learnt better. They think all these factors increase success. It was also determined that teachers’ efficacy is rather high. Moreover, it was seen that the more experience teachers have in their profession, the higher their perception of efficacy.
МНЕНИЯ НАВСТРЕЧУ ЧАСТНЫХ КУРСЫ И УЧИТЕЛЯ УЧИТЕЛЕЙ ЭФФЕКТИВНОСТЬ Целью данного исследования является определение мнения учителей »на частных курсах и учителей эффективности, которые затрагивали бы их взгляды, были рассмотрены и дело было оценено в отношении учителей. Исследование проводилось с участием 1065 учителей, которые работают в разных средних школах в Анкаре. Когда исследовали данные исследования, было установлено, что мнения учителей относительно частных курсов являются положительными. Учителя считают, что частные курсы имеют меньше числа учащихся в одном классе, где студенты имеют одинаковый уровень; они также считают, что частные курсы подтверждают знания, полученные в школе, так что уроки усваиваются лучше. Они думают, что все эти факторы увеличивают успех. Было также установлено, что эффективность учителей достаточно высока. Кроме того, было замечено, что чем больше учителей опыт имеют в своей профессии, тем выше их восприятие эффективности.

Name, last name:	Fatma Alkan
ID:	143
Academic degree, academic title, academic interests:	Dr. education, chemistry education
E-mail:	ftmalkan@gmail.com

TEACHERS’ OPINIONS TOWARDS PRIVATE COURSES AND TEACHERS’ EFFICACY The purpose of this study is to determine views of teachers’ on private courses and teachers’ efficacy, which would affect their views, were examined and the case was evaluated with regards to teachers. The study was conducted with the participation of 1065 teachers who work at different secondary schools in Ankara. When the data of the study was examined, it was determined that teachers’ views concerning private courses are positive. Teachers think that private courses have fewer numbers of students in one class where students are of the same level; they also think that private courses corroborate knowledge obtained at school so that lessons are learnt better. They think all these factors increase success. It was also determined that teachers’ efficacy is rather high. Moreover, it was seen that the more experience teachers have in their profession, the higher their perception of efficacy.
МНЕНИЯ НАВСТРЕЧУ ЧАСТНЫХ КУРСЫ И УЧИТЕЛЯ УЧИТЕЛЕЙ ЭФФЕКТИВНОСТЬ Целью данного исследования является определение мнения учителей »на частных курсах и учителей эффективности, которые затрагивали бы их взгляды, были рассмотрены и дело было оценено в отношении учителей. Исследование проводилось с участием 1065 учителей, которые работают в разных средних школах в Анкаре. Когда исследовали данные исследования, было установлено, что мнения учителей относительно частных курсов являются положительными. Учителя считают, что частные курсы имеют меньше числа учащихся в одном классе, где студенты имеют одинаковый уровень; они также считают, что частные курсы подтверждают знания, полученные в школе, так что уроки усваиваются лучше. Они думают, что все эти факторы увеличивают успех. Было также установлено, что эффективность учителей достаточно высока. Кроме того, было замечено, что чем больше учителей опыт имеют в своей профессии, тем выше их восприятие эффективности.

Name, last name:	Valeriy Sidorov
ID:	137
Academic degree, academic title, academic interests:	PhD in Technical Sciences, Associate Professor, Sochi State University, quality management system, interdisciplinary, organizational and pedagogical conditions, polycontextual educational module, e-learning, computer animation
E-mail:	vsidor@mail.ru

Name, last name:	Konstantin Safonov
ID:	138
Academic degree, academic title, academic interests:	Doctor of Physics and Mathematics, HoD, Reshetnev Siberian State Aerospace University, Russian Federation; Keywords: formation of competence, didactic basis, contextual, interdisciplinary, fundamental, subject-information approaches, organizational and pedagogical conditions, polycontextual educational module, e-learning, computer animation.
E-mail:	safonovkv@rambler.ru

Name, last name:	Tatiana Sidorova
ID:	139
Academic degree, academic title, academic interests:	PhD in Physics and Mathematics, Associate Professor, 3 Siberian Federal University, Russian Federation, Keywords: formation of competence, didactic basis, contextual, interdisciplinary, fundamental, subject-information approaches, organizational and pedagogical conditions, polycontextual educational module, e-learning, computer animation.
E-mail:	stany6@yandex.ru

Name, last name:	Victoria Shershneva
ID:	140
Academic degree, academic title, academic interests:	Doctor of Pedagogical Sciences, Professor, Siberian Federal University, Russian Federation; Keywords: formation of competence, didactic basis, contextual, interdisciplinary, fundamental, subject-information approaches, organizational and pedagogical conditions, polycontextual educational module, e-learning, computer animation. 79 Svobodny, Krasnoyarsk, 660041
E-mail:	vshershneva@yandex.ru

Name, last name:	Lyudmila Shkerina
ID:	141
Academic degree, academic title, academic interests:	Doctor of Pedagogical Sciences, HoD, Krasnoyarsk State Pedagogical University named after V.P. Astafiev, Russian Federation; Keywords: formation of competence, didactic basis, contextual, interdisciplinary, fundamental, subject-information approaches, organizational and pedagogical conditions, polycontextual educational module, e-learning, computer animation. 89 Ady Lebedevoi St., Krasnoyarsk, 660049
E-mail:	shkerina@mail.ru

Contemporary Didactics in Higher Education The article presents the theoretical framework for a competency-based approach in higher education. It shows that the general didactic principles of professional direction, interdisciplinary connections, fundamentalization and informatization form the didactic basis for the competency-based training in university. The article also actualizes the integrated use of effective approaches to training, namely, competency-based, contextual, interdisciplinary, fundamental and subject-information approaches to training, among which the competency-based approach is leading. The basic organizational and pedagogical conditions promoting the formation of competence are defined in the form of the organization of polycontextual modules in training. Besides, the article outlines the ways to enhance the effectiveness of e-learning in the future.
Современная дидактика в высшем образовании В статье разрабатываются теоретические основы компетентностного подхода в высшем образовании. Показано, что общедидактические принципы профессиональной направленности, междисциплинарных связей, фундаментализации и информатизации образуют дидактический базис компетентностного обучения вузовским дисциплинам. Актуализировано комплексное использование результативных подходов в обучении: компетентностного, контекстного, междисциплинарного, фундаментального и предметно-информационного подходов в обучении, при ведущей роли компетентностного подхода. Определены основные организационно-педагогические условия, способствующие формированию компетентности, в виде организации поликонтекстных модулей в обучении. Намечены также пути для дальнейшего повышения результативности электронного обучении.

Name, last name:	Arzu Deveci Topal
ID:	45
Academic degree, academic title, academic interests:	Dr.
E-mail:	adeveci@kocaeli.edu.tr

DEVELOPING THE SCALE OF PROBLEM SOLVING SKILLS FOR THE SECONDARY SCHOOL AGED DEAF-HARD HEARING STUDENTS Considering the fact that the individuals have to overcome some problems in their daily lives, it will be useful to integrate the problem solving skill at primary school level. The scales of problem solving developed for the students without impairment are seemed not to have the essentials for measuring the problem solving skills of the secondary school-aged students with hearing impairment. In order to compensate for these lacks and measure the problem solving skills, a scale of problem solving skills which has been proposed by secondary school curriculums has been developed; the scale includes texts complying with sign language, its visuality is advanced and verbal expressions are decreased for the secondary school-aged deaf- hard hearing students. The data was collected through the Scale of Problem Solving for the Deaf- Hard Hearing (SPSDH) and personal info form. The sample of this research consisted of 73 students from Gazanfer Bilge Hearing Impaired Secondary School in Kocaeli and Duyum Hearing Impaired Secondary School in Nilufer, Bursa, who were enrolled in the academic year, 2015-2016 and contacted via organisations for the hearing and visually impaired. In order to ensure the construct validity of the test, item analysis was carried out. The Kuder-Richardson formula 20 was used for estimating the reliability of a calculated test and the difficulty level of each item in the measurement tool. The outcome of the formula showed that KR-20 internal consistency coefficient was .704 for 8 items. According to the item analysis made, the average item difficulty and discrimination indices of the test were calculated as 0,46 and 0,63 respectively. These results proved us that the items discriminated the students in terms of their problem solving skills. The findings obtained from the present study reveal that the Scale of Problem Solving for the Deaf- Hard Hearing (SPSDH) is a valid and reliable measurement tool that can be used to determine the problem solving skills of secondary school aged- deaf- hard hearing students.
DEVELOPING THE SCALE OF PROBLEM SOLVING SKILLS FOR THE SECONDARY SCHOOL AGED DEAF-HARD HEARING STUDENTS Considering the fact that the individuals have to overcome some problems in their daily lives, it will be useful to integrate the problem solving skill at primary school level. The scales of problem solving developed for the students without impairment are seemed not to have the essentials for measuring the problem solving skills of the secondary school-aged students with hearing impairment. In order to compensate for these lacks and measure the problem solving skills, a scale of problem solving skills which has been proposed by secondary school curriculums has been developed; the scale includes texts complying with sign language, its visuality is advanced and verbal expressions are decreased for the secondary school-aged deaf- hard hearing students. The data was collected through the Scale of Problem Solving for the Deaf- Hard Hearing (SPSDH) and personal info form. The sample of this research consisted of 73 students from Gazanfer Bilge Hearing Impaired Secondary School in Kocaeli and Duyum Hearing Impaired Secondary School in Nilufer, Bursa, who were enrolled in the academic year, 2015-2016 and contacted via organisations for the hearing and visually impaired. In order to ensure the construct validity of the test, item analysis was carried out. The Kuder-Richardson formula 20 was used for estimating the reliability of a calculated test and the difficulty level of each item in the measurement tool. The outcome of the formula showed that KR-20 internal consistency coefficient was .704 for 8 items. According to the item analysis made, the average item difficulty and discrimination indices of the test were calculated as 0,46 and 0,63 respectively. These results proved us that the items discriminated the students in terms of their problem solving skills. The findings obtained from the present study reveal that the Scale of Problem Solving for the Deaf- Hard Hearing (SPSDH) is a valid and reliable measurement tool that can be used to determine the problem solving skills of secondary school aged- deaf- hard hearing students.

Name, last name:	Deniz Kaya
ID:	131
Academic degree, academic title, academic interests:	Dr
E-mail:	denizkaya50@yahoo.com

Resources of Mathematics Self-Efficacy and Perception of Science Self-Efficacy as Predictors of Academic Achievement The main objective of this study is to determine the predictive power of mathematics self-efficacy resources and perception of science self-efficacy on academic achievement. The study, adopting a relational screening model, was conducted with a total of 698 students in sixth, seventh and eighth grade level of a state secondary school. Mathematics self-efficacy resources and science self-efficacy scales were used as data collection tools. Additionally, the half-terms report card grade point averages prior to the term when the study was conducted were also taken into account to determine students' academic achievements. Data analysis was performed by Pearson product-moment correlation technique and multiple linear regression analysis. According to the obtained results, resources of mathematics self-efficacy and perception of science self-efficacy were found to be significantly correlated with academic achievement in high, medium and low levels of influence. Belief in learning ability, belief in skills, mastery experiences, social persuasions and physiological states, which have significant impacts on the academic achievement, account for 48% of the variance in the academic achievement. Indirect experiences, however, do not have a significant effect on academic achievement. Besides this, when examined the relationship between dimensions of science self-efficacy perception and mathematics self-efficacy resources; a significant relationship was observed between the belief in learning ability and mastery experiences, indirect experiences and physiological states, belief in skills and mastery experiences, indirect experiences and social persuasions.
Ресурсы математики самоэффективности и Восприятие науки самоэффективности как предикторы академической успеваемости Основной целью данного исследования является определение прогностической силы математики самоэффективности ресурсов и восприятия науки самоэффективности на успеваемости. Исследование, приняв реляционную модель скрининга, было проведено в общей сложности 698 студентов в шестом, седьмом и восьмом классе уровень государственной средней школы. Математика самоэффективности ресурсов и науки самоэффективности весы были использованы в качестве средства сбора данных. Кроме того, сводными термины отчета балл карты в среднем до срока, когда было проведено исследование также были приняты во внимание для определения академических достижений учащихся. Анализ данных проводили с помощью метода Пирсона-момент корреляции и множественной линейной регрессии. Согласно полученным результатам, были найдены ресурсы математики самоэффективности и восприятие науки самоэффективности быть достоверно коррелирует с успеваемости в высоких, средних и низких уровней воздействия. Вера в способность к обучению, вера в навыки, мастерство, опыт социальных убеждений и физиологических состояний, которые оказывают значительное влияние на успеваемости, приходится 48% дисперсии в успеваемости. Косвенные опыт, однако, не оказывает существенного влияния на успеваемости. Кроме того, при исследовании взаимосвязи между измерениями науки Самоэффективность восприятия и математики самоэффективности ресурсов; значительная взаимосвязь наблюдалась между верой в способность к обучению и мастерство, опыт и непрямые опыты физиологических состояний, вера в навыки и мастерство, опыт косвенного опыта и социальных убеждений.

Name, last name:	Galina Bakulina
ID:	130
Academic degree, academic title, academic interests:	Doctor of Pedagogy, Professor of the Chair of Pedagogy and Methodology of Preschool and Primary Education of Vyatka State University; Scientific Interests: Pedagogy, Methodology
E-mail:	usr11490@vyatsu.ru

Forming cognitive needs of elementary schoolchildren at the lessons of the Russian language The need for mental efforts and experiences are inherent to elementary schoolchildren. Socio-biological basis for this phenomenon is a natural process of the child's brain maturation. However, the task of forming cognitive needs of elementary students on this objectively given basis must not be decided spontaneously but through conscious, purposeful actions of the teacher. The main condition for stimulating children’s cognitive needs, their rational formation is a learning process organized so that it converts the student in the subject of an active mental activity. The way to achieve this goal at thy lessons of the Russian language in elementary school is involving students in learning and searching activities, which effectively stimulate their cognitive needs, and ensures the development of the most important intellectual qualities. The child’s mentality is a complex, multifaceted phenomenon, various aspects of which are interconnected and affect each other. It is the complex development of not a single ability (e.g.: linguistic exercises to improve the memory) but simultaneously several mental abilities (e.g.: attention, memory, logical thinking, speaking) that most closely matches the nature of the mentality. Consequently, the system of special educational tasks and lexical and spelling exercises at the lessons of the Russian language to involve pupils in searching activities and at the same time to encourage them to use different mental qualities gives the greatest effect in terms of mental development, philological literacy and the desire of students to new knowledge. A special place in the context of the tasks decided belongs to speech because being one of the mental qualities it effects beneficially all other mental qualities. Therefore, a specific feature of the above-mentioned learning activities and exercises used at the lessons of the Russian language in elementary school should be a high level of speech activity in all forms as a condition for successful completion of exercises.
Формирование познавательных потребностей младших школьников на уроках русского языка Актуальность исследуемой проблемы обусловлена процессами, протекающими в общественной жизни нашей страны в целом и в системе образования в частности (демократизация общественной жизни, возрастание значения субъективного фактора в любой сфере человеческой деятельности), которые объективно выдвинули на первый план необходимость всестороннего развития личности ребёнка, повышения его творческой активности в учебно-познавательном процессе, активного поиска эффективных способов овладения знаниями по конкретным учебным дисциплинам, среди которых важное место принадлежит русскому языку. В статье разработаны, классифицированы, теоретически и методически обоснованы новые виды заданий (многофункциональные задания) и новые виды лексико-орфографических упражнений (комплексные интеллектуально-лингвистические) для разных структурных этапов урока русского языка в начальной школе (минутки чистописания, словарно-орфографической работы, закрепления и повторения изученного). В целом осуществлён инновационный подход к разработке, организации и проведению уроков русского языка в начальных классах, направленный на повышение познавательного интереса школьников к данной дисциплине и разностороннее их развитие. Внедрение в процесс обучения младших школьников новых видов упражнений и заданий по русскому языку способствует существенному повышению интереса детей к изучению русского языка, формированию устойчивого желания к получению новых знаний по данному предмету, к развитию важнейших интеллектуальных качеств младшего школьника (внимания, памяти, логического мышления, устной связной речи и др.) и, в конечном счёте, помогает значительно повысить качество обучения русскому языку в начальной школе.

