Course Of Development Research Articles

TEACHER MULTILINGUAL BELIEFS AND PRACTICES IN THE ENGLISH CLASSROOM: IMPLICATIONS FOR COURSE DEVELOPMENT

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students’ diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students’ plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers’ beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

Correction: A mixed-methods study on the changes in teachers’ perceptions of and strategies for student-centred teaching in programming following teacher development courses

Correction: A mixed-methods study on the changes in teachers’ perceptions of and strategies for student-centred teaching in programming following teacher development courses

“I’ve become more critical”: Development of Dutch elementary teachers’ beliefs about history and history teaching in an inquiry-based professional learning program

This study aims to explore how elementary school teachers’ beliefs about the nature of history and pedagogical beliefs about teaching history developed over the course of a two-year professional development (PD) program and which elements of the program stimulated this development. This PD program aimed to develop participants’ skills in historical reasoning and in designing inquiry-based history lessons that encourage students to reason historically. Teachers engaged in historical reasoning and developed and implemented activities for inquiry-based learning in their history lessons. In this qualitative study, we interviewed nine teachers before and after the program, and they completed the Beliefs about Learning and Teaching History questionnaire before, during and after the program. Thematic analysis of the data shows that elementary teachers participating in our PD program developed more nuanced beliefs about history. Both epistemic and pedagogical beliefs became more crystallized and more criterialist in nature, but it is especially participants’ pedagogical beliefs that became more oriented toward inquiry into historical sources and the importance of developing historical reasoning skills in students. Our findings also indicate that more naïve ideas remained in addition to more nuanced beliefs. Participants indicated that their pedagogical beliefs about teaching history and conducting historical inquiry changed because of the program. Based on the final interviews, we identified five elements that enhanced participants’ professional development toward teaching inquiry-based history lessons and influenced their epistemic beliefs. It was the combination of engaging in historical inquiry, modeling by the facilitator, participating in group discussions about historical inquiry, searching for historical sources themselves and developing and discussing their own lesson designs and putting them into practice that made participants see the possibilities of inquiry-based history learning and stimulated the development of their beliefs. The findings of this study imply that to prepare elementary teachers to teach history in a way that fosters inquiry into historical sources and historical reasoning, PD programs and teacher education should pay attention to the epistemology of history as a discipline and provide teachers with tools to do inquiry.

The Characteristics Of The Ideal Lecturer From The Female Students' Perspective And The Relationship Of These Characteristics With Student’s Motivation Towards Learning

This research aims to determine the characteristics of ideal lecturers at the College of Education for Girls (from a student's perspective) and the relationship between these characteristics and student motivation to learn. This research included three hypotheses and was applied to students at the College of Education for Girls - Tikrit University. Researchers relied on an ideal lecturer characteristics scale (from the student's perspective) and a learning motivation scale, both of which were developed electronically, using a correlational descriptive approach. The sample consisted of 190 students, and the sample was selected using a quasi-random method. Several statistical methods are used to process the results obtained by researchers. After obtaining and discussing the results, several conclusions were obtained which can be summarized as follows: Positive lecturer personality traits increase student-teacher interaction and make a significant contribution to the success of the educational process. Apart from that, students' motivation in studying the subjects they study is influenced by the personal qualities of their lecturers. The study resulted in a series of recommendations: (i) updating ongoing professional development courses for all lecturers to provide them with the psychological and educational foundation necessary to ensure that their interactions with students are based not only on academic merit and grades, but also on an understanding of personality student. (ii) diagnose students with high and low academic achievement motivation. Based on this diagnosis, lecturers must be able to adjust their teaching methods and interactions with students.

Posterior Reversible Encephalopathy Syndrome in a child after Severe Traumatic Brain Injury

Pediatric brain is anatomically and physiologically different from adult brain. Child's brain is more vulnerable to the effects of a brain injury and takes longer to recover. Because the child’s brain is still developing, injury may alter the course of development of the brain and its functions. The child's brain is less "set" than the adult's, its plasticity offers hope to damaged tissue and areas. It is very rare to have posterior reversible encephalopathy syndrome as a complication of traumatic brain injury in children.

