The problem of aggressiveness of adolescents and young people is currently acquiring new aspects in connection with the expansion of their social contacts. The purpose of our study was to identify the characteristics of students’ aggressiveness, their attitude to aggressiveness (perception and evaluation of aggressiveness, behavior strategies when faced with aggression, ways to overcome their own aggressiveness). We also wanted to explore, whether the nature and level of aggressiveness changes from the first to the final year of study at the Institute. The study involved 253 students (149 first-year students and 104 fourth-year students). The study was conducted in an anonymous form using the questionnaire “Attitude to aggression” developed by us and the methodology for diagnosing aggressiveness by Buss–Darka’s test. The results of the study showed that in the student environment (in the age range from 17 to 22 years) there is no reliable relationship between age and levels of aggression and hostility. First-year students perceive aggression more in the emotional and energy aspect, they tend to continue communicating with an aggressive person, try to calm him or ignore his condition. Fourth-year students view aggression as a social behavior rather than an emotional outburst, and prefer a withdrawal strategy, begin to behave more carefully, try not to provoke. Their behavior is more appropriate from the point of view of safety. Fourth-year students are more likely than first-year students to “see” aggressive people in communication situations, more often note the positive role of aggression in defending their position in society, and more often openly show their own aggression towards people.
{"title":"Students and Aggression: Perception and Strategies of Behavior","authors":"A. Tretyakova","doi":"10.26907/esd.17.4.14","DOIUrl":"https://doi.org/10.26907/esd.17.4.14","url":null,"abstract":"The problem of aggressiveness of adolescents and young people is currently acquiring new aspects in connection with the expansion of their social contacts. The purpose of our study was to identify the characteristics of students’ aggressiveness, their attitude to aggressiveness (perception and evaluation of aggressiveness, behavior strategies when faced with aggression, ways to overcome their own aggressiveness). We also wanted to explore, whether the nature and level of aggressiveness changes from the first to the final year of study at the Institute. The study involved 253 students (149 first-year students and 104 fourth-year students). The study was conducted in an anonymous form using the questionnaire “Attitude to aggression” developed by us and the methodology for diagnosing aggressiveness by Buss–Darka’s test. The results of the study showed that in the student environment (in the age range from 17 to 22 years) there is no reliable relationship between age and levels of aggression and hostility. First-year students perceive aggression more in the emotional and energy aspect, they tend to continue communicating with an aggressive person, try to calm him or ignore his condition. Fourth-year students view aggression as a social behavior rather than an emotional outburst, and prefer a withdrawal strategy, begin to behave more carefully, try not to provoke. Their behavior is more appropriate from the point of view of safety. Fourth-year students are more likely than first-year students to “see” aggressive people in communication situations, more often note the positive role of aggression in defending their position in society, and more often openly show their own aggression towards people.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"272 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90875627","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}
Research about school choice often leaves gender out of the equation. This omission becomes salient in a context in which a gender gap affects girls at school. Among the proposed interventions, single-sex schooling—its advocates say—emerges as a convenient proposal, as it is related to several advantages for girls, particularly disadvantaged ones. Some experts argue that enrolling their daughters in single-sex schools requires parents to make a pro-academic choice, which contributes to the creation of an environment that explains those advantages. This pro-academic choice assumes that parents know the advantages that single-sex schools offer to girls beforehand, and sustain several positive beliefs towards them. To explore this rationale, reasons for enrolling their kindergarten daughters in an all-girls school were collected among a group of parents (n = 18), and compared to parents’ (n = 17) of girls enrolled in a coeducational school. Both schools served a working-class population. Descriptive statistics and inferential analysis showed that for parents of single-sex schoolgirls, the most important reasons were pedagogical (curriculum, achievement, teachers) and pragmatic (near home, free). Only parents’ age was associated with preference for single-sex schooling. Nonetheless, the parents of the all-girls school hold positive beliefs regarding this type of education.
