The study utilized the ex-post facto research design to investigate how interest and learning approaches utilized in Economics discriminates the academic performance of students in the subject area. The population comprised senior secondary school two students in Ife Central Local Government of Osun State while the sample comprised 94 students in five secondary schools in the area. Three research instruments viz: Individual Interest Questionnaire (IIQ), Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and Economics Achievement Test (EAT) were used to collect appropriate data. The Discriminant Function Analysis was utilized to analyse data collected. Findings revealed a function with coefficients in order of magnitude as revealed by structure matrix as follows: Interest in Economics (1.06), Surface Approach (0.41) and Deep Approach (-1.14). None of coefficients was significant at 0.05 significance level. The function was maximized for: 47.1% of students who scored above 50% and 57.1% of those who scored below 50%. The conclusion that was reached was that adequate cognizance should be given to the improvement of the process of teaching the subject including assessment practices. Key words: Discriminant Function Analysis; Interest; Learning Approaches; Performance; Senior Secondary School.
{"title":"Interest and Learning Approaches as Discriminating Factors in the Performance of Senior Secondary School Students in Economics","authors":"O. Oyetoro, Odeyemi Taiwo Grace, B. A. Adesina","doi":"10.18844/CERJ.V9I1.3873","DOIUrl":"https://doi.org/10.18844/CERJ.V9I1.3873","url":null,"abstract":"The study utilized the ex-post facto research design to investigate how interest and learning approaches utilized in Economics discriminates the academic performance of students in the subject area. The population comprised senior secondary school two students in Ife Central Local Government of Osun State while the sample comprised 94 students in five secondary schools in the area. Three research instruments viz: Individual Interest Questionnaire (IIQ), Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and Economics Achievement Test (EAT) were used to collect appropriate data. The Discriminant Function Analysis was utilized to analyse data collected. Findings revealed a function with coefficients in order of magnitude as revealed by structure matrix as follows: Interest in Economics (1.06), Surface Approach (0.41) and Deep Approach (-1.14). None of coefficients was significant at 0.05 significance level. The function was maximized for: 47.1% of students who scored above 50% and 57.1% of those who scored below 50%. The conclusion that was reached was that adequate cognizance should be given to the improvement of the process of teaching the subject including assessment practices. \u0000Key words: Discriminant Function Analysis; Interest; Learning Approaches; Performance; Senior Secondary School. \u0000 ","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130239655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dalia Bernatonytė, J. Čiburienė, Ž. Simanavičienė, G. Startienė
This study aims to investigate the employment of higher education in Lithuanian labour market between 2005 and 2014. Today, this problem is relevant to Lithuania, as level of high school graduates employment is changing yearly. The purpose of the research is to evaluate the impact of higher education on employment in Lithuanian labour market. Seeking to define the impact of higher education on employment in Lithuanian labour market, analysis and synthesis of scientific literature about the influence of education on the labour market; systematic statistical data analysis of Lithuanian education and employment and unemployment rate are presented. In order to compare the impact of Lithuanian higher education on employment rate, unemployment rate and real labour productivity with other countries of the EU-28, the correlation analysis are used. Results indicate that education attainment has influence on employment and unemployment level in Lithuanian labour market and relationship between higher education and employment, unemployment and real labour productivity are dominated in all the EU-28 countries. Keywords: education; higher education; employment; unemployment; labour productivity.