Name, last name:	Murat YALMAN
ID:	129
Academic degree, academic title, academic interests:	lecturer, Computer and education, Distance Education, e-leraning,
E-mail:	mumanenator@gmail.com

Education Faculty Students’ Levels of Satisfaction with the E-Learning Process E-learning environments, which integrate technology into education, have now become widespread and popular. Examining how students use this education management system is fairly important for the success of this system, and any possible results to be obtained are significant. For this purpose, the present study was conducted with 348 students who were attending an education faculty at the time. In this study, the course of ‘Introduction to Computers’, as found in their curriculum, was taught to the students for two academic terms using the e-learning management system. At the end of the academic year, a questionnaire was given to the pre-service teachers to determine their satisfaction levels regarding e-learning. The results revealed no significant difference in the preservice teachers’ satisfaction levels regarding e-learning in terms of their gender, their education programme, or their department. It was revealed, however, that there was a signficant difference between the participants’ satisfaction levels regarding e-learning and their knowledge of Internet Technology (p<.05). The students’ satisfaction mean score regarding e-learning was found to be =3.80 at the level of “I agree”. The students thought that teaching a course using this method was important for learning new education management systems. The students who were introduced to technology during their university education reported that this education should be furthered after their university education.
Уровни образования Факультет студентов "удовлетворенности процессом электронного обучения. E-Learning среды, которые интегрируют технологии в области образования, в настоящее время стали широко распространенным и популярным. Изучение того, как студенты используют эту систему управления образованием является достаточно важным для успеха этой системы, а также любые возможные результаты, которые будут получены существенны. Для этого, настоящее исследование было проведено с 348 студентов, которые посещали в факультет образования в то время. В этом исследовании, курс "Введение в компьютеры", которые содержатся в их учебную программу, учили студентов в течение двух академических терминов с использованием электронного обучения системы управления. В конце учебного года, вопросник был дан учителей до начала работы, чтобы определить их уровень удовлетворенности в отношении электронного обучения. Результаты не выявили существенных различий в степени удовлетворенности учителей preservice "в отношении электронного обучения с точки зрения их пола, их программы в области образования, или их отдел. Было обнаружено, однако, что существует signficant разница между уровнями удовлетворенности участников относительно электронного обучения и их знание интернет-технологий (р <0,05). было обнаружено удовлетворение студентов средний балл в отношении электронного обучения, чтобы быть = 3,80 на уровне "Я согласен". Студенты думали, что преподавание курса, используя этот метод имеет важное значение для изучения новых систем управления образованием. Студенты, которые были введены в технологии во время их университетского образования сообщили, что это образование должно быть ускорена после их университетского образования.

Name, last name:	Namik Top
ID:	127
Academic degree, academic title, academic interests:	PhD. Dr. Character Education, Character Development, Parental Monitoring, Parental Involvement, School outcomes (School Behaviors and Achievement)
E-mail:	namkeregli@gmail.com

The Vital Principles of A Proper Test Construction Test construction is a vital and frequently utilized topic in the field of psychometric. Tests are needed for various purposes such as educational decisions, students’ progress, personal information, etc. The formation of a proper test is the product of the solicitous application of specified principles of test construction. Although procedures employed in developing a test differ by the type of test and the purposes of users, there are also some crucial common principles for construction of an effective test. Given the lacking prior work on gathering universal commonalities of a proper test construction, the current study aims to congregate those principles and contribute to the test construction literature. After searching validated databases such as PsycINFO and ERIC (EBSCO), grounded theory method was used for data analysis. Two main and nine sub-categories emerged during the analysis. The principles were organized under two primary categories, planning a test and writing a test.
Жизненно важные принципы надлежащего испытания строительства Тест конструкция является жизненно важным и часто используются темы в области психометрических. Тесты необходимы для различных целей, таких как образовательные решения, успеваемости студентов, персональной информации и т.д. Формирование правильного теста является продуктом бережного применения указанных принципов испытательной конструкции. Хотя процедуры, используемые при разработке теста различаются по типу испытаний и целей пользователей, есть также некоторые важные общие принципы построения эффективного теста. Учитывая недостающую предшествующей работы по сбору универсальных общностей надлежащего испытательного строительства, в настоящее время исследование направлено на скапливаются эти принципы и внести свой вклад в испытания строительной литературы. После поиска проверенных баз данных, таких как PsycINFO и ERIC (EBSCO), заземлены метод теории был использован для анализа данных. Две главные и девять подкатегорий возникли в ходе анализа. Принципы были организованы в рамках двух основных категорий, планирование теста и написание тест.

Name, last name:	Namik Top
ID:	127
Academic degree, academic title, academic interests:	PhD. Dr. Character Education, Character Development, Parental Monitoring, Parental Involvement, School outcomes (School Behaviors and Achievement)
E-mail:	namkeregli@gmail.com

The Role of Parental Involvement on School Outcomes in Charter Schools: School Behaviors and Performance The study aims to investigate the relationship between parents’ involvement with school activities or their children’s education and student behavior improvement and achievement scores… and such. Although previous research has found parental involvement to be efficacious in promoting academic achievement, previous studies have rarely examined whether participation is also linked to school behaviors in a charter school system. Joyce Epstein’s Family Partnership Survey (1993) used in the study was to collect parental involvement of 9316-12 grade parents at 3 clusters of HPS, namely Austin, Houston, and Dallas. Students’ Grade Point Average (GPA)’s were used for the achievement scale and school behaviors were tracked by the use of systematic method called the Discipline Point System (DPS) and Positive Reinforcement System (PRS) for these parents’ children. By using two-level hierarchical linear modeling, Random Intercept Model with Predictors at Both Levels, Means-As-Outcome Model, and Intercepts- and Slopes-As-Outcomes Model were the models to analyze the data. Results indicate that parental involvement has positive effects on student achievement, but negative effects on PRS. In addition, both parental involvement and family income were significant factors on the relationship between student demographics (gender and grade) and school achievement. Implications for teaching and learning are also discussed.
Роль участия родителей в школьных исходов в Чартерные школы : Школа Поведения и производительность Целью исследования является изучение взаимосвязи между вовлечением родителей с школьных мероприятиях или образование своих детей и студента по улучшению поведения и достижения баллов ... и тому подобное. Хотя предыдущие исследования показали, вовлечение родителей, чтобы быть эффективными в продвижении академической успеваемости, предыдущие исследования редко исследовали, является ли участие также связано с поведением школы в системе чартерной школы. Обзор Джойс Эпштейн Family Partnership (1993), используемые в исследовании было собрать участие родителей в 9316-12 классов родителей на 3 кластеров HPS, а именно Остин, Хьюстон и Даллас. Студентов средний балл (GPA) 's были использованы для достижения масштаба и школы поведения отслеживались с использованием системного метода называется система дисциплины Point (ДПС) и положительному подкреплению системы (PRS) для детей этих родителей. Используя двухуровневую иерархическую линейное моделирование, случайный Intercept модель с предикторы на обоих уровнях, средства-As-Итоговом модели, и Intercepts- и спусков-As-результаты модели были модели для анализа данных. Результаты показывают, что участие родителей оказывает положительное влияние на успеваемость учащихся, но и негативные последствия для ССБ. Кроме того, как родителей участие и доходы семьи были значимыми факторами, о взаимосвязи между демографией студентов (пол и класс) и школьных достижений. Последствия для преподавания и обучения также обсуждаются.

Name, last name:	Mesut Ozturk
ID:	123
Academic degree, academic title, academic interests:	PhD Student Research Assistant
E-mail:	mesutozturk@live.com

Name, last name:	Yasar Akkan
ID:	124
Academic degree, academic title, academic interests:	Assoc. Prof.
E-mail:	akkanyasar61@hotmail.com

Name, last name:	Abdullah Kaplan
ID:	125
Academic degree, academic title, academic interests:	Prof. Dr.
E-mail:	kaplan5866@hotmail.com

The Metacognitive Skills Performed by 6th-8th Grade Gifted Students during the Problem-Solving Process The fact that the gifted students perform their problem-solving activities by using their metacognitive skills will reinforce their ability to correlate among the mathematical concepts as well as developing their understanding and learning mathematics in depth. For this reason, the purpose of this study is to determine and compare the metacognitive skills performed by 6th-8th grade gifted students at the time of their problem-solving process. The case study, one of the qualitative research models, has been used in this study. The data in this study conducted with nine gifted secondary school students were collected by using a think-aloud protocol (interview forms) along with the observation forms. A thematic analysis was performed by making use of the studies in the literature. It was ascertained as the result of the study that the gifted students at different learning levels has exhibited metacognitive skills in all of the problem-solving steps and that the number of the metacognitive skills performed during the problem-solving processes generally increased as the learning levels of the students developed. Moreover, it was also determined that the students, in all of the problem-solving steps, generally felt confident, reviewed their targets and self-evaluated/self-checked at every step of this process.
В метакогнитивных Навыки Исполняет 6-й 8-й класс одаренных студентов во время процесса по разрешению проблем Тот факт, что одаренные студенты выполняют свои решения проблем деятельности, используя свои навыки метакогнитивные укрепит их способность соотносить среди математических понятий, а также развитие понимания и изучения математики в глубину. По этой причине, цель данного исследования заключается в определении и сравнить метакогнитивные навыки в исполнении 6-го 8-го класса одаренных студентов во время их решения проблем процесса. Конкретное исследование, один из качественных исследований моделей, была использована в данном исследовании. Данные, приведенные в этом исследовании, проведенном с девятью студентами одаренных средней школы были собраны с помощью мысли вслух протокол (интервью формы) наряду с формами наблюдения. Тематический анализ был проведен путем использования исследований в литературе. Было установлено, в результате исследования, что одаренных студентов на разных уровнях обучения демонстрирует метакогнитивные навыки во всех решения проблем шагов и что число метакогнитивных навыков, выполняемых в ходе процессов решения проблем в целом увеличилась, как уровни обучения студентов разработаны. Кроме того, было также установлено, что студенты, во всех решения проблем шагов, как правило, чувствовал себя уверенно, пересмотрели свои цели и самооценка / самостоятельно проверяется на каждом этапе этого процесса

Name, last name:	Ekaterina Shadrova
ID:	122
Academic degree, academic title, academic interests:	PhD in Education, associate professor at the Department of English, Vologda State University
E-mail:	ekaterina-shadrova@yandex.ru

English for Academics concept: Сourse principles in teaching EAP This article aims at sharing the results of the British Council’s project English for Academics implemented in Russia. The need for this project was identified in the Baseline Study having indicated the necessity to design a course for university staff in order to develop their foreign language communicative competence and stimulate their participation in international projects. The concept of the course is based on the needs analysis conducted by the British Council; the methodological principles of the book are conducive for meeting the needs of the target group. The participants of this project describe the project stages, the concept of the book they have developed, and illustrate the principles with sample activities from the course. The piloting results proved the effectiveness of the principles of materials design which are being discussed in the article.
Концепция курса Английский для научно-педагогических кадров: принципы обучения академическому языку В данной статье представлены результаты международного проекта, реализованного в России при поддержке Британского Совета. На основе базисного исследования была выявлена необходимость в создании учебного курса по английскому языку для преподавателей вузов и исследователей в целях содействия интернационализации Российского образования. Данный курс позволяет стимулировать участие отечественных ученых в международных проектах и развивает их иноязычную коммуникативную компетентность. Концепция курса базируется на основных принципах разработки материалов. Пилотирование учебного курса и пилотное исследование подтвердили эффективность предлагаемых подходов. В статье представлены этапы разработки курса, показана типология заданий, обеспечивающих результативность академического курса, а также показаны основные показатели его эффективности.

Name, last name:	mevlut gunduz
ID:	116
Academic degree, academic title, academic interests:	PhD. Assist.Prof. education (value education)
E-mail:	mevlutgunduz@sdu.edu.tr

Cultural Values Defining Turkish Nation: From the Perspectives of History Teachers Culture is defined as the sum of national values such as language, religion, morality, and art. Another approach adds moral culture in addition to the elements of material culture. Based on this approach, material culture is composed of the technological development of society, production, techniques and skills elements. Culture in which individuals are born and continue their lives is an important factor in the formation of values. The individual is a part of the culture in which he exists and total values of individuals is reflects the cultural values of the society. The formation of cultural awareness and cultural transfer duties of individuals have been attached to the teaching of history. It is an issue of concern in which value framework the history teachers teach Turkish culture. This study, which aims to identify what values are significant for history teacher in teaching Turkish culture, was conducted based on qualitative research methods. Within this study, face to face interviews were done with 19 history teachers who serve in Isparta. According to data which was analyzed through content analysis and descriptive analysis techniques, participants mainly emphasized the values of patriotism, flag, and independence. Especially the terrorist incidents in recent times are thought to have had an impact on the opinions. Participants’ perceptions of the concept of culture mostly focus on moral cultural elements. In response to the question of “Do the Turkish nation protect cultural values”, it was found out that most of the teachers answered as “No”. This finding can be regarded as universal values taking precedence over national values or our national values have deteriorated.
Культурные ценности Определение турецкой нации: с точки зрения учителей истории Культура определяется как сумма национальных ценностей, таких как язык, религия, морали и искусства. Другой подход добавляет нравственной культуры в дополнение к элементам материальной культуры. На основе этого подхода, материальная культура состоит из технологического развития общества, производства, методов и навыков элементов. Культура, в которой люди рождаются и продолжают свою жизнь, является важным фактором в формировании ценностей. Человек является частью той культуры, в которой он существует и общие ценности индивидов отражает культурные ценности общества. Формирование культурной осведомленности и культурных обязанностей по передаче лиц, которые были прикреплены к преподаванию истории. Это вызывает озабоченность, в котором значение рамки учителя истории учат турецкую культуру. Это исследование, которое ставит своей целью определить, какие ценности являются значимыми для учителя истории в преподавании турецкой культуры, был проведен на основе качественных методов исследования. В рамках данного исследования, лицом к лицу интервью были сделаны с 19 учителей истории, которые служат в Испарта. По данным, которые были проанализированы с помощью анализа контента и описательных методов анализа, участники в основном подчеркивали ценности патриотизма, флага и независимости. Особенно террористические инциденты в последнее время, как полагают, оказали влияние на мнения. Восприятие участников о концепции культуры в основном сосредоточены на нравственных культурных элементов. В ответ на вопрос "Есть ли турецкий народ защитить культурные ценности», выяснилось, что большинство учителей ответили, как "Нет". Этот факт можно рассматривать как универсальные ценности, имеющими приоритет над национальными ценностями или наши национальные ценности ухудшились.