{"title":"Parents’ Reasons to Enroll Their Daughters in an All-Girls School","authors":"Enrique Gordillo","doi":"10.26907/esd.17.4.06","DOIUrl":"https://doi.org/10.26907/esd.17.4.06","url":null,"abstract":"Research about school choice often leaves gender out of the equation. This omission becomes salient in a context in which a gender gap affects girls at school. Among the proposed interventions, single-sex schooling—its advocates say—emerges as a convenient proposal, as it is related to several advantages for girls, particularly disadvantaged ones. Some experts argue that enrolling their daughters in single-sex schools requires parents to make a pro-academic choice, which contributes to the creation of an environment that explains those advantages. This pro-academic choice assumes that parents know the advantages that single-sex schools offer to girls beforehand, and sustain several positive beliefs towards them. To explore this rationale, reasons for enrolling their kindergarten daughters in an all-girls school were collected among a group of parents (n = 18), and compared to parents’ (n = 17) of girls enrolled in a coeducational school. Both schools served a working-class population. Descriptive statistics and inferential analysis showed that for parents of single-sex schoolgirls, the most important reasons were pedagogical (curriculum, achievement, teachers) and pragmatic (near home, free). Only parents’ age was associated with preference for single-sex schooling. Nonetheless, the parents of the all-girls school hold positive beliefs regarding this type of education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84122057","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}
L. Bayborodova, E. Shipkova, Olga Shalnova, Juliya Bushkova, Svetlana Skorobogatova
This article analyzes the findings of the study aimed at determining pedagogical conditions of arranging a class in teaching that would contribute to developing important professional motives, qualities, expertise, and skills in secondary school students, which are necessary to master and promote the occupation of a teacher. The issue under study is relevant due to the necessity for acquiring teaching staff. Analysis of foreign studies has shown that acquiring motivated, dedicated, and committed young people as teachers may be determined by the issue of global politics. It was found out that, both in Russia and globally, there is a necessity to create an environment for identifying, maintaining, and developing the background qualities of an efficient teacher for senior secondary school students. Analysis of networked action taken by the Secondary School No. 28 for the city of Rybinsk, Yaroslavl Oblast, and its social partners in order to arrange activities for the class in teaching is among the leading research methods. The following methods were used as well: analysis of student engagement, generalization of experience in working for educational institutions, monitoring of student development, questionnaires, focus groups, analysis of the student survey results, etc. The study reveals the pedagogical conditions and ways to arrange the class in teaching that would contribute to the conscious decision of students choosing the occupation of a teacher. Relatively low costs of organizing the pre-university training, low number of additional staff engaged, and growing social activity in students prove its efficiency. The conclusion is made regarding the efficiency of implementing a training program shaped as a class in teaching conducted in a networked environment, which would provide the opportunity to use the resources of various organizations taking into account students’ interests.
{"title":"Pre-University Teacher Training for Secondary School Students in a Networked Environment","authors":"L. Bayborodova, E. Shipkova, Olga Shalnova, Juliya Bushkova, Svetlana Skorobogatova","doi":"10.26907/esd.17.4.08","DOIUrl":"https://doi.org/10.26907/esd.17.4.08","url":null,"abstract":"This article analyzes the findings of the study aimed at determining pedagogical conditions of arranging a class in teaching that would contribute to developing important professional motives, qualities, expertise, and skills in secondary school students, which are necessary to master and promote the occupation of a teacher. The issue under study is relevant due to the necessity for acquiring teaching staff. Analysis of foreign studies has shown that acquiring motivated, dedicated, and committed young people as teachers may be determined by the issue of global politics. It was found out that, both in Russia and globally, there is a necessity to create an environment for identifying, maintaining, and developing the background qualities of an efficient teacher for senior secondary school students. Analysis of networked action taken by the Secondary School No. 28 for the city of Rybinsk, Yaroslavl Oblast, and its social partners in order to arrange activities for the class in teaching is among the leading research methods. The following methods were used as well: analysis of student engagement, generalization of experience in working for educational institutions, monitoring of student development, questionnaires, focus groups, analysis of the student survey results, etc. The study reveals the pedagogical conditions and ways to arrange the class in teaching that would contribute to the conscious decision of students choosing the occupation of a teacher. Relatively low costs of organizing the pre-university training, low number of additional staff engaged, and growing social activity in students prove its efficiency. The conclusion is made regarding the efficiency of implementing a training program shaped as a class in teaching conducted in a networked environment, which would provide the opportunity to use the resources of various organizations taking into account students’ interests.