{"title":"The impact of higher education on employment in the labour market: Lithuanian case","authors":"Dalia Bernatonytė, J. Čiburienė, Ž. Simanavičienė, G. Startienė","doi":"10.18844/CERJ.V9I1.3821","DOIUrl":"https://doi.org/10.18844/CERJ.V9I1.3821","url":null,"abstract":"This study aims to investigate the employment of higher education in Lithuanian labour market between 2005 and 2014. Today, this problem is relevant to Lithuania, as level of high school graduates employment is changing yearly. The purpose of the research is to evaluate the impact of higher education on employment in Lithuanian labour market. Seeking to define the impact of higher education on employment in Lithuanian labour market, analysis and synthesis of scientific literature about the influence of education on the labour market; systematic statistical data analysis of Lithuanian education and employment and unemployment rate are presented. In order to compare the impact of Lithuanian higher education on employment rate, unemployment rate and real labour productivity with other countries of the EU-28, the correlation analysis are used. Results indicate that education attainment has influence on employment and unemployment level in Lithuanian labour market and relationship between higher education and employment, unemployment and real labour productivity are dominated in all the EU-28 countries. \u0000 \u0000Keywords: education; higher education; employment; unemployment; labour productivity.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132940109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The belief in the importance of education on economic and social development has resulted in the education expenses being largely covered by the public budget. Countries' approaches to financing education services may vary depending on the tendency to see the education as mixed, complete or private goods and the policies they follow in this direction. In order to fully meet the demands for education, it is of great importance that the available financial resources are spent on the basis of effectively and accountability, as well as the ratio of the financial resources allocated for education. The failure in education is largely attributed to the lack of funding. However, this failure is largely ignored because of the poor use of existing financing, as well as the inadequacy of funding resources. It is an important issue to observe the measures of equality and equity in the distribution of resources related to education and of efficiency and accountability in their spending. Demand-side financing approach in education includes the issues of the freedom of school choice as part of initiating inter-school competitions, giving the ‘Education Cheque’ or the ‘Education Voucher’ to student parents and their submitting this cheque or voucher to the board of the school where school stakeholders are also included and where they send their children, within the framework of a protocol, instead of spending the determined money considering the free market conditions or transferring it directly via the education center or district units to the school account for each student studying at each school level. The purpose of this study is to create awareness among education stakeholders and researchers such as decision-makers, managers and teachers regarding the education in by examining the approaches of ‘Demand-Side Financing’ which is based on parents/ customers' initiative in the use of financial resources allocated from the general budget for education. Key words: Demand-side financing, education financing, financing
{"title":"Financing From Demand-Side in Education","authors":"H. H. Tasar","doi":"10.18844/cerj.v9i1.4019","DOIUrl":"https://doi.org/10.18844/cerj.v9i1.4019","url":null,"abstract":"The belief in the importance of education on economic and social development has resulted in the education expenses being largely covered by the public budget. Countries' approaches to financing education services may vary depending on the tendency to see the education as mixed, complete or private goods and the policies they follow in this direction. In order to fully meet the demands for education, it is of great importance that the available financial resources are spent on the basis of effectively and accountability, as well as the ratio of the financial resources allocated for education. The failure in education is largely attributed to the lack of funding. However, this failure is largely ignored because of the poor use of existing financing, as well as the inadequacy of funding resources. It is an important issue to observe the measures of equality and equity in the distribution of resources related to education and of efficiency and accountability in their spending. Demand-side financing approach in education includes the issues of the freedom of school choice as part of initiating inter-school competitions, giving the ‘Education Cheque’ or the ‘Education Voucher’ to student parents and their submitting this cheque or voucher to the board of the school where school stakeholders are also included and where they send their children, within the framework of a protocol, instead of spending the determined money considering the free market conditions or transferring it directly via the education center or district units to the school account for each student studying at each school level. The purpose of this study is to create awareness among education stakeholders and researchers such as decision-makers, managers and teachers regarding the education in by examining the approaches of ‘Demand-Side Financing’ which is based on parents/ customers' initiative in the use of financial resources allocated from the general budget for education. \u0000Key words: Demand-side financing, education financing, financing","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"2000 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129557513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melissa Wane Manogharan, Gunasegaran Karuppannan, Kung Lung Chiong
Teachers’ readiness, knowledge and attitudes level towards inclusive education in mainstream schools were explored as they were tasked to carry out this responsibility. They must ensure success of inclusive education which actually depended heavily on their readiness in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusion classes. This research study aimed to explore teachers’ readiness level in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusive classes in primary and secondary schools in the district of Sibu, Sarawak. The sample size for this study consisted of 154 respondents. This study explored specifically into the teachers’ readiness, knowledge and attitude level towards inclusion in the classrooms. The method used for this research was descriptive survey approach. Identified teachers involved directly in teaching and supervising students with special educational needs (SEN) in the inclusive classrooms were provided with survey questionnaire. Fully completed questionnaire were collected from respective schools through self-collection, post or email. The data collected was analysed for descriptive and inferential statistics, percentages, t-test and ANOVA using SPSS (version 22). The outcome of the findings was discussed according to the objectives and research questions of the study. This outcome of this study showed high readiness level among teachers, high knowledge level among teachers and positive attitudes of teachers toward inclusive education. At the same time, the study also found out that there are strong positive correlation between teachers’ readiness, knowledge and attitude level. Keywords: Inclusive education, readiness, knowledge, inclusion, special educational needs (SEN) students.