Name, last name:	Lidiia Mezhova
ID:	114
Academic degree, academic title, academic interests:	PhD., Assistant Professor, Voronezh State Pedagogical University inclusive education, inclusive tourism, tourism
E-mail:	lidiya09@rambler.ru

Name, last name:	Lidiia Mezhova
ID:	115
Academic degree, academic title, academic interests:	Dr., Professor, Belgorod National Research University inclusive education, inclusive tourism, tourism
E-mail:	liset@bsu.edu.ru

Name, last name:	Irina Bakhmetieva
ID:	113
Academic degree, academic title, academic interests:	PhD., Assistant Professor, Voronezh State Pedagogical University inclusion, tourism, inclusive tourism, inclusive education
E-mail:	irbakh@mail.ru

Assessing Prospective Teachers’ Readiness for Work with Physically Challenged Children in the Sphere of Inclusive Tourism Activities We consider the problem of assessing prospective teachers’ readiness for work with physically challenged children in the sphere of inclusive tourism activities. We identify the main trends in Russian and foreign scholarship on readiness assessment, specify and justify psychological and pedagogical conditions of the students’ readiness. We also substantiate theoretically and confirm experimentally the structural functional model of developing the students’ readiness for inclusive tourism activities.
Оценка готовности студентов педагогических ВУЗов к туристско-инклюзивной деятельности В статье рассматриваются проблемы оценки готовности студентов педагогических вузов для работы с детьми с ограниченными возможностями здоровья в сфере инклюзивной туристкой деятельности. Определены основные направления зарубежной и отечественной литературы подходы к оценке их готовности, выявлены и обоснованы психологические качества и педагогические условия их готовности. Теоретически обоснованы и экспериментально подтверждены, что разработанная структурно-функциональная модель формирования готовности студентов к инклюзивной туристкой деятельности.

Name, last name:	ERHAN Sengel
ID:	109
Academic degree, academic title, academic interests:	PhD, Assist. Prof. Dr, computer education and instructional technology
E-mail:	drerhansengel@gmail.com

Profiling the Attitudes of Freshman Teacher Toward Computer And Course: Case Study in Faculty of Education The purpose of this research was to investigate attitudes of freshman students’ in Computer Education and Instructional Technology Department towards computers and towards Information Technology in Education - I (ITE-I) course and to compare their tendencies and achievement in ITE - I course with respect to the types of high school graduated and gender. Descriptive approach was applied to analyze students’ computer technology readiness and students’ attitudes towards computers and attitude toward ITE course. For this research, in order to examine students’ attitudes towards computers, a questionnaire called Computer Attitude Scale was used. Also, a scale called Information Technology in Education Course Attitude Scale was used for analyzing student’s attitudes towards course. Final exam scores were used for achievement in ITE-I. The results brought to light that there was no significant difference between students’ means attitude towards computer scores (t= -0.003, p>.05), attitude towards course (t= -0.098, p>.05) and achievement in final exam scores (t= 1.179, p>.05) according to their gender. Moreover, the type of school graduated was influential on attitudes toward computer [F (2, 48) = 7.326; p<0.05], but it has no effect on attitude towards course and the academic achievement.
Профиль учителя, обучающего первокурсников через компьютер и курсы: кэйс-стади на образовательном факультете. Целью данного исследования было изучение отношения студентов первокурсников факультета Компьютерного Образования и Информационных Технологий к компьютерам, а также к информационным технологиям в образовании - I ( ITE - I ). В работе изучалось отношение студентов к данному курсу, а также их тенденции и достижения в области информационных технологий в образовании по отношению к полу студентов и видам средней школы, которую они окончили. Описательный подход был применен для анализа готовности студентов к переходу на компьютерные и информационные технологии в ходе образовательного курса. Средние показатели в CAS не показали каких-либо существенных различий между парнями и девушками, хотя студенты мужского пола показали несколько более высокие средние баллы, чем студенты женского пола. Кроме того, на отношение студентов к компьютерам влияет тип средней школы, которые они закончили. Но в то же время, тип средней школы не оказывает никакого влияния на курс и его достижения.

Name, last name:	ERHAN Sengel
ID:	109
Academic degree, academic title, academic interests:	PhD, Assist. Prof. Dr, computer education and instructional technology
E-mail:	drerhansengel@gmail.com

Profiling the Attitudes of Freshman Teacher Toward Computer And Course: Case Study in Faculty of Education The purpose of this research was to investigate attitudes of freshman students’ in Computer Education and Instructional Technology Department towards computers and towards Information Technology in Education - I (ITE-I) course and to compare their tendencies and achievement in ITE - I course with respect to the types of high school graduated and gender. Descriptive approach was applied to analyze students’ computer technology readiness and students’ attitudes towards computers and attitude toward ITE course. For this research, in order to examine students’ attitudes towards computers, a questionnaire called Computer Attitude Scale was used. Also, a scale called Information Technology in Education Course Attitude Scale was used for analyzing student’s attitudes towards course. Final exam scores were used for achievement in ITE-I. The results brought to light that there was no significant difference between students’ means attitude towards computer scores (t= -0.003, p>.05), attitude towards course (t= -0.098, p>.05) and achievement in final exam scores (t= 1.179, p>.05) according to their gender. Moreover, the type of school graduated was influential on attitudes toward computer [F (2, 48) = 7.326; p<0.05], but it has no effect on attitude towards course and the academic achievement.
Профиль учителя, обучающего первокурсников через компьютер и курсы: кэйс-стади на образовательном факультете. Целью данного исследования было изучение отношения студентов первокурсников факультета Компьютерного Образования и Информационных Технологий к компьютерам, а также к информационным технологиям в образовании - I ( ITE - I ). В работе изучалось отношение студентов к данному курсу, а также их тенденции и достижения в области информационных технологий в образовании по отношению к полу студентов и видам средней школы, которую они окончили. Описательный подход был применен для анализа готовности студентов к переходу на компьютерные и информационные технологии в ходе образовательного курса. Средние показатели в CAS не показали каких-либо существенных различий между парнями и девушками, хотя студенты мужского пола показали несколько более высокие средние баллы, чем студенты женского пола. Кроме того, на отношение студентов к компьютерам влияет тип средней школы, которые они закончили. Но в то же время, тип средней школы не оказывает никакого влияния на курс и его достижения.

Name, last name:	Evgeniy Boyarov
ID:	105
Academic degree, academic title, academic interests:	Candidate of pedagogical science, Associate Professor Associate Professor of the Department of Helth and Safety of the Sakhalin State University, Yuzhno-Sakhalinsk, Russia education; education in the field of health and safety; Information Security; risks and threats to modern society
E-mail:	e.boyarov@mail.ru

Name, last name:	Svetlana Abramova
ID:	106
Academic degree, academic title, academic interests:	doctor of pedagogical sciences, associate professor Head of Department of Lifa and Safety of the Sakhalin state university, Yuzhno-Sakhalinsk, Russia
E-mail:	abramova_sv@list.ru

Name, last name:	Petr Stankevich
ID:	107
Academic degree, academic title, academic interests:	doctor of pedagogical sciences, professor Dean of the Faculty of Life and Safety of the Herzen State Pedagogical University of Russia, St. Petersburg, Russia
E-mail:	p_v_stan@mail.ru

Noxological competence as a basis for professional activities of bachelor of education in the field of health and safety This peer-reviewed article deals with a currently relevant issue of training Bachelors of Education in the field of Health and Safety. The paper presents the results of a research conducted by the authors from 2008 to 2015. The research results disclose the particularities of Bachelor training in Health and Safety based on the modular and noxological approaches. The system of teachers training in the field of Health and Safety is considered from the perspective of the ideas of competence as the basis of professionalism that enables to organize a learner-centered educational process. In accordance with the logic of scientific research on the organization of an efficient educational process of Bachelors of Education training in the field of Health and Safety, a training package (teaching materials) was suggested (a combination of the content, forms, methods and training resources) aimed at forming the subject and profileoriented competencies where the core role is performed by noxological knowledge. This is based on introducing the key concepts of "noxological competence" and "noxological activity" into scientific use. The conducted study has enabled the authors to obtain the results that clearly confirm the efficiency of expanding the content of the subject-profile Bachelor training at the expense of noxological knowledge which is reflected in the Bachelors' noxological competence. In the end, the study is summed up and the conclusion is drawn about the necessity of development and implementation in the university practice of Bachelor of Education training in Health and Safety the subject-profile content of a noxological nature aimed at forming the noxological competence. The question about the impact of today's challenges, threats and environmental hazards on the subject-profile training content of a pedagogue in the field of Health and Safety remains controversial.
Ноксологическая компетентность как основа профессиональной деятельности бакалавра образования в области безопасносте жизнедеятельности Статья посвящена актуальной на сегодняшний день проблеме подготовки бакалавров образования в области безопасности жизнедеятельности. В статье представлены результаты исследования, проведенного авторами в период с 2008 по 2015 годы, раскрывающие особенности подготовки бакалавров образования в области безопасности жизнедеятельности на основе модульного и ноксологического подходов. Система подготовки будущих педагогов в области безопасности жизнедеятельности рассмотрена с позиции идей компетентности, как основы профессионализм, что позволяет организовать индивидуально-ориентированный образовательный процесс. В соответствии с логикой научного поиска по организации эффективного образовательного процесса подготовки бакалавров образования в области безопасности жизнедеятельности, предложен учебно-методический комплекс (сочетание содержания, форм, методов, средств), который направлен на формирование предметно-профильных компетенцией, где системообразующую роль выполняют ноксологические знания на основе внесения в научный оборот ключевых понятий «ноксологическая компетентность» и «ноксологическая деятельность». Проведенное исследование позволило авторам получить результаты, однозначно доказывающие эффективность расширения содержание предметно-профильной подготовки бакалавра за счет ноксологического знания, которое находит отражение в его ноксологической компетентности. В заключение подводится итог проведенного исследования и делается вывод о необходимости разработки и внедрения в вузовскую практику подготовки бакалавров образования в области безопасности жизнедеятельности предметно-профильного содержания ноксологического характера, направленного на формирование ноксологической компетентности. Дискуссионным продолжает оставаться вопрос о влиянии современного комплекса вызовов, угроз и опасностей окружающей среды на содержании предметно-профильной подготовки будущего педагога в области безопасности жизнедеятельности.

Name, last name:	sing ong yu
ID:	104
Academic degree, academic title, academic interests:	Associate Professor Dr
E-mail:	ysong@sc.edu.my

REASSESSING THE TEACHING EVALUATION PROCESS: CASE STUDY OF A MALAYSIA PRIVATE UNIVERSITY This paper aims to explore the differences in the feedback scores of lecturers evaluated by diploma and degree students in a Malaysia private university. Currently, all students evaluate lecturers teaching at both the diploma and degree levels using the same set of questionnaires. As the entry requirements for the two classes of students are different, the feedback results do not fully reflect the teaching efficiency of the lecturers. An upward reweighting of the feedback scores of Diploma level lecturers to ensure more parity in the teacher evaluation process was proposed. University’s human resource policies need to be fine-tuned to take into consideration the differences between the two classes of students. The current system of not revealing the various component scores of the feedback process to the lecturers is counter-productive as lecturers do not know which aspects of their teaching need to be improved and which aspects are appreciated by students. For the feedback process to be effective, lecturers need to receive timely and substantive information about their performance.
REASSESSING THE TEACHING EVALUATION PROCESS: CASE STUDY OF A MALAYSIA PRIVATE UNIVERSITY This paper aims to explore the differences in the feedback scores of lecturers evaluated by diploma and degree students in a Malaysia private university. Currently, all students evaluate lecturers teaching at both the diploma and degree levels using the same set of questionnaires. As the entry requirements for the two classes of students are different, the feedback results do not fully reflect the teaching efficiency of the lecturers. An upward reweighting of the feedback scores of Diploma level lecturers to ensure more parity in the teacher evaluation process was proposed. University’s human resource policies need to be fine-tuned to take into consideration the differences between the two classes of students. The current system of not revealing the various component scores of the feedback process to the lecturers is counter-productive as lecturers do not know which aspects of their teaching need to be improved and which aspects are appreciated by students. For the feedback process to be effective, lecturers need to receive timely and substantive information about their performance.

Name, last name:	Lydia Kostikova
ID:	102
Academic degree, academic title, academic interests:	Doctor of Pedagogy, Professor of Foreign Languages Department, Ryazan State University named for S.A. Yesenin Interests: higher education, pedagogy
E-mail:	kost@post.rzn.ru

Russian Universities and Labour Market Development Russian higher education modernization is complicated by such factors as insufficient financing, poor infrastructure, psychological inability of the professorial staff to comply with the demands of a modernizing society, bureaucracy, and lack of university-business cooperation. The main reason for the gap between employers’ and universities’ views on requirements for graduates is weak interaction between education and business. The knowledge economy, which has become the main trend in social development, demands personalized learning, increasing personal responsibility and initiative of learners, universal skills development, holistic approach to pedagogical process. Classical universities are no longer the only suppliers of the labour force. In the contemporary labour market they compete with corporate educational institutions. The improvement of university-business cooperation promotes government-business partnership, which is well illustrated by the Skolkovo Innovation Center. It hosts an international collaborative network of innovation commercialization. The creation of the system of education, which will adequately meet the requirements of society, is a complex, long-term and money-consuming process. By the beginning of the 21st century there was not a single country, which had managed to create all the necessary conditions for life-long education of the majority of its citizens.
Российские университеты и развивающийся рынок труда Российские университеты постепенно преодолевают сложившиеся противоречия между качеством подготовки специалистов и запросами современного рынка труда. Меняются формы и методы обучения, небезболезненно формируется новая стратификация вузовских педагогов. Вместе с тем, продолжают сохраняться и осложнять модернизационные процессы в высшей школе такие факторы, как – недостаточное финансирование и слабое развитие инфраструктуры, психологическая неготовность значительной части профессоров к приведению содержания учебного процесса в соответствие с требованиями реформируемого общества, организационно-бюрократический прессинг, отсутствие устойчивой системы взаимодействия вузов и работодателей. Наряду с совершенствованием деятельности классических университетов, на потребности российского рынка труда все активнее начинают развиваться в России корпоративные образовательные структуры. Укрепление взаимодействия вузов с формирующимся рынком труда связывается также с дальнейшим развитием частно-государственного партнерства в сфере университетского образования, в наиболее яркой форме проявившегося в проекте «Сколково». Создание системы образования, в полной мере адекватной запросам современного общества, процесс сложный, длительный и требующий крупных инвестиций. К началу XXI века сформировать все условия для обучения в течение всей жизни для большинства населения еще не удалось ни одной стране мира.

