Educational Assistance Research Articles

Teacher support in language learning: a picture of the effects on language progress, academic immunity, and academic enjoyment

Teacher support encompasses the provision of educational, instrumental, sentimental, or evaluative assistance by a teacher to a student, regardless of the setting. Learning a new language brings with it different ups and downs that may hinder the actual progress of the learners. The journey of learning may be made easier by supportive instructors. During the course of this inquiry, two groups (85 participants in total) including the experimental and control groups were chosen to gauge the influence of Teacher support in virtual instruction on English as a foreign language (EFL) learners’ progress, academic immunity, and academic enjoyment. In contrast to the experimental group (EG, n = 42), which had the chance to connect with a teacher in order to ask questions and get feedback plus the off-line education, the control group (CG, n = 44) was subjected to off-line instruction of language input (Top Notch 3). The status of the participants’ language growth, immunity, and enjoyment was investigated both before and after the treatment. The findings of independent samples t-tests as well as the multivariate analysis of variance (MANOVA) indicated that learners in EG did much better than their counterparts in CG. In addition, the ramifications and recommendations for potential future directions are analyzed.

A Critical Reflection on the Impact of International Organisations on Vocational Education Policy in China

Under the influence of globalisation, the importance of international organisations has become increasingly prominent. This paper explores the four stages of China's vocational education policy development and the effects of its implementation, as well as the impact of international governmental and non-governmental organisations on the development of vocational education and training (VET) in China. Specifically, the paper critically reflects on the degree to which the 4A principles, namely acceptability, availability, adaptability, and accessibility, have been accomplished in China's vocational education system in the context of reality, and the role of international organisations in policy-making and economic assistance in vocational education.

Сегрегация или инклюзия: опыт экспериментального исследования условий психологического сопровождения профессиональной подготовки лиц с ограниченными возможностями здоровья

<p>The article reveals the degree of effectiveness of segregated and inclusive forms of psychological and pedagogical support for students with special educational needs. In the psychological experiment took part 68 students with disabilities, its purpose was to identify the dynamics of the psychological well-being of the students depending on the inclusive or segregated forms of psychological trainings they took part in. As a result of the study, carried out with the help of the Scale of psychological well-being K. Riffe (adaptation of T.D. Shevelenkova, T.P. Fesenko), questionnaire Life Style Index (<em>Plutchik</em>, <em>Kellerman</em>, & <em>Conte</em>, 1979) and the methodology of SUN (V.A. Doskin, N.A. Lavrentieva, V.B. Sharay), we found out the differences between the groups of students according to their mood (t=7.55; p<0.001), well-being (t=4.89; p<0.001), activity (t=4.78; p<0.001), psychological well-being (t=4.65; p<0.001), tension of psychological defenses (t=2.27; p<0.05). These factors indicate the negative dynamics of psychological well-being of students with disabilities who studied in segregated groups with no conditionally healthy students. Based on the results of the psychological experiment, we made a conclusion, that the segregation of students with disabilities from other students is inexpedient, even if the purpose was providing them with psychological assistance in higher education.</p>

Sentiment Analysis on Article Blog Post as an Application of NLP Chatbot

Within artificial intelligence, natural language processing is a relatively recent topic. With an estimated eight billion digital voice assistants in use due to their popularity, some of the most well-known instances of natural language processing in action include Apple Siri, Amazon Alexa, and, more recently, Google Duplex. With so much information gathered from these exchanges, further research and development on Natural Language Processing may be done, and it can be used in a number of sectors, such as business, technology, and healthcare. Sentiment analysis may be used, for example, in the healthcare industry to diagnose patients and build diagnostic models for early diagnosis of chronic disease. Sentiment analysis handles these large datasets more rapidly and efficiently with the use of Natural Language Industries. Chatbots, which have uses in customer service, healthcare, education, and workplace assistance, are becoming more important entry points to digital services and information. On the other hand, not much is known about how chatbots affect people individually, in groups, or in society as a whole. Moreover, a number of problems need to be resolved before chatbots can reach their full potential. As a result, in recent years, chatbots have become a prominent area of research. We propose a research agenda that outlines future objectives and challenges for chatbot research in order to further knowledge in this rapidly expanding field of study. This proposal synthesizes years of chatbot research debate at the CONVERSATIONS workshop series. utilizing a collaborative approach for study analysis among. Sentiment analysis is a technique or procedure used to identify and extract certain subjects from spoken and written language, such as beliefs and attitudes. Sentiment analysis, broadly speaking, is the capacity to evaluate the sentiment of a subject and categorize the general polarity of the topic phrase as positive, negative, or neutral (Kang & Park, 2014). Over the past ten years, sentiment analysis has gained significant scholarly attention.