{"title":"Exploring teachers’ readiness, knowledge and attitudes towards inclusive education in the district of Sibu, Sarawak, Malaysia","authors":"Melissa Wane Manogharan, Gunasegaran Karuppannan, Kung Lung Chiong","doi":"10.18844/CERJ.V8I3.3630","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.3630","url":null,"abstract":"Teachers’ readiness, knowledge and attitudes level towards inclusive education in mainstream schools were explored as they were tasked to carry out this responsibility. They must ensure success of inclusive education which actually depended heavily on their readiness in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusion classes. This research study aimed to explore teachers’ readiness level in inclusive classes, teachers’ knowledge level and attitude towards teaching inclusive classes in primary and secondary schools in the district of Sibu, Sarawak. The sample size for this study consisted of 154 respondents. This study explored specifically into the teachers’ readiness, knowledge and attitude level towards inclusion in the classrooms. The method used for this research was descriptive survey approach. Identified teachers involved directly in teaching and supervising students with special educational needs (SEN) in the inclusive classrooms were provided with survey questionnaire. Fully completed questionnaire were collected from respective schools through self-collection, post or email. The data collected was analysed for descriptive and inferential statistics, percentages, t-test and ANOVA using SPSS (version 22). The outcome of the findings was discussed according to the objectives and research questions of the study. This outcome of this study showed high readiness level among teachers, high knowledge level among teachers and positive attitudes of teachers toward inclusive education. At the same time, the study also found out that there are strong positive correlation between teachers’ readiness, knowledge and attitude level. \u0000Keywords: Inclusive education, readiness, knowledge, inclusion, special educational needs (SEN) students.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130616851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to identify and examine the digital citizenship levels of preservice teachers according to diverse variables. The sample of the study consists of students at Atatürk Education Faculty of Near East University (n=345). Likert-type “digital citizenship scale” with 7 dimensions and 64 items which was developed by Kocadağ (2012) and a personal information survey consisting of 8 questions which was developed by the researchers were used as data collection tools. Digital citizenship level of preservice teachers and their sub-dimensions such as digital communication and literacy, digital ethics and law, digital access, digital rights and responsibilities, digital health, digital safety, digital commerce and data obtained from diverse variables in personal information survey were examined. According to the obtained findings, it was observed that digital citizenship level of preservice teachers varied between good and very good. At the end of the study, it has been understood that as the history of using digital tools of preservice teachers increases, so does their digital citizenship level; in addition, those with better economic means have higher access to digital tools and more knowledge and experience on digital shopping. Keywords: digital citizenship; preservice teachers; digital literacy; digital environments; digital native
{"title":"A study on the digital citizenship level of preservice teachers according to diverse variables","authors":"Fatih Soykan, H. Keser","doi":"10.18844/CERJ.V8I3.3567","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.3567","url":null,"abstract":"The purpose of this study is to identify and examine the digital citizenship levels of preservice teachers according to diverse variables. The sample of the study consists of students at Atatürk Education Faculty of Near East University (n=345). Likert-type “digital citizenship scale” with 7 dimensions and 64 items which was developed by Kocadağ (2012) and a personal information survey consisting of 8 questions which was developed by the researchers were used as data collection tools. Digital citizenship level of preservice teachers and their sub-dimensions such as digital communication and literacy, digital ethics and law, digital access, digital rights and responsibilities, digital health, digital safety, digital commerce and data obtained from diverse variables in personal information survey were examined. According to the obtained findings, it was observed that digital citizenship level of preservice teachers varied between good and very good. At the end of the study, it has been understood that as the history of using digital tools of preservice teachers increases, so does their digital citizenship level; in addition, those with better economic means have higher access to digital tools and more knowledge and experience on digital shopping. \u0000Keywords: digital citizenship; preservice teachers; digital literacy; digital environments; digital native","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125275072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quality assurance in higher education in Pakistan was formally initiated when Quality Assurance Agency (QAA) was established under Higher Education Commission of Pakistan. The current study is a descriptive study which was conducted to review the impact of programme evaluation on Pakistani universities. Data available with QAA, Pakistan, Self-Assessment Report available for the programmes and field notes were used as tool in this study. Programme evaluation reports were graded on a rubric in order to rank departments within a university. The study shows that quality assurance mechanism has got its firm roots at micro level, that is, at university level in Pakistan under the supervision of QAA of Pakistan. The study would be of interest for all educationists as it shows both the role of QAA, Pakistan and the role of quality enhancement cells whose combined efforts have resulted into a systematic programme evaluation in Pakistani universities. Keywords: Programme evaluation, self-assessment, learning outcomes, feedback.
