State Education Research Articles

О практике развития некоторых элементов конвергентного образования в технологическом вузе

The article examines the experience of the Faculty of Humanities and its Center for Cognitive Psychology at the University of Technology in involving students in research and applied scientific projects through cooperation and integration of the humanities and technology departments of the University. The ideas of the transformation of the country's educational system and the change of its methodological, pedagogical and technological guidelines in response to modern challenges and risks are analyzed, primarily for the younger generation in need of social adaptation and deeper natural science and humanitarian training for professional and personal growth. The attempts to substantiate the definition of "convergent education" are analyzed. All of them are based on an understanding, to one degree or another, of an interdisciplinary methodological approach to the formation of educational programs, in order to overcome the highly professional training of specialists and avoid formalizing the content of educational material, taking into account the productive interaction of the fundamental component of humanitarian and professional knowledge, the use of modern methods of automation of various types of information activities using information and computer technologies (algorithmization of learning, information modeling). In general, the convergence of education is defined as a process of learning and upbringing, which is a consequence of the implementation of the modern educational paradigm aimed at understanding, rather than memorizing, education for change, the ability to withstand stress, live in a digital world, preserving humanity, sociability and collectivism, ensuring teamwork, preservation and development of the humanitarian and intellectual component "in the context of the interpenetration of sciences and technologies in the implementation of the convergence of real and virtual communications. The scientific and methodological basis for the development of convergent education at the first stage was the development of scientific and pedagogical practices. This can include the management of students' research activities (R&D), involving them in the development and implementation of various projects of scientific laboratories and centers of departments and faculties. The article summarizes some of the experience of the Center for Cognitive Psychology of the Faculty of Social Sciences and Humanities - SGT (until 2022 – ISGT– Institute) of the Federal State Educational Institution of Higher Education "K.G. Razumovsky Moscow State Technical University (PKU)", which was actively involved in the process of cluster formation in the conditions of the university's transformation into an innovative expert–analytical platform, the formation of an expert-educational cluster of excellence "NBICS-technologies of the food industry".

Dr. Roop Lal Sharma: A pioneer who revived Ayurveda education in Jammu and Kashmir

Abstract The timeless journey of Ayurveda, the ancient system of medicine, has been a cornerstone of Indian culture for centuries. Its rich history has endured through the ages, shaping the nation’s healthcare landscape. In the post-independence era, as modern science beckoned the masses, Ayurveda stood firm, thanks to the unwavering efforts of individuals who laid the foundation for its contemporary practice. Sporadic endeavors have sustained this ancient system from the Astavaidya Parampara of Kerala to the Vaidya Parampara of Orissa, Gujarat, and Pune. Yet, some champions of Ayurveda remain unsung heroes, hidden in the annals of history. This article delves into the life and contributions of one such luminary, the late Dr. Roop Lal Sharma, a true embodiment of determination and vision. He was a prominent figure in the renaissance of Ayurveda education and propagation in the northern state of Jammu and Kashmir, India. Initiating the journey on an untraversed path amidst the political and administrative challenges with a firm commitment to foster the fading recognition of the traditional system in the state was meticulously met with unshakeable values and beliefs. The efforts to improve the traditional system status in the hilly state have the necessary impetus and are flourishing presently on the foundation of his well-coordinated efforts.

Predictive Factors of State Licensure Board Disciplinary Actions in Occupational Therapy.

