Academic writing is an obligatory discipline of study in master's and doctoral studies. The assimilation of this subject should develop the student's skills to create analytical and scientific texts. Therefore, studying academic writing is part of the study of rules of the scientific community. These rules are learned step by step, by writing texts and discussing them with different readers, giving and receiving feedback. Collaborative peer-review, as a learning approach, is also useful as it strengthens feedback and collaboration skills. In many academic communities, texts are written by collaboration, and scientific publications go through a peer-review process in which experts in the field read and comment on manuscripts. Academic writing requires a review of previously done research. When searching for existing articles based on existing research, students should understand the methods of finding scientific works and be able to critically evaluate sources of information. The subject of the study and discipline largely determine which sources students should use in their work. The aim of teaching academic writing at the master's or doctoral level is to achieve a high quality of research papers submitted for the defense of the degree. The main task of the programs is also the development of research skills in students, teaching them to search for the information they need, such as: a) Viewing new literature on the subject (limiting the search to novelties) or visiting the library and locating the theme of interest in the catalogue; b) Performing a search for information related to the subject in the databases of libraries; c) Selection of interesting sources of information from references in the research literature that were found in databases; d) Acquaintance with the style of citation adopted in a particular program. Different topics may have their own citation practices, for which students receive guidance from program or librarians. It is recommended that you familiarize yourself with the practice of citing sources early in the writing process. Thus, the library is an indispensable resource for the formation of skills and training of students to create scientific texts. The Ilia State University used two teaching methods for master and PHD Students: Project method and Peer review method. The proposed article details the results of a study that compares the two teaching methods, their effectiveness and preference, as well as a comparison of the quality of written papers submitted for defense of the degree, after the training phase of both methods.
{"title":"TEACHING METHODS OF CREATING SCIENTIFIC STYLE TEXTS FOR MASTER AND PHD STUDENTS","authors":"M. Dgebuadze","doi":"10.18768/ijaedu.1324405","DOIUrl":"https://doi.org/10.18768/ijaedu.1324405","url":null,"abstract":"Academic writing is an obligatory discipline of study in master's and doctoral studies. The assimilation of this subject should develop the student's skills to create analytical and scientific texts. Therefore, studying academic writing is part of the study of rules of the scientific community. These rules are learned step by step, by writing texts and discussing them with different readers, giving and receiving feedback. Collaborative peer-review, as a learning approach, is also useful as it strengthens feedback and collaboration skills. In many academic communities, texts are written by collaboration, and scientific publications go through a peer-review process in which experts in the field read and comment on manuscripts. Academic writing requires a review of previously done research. When searching for existing articles based on existing research, students should understand the methods of finding scientific works and be able to critically evaluate sources of information. The subject of the study and discipline largely determine which sources students should use in their work. The aim of teaching academic writing at the master's or doctoral level is to achieve a high quality of research papers submitted for the defense of the degree. The main task of the programs is also the development of research skills in students, teaching them to search for the information they need, such as: a) Viewing new literature on the subject (limiting the search to novelties) or visiting the library and locating the theme of interest in the catalogue; b) Performing a search for information related to the subject in the databases of libraries; c) Selection of interesting sources of information from references in the research literature that were found in databases; d) Acquaintance with the style of citation adopted in a particular program. Different topics may have their own citation practices, for which students receive guidance from program or librarians. It is recommended that you familiarize yourself with the practice of citing sources early in the writing process. Thus, the library is an indispensable resource for the formation of skills and training of students to create scientific texts. The Ilia State University used two teaching methods for master and PHD Students: Project method and Peer review method. The proposed article details the results of a study that compares the two teaching methods, their effectiveness and preference, as well as a comparison of the quality of written papers submitted for defense of the degree, after the training phase of both methods.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139356616","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 devoted to the issue of using various computer technologies in teaching a foreign language. The advantages and disadvantages of modern computer technologies are characterized; describes the experience of using computer technology in the process of teaching a foreign language to students of natural sciences. Recently, there has been a tendency to reduce the interest of students of higher educational institutions in foreign language classes. Traditional forms of education drastically lag behind the modern perception of information: students study the necessary material abstractly, preferring to furtively browse the news on social networks during class. In the process of traditional education, students often do not have the opportunity to realize their needs for self-expression, self-knowledge. The practical lesson is aimed mainly at the passive assimilation of the material offered by the teacher, memorizing the rules, without the abilities, inclinations, and interests of students. We believe that in the modern educational process it is necessary to apply interesting, non-standard forms of education, which, in our opinion, will allow us to return students' lost interest in learning a foreign language. The teacher needs to move away from the standard practical lesson to some extent, introduce something new into it that could attract attention, activate students’ activity encourage them to act, think and search.