СОЦИАЛЬНЫЕ СТАНДАРТЫ В СИСТЕМЕ УПРАВЛЕНИЯ РАЗВИТИЕМ СЕЛЬСКИХ ТЕРРИТОРИЙ

The main postulate of the May Decree of the President of Russia V. Putin "On the national development goals of the Russian Federation for the period up to 2030 and for the future up to 2036" is the preservation of the country's population, strengthening its health, increasing well-being, and family support. It also declares the realization of the potential of each person, the development of his talents, the upbringing of a patriotic and socially responsible personality. All this is impossible without creating a comfortable and safe living environment, achieving environmental well-being, developing a sustainable and dynamic, technologically breakthrough economy, digital transformation of all spheres of public and municipal administration, economy and social infrastructure. In the context of the adopted course for the spatial development of the country, the achievement of the declared national goals should become a powerful incentive for the development of all territories of our large state, both urban and rural. The article provides an analysis of the development of rural areas in Russian Federation. The place of social standards in the management system of rural development is considered. Examples of successful development of the institute of minimum social standards within the CIS are shown. The necessity of developing a system document defining the essence of state minimum social standards has been identified. The lists and types of minimum social standards, the tasks they solve, and the scope of their action are defined.

Early postnatal development of the primary visual areas 17 and 18 of the cat cerebral cortex: An SMI-32 study.

Using anti-neurofilament H non-phosphorylated antibodies (SMI-32) as markers for the neuronal maturation level and Y channel responsible for motion processing, we investigated early postnatal development of the primary visual areas 17 and 18 in cats aged 0, 10, 14, and 34 days and in adults. Two analyzed parameters of SMI-32-immunolabeling were used: the total proportion of SMI-32-labeling and the density of labeled neurons. (i) The developmental time course of the total proportion of SMI-32-labeling shows the general increase in the accumulation of heavy-chain neurofilaments. This parameter showed a different time course for cortical layer development; the maximal increment in the total labeling in layer V occurred between the second and fifth postnatal weeks and in layers II-III and VI after the fifth postnatal week. In addition, the delay in accumulation of SMI-32-labeling was shown in layer V of the area 17 periphery representation during the first two postnatal weeks. (ii) The density of SMI-32-labeled neurons decreased in all layers of area 18, but was increased, decreased, or had a transient peak in layers II-III, V, and VI of area 17, respectively. The transient peak is in good correspondence with some transient neurochemical features previously revealed for different classes of cortical and thalamic neurons and reflects the time course of the early development of the thalamocortical circuitry. Some similarities between the time courses for the development of SMI-32-labeling in areas 17/18 and in A- and C-laminae of the LGNd allow us to propose heterochronous postnatal development of two Y sub-channels.

On the Lundgren hierarchy of helically symmetric turbulence

Abstract This paper analyzes the reduction of the infinite Lundgren-Monin-Novikov (LMN) hierarchy of probability density functions (PDFs) in the statistical theory of helically symmetric turbulence. Lundgren's hierarchy is considered a complete model, i.e. fully describes the joint multi-point statistic of turbulence though at the expense of dealing with an infinite set of integro-differential equations. The LMN hierarchy and its respective side-conditions are transformed to helical coordinates and thus are dimesionally reduced. In the course of development, a number of key questions were solved, namely in particular the transformation of PDFs and sample space velocities into orthonormal coordinate systems. In a validity check it is shown, that the mean momentum equations derived from the helical LMN hierarchy via statistical moment integration are identical to the mean momentum equations derived by direct ensemble averaging the Navier-Stokes equation, in helically symmetric form. Finally, we derive the equation for the characteristic function equivalent to the PDF equation in a helically symmetric frame, which allows to generate arbitrary n^th-order statistical moments by simple differentiation.

Using Debriefing in Professional Development Courses.

Debriefing is a valuable tool to use when developing teamwork skills. The skill set can be either a specific outcome talent, such as a class on building teams, or a team skill set needed to successfully complete a team project. Professional development faculty can work to acquire and expand the skills described in this column. [J Contin Educ Nurs. 2024;55(8):375-377.].

Bibliometric Analysis: An Example of Journal Publishing on Furniture and Wood Materials

Bibliometric analysis is a literature review tool, and with this technique, the status of the analyzed field or journal is determined, its development course is revealed and deficiencies are identified. In this study, it is aimed to make a bibliometric analysis of the “Furniture and Wooden Material Research Journal”, which makes research on furniture and wood materials, in terms of various criteria. The scope of the research consisted of 72 academic studies published to journal. According to the results obtained, all publications in the journal were written by Turkish researchers. Research in the Journal was predominant by team research. Mostly researchers working at Kahramanmaraş Sütçü İmam University, Bayburt University and İzmir Katip Çelebi University published in the journal. The number of articles written in English is very few. 50% of the articles published in the journal were not cited. The most frequently used keywords were “wood or wood material” and “surface roughness”. It has been determined that the studies in the journal comply with Price Law and the 80/20 rule, but do not comply with Lotka's Law. Based on these results, the journal can develop certain academic criteria.