Peculiarities of solving socialization tasks by primary school children with signs of giftedness

Introduction. In modern educational practice, serious attention is paid to social and pedagogical work with gifted children, who, despite having high development potential and success compared to their peers, may encounter problems of dyssynchrony in development and difficulties in social adaptation. Primary school age largely determines the opportunities for social development and effective solution of socialization problems. In this regard, the objective of our study is to identify the characteristics of solving socialization problems by gifted junior schoolchildren. Materials and methods. Gifted primary schoolchildren, studying at general educational institutions in the city of Kostroma (Kostroma region, Russian Federation) (n=61), took part in the diagnostic study. The following methods were used: the “Gender and Age Identification” method by N.L. Belopolskaya; “Fun Étiquette” questionnaire; test “Reflecting on life experience” by N.E. Shchurkova; “Ask the Wizard” technique by A.D. Chiplieva; Methodology “Map of Giftedness” by A.I. Savenkova; “Sociometry” by J. Moreno. Results. The results of the study showed that gifted junior schoolchildren have an understanding of the norms and rules of etiquette at a sufficient level (28%), and at a satisfactory level (21%). At the same time, 41% of respondents have low scores on this characteristic. Younger gifted schoolchildren have a high level of self-identification. Most of them have received sufficient moral education. However, 26% showed results indicating some immoral orientation and unstable impulsive behavior. The majority of younger gifted schoolchildren are in a situation of sufficient social well-being. Noteworthy is the fact that 12% of respondents are in the zone of “social rejection” or “isolation”. Conclusion. The results obtained made it possible to formulate psychological and pedagogical conditions that ensure the effectiveness of solving natural-cultural, socio-cultural, socio-psychological problems of socialization of gifted primary schoolchildren. While working with this category, it is important to take into account the fact that their development cannot be effective within the framework of traditional education; it requires an individual trajectory of learning and development, which includes psychological and educational assistance for the development of subjectivity, the formation and realization of the child’s creative potential, and the creation of conditions for social development.

Metamorphosing traditional pedagogy: examining the transcendent influence of Alexa in catalyzing educational paradigm shifts within rural Indian communities

PurposeAlexa’s integration in rural primary schools has improved the pedagogy and has created an engaging and objective learning environment. This study investigates the integration, with a specific focus on exploring its various aspects. The impact of Alexa’s on students' English vocabulary, comprehension and public speaking are examined. This study aims to provide insights the teachers and highlight the potential of artificial intelligence (AI) in rural education.Design/methodology/approachThis content analysis study explores the use of Alexa in primary education in rural areas of India. The study focuses on the types of the questions asked by the students and examines the pedagogical implications of these interactions. By analyzing the use of Alexa in rural educational settings, this study aims to contribute to our understanding of how voice assistants are utilized as educational tools in underprivileged areas.FindingsAlexa significantly improved students' English vocabulary, comprehension and public speaking confidence. Alexa increased school enrollment and retention. Virtual voice assistants like Alexa may improve pedagogy and help India’s rural education. This study shows AI improves rural education.Research limitations/implicationsThe study only covers rural India. Self-reported data and observations may bias the study. The small sample size may underrepresent rural educational institutions in India.Originality/valueAlexa is used to study rural India’s primary education. Voice assistants in rural education are understudied. The study examines Alexa’s classroom use, student questions, and policy and teacher education implications. AI’s education transformation potential addresses UNESCO’s teacher shortage. This novel study examines how AI can improve rural education outcomes and access.

