Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.266-296
A. Zakrepina, T. Butusova, E. Kinash, A. Kamelkova
Introduction. The article is devoted to the issue of learning activity of first-graders with intellectual disabilities, the relevance of which is dictated by the search for factors of effectiveness of the educational process. In the theory and practice of remedial education of learners of the studied category much attention is paid to their learning skills in the learning process, but for the first time the most significant in the dynamics of the ratio of opportunities and achievements in mastering the content of the adapted educational program is considered. The purpose of the study is to analyze the learning opportunities and the results of the performance of academic tasks in the subject areas of adapted programs by first graders with intellectual disabilities. Materials and Methods. The sample included 95 first-graders with intellectual disabilities. The following methods were used to process research results: standardized observation to explore learning opportunities and learning outcomes; pedagogical testing to study the results of the implementation of educational tasks in accordance with the subject areas of the adapted training programs (Russian, mathematics, etc.); Wilcoxon T-test, Spearman correlation analysis, principal component factor analysis followed by varimax-normalized matrix rotation, Statistica version 10. Results. We identified statistically significant variance in the structure of correlations between learning opportunities and the results of completing educational tasks in the subject areas of adapted programs at the current and intermediate cut in subjects studying for options 1 and 2 of ABEP. We have noted the variability of the factor structure of learning opportunities and the results of the implementation of educational tasks in the subject areas of ABEP at the current and intermediate cut in both groups. We found obvious advantages of practice-oriented skills in assignments in subjects such as visual activity, music, manual labor, etc. and the ways of their implementation (by joint actions, by showing and imitating) over verbal assignments (in subjects – Russian language, mathematics, reading, etc.) and methods of their implementation (orally, according to verbal instructions), which allows us to consider the importance of the practice-oriented skills in teaching first-graders with intellectual disabilities. Discussion and Conclusion. The results of empirical research make a significant contribution to special pedagogy, to its methodological resource, as they expand not only the understanding of the possibilities and results of learning of modern learners with intellectual disabilities, but specify the determinants of the dynamics of their learning activities.
介绍。本文致力于研究一年级智障学生的学习活动问题，其相关性取决于对教育过程有效性因素的研究。在对被研究类别的学习者进行补救教育的理论和实践中，对他们在学习过程中的学习技能给予了很大的关注，但第一次考虑了在掌握适应教育计划内容方面最重要的机会和成就比例的动态。本研究的目的是分析智障一年级学生在适应课程的学科领域的学习机会和学业任务表现的结果。材料与方法。样本包括95名有智力障碍的一年级学生。研究结果的处理方法为:标准化观察，探索学习机会和学习成果;根据调整后的培训方案的学科领域(俄语、数学等)进行教学测试，以研究教育任务的执行结果;Wilcoxon t检验，Spearman相关分析，主成分因子分析，方差归一化矩阵旋转，Statistica version 10。我们发现在学习ABEP选项1和2的受试者中，在当前和中间阶段，在适应项目的学科领域中，学习机会和完成教育任务的结果之间的相关性结构存在统计学上的显著差异。我们已经注意到学习机会的因素结构的可变性，以及在ABEP学科领域实施教育任务的结果，在当前和中间阶段，在两组中。我们发现，在视觉活动、音乐、体力劳动等学科的作业中，以实践为导向的技能及其实施方式(通过联合行动，通过展示和模仿)明显优于口头作业(在俄语、数学、阅读等学科中)和实施方法(口头，根据口头指示)。这让我们考虑到以实践为导向的技能在教育智障一年级学生中的重要性。讨论与结论。实证研究的结果对特殊教育学及其方法论资源做出了重大贡献，因为它们不仅扩展了对现代智障学习者学习的可能性和结果的理解，而且明确了他们学习活动动态的决定因素。
{"title":"Analysis of Learning Activities Dynamics among First-Graders with Intellectual Disabilities","authors":"A. Zakrepina, T. Butusova, E. Kinash, A. Kamelkova","doi":"10.15507/1991-9468.107.026.202202.266-296","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.266-296","url":null,"abstract":"Introduction. The article is devoted to the issue of learning activity of first-graders with intellectual disabilities, the relevance of which is dictated by the search for factors of effectiveness of the educational process. In the theory and practice of remedial education of learners of the studied category much attention is paid to their learning skills in the learning process, but for the first time the most significant in the dynamics of the ratio of opportunities and achievements in mastering the content of the adapted educational program is considered. The purpose of the study is to analyze the learning opportunities and the results of the performance of academic tasks in the subject areas of adapted programs by first graders with intellectual disabilities. Materials and Methods. The sample included 95 first-graders with intellectual disabilities. The following methods were used to process research results: standardized observation to explore learning opportunities and learning outcomes; pedagogical testing to study the results of the implementation of educational tasks in accordance with the subject areas of the adapted training programs (Russian, mathematics, etc.); Wilcoxon T-test, Spearman correlation analysis, principal component factor analysis followed by varimax-normalized matrix rotation, Statistica version 10. Results. We identified statistically significant variance in the structure of correlations between learning opportunities and the results of completing educational tasks in the subject areas of adapted programs at the current and intermediate cut in subjects studying for options 1 and 2 of ABEP. We have noted the variability of the factor structure of learning opportunities and the results of the implementation of educational tasks in the subject areas of ABEP at the current and intermediate cut in both groups. We found obvious advantages of practice-oriented skills in assignments in subjects such as visual activity, music, manual labor, etc. and the ways of their implementation (by joint actions, by showing and imitating) over verbal assignments (in subjects – Russian language, mathematics, reading, etc.) and methods of their implementation (orally, according to verbal instructions), which allows us to consider the importance of the practice-oriented skills in teaching first-graders with intellectual disabilities. Discussion and Conclusion. The results of empirical research make a significant contribution to special pedagogy, to its methodological resource, as they expand not only the understanding of the possibilities and results of learning of modern learners with intellectual disabilities, but specify the determinants of the dynamics of their learning activities.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86372759","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}
Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.198-215
Roberto Pérez-Rodríguez, Rafael Lorenzo-Martin, Carlos A. Trinchet-Varela, Rolando E. Simeón-Monet, Jhonattan Miranda, D. Cortés, Arturo Molina
Introduction. Teaching industrial engineering in the second decade of the 21st century requires problem-solving and decision-making competencies oriented towards sustainable development. The growth of information metrics, the Internet of Things, virtual and augmented reality, and Artificial Intelligence bring more diverse, complex and imprecise challenges. This article aims to show a framework employing Challenge-based-learning, Project-based-learning and Computer-Aided technologies as dynamic resources supporting the comprehensive teaching of industrial engineers for industrial solutions oriented towards sustainable development. Materials and Methods. Our research involved a systemic analysis of the framework variables, the stages, and the partial results of its application in three academic years research. We selected several case studies to evaluate the professional competencies related to Sustainable Development Goals of industrial engineering students, using active learning tools integrated with Computer-Aided technologies. These cases illustrated the acquisition of Sustainable Development Goals competencies. Two simultaneous Latin American scenarios were examined (Mexico and Cuba). Results. Its main contribution is an appropriate framework for using Challenge-based-learning, Project-based-learning and Computer-Aided technologies as resources to develop professional competencies in industrial engineering and sustainable development. The control groups results demonstrate the utility, relevance, and accuracy of the proposed framework. Results. Its main contribution is an appropriate framework for using Challenge-based-learning, Project-based-learning and Computer-Aided technologies as resources to develop professional competencies in industrial engineering and sustainable development. The control groups results demonstrate the utility, relevance, and accuracy of the proposed framework. Discussion and Conclusion. The study of the theoretical and methodological components of teaching Industrial Engineering, emphasizing competencies, at two universities in Latin American countries revealed the need to understand Computer-Aided technologies as a complex process. The proposed framework considers Computer-Aided technologies per the typologies of selected competencies integrated into the curricular design, including Challenge-based-learning and Project-based-learning, oriented toward the Sustainable Development Goals. The authors’ conclusions contribute to the development of active learning methods in engineering, supported by the application of CAD/CAM/CAE tools and focused on the fulfillment of sustainable development objectives. The materials of the article will be useful for the teaching of Industrial Engineering from a digital transformation perspective, contextualized in sustainable development environments.
{"title":"Integrating Challenge-Based-Learning, Project-Based-Learning, and Computer-Aided Technologies into Industrial Engineering Teaching: Towards a Sustainable Development Framework","authors":"Roberto Pérez-Rodríguez, Rafael Lorenzo-Martin, Carlos A. Trinchet-Varela, Rolando E. Simeón-Monet, Jhonattan Miranda, D. Cortés, Arturo Molina","doi":"10.15507/1991-9468.107.026.202202.198-215","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.198-215","url":null,"abstract":"Introduction. Teaching industrial engineering in the second decade of the 21st century requires problem-solving and decision-making competencies oriented towards sustainable development. The growth of information metrics, the Internet of Things, virtual and augmented reality, and Artificial Intelligence bring more diverse, complex and imprecise challenges. This article aims to show a framework employing Challenge-based-learning, Project-based-learning and Computer-Aided technologies as dynamic resources supporting the comprehensive teaching of industrial engineers for industrial solutions oriented towards sustainable development.\u0000Materials and Methods. Our research involved a systemic analysis of the framework variables, the stages, and the partial results of its application in three academic years research. We selected several case studies to evaluate the professional competencies related to Sustainable Development Goals of industrial engineering students, using active learning tools integrated with Computer-Aided technologies. These cases illustrated the acquisition of Sustainable Development Goals competencies. Two simultaneous Latin American scenarios were examined (Mexico and Cuba). Results. Its main contribution is an appropriate framework for using Challenge-based-learning, Project-based-learning and Computer-Aided technologies as resources to develop professional competencies in industrial engineering and sustainable development. The control groups results demonstrate the utility, relevance, and accuracy of the proposed framework.\u0000Results. Its main contribution is an appropriate framework for using Challenge-based-learning, Project-based-learning and Computer-Aided technologies as resources to develop professional competencies in industrial engineering and sustainable development. The control groups results demonstrate the utility, relevance, and accuracy of the proposed framework.\u0000Discussion and Conclusion. The study of the theoretical and methodological components of teaching Industrial Engineering, emphasizing competencies, at two universities in Latin American countries revealed the need to understand Computer-Aided technologies as a complex process. The proposed framework considers Computer-Aided technologies per the typologies of selected competencies integrated into the curricular design, including Challenge-based-learning and Project-based-learning, oriented toward the Sustainable Development Goals. The authors’ conclusions contribute to the development of active learning methods in engineering, supported by the application of CAD/CAM/CAE tools and focused on the fulfillment of sustainable development objectives. The materials of the article will be useful for the teaching of Industrial Engineering from a digital transformation perspective, contextualized in sustainable development environments.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90201585","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}
Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.312-330
Maya Rumenova Lambovska, Lilia K. Raitskaya
Introduction. Under the growing role of university science in Russia, special attention is paid to improving the quality of scientific publications of Russian university researchers in leading international and Russian journals. To understand the direction of scientific discourse on this issue, the authors explored scientific publications that address the tools to influence Russian university researchers to publish in journals indexed by Scopus or Web of Science. Materials and Methods. Articles found up to 2022 in the Scopus or Web of Science databases were included in this review. A systematic approach based on PRISMA recommendations and the qualitative content analysis method were applied. The review sample covered 14 articles. Results. The review results showed that the research topic is in its infancy, but there is interest in it. Three stakeholders were identified on this topic: the researcher, government bodies, and university management. The most mentioned tools of influence were: for the “researcher” stakeholder – the propensity for scientific work and participation in scientific projects, for the “government bodies” stakeholder – grants and government policy pressure, for the “university management” stakeholder – implementation of the rating system/scientometrics, initiation of incentive payments, support for collaboration, and competition stimulation. According to the review results, the main shortcomings of the system of influencing Russian researchers were bureaucratic management, scarce funding, pressure to publish, “academic capitalism”, and restrictions on academic freedoms. Most authors of the review sample commented that a number of tools to influence Russian researchers need to be improved or even replaced. Discussion and Conclusion. This review contributes to improving research management in Russia, highlighting the features of stakeholders to influence Russian researchers for high-quality publications, the main shortcomings of the system of influence and recommendations to address these shortcomings.
介绍。在俄罗斯大学科学的作用日益增强的情况下，特别注意提高俄罗斯大学研究人员在国际和俄罗斯主要期刊上发表的科学论文的质量。为了了解关于这个问题的科学论述的方向，作者探索了科学出版物，这些出版物涉及影响俄罗斯大学研究人员在Scopus或Web of Science索引的期刊上发表文章的工具。材料与方法。Scopus或Web of Science数据库中截至2022年的文章被纳入本综述。采用了基于PRISMA建议和定性内容分析方法的系统方法。综述样本包括14篇文章。综述结果表明，该研究课题尚处于起步阶段，但已引起人们的兴趣。在这个主题上确定了三个利益相关者:研究人员、政府机构和大学管理。提到最多的影响工具是:对于“研究人员”利益相关者-科学工作和参与科学项目的倾向，对于“政府机构”利益相关者-拨款和政府政策压力，对于“大学管理”利益相关者-实施评级系统/科学计量学，启动奖励支付，支持合作和刺激竞争。根据审查结果，影响俄罗斯研究人员的制度的主要缺点是官僚主义管理、资金短缺、发表压力、“学术资本主义”和对学术自由的限制。该综述样本的大多数作者评论说，一些影响俄罗斯研究人员的工具需要改进甚至取代。讨论与结论。本综述有助于改善俄罗斯的研究管理，突出利益相关者影响俄罗斯研究人员的特点，以获得高质量的出版物，影响系统的主要缺点和解决这些缺点的建议。
{"title":"High-Quality Publications in Russia: A Literature Review on How to Influence University Researchers","authors":"Maya Rumenova Lambovska, Lilia K. Raitskaya","doi":"10.15507/1991-9468.107.026.202202.312-330","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.312-330","url":null,"abstract":"Introduction. Under the growing role of university science in Russia, special attention is paid to improving the quality of scientific publications of Russian university researchers in leading international and Russian journals. To understand the direction of scientific discourse on this issue, the authors explored scientific publications that address the tools to influence Russian university researchers to publish in journals indexed by Scopus or Web of Science.\u0000Materials and Methods. Articles found up to 2022 in the Scopus or Web of Science databases were included in this review. A systematic approach based on PRISMA recommendations and the qualitative content analysis method were applied. The review sample covered 14 articles.\u0000Results. The review results showed that the research topic is in its infancy, but there is interest in it. Three stakeholders were identified on this topic: the researcher, government bodies, and university management. The most mentioned tools of influence were: for the “researcher” stakeholder – the propensity for scientific work and participation in scientific projects, for the “government bodies” stakeholder – grants and government policy pressure, for the “university management” stakeholder – implementation of the rating system/scientometrics, initiation of incentive payments, support for collaboration, and competition stimulation. According to the review results, the main shortcomings of the system of influencing Russian researchers were bureaucratic management, scarce funding, pressure to publish, “academic capitalism”, and restrictions on academic freedoms. Most authors of the review sample commented that a number of tools to influence Russian researchers need to be improved or even replaced.\u0000Discussion and Conclusion. This review contributes to improving research management in Russia, highlighting the features of stakeholders to influence Russian researchers for high-quality publications, the main shortcomings of the system of influence and recommendations to address these shortcomings.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"22 8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82717432","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}
Pub Date : 2022-06-30DOI: 10.15507/1991-9468.106.026.202201.180
This article by Oleg N. Viktorov (E-mail: viktorovon@mail.ru) has been retracted (i.e. withdrawn from the press) by the editor with permission of the publisher. The withdrawal of the publication (retraction) is due to the identification of significant borrowings from the dissertation: Ivanov V.N. [Elite School in the National Education System: Formation, Development, Forecasting]: Thesis of Doctor of Pedagogical Science 13.00.01. Cheboksary, 1999. 392 p. (In Russ.)