АНГЛІЙСЬКА МОВА В ПУБЛІЧНОМУ УПРАВЛІННІ: СВІТОВА ПРАКТИКА ТА КРОКИ ДО ЄВРОПЕЙСЬКОЇ ІНТЕГРАЦІЇ

The demand for English proficiency is increasing substantially all over the world as the language dominates every walk of life. It has remained one of the working languages of the EU and the Council of Europe, which gives it even greater significance. The purpose of the article is to analyze the experience of incorporating English into the sphere of public administration of foreign countries and review the initiatives directed to supporting the promotion of English as a communication tool of public officials. The article discusses the requirements for English proficiency in the countries’ civil service systems as well as the attempts made to improve English fluency of public officials. It has been discovered that when appointing civil servants, most national governments in Europe require proficiency only in the official (state or national) language, which reflects the EU language policy of multilingualism and multiculturalism. It is highlighted that Poland, Slovakia and Slovenia appear to be the only countries within the EU that oblige their civil servants at the official level to present a certificate or otherwise prove language fluency. The work in the EU bodies presupposes knowledge of one of the working languages of the EU. Asian countries (China, South Korea, Indonesia, Malaysia, etc.) tend to set the knowledge of English for public officials as a prerequisite for appointment more often. Research has demonstrated that the Ukrainian government has made attempts to improve the level of the English language among civil servants since its European integration aspirations, by cooperating with national and international organizations, arranging workshops, professional development courses in English, providing opportunities for joining self-study courses and platforms. Nonetheless, more measures must be taken to motivate, stimulate and encourage the development of civil servants’ English skills.

The Impact of Religion on the Development of Morality

This review explored the relationship between morality and religion. Morality is an essential aspect to a peaceful society. The role of religion in morality is intriguing. Both cultural transmission and interpersonal communication are foundamental aspects of religion. The development of morality can be divided into external and internal factors. This study discussed the different variations in morality and examined whether religion is the only factor that influences morality. It also explored how different religions view a specific factor of morality. The effect of personal moral philosophies on consumers ethical beliefs is included as well. The second section focused on the role of religion in prosocial behaviors. Whether reglious individuals demonstrate more prosocial behaviors was disucssed. Religion does show a significant influence on prosocial behaviors, however, it may vary under different cultural circumstances. This review can provide some guidance to the design of interventions or courses for moral development in schools and communities.

Correlation Analysis between Multiple Mini-Interviews during Medical Student Selection and Their Academic Performance

Multiple mini-interviews (MMI) have been used as a tool in the selection of medical students to evaluate their interpersonal and intrapersonal attributes. It is suggested that rigorous evaluation in MMI may predict academic performance during medical training. Thus, this study aims to determine the relationship between MMI scores and subsequent academic performance at the end of the preclinical phase. MMI scores for the academic session 2019/2020 intake in Universiti Putra Malaysia were gathered. The dependent variables were the students’ academic performance at the end of the preclinical phase involving the Professional Examination and Professionalism and Personal Development (PPD) course. No significant positive correlation was observed between MMI and total Professional Examination scores. Total MMI and empathy station scores have a weak positive relationship with objective structured clinical examination (OSCE) marks. There was also a significant positive correlation between resilience station scores and PPD peer assessment marks. In contrast, there was a negative correlation between Malay language station scores and the theory component of Professional Examination marks. This study suggests that MMI has the potential to predict in-programme clinical performance and professionalism characteristics. Studies with larger cohorts are essential to support this evidence.

Challenges and Opportunities of Using Lesson Study in English Language Teaching Among Ecuadorian EFL Teachers

This paper explores the challenges and opportunities of implementing the lesson study model in English language teaching in four schools in Southern Ecuador for four months. Using an action research design through interviews, observations, and journals with a thematic analysis, the researchers were able to identify challenges of limited capacity of reflection and recognition of the activities that required improvement after English classes; limited capacity to provide truthful peer feedback; teachers’ incorrect notions about their performance in their classes; difficulties in following a collaborative lesson plan; and disconnection between class activities and the class content. The opportunities identified were teachers’ predisposition to collaborate; disposition to attend professional development courses; commitment to work extra hours in planning meetings; openness and desire to be observed in their classes; and willingness to share class materials and knowledge. The authors found a disconnect between teachers’ understanding of English language teaching and its proper application in class (from theory to practice). Also, rigid institutional teaching concepts, such as excessive institutional paperwork and activities not connected to developing students’ competencies, do not allow teaching innovations.