{"title":"Application of computer technologoies in teaching a foreign language","authors":"M. Bolibekova","doi":"10.18768/ijaedu.1262619","DOIUrl":"https://doi.org/10.18768/ijaedu.1262619","url":null,"abstract":"The article is devoted to the issue of using various computer technologies in teaching a foreign language. The advantages and disadvantages of modern computer technologies are characterized; describes the experience of using computer technology in the process of teaching a foreign language to students of natural sciences. Recently, there has been a tendency to reduce the interest of students of higher educational institutions in foreign language classes. Traditional forms of education drastically lag behind the modern perception of information: students study the necessary material abstractly, preferring to furtively browse the news on social networks during class. In the process of traditional education, students often do not have the opportunity to realize their needs for self-expression, self-knowledge. The practical lesson is aimed mainly at the passive assimilation of the material offered by the teacher, memorizing the rules, without the abilities, inclinations, and interests of students. We believe that in the modern educational process it is necessary to apply interesting, non-standard forms of education, which, in our opinion, will allow us to return students' lost interest in learning a foreign language. The teacher needs to move away from the standard practical lesson to some extent, introduce something new into it that could attract attention, activate students’ activity encourage them to act, think and search.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"140 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116425071","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}
This study aims to examine the integration of intercultural education in the context of the European Union, and to explore through major Treaties and Resolutions the creation of a social, economic, political and educational strategy within a general framework, in order to avoid the exclusion of social groups entering the European Union from third countries. Also, the aim of this study is to focus on the Greek area and on the strategies for the integration of the European Union proposals into the national educational system in order to assimilate and develop respect and a spirit of cooperation among the student population, as well as on the role of the teacher in the classroom. In this context, an analysis is presented on Greece and the strategies for the integration of the European Union proposals into the national educational system in order to assimilate and develop respect and a spirit of cooperation among the student population through laws, decrees and decisions, as well as the role of the teacher in the classroom. The present study aims to draw conclusions which are derived from the attitude of the European Union in combination with the legislative framework of Greece in the field of intercultural policy.