Enhancing Performance of Health Assistants through Technical and Vocational Education and Training for Better Healthcare Access

This is a review article exploring critical role of Technical and Vocational Education and Training (TVET) programs in advancing capacities of health assistants and consequently strengthening healthcare access to the rural population in Nepal. The review was planned in the wake of the existing literatures on the study area that lacks a comprehensive examination to explores the role of health assistants in Nepal's healthcare delivery and assess the importance of TVET on their performance. A methodical literature search was conducted using various electronic databases like Google scholar and PubMed applying specific keywords, such as “Health Assistant", "Health Care Access", "Technical Education", "Vocational Education and Training”. It encompassed the studies published in the English language without limiting publication date, while the involved two authors independently evaluated the published articles' eligibility. These authors also carried out data extraction, culminating in a narrative summary of the findings. Of the total 37 literatures, most of them reported health assistant trained through TVET, play a vital role in improvement of healthcare access, thereby addressing the challenges. They bridge gaps in medical access, provide essential care, and promote community well-being, particularly in the underserved areas. TVET programs enhance skills through practical experiences and comprehensive training, resulting into significant improvement in healthcare access, especially in rural regions. Integrating innovative teaching methods and collaborations further enhances health assistant preparedness. Challenges, such as funding limitations and rural-urban divides persist, but opportunities exist in e-learning initiatives, partnerships, and professional development to improve health assistant education. Improving healthcare in Nepal by inculcating better skills to health assistants can address many healthcare problems.

Community and governmental perspectives on climate disaster risk finance instruments in Colombia

PurposeAt the global level, disaster risk finance (DRF) is playing an increasingly prominent role in the international agendas for climate change adaptation. However, before implementing such agendas, it is essential to understand the needs and limitations of DRF in the subnational context where they need to impact. This research aims to gain insights into the perspectives of community and governmental actors in Colombia regarding DRF. Its goal is to promote the specific design of collaborative educational and technical assistance processes that consider their interests in the subject and the cultural diversity of the territories.Design/methodology/approachTo achieve this, semi-structured interviews were conducted, and the findings were organized to highlight key aspects that help to understand DRF perspectives in the Colombian context.FindingsIt was found that the most significant limitations of implementing DRF include a lack of knowledge on the topic, corruption that encourages a reactive approach and the absence of economic resources. Concerns have emerged regarding the possibility of climate risk insurance becoming a profit-driven enterprise and the potential development of dependency behaviors within community groups, leading to maladaptation and moral hazard. Similarly, the implementation of DRF through foreign funds has raised concerns about the loss of territorial sovereignty and autonomy.Originality/valueThis is one of the first studies that carry out this kind of research and contributes to the formulation of inclusive public policies for DRF in different contexts worldwide.

Community Collaboration for Suicide and Overdose Prevention: Attitudes, Perceptions, and Practices of Community-Based Professionals and County Leadership in New York State.

Deaths by overdose and suicide have been steadily rising, yet efforts to jointly address them have been limited despite shared risk and protective factors. The purpose of this study was to explore ways of jointly addressing these two significant public health issues at the community level. To accomplish this goal, we distributed an electronic survey via email to all 58 Local Mental Hygiene Directors (LMHDs) and 184 substance use and 57 suicide prevention coalition leads in New York State in March 2019 to better understand attitudes, perceptions, and practice of community-based overdose and suicide prevention. A total of 140 unique individuals completed the survey for a 47% usable response rate. Participants overwhelmingly reported that suicide and overdose are preventable and that individuals with risky substance use would benefit most from suicide prevention services compared to other populations. In addition, substance use prevention coalition leads reported less awareness of key suicide prevention programs than suicide prevention coalition leads and LMHDs; LMHDs were generally most familiar with suicide prevention programs. Finally, substance use and suicide prevention coalition leads were interested in collaborating to raise awareness, provide training, and implement community-based activities. These findings demonstrate a consensus among county leadership and substance use and suicide prevention coalition leads that suicide and overdose are prevalent in their communities and that increased collaboration to address these two public health issues is warranted. Results suggest a need for education, training, and technical assistance to support collaboration.