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"05 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80037724","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 relevance of the study is associated with the need to analyze the changing labor actions of education leaders and teachers in connection with the organization of the analysis of educational data accumulated by students in the digital educational environment. This, in turn, actualizes the need for the development of competencies in the analysis of educational data for a reasonable organization of human development and education. In the context of the digital transformation of education, the development of digital educational platforms, the development of digital services for assessing the quality of education, monitoring education, the issues of the methodology of data analysis and their competent application in pedagogical and managerial practice are being actualized. The article examines how educational analytics is used in the practice of schools, what problems educational leaders experience in pedagogy when working with data, what data sources they use. It was studied: what competencies are necessary for a teacher and the head of an educational organization in order to organize evidence-based development of education based on data. Leading research methods: structural and functional analysis, interviewing, polling, systematization, ranking, statistical analysis. The article summarizes the results of a study of the changing labor functions of teachers in the context of the digitalization of education, the competencies of teachers and managers in the application of data analysis in educational practice: digital competencies (digital competencies), data analysis competencies (data competencies), competencies for organizing development based on data (competence of a data-driven development organization). The problem is revealed: how the methodology and labor functions of teachers in the organization of education change based on the analysis of data: educational results, motivational choices of training profiles, levels of difficulty of educational tasks, topics of design and research work of schoolchildren, etc. Expansion of labor actions of teachers and heads of educational organizations and competences that ensure the implementation of labor actions are investigated. The development of data-competencies of teachers and education leaders for the evidence-based development of education and a person is analyzed. The research results presented in the article contribute to the theory and practice of teacher education, education management, as well as to the methodology of data science and the practice of its application in the field of education.
本研究的相关性与分析教育领导者和教师的劳动行为变化的需要有关，并与组织对数字教育环境中学生积累的教育数据的分析有关。这反过来又实现了发展分析教育数据的能力的需要，以便合理地组织人类发展和教育。在教育数字化转型的背景下，数字教育平台的发展、用于评估教育质量、监测教育的数字服务的发展、数据分析方法的问题及其在教学和管理实践中的有效应用正在实现。本文探讨了教育分析如何在学校实践中使用，教育领导者在处理数据时遇到的教育学问题，以及他们使用的数据源。研究了:教师和教育机构负责人为了组织基于数据的循证教育发展，需要具备哪些能力。主要研究方法:结构与功能分析、访谈、调查、系统化、排名、统计分析。本文总结了在教育数字化背景下教师劳动职能的变化、教师和管理者在数据分析应用于教育实践中的能力:数字能力(digital competency)、数据分析能力(data competency)、基于数据组织发展的能力(data -driven development organization的能力)的研究结果。通过对数据的分析，揭示了教师在教育组织中的方法论和劳动功能是如何变化的:教育结果、培训概况的动机选择、教育任务的难度程度、学生的设计主题和研究工作等。调查扩大教师和教育机构负责人的劳动行动和确保实施劳动行动的能力。分析了教师和教育领导者的数据能力的发展，以促进教育和人的循证发展。本文的研究成果对教师教育、教育管理的理论与实践，以及数据科学的方法论及其在教育领域的应用实践都有一定的贡献。
{"title":"Data Competence of Subjects of Pedagogical and Managerial Analytics for Evidence-based Development of Education","authors":"O. Agatova","doi":"10.26907/esd.17.4.16","DOIUrl":"https://doi.org/10.26907/esd.17.4.16","url":null,"abstract":"The relevance of the study is associated with the need to analyze the changing labor actions of education leaders and teachers in connection with the organization of the analysis of educational data accumulated by students in the digital educational environment. This, in turn, actualizes the need for the development of competencies in the analysis of educational data for a reasonable organization of human development and education. In the context of the digital transformation of education, the development of digital educational platforms, the development of digital services for assessing the quality of education, monitoring education, the issues of the methodology of data analysis and their competent application in pedagogical and managerial practice are being actualized. The article examines how educational analytics is used in the practice of schools, what problems educational leaders experience in pedagogy when working with data, what data sources they use. It was studied: what competencies are necessary for a teacher and the head of an educational organization in order to organize evidence-based development of education based on data. Leading research methods: structural and functional analysis, interviewing, polling, systematization, ranking, statistical analysis. The article summarizes the results of a study of the changing labor functions of teachers in the context of the digitalization of education, the competencies of teachers and managers in the application of data analysis in educational practice: digital competencies (digital competencies), data analysis competencies (data competencies), competencies for organizing development based on data (competence of a data-driven development organization). The problem is revealed: how the methodology and labor functions of teachers in the organization of education change based on the analysis of data: educational results, motivational choices of training profiles, levels of difficulty of educational tasks, topics of design and research work of schoolchildren, etc. Expansion of labor actions of teachers and heads of educational organizations and competences that ensure the implementation of labor actions are investigated. The development of data-competencies of teachers and education leaders for the evidence-based development of education and a person is analyzed. The research results presented in the article contribute to the theory and practice of teacher education, education management, as well as to the methodology of data science and the practice of its application in the field of education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73972613","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 method of “Object Exclusion” is often used to assess a person’s ability to generalize and forms part of the pathopsychological and neuropsychological examination of children and adults. Nevertheless, there is no definite consensus as to which ratio of responses, which would reflect different generalization levels, is considered normative for children of different ages. Published data on the neuropsychological validity of this technique is quite inconsistent. The results of the investigation of 482 tentatively healthy children aged between 52 and 215 months (119 ± 43), of whom 316 were boys and 166 were girls, provided the standards of various categories of responses for different ages. Cross-analysis with neuropsychological diagnosis results revealed that the test performance indicators have to do with cognitive development, but the proportion of explained variance is no greater than 10%. Moreover, the neuropsychological validity of the method varies for each age group. Collating the responses from various categories allows predicting no more than 7% of neurocognitive development variability.
{"title":"The Method of “Object Exclusion”: Age Standards and Diagnostic Value for Neuropsychological Assessment of Children aged 4-17 years","authors":"N. Khokhlov, M. Balashova","doi":"10.26907/esd.17.4.13","DOIUrl":"https://doi.org/10.26907/esd.17.4.13","url":null,"abstract":"The method of “Object Exclusion” is often used to assess a person’s ability to generalize and forms part of the pathopsychological and neuropsychological examination of children and adults. Nevertheless, there is no definite consensus as to which ratio of responses, which would reflect different generalization levels, is considered normative for children of different ages. Published data on the neuropsychological validity of this technique is quite inconsistent. The results of the investigation of 482 tentatively healthy children aged between 52 and 215 months (119 ± 43), of whom 316 were boys and 166 were girls, provided the standards of various categories of responses for different ages. Cross-analysis with neuropsychological diagnosis results revealed that the test performance indicators have to do with cognitive development, but the proportion of explained variance is no greater than 10%. Moreover, the neuropsychological validity of the method varies for each age group. Collating the responses from various categories allows predicting no more than 7% of neurocognitive development variability.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90263468","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 Slovakia, various initiatives aimed at supporting technical or polytechnic education at lower secondary schools (ISCED 2) were carried out. Despite the efforts made, these initiatives did not have a positive effect on increasing the interest of pupils in studying at technical vocational schools (ISCED 3). The curriculum plays a significant role in this. The Ministry of Education, Science, Research and Sports of the Slovak Republic is currently preparing a curriculum reform plan for primary and secondary levels of education (ISCED 1-3). The paper presents the results of a survey focused on assessing the curricular content of the school subject technology from pupils’ point of view. The research survey was carried out with a sample of 101 pupils. To collect research data, a questionnaire was used. The key items of the questionnaire were focused on finding out pupils’ favourite subjects, favourite topics or activities, the impact of teaching technology on pupils’ professional orientation, and their expectations in connection with technically-oriented subjects taught at secondary schools. It has been found out that pupils’ attitudes to the school subject technology is significantly negative. However, this statement has to be considered not only in relation to the content of the subject but also in relation to the way in which the subject is taught at schools. The pupils express an interest in practical activities during which they can produce various objects or products. When the pupils were asked to evaluate the subject using a traditional classification scale 1 (excellent) – 5 (fail/insufficient), only four pupils rated technology with the grade 1, while up to 11 pupils evaluated the discipline by the grade 5. The final (average) grade of the subject was 3.
