Different Levels Of Schooling Research Articles

Art Talents in the Context of a Specific Research Focus

The scientific study presents a survey of the outcomes and research results obtained through a research tool by a questionnaire from the teachers of the basic art schools in Slovakia. Interpretation of research data in the form of categories - characters and determinants of artistic talent and talent of children and pupils has a representative function. Results of the mentioned group of respondents will be further compared with groups of teachers to different levels of schools.

Советский проект «новый человек» и преподавание истории и обществоведения: к вопросу о дискуссиях на страницах журнала «Историк-марксист»: 1926–1928 годы

The paper deals with research of sources of history teaching transformation in the Soviet education up to 1930s in the context of constant change of the political course that was linked with ideological requirements of new Soviet identity formation. The project of «new man» creation was subject to the idea of the Soviet state establishment and this one was the tool of the formation. Efforts aimed at the formation of social unity among Soviet citizens through the construction of common identity were promoted along with other peculiarities of the “new man” in 10 years after the Bolshevik power were established. Certain historical memory was one of conditions in achievement of the goal. Hence, the role of historical science in society changed, this, in turn, demanded transformation in the training process of history in schools of different levels, workers’ faculties and universities. The article analyzes the discussions that started in connection with the establishment of the Society of Marxist Historians. The problem of the «new man» formation was not directly voiced, yet implied. The ideological discourse supposed the “new man” as the target of Soviet social engineering, at the same time the unified plan to reach it was missing. Accordingly, the discussions about teaching history among Marxist historians started with pointing the goal – the formation of a person with a Marxist worldview, a revolutionary, a Leninist. However, along with implementation of the so-called laboratory plan, the lack of historical knowledge and thinking was revealed even in the amount which was significant for accommodation of Marxist ideas. The essence of the discussion itself left the ideology and the focus shifted to a reasonable discussion of the problems related to teaching history and social science. Thus, by 1928, the discussions featured the need for systematic history at different educational levels.

TEACHING CHURCH SINGING IN THE KYIV DIOCESE AS A WAY OF PROFESSIONALIZING MUSICAL PERSONNEL (XIX – EARLY XX CENTURY)

The article is devoted to one of the pages in the history of the Orthodox Church in Ukraine – the study of church singing in all educational institutions of the spiritual department of the Kyiv diocese in the XIX – early XX centuries. The publications in the church press, as well as the reports of the Chief Procurator of the Holy Synod, concerning this topic, are analyzed. The main methods that were used in schools of different levels for the development of musical literacy by students have been determined. Particular attention is paid to the repertoire of singers – a list of prayers is presented, as well as the basic principles by which students were taught singing. It is noted what problems students, teachers, and schools faced during the practical implementation of the dissemination of musical literacy and the basics of church singing. The historical significance and importance of the study of church singing in the specified period, as well as its practical purpose, are emphasized.

Grading practices, gender bias and educational outcomes: evidence from Italy

ABSTRACT We study if the Italian school system suffers from gender bias when judging students. To this aim, we use a differences-in-differences approach that compares the teachers' assessments and the standardized test scores that the students receive during the school year. We have census data for all Italian fifth and sixth graders in two different subjects, math and language, that include a rich set of additional controls. Our evidence reveals that, since primary school, boys are graded less favourably than girls in both math and language. This result is also confirmed for middle school students (sixth graders), and it holds even when (a) we separate the analysis between the most and least developed Italian regions, (b) we control for possible gender-specific attitude towards cheating and teachers' manipulation and (c) we introduce class and school fixed effects in the models. Comparing the results obtained across different levels of schooling and subjects, we cannot clearly identify the role of specific mechanisms in determining the gender bias. Overall the analysis suggests further study on the role of teachers' characteristics.

Teaching with Texts and Pictures in Science Classes: Teachers’ Attitudes and Motivational Orientations at Different School Levels

ABSTRACT Some Omani science teachers face a challenge in teaching students to deal with learning materials such as texts and pictures. Based on the need for adequate teaching with text-picture material (TPM), this study aimed at investigating the level of teachers’ (N = 886) attitudes and motivational orientations—as aspects of their professional competence—toward teaching with TPM and their relations to teacher background variables. The results showed a high level of teachers’ attitudes and motivational orientations in teaching with TPM and revealed low directed relations among teachers’ gender, teaching experience, and the number of science lessons taught per week in all classes. In addition, the results showed differences in teachers’ attitudes and motivational orientations in schools of different levels. The findings of this study contribute to the science education field by adding knowledge on important aspects of teachers’ competence for teaching with TPM and their relations to teachers’ demographic background in an Arab context such as that in Oman.