Name, last name:	Irina Volegzhanina
ID:	100
Academic degree, academic title, academic interests:	Candidate of Pedagogic Sciences, Associate Professor, Siberian Transport University, theory and methodology of professional education
E-mail:	erarcher@mail.ru

Name, last name:	Svetlana Chusovlyanova
ID:	101
Academic degree, academic title, academic interests:	Candidate of Sociologic Sciences, Associate Professor, Siberian Transport University, theory and methodology of professional education
E-mail:	cl0506@yandex.ru

Problems of implementation of innovative didactic instruments for sector workforce education within an educational paradigm shift In the article the problems of implementation of innovative educational technologies and didactic instruments into real teaching and learning practice within an educational paradigm shift – from traditional (1.0) to social network (2.0) – are considered. To illustrate this statement, practical steps in evaluation and implementation of the study package for English language teaching and learning developed by the authors for railway university students and railway sector workforce training process are described. The results obtained at the different stages of an experiment are discussed. The conclusion about usability of an easily producible, efficient and adaptive didactic instrument to develop linguistic competences of railway university students and railway sector workforce is made. The conditions defining feasibility of the suggested study package in the real educational process are listed separately. It is also stated that to overcome the described problems is crucially important for effective educational contents management within the Common Educational Space of sector (railway) universities. The authors hypothesise that positive quality changes in educational process results could not be possible without applying a principally different approach to educational contents organisation. With that in mind, data obtained from a questionnaire survey of students of Siberian Transport University (Novosibirsk) are given. The results of data analysis prove that ontologies might be considered as an advanced form of educational contents representation which could increase personal performance of learners and educators within the Common Sector Educational Space.
Проблемы внедрения нового дидактического обеспечения процесса обучения отраслевых кадров в условиях смены образовательных парадигм В статье рассматриваются проблемы, сопровождающие процесс внедрения новых образовательных технологий и дидактических инструментов в реальный процесс обучения в условиях смены традиционной образовательной парадигмы (1.0) на сетевую (2.0). В качестве примера приводится опыт апробации и внедрения электронного учебно-методического комплекса по английскому языку, разработанного авторами для студентов железнодорожных вузов, и его использования в процессе подготовки кадров для железнодорожной отрасли. Обсуждаются результаты, полученные авторами на разных этапах эксперимента. Дается заключение о полезности созданного технологичного, экономичного и адаптивного инструмента для формирования заданных ФГОС компетенций у обучающихся железнодорожных вузов средствами дисциплины «Иностранный язык». Отдельно перечисляются условия, определяющие работоспособность предлагаемого электронного учебно-методического комплекса в реальном процессе обучения. Отмечается, что преодоление описываемых проблем принципиально важно для организации эффективного управления учебным контентом в едином образовательном пространстве отраслевых (железнодорожных) вузов. Авторы предполагают, что позитивные качественные изменения результатов процесса обучения возможны только при условии принципиально иного подхода к организации обучающего контента. В этой связи приводятся данные опроса обучающихся Сибирского государственного университета путей сообщения, доказывающие целесообразность использования онтологий как перспективной формы представления учебного контента, позволяющей повысить персональную эффективность участников процесса обучения в едином отраслевом образовательном пространстве.

Name, last name:	Tarik Ulusoy
ID:	99
Academic degree, academic title, academic interests:	Masters of Art, research assistant, Educational Leadership
E-mail:	ulusoytarik1@gmail.com

Name, last name:	Alpay Ersozlu
ID:	98
Academic degree, academic title, academic interests:	Ph.D., Assistant Professor, Educational Leadership, Organizational Behavior
E-mail:	alpayersozlu@gazi.edu.tr

Adaptation of Distributed Leadership Scale into Turkish: The Validity and Reliability Study Abstract The purpose of this study is to do the validity and reliability studies of the "Distributed Leadership Scale - DLS" developed by Davis (2009) to measure the distributed leadership behaviours performed at schools. A total of 386 teachers employed in the high schools of Tokat Province participated voluntarily in the study. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed to test the structural validity of the scale. EFA results illustrated that adapted scale consisted of seven factors. In the light of the original scale form, these factors were named as “School Organization", "School Vision", "School Culture", "Instructional Program", “Artifacts”, “ Teacher Leadership”, “Principal Leadership”. The scale consisted of 34 items and reliability coefficients for the subscales from .75 and .92. The CFA (Confirmatory Factor Analysis) results support the EFA (Exploratory Factor Analysis) results. Results finally revealed that Distributed Leadership Scale-Turkish Adapted Form is a valid and reliable measurement tool to be used in describing the distributed leadership behaviors in schools
Adaptatsiya Distributed Leadership Scale na turetskiy yazyk : dostovernost' i nadezhnost' issledovaniya Tsel'yu dannogo issledovaniya yavlyayetsya sdelat' dostovernost' i nadezhnost' issledovaniya v "raspredelennom rukovodstve Scale - DLS", razrabotannyy Davis (2009) dlya izmereniya raspredelennykh liderskogo povedeniya, vypolnyayemykh v shkolakh. V obshchey slozhnosti 386 prepodavateley, rabotayushchikh v srednikh shkolakh provintsii Tokat dobrovol'no uchastvovali v issledovanii. Poyasnitel'naya faktornyy analiz (ODV) i Podtverzhdayushchiye faktornogo analiza (CFA) byli vypolneny, chtoby proverit' strukturnuyu obosnovannost' shkaly. Rezul'taty ODV, proillyustrirovannyye, chto adaptirovannyye shkaly sostoyal iz semi faktorov. V svete original'noy formy shkaly, eti faktory byli nazvany kak "Organizatsiya shkoly", "Shkola videniya", "Shkola kul'tury", "Uchebnyye programmy", "Artefakty", "Uchitel' Liderstvo", "osnovnoye rukovodstvo". Masshtaby sostoyal iz 34 punktov i koeffitsiyentov nadezhnosti dlya podrazdelov iz .75 i .92. v (Podtverzhdayushchiy faktornyy analiz) rezul'taty CFA podtverzhdayut rezul'taty ODV (razvedochnogo faktornyy analiz). rezul'taty pokazali, chto nakonets-to Raspredelennaya liderstvo Masshtabnoye Turetskiy Adaptirovannaya forma yavlyayetsya deystvitel'nym i nadezhnyy instrument izmereniya, kotoryye budut ispol'zovat'sya pri opisanii raspredelennykh liderskogo povedeniya v shkolakh.

Name, last name:	Irina Zolnikova
ID:	91
Academic degree, academic title, academic interests:	Branch of Tyumen State Oil and Gas University in Tobolsk
E-mail:	zolnikova_i@mail.ru

Name, last name:	Elena Chizhikova
ID:	92
Academic degree, academic title, academic interests:	PhD (Pedagogy). Assistant professor. Branch of Tyumen State Oil and Gas University in Tobolsk
E-mail:	lena_ks2006@mail.ru

Name, last name:	Elena Prokutina
ID:	94
Academic degree, academic title, academic interests:	PhD (Philology). Associate professor. Branch of Tyumen State Oil and Gas University in Tobolsk, Russian Federation
E-mail:	zolnikova.in@mail.ru

Experimental research on effectiveness of formation model of prospective manager readiness for the information and analytical activities Prospective manager readiness for the information and analytical activities in modern society is becoming a leading component of the professional competence of the manager. The methodology of the research is based on the ideas of systematic, activity and competency-based approaches. The aim of the experimental research is to implement and verify the effectiveness of the formation model of prospective manager readiness for the information and analytical activities on the basis of the developed methods of teaching. Main stages, content and methods of the experiment are described in the paper. During the experimental work we have analyzed the results of diagnostic testing of prospective managers in Computer Science; identified the criteria and parameters characterizing the levels of prospective manager readiness for the information and analytical activity; prepared the techniques bank for the diagnostics of the selected parameters; developed the electronic educational and methodical complexes and textbooks which are necessary for the learning process as well as the content of theoretical and practical classes. To make a research, the control and experimental groups have been formed. The results of the ascertaining and control experiments have shown that the implementation of the teaching methods proposed contributes to the development of prospective manager readiness for the information and analytical activities.
Опытно-экспериментальное исследование эффективности модели формирования готовности будущего менеджера к информационно-аналитической деятельности Готовность к информационно-аналитической деятельности будущего менеджера становится в современных условиях ведущей составляющей профессиональной компетентности менеджера. Методологической основой исследования явились идеи системного, деятельностного и компетентностного подходов. Цель опытно-экспериментальной работы - внедрение и проверка эффективности модели формирования готовности будущего менеджера к информационно-аналитической деятельности на основе разработанной методики обучения. Представлены этапы, содержание и методы опытно-экспериментальной работы. В ходе опытно-экспериментальной работы были решены следующие задачи: проанализированы результаты диагностического тестирования будущих менеджеров по курсу информатики; выявлены критерии и показатели, характеризующие уровни сформированности готовности к информационно-аналитической деятельности будущих менеджеров; подготовлен банк методик для диагностики выделенных показателей; разработаны необходимые для поддержки учебного процесса электронные учебно-методические комплексы и электронные учебные пособия; разработано содержание теоретических и практических занятий. Для осуществления эксперимента были сформированы контрольная и экспериментальная группы. Результаты констатирующего и контрольного эксперимента показали, что реализация предложенной методики обучения, на основе разработанной модели, способствует развитию готовности будущих менеджеров к информационно-аналитической деятельности.

Name, last name:	Gursel Guler
ID:	89
Academic degree, academic title, academic interests:	Assistant Professor
E-mail:	gursel.guler@bozok.edu.tr

Effect of Strategy Teaching For the Solution of Ratio Problems on Students' Proportional Reasoning Skills This study was carried out to determine the effect of the teaching of different problem-solving strategies on students' proportional reasoning skills in the solution of problems involving the ratio state in the 6th-grade math class of secondary school. A quasi-experimental research design with the pretest-posttest control group was used in the research. While the teaching of ratio problems was provided to the students in the experimental group (n = 16) by using problem-solving strategies for the duration of eight course hours, no strategy teaching was performed in the solution of ratio problems outside the program which had already being applied in the control group (n = 16). In the study, as a data collection tool, the "Proportional Reasoning Test" which was developed by the researchers was applied to the experimental and control groups as pretest and posttest. Furthermore, homework consisting of ratio problems was used to observe the students’ development within the process. The quantitative data obtained were analyzed by calculating with the Wilcoxon Signed-Rank Test and Mann-Whitney U Test. As a result of the research, it was determined that the teaching of problem-solving strategy in the solution of problems involving ratio state positively affected the proportional reasoning skills of the students in the experimental group.
Effect of Strategy Teaching For the Solution of Ratio Problems on Students' Proportional Reasoning Skills This study was carried out to determine the effect of the teaching of different problem-solving strategies on students' proportional reasoning skills in the solution of problems involving the ratio state in the 6th-grade math class of secondary school. A quasi-experimental research design with the pretest-posttest control group was used in the research. While the teaching of ratio problems was provided to the students in the experimental group (n = 16) by using problem-solving strategies for the duration of eight course hours, no strategy teaching was performed in the solution of ratio problems outside the program which had already being applied in the control group (n = 16). In the study, as a data collection tool, the "Proportional Reasoning Test" which was developed by the researchers was applied to the experimental and control groups as pretest and posttest. Furthermore, homework consisting of ratio problems was used to observe the students’ development within the process. The quantitative data obtained were analyzed by calculating with the Wilcoxon Signed-Rank Test and Mann-Whitney U Test. As a result of the research, it was determined that the teaching of problem-solving strategy in the solution of problems involving ratio state positively affected the proportional reasoning skills of the students in the experimental group.

Name, last name:	Fawziah Al-Bakr
ID:	90
Academic degree, academic title, academic interests:	Prof. Educational Policies Department King Saud University
E-mail:	ahmmteet@gmail.com

Relationship between Physical Activity of Women and the Prevalence of Some Common Diseases: An Empirical Evidence from Saudi Arabia The aim of this study was to explore relationships between common diseases, i.e. obesity, high blood pressure, diabetes, cholesterol as well as asthma, and socio-demographic variables; residence place, age, weight, educational level, along with level of physical activity among women in Saudi Arabia. On the strength of a purposive sample, comprise of 1233 Saudi women from central, eastern, western, northern and southern regions of KSA. The findings supported the hypotheses that obesity, high blood pressure, diabetes, cholesterol and asthma were related to place of residence, age, weight, educational level, as well as level of physical activity. Hence, the results highlighted the importance of socio-demographic and exercise in controlling common diseases to a considerable extent.
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Name, last name:	Gursel Guler
ID:	89
Academic degree, academic title, academic interests:	Assistant Professor
E-mail:	gursel.guler@bozok.edu.tr

Effect of Strategy Teaching For the Solution of Ratio Problems on Students' Proportional Reasoning Skills This study was carried out to determine the effect of the teaching of different problem-solving strategies on students' proportional reasoning skills in the solution of problems involving the ratio state in the 6th-grade math class of secondary school. A quasi-experimental research design with the pretest-posttest control group was used in the research. While the teaching of ratio problems was provided to the students in the experimental group (n = 16) by using problem-solving strategies for the duration of eight course hours, no strategy teaching was performed in the solution of ratio problems outside the program which had already being applied in the control group (n = 16). In the study, as a data collection tool, the "Proportional Reasoning Test" which was developed by the researchers was applied to the experimental and control groups as pretest and posttest. Furthermore, homework consisting of ratio problems was used to observe the students’ development within the process. The quantitative data obtained were analyzed by calculating with the Wilcoxon Signed-Rank Test and Mann-Whitney U Test. As a result of the research, it was determined that the teaching of problem-solving strategy in the solution of problems involving ratio state positively affected the proportional reasoning skills of the students in the experimental group.
Влияние стратегии преподавания для решения проблем соотношение на пропорциональном навыки рассуждения студентов Это исследование было проведено с целью определения влияния учения различных стратегий решения проблем на пропорциональных навыков рассуждения студентов в решении проблем, связанных с состоянием отношения в шестом классе-математическом классе средней школы. Квази-экспериментальное исследование конструкции с предтестовой-посттестовых контрольной группы использовали в исследовании. В то время как учение проблем соотношение было предоставлено студентам в экспериментальной группе (п = 16), используя стратегии решения проблем на протяжении восьми часов курсов, обучение ни одна стратегия не была выполнена в решении проблем отношения вне программы, которая имела уже применяется в контрольной группе (п = 16). В исследовании, в качестве инструмента сбора данных, "Пропорциональный Reasoning Test", который был разработан исследователями был применен к экспериментальной и контрольной групп, как и посттестовых предварительным осмотром. Кроме того, домашнее задание, состоящее из проблем соотношение было использовано для наблюдения развития студентов в рамках процесса. Количественные данные, полученные были проанализированы путем расчета с Уилкоксона-ранговый критерий и Манна-Уитни U Test. В результате проведенных исследований было установлено, что преподавание стратегии решения проблем в решении проблем, связанных с состоянием отношения положительно повлияли на пропорциональные навыки рассуждения студентов в экспериментальной группе.