{"title":"THE INTEGRATION OF EUROPEAN INTERCULTURAL EDUCATIONAL POLICIES IN THE GREEK EDUCATIONAL SYSTEM","authors":"K. Papaioannou","doi":"10.18768/ijaedu.1197298","DOIUrl":"https://doi.org/10.18768/ijaedu.1197298","url":null,"abstract":"This study aims to examine the integration of intercultural education in the context of the European Union, and to explore through major Treaties and Resolutions the creation of a social, economic, political and educational strategy within a general framework, in order to avoid the exclusion of social groups entering the European Union from third countries. Also, the aim of this study is to focus on the Greek area and on the strategies for the integration of the European Union proposals into the national educational system in order to assimilate and develop respect and a spirit of cooperation among the student population, as well as on the role of the teacher in the classroom.\u0000In this context, an analysis is presented on Greece and the strategies for the integration of the European Union proposals into the national educational system in order to assimilate and develop respect and a spirit of cooperation among the student population through laws, decrees and decisions, as well as the role of the teacher in the classroom. The present study aims to draw conclusions which are derived from the attitude of the European Union in combination with the legislative framework of Greece in the field of intercultural policy.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131185292","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}
Muhibbuddin Muhibbuddin, M. Ulfa, Andi ULFA TENRİ PADA, H. Rahmatan, H. Hasanuddin
Research and development of the HOTS test instruments was carried out to measure students’ learning outcomes in the HOTS learning process on Metabolism topic at senior high school level. This study used the research and development method of the Dick & Carey systems approach model which consists of nine stages, namely: 1) assess needs to help identify learning goals; 2) conduct instructional analysis and analyze learners and contexts; 3) write performance objectives; 4) develop assessment instruments; 5) develop instructional strategies; 6) develop and select instructional materials; 7) design and conduct formative evaluation; 8) revise instruction based on the formative evaluation; and 9) design and conduct summative evaluation. The data of the students’ mastery on Metabolism topic was collected through a HOTS-based multiple-choice test related to Metabolism topic. A total of 610 research subjects were involved in this study. Content validity analysis were conducted using Aiken’s V formula and empirical validity analysis were carried out using product moment Pearson correlation. The results reveal that based on content validation, 83 out of 100 test items are valid, proven by the Aiken’s V value on the three indicators which is greater than 0.677. Based on empirical validation, in cycle I there are 60 valid test items as rcount > rtable (0.12) and sig. 2 tailed value < α 0.05. In cycle II, there are 55 valid test items as rcount > rtable (0.11) and sig. 2 tailed value < α 0.05. The 55 test items are in good quality category, thus they are ready to be implemented.
研究开发了HOTS测试工具，用于测量高中阶段学生在代谢主题HOTS学习过程中的学习成果。本研究采用了Dick & Carey系统方法模型的研究和开发方法，该模型包括九个阶段，即:1)评估需求以帮助确定学习目标;2)进行教学分析，分析学习者和语境;3)撰写绩效目标;4)开发评估工具;5)制定教学策略;6)编写和选择教材;7)设计并进行形成性评价;8)根据形成性评价修改教学;9)设计并进行总结性评价。通过基于hots的与代谢主题相关的多项选择测试收集学生对代谢主题的掌握数据。本研究共涉及610名研究对象。内容效度分析采用艾肯V公式，经验效度分析采用积矩Pearson相关。结果表明，基于内容验证，100个测试项目中有83个有效，3个指标的Aiken V值大于0.677。经实证验证，第1周期有60个有效检验项目，rcount > rtable (0.12)， sig. 2尾值< α 0.05。在周期II中，有效检验项目有55个，rcount > rtable (0.11)， sig. 2尾值< α 0.05。这55个测试项目都是质量好的，可以实施了。
{"title":"THE DEVELOPMENT OF HIGHER ORDER THINKING SKILLS (HOTS) TEST INSTRUMENT ON METABOLISM TOPIC FOR SENIOR HIGH SCHOOL LEVEL","authors":"Muhibbuddin Muhibbuddin, M. Ulfa, Andi ULFA TENRİ PADA, H. Rahmatan, H. Hasanuddin","doi":"10.18768/ijaedu.1140976","DOIUrl":"https://doi.org/10.18768/ijaedu.1140976","url":null,"abstract":"Research and development of the HOTS test instruments was carried out to measure students’ learning outcomes in the HOTS learning process on Metabolism topic at senior high school level. This study used the research and development method of the Dick & Carey systems approach model which consists of nine stages, namely: 1) assess needs to help identify learning goals; 2) conduct instructional analysis and analyze learners and contexts; 3) write performance objectives; 4) develop assessment instruments; 5) develop instructional strategies; 6) develop and select instructional materials; 7) design and conduct formative evaluation; 8) revise instruction based on the formative evaluation; and 9) design and conduct summative evaluation. The data of the students’ mastery on Metabolism topic was collected through a HOTS-based multiple-choice test related to Metabolism topic. A total of 610 research subjects were involved in this study. Content validity analysis were conducted using Aiken’s V formula and empirical validity analysis were carried out using product moment Pearson correlation. The results reveal that based on content validation, 83 out of\u0000100 test items are valid, proven by the Aiken’s V value on the three indicators which is greater than 0.677. Based on empirical validation, in cycle I there are 60 valid test items as rcount > rtable (0.12) and sig. 2 tailed value < α 0.05. In cycle II, there are 55 valid test items as rcount > rtable (0.11) and sig. 2 tailed value < α 0.05. The 55 test items are in good quality category, thus they are ready to be implemented.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124756648","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}