{"title":"The Curriculum Reform as a Means to Upgrade Technology Education at Lower Secondary Schools in Slovakia","authors":"A. Hašková, D. Lukáčová","doi":"10.26907/esd.17.4.07","DOIUrl":"https://doi.org/10.26907/esd.17.4.07","url":null,"abstract":"In Slovakia, various initiatives aimed at supporting technical or polytechnic education at lower secondary schools (ISCED 2) were carried out. Despite the efforts made, these initiatives did not have a positive effect on increasing the interest of pupils in studying at technical vocational schools (ISCED 3). The curriculum plays a significant role in this. The Ministry of Education, Science, Research and Sports of the Slovak Republic is currently preparing a curriculum reform plan for primary and secondary levels of education (ISCED 1-3). The paper presents the results of a survey focused on assessing the curricular content of the school subject technology from pupils’ point of view. The research survey was carried out with a sample of 101 pupils. To collect research data, a questionnaire was used. The key items of the questionnaire were focused on finding out pupils’ favourite subjects, favourite topics or activities, the impact of teaching technology on pupils’ professional orientation, and their expectations in connection with technically-oriented subjects taught at secondary schools. It has been found out that pupils’ attitudes to the school subject technology is significantly negative. However, this statement has to be considered not only in relation to the content of the subject but also in relation to the way in which the subject is taught at schools. The pupils express an interest in practical activities during which they can produce various objects or products. When the pupils were asked to evaluate the subject using a traditional classification scale 1 (excellent) – 5 (fail/insufficient), only four pupils rated technology with the grade 1, while up to 11 pupils evaluated the discipline by the grade 5. The final (average) grade of the subject was 3.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90504807","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 topicality of the matter considered is conditioned by low didactic efficiency of existing technical learning software and hardware tools in technical universities. In this regard, the purpose of this article is the creation and practical application of new methods for increasing the didactic efficiency of automated components of the educational process. The methodological basis of the research is the complex application of mutually complementary approaches, the main ones of which are systemic, personality-oriented, axiological and anthropological. The work describes the performance of the designed learning system and, on its example, considers the methods for increasing the didactic efficiency of learning systems subject to psychofactors of the participants of the educational process. In the proposed learning system, the results of psychodiagnostics of students’ personal characteristics and qualities are represented which are used to form new elements of system analysis – “cognitive elements of psychofactors”, which introducing made it possible to improve the system analysis. The perfection of system analysis expanded its functionality and qualitatively changed its capabilities, which in turn made it possible to increase the degree of reasonableness of decisions made by a teacher and learning system when analyzing pedagogical situations. In the presented research, a special emphasis is put on the use of psycho-corrective educational technologies of the educational process, which use gave a new pedagogical effect - students practicing psycho-corrective methods of work with their personal qualities began to successfully complete higher complexity educational tasks, which proves an increase in their cognitive motivation and cognitive abilities.