Name, last name:	Irina Aron
ID:	86
Academic degree, academic title, academic interests:	PhD (Psychology), Аssociate professor of Chair of History and Psychology, Volga state University of Technology Research interests - professional self-determination of schoolchildren
E-mail:	Irinast62@gmail.com

Name, last name:	Natalia Shcheglova
ID:	87
Academic degree, academic title, academic interests:	PhD (Pedagogic), Associate Professor, Associate Professor of Chair of Foreign Languages, Volga state University of Technology
E-mail:	1. tcheglova@rambler.ru

Professional self-identity of adolescents in special social situations of development The urgency of the professional self-identity problem in the modern society became the foundation for outlining the objective of this work. Directions for further researches in this field are described by means of methodological approaches presented in human sciences, namely systematic, dynamic and activity approaches. The concept ‘social situation of development’ developed by L.S.Vygotsky can serve as a methodological basis of the professional self-identity problem. This approach is aimed at finding out the main components of social situation of development – objective (social circumstances) and subjective (psychological readiness for professional self-identity). The analysis of adolescents’ behavior form the special social situation of development is given under consideration of three groups of factors- typical age-related peculiarities, the changes in the socio-cultural environment and individual factors of development. In accordance with the objectives of our study, we consider in detail the content of objective and subjective components of the social situation of development of adolescents having the increased risk of development of maladaptive behavioural forms – orphan adolescences and adolescences behaving deviantly.
Профессиональное самоопределение подростков в особых социальных ситуациях развития В работе обозначается актуальность проблемы профессионального самоопределения в современном обществе. Определяются направления дальнейших исследований проблемы с позиций методологических подходов психологии – системного, динамического, деятельностного. Обосновывается методологическая ценность понятия «социальная ситуация развития» Л.С.Выготского в изучении проблемы профессионального самоопределения. Выявляются основные компоненты социальной ситуации развития профессионально самоопределяющейся личности – объективные (социальный контекст) и субъективные (психологическая готовность к профессиональному самоопределению). Анализируются особенности социальной ситуации развития современного подростка под влиянием трёх групп факторов - возрастно-типических, социально-культурных изменений в современном обществе и индивидуальных факторов развития. Выявляется содержание объективных и субъективных компонентов социальной ситуации развития, влияющих на профессиональное самоопределение подростков, оставшихся без попечения родителей, и подростков с девиантным поведением.

Name, last name:	Necati Hirca
ID:	79
Academic degree, academic title, academic interests:	Assoc. Prof. PhD. Science Education
E-mail:	nhirca@bartin.edu.tr

Investigating of Elementary Teacher Candidates’ Experiences in Inquiry based on Constructivist 5E Model Prospective elementary teachers (ETCs) have several hinders implementing inquiry-based learning (IBL) such as lack of equipment, lack of content knowledge and experiences of implementing IBL. Therefore, author designed an inquiry based applications extending simple science experiments including scientific process skill (SPS) based on Constructivist 5E model. This action research study was carried out 34 ETCs in 2013-2014 education year. Data were collected through semi-structured interviews with open-ended questions. The results of the study showed that the IBL applications which include simple science experiment and SPS had influence upon ETCs’ practical (SPS, providing appropriate material), pedagogical (implementing IBL and 5E Model) and content (science concept) knowledge.
Исследование опыта учителя начальной кандидатов в следственной на основе конструктивистского 5E модели Перспективные учителя начальных (этика) имеют несколько мешает исполнителям запрос на основе обучения (IBL), такие, как отсутствие оборудования, отсутствие содержания знаний и опыта реализации IBL. Таким образом, с авторским дизайном запрос приложений, простирающиеся простые эксперименты науки в том числе научно-технологического мастерства (SPS) на основе конструктивизма 5E модели. Это исследование акция была проведена 34 СНЭП в 2013-2014 учебного года. Данные были собраны через полу-структурированные интервью с открытых вопросов. Результаты исследования показали, что IBL приложения, которые включают в себя простой научный эксперимент и SPS была влияние на ETCS "практической (SPS, обеспечивая соответствующий материал), педагогическая (реализации IBL и 5E Model) и содержание знания (науки понятие).

Name, last name:	Ismail Ipek
ID:	77
Academic degree, academic title, academic interests:	Assoc Prof. PhD. Educational Technology
E-mail:	ismailipek34@gmail.com

Name, last name:	Omer Sozcu
ID:	76
Academic degree, academic title, academic interests:	Assoc. Prof. PhD. Educational Technology
E-mail:	omersozcu75@gmail.com

Preferences and Attitudes for Using Interactive Whiteboards in Different Courses and Grades The purpose of the study is to investigate teachers’ and students’ considerations, preferences, attitudes and awareness related to using Interactive Whiteboards in 7-12 grades and different courses. 1013 students from elementary and secondary schools and 65 teachers from different schools were selected to take questionnaire for defining their preferences and awareness for using IWBs in teaching and learning processes. Descriptive statistical analyses were used to investigate whether there were differences between students’ and teachers’ views based on the survey items. The tests of research questions generated discussion and conclusions were given at the end of the study.
Предпочтения и отношения по использованию интерактивной доски в различных курсах и классов Цель исследования состоит в изучении учителей и учащихся соображения, предпочтения, отношения и осведомленности, связанных с использованием интерактивной доски в 7-12 классах и различных курсов. 1013 студентов из начальных и средних школ и 65 учителей из разных школ были отобраны взять анкету для определения их предпочтений и осведомленности для использования в IWBs процессов преподавания и обучения. Описательные статистические анализы были использованы для изучения, есть ли различия между студентов и учителей видом на основе анкетных вопросов. Тесты вопросов исследования, генерируемых обсуждение и выводы были приведены в конце исследования.

Name, last name:	Irina Savvina
ID:	75
Academic degree, academic title, academic interests:	Candidate of pedagogical sciences, associate professor North-Eastern federal university
E-mail:	yadrikhinskaya_e@mail.ru

Massive Open Online Courses in Developing Core Competencies for Global Information Society То live in Global Information Society we should constantly increase our knowledge. The wish to possess core competences is a main reason of lifelong education. Due to Open Society and development of ICT teaching methods are changing. Education 3.0 based on the idea of connectivism involves collaborative learning. The article describes the experience of integration Massive Open Online Course into the process of formal education within the framework of students' self-work. The authors analyze results of an experiment and come to the conclusion that participation in MOOC contributes to the formation of core competencies.
Использование массивных онлайн курсов для развития ключевых компетенций глобального общества Жизнь в информационном обществе в эпоху глобализации требует постоянного обновления знаний. Желание овладеть ключевыми компетенциями является основной причиной непрерывного образования. В условиях открытого общества и развития ИКТ меняются методы обучения. Образование 3.0, основанное на идее коннективизма, предполагает обучение в сотрудничестве. В статье рассмотрен опыт интеграции Массивного открытого он-лайн курса в процесс формального обучения в рамках самостоятельной работы студентов. Автор анализирует результаты эксперимента и приходит к выводу, что участие в МООК способствует формированию ключевых компетенций.

Name, last name:	Robert Mayer
ID:	41
Academic degree, academic title, academic interests:	Doctor of pedagogical sciences
E-mail:	robert_maier@mail.ru

Computer Model of the Empirical Knowledge of Physics Formation: Coordination with Testing Results The use of method of imitational modeling for studying of forming in pupil’s consciousness the empirical knowledge is discussed. The offered model basis on division of the physical facts into three categories: 1) the facts established in everyday life; 2) the facts, which the pupil can experimentally establish at a physics lesson; 3) the facts which are studied only on the theoretical level (speculative or ideally). The determination of the forgetting coefficients of the facts of the first, second and third categories and coordination of imitating model with distribution of empirical information in the school physics course and testing results is carried out. The graphs of dependence of empirical knowledge for various physics sections and facts categories from time are given.
Компьютерная модель формирования эмпирических знаний по физике: Согласование с результатами тестирования Рассматривается использование метода имитационного моделирования для изучения формирования эмпирических знаний в сознании учащегося. Предложенная модель основана на разделении физических фактов на три категории: 1) факты, устанавливаемые в повседневной жизни; 2) факты, которые ученик может установить экспериментально на уроке физики; 3) факты, изучаемые только на теоретическом уровне (умозрительно). Определены коэффициенты забывания фактов первой, второй и третьей категории и осуществлено согласование имитационной модели с распределением эмпирической информации в школьном курсе физики и результатами тестирования. Приведены графики зависимости количества эмпирических знаний для различных разделов физики и категорий фактов от времени.

Name, last name:	HARBACH BRAHIM
ID:	67
Academic degree, academic title, academic interests:	DOCTOR IN PHYSICAL EDUCATION AND SPORT
E-mail:	harbachbrahim@hotmail.fr

The effectiveness of teaching strategy with games in the development of some physical and motor capacities among secondary school students (16-18 years) This study aims to determine the effectiveness of teaching strategy with games in the improvement of some physical and motor capacities and among students at the secondary level (16-18 years), where we used the experimental method with two groups experimental and control. Because the teaching strategy with games is one of the best methods to stimulate students’ activity and to increase the motives to exercise the session of physical education and sports, because it depends on the dynamics of team games similar to the performance during the session. The research was done on a sample of 32 students representing the experimental sample and 32 students representing the control sample. And a set of tests was implemented to determine some physical and motor abilities, after obtaining the results before and after measurements. And after statistical processing of the results, the researchers reach: that the effectiveness of the teaching strategy with games have improved some of the physical and motor capacities and among students at the secondary level (16-18 years).
Эффективность преподавания стратегии с игры в развитии некоторых моторика и физические возможности среди учащихся средних школ (16-18 лет) Это исследование призвано определить эффективность преподавания стратегии с играми в улучшении некоторых моторика и физические возможности и среди студентов на уровне среднего (16-18 лет), где мы использовали экспериментальный метод с двумя группами экспериментальных и управления. Потому что обучение стратегии с игры является одним из лучших методов для стимулирования активности студентов и увеличить мотивы для осуществления на сессии физического воспитания и спорта, потому что это зависит от динамики команды игры похож на производительность во время сессии.Исследование было сделано на основе выборки 32 студентов, представляющих экспериментальный образец и 32 студентов, представляющих образец элемента управления. И был реализован набор тестов для определения некоторых моторика и физические возможности, после получения результатов до и после измерения. И после статистической обработки результатов, достичь исследователи: что эффективность стратегии преподавания с играми улучшились некоторые физические возможности и моторика мощностей и среди студентов на уровне среднего образования (16-18 лет).

Name, last name:	Emine Ahmetoglu
ID:	65
Academic degree, academic title, academic interests:	Assoc. prof.
E-mail:	suat100@hotmail.com

The Correlates of Turkish Preschool Pre-service Teachers’ Social Competence, Empathy and Communication Skills Abstract The purpose of the correlational study was to explore relations between Turkish preschool pre-service teacher’s personal and educational characteristics, and social competence, empathy, and communication skills. A total of 385 state university (age ranged 18 to 32) Turkish pre-service teachers from the early childhood education field completed a Demographic Information Form on individual and educational characteristics, a Social Skills Inventory (SSI) Scale of social competence, The Scales of Empathic Tendency of empathy skills, and a Communication Skills Evaluation Scale on communication skills. Bivariate Pearson-correlation, independent t test, and one-way ANOVA were used to analyze data to examine testing hypotheses. Results indicated that girls scored higher on empathy and communication skills; a higher number of friends was related to higher social competence and empathy. Pre-service teachers who were members of a social club scored higher on communication skills. Other relationships, limitations, and future directions are discussed.
The Correlates of Turkish Preschool Pre-service Teachers’ Social Competence, Empathy and Communication Skills Abstract The purpose of the correlational study was to explore relations between Turkish preschool pre-service teacher’s personal and educational characteristics, and social competence, empathy, and communication skills. A total of 385 state university (age ranged 18 to 32) Turkish pre-service teachers from the early childhood education field completed a Demographic Information Form on individual and educational characteristics, a Social Skills Inventory (SSI) Scale of social competence, The Scales of Empathic Tendency of empathy skills, and a Communication Skills Evaluation Scale on communication skills. Bivariate Pearson-correlation, independent t test, and one-way ANOVA were used to analyze data to examine testing hypotheses. Results indicated that girls scored higher on empathy and communication skills; a higher number of friends was related to higher social competence and empathy. Pre-service teachers who were members of a social club scored higher on communication skills. Other relationships, limitations, and future directions are discussed.

Name, last name:	Emine Ahmetoglu
ID:	65
Academic degree, academic title, academic interests:	Assoc. prof.
E-mail:	suat100@hotmail.com

The Correlates of Turkish Preschool Pre-service Teachers’ Social Competence, Empathy, and Communication Skills The purpose of the correlational study was to explore relations between Turkish preschool pre-service teacher’s personal and educational characteristics, and social competence, empathy, and communication skills. A total of 385 state university (age ranged 18 to 32) Turkish pre-service teachers from the early childhood education field completed a Demographic Information Form on individual and educational characteristics, a Social Skills Inventory (SSI) Scale of social competence, The Scales of Empathic Tendency of empathy skills, and a Communication Skills Evaluation Scale on communication skills. Bivariate Pearson-correlation, independent t test, and one-way ANOVA were used to analyze data to examine testing hypotheses. Results indicated that girls scored higher on empathy and communication skills; a higher number of friends was related to higher social competence and empathy. Pre-service teachers who were members of a social club scored higher on communication skills. Other relationships, limitations, and future directions are discussed.
... ....

Name, last name:	kivanc topraklikoglu
ID:	61
Academic degree, academic title, academic interests:	Master Student, instructional design, augmented reality,
E-mail:	ki.vanc@hotmail.com

Interactive Story Development for the Unit of Turks on the Silk Road in Social Sciences Course With this study, creating interactive story that includes interaction factors was purposed in order to support teaching of the unit of Turks on the Silk Road in Social Sciences course of 6th grades. The research method was defined as Design and Development Research and ADDIE model that is one of the teaching design model was based while developing interactive story. In accordance with this purpose, subject was defined, acquirements were examined and story process was written a script in line with acquirements. Dubbing, background and animations were created after characters who play a part in the story had been designed. Interactive story was finalized thanks to Actionscript 2.0 language and Adobe Flash program. Expert opinion about created interactive story was taken from training technologies expert and social sciences teacher. Recommended arrangements in accordance with expert opinions were made. Material usage of the group with 28 6th grades students was made available. Interactive story was found remarkable and interesting by students. Thus, it was stated that it increases motivational feeling.