In Bulgaria, a legal commission on academic ethics has been operating since recently; it is a subsidiary body to the Minister of Education and Science. The regulations of this special body are structured through the Law of Academic Staff Development of the Republic of Bulgaria. Its functions are related to the implementation of certain control of the procedures for obtaining of the educational and scientific Doctor degree and the scientific Doctor of Science degree, as well as for academic positions in Bulgarian universities. In the past, the most frequently considered cases have been related to incrimination in plagiarism and filing a special report to the Minister of Education and Science.. A priori, the question arises as to how to structure this Academic Ethics Committee, which is determined by order of the Minister of Education and Science. In the practice of forming the membership of such committee, the selection criteria, which must be high enough to be able to guarantee a certain impartiality, are not clear. These are not defined either in the Law for academic staff development of the Republic of Bulgaria and the regulations for its application or in other public normative document. Determining the membership of this kind of national specialized body is of particular importance both for its functioning as well as the competences of its members. Those are currently in active employment relationships with certain universities or research organizations, which predetermines their direct dependence on their managers, who are at the same time their employers. Last but not least, it is worth mentioning the direct connection between the Minister of Education and Science and the heads of higher education institutions in Bulgaria, who have contractual relations of special type of management contracts. These direct and indirect relations create preconditions for dependence of this specialized body - the Academic Ethics Committee. This study attempts to provide a legal and ethical response to the actions of the Academic Ethics Committee at the Bulgarian Ministry of Education and Science.
{"title":"ACADEMIC ETHICS COMMITTEE — FUNCTIONING, LEGAL FRAMEWORK AND ETHICS","authors":"Venelin Terziev","doi":"10.18768/ijaedu.1141989","DOIUrl":"https://doi.org/10.18768/ijaedu.1141989","url":null,"abstract":"In Bulgaria, a legal commission on academic ethics has been operating since recently; it is a subsidiary body to the Minister of Education and Science. The regulations of this special body are structured through the Law of Academic Staff Development of the Republic of Bulgaria. Its functions are related to the implementation of certain control of the procedures for obtaining of the educational and scientific Doctor degree and the scientific Doctor of Science degree, as well as for academic positions in Bulgarian universities.\u0000In the past, the most frequently considered cases have been related to incrimination in plagiarism and filing a special report to the Minister of Education and Science..\u0000A priori, the question arises as to how to structure this Academic Ethics Committee, which is determined by order of the Minister of Education and Science. In the practice of forming the membership of such committee, the selection criteria, which must be high enough to be able to guarantee a certain impartiality, are not clear. These are not defined either in the Law for academic staff development of the Republic of Bulgaria and the regulations for its application or in other public normative document. Determining the membership of this kind of national specialized body is of particular importance both for its functioning as well as the competences of its members. Those are currently in active employment relationships with certain universities or research organizations, which predetermines their direct dependence on their managers, who are at the same time their employers. Last but not least, it is worth mentioning the direct connection between the Minister of Education and Science and the heads of higher education institutions in Bulgaria, who have contractual relations of special type of management contracts. These direct and indirect relations create preconditions for dependence of this specialized body - the Academic Ethics Committee.\u0000This study attempts to provide a legal and ethical response to the actions of the Academic Ethics Committee at the Bulgarian Ministry of Education and Science.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130149993","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}