{"title":"Didactic Peculiarities of the Use of Learning Systems in Technical Universities","authors":"N. Tsybov","doi":"10.26907/esd.17.4.19","DOIUrl":"https://doi.org/10.26907/esd.17.4.19","url":null,"abstract":"The topicality of the matter considered is conditioned by low didactic efficiency of existing technical learning software and hardware tools in technical universities. In this regard, the purpose of this article is the creation and practical application of new methods for increasing the didactic efficiency of automated components of the educational process. The methodological basis of the research is the complex application of mutually complementary approaches, the main ones of which are systemic, personality-oriented, axiological and anthropological. The work describes the performance of the designed learning system and, on its example, considers the methods for increasing the didactic efficiency of learning systems subject to psychofactors of the participants of the educational process. In the proposed learning system, the results of psychodiagnostics of students’ personal characteristics and qualities are represented which are used to form new elements of system analysis – “cognitive elements of psychofactors”, which introducing made it possible to improve the system analysis. The perfection of system analysis expanded its functionality and qualitatively changed its capabilities, which in turn made it possible to increase the degree of reasonableness of decisions made by a teacher and learning system when analyzing pedagogical situations. In the presented research, a special emphasis is put on the use of psycho-corrective educational technologies of the educational process, which use gave a new pedagogical effect - students practicing psycho-corrective methods of work with their personal qualities began to successfully complete higher complexity educational tasks, which proves an increase in their cognitive motivation and cognitive abilities.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84172552","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}
There are various factors that affect people's perceptions, attitudes, and behaviours. One of these factors is the values that individuals have. Human values are widely being used as a notion in many disciplines. The aim of this study was to investigate the human values of conservatory students. The research group consisted of 204 conservatory students at the Dicle University State Conservatory and Gaziantep University Turkish Music Conservatory enrolled in the 2019-2020 academic year. In this study, the data of the research were used with a personal information form and the “The Human Values Scale” developed by Dilmaç, Arıcak & Cesur (2014). The data obtained were analysed with the SPSS 22 program. Descriptive analysis, Independent Group t-test, One-Way Analysis of Variance (ANOVA), Pearson Correlation Coefficient were used in quantitative data analysis. The findings showed that with respect to gender, a significant difference was not found in conservatory students’ human values by t-test result. According to the findings, conservatory students’ most important values are human dignity, social, freedom and futuwwat & courage. On the other hand, conservatory students’ the least important values are materialistic. Similarly, according to the variables of age and departments, significant differences were not found in conservatory students’ human values as shown by ANOVA test. Relationships among the sub-dimensions of the values scale has been determined statistically significant and strong except from between the human dignity and romantic values sub-dimension and between the materialistic values and futuwwat & courage sub-dimensions. It has been observed that participating students’ human values are above the average. This information reveals that conservatory students’ human values are at superior level.
{"title":"Investigation of Conservatory Students’ Perceptions of Value in Terms of Different Variables","authors":"Sibel Çelik, Tülün Malkoç, Hakan Bağci","doi":"10.26907/esd.17.2.05","DOIUrl":"https://doi.org/10.26907/esd.17.2.05","url":null,"abstract":"There are various factors that affect people's perceptions, attitudes, and behaviours. One of these factors is the values that individuals have. Human values are widely being used as a notion in many disciplines. The aim of this study was to investigate the human values of conservatory students. The research group consisted of 204 conservatory students at the Dicle University State Conservatory and Gaziantep University Turkish Music Conservatory enrolled in the 2019-2020 academic year. In this study, the data of the research were used with a personal information form and the “The Human Values Scale” developed by Dilmaç, Arıcak & Cesur (2014). The data obtained were analysed with the SPSS 22 program. Descriptive analysis, Independent Group t-test, One-Way Analysis of Variance (ANOVA), Pearson Correlation Coefficient were used in quantitative data analysis. The findings showed that with respect to gender, a significant difference was not found in conservatory students’ human values by t-test result. According to the findings, conservatory students’ most important values are human dignity, social, freedom and futuwwat & courage. On the other hand, conservatory students’ the least important values are materialistic. Similarly, according to the variables of age and departments, significant differences were not found in conservatory students’ human values as shown by ANOVA test. Relationships among the sub-dimensions of the values scale has been determined statistically significant and strong except from between the human dignity and romantic values sub-dimension and between the materialistic values and futuwwat & courage sub-dimensions. It has been observed that participating students’ human values are above the average. This information reveals that conservatory students’ human values are at superior level.