One primary function of occupational therapy state licensure boards (SLBs) is the discipline of ethical misconduct by licensed occupational therapy practitioners. However, SLB sanctioning is poorly understood by practitioners, regulators, and the public. To identify predictors of occupational therapy practitioner sanctioning outcomes in the United States. Retrospective study; all public final consent orders and database entries provided online by SLBs were analyzed. Supervised gradient boosting machine learning, logistic regression, and contingency tables were used to generate odds ratios for variables associated with each sanctioning outcome. Multinomial testing was used to identify attribute overrepresentation among cases and national practitioner distributions. A total of 2,400 cases were analyzed across 47 states and Washington, DC. None. Numerous complaint and respondent attribute variables were collected from final consent orders and database entries. Complaint reason, practice setting, and complaint source had the highest influence on predicting sanction outcome; geographic region, number of complaints in a given case, and length of investigation in months were secondarily influential. Being male or a certified occupational therapy assistant was associated with higher odds of severe sanctioning outcomes. Disciplinary actions against occupational therapy practitioners were determined by numerous contextual factors; however, the most influential factors were complaint reason, practice setting, and complaint source. These results provide direction for exploring factors that predict sanctioning outcomes in the United States and also provide occupational therapy practitioners and SLBs a basis of applied outcomes that may improve implementation and education regarding clinical practice ethics. Plain-Language Summary: Occupational therapy state licensure boards (SLBs) are responsible for disciplining licensed occupational therapy practitioners for ethical misconduct. SLB sanctioning is poorly understood by practitioners, regulators, and the public. In this study, we identify the factors that predict the sanctioning outcomes of occupational therapy practitioners. The results may help state regulators, educators, and national associations more effectively act in a way that protects the public faith in occupational therapy services by providing contextualized information on practitioner behaviors that result in specific sanctioning outcomes. The study findings also provide occupational therapy practitioners and SLBs a basis of applied outcomes that may improve the implementation of and education regarding clinical practice ethics.

The majority of 30-days survivors return to work one-year after in-hospital cardiac arrest

Abstract Background Surviving in-hospital cardiac arrest poses a significant risk of anoxic brain damage, which can impede survivors’ ability to return to work. Purpose This study aimed to examine return to work among in-hospital cardiac arrest survivors. Methods In this cohort study we included all 30-day survivors of working age (18-64 years), who experienced an in-hospital cardiac arrest between January 1st, 2013, and December 31st, 2018. Data was obtained from the national Danish in-hospital cardiac arrest registry (DANARREST) and employment status was retrieved from a registry from the Danish National Labor Market Authorities. We used a previously validated definition of "working" as any individual who was not on any social benefits, except state education fund grants, maternity leave pays, or leave-of-absence. Only patients working four weeks prior to the event were included in the study. Kaplan-Meier survival analysis was applied to estimate the probability of returning to work. Results Among 7,254 in-hospital cardiac arrest patients in Denmark from 2013-2018, 1,781 were of working-age, with 734 surviving at least 30 days. A total of 348 patients, who were working four weeks before their event, formed the final study population (Figure 1). Median age was 54 (Interquartile range (IQR) 46-59) and 70.4% were male. The cumulative incidence for return to work was 67.0% (95% CI: 62.0%-71.9%) with 4.6% (95% CI: 2.4%-6.8%) dying by one-year post-arrest as a competing risk (Figure 2). Age and sex distribution were comparable between survivors returning to work, those who did return to work, and those who died. A higher proportion of survivors returning to work had a Carlson’s Comorbidity Index score of 1 (70.8%) compared to survivors without work (58.1%) and those who died (33.3%). Additionally, an initial shockable rhythm was more frequent among survivors returning to work (49.8%) compared to survivors who did not return to work (45.2%), and those who died (9.1%). Conclusion We found that 67% of 30-day survivors of in-hospital cardiac arrest returned to work one year after their event. While survivors retuning to work shared comparable age and sex distributions with survivors who did not return to work and non-survivors, factors such as a lower Carlson’s Comorbidity Index score and a higher proportion with an initial shockable rhythm were distinguishing characteristics for those who returned to work.FlowchartCumulative incidence curves

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients’ mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions’ websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients’ general health.

A National Analysis of P–12 Equity Director Role Establishment

District “equity director” (ED) roles have grown rapidly over the past decade. Drawing on interviews and surveys with over 70 EDs across nearly 30 states, this study documents dramatic ED role growth from 2018 to 2022 specifically and examines why, according to EDs, such roles were established locally. Findings, drawing on scholarship on social activism, demonstrate how insider influence from district educators and leaders; intermediate pressure from community coalitions, parents, and students; and external coercion from state and federal education departments and civil rights agencies spurred ED role establishment. Challenges to ED efficacy are discussed, including ED role establishment as “checkbox” work and politicized attacks on district diversity, equity, and inclusion work.