In Europe, and promoted by the European Commission, the Erasmus+ programme has been providing institutions, through various actions, with mobility and exchanges of students, teachers and non-teaching staff both within and outside Europe. In order to increase the qualitative impact of its actions and to ensure equal opportunities, the programme aims to make it easier to reach more people of all ages and from other cultures, and from diverse social and economic backgrounds. Considering the importance that this programme currently has at global level and its objectives being aligned with the 2030 agenda and given the fundamental characteristics and objectives of the programme and the mobility projects, it became relevant to analyse the contribution to the Sustainable Development Goals associated with quality education (SDG 4) and the reduction of inequalities (SDG 10). The research methodology used the analysis of the programme and Key Action 1 individual mobility for learning purposes objectives’ and more specifically those related to mobilities of higher education participants under the International Credit Mobility (ICM) in the period 2014-2020, crossing them with those of the 2030 Agenda and Sustainable Development Goals 4 and 10. The questionnaires applied to the participants in this action were also analysed and was possible to check the prevalence of SDGs 4 and 10. It was found during the study that Erasmus, and mobility projects, strongly contribute to the Sustainable Development Goals of quality education and reducing inequalities, but that there are also other SDGs to which Erasmus can contribute and are certainly worth evaluating.
{"title":"ERASMUS AND INTERNATIONAL CREDIT MOBILITY IN A CONTRIBUTION TO THE SUSTAINABLE DEVELOPMENT GOALS ASSOCIATED WITH QUALITY EDUCATION AND REDUCING INEQUALITIES","authors":"M. Saraiva, T. Nogueiro, F. Jorge, Elisa Chaleta","doi":"10.18768/ijaedu.1141654","DOIUrl":"https://doi.org/10.18768/ijaedu.1141654","url":null,"abstract":"In Europe, and promoted by the European Commission, the Erasmus+ programme has been providing institutions, through various actions, with mobility and exchanges of students, teachers and non-teaching staff both within and outside Europe. In order to increase the qualitative impact of its actions and to ensure equal opportunities, the programme aims to make it easier to reach more people of all ages and from other cultures, and from diverse social and economic backgrounds. Considering the importance that this programme currently has at global level and its objectives being aligned with the 2030 agenda and given the fundamental characteristics and objectives of the programme and the mobility projects, it became relevant to analyse the contribution to the Sustainable Development Goals associated with quality education (SDG 4) and the reduction of inequalities (SDG 10). The research methodology used the analysis of the programme and Key Action 1 individual mobility for learning purposes objectives’ and more specifically those related to mobilities of higher education participants under the International Credit Mobility (ICM) in the period 2014-2020, crossing them with those of the 2030 Agenda and Sustainable Development Goals 4 and 10. The questionnaires applied to the participants in this action were also analysed and was possible to check the prevalence of SDGs 4 and 10. It was found during the study that Erasmus, and mobility projects, strongly contribute to the Sustainable Development Goals of quality education and reducing inequalities, but that there are also other SDGs to which Erasmus can contribute and are certainly worth evaluating.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133701244","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}
{"title":"CURRENT ASPECTS OF TEACHING AND LEARNING ACCOUNTING IN HIGHER EDUCATION IN BULGARIA","authors":"Galina Chipriyanova, Atanas Atanasov, Galya IVANOVA-KUZMANOVA, Radosveta Krasteva-Hristova","doi":"10.18768/ijaedu.1141469","DOIUrl":"https://doi.org/10.18768/ijaedu.1141469","url":null,"abstract":"<jats:p xml:lang=\"tr\" />","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133554941","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}
Social inclusion and employment prospects of young students with disabilities depend not only on positive attitudes but also on appropriate vocational training. There is an urgent need to implement effective intervention strategies to alleviate barriers and facilitate successful outcomes for the employment of young people with disabilities, and at the same time there is growing evidence that helping them gain early work experiences leads to better long-term results of vocational rehabilitation. There are many social groups that can influence employment opportunities and outcomes for students with disabilities (e.g., parents, employers, employment counsellors, etc.) but teachers are of primary importance. They have at their disposal a wealth of knowledge about the advantages and needs associated with the school to employment transition of young people with disabilities, and at the same time they understand the extent to which existing school activities are effective in strengthening them. Our literature review shows that teachers’ attitudes have a significant impact on job opportunities and the transition to work for students with disabilities. Negative attitudes can limit the type of education services provided and the potential for their successful training. Teachers play a predominant and essential role in removing social exclusion, initially supporting their students' stay at school and later providing immediate training to improve employment outcomes. Ultimately, they affect their employability because their attitudes have a direct impact on the structure, content, implementation and promotion of school to employment transition programs.