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"48 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76500880","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 highlights the need for a new classification of scientific knowledge in order to reform the educational doctrine in modern Russian society. Several reasons explain this position. First, the constantly increasing volume of information leads to the “lag effect” of educational programs in comparison to scientific achievements; the effect of “redundancy” of knowledge cannot be envisioned and learned within the school year. Second, the post-non-classical stage of science is marked by the interdisciplinary nature of any knowledge and a focus on its object, which limits its representation within the framework of classical scientific differentiation and results in the loss of a holistic view of the world, which is unproductive in the context modern man’s cognitive styles. Third, modern education has evolved to a practice-oriented system that helps students adapt to world situations, but it has not altered considerably. The article examines prior classifications of sciences and puts forward a new conceptual model of systematization of knowledge that takes into account society’s educational demands. The anthropic principle underpins the proposed model of classification of sciences and knowledge systematization. This model can be used to create new educational programs based on the logic of integrative education, define constant academic disciplines for general and professional education, the order in which they should be studied, and the possibility of constant modernization of knowledge without expanding the number of academic disciplines. The provided methodology of scientific classification and knowledge systematization is thought to be useful in addressing the pressing issues in current education.
{"title":"Classification of Sciences and Systematization of Knowledge for the General and Professional Integrative Education Content Design","authors":"V. Panferov, A. Miklyaeva, S. Bezgodova","doi":"10.26907/esd.17.2.17","DOIUrl":"https://doi.org/10.26907/esd.17.2.17","url":null,"abstract":"The article highlights the need for a new classification of scientific knowledge in order to reform the educational doctrine in modern Russian society. Several reasons explain this position. First, the constantly increasing volume of information leads to the “lag effect” of educational programs in comparison to scientific achievements; the effect of “redundancy” of knowledge cannot be envisioned and learned within the school year. Second, the post-non-classical stage of science is marked by the interdisciplinary nature of any knowledge and a focus on its object, which limits its representation within the framework of classical scientific differentiation and results in the loss of a holistic view of the world, which is unproductive in the context modern man’s cognitive styles. Third, modern education has evolved to a practice-oriented system that helps students adapt to world situations, but it has not altered considerably. The article examines prior classifications of sciences and puts forward a new conceptual model of systematization of knowledge that takes into account society’s educational demands. The anthropic principle underpins the proposed model of classification of sciences and knowledge systematization. This model can be used to create new educational programs based on the logic of integrative education, define constant academic disciplines for general and professional education, the order in which they should be studied, and the possibility of constant modernization of knowledge without expanding the number of academic disciplines. The provided methodology of scientific classification and knowledge systematization is thought to be useful in addressing the pressing issues in current education.","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89837092","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}
Research problem. Recently, being known as the most vital asset to as well as the capital of organizations, the issue of organizational knowledge creation has attracted a great deal of attention in several settings encompassing educational centers and institutions. Not only may a high-quality capital account for the success of a given organization, publishing its success stories, and consequently both clients’ and employees’ satisfaction, it can result in the escalation of scientific, human, and financial resources. Knowledge management has been defined as the process of discovering, acquiring, developing, maintaining, evaluating, and applying the right knowledge at the right time by the right person in an organization through the creation of a link between human resources, information technology, and communication while creating a suitable structure for achieving organizational goals (Afrazeh, 2005). Similarly, Hoffman, Hoelscher, and Sheriff (2005) described it as