Name, last name:	Serpil GUNAYDIN
ID:	58
Academic degree, academic title, academic interests:	Master Degree, Expert, E-learning-Multimedia-Instructional Design
E-mail:	sgunaydin@balikesir.edu.tr

MATERIAL DEVELOPMENT TO RAISE AWARENESS OF USING SMART BOARDS: AN EXAMPLE DESIGN AND DEVELOPMENT RESEARCH This study aims to develop a material that will help us raise awareness in prospective teachers of using smart boards in classroom. We used Type 1 design and development research method (DDR) during the study. We developed the material by applying phases of ADDIE – an instructional systems design model. During the development process, we also benefitted from Mayer’s multimedia design principles and Gagné’s instructional events. The subject and the target group of the research was defined at the stage of needs analysis. We used Powtoon as an online content development tool and produced a multimedia material for the aim of raising awareness of using smart boards in classrooms. An expert instructional designer guided the whole process of the material development. At the end of the development, we consulted 3 field experts, and conducted improvements in compliance with their suggestions. Then the material has been presented to the use of 39teacher candidates. After they used the material, we took their opinions about the material. We analyzed these opinions under four aspects: message, visual, sound and overall effect. The material reached its final form after applying the ameliorations in line with the observations conducted during its application and the feedbacks given by the teacher candidates. Participants of the study stated that the material, on the whole, is impressive, beneficial and captivating.
ИНТЕРАКТИВНАЯ ДОСКА ДЛЯ ОСОЗНАНИЯ МАТЕРИАЛ ДИЗАЙН: ДИЗАЙН-ИССЛЕДОВАНИЯ И РАЗРАБОТКИ ЭКЗЕМПЛЯРА This study aims to develop a material that will help us raise awareness in prospective teachers of using smart boards in classroom. We used Type 1 design and development research method (DDR) during the study. We developed the material by applying phases of ADDIE – an instructional systems design model. During the development process, we also benefitted from Mayer’s multimedia design principles and Gagné’s instructional events. The subject and the target group of the research was defined at the stage of needs analysis. We used Powtoon as an online content development tool and produced a multimedia material for the aim of raising awareness of using smart boards in classrooms. An expert instructional designer guided the whole process of the material development. At the end of the development, we consulted 3 field experts, and conducted improvements in compliance with their suggestions. Then the material has been presented to the use of 39teacher candidates. After they used the material, we took their opinions about the material. We analyzed these opinions under four aspects: message, visual, sound and overall effect. The material reached its final form after applying the ameliorations in line with the observations conducted during its application and the feedbacks given by the teacher candidates. Participants of the study stated that the material, on the whole, is impressive, beneficial and captivating.

Name, last name:	kivanc topraklikoglu
ID:	61
Academic degree, academic title, academic interests:	Master Student, instructional design, augmented reality,
E-mail:	ki.vanc@hotmail.com

Interactive Story Development for the Unit of Turks on the Silk Road in Social Sciences Course With this study, creating interactive story that includes interaction factors was purposed in order to support teaching of the unit of Turks on the Silk Road in Social Sciences course of 6th grades. The research method was defined as Design and Development Research and ADDIE model that is one of the teaching design model was based while developing interactive story. In accordance with this purpose, subject was defined, acquirements were examined and story process was written a script in line with acquirements. Dubbing, background and animations were created after characters who play a part in the story had been designed. Interactive story was finalized thanks to Actionscript 2.0 language and Adobe Flash program. Expert opinion about created interactive story was taken from training technologies expert and social sciences teacher. Recommended arrangements in accordance with expert opinions were made. Material usage of the group with 28 6th grades students was made available. Interactive story was found remarkable and interesting by students. Thus, it was stated that it increases motivational feeling.

Name, last name:	Hilal Karakış
ID:	60
Academic degree, academic title, academic interests:	Master of Science
E-mail:	hi-hilal@hotmail.com

ASSURE INSTRUCTIONAL DESIGN AND EFFECT OF A TEACHING MATERIAL DESIGNED ACCORDING TO ARCS MODEL OF MOTIVATION ON COMPUTER ASSISTED LEARNING OF STUDENTS AND THEIR ATTITUDES TOWARDS MATHEMATICS LESSON Aim of this study is to examine the effect of a computer-assisted teaching material which has been developed according to the ASSURE instructional systems design and the ARCS model of motivation, on students’ attitude toward mathematics lesson and toward learning mathematics with a computer-based material, and on their success levels in mathematics. The material was designed to teach “Fractions” for fourth grade students. In this study single-group pre-test and post-test experimental design from pre experimental methods was used. We conducted the research over 28 students studying in Balıkesir, Turkey, for a period of six weeks, using the specifically developed teaching material. The data of the research were gathered by using ‘attitude scales toward mathematics lesson’ and toward ‘computer-assisted learning’, and the ‘academic achievement test for fractions unit in mathematics’, a test developed by the researcher. The gathered data were then analysed with Wilcoxon signed-rank test (n<30) by using the statistical software SPSS 15. The conducted analyses showed that the activities of the developed instructional material had positively affected the attitude of the students toward computer-assisted learning (z=-2.807, p< 0.05) and increased their academic success (z=-4.623, p<0.05). Although the attitude scale toward mathematics lesson indicated an increase in their scores, this increase was not found statistically significant (z=-2.807, p>0.05). Based on the research results, we can say that similar materials can also be used for instructing other topics of Mathematics, and similar computer-assisted activities can be developed for other courses.

Name, last name:	Maria Cecilia Baloso
ID:	50
Academic degree, academic title, academic interests:	Doctor of Dental Medicine, MA in Teaching, MS in Dental Education, RN,Doctorate Degree Assistant Professor 6, Clinical Instructor Dental Education
E-mail:	geianjohn@yahoo.com

DEVELOPMENT OF ORAL MICROSCOPIC ANATOMY AND EMBRYOLOGY LABORATORY MANUAL: BENCHMARK FROM SELECTED ASEAN DENTISTRY SCHOOLS Dentistry education continues to evolve in keeping abreast with the neighboring countries to offer new curricular dimensions and possibilities, current scientific and technological breakthrough for completely new horizons and encourages exploration of all subjects from a global perspective. Curriculum forms the basic foundation of education as it contains the learning components that prepare the learner for the practice of the profession. There should be a periodic review of the curriculum to identify its strengths and weaknesses and to upgrade its content with the recent advances in technology and innovations in the practice of dentistry. As per CHED Memorandum Order No. 33 Series of 2006, from Article V, Section 13, the university or institution must advocate, recommend and prescribe the primary and approved textbooks and instructional materials to be used; must be of latest edition and must contain the current innovations and trends in Dentistry profession. The use of instructional materials such as laboratory manuals, simulators, virtual microscopy, and innovative tools can augment the skills development of dentistry students, making them more productive in their pre-clinical and clinical years in providing patient care. The development of Oral Microscopic Anatomy and Embryology Laboratory Manual benchmarking with those of the dentistry schools in the South East Asian countries, could bring change in the progress of dental education, to unify and standardize the content and method of teaching, in preparation for ASEAN integration and internationalization of education. Discussion A laboratory manual or an instructional material is a very important teaching and learning tool in the continued growth and development of the dental profession. Oral Microscopic Anatomy and Embryology is a basic dental science subject in the dentistry curriculum which requires increased emphasis on the critical thinking skills of the students. In order to achieve this goal, educational exercises like the use of laboratory manual and innovative technology computer-assisted instruction tools, including virtual microscopy, must be introduced to increase their cognitive, affective, psychomotor skills and intrinsic motivation with continued reinforcement from the teachers as students progress through subsequent years. Every individual can be a leader of change – someone who can lead rather than react and be acted upon. Educators should motivate, inspire and prepare students in their future endeavors, for the challenges and trials they have to face with , and for the talents and skills to develop towards internationalization of education. Internationalization includes the planned course of action and procedures undertaken by institutional systems and individuals to be at par with the global academic context. The motivating force for internationalization include acquired knowledge and wisdom, fluency in language and enhancement of the curriculum with international content (Altbach, 2007). As Maria Jona Godoy noted, the curriculum forms the basic foundation of education as it contains the learning components that prepare the learner for the practice of the profession. There should be a periodic review of the curriculum to identify its strengths and weaknesses and to upgrade its content with the recent advances in technology and innovations in the practice of dentistry. Godoy recommended further in her dissertation as she found out that there is a need for instructional materials, that the CEU dentistry faculty be engaged in writing laboratory manuals. These manuals would intend to become a primary adjunct in improving and facilitating knowledge and skills transfer to dental students. Efficiency and effectiveness were two goals that were intended to be achieved through the laboratory manuals (Godoy, 2003, pp.110-111). According to Dr. Lallier, research literature in dental and medical aspect and the utilization of instructional materials should be given emphasis to widen the concepts in histology. He emphasized that through this action, students can develop self – reliance, self- discipline and the ability to identify, analyze and give solutions to problems. Continued growth and development of the dental profession resulting from a stronger foundation of a problem and evidenced – based dentistry within the context of a traditional histology course the application of competency-based learning is very essential because students are able to build their critical thinking skills in the early basic science curriculum (Lallier, 2013). Assessment of the Respondents on the Topics of Oral Microscopic Anatomy and Embryology Laboratory Manuals Topics Mean Std. Dev. V. I. 1.Review on General Histology 1.1 Definition 4.50 .786 Very Highly Relevant 1.2 Drawings 4.33 .767 Highly Relevant Mean 4.42 .712 Highly Relevant 2.Introduction to the Teeth 2.1 Review of the oral 4.61 .608 Very Highly Relevant cavity proper 2.2 Development 4.41 .795 Highly Relevant of the face 2.3 Development of 4.83 .383 Very Highly Relevant the oral stomodeum 2.4 Drawings 4.67 .594 Very Highly Relevant Mean 4.64 .366 Very Highly Relevant 3.Odontogenesis 3.1 Introduction 4.83 .383 Very Highly Relevant 3.2 Drawings 4.67 .594 Very Highly Relevant Mean 4.75 .393 Very Highly Relevant 4.Histological preparation of dental tissues 4.1 Methods 4.06 1.144 Highly Relevant 4.2 Steps in preparation 3.94 1.181 Highly Relevant of decalcified tissue 4.3 Steps in the 4.19 .911 Highly Relevant preparation of ground section Mean 4.10 .956 Highly Relevant 5.Histological parts of the teeth 5.1 Enamel 5.1.1 Definition 4.67 .485 Very Highly Relevant and function 5.1.2 Clinical 4.61 .502 Very Highly Relevant considerations 5.1.3 Drawings 4.17 1.339 Highly Relevant Mean 4.48 .649 Very Highly Relevant 5.2 Dentin 5.2.1 Definition 4.67 .594 Very Highly Relevant and function 5.2.2 Clinical 4.56 .616 Very Highly Relevant considerations 5.2.3 Drawings 4.00 1.495 Highly Relevant Mean 4.41 .662 Highly Relevant 5.3 Cementum 5.3.1 Definition 4.76 .437 Very Highly Relevant and function 5.3.2 Clinical 4.59 .618 Very Highly Relevant considerations 5.3.3 Drawings 4.12 1.317 Highly Relevant Mean 4.49 .636 Very Highly Relevant 5.4 Pulp 5.4.1 Definition 4.78 .428 Very Highly Relevant and function 5.4.2 Clinical 4.47 .514 Highly Relevant considerations 5.4.3 Drawings 4.72 .461 Very Highly Relevant Mean 4.67 .412 Very Highly Relevant 5.5 Periodontal Ligament 5.5.1 Definition 4.71 .588 Very Highly Relevant and function 5.5.2 Clinical 4.65 .493 Very Highly Relevant considerations 5.5.3 Drawing 4.76 .437 Very Highly Relevant Mean 4.71 .439 Very Highly Relevant 5.6 Alveolar Process 5.6.1 Definition 4.76 .437 Very Highly Relevant and function 5.6.2 Clinical 4.56 .629 Very Highly Relevant considerations 5.6.3 Drawings 4.71 .470 Very Highly Relevant Mean 4.69 .464 Very Highly Relevant 5.7 Oral Mucosa 5.7.1 Definition 4.67 .594 Very Highly Relevant and function 5.7.2 Clinical 4.41 .618 Highly Relevant considerations 5.7.3 Drawings 4.61 .502 Very Highly Relevant Mean 4.57 .482 Very Highly Relevant Based on the assessment of the Oral Microscopic Anatomy and Embryology Laboratory Manuals of the selected dentistry schools in the ASEAN countries, it was determined statistically that there are no significant differences between the perceptions of the respondents regarding the topics contained in the laboratory manual. The perceptions of the respondents gathered, clearly showed that they respond favorably in the utilization of the laboratory manual in Oral microscopic anatomy and Embryology as an instructional material needed to enhance the domains of learning.
NA NA

Name, last name:	Muzaffer ÖZDEMİR
ID:	47
Academic degree, academic title, academic interests:	Assistant Professor
E-mail:	mozdemir17@gmail.com

The Analysis of the Relationships between Strong Learning Styles and Learning Objects in Online Environment Online learning environments to be designed according to the cognitive styles of the students may have a positive influence on their preferences in regard to their learning ways. Furthermore, in the studies towards the learning styles of the students studying in online learning environments, it is useful to take into account their preferences for learning objects presented to them. In this regard, the purpose of the study is to examine the reasons of preference of learning objects offered simultaneously in an online environment by the students with strong cognitive skills and the differences between the their using levels of these learning objects. A total of 103 sophomores from a Turkish State University participated in the study. Qualitative and quantitative data were collected related to the aim of the study. Qualitative data were collected via focus group interview. Four different learning objects (i.e. video lecturing, audio lecturing, PDF lecturing and subject comprehension tests) were prepared for the course of “Basic database operations with Mysql”. Strong sensory and strong visual students were in the majority among the participants with strong learning styles. The study did not include the findings of the students with other learning styles due to their small sample size. The findings of the study on the using frequencies of subject comprehension tests and the watching duration of video lectures by strong visual and sensory students demonstrated a significant difference on the behalf of the strong sensory students. On the other hand, there was no statistically significant difference between strong sensory students and strong visual students in terms of the reading frequency of PDF lectures and of the listening frequency of audio lectures. In addition, the need for further studies, which the other strong learning styles we did not discuss the findings due to their small sample sizes, were associated with learning objects was demonstrated.
Анализ взаимоотношений между Сильные стилей обучения и учебных объектов в онлайновой среде Анализ взаимоотношений между Сильные стилей обучения и учебных объектов в онлайновой среде

Name, last name:	Arzu Deveci Topal
ID:	45
Academic degree, academic title, academic interests:	Dr.
E-mail:	adeveci@kocaeli.edu.tr