{"title":"Impact of programmeevaluationthrough self-assessmentin higher education institutions in Pakistan","authors":"M. A. Usmani, Suraiya Khatoon","doi":"10.18844/cerj.v8i3.3638","DOIUrl":"https://doi.org/10.18844/cerj.v8i3.3638","url":null,"abstract":"Quality assurance in higher education in Pakistan was formally initiated when Quality Assurance Agency (QAA) was established under Higher Education Commission of Pakistan. The current study is a descriptive study which was conducted to review the impact of programme evaluation on Pakistani universities. Data available with QAA, Pakistan, Self-Assessment Report available for the programmes and field notes were used as tool in this study. Programme evaluation reports were graded on a rubric in order to rank departments within a university. The study shows that quality assurance mechanism has got its firm roots at micro level, that is, at university level in Pakistan under the supervision of QAA of Pakistan. The study would be of interest for all educationists as it shows both the role of QAA, Pakistan and the role of quality enhancement cells whose combined efforts have resulted into a systematic programme evaluation in Pakistani universities. \u0000Keywords: Programme evaluation, self-assessment, learning outcomes, feedback.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123807205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is based on the idea of conjugation between social and personal factors in the preparation of a teacher of Physical Education (PE). It creates the conditions for building a harmonious relationship with the surrounding world, finding one’s place in society, vocational orientation, formation of readiness for adaptability and mobility in the future vocational activity. The conditions, ensuring the formation and development of vocational mobility of the future teacher of PE in the socio-cultural educational space of high school, are dialogization, taking part of the future experts in project activities at various levels. We have considered the process of formation and development of vocational mobility of the future expert in the social and cultural educational space of high school within the framework of the continuing education system. The concept of continuing education involves the inclusion of dialogue relationship, which contributes to the formation and development of vocational mobility of the future teacher of PE at all levels: knowledge, skills, creativity, experience in value and emotional orientation. The transition from one level of formation of vocational mobility to the other one in the socio-cultural educational space of high school is provided by the realization of the complex of strategic conditions and pedagogical tactics (pedagogical support, educational accompaniment, enhance social and vocational values), which contribute to the development of the readiness of the future teachers of PE to changes, innovations in the process of vocational activity. Keywords: vocational mobility, educational space, continuing education, strategies and tactics of vocational mobility.
{"title":"Formation and development of vocational mobility of the future teacher of Physical Education in educational space of university","authors":"Tatiana Fugelova","doi":"10.18844/cerj.v8i3.3572","DOIUrl":"https://doi.org/10.18844/cerj.v8i3.3572","url":null,"abstract":"The article is based on the idea of conjugation between social and personal factors in the preparation of a teacher of Physical Education (PE). It creates the conditions for building a harmonious relationship with the surrounding world, finding one’s place in society, vocational orientation, formation of readiness for adaptability and mobility in the future vocational activity. The conditions, ensuring the formation and development of vocational mobility of the future teacher of PE in the socio-cultural educational space of high school, are dialogization, taking part of the future experts in project activities at various levels. We have considered the process of formation and development of vocational mobility of the future expert in the social and cultural educational space of high school within the framework of the continuing education system. The concept of continuing education involves the inclusion of dialogue relationship, which contributes to the formation and development of vocational mobility of the future teacher of PE at all levels: knowledge, skills, creativity, experience in value and emotional orientation. The transition from one level of formation of vocational mobility to the other one in the socio-cultural educational space of high school is provided by the realization of the complex of strategic conditions and pedagogical tactics (pedagogical support, educational accompaniment, enhance social and vocational values), which contribute to the development of the readiness of the future teachers of PE to changes, innovations in the process of vocational activity. \u0000Keywords: vocational mobility, educational space, continuing education, strategies and tactics of vocational mobility.","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125428284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. A. Pogonyshev, T. Storchak, N. Nemchinova, I. Pogonysheva