COVID-19 and multicultural education in Brazil

The paper aims to discuss the effects of COVID-19 on the Brazilian educational scenario. It analyses educational directives in the pandemic times, gleaning possibilities and challenges for the curriculum in the different levels of schooling. The focus of the study is two-fold: it theoretically discusses the need for multicultural intersectional educational perspectives in culturally diverse countries and it analyses educational policies issued by the Brazilian National Council for Education at the time of the COVID-19 pandemic, suggesting ways by which they could enhance a multicultural, intersectional perspective in their recommendations. Based on a multicultural perspective, the paper argues that the technical dimension that permeates educational directives, relevant though it may be, should arguably be accompanied by ideas that could enhance the students’ emotional, affectionate and cultural dimensions, in complex times as those lived by them and by all in the middle of a pandemic.

Curriculum setting and students' feedback of pre-clinical training in different dental schools in China-A national-wide survey.

Adequate time and effective training facilities are essential for undergraduate dental students participating in pre-clinical dental practice to ensure them providing safe treatment for patients in the future. The study aimed to explore the current status of pre-clinical dental training in China in relation to the curriculum setting and students' feedback of pre-clinical training in different dental schools and thus provide information for further standardise curricula. An online questionnaire was distributed electronically to undergraduates in 44 Chinese dental schools of different levels according to China Discipline Ranking (CDR). The questionnaire collected information in relation to the training hour and student to facility ratio of four main dental courses (cariology and endodontics, periodontology, prosthodontics and oral surgery), as well as the application and effect of virtual reality (VR) simulator in pre-clinical dental practice in different schools. Students' feedback was also collected. A total of 565 valid questionnaires were recruited. Results of this cross-sectional survey show that training hour of periodontology course was the lowest, and oral surgery course showed most prominent shortage of facilities. The application of VR simulator amongst schools is uneven. Students from A and A+ level schools showed higher satisfaction with their pre-clinical courses and reported a more positive attitude towards the use of VR simulator than other students. (p<.05). Pre-clinical dental training in China remained imperfect in insufficient training time, training facility and students did not have access to standard pre-clinical training and quality assurance. VR technique has potential values in pre-clinical dental practice in China.

Innovation event model for STEM education: A constructivism perspective

<p style="text-indent:20px;">STEM education aims to cultivate innovative talents by improving students' ability to comprehensively apply interdisciplinary knowledge in solving practical problems. This paper first develops an innovation event model through the analysis of 50 historical innovation events that can be traced back to whole human history. The model divides the realization process of those innovation events into four steps: 1) pointing out a problem, 2) proposing solutions to the problem, 3) concrete implementation of those solutions, and 4) iterative modification process. And then, the relationship between innovation event model and STEM education is established from the perspectives of subject integration and constructivism of STEM education. Based on this model, we can understand some key issues in the implementation of STEM education from a top-down view, including the nature of STEM education, the knowledge integration model, and the relationship between subject-specific education and integrated education. This will help to gradually improve our cognition and understanding of STEM education, so as to achieve its initial goal of integrated and innovative education. This article will contribute to a holistic rethinking about how to renovate STEM education in different levels of schools and colleges, equipped with such an innovation event model.

Система недержавних закладів освіти українського селянства у Східній Галичині та Волині в 20-30 рр. ХХ ст