Specialized Educational Assistance (AEE) from the perspective of inclusive education

This article addresses the role of Specialized Educational Assistance (SEA) within the context of inclusive education in Brazil. Since participating in the World Conference on Special Educational Needs in 1994, the country committed to ensuring access to all children to elementary education by 2015, promoting inclusive education that considers the different learning needs of students, including those with disabilities. SEA is a fundamental strategy provided for by the National Policy on Special Education in the perspective of inclusive education, offering support and resources to minimize the difficulties faced by students with disabilities. This article discusses relevant legislation, including Decree No. 7,611/2011, which establishes guidelines for special education, highlighting the importance of integrating SEA into the school's pedagogical proposal and involving family participation. Additionally, it is emphasized that SEA is not intended to replace regular education but to complement it, offering services adapted to the individual needs of students.

EFFECT OF FAMILY INCOME LEVELS ON LEARNING OF PRIMARY SCHOOL GOING CHILDREN IN KAPEDO WARD IN TURKANA COUNTY- KENYA

Access to basic education in conflict-prone communities is a significant challenge in Kenya. Empirical reviews had suggested that, during intercommunal conflicts, various factors influencing access to basic education were compromised. However, these influences manifest differently in distinct situations and locations. There has been limited research on how access to basic education was affected following intercommunal conflicts in Kapedo, Turkana County. The study aimed to examine the effect of family income levels on learning of primary school going children in Kapedo ward in Turkana County- Kenya. The study drew on three theories: Relative Deprivation theory, System Resource Theory, and Hierarchy of Needs Theory. It employed a descriptive survey research design, covering the entire population with two Ministry of Education officials, four headteachers, and twenty-four teachers as respondents. Data collection used a semi-structured questionnaire and an interview schedule, ensuring voluntary participation, confidentiality, and clarity of the studys purpose. The analysis combined descriptive statistics (frequencies, percentages, and averages) and inferential statistics (regression analysis) and presented results through charts and tables, with qualitative data analyzed thematically. The study revealed that family income affected education, with conflict-induced economic instability leading to resource allocation challenges and school attendance issues, especially for girls. The study recommends that the Ministry of Education and Local Authorities maintain the provision of essential learning resources, emphasizing administrative functionality, classroom safety, and resource access to enhance learning outcomes. Non-Governmental Organizations and Donors should support programs to address economic challenges during conflicts, offering financial assistance, livelihood opportunities, and scholarships for childrens education. KEY WORDS: Family Income Levels, Learning, Access to Basic Education, Primary School Going Children, Intercommunal Conflicts

PROFESSIONAL DEVELOPMENT: INCLUSIVE PRACTICES IN THE TRAINING OF EDUCATORS FOR SPECIAL EDUCATION

The study highlights Special Education as a comprehensive teaching modality, which encompasses all levels, stages and educational modalities. It focuses on Specialized Educational Assistance (AEE), providing resources, services and guidance to improve the teaching and learning process in regular classrooms. According to educational policy, Special Education must be implemented in all teaching contexts, aiming to serve students with disabilities, pervasive developmental disorders (TGD) or high abilities/giftedness.The current approach emphasizes the coexistence and collaboration between Special Education and regular education, moving away from the previous substitutive vision. In this sense, the responsibility for the education of students with disabilities, TGD or high abilities/giftedness is shared between the regular class teacher, responsible for the curriculum, and the teacher specializing in AEE, responsible for creating conditions that meet the specific needs of these students. This approach seeks to overcome barriers to promote inclusive education, ensuring not only access and retention, but also the effective learning of these students, integrating them in a meaningful way in common classrooms. From this new perspective, Special Education is no longer seen as a substitute alternative to regular education, taking on a complementary or supplementary role. This implies a change in the understanding of the role of the specialist teacher, who now works together with the regular class teacher to ensure inclusive and effective education.