Mediating between schools and families: experiences of teachers in privately-run migrant schools in South-West China

ABSTRACT This paper examines the experiences of 23 teachers who work in privately-run migrant schools (PMSs) in South-West China. Such schools cater for the needs of internal migrant children who do not often have access to free state education provision because of their lack of status in their new cities. We draw data from an ethnographic-informed qualitative study conducted in Guiyang City. The spillover effect as the theoretical lens, enables us to understand our participants’ experiences within and beyond the school gates. Different from existing research focusing on how home environment characteristics affect school-related outcomes, this study shifted towards investigating whether factors within the school domain can mitigate children’s home-related disadvantages or risks. The findings show that teachers support the students and their families by mediating family conflicts, supplementing often poor nutrition and assisting with homework. Overall, similar to educators in disadvantaged school settings elsewhere, the study demonstrates that teaching and managerial staff in PMSs go beyond their paid roles as educators and they are actively committed to breaking the cycle of poverty and transforming the lives of their students.

Forgetting Amir Boktor: the quintessential humanist Arab educator

ABSTRACT With his numerous articles and books, Amir Boktor was the most prolific Arab pedagogue of his time. Boktor established and edited the longest-running pedagogic journal of his era, The Journal of Modern Education, which was read across the region. He was a staunch secularist and progressive educator, consistently advocating for a curricular revolution in Egypt. Boktor’s curriculum centered around the child, focusing on its needs and abilities, and was tailored according to societal and environmental relevance. Despite his significant contributions, Boktor’s intellectual legacy has been largely forgotten in both Egypt and the region’s historiography of education and history of ideas. This article explores the reasons behind this erasure or marginalization, arguing that despite his contributions and influence, Boktor remained a pedagogic outsider. He held senior positions at the American University in Cairo and refused to integrate the cultural discourse of his time into his pedagogy. As a dean at a foreign institution during the rise of state education and a progressive educator in an era of nationalist education and the search for collective identity, Boktor’s work stood apart. This study contextualizes Boktor’s authorship, highlights its exceptionalism within his professional community, and explains how he came to be the (forgotten) quintessential humanist Arab educator.

ÜMUMTƏHSİL MƏKTƏBLƏRİNDƏ TƏHSİLİN İDARƏ OLUNMASININ BƏZİ PROBLEMLƏRİ

The article addresses significant issues pertaining to the administration of educational pro¬cess in high schools. Author highlights that, as Azerbaijan prepares to integrate into the global education system, significant challenges have emerged in the administration of the educational process. These issues, though complex, require prompt resolution. Some of these issues have been accumulating since the period of traditional education, while others have emerged as a consequence of the requirements set out in the State Education Reform Programme. The current content of the Azerbaijani education system presents significant obstacles to the develop¬ment of a global perspective among individuals from all professions, effectively limiting their potential for professional growth and development. The forms of education inherited from traditional education, the structure of the educational system, the distinction between theoretical knowledge and practical reality, the significance of certificates and diplomas, and the actual state of knowledge have created a situation of con¬flict. Author believes that it is necessary to ensure a critical examination of our historical past, to investigate the salient aspects of the administration of the existing educational system in developed European countries, and to identify more effective structures in this field for the renewal of our education system. The administration of Azerbaijan's education system should be based on universal and national values, the spiritual and moral qualities of the Turkic world and Islam.

Особенности воспитательного процесса по формированию у младших школьников духовно-нравственных ценностей (Часть 2)

The article discusses the problem of implementing the requirements for the construction of the educational process, during which Russian spiritual and moral values are formed in schoolchildren at the first level of school. The article reveals the state requirements for the education of civic feelings in primary schoolchildren, their acceptance of the spiritual and moral values of the multinational Russian state, reflected in the decrees of the President of the Russian Federation, as well as in the planned learning outcomes presented in the Federal State Educational Standard of Primary General Education (FSES PGE). Particular attention is paid to taking into account the psychological capabilities of children of primary school age and the conditions for creating a special educational environment in an educational organization.

“A lot for one human to handle”: the experiences of two dual language bilingual education teachers in the beginning of the COVID-19 pandemic

ABSTRACT While the challenges that educators have faced during the COVID-19 pandemic are widely acknowledged, there is little scholarship that provides opportunities for teachers to share their stories. This article documents the journeys of two dual language bilingual education elementary teachers, one in Georgia and one in Texas, which were a part of a narrative inquiry into the experiences of United States educators during the COVID-19 pandemic. Grounded in a conceptual framework that centers humanity as a key dimension of teaching bilingual learners, we found that the teachers enacted humanizing pedagogy to counteract a range of dehumanizing experiences that they, as well as their students and families, faced during the early days of the pandemic. We attend to the ways in which the teachers’ stories inform the field of dual language bilingual education moving forward.