Introduction. At the present stage of Ukrainian-Polish relations and the establishment of both states inthe world and European communities, the lessons of the restoration of national statehood, the formation anddevelopment of the Polish state in the diffi cult conditions of interwar Europe are becoming especially relevant.The study of the history of the Second Polish Republic is important for domestic historians in terms of the long stayof part of the Ukrainian lands as part of Poland. The processes that took place in the relations between the twopeoples during the interwar period are quite complex and require detailed coverage.The purpose of our study is to clarify the features of the system of non-governmental education of theUkrainian peasantry in Eastern Galicia and Volhynia in the 20-30s of the twentieth century.Results. Highlighting the state of Ukrainian education in the Ukrainian lands of the Second Polish Republic,we note the infl uence of the Greek Catholic Church and the clergy on the development of educational processes.Due to the fact that all public schools of different levels of training were only with the Polish language of instructionand access to them was diffi cult for Ukrainian youth, the church was actively involved in the formation of a networkof Ukrainian educational institutions. Institutes at the monasteries of the Basilian Sisters played a signifi cant rolein the upbringing of young people. These institutions were similar to dormitories in their organization.Conclusion. During its existence in the Polish state, the Ukrainian education system did not lose its nationalfeatures, which became possible due to the active activity and cooperation of the intellectuals, cooperatives andthe Greek Catholic clergy. “Ridna Shkola” and “Prosvita” became the basis of a system of non-governmentaleducational institutions in which Ukrainian youth and peasants had the opportunity to study in the Ukrainianlanguage. Despite the objective challenges, Ukrainian societies have managed to organize at the appropriate levelthe educational process in preschools, people’s schools, teachers’ seminaries, gymnasiums and vocational schools.“Ridna Shkola” and “Prosvita” conducted training courses and lectures for the illiterate, engaged in library andpublishing affairs.

The relationships between childlessness and aducational attainment among women born between 1920 and 1979 in Hungary

Using comprehensive, individual-level census and micro census data from 1970 to 2016, our analysis seeks to answer the question of how the level of childlessness has changed in Hungary among women born between 1920 and 1979. Are there any differences by educational attainment and how the extent of childlessness would have changed if there had been no expansion in education? Our results indicate that the proportion of childless women has changed over time, both overall and within each educational group. The level of childlessness among women with different educational attainment has become increasingly similar to that of women with secondary education. Convergence was strongest between those with primary and vocational education. The level of childlessness among women with secondary and tertiary education has also become similar, although it remained consistently higher for college and university graduates. We also set up two hypothetical childlessness scenarios. In the fixed education scenario, the educational composition of women born in 1945–1949 was held constant and was projected to all birth cohorts. In the fixed childlessness by education scenario, we held the childlessness rate constant within all educational categories of women born in 1955–1959 and projected it onto the other birth cohorts. For both scenarios we calculated the overall childlessness for each cohort. Our calculations indicate that the change in the composition of women by educational attainment had a smaller effect on overall childlessness rates than the change in the level of childlessness among women with different levels of schooling.

Eğitimcilerin Sendikal Örgütlenme Nedenlerinin İncelenmesi

The aim of this study is to examine the reasons of unionization of educators. For this purpose, convergent parallel design among mixed-method design where qualitative and quantitative methods were used together was preferred. The study group of the quantitative dimension consists of 270 educators (teachers and school administrators) working at different levels of schools under Kilis Provincial Directorate of National Education. As a result of the analysis conducted on the data obtained from the participants, it has been observed that the willingness of educators to meet their financial and social expectations was the first reason for a union organization. It was followed by fulfilling the professional and personal development needs and emotional reasons. In addition, it was noted that the reasons for unionization of educators differed according to the variables of their professional position and membership of the union and that they did not differ according to the variables of gender, seniority and school ranking. For the qualitative dimension of the study, when the data obtained from the study group which was formed by using the maximum variation sampling method, were analyzed by using descriptive and content analysis methods. It was observed that the opinions of educators were mainly under three themes. It has been found that such views as protecting and improving the rights of educators, organizing activities to regulate professional development and representing the worldview are prominent for educators in terms of becoming members of unions under the theme of why educators become members of unions. Opinions such as the political and ideological structure of unions, the failure to fully protect the rights of employees and the fear of being labeled were highly emphasized under the theme of why educators do not become members of unions. It has been seen that the opinions such as unions should stay away from politics, they should ensure unity and solidarity among education workers and protect and improve the rights of employees are mostly expressed under the theme of how an ideal education union should be.