Currently, cooperation between business community and higher education institutions is a priority trend of the Russian higher education system. We consider the European practices of cooperation between universities and potential employers which is being implemented in the Russian HEIs within the project “Evaluation of Quality of Cooperation in Education Ecosystem as a Mechanism for Building Professional Competencies - E3M” approved for funding within the European Commission Tempus IV in 2013. The paper dwells upon the state of cooperation between Nizhnevartovsk State University and local business community, considering new market conditions, and offers solutions to the challenges of productive cooperation with potential employers with the view of the best practices implemented by European partner universities and project consortium members. Keywords: cooperation, quality of education, employers, university
{"title":"Applying best European practices of engaging employers in training future professionals in Russian higher educational institutions","authors":"D. A. Pogonyshev, T. Storchak, N. Nemchinova, I. Pogonysheva","doi":"10.18844/CERJ.V8I3.3822","DOIUrl":"https://doi.org/10.18844/CERJ.V8I3.3822","url":null,"abstract":"Currently, cooperation between business community and higher education institutions is a priority trend of the Russian higher education system. We consider the European practices of cooperation between universities and potential employers which is being implemented in the Russian HEIs within the project “Evaluation of Quality of Cooperation in Education Ecosystem as a Mechanism for Building Professional Competencies - E3M” approved for funding within the European Commission Tempus IV in 2013. The paper dwells upon the state of cooperation between Nizhnevartovsk State University and local business community, considering new market conditions, and offers solutions to the challenges of productive cooperation with potential employers with the view of the best practices implemented by European partner universities and project consortium members. \u0000Keywords: cooperation, quality of education, employers, university","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133329518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Art education is the notion of creativity which is emphasised on educating the modern human in accordance with the requirements of the age. Art education is an effective field that supports and develops creativity with all its fields. Art education provides a better expression and its contribution to other forms of expression and other disciplines cannot be denied. The main purpose of the fields of art, education and science is to serve human development and discover new things by using the concept of creativity. It is possible to say that mental skills, thoughts and intelligence may also be developed through interdisciplinary interaction while the emotions are being trained. In this study, the effectiveness of creative drama in the education of gifted/talented students for plastic arts education was investigated. Hence, drama workshops with a focus on art education were performed with plastic and modern art references. Reactions of talented students were observed during and after workshops. Keywords: Art, education, ingenuity, intelligence, interdisciplinary
{"title":"The Effectiveness of Plastic Arts Education Weighted Creative Drama in The Education of Gifted / Talented Children","authors":"Sezer Cihaner Keser, Pınar Erdem","doi":"10.18844/CERJ.V9I1.3856","DOIUrl":"https://doi.org/10.18844/CERJ.V9I1.3856","url":null,"abstract":"Art education is the notion of creativity which is emphasised on educating the modern human in accordance with the requirements of the age. Art education is an effective field that supports and develops creativity with all its fields. Art education provides a better expression and its contribution to other forms of expression and other disciplines cannot be denied. The main purpose of the fields of art, education and science is to serve human development and discover new things by using the concept of creativity. It is possible to say that mental skills, thoughts and intelligence may also be developed through interdisciplinary interaction while the emotions are being trained. In this study, the effectiveness of creative drama in the education of gifted/talented students for plastic arts education was investigated. Hence, drama workshops with a focus on art education were performed with plastic and modern art references. Reactions of talented students were observed during and after workshops. \u0000Keywords: Art, education, ingenuity, intelligence, interdisciplinary","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131861676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Zhumanbekova, Yevgeniya Victorovna Bentyaa, Anargul Dzharbulova