这篇由Oleg N. Viktorov (E-mail: viktorovon@mail.ru)撰写的文章已被编辑在得到出版商许可的情况下撤回(即从报刊上撤回)。撤回出版物(撤回)是由于从论文中发现了重要的借用:Ivanov V.N.[国家教育系统中的精英学校:形成，发展，预测]:论文教学科学博士13.00.01。Cheboksary, 1999年。392页(俄文)
{"title":"Retracted article: Viktorov O.N. [The Mechanism of Formation of Value Orientations of the Personality of the Student]. Integratsiya obrazovaniya = Integration of Education. 2003; (2):95-100. (In Russ.)","authors":"","doi":"10.15507/1991-9468.106.026.202201.180","DOIUrl":"https://doi.org/10.15507/1991-9468.106.026.202201.180","url":null,"abstract":"This article by Oleg N. Viktorov (E-mail: viktorovon@mail.ru) has been retracted (i.e. withdrawn from the press) by the editor with permission of the publisher.\u0000The withdrawal of the publication (retraction) is due to the identification of significant borrowings from the dissertation: Ivanov V.N. [Elite School in the National Education System: Formation, Development, Forecasting]: Thesis of Doctor of Pedagogical Science 13.00.01. Cheboksary, 1999. 392 p. (In Russ.)","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82236735","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}
Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.345-362
I. Shapovalova, I. N. Valieva
Introduction. The protest potential of youth is a complex, integrative concept that allows one to assess the existing prerequisites for the emergence of protest tension, protest readiness and protest activity of the subject. The scientific problem facing the industry community is establishing continuity between these indicators and predicting possible incidents in the youth environment, as well as significant behavioral reactions to social risks of the environment. Materials and Methods. The article proposes the results and analysis of materials from a 2021 study conducted among student youth in the Russian region (Belgorod Oblast) using a combined survey method (online survey and tablet interviews), using a spontaneous sample, in which quantitative limits were laid for the participation of respondents from different educational institutions, directions of training and courses. On the basis of the developed online form, 1557 respondents, aged 18 to 24, who study at regional universities, were interviewed. Results. On the basis of the proposed typology of protest potential, the regional protest potential of student youth is defined as a “progressive” type – a ripening protest mood, which has a particularly well-grounded discontent and readiness for its manifestation. The regional prerequisites for the formation of protest tension based on the reflection of the social situation, assessment of social security, diagnostics of violation of constitutional rights and freedoms, as well as discrimination of young people in the areas of receiving social services have been determined. Revealed the protest readiness not only to permitted, but also to prohibited forms of protest, determined the indices of the likelihood of the implementation of protest practices by student youth in the region. The protest activity of student youth was assessed as insignificant in the field of illegitimate forms of protest. Discussion and Conclusion. The data obtained make it possible to clarify a number of provisions related to the political activity of young people, to supplement the scientific basis on this issue of sectoral sociologies (youth sociology, political sociology), to actualize the scientific problem of finding and developing methodological tools for measuring the prerequisites of protest potential, creating mathematical models for predicting youth protest activity. Research materials have been and can be in demand by governing bodies of state youth policy of different levels, state and municipal governing bodies, governing bodies of the Ministry of Internal Affairs, youth organizations, and educational institutions.