Fun educational and artistic teaching tools for science outreach

Abstract. The aim of scientific dissemination is to spread interest and knowledge of scientific issues by trying to reach people of all ages and social backgrounds. Simplifying, without trivializing, scientific concepts and making them attractive to the general public is therefore essential to achieve the previous objectives. For this purpose, it can be useful for scientists to work in close collaboration with artists, implementing new tools that can positively influence the emotional sphere and capture the attention of the people involved. Playful educational activity and visual language play a key role in this process, to convey interest and facilitate learning. An example of this approach are the educational laboratories structured as group games, in which great importance is given both to practical activities and to the transmission of concepts through their visualization in the form of images. Over the last 8 years, the Istituto Nazionale di Geofisica e Vulcanologia (National Institute of Geophysics and Volcanology, INGV), the Istituto di Scienze Marine del Consiglio Nazionale delle Ricerche (Institute of Marine Sciences of the National Research Council, CNR-ISMAR) and the Historical Oceanography Society (HOS) have collaborated in the organization of science dissemination events involving students from schools of different levels participating in educational experiences based on games, characterized by an essentially visual approach to the concepts presented. In this work, we would like to give a brief overview of these educational tools, retracing the choices made while ideating them, thanks mainly to the close collaboration with artists and illustrators.

Indonesian language education in Australia

Abstract Since the introduction of Indonesian in the 1950s, the nature and extent of programs for studying the language in Australian schools has varied significantly. A decade on from the national report on the state of Indonesian language education in Australian schools that indicated a substantial decline in provision (Kohler &amp; Mahnken, 2010), it is timely to take stock and consider how Indonesian is faring and why. This paper reports on a mixed methods study exploring the state and nature of Indonesian language provision in government schools in Australia. The findings indicate that while some decline continues overall, patterns of provision vary, particularly at different levels of schooling. The findings highlight the need for a nuanced understanding of the confluence of factors impacting on Indonesian (including contending ideologies), none of which adequately capture the intrinsic value and distinctiveness of studying Indonesian in the Australian context.

Impact of Different Levels of Schooling on Development of Students’ Social Attitudes

AbstractOne of the expectations of society from schooling is to develop students’ prosocial behaviors having roots in their knowledge, beliefs and social attitudes. But the assessment procedures related to students’ social thinking and attitudes are generally missing in the instructional system. The study, therefore, to fill the gap diagnosed as whether schooling offered something that developed students’ social attitudes, a prerequisite of prosocial behaviors. Hence, the preset empirical investigation explored the impact of schooling on the development of students’ social attitudes. A sample from 16 schools of 480 students was taken, for which a ‘social attitude scale’, having four subscales, i.e., a) concern for others’ welfare, b) respect for laws, c) respect for others’ property and d) sensitivity to social issues, was developed to collect data. Results of data analysis revealed that the overall impact of different levels of schooling for upward positive increase in students’ social attitude was negligible, although elementary schooling contributed more, as compared to secondary level. Similarly public sector schooling across three stages had more impact on students’ social attitudes as compared to private sector schools.Keywords: Schools, Social attitudes, Prosocial and antisocial behaviors, Public and Private schooling

Spillover effects of education on internal migration in Malawi

ABSTRACT The study examines whether education externality effects on migration among household heads in Malawi exists and uses data from the Fourth Malawi Integrated Household Survey. Following the Von Neumann Morgenstern in the random utility maximization framework, the paper aims at contributing to literature in three strands. Firstly, by delving into the possible intra-household and inter-household effects of education on migration decision. Secondly, by assessing the effects of education at different levels of schooling in Malawi and finally by questioning who benefits more from education externalities between the household and the community. Drawing from a discrete choice model and using both the Probit and the random effects Probit models the study finds statistically significant spillover effects measured through the intra-household and inter-household externality effects. Almost 65% of the variations in the propensity to migrate are due to intra-household heterogeneity implying that households benefit more to migration than community. Different levels of education have different levels of impact on migration decision with an increasing positive effect as a person moves up on education ladder. Communities with higher literacy is more unlikely to send its members into migration.

Efectos del desplazamiento forzado sobre el acceso a la educación en Colombia

El conflicto armado en Colombia trajo consigo diferentes tipos de violaciones de los derechos humanos, entre ellas el desplazamiento forzado de millones de personas. Una de las causas más recurrentes del conflicto es el acrecimiento de la pobreza, promovida por los bajos niveles educativos. En esta investigación se busca conocer el comportamiento del acceso a los diferentes niveles de escolaridad, de las personas desplazadas forzosamente. La metodología se basa en una exploración de los principales indicadores sobre educación, tomados del Portal de Datos Abiertos del gobierno colombiano, junto con un análisis normativo que permite identificar la evolución de la política pública sobre desplazamiento. Se encontró que al nivel de primaria accede el 8%, al nivel de secundaria el 5% y al nivel de educación superior, no accede más del 2% de personas en condición de desplazamiento forzado interno. Se concluye que, dado que solo el 15% de los desplazados acceden a la educación formal, existe una gran vulnerabilidad de estos grupos poblacionales, lo que prolonga la pobreza intergeneracional, aumentando las posibilidades de generar malestar social.