Formal education in Nauru: A Pacific development assistance story

Formal education in Nauru can only be fully understood in the light of the external influences, mostly Australian in origin, acting upon it as a small island state in the Central Pacific. Australia's influence began in the early 1900s as a leading stakeholder in Nauru's lucrative phosphate reserves. In the last few decades Nauru's dramatic economic decline has meant it has come into the orbit of Australia's official development assistance (ODA) to the Pacific region. However, Australia has ties to Nauru that go beyond mere economic and development assistance, for example, the country is a crucial site in Australia's own immigration policy and the offshore processing of asylum seekers bound for Australia. Geopolitically, Nauru is also important to Australia as one of a decreasing number of Taiwan‐loyal Pacific nations in the face of China's increasing assertiveness in the region. The nature of the relationship with Nauru has meant that for many decades Australia has provided an almost exclusive conduit of educational ideas, values, beliefs and practices flowing into the country to uniquely shape formal education provision. The purpose of this article is twofold. Firstly, via a synthesis of research literature and debate, it critiques the long‐running, primarily, Australia‐facing relationship Nauru has in terms of the educational assistance it receives, including the Nauru Education Program, a significant Australian development assistance initiative about to commence through to 2030. Secondly, with a basis in the advocacy literature of the Rethinking Pacific Education Initiative, the article highlights the possibility of a much more Pacific regionally facing Nauru over the next few decades as a result of relatively recent regional instrumentalities such as the Pacific Island Forum's 2050 Strategy for the Blue Pacific Continent.

Socialization of Digital Marketing and Fintech Literacy for Micro & Small Businesses in Samarinda City

Micro, Small, and Medium Enterprises (MSMEs) are a vital component of the community economy, and their success is crucial for economic growth. Despite the increasing digitalization of the world, many MSMEs continue to rely on traditional business methods, such as using printed money. This presents a challenge for MSMEs to keep pace with changing times and compete in the digital era. To overcome this obstacle, it is imperative to provide education and direct assistance to MSME partners on how to apply digital marketing and financial technology. This can be accomplished through socialization programs that educate partners about digital marketing and fintech, as well as provide them with the necessary steps to register in the Gojek application as a marketplace tool. The mentoring stage is also critical for ensuring that partners can apply the provided technology and utilize online platforms to facilitate sales. By providing partners with the necessary skills and knowledge, MSMEs can increase their sales efficiency and contribute to economic growth. In summary, the support and assistance provided to MSMEs in adopting digital marketing and financial technology are necessary to ensure their survival and success in the digital era. MSMEs can increase their sales efficiency and contribute to economic growth through the right education and mentoring.

Exploring the impact of artificial intelligence-based assistants in modern education: The case of ChatGPT

The rapidly evolving digital landscape of the 21st century has marked the ascendancy of Artificial Intelligence (AI) as a potent transformative element across multifarious sectors, especially within the educational realm. This research undertakes a meticulous exploration of AI-integrated conversational models, emphasizing the pivotal role of ChatGPT, a brainchild of OpenAI. Delving into its developmental trajectory, this study maps the intricate transitions from ChatGPT's version 3.5 to its superior successor, version 4.0. This journey reveals marked enhancements, such as the model's adeptness at handling extensive textual data, and its uncanny ability to produce nuanced, human-like interactive responses. From empirical and qualitative evaluations, it was found that ChatGPT has demonstrated a profound impact in two main areas: expanding student engagement and advocating for a hyper-personalized learning paradigm. Findings suggest a compelling correlation between ChatGPT-integrated pedagogical methods and augmented student motivation, proactive engagement, and enriched academic achievements. Moreover, detailed case studies within specialized fields, notably medical education and legal studies, underscore ChatGPT's versatility in tailoring instructional content to niche disciplinary requirements. In synthesizing these insights, this research postulates an imminent educational future characterized by deep personalization, dynamic interactivity, and an enhanced learner-centric ethos. Such a vision places this study at the forefront of educational discourse, proffering invaluable guidance for educators, technologists, and policymakers endeavoring to maximize the benefits of AI-infused pedagogy.

Strategies for Improving the Effect of Ideological and Political Education in Colleges and Universities from the Perspective of Cultural Self-confidence

Cultural self-confidence is an important basis for the construction and development of Socialism with Chinese characteristics's cause in the new era, which has a certain consistency with ideological and political education in colleges and universities, and is the guarantee for the smooth development of ideological and political education. Improving the effect of ideological and political education from the perspective of cultural self-confidence is a realistic need to cultivate college students' cultural consciousness and socialist core values, and it is also an important condition for education to meet the needs of the times. However, the content of ideological and political education in some colleges and universities is not deeply integrated with cultural self-confidence, educational discourse and campus environment construction are backward, and teachers lack deep cultural self-confidence, which all hinder the improvement of educational effect. Therefore, universities and ideological and political teachers should deeply study the integration of cultural self-confidence with the content and discourse of ideological and political education, create a good campus cultural environment, deepen teachers' cultural self-confidence, and provide assistance for ideological and political education to achieve educational effect improvement from the perspective of cultural self-confidence.