{"title":"TEACHERS’ ROLE ON SOCIAL INCLUSION AND EMPLOYABILITY PROSPECTS OF STUDENTS WITH DISABILITIES","authors":"Mıchalıs Varkas","doi":"10.18768/ijaedu.1142820","DOIUrl":"https://doi.org/10.18768/ijaedu.1142820","url":null,"abstract":"Social inclusion and employment prospects of young students with disabilities depend not only on positive attitudes but also on appropriate vocational training. There is an urgent need to implement effective intervention strategies to alleviate barriers and facilitate successful outcomes for the employment of young people with disabilities, and at the same time there is growing evidence that helping them gain early work experiences leads to better long-term results of vocational rehabilitation. There are many social groups that can influence employment opportunities and outcomes for students with disabilities (e.g., parents, employers, employment counsellors, etc.) but teachers are of primary importance. They have at their disposal a wealth of knowledge about the advantages and needs associated with the school to employment transition of young people with disabilities, and at the same time they understand the extent to which existing school activities are effective in strengthening them. Our literature review shows that teachers’ attitudes have a significant impact on job opportunities and the transition to work for students with disabilities. Negative attitudes can limit the type of education services provided and the potential for their successful training. Teachers play a predominant and essential role in removing social exclusion, initially supporting their students' stay at school and later providing immediate training to improve employment outcomes. Ultimately, they affect their employability because their attitudes have a direct impact on the structure, content, implementation and promotion of school to employment transition programs.","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127210994","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}
Oksana V. Vasilenko, T. Ignateva, Marina S. Sapriko, N. Ivanova, N. Malinina, Anna Motorova
{"title":"PROFESSIONAL CAREER, SUCCESS AND HIGHER EDUCATION IN THE VALUE SYSTEM OF REGIONAL UNIVERSITY STUDENTS (BASED ON THE SOCIOLOGICAL SURVEY MATERIALS)","authors":"Oksana V. Vasilenko, T. Ignateva, Marina S. Sapriko, N. Ivanova, N. Malinina, Anna Motorova","doi":"10.18768/ijaedu.1067938","DOIUrl":"https://doi.org/10.18768/ijaedu.1067938","url":null,"abstract":"","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121823974","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}
O. Petrova, Alena Ni̇kti̇na, T. Romanova, N. Fedorova, A. Abramova, Elena Ignati̇eva
{"title":"FORMATION OF SPEECH SKILLS IN ONLINE TEACHING RUSSIAN AS A FOREIGN LANGUAGE","authors":"O. Petrova, Alena Ni̇kti̇na, T. Romanova, N. Fedorova, A. Abramova, Elena Ignati̇eva","doi":"10.18768/ijaedu.1069758","DOIUrl":"https://doi.org/10.18768/ijaedu.1069758","url":null,"abstract":"","PeriodicalId":161101,"journal":{"name":"IJAEDU- International E-Journal of Advances in Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127487518","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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