Unboxing the process of revision between two design-based hybrid learning interventions

The paper investigates the revision process of a Design-Based Research (DBR) project, in which a hybrid continuing professional development (CPD) course for educators from three higher education institutions is developed, tested and redesigned. The course runs over two cycles and is based on a key design principle, which aims at fostering inter-institutional collaboration among participants in relation to developing, testing and evaluating new learning designs in the participants’ respective teaching practices. On the basis of semi-structured interviews with the course participants, it is discussed which aspects of the course should be revised and which design strategy to apply during the revision process. Moreover, the implications for the following intervention are discussed and the redesigned course is presented. The empirical contribution of the paper lies in the detailed unboxing of the steps taken by the research and design team in the revision process between the two cycles of the course. As such, the paper exemplifies data-informed revision processes in which the key design principle of a course is maintained, but the adaptation of it is fundamentally revised though the strategy of branching out, i.e. central aspects of the design are revised to create a new solution.

An Exploration of Continuing Professional Development Courses for Oral Hygienists in the Western Cape

An Exploration of Continuing Professional Development Courses for Oral Hygienists in the Western Cape

MENUMBUHKAN RASA EMPATI MAHASISWA KE SESAMA MELALUI PROGRAM KUNJUNGAN KE PANTI ASUHAN AL MUZAKKI

Empathy contributes to the formation of a strong, positive and healthy character. It helps individuals to live in a more harmonious way with others, as well as encouraging them to be part of the solution to various social challenges. One of the efforts made to foster empathy is carried out by students taking character development courses by visiting orphanages. This study proves the effect of visits to orphanages on empathy. The method used is a survey method by taking a sample of 40 people based on the number of indicators used as many as 8 indicators multiplied by five. Through an online questionnaire, the data was analyzed using quantitative methods. The results of the study prove that visits to orphanages have a positive and significant effect on students' empathy.

Old and new versions of the Molyneux question: A review of experimental answers

The ‘Molyneux problem’ is typically framed in terms of the crossmodal matching of shape information from touch to vision. Indeed, shape along with intensity have commonly been considered amodal stimulus properties/dimensions (at least by developmental researchers). However, it is important to note that what is common, if anything, to the senses differs in the two cases: It is the physical stimulus (and possibly also the associated phenomenology) that is thought to be the same in the case of crossmodal (or intermodal) shape matching between touch and vision, whereas it is the nature of the underlying neural encoding that is said to be similar in the case of crossmodal matching of auditory and visual stimulus intensity. While the first empirical data to have been published on these two forms of putatively amodal crossmodal matching appeared to suggest that they both emerge surprisingly early in the course of human development (i.e., within the first month of life), certain of these seminal findings have proved difficult to replicate. Ultimately, therefore, there is currently little convincing evidence to support the notion that such putatively innate crossmodal matching of amodal stimulus dimensions is actually different in kind from the various other crossmodal correspondences that are seemingly acquired at various points during the course of human development (typically as a result of the internalization of the crossmodal statistics of the environment). As such, there may be nothing particularly special about the type of crossmodal matching thought to underlie the ‘Molyneux problem’, and continued interest in the issue may inadvertently have helped to sustain a misguided account of the differences between different types of crossmodal correspondence.

The Artistic Philosophy and Cultural Connotation of Printmaking Technology — Taking Woodblock Prints as an Example

In the course of historical development, Chinese woodcut has developed its own unique artistic style through inheritance, absorption and gradual development. Woodcut is a trend in the development of contemporary diversified art. Its historical development and inheritance is not only the unique spiritual wealth of Chinese traditional culture, but also an important issue that the Chinese art world must face squarely. In the future development, Chinese woodcut prints should adhere to the excellent tradition and be applied in combination with the development of the new era.

Application of Video-Based Learning Media Using Videoscribe in Water Resources Development Lectures at Building Engineering Education FPTK UPI

Background: The learning process requires learning media components, one of which is to achieve the expected results. More interactive learning media was created to suit current conditions and accomplish this goal. In this case, the researcher designed and implemented a type of video-based learning media using the Videoscribe program in the Water Resources Development Course to increase students' understanding and mastery of Irrigation Buildings.Methods: The method used in this research is Research and Development (RD) and uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model. The subjects involved in this research were 3 experts for testing media aspects and independent aspects. The results of the validation by three experts obtained very good criteria. The research, it was carried out on students of the Class of 2020 Building Engineering Education Study Program FPTK UPI by holding an initial test, 3 treatment meetings, and a final test.Result: The research results show that: (1) The feasibility of Videoscribe learning media is included in the Very Good category. (2) There is an increase in student learning outcomes after being given treatment in terms of the average N-Gain value in the medium category.Conclusion: The feasibility of videoscribe media in the Water Resources Development Course can be said to be feasible to implement, seen from the learning outcomes, students experience increased learning outcomes.