{"title":"Protest Potential of Regional Students in Russia: Social Prerequisites","authors":"I. Shapovalova, I. N. Valieva","doi":"10.15507/1991-9468.107.026.202202.345-362","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.345-362","url":null,"abstract":"Introduction. The protest potential of youth is a complex, integrative concept that allows one to assess the existing prerequisites for the emergence of protest tension, protest readiness and protest activity of the subject. The scientific problem facing the industry community is establishing continuity between these indicators and predicting possible incidents in the youth environment, as well as significant behavioral reactions to social risks of the environment.\u0000Materials and Methods. The article proposes the results and analysis of materials from a 2021 study conducted among student youth in the Russian region (Belgorod Oblast) using a combined survey method (online survey and tablet interviews), using a spontaneous sample, in which quantitative limits were laid for the participation of respondents from different educational institutions, directions of training and courses. On the basis of the developed online form, 1557 respondents, aged 18 to 24, who study at regional universities, were interviewed.\u0000Results. On the basis of the proposed typology of protest potential, the regional protest potential of student youth is defined as a “progressive” type – a ripening protest mood, which has a particularly well-grounded discontent and readiness for its manifestation. The regional prerequisites for the formation of protest tension based on the reflection of the social situation, assessment of social security, diagnostics of violation of constitutional rights and freedoms, as well as discrimination of young people in the areas of receiving social services have been determined. Revealed the protest readiness not only to permitted, but also to prohibited forms of protest, determined the indices of the likelihood of the implementation of protest practices by student youth in the region. The protest activity of student youth was assessed as insignificant in the field of illegitimate forms of protest.\u0000Discussion and Conclusion. The data obtained make it possible to clarify a number of provisions related to the political activity of young people, to supplement the scientific basis on this issue of sectoral sociologies (youth sociology, political sociology), to actualize the scientific problem of finding and developing methodological tools for measuring the prerequisites of protest potential, creating mathematical models for predicting youth protest activity. Research materials have been and can be in demand by governing bodies of state youth policy of different levels, state and municipal governing bodies, governing bodies of the Ministry of Internal Affairs, youth organizations, and educational institutions.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74004786","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}
Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.331-344
S. Shustova, M. B. Kazachkova, Khalida N. Galimova, M. V. Shirinyan
Introduction. This article deals with the problem of studentsʼ understanding of educational texts and ways of diagnosing the level of perception and understanding of secondary texts. The relevance of the study lies in the importance of ways of interpreting and diagnosing the level of perception of educational texts to eliminate the objective reasons for the lack of understanding of educational texts and for further linguistic and psycholinguistic research on this problem. The aim of the article is to describe the results of the experiment aimed at investigating the denotative structure of instructional primary and secondary texts using comparative propositional analysis. Materials and Methods. The experiment involved 200 fifth-grade students of secondary schools in the Republic of Tatarstan. The material used was the social studies text for the 5th grade, edited by L.N. Bogolyubov and L.F. Ivanova, and the secondary texts – retellings performed by students. To study the problem we conducted a preliminary test of the respondents, in order to diagnose the levels of students’ perception and understanding of the original text the group of experts carried out a propositional analysis of the retelling. Results. In the course of the research it was revealed that the propositional analysis of texts-retellings and the subsequent comparison of denotative structures of the original and secondary texts are productive and informative procedures for identifying an objective picture of the perception and understanding of texts by schoolchildren. Propositional analysis of the texts showed that most of the experiment participants were able to identify the main idea of the read text and separate the main data from the secondary one. There is a discrepancy in the number of retained propositions in the retellings; the volume of the text varies significantly: semantic additions, simplifications, collapses, and offsets are detected. There is a partial restructuring of the propositions of the original text. The fact of discrepancy in the number of retained propositions is explained by the level of understanding of the primary text, interpretation of the text content and it may be due to the peculiarities of adolescent thinking. Background knowledge of the recipients, their emotional attitude, practical skills of independent work with the text, the ability to extract basic information from the text also affect the success of the retellings. Discussion and Conclusion. Materials of the article can be useful for elimination of objective reasons for misunderstanding of educational texts and for further pedagogical and psycholinguistic research.