Efecto placebo y estimulación sonora binaural de ondas beta y theta en el rendimiento de una tarea de memoria de trabajo

In this work, a quasi-experimental study of repeated measures with case and control groups was carried out, whose objective was to measure the effect of binaural sounds of beta and theta waves, and the placebo information related to them, on the performance of a computerized working memory task, Automated Operation Span Task -AOSPAN- free version of Unsworth, Heitz, Schrock and Engle (2005). This task was repeated in two sessions separated by an interval of two weeks, one of which was resolved while listening to a binaural sound stimulation of beta wave or theta that, depending on the group, was supported or not by placebo information. 98 people with different levels of schooling were tested twice, divided into six experimental groups and one control group. Significant differences were found related to time duration in performing the experimental task associated with placebo information; it was showed an improvement the second time the task was administered. Due to ambiguities in the results, despite finding significant differences associated with binaural stimulation of beta wave, it was not possible to establish concrete relations between the improvement in the memory of sets up four elements with the presence of this variable. No significant differences were found in the global recall variables, which can be explained by the type of memory task performed.

Communicative Competence in Schools with Slovene as the Language of Instruction in Italy

Abstract In the settlement area of the Slovene national and linguistic minority in Italy the situations in which Slovene language varieties are used are scarce. The main share of the responsibility for developing effective communication skills in Slovene is therefore transferred to the didactically structured environment. This paper examines the obstacles faced by educational institutions in developing communicative competence in Slovene, the extent to which these obstacles are tackled in the didactic-methodical structure of Slovene lessons conducted at Slovene-language schools in Italy, and the manner in which this is reflected in national examinations, the matura examination, i.e., a school-leaving examination at the end of the upper-secondary school, and the INVALSI examinations for different levels of schooling. The paper outlines the guidelines for conducting communication-based lessons and offers an example of good practice, namely a lesson plan developed within the project EDUKA 2 – Cross-Border Governance of Education.

A critical analysis of literacy discourses in two urban neighbourhoods in Brazil

Abstract Literacy is a contested word, as Brian Street said in his article “The meanings of literacy”, which appeared in 1999 in Literacy: an international handbook, the work he co-edited with Daniel Wagner and Richard Venezky. Its meaning varies across countries with different levels of schooling. There is also considerable variation in academic and popular senses of literacy. Dominant, formal, school literacies have had longstanding visibility in academic research and in official policies. However, there is now greater awareness and understanding of the discursive contrasts between school and home/community literacies, between dominant and vernacular literacies, between formal and informal literacies in the academy and in official policies. In this article, I distinguish between dominant discourses about literacy, on the one hand, and critical knowledge of literacy, on the other hand. I argue that they represent two very different perspectives in public debates on literacy. Taking account of the differences between these perspectives shows us how everyday life can be a space for struggle and contestation over meanings and for the construction of future discourses about literacy. I characterise the relationship between vernacular and dominant literacies by employing Jürgen Habermas’ constructs of lifeworld and systems, as he defined them in The theory of communicative action in 1987. I also employ part of the explanatory framework proposed for Critical Discourse Analysis by Lilie Chouliaraki and Norman Fairclough, in 1999, in Discourse in late modernity. In the central sections of the article, I then draw on ethnographic research, related to literacy, that I carried out in two socioeconomically differentiated neighbourhoods in Brazil. My discussion focuses on ideological issues related to literacy emerging from the ethnographic fieldwork in these two Brazilian neighbourhoods.

Characteristics and Limitations of English Language Teaching in China: Autoethnography of a Mainland-born English Learner and Teacher

ABSTRACT In this paper, I narrate the long process of my encounters with English language learning and teaching, manifesting characteristics of English teaching at different levels of schools in mainland China. After viewing the limitations of English teaching in mainland China from my fresh point of view as a UK visiting scholar, some suggestions are proposed for its improvement and development.