Classical Turkish Music Composition with LSTM Self-Attention

Synthetic symbolic music generation, the process of creating new musical pieces using symbolic representations, has gained significant traction in the field of music informatics and computational creativity. It holds immense potential for various applications, ranging from music education and composition assistance to music therapy and personalized music recommendation systems. Classical Turkish music (CTM) exhibit distinct characteristics regarding Western Tonal Classical Music (WCM) such as melodic organization, formation of rhythmic structure or melodic expressions. This study tackles the challenge of symbolic music composition, focusing on CTM. Unlike WCM, CTM incorporates microtonal intervals. These intervals are smaller than the semitones in Western music, allowing for a more nuanced expression of pitch. This leads to a more diverse set of pitch ranges. The proposed method employs a combination of self-attention and long-short term memory (LSTM) networks to capture long-term relational information and generate realistic CTM compositions. LSTMs effectively model sequential dependencies and improve local relations within musical structures and self-attention improves the context vector, allowing the model to attend to different aspects of the musical context simultaneously. This combination enables the proposed method to generate compositions that are both musically coherent and stylistically consistent with distinct features of CTM. The proposed method was evaluated on two datasets, the CTM dataset and Classical Music Piano (CPM) dataset. The assessment of musical contents is evaluated through melodic similarity and stylistic consistency metrics. The results demonstrate that the proposed method is able to generate musical content that is coherent and produce music that is pleasing-to-hear. Overall, the article presents a novel and effective approach to symbolic music composition, focusing on CTM.

When Life Gives You Lemons, Make Lemonade: Long-term Analysis of the Effectiveness of Educational Assistance Measures for Disadvantaged Students

When Life Gives You Lemons, Make Lemonade: Long-term Analysis of the Effectiveness of Educational Assistance Measures for Disadvantaged Students

Navigating Educational Challenges in Cambodia: Insights from China's Vocational Education Assistance Programs

This paper provides a comprehensive exploration of China's pivotal role in supporting Cambodia's vocational education under the ambit of the Belt and Road Initiative, shedding light on the crucial contribution of educational exchanges in fostering economic development. The examination encompasses a detailed analysis of the challenges faced by Cambodia in its pursuit of industrial transformation and workforce skill enhancement. China's substantial aid, manifested through initiatives such as school construction and teacher training, has played a transformative role in fortifying Cambodia's educational infrastructure and facilitating a seamless economic transition. While these initiatives have borne significant fruit, persistent challenges in cultural adaptation, technology transfer, and sustainable development loom large, demanding sustained attention.

Organizing and implementing the individualized training of students with CES. Pedagogical markers of support teacher intervention

Pedagogical requests focus on the personality of the supporting teaching staff and professional skills. In this sense, a series of personality traits emerge that represent defining elements with which they must be endowed and without which one cannot be actively and effectively involved in the activity of individualized training and support for students with special learning needs: flexibility , empathy, positivism, constructivism, creativity, collaboration. The conceptualization of individualized instruction is done from the perspective of the relationship between the two agents promoting learning: the learner and the support learner. At the level of mainstream education, the specialized educational service is carried out by the support teaching staff who collaborate with the teacher offering support in the effective integration of students with special educational requirements. Students with CES benefit from this support throughout their preschool and school education. The intervention of the support teacher actively contributes to the process of transforming schools from an inclusive perspective, and his role is not only to provide individualized educational assistance to children with CES, but also to support the teaching staff in mainstream education. The success of inclusion is determined by the partnership between the two for the optimal functioning of the bodies involved and by the active presence of the supporting teaching staff in the creation of adapted teaching materials, specific work and assessment tools participating in both school and extracurricular activities . The conceptualization represents the foundation regarding the development of a methodology of intervention of the support teacher in the organization and implementation of the individualized training of children with CES.