This article discusses the figurative phraseological units, namely the idioms of English, German and Kazakh languages in comparative aspect. It appeals to the phraseology of imagery due to the fact that the imagery - a defining component of semantic derivation and semantics of phraseological units in particular. The main goal is to make a contribution to the theory of phraseology, based on the tradition of comparative phraseology. After determining the subject and object of the research, a brief review of domestic and foreign publications in the field of comparative phraseology the article describes the results of practical analysis of idioms in three languages. The main features of the analyzed units are multi-component structure, stability, idiomaticity that distinguishes them from other expressions. They can be interpreted in two different conceptual levels: in the literal sense, which is the basis of the inner form of a linguistic unit and in a figurative sense. The role of a semantic element between the two levels assumes shaped component values (image component) (Dobrovol’skij, 2009). Phraseological images are of cultural significance and informative, revealing a particular fragment of culture. For example, in the base of the inner form of English idioms “ to show one's true colour” (figurative “to show one's real face”, to show who you are”), of German idiom “ins Fettnapfchen treten (literary “stepping on a pot of lard”; figurative meaning “to step on smb's toes”); of Kazakh idioms “er tokymyn bauyryna aldy” (literary “hug the saddle”; figurative “to be angry” ); shabyna shok tusti( literary “hot coal got to the groin”; figurative “to be nervous”) lay some prototypical situations. In the analysis are used the method of field simulation. The study aims to identify and develop a model describing visual images as elements of the cognitive system. They are variably implemented in the content of figurative means of German, English and Kazakh. Keywords: imagery; visuality; imagery means; imagery structure
本文从比较的角度探讨了英语、德语和哈萨克语的比喻性词汇单位，即习语。意象是语义学的重要组成部分，是语义学的重要组成部分，是语义学的重要组成部分。主要目标是在比较语法学传统的基础上，对语法学理论做出贡献。在确定了研究的主体和对象后，简要回顾了国内外比较用语学领域的研究成果，并介绍了对三种语言成语的实际分析结果。所分析单元的主要特点是结构多组分、稳定性好、具有区别于其他表达的惯用语性。它们可以在两个不同的概念层面上进行解释:在字面意义上，这是一个语言单位内部形式的基础;在比喻意义上。两个层次之间的语义元素的作用假定为形状分量值(图像分量)(Dobrovol 'skij, 2009)。词汇意象具有文化意义和信息性，揭示了特定的文化片段。例如，在英语成语“to show one's true colour”(比喻“to show one's real face”，to show you are”)的内部形式的基础上，德语成语“ins Fettnapfchen treten”(文学上的“stepping on a pot of lard”;比喻的意思是“踩到某人的脚趾”);哈萨克语成语“er tokymyn bauyryna aldy”(文学上的“抱鞍”);比喻“生气”);Shabyna shok tussti(文学“热煤到腹股沟”;比喻“紧张”)奠定了一些典型的情况。在分析中采用了现场模拟的方法。该研究旨在识别和发展一个模型，将视觉图像描述为认知系统的元素。它们在德语、英语和哈萨克语比喻手法的内容中有不同的体现。关键词:意象;视像;影像手段;图像结构
{"title":"The figurative idioms of English, German and Kazakh in contrast","authors":"N. Zhumanbekova, Yevgeniya Victorovna Bentyaa, Anargul Dzharbulova","doi":"10.18844/cerj.v8i3.589","DOIUrl":"https://doi.org/10.18844/cerj.v8i3.589","url":null,"abstract":"This article discusses the figurative phraseological units, namely the idioms of English, German and Kazakh languages in comparative aspect. It appeals to the phraseology of imagery due to the fact that the imagery - a defining component of semantic derivation and semantics of phraseological units in particular. The main goal is to make a contribution to the theory of phraseology, based on the tradition of comparative phraseology. After determining the subject and object of the research, a brief review of domestic and foreign publications in the field of comparative phraseology the article describes the results of practical analysis of idioms in three languages. The main features of the analyzed units are multi-component structure, stability, idiomaticity that distinguishes them from other expressions. They can be interpreted in two different conceptual levels: in the literal sense, which is the basis of the inner form of a linguistic unit and in a figurative sense. The role of a semantic element between the two levels assumes shaped component values (image component) (Dobrovol’skij, 2009). Phraseological images are of cultural significance and informative, revealing a particular fragment of culture. For example, in the base of the inner form of English idioms “ to show one's true colour” (figurative “to show one's real face”, to show who you are”), of German idiom “ins Fettnapfchen treten (literary “stepping on a pot of lard”; figurative meaning “to step on smb's toes”); of Kazakh idioms “er tokymyn bauyryna aldy” (literary “hug the saddle”; figurative “to be angry” ); shabyna shok tusti( literary “hot coal got to the groin”; figurative “to be nervous”) lay some prototypical situations. In the analysis are used the method of field simulation. The study aims to identify and develop a model describing visual images as elements of the cognitive system. They are variably implemented in the content of figurative means of German, English and Kazakh. \u0000 \u0000Keywords: imagery; visuality; imagery means; imagery structure \u0000","PeriodicalId":115118,"journal":{"name":"Contemporary Educational Researches Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129279340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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