the process of creating and sharing knowledge in such a way that the results can be used effectively in the organization. In educational institutions also, knowledge management is a systematic and organized process of creating and disseminating information, selecting, refining, and disseminating explicit as well as implicit knowledge, in order to create a unique value which can be used to strengthen the learning and teaching environment (Gonzalez & Martins, 2017). Having probed into the relevant literature, we realize that in many studies (Jashpara, 2004; Messa & Testa, 2004; Newman & Conrad, 2000) knowledge management includes four general processes: knowledge creation, knowledge retention, knowledge sharing, and knowledge application. Purpose of the study: In this research, using the system dynamics method, a model is proposed to identify the effective factors in the knowledge management cycle in an educational center. Then, the effectiveness of the identified factors over time is simulated and the changes in the behavior of the institute, which are the result of the changes in the behavior of the staff as well as capabilities and tendencies, are observable. This study attempts to identify the most influential factors in the knowledge management process using the presented dynamic model and by examining the factors. The levers suggest appropriate operations to focus on these factors. Research method: This is applied research that is conducted using the system dynamics approach introduced by Sterman (2000). This approach is used to represent the status quo of a system and its changes in the future. Identifying and problematizing the main issue through studying related works and interviewing twenty-eight experts in the field using a semi-structured researcher-made survey; creating dynamic hypotheses and drawing the cause-effect diagrams and the flow diagram; using Vensim software to simulate the mod, and finally, sensitivity analysis was the stages followed respectively. The results o
{"title":"Modeling the Dynamics of Knowledge Management in Educational Institutes: A System Dynamics Approach","authors":"Moloud Mohammadi, Arefe Amini Faskhodi","doi":"10.26907/esd.17.2.09","DOIUrl":"https://doi.org/10.26907/esd.17.2.09","url":null,"abstract":"Research problem. Recently, being known as the most vital asset to as well as the capital of organizations, the issue of organizational knowledge creation has attracted a great deal of attention in several settings encompassing educational centers and institutions. Not only may a high-quality capital account for the success of a given organization, publishing its success stories, and consequently both clients’ and employees’ satisfaction, it can result in the escalation of scientific, human, and financial resources. Knowledge management has been defined as the process of discovering, acquiring, developing, maintaining, evaluating, and applying the right knowledge at the right time by the right person in an organization through the creation of a link between human resources, information technology, and communication while creating a suitable structure for achieving organizational goals (Afrazeh, 2005). Similarly, Hoffman, Hoelscher, and Sheriff (2005) described it as the process of creating and sharing knowledge in such a way that the results can be used effectively in the organization. In educational institutions also, knowledge management is a systematic and organized process of creating and disseminating information, selecting, refining, and disseminating explicit as well as implicit knowledge, in order to create a unique value which can be used to strengthen the learning and teaching environment (Gonzalez & Martins, 2017). Having probed into the relevant literature, we realize that in many studies (Jashpara, 2004; Messa & Testa, 2004; Newman & Conrad, 2000) knowledge management includes four general processes: knowledge creation, knowledge retention, knowledge sharing, and knowledge application. Purpose of the study: In this research, using the system dynamics method, a model is proposed to identify the effective factors in the knowledge management cycle in an educational center. Then, the effectiveness of the identified factors over time is simulated and the changes in the behavior of the institute, which are the result of the changes in the behavior of the staff as well as capabilities and tendencies, are observable. This study attempts to identify the most influential factors in the knowledge management process using the presented dynamic model and by examining the factors. The levers suggest appropriate operations to focus on these factors. Research method: This is applied research that is conducted using the system dynamics approach introduced by Sterman (2000). This approach is used to represent the status quo of a system and its changes in the future. Identifying and problematizing the main issue through studying related works and interviewing twenty-eight experts in the field using a semi-structured researcher-made survey; creating dynamic hypotheses and drawing the cause-effect diagrams and the flow diagram; using Vensim software to simulate the mod, and finally, sensitivity analysis was the stages followed respectively. The results o","PeriodicalId":37225,"journal":{"name":"Education and Self Development","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90786395","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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