The diagnostic work on informa tics for students of the 9th grade to check the development of functional literacy

The article presents a diagnostic work on informatics for students of the 9th grade of a comprehensive school. The work is carried out in order to determine the level of development of functional literacy (reading, natural science, mathematical literacy) in students. The assessment of functional literacy is aimed at identifying the conditions for successful learning of students in basic school in the subject of "Informatics" and their achievement of personal, meta-subject and subject results in mastering the basic educational program in this subject. The priority of developing functional literacy is enshrined in the updated Federal State Educational Standards and is the most important condition for the development of a harmoniously developed personality. The relevance of creating a diagnostic work that reveals the level of development of functional literacy in informatics is determined by the fact that, unlike other subject areas, in informatics it is impossible to rely on the content of the tasks of All-Russian Verification Works (the All-Russian Verification Works are not carried out in the 9th grade, therefore, tasks for them have not been developed), and the tasks from the Control and Measuring Materials of the Main State Exam require significant revision to fully cover all areas of functional literacy development.The diagnostic work presents one variant, which includes the text describing a certain situation, and tasks for it, developed on the context of educational material of various subject areas. The tasks are created on the basis of life situations and are united by one theme.

Ghosts of African Education: Mass Hysteria and Embodied Resistance within Postcolonial Senegalese Schools and Atlantic Migrations

This article works toward conceptualizing frictions between colonial education and non-Western traditions of African education in the modern African state. Signaling manifestations of educational friction or disequilibrium, we apply the concept of haunting to uncover ways the legacy of colonial education is reproduced through Western modernity as a form of disembodied educational practice, conflicting with the ghostly presence of collective African educational traditions. More specifically, we offer a conceptual inquiry into the phenomena of Jinne Maimouna, what has been called a mysterious “mass hysteria” within Senegalese schools. In doing so, we work toward a rethinking of education in relation with the transatlantic Black Radical Tradition and links to haunted forms of Atlantic migrations by Senegalese youth. The article gestures toward the power within the deeply rooted knowledge systems and practices emanating from Africa that return in the present and future. We suggest that practices of deciphering and rethinking the embodiment of traditions of African education might offer methods that break from colonizing episteme toward longer temporal educational liberation.

Междисциплинарный комплекс диагностики освоения детьми старшего дошкольного возраста образовательной программы (ФОП ДО)

<p>The article presents the results of a population study on the mental and physical development of preschool children using a standardized interdisciplinary diagnostic complex (State Registration Number 624012303596-7 dated January 23, 2024). The study involved 203 children from different regions of the Russian Federation: 100 girls (49,3%) and 103 boys (50,7%). The median age was 69 months (5 years and 9 months). There was no significant age difference between girls and boys (t(80)=1,87; p=0,07). New research data, demonstrating the results of six-year-old children based on the interdisciplinary complex of psychological and pedagogical diagnostics developed by the authors, identify the potential and risks of child development, forecast and highlight possible difficulties in mastering the educational program in accordance with the targeted benchmarks of the Federal State Educational Standard for Preschool Education and the planned outcomes of the Federal Preschool Education Program. The results obtained allow for the prediction of the success in mastering the educational program by six-year-old children in relation to the planned outcomes of the FPEP, based on the formation of certain systemic qualities of the child's personality.</p>

Методология управления качеством образования на основе интегративной оценки

The article focuses on the study of the theoretical and methodological foundations of education quality management at a technical university, based on fundamental research and key ideas of scientists; theories of vocational, engineering and technical education; conceptual provisions, principles of assessment activities, approaches and research methods; the conceptual-categorical apparatus is clarified. Aim. To identify and generalize the theoretical and methodological foundations of education quality management at a technical university, to find its niche, basis and «foundation». Methods. Analysis of philosophical, sociological, psychological and pedagogical literature, scientific sources; state and regulatory documents on the research problem; analysis of the main concepts of this work. Results. The scientific foundations for creating an education quality management system at a technical university have been developed based on integrative assessment and monitoring of student professional development using digital resources, which ensures continuous correlation of this information with the requirements for a graduate specified in the Federal State Educational Standard and the OPOP (for a specific training profile), and adjustment taking into account these indicators of didactic conditions for the professional and personal development of students. Scientific novelty. Based on a generalization of the experience of fundamental research and key ideas of scientists in the field of pedagogy, sociology, psychology, philosophy a conceptual position is formulated on which the mechanism for managing the quality of education at a technical university is based. The practical significance of the research results is determined by the fact that in the practice of managing the quality of education, it becomes possible to evaluate the professional development of students on an integrative basis, predict changes in the development of students, and plan specific management decisions within the framework of this system.