Examination of University Students' Level Of Satisfaction and Readiness for E-Courses and the Relationship Between Them The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the materials used in e-learning on student satisfaction. A general screening model was used in this study to determine the characteristics of a group and to clarify the existing situation in their own conditions. The study was conducted during the 2014-2015 academic year at Kocaeli University. The E-Course Satisfaction Scale (ECSS), consisting of 35 five-point Likert-type items and the Online Learning Readiness Scale (OLRS) consisting of 18 five-point Likert-type items, and were applied to 352 university students. The data were analyzed by methods of descriptive statistics, independent t-test and regression analysis in the SPSS program. According to the survey the satisfaction level of the students is moderate; when the sub-dimensions were examined, satisfaction was high in the instructor-student interaction and environment design sub-dimensions while it was moderate in the course content and teaching process, materials used and communication tools, and attitude towards e-learning sub-dimensions. When interaction and communication tools such as a virtual classroom, forum, chat, e-mail, web pages, animation, video, graphics and images as content tools, and questionnaire as assessment tool were used there was a difference in student satisfaction, and satisfaction was higher in these courses. There was not a significant difference in the students’ satisfaction with the exams and homework as assessment tools, or content of pdf and text documents as content tools, but pdf-text documents and exams were among the most-used tools in the courses. Student satisfaction was high when the number of materials used in courses was 7 and over, that is, as the number of materials increased, so did the satisfaction level. The levels of students’ readiness for online learning were high in all sub-dimensions in total and there was a positive significant relationship between students’ levels of readiness and their satisfaction level. Moreover, the satisfaction levels of learners who were self-directed, had high motivation and could control their own learning appeared to be affected positively. In conclusion, to increase the satisfaction level of the students it would be useful to increase the number of materials used in the e-courses, give more importance to interaction and use more tools such as animation, virtual classroom, video, forum, survey, chat and email. In order to increase satisfaction, student readiness should be considered, students should be able to use technology effectively.
Examination of University Students' Level Of Satisfaction and Readiness for E-Courses and the Relationship Between Them The success of a distance education program can be evaluated according to student satisfaction, aside from comprehensive examinations, projects and presentations. The purpose of this research study is to determine both the relationship between e-course satisfaction and online learning readiness by ascertaining student levels, and the effect of the materials used in e-learning on student satisfaction. A general screening model was used in this study to determine the characteristics of a group and to clarify the existing situation in their own conditions. The study was conducted during the 2014-2015 academic year at Kocaeli University. The E-Course Satisfaction Scale (ECSS), consisting of 35 five-point Likert-type items and the Online Learning Readiness Scale (OLRS) consisting of 18 five-point Likert-type items, and were applied to 352 university students. The data were analyzed by methods of descriptive statistics, independent t-test and regression analysis in the SPSS program. According to the survey the satisfaction level of the students is moderate; when the sub-dimensions were examined, satisfaction was high in the instructor-student interaction and environment design sub-dimensions while it was moderate in the course content and teaching process, materials used and communication tools, and attitude towards e-learning sub-dimensions. When interaction and communication tools such as a virtual classroom, forum, chat, e-mail, web pages, animation, video, graphics and images as content tools, and questionnaire as assessment tool were used there was a difference in student satisfaction, and satisfaction was higher in these courses. There was not a significant difference in the students’ satisfaction with the exams and homework as assessment tools, or content of pdf and text documents as content tools, but pdf-text documents and exams were among the most-used tools in the courses. Student satisfaction was high when the number of materials used in courses was 7 and over, that is, as the number of materials increased, so did the satisfaction level. The levels of students’ readiness for online learning were high in all sub-dimensions in total and there was a positive significant relationship between students’ levels of readiness and their satisfaction level. Moreover, the satisfaction levels of learners who were self-directed, had high motivation and could control their own learning appeared to be affected positively. In conclusion, to increase the satisfaction level of the students it would be useful to increase the number of materials used in the e-courses, give more importance to interaction and use more tools such as animation, virtual classroom, video, forum, survey, chat and email. In order to increase satisfaction, student readiness should be considered, students should be able to use technology effectively.

Name, last name:	Mustafa Baser
ID:	44
Academic degree, academic title, academic interests:	PhD, Prof.Dr., Computer Education, Physics Education, Science Education
E-mail:	baser.mustafa@yahoo.com

Effect of Learning Game Programming on Students’ Attitudes toward Programming and Programming Self-Efficacy The aim of this study was to explore the effectiveness of learning game programming in improving students’ attitudes toward programming and their computer programming self-efficacy. For this purpose a computer programming attitude scale and a programming self-efficacy scale were administered to students before treatment. In the treatment students learned how to write games using Pygame, which is a set of Python libraries designed for writing games. After eight weeks of instruction the same test was administered again to assess changes in their attitude and self-efficacy. Paired difference t-tests showed that both students' programming attitude and their programming self-efficacy were positively influenced by the treatment.
Effect of Learning Game Programming on Students’ Attitudes toward Programming and Programming Self-Efficacy The aim of this study was to explore the effectiveness of learning game programming in improving students’ attitudes toward programming and their computer programming self-efficacy. For this purpose a computer programming attitude scale and a programming self-efficacy scale were administered to students before treatment. In the treatment students learned how to write games using Pygame, which is a set of Python libraries designed for writing games. After eight weeks of instruction the same test was administered again to assess changes in their attitude and self-efficacy. Paired difference t-tests showed that both students' programming attitude and their programming self-efficacy were positively influenced by the treatment.

Name, last name:	Robert Mayer
ID:	41
Academic degree, academic title, academic interests:	Doctor of pedagogical sciences
E-mail:	robert_maier@mail.ru

Simulation Methods of Training Process Using of the Computer The development of the theory of training is connected with use of methods of mathematical and computer modeling. The real pupil (or didactic system) can be replaced with some abstract model which behavior is described by one or several differential equations. Knowing system’s parameters, characteristics of the teaching methods and distribution of educational information and using the method of imitating modeling it is possible to determine amount of knowledge of the pupil at any moment of time. In article are analysed: 1) one–component models of training; 2) the multi–component models considering transition of weak (poor) knowledge in strong and vice versa; 3) the models considering change of working efficiency of the pupil during the day. The following assumptions are the cornerstone of the discussed multi–component model of didactic systems: 1) the pupil’s knowledge shares on strong and weak; 2) weak knowledge is forgotten quicker than the strong; 3) in the course of training weak knowledge transform into the strong; 4) at forgetting the strong knowledge passes into category of weak knowledge. Described computer model of training is considering: 1) speed of assimilation of new material depends on efficiency of the pupil which decreases during school day; 2) when fulfilling educational tasks the pupil is tired, his working capacity decreases, and during rest – it raises. The considered imitating models of didactic systems allows to analyse training process, to reveal its features, to establish links between the level of knowledge of pupils at the end of training, distribution of educational information and the pupil's parameters. In article the results of imitating modeling of 12 various situations which are found in work of the teacher are presented, graphs of dependences of the pupil’s knowledge from time are provided.
МЕТОДЫ МОДЕЛИРОВАНИЯ ПРОЦЕССА ОБУЧЕНИЯ С ПОМОЩЬЮ КОМПЬЮТЕРА Дальнейшее развитие теории обучения связано с использованием методов математического и компьютерного моделирования. Реального ученика (или дидактическую систему) можно заменить некоторой абстрактной моделью, поведение которой описывается одним или несколькими дифференциальными уравнениями. Зная ее параметры, характеристики используемых методов и распределение учебной информации, методами имитационного моделирования можно определить количество знаний ученика на любом этапе обучения. В статье проанализированы: 1) однокомпонентные модели обучения; 2) многокомпонентные модели, учитывающие переход непрочных знаний в прочные и наоборот; 3) модели, учитывающие изменение работоспособности ученика в течение дня. В основе обсуждаемых многокомпонентных моделей дидактических систем лежат следующие предположения: 1) знания ученика делятся на прочные и непрочные; 2) непрочные знания забываются быстрее прочных; 3) в процессе обучения непрочные знания превращаются в прочные; 4) при забывании прочные знания переходят в категорию непрочных знаний. Предложена компьютерная модель обучения, которая учитывает что: 1) скорость усвоения нового материала зависит от работоспособности ученика, которая снижается в течение учебного дня; 2) при выполнении учебных заданий ученик устает его работоспособность уменьшается, а во время отдыха – повышается. Рассмотренные имитационные модели дидактических систем, позволяют проанализировать процесс обучения, выявить его особенности, установить связи между уровнем знаний учащихся в конце обучения, распределением учебной информации и параметрами ученика. В статье представлены результаты имитационного моделирования 12 различных ситуаций, встречающихся в работе учителя, приведены графики зависимостей количества знаний ученика от времени.

Name, last name:	Thaer Ghbari
ID:	38
Academic degree, academic title, academic interests:	Ph.D, assistant professor, research design, motivation
E-mail:	thaera@hu.edu.jo

Psychometric Characteristics of the Jordanian version of the Children's Depression Inventory The aim of the current study was to investigate the reliability and the validity evidences of the Jordanian version of the children's depression inventory (JVOCDI). The sample of the study composed of 702 students enrolled in grades 7 to 10 at Jordanian private and public schools. To achieve the goals of this study pearson correlation coefficient, cronbach's alpha formula, independent samples t test, and Principal Components Analysis (PCA) with varimax rotation were used. The results of the study indicated that the JVOCDI showed a sufficient evidences to consider it as a reliable and valid instrument in the Jordanian cultural context.
Психометрические характеристики иорданской версии детской депрессии инвентаризации Цель настоящего исследования состояла в изучении надежности и свидетельства действия иорданской версии депрессии инвентаризации детского (JVOCDI).Образец исследования, состоящего из 702 студентов, обучающихся в классах с 7 по 10 в иорданских частных и государственных школ. Для достижения целей данного исследования коэффициента корреляции Пирсона, альфа формулы Кронбаха, независимых выборок Стьюдента и анализа главных компонент (PCA) с вращением варимакс были использованы. Результаты исследования показали, что JVOCDI показали достаточные доказательства, чтобы рассматривать его как надежного и действенного инструмента в Иордании культурном контексте.

Name, last name:	Thaer Ghbari
ID:	38
Academic degree, academic title, academic interests:	Ph.D, assistant professor, research design, motivation
E-mail:	thaera@hu.edu.jo

Psychometric Characteristics of the Jordanian version of the Children's Depression Inventory The aim of the current study was to investigate the reliability and the validity evidences of the Jordanian version of the children's depression inventory (JVOCDI). The sample of the study composed of 702 students enrolled in grades 7 to 10 at Jordanian private and public schools. To achieve the goals of this study pearson correlation coefficient, cronbach's alpha formula, independent samples t test, and Principal Components Analysis (PCA) with varimax rotation were used. The results of the study indicated that the JVOCDI showed a sufficient evidences to consider it as a reliable and valid instrument in the Jordanian cultural context.
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Name, last name:	Marina Drushlyak
ID:	20
Academic degree, academic title, academic interests:	PhD (Physical and Mathematical Sciences), mathematics software
E-mail:	marydru@mail.ru

Name, last name:	Elena Semenikhina
ID:	21
Academic degree, academic title, academic interests:	PhD (Pedagogical Sciences), Associate Professor, mathematics software
E-mail:	e.semenikhina@fizmatsspu.sumy.ua

The Study of Dynamic Mathematics Software: Startistical Analysis of its Number for the Demand of the Modern Math Teacher The results of the pedagogical experiment to clarify the number of dynamic mathematics software (DMS), which modern math teacher should know, are described. It is noted that math teachers in the determining of the number of DMS, which they should know and be able to use in the future, notice 3-5 DMS and students, future math teachers, notice 5-7 DMS. Statistical processing of the results was made based on the sign test. It allowed to justify the conclusion, that the study of 5 DMS is needed, at the significance level of 0.05. Quantitative results of the questionnaire survey of the math teachers concerning the use of DMS in the learning process are given. Thus, the preferences of the teachers are software Gran and GeoGebra, the preferences of the students are software GeoGebra and MathKit.
Изучение программ динамической математики: статистический анализ их количества необходимого для современного учителя математики Описаны результаты педагогического эксперимента для уточнения количества программ динамической математики (ПДМ), которые должен знать современный учитель математики. Следует отметить, что учителя математики в определении количества ПДМ, которые они должны знать и уметь использовать в будущем, указывают 3-5 программ, а студенты, будущие учителя математики, указывают 5-7 ПМ. Статистическая обработка результатов осуществлялась на основе критерия знаков. Это позволило обосновать вывод на уровне значимости 0.05, что необходимо изучение 5 ПДМ. Приводятся количественные результаты анкетирования учителей математики, касающиеся использования ПДМ в процессе обучения. Таким образом, предпочтения учителей – это программы Gran и GeoGebra, а предпочтения студентов – программы GeoGebra и Математический конструктор.

Name, last name:	DR SUMAN GHOSH
ID:	34
Academic degree, academic title, academic interests:	Ph.D
E-mail:	sumanswarat@gmail.com

ARISTOTLE AND THE DEVELOPMENT OF GREEK DRAMA This paper tries to investigate the origin of GREEK TRAGEDY. Aristotle tells us that the dithyramb developed into something new, the tragedy, and that although the dithyramb continued in its original form for some years, the new tragic dithyramb, or tragedy, was very popular with audiences. Gradually, this developed into a bigger occasion, though still a competition, in which three playwrights showed three tragic dithyrambs and one comedic satyr play each, followed by another competition of five comedies. Three playwrights dominated tragedy between the 6th and the fifth century, namely Aeschylus, Sophocles and Euripides. Aristotle holds them all in grand status.
ARISTOTLE AND THE DEVELOPMENT OF GREEK DRAMA This paper tries to investigate the origin of GREEK TRAGEDY. Aristotle tells us that the dithyramb developed into something new, the tragedy, and that although the dithyramb continued in its original form for some years, the new tragic dithyramb, or tragedy, was very popular with audiences. Gradually, this developed into a bigger occasion, though still a competition, in which three playwrights showed three tragic dithyrambs and one comedic satyr play each, followed by another competition of five comedies. Three playwrights dominated tragedy between the 6th and the fifth century, namely Aeschylus, Sophocles and Euripides. Aristotle holds them all in grand status.

Name, last name:	Marjorie Quieng
ID:	30
Academic degree, academic title, academic interests:	Ph.D., assistant professor
E-mail:	mcquieng@ceu.edu.ph

21st Century-based Soft Skills: Spotlight on Non-cognitive skills in a Cognitive-laden Dentistry Program Teaching and learning in the 21st century aim to produce students proficient in content knowledge, specific abilities, literacy, numeracy, and technology uses. From these 21st century skills, soft skills were delineated from these learning outcomes; and defined as intra- and interpersonal skills vital for personal development, social participation, and workplace success. This study has two goals: to determine the perceived extent of integration of 21st century-based soft skills in the cognitive-laden dentistry curriculum, and to examine the perceived 21st century-based soft skills of the student participants to serve as baseline data for future research. Communication, and relationship and collaboration skills will be critical components to motivate students; in turn, when students are motivated, it will encourage them to think critically and initiate actions toward the achievement of their goals.
21-го века на основе Soft Skills: В центре внимания Non-когнитивных навыков в стоматологии Программы когнитивно-Ладен Преподавание и обучение в целях 21-го века, чтобы произвести студентов владеют по содержанию знаний, конкретных умений, грамотности, счета и технология использует. Из этих навыков 21 века, мягкие навыки были очерчены от этих результатов обучения; и определяется как внутри- и межличностных навыки, необходимые для личного развития, социального участия и на рабочем месте успеха. Это исследование имеет две цели: определить воспринимаемую степень интеграции 21-го века на основе мягких навыков в когнитивно-нагруженные стоматологии учебной программы, а также изучить предполагаемые 21-го века на основе мягких навыков студентов-участников в качестве исходных данных для будущего исследования. Общение и взаимодействие и сотрудничество навыки будут критические компоненты мотивировать студентов; в свою очередь, когда студенты мотивированы, это будет стимулировать их к критическому мышлению и инициировать действия по отношению к достижению своих целей.