{"title":"Analysis of High School Learners’ Retellings as a Means of Diagnosing the Quality of Reading and Comprehension of Academic Text","authors":"S. Shustova, M. B. Kazachkova, Khalida N. Galimova, M. V. Shirinyan","doi":"10.15507/1991-9468.107.026.202202.331-344","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.331-344","url":null,"abstract":"Introduction. This article deals with the problem of studentsʼ understanding of educational texts and ways of diagnosing the level of perception and understanding of secondary texts. The relevance of the study lies in the importance of ways of interpreting and diagnosing the level of perception of educational texts to eliminate the objective reasons for the lack of understanding of educational texts and for further linguistic and psycholinguistic research on this problem. The aim of the article is to describe the results of the experiment aimed at investigating the denotative structure of instructional primary and secondary texts using comparative propositional analysis.\u0000Materials and Methods. The experiment involved 200 fifth-grade students of secondary schools in the Republic of Tatarstan. The material used was the social studies text for the 5th grade, edited by L.N. Bogolyubov and L.F. Ivanova, and the secondary texts – retellings performed by students. To study the problem we conducted a preliminary test of the respondents, in order to diagnose the levels of students’ perception and understanding of the original text the group of experts carried out a propositional analysis of the retelling.\u0000Results. In the course of the research it was revealed that the propositional analysis of texts-retellings and the subsequent comparison of denotative structures of the original and secondary texts are productive and informative procedures for identifying an objective picture of the perception and understanding of texts by schoolchildren. Propositional analysis of the texts showed that most of the experiment participants were able to identify the main idea of the read text and separate the main data from the secondary one. There is a discrepancy in the number of retained propositions in the retellings; the volume of the text varies significantly: semantic additions, simplifications, collapses, and offsets are detected. There is a partial restructuring of the propositions of the original text. The fact of discrepancy in the number of retained propositions is explained by the level of understanding of the primary text, interpretation of the text content and it may be due to the peculiarities of adolescent thinking. Background knowledge of the recipients, their emotional attitude, practical skills of independent work with the text, the ability to extract basic information from the text also affect the success of the retellings.\u0000Discussion and Conclusion. Materials of the article can be useful for elimination of objective reasons for misunderstanding of educational texts and for further pedagogical and psycholinguistic research.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80979897","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}
Pub Date : 2022-06-30DOI: 10.15507/1991-9468.107.026.202202.247-265
V. Maralov, M. Kudaka, O. Smirnova, V. A. Sitarov, I. Koryagina, L. V. Romanyuk
Introduction. The urgency of the problem is caused by the importance of formation of ability to non-violent interaction in students of socionomic (helping) sphere as the most important professional competence that assumes study of factors and conditions of its formation and development. The aim of the research is to identify the relationship between neuropsychological and personal factors with the choice of students ‒ future medical, psychological, pedagogical psychologists in the process of interaction strategies of coercion or nonviolence. Materials and Methods. The study involved students from a number of universities in the Russian Federation: Moscow, Cherepovets, Vologda region, Ivanovo, Ivanovo region. In total – 334 people. As a diagnostic tool, the authorʼs questionnaire was used to identify the positions of interaction among students, the Carver ‒ White questionnaire in the adaptation of G. G. Knyazev, the questionnaire for the diagnosis of five personality factors in the adaptation of L. F. Burlachuk and D. K. Korolev, the scale “Moral normativity” questionnaire “Adaptability” Maklakov – Chermyanin. Mathematical processing was carried out with the help of correlation analysis; Spearman ʼs rank correlation coefficient was also used. Results. It was established that the choice of coercion strategy by students in the process of interaction is associated with a high level of behavioral activation, low levels of benevolence, conscientiousness and moral normativity. The choice of manipulation strategy, in addition to this, is correlated with high neuroticism. Nonviolence is positively associated with benevolence, conscientiousness, and moral normativity, and negatively to neuroticism. Noninterference correlates negatively with the Behavioral Inhibition System and positively with the Behavioral Inhibition System, as well as with neuroticism, introversion and closeness to experience and low conscientiousness. Discussion and Conclusion. The obtained results make a certain contribution to understanding of the problem of the relationship between students’ choice in the process of interaction of strategies of coercion or nonviolence with neuropsychological and personal factors, which makes it possible to develop special programs aimed simultaneously at teaching methods of nonviolent interaction, and at the development of certain personal qualities, taking into account individual severity. systems of activation and inhibition of behavior.
{"title":"Interrelation of Neuropsychological and Personality Factors with the Choice of Strategies of Coercion or Nonviolence among Students of the Socionomic Sphere","authors":"V. Maralov, M. Kudaka, O. Smirnova, V. A. Sitarov, I. Koryagina, L. V. Romanyuk","doi":"10.15507/1991-9468.107.026.202202.247-265","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.247-265","url":null,"abstract":"Introduction. The urgency of the problem is caused by the importance of formation of ability to non-violent interaction in students of socionomic (helping) sphere as the most important professional competence that assumes study of factors and conditions of its formation and development. The aim of the research is to identify the relationship between neuropsychological and personal factors with the choice of students ‒ future medical, psychological, pedagogical psychologists in the process of interaction strategies of coercion or nonviolence.\u0000Materials and Methods. The study involved students from a number of universities in the Russian Federation: Moscow, Cherepovets, Vologda region, Ivanovo, Ivanovo region. In total – 334 people. As a diagnostic tool, the authorʼs questionnaire was used to identify the positions of interaction among students, the Carver ‒ White questionnaire in the adaptation of G. G. Knyazev, the questionnaire for the diagnosis of five personality factors in the adaptation of L. F. Burlachuk and D. K. Korolev, the scale “Moral normativity” questionnaire “Adaptability” Maklakov – Chermyanin. Mathematical processing was carried out with the help of correlation analysis; Spearman ʼs rank correlation coefficient was also used.\u0000Results. It was established that the choice of coercion strategy by students in the process of interaction is associated with a high level of behavioral activation, low levels of benevolence, conscientiousness and moral normativity. The choice of manipulation strategy, in addition to this, is correlated with high neuroticism. Nonviolence is positively associated with benevolence, conscientiousness, and moral normativity, and negatively to neuroticism. Noninterference correlates negatively with the Behavioral Inhibition System and positively with the Behavioral Inhibition System, as well as with neuroticism, introversion and closeness to experience and low conscientiousness.\u0000Discussion and Conclusion. The obtained results make a certain contribution to understanding of the problem of the relationship between students’ choice in the process of interaction of strategies of coercion or nonviolence with neuropsychological and personal factors, which makes it possible to develop special programs aimed simultaneously at teaching methods of nonviolent interaction, and at the development of certain personal qualities, taking into account individual severity. systems of activation and inhibition of behavior.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81510059","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}
Pub Date : 2022-05-30DOI: 10.15507/1991-9468.107.026.202202.386
This article by N. A. Kozlovskaya (natasha78_0@mail.ru), and I. S. Morozova (ishmorozova@yandex.ru) has been retracted (i.e. withdrawn from the press) by the editor with permission of the publisher. Retraction of the publication due to the request of the first author I. S. Morozova on the basis of identification of a duplicate article published by the second author without the knowledge of the first author in the Siberian Journal of Psychology (2007;(25):73–77) titled “Shaping Moral Feeling as Condition and Factor of the Development to Mentally Sound Personality of the Younger Schoolboy” (In Russ.), the authors of which are G. P. Gorbunova and N. А. Kozlovskaya.
这篇由n.a. Kozlovskaya (natasha78_0@mail.ru)和i.s. Morozova (ishmorozova@yandex.ru)撰写的文章已被编辑在出版商的许可下撤回(即从报刊上撤下)。应第一作者I. S. Morozova的要求，根据第二作者在第一作者不知情的情况下在《西伯利亚心理学杂志》(2007;(25):73-77)上发表的一篇重复文章的识别，撤回该论文，题为“塑造道德情感作为低年级学生心理健全人格发展的条件和因素”(俄语)，该论文的作者是g.p. Gorbunova和N. А。Kozlovskaya。
{"title":"Retracted article: Kozlovskaya N.A., Morozova I.S. [The Formation of Moral Feelings as a Determinant of the Development of Psychologically Healthy Personality of the Younger Student]. Integration of Education. 2007;(3/4):182–187. (In Russ.)","authors":"","doi":"10.15507/1991-9468.107.026.202202.386","DOIUrl":"https://doi.org/10.15507/1991-9468.107.026.202202.386","url":null,"abstract":"This article by N. A. Kozlovskaya (natasha78_0@mail.ru), and I. S. Morozova (ishmorozova@yandex.ru) has been retracted (i.e. withdrawn from the press) by the editor with permission of the publisher.\u0000Retraction of the publication due to the request of the first author I. S. Morozova on the basis of identification of a duplicate article published by the second author without the knowledge of the first author in the Siberian Journal of Psychology (2007;(25):73–77) titled “Shaping Moral Feeling as Condition and Factor of the Development to Mentally Sound Personality of the Younger Schoolboy” (In Russ.), the authors of which are G. P. Gorbunova and N. А. Kozlovskaya.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82520664","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}
Pub Date : 2022-03-30DOI: 10.15507/1991-9468.106.026.202201.042-054
Huiyuan Gu, L. Nikitina, J. Kaur
Introduction. This study adopts a Global Englishes perspective to examine dimensions within beliefs about English language held by Mainland Chinese university students. It also assesses whether and how these beliefs impact the students’ motivation to learn English (L2 motivation). Materials and Methods. A questionnaire survey was conducted among 460 students learning English as a Foreign Language at a large public university in Mainland China. The questionnaire contained 28 items to assess the students’ language beliefs and their L2 motivation. One section of the questionnaire gathered demographic information about the respondents. The research instrument was approved by the University’s Research Ethics Committee. Exploratory factor analysis and multiple regression analysis were performed to analyze the data. Results. The Exploratory factor analysis identified four distinct dimensions within the language learners’ beliefs, namely, Beliefs about Standard English, Beliefs about Global Englishes, Beliefs about English language education and Beliefs about China English. Three dimensions were identified within the students’ L2 motivation, namely, International posture, Integrative orientation and Instrumental orientation. The ensuing regression analysis detected positive and statistically significant relationships between some dimensions in the language beliefs and L2 motivation. Particularly, Beliefs about English language education were found to have the strongest impact on L2 motivation. Discussion and Conclusion. The findings from the exploratory factor analysis support the views that languagerelated beliefs have distinct dimensions. They also give empirical evidence to the validity of the Global Englishes notion. From a language teaching perspective, the findings highlight the need to adopt GE-oriented pedagogies.