Name, last name:	SRIBAS GOSWAMI
ID:	23
Academic degree, academic title, academic interests:	Ph.D, Assistant Professor
E-mail:	sribasgoswami@gmail.com

PROBLEMS AND CHALLENGES IN MEDICAL EDUCATION IN INDIA As India marches towards an exciting new future of growth and progress, medical education will play pivotal role in crafting a sustained development agenda. The idea of creating a healthy society is no longer a debatable luxury; its significance has been grasped by policy shapers worldwide. In a developing nation like India, medical services play a very important role in the well-being of their citizens and indirectly play a very important part in the economic and overall development of the nation. The medical education system is suffering from misdistribution, traditional curriculum, poor assessment, neglected research and lack of faculty development programmes. ‘Vision 2015’ has potential for creating substantial change in Indian medical education. A stronger strategic approach will ensure a solid foundation for the improvement in the health status of India. Conventional-theoretical and experimental teaching blended with a system of teaching which is innovative, aiming to develop under-graduates and post-graduates as community-teachers, true-academician/researcher should be emphasized. This paper focuses on the various challenges of medical education in India.
PROBLEMS AND CHALLENGES IN MEDICAL EDUCATION IN INDIA As India marches towards an exciting new future of growth and progress, medical education will play pivotal role in crafting a sustained development agenda. The idea of creating a healthy society is no longer a debatable luxury; its significance has been grasped by policy shapers worldwide. In a developing nation like India, medical services play a very important role in the well-being of their citizens and indirectly play a very important part in the economic and overall development of the nation. The medical education system is suffering from misdistribution, traditional curriculum, poor assessment, neglected research and lack of faculty development programmes. ‘Vision 2015’ has potential for creating substantial change in Indian medical education. A stronger strategic approach will ensure a solid foundation for the improvement in the health status of India. Conventional-theoretical and experimental teaching blended with a system of teaching which is innovative, aiming to develop under-graduates and post-graduates as community-teachers, true-academician/researcher should be emphasized. This paper focuses on the various challenges of medical education in India.

Name, last name:	Zeeshan Fareed
ID:	27
Academic degree, academic title, academic interests:	MS Scholar, COMSATS Institute of Information Technology, Sahiwal, Pakistan
E-mail:	zeeshanfareed@hotmail.com

The Impact of Intellectual Capital on the Performance of Universities Intellectual capital is a concept that is achieving researcher’s attention day by day. The main purpose of this research study is to explore the role and relationship of intellectual capital and its three components on the performance and efficient working of universities in Pakistan. Education sector especially universities were selected because it plays a critical role for the development and growth of knowledge intensive sector. So in this research study 3 components of intellectual capital such as human capital, structural capital and relational capital were taken as independent variables and institution’s performance is taken as dependent variable. In this research study a structured questionnaire is adopted from the past research studies and 800 responses have been collected from various public and private university students in Pakistan. Reliability analysis is conducted to check the reliability of constructs and Pearson’s correlation is applied to explore the relationship of three components of IC on institution performance. Results indicate that all the three components show a significant relationship with performance but among the three components, the relation of human capital is more prominent.
Влияние интеллектуального капитала на производительность университетов Интеллектуальный капитал является концепцией, которая является достижение внимание день исследователя днем. Основная цель настоящего исследования является изучение роли и отношения интеллектуального капитала и его трех компонентов на производительности и эффективной работы вузов в Пакистане. Образование сектор особенно университеты были выбраны потому, что она играет важную роль в развитии и росте знаний интенсивной секторе. Таким образом, в данном исследовании были взяты 3 составляющие интеллектуального капитала, такие как человеческий капитал, структурный капитал и реляционной капитала в качестве независимых переменных и производительность учреждения принимается зависимой переменной. В данном исследовании структурированы анкета будет принята за последние научных исследований и 800 ответов были получены из различных государственных и частных студентов в Пакистане. Анализ надежности проводится с целью проверки достоверности построений и корреляция Пирсона применяется для изучения взаимосвязи трех компонентов ИС на производительность учреждения. Результаты показывают, что все три компонента показывают значительное отношения с производительностью, но среди этих трех компонентов, соотношение человеческого капитала является более заметным.

Name, last name:	SRIBAS GOSWAMI
ID:	23
Academic degree, academic title, academic interests:	Ph.D, Assistant Professor
E-mail:	sribasgoswami@gmail.com

Michel Foucault: Structures of Truth and Power The concept of regime of truth clearly refers to the well-known circularity Foucault establishes between power and knowledge: we should speak of a ‘regime’ of truth because truth is produced, sustained, valorized and regulated by a series of mechanisms, techniques and procedures that are ‘political’ if we understand this term the way Foucault does: politics has to do not only with institutions, but with the complex and constitutive field of power relations within which we ordinarily live, and at the same time truth itself reinforces and induces effects of power. A regime of truth is thus the strategic field within which truth is produced and becomes a tactical element in the functioning of a certain number of power relations. The idea that truth gives us no choice, that truth necessarily forces us to accept it and build up our conduct in accordance to it, is an extremely dangerous ethico-political trap that Foucault can help us to unmask and overcome. The present paper discusses the various dimensions of truth and power as narrated by Foucault.
Michel Foucault: Structures of Truth and Power The concept of regime of truth clearly refers to the well-known circularity Foucault establishes between power and knowledge: we should speak of a ‘regime’ of truth because truth is produced, sustained, valorized and regulated by a series of mechanisms, techniques and procedures that are ‘political’ if we understand this term the way Foucault does: politics has to do not only with institutions, but with the complex and constitutive field of power relations within which we ordinarily live, and at the same time truth itself reinforces and induces effects of power. A regime of truth is thus the strategic field within which truth is produced and becomes a tactical element in the functioning of a certain number of power relations. The idea that truth gives us no choice, that truth necessarily forces us to accept it and build up our conduct in accordance to it, is an extremely dangerous ethico-political trap that Foucault can help us to unmask and overcome. The present paper discusses the various dimensions of truth and power as narrated by Foucault.

Name, last name:	Marina Drushlyak
ID:	20
Academic degree, academic title, academic interests:	PhD (Physical and Mathematical Sciences), mathematics software
E-mail:	marydru@mail.ru

Name, last name:	Elena Semenikhina
ID:	21
Academic degree, academic title, academic interests:	PhD (Pedagogical Sciences), Associate Professor, mathematics software
E-mail:	e.semenikhina@fizmatsspu.sumy.ua

Computer mathematical tools: practical experience of learning to use them The article contains general information about the use of specialized mathematics software in the preparation of math teachers. The authors indicate the reasons to study the mathematics software. In particular, they analyze the possibility of presenting basic mathematical courses using mathematical computer tools from both a teacher and a student, argue in favour of using software instead of traditional paper-and-board style. The special course of the study of mathematics software (main tasks of the course are disclosed; knowledge and skills that students should possess on completion of their studies are dedicated; content of computer workshop is detailed) is briefly described. Also the authors give a detailed solution and its methodic basis of typical problem with the use of the SCM Maple. The typical errors which made by students in the use of specialized mathematics packages are characterized. Author’s own experience of teaching computer workshop of the study of mathematical computer tools by the students of Sumy State Pedagogical Makarenko University is presented and analyzed.
Компьютерные математические инструменты: практический опыт обучения их использовать В статье приведена обобщенная информация об использовании специализированных компьютерных программ математического направления при подготовке учителей математики. Авторы указывают причины необходимости изучения программ компьютерной математики. В частности, анализируют возможность изложения основных математических курсов с использованием математических компьютерных инструментов со стороны как преподавателя, так и студента, приводят аргументы в пользу использования компьютерных программ вместо традиционных бумаги или доски. Кратко описан спецкурс по изучению программ компьютерной математики: раскрыты основные задачи курса; выделены знания и умения, которыми студенты должны обладать по окончании его изучения; детализировано содержание авторского компьютерного практикума. Также авторы приводят детальное решение и его методическое обоснование в типичной задаче с использованием СМК Maple. Охарактеризованы типичные ошибки, которые совершают студенты при работе со специализированными пакетами математического направления. Представлен и проанализирован собственный опыт проведения компьютерного практикума по изучению математических компьютерных инструментов студентами Сумского государственного педагогического университета имени А. С. Макаренко.

Name, last name:	NAMRATA VERMA
ID:	19
Academic degree, academic title, academic interests:	Ph.D. in Education, Academic Director, Eduscan Institute, UAE
E-mail:	namratasverma@yahoo.co.in

Relationship between leadership styles and job satisfaction: A case study of multicultural educational organizations in UAE The purpose of this study was to determine the relationship between leadership styles of principals and job satisfaction of teachers and lecturers who were working in multicultural educational organizations in UAE. The statistical population involved was three hundreds teachers and lecturers working in different schools, college and institutes situated in different emirates of UAE. To collect the data three instruments were used. Bass and Avolio Multifactor Leadership style Questionnaires was used to measure the leadership styles of the principals and Mohrman-Cooke-Mohrman Job Satisfaction Scale instrument was used to measure the job satisfaction of teaching faculties. Another demographic questionnaire by researcher measured teachers’ personal characteristics. Descriptive statistics, Pearson Correlation and Multiple Regression Analysis were employed to analyze the data. The findings of the study revealed that there was significant influence of transformational leadership styles of principals on the job satisfaction of teacher. The individualized consideration factor of transformational leadership style showed positive significant predictive relationship with job satisfaction of teaching faculties.
Отношения между лидерских стилей и удовлетворенности работой: на примере мультикультурных образовательных организаций в ОАЭ Целью данного исследования было определить взаимосвязь между лидерскими стилями директоров и удовлетворение от работы учителей и преподавателей , которые работали в мультикультурных образовательных организаций в ОАЭ . Статистическая население участвует был триста учителей и преподавателей , работающих в разных школах , колледже и институтов , расположенных в разных эмиратов ОАЭ. Для сбора данных были использованы три инструмента . Бас и Avolio многофакторной Анкеты стиль руководства был использован для измерения лидерские стили принципах и Mohrman - Кук - Mohrman удовлетворение от работы Масштаб инструмент был использован для измерения удовлетворенности работой учебных факультетов . Другой демографический анкета исследователем измеряется личностные характеристики учителей. Описательная статистика , корреляции Пирсона и множественного регрессионного анализа были использованы для анализа данных . Результаты исследования показали, что существует значительное влияние трансформационного лидерства стилей руководителей на удовлетворенности работой учителя. Индивидуализированный фактором рассмотрение трансформационного стиля руководства показал положительный значительное интеллектуального отношения с удовлетворенности работой учебных факультетов .

Name, last name:	Ali Alshayea
ID:	14
Academic degree, academic title, academic interests:	Associate Prof. of Educational Management
E-mail:	ashayea@qu.edu.sa

Improvement of the quality Assurance in Saudi Higher Education In recent years, the Saudi Arabian higher education system has taken major actions to improve itself and maintain international standards. These actions are in response to the perceived low quality of the system which has affected its graduates. Among these actions were the establishment of the National Commission for Academic Accreditation and Assessment, support for research and development, and creation of a large study abroad program. This paper discusses how these actions have addressed some of the shortcoming of higher education in Saudi Arabia.
Улучшение качества образования Саудовской Высшее В последние годы в Саудовской Аравии системе высшего образования предприняла важные меры по улучшению себя и поддерживать международные стандарты. Эти действия в ответ на воспринимаемую низкого качества системы, которая оказала его выпускников. Среди этих действий стало создание Национальной комиссии по академической аккредитации и оценки, поддержка исследований и разработок, и создание большой программы обучения за рубежом. В данной статье обсуждается, как эти действия обратились некоторые из недостатков высшего образования в Саудовской Аравии.

Name, last name:	Abdolreza Abdali
ID:	12
Academic degree, academic title, academic interests:	MA, Teacher in Ministry of Education, critical discourse analysis
E-mail:	abdolreza.abdali@yahoo.com

The Impact of Different Writing Tasks on Intermediate EFL Learners' Writing Performance The researchers in this study meticulously demonstrated that different writing tasks have varying impact on writing performance of Iranian intermediate English as Foreign Language (EFL) learners.
Влияние различных письменных заданий на промежуточных учеников EFL \ 'письменной работы Исследователи в данном исследовании показано, что тщательно различных письменных заданий имеют различные влияния на письменной работы иранских промежуточных английского языка как иностранного (EFL) учащихся

Name, last name:	Tatjana Derkach
ID:	4
Academic degree, academic title, academic interests:	PhD (Chemistry), associate professor, Department of Pedagogics and Psychology for Higher Institutes of Education, National Pedagogical Drahomanov University, Kiev informatization of Chemical Education
E-mail:	tml.derkach@gmail.com

Application of ICT-based learning resources to teaching of university course of inorganic chemistry Eexpediency and effectiveness of the use of various ICT-based learning resources in teaching of university course of inorganic chemistry have been studied. The revealed difference in attitudes to electronic resources between students and faculty members creates a background for the loss of effectiveness of their use.
Применение учебных ресурсов на основе ИКТ для преподавания университетского курса неорганической химии Изучены целесообразность и эффективность использования различных учебных ресурсов на основе ИКТ для преподавания университетского курса неорганической химии. Выявлены существенные различия в отношениях студентов и преподавателей к электронным ресурсам, что создает предпосылки для потери эффективности их использования.

Name, last name:	Roza Rokhvadze
ID:	3
Academic degree, academic title, academic interests:	Associate Professor
E-mail:	social.sciences@secretary.net

Innovations in educational system: mobile learning applications Annotation. The current article presents the analysis of the current changes in the higher educational system of the Russian Federation. The stated issues in this article are accompanied with an advice and possible solutions. Author offers her own approaches and techniques for the academic staff of higher educational establishment in order to adjust and work within the new system.
Инновации в образовательной системе: мобильные обучающие приложения Аннотация. Цель настоящей статьи представить и проанализировать происходящие изменения в современной образовательной системе Российской Федерации. Автор статьи приводит не только критику и проблемы образования, они сопровождаются с возможными решениями и конкретной методикой. Представлены авторские методы и техника работы современного профессорско-преподавательского состава высшего учебного заведения с целью адаптации и продуктивной работы с учётом современных нововведений.