{"title":"Chinese Students’ Beliefs about English Language and Their L2 Motivation","authors":"Huiyuan Gu, L. Nikitina, J. Kaur","doi":"10.15507/1991-9468.106.026.202201.042-054","DOIUrl":"https://doi.org/10.15507/1991-9468.106.026.202201.042-054","url":null,"abstract":"Introduction. This study adopts a Global Englishes perspective to examine dimensions within beliefs about English language held by Mainland Chinese university students. It also assesses whether and how these beliefs impact the students’ motivation to learn English (L2 motivation).\u0000Materials and Methods. A questionnaire survey was conducted among 460 students learning English as a Foreign Language at a large public university in Mainland China. The questionnaire contained 28 items to assess the students’ language beliefs and their L2 motivation. One section of the questionnaire gathered demographic information about the respondents. The research instrument was approved by the University’s Research Ethics Committee. Exploratory factor analysis and multiple regression analysis were performed to analyze the data.\u0000Results. The Exploratory factor analysis identified four distinct dimensions within the language learners’ beliefs, namely, Beliefs about Standard English, Beliefs about Global Englishes, Beliefs about English language education and Beliefs about China English. Three dimensions were identified within the students’ L2 motivation, namely, International posture, Integrative orientation and Instrumental orientation. The ensuing regression analysis detected positive and statistically significant relationships between some dimensions in the language beliefs and L2 motivation. Particularly, Beliefs about English language education were found to have the strongest impact on L2 motivation.\u0000Discussion and Conclusion. The findings from the exploratory factor analysis support the views that languagerelated beliefs have distinct dimensions. They also give empirical evidence to the validity of the Global Englishes notion. From a language teaching perspective, the findings highlight the need to adopt GE-oriented pedagogies.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88259905","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}
Pub Date : 2022-03-30DOI: 10.15507/1991-9468.106.026.202201.072-092
V. Bondarenko, S. V. Polutin, V. Yudina, M. Tanina, O. Leskina
Introduction. Many foreign students study at universities in the provincial regions of Russia. At the same time, research into criteria and factors that influenced the choice of a Russian regional university among foreign students have not been carried out until now. The main purpose of the study is to identify the criteria and factors of the attractiveness of a university located not in the capital region, but on the periphery of Russia, according to foreign students. Materials and Methods. Stages of the research: analysis of statistics on the number of foreign students in Russia, analysis and generalization of literary sources in the field of identifying the motives of applicants when making a decision to study at a foreign university, a sociological survey of foreign students studying at universities in the Volga Federal District, processing and generalization of the survey results, development of recommendations to increase the attractiveness of Russian higher education for foreign applicants. Results. According to the results of a sociological survey among foreign students studying at universities of the Volga Federal District, the attractive factors of choosing Russia as a country for higher education, as well as repulsive (negative) factors in their native country, were revealed. The reasons and goals of admission to the Russian university, the sources of information about Russia and the university, the criteria for choosing a Russian university were analyzed, the strategic goals of foreign students after graduation were identified. Discussion and Conclusion. The conclusions made by the authors contribute to the development of theoretical approaches and methodological tools for studying the choice of foreign universities by foreign students for their studies, identifying the motives and factors that influenced this choice. The materials of the article will be useful to scientists and researchers dealing with such problems, as well as to federal and regional governments, ministries of education, regional universities in developing programs to increase the international competitiveness of higher education in Russia and attract an international contingent of students.
{"title":"Attractiveness of Russian Universities among Foreign Students in Conditions of Competitive Global Markets of Educational Services","authors":"V. Bondarenko, S. V. Polutin, V. Yudina, M. Tanina, O. Leskina","doi":"10.15507/1991-9468.106.026.202201.072-092","DOIUrl":"https://doi.org/10.15507/1991-9468.106.026.202201.072-092","url":null,"abstract":"Introduction. Many foreign students study at universities in the provincial regions of Russia. At the same time, research into criteria and factors that influenced the choice of a Russian regional university among foreign students have not been carried out until now. The main purpose of the study is to identify the criteria and factors of the attractiveness of a university located not in the capital region, but on the periphery of Russia, according to foreign students.\u0000Materials and Methods. Stages of the research: analysis of statistics on the number of foreign students in Russia, analysis and generalization of literary sources in the field of identifying the motives of applicants when making a decision to study at a foreign university, a sociological survey of foreign students studying at universities in the Volga Federal District, processing and generalization of the survey results, development of recommendations to increase the attractiveness of Russian higher education for foreign applicants.\u0000Results. According to the results of a sociological survey among foreign students studying at universities of the Volga Federal District, the attractive factors of choosing Russia as a country for higher education, as well as repulsive (negative) factors in their native country, were revealed. The reasons and goals of admission to the Russian university, the sources of information about Russia and the university, the criteria for choosing a Russian university were analyzed, the strategic goals of foreign students after graduation were identified.\u0000Discussion and Conclusion. The conclusions made by the authors contribute to the development of theoretical approaches and methodological tools for studying the choice of foreign universities by foreign students for their studies, identifying the motives and factors that influenced this choice. The materials of the article will be useful to scientists and researchers dealing with such problems, as well as to federal and regional governments, ministries of education, regional universities in developing programs to increase the international competitiveness of higher education in Russia and attract an international contingent of students.","PeriodicalId":53450,"journal":{"name":"Integration of Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79641441","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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