Reimagining the roles of state and local education agencies

Reimagining the roles of state and local education agencies

Using the WHO-INTEGRATE framework to develop a COVID-19 guideline for schools, Germany.

At the beginning of the coronavirus disease 2019 (COVID-19) pandemic, reliable, globally applicable recommendations for safe and continuous school operations were lacking. In October 2020, the German Association of Scientific Medical Societies' task force for COVID-19 guidelines and public health researchers at Ludwig-Maximilians-Universität München initiated the rapid development of a living evidence- and consensus-based guideline to reduce severe acute respiratory syndrome coronavirus 2 transmission in schools. To facilitate transparent, structured and comprehensive decision-making with a whole-of-society perspective, they applied the WHO-INTEGRATE evidence-to-decision framework. This framework supported a broad, multisectoral composition of the guideline panel. The panel used newly synthesized evidence on nine school measures. Participating medical societies or the guideline secretariat completed evidence-to-decision tables. They also drafted recommendations for the guideline panel, who discussed and revised them during moderated consensus conferences. In Germany, each state is responsible for organizing schooling. The German Association of Scientific Medical Societies coordinates development of evidence- and consensus-based guidelines. The first version of the guideline was published in February 2021, and the guideline dissemination created much media attention. Of the 16 state education ministries, almost all knew about the guideline, nine recognized it as a relevant source of information and five used it to check existing directives. The WHO-INTEGRATE framework facilitated a comprehensive assessment of school measures from the start of guideline development, considering the broad societal impact of the measures. Using the framework in rapid mode was feasible, but it fell short of its potential.

The Impact of State Funding of Higher Education on Employment and Living Standards in Georgia

State financing of higher education is crucial for promoting innovation and competition, as well as guaranteeing equal opportunities and access to education. This financing facilitates the development of students' potential by providing them with the necessary skills and information to enhance graduation rates and social well-being. Scholarships and grants are implemented to improve student access to education by aligning the financial system with the demands of the job market and educational developments. The aim of the study is to evaluate the impact of financing higher education in Georgia on employment of graduates and well-being of the population. The results of the survey of entrants and students reveal that public awareness of state-funded higher education programs in Georgia is quite low (47.2%). A large part of the graduates (47,8%) provided with various types of state funding during their studies are not employed in their specialty. The impact of the increase in the expenditure on education on the increase in the income of the population is quite low (0.23%). The research concludes that the allocation of public funds for higher education in Georgia does not effectively match the capabilities of graduates with the demands of the labour market. The reason for the mentioned inconsistency is that the requirements of the labor market were not taken into account when determining the directions to be financed. In addition, it is important to note that the demands of the labor market change every year in accordance with the current challenges, therefore the employer also demands relevant skills immediately, which cannot be met by higher education institutions in a short period of time. Despite the above, the involvement of employers in the process of developing educational programs is low and it is mostly formal in nature. When determining the priority educational programs, there is no periodic revision of the directions so that it is adapted to the demands of the labor market. It is necessary to establish partnership relations between employers, higher educational institutions and the state in order to take into account the requirements of the labor market both in the development of educational programs and in the determination of priority educational directions. Enhancing transparency and emphasising practical training in key areas are essential for enhancing the program's efficacy and enhancing the career chances of graduates. These modifications will provide a more favourable return on investment for state education expenditure. Keywords: higher education, state financing, employment, living standards

Ретроспективный анализ научных взглядов о государственно-общественном управлении образованием на материале eLibrary.ru

Introduction. Since 2000 up. to the present time, there has been an increase in scientific and applied public interest in the role of state and public education management (SPEM). This period is associated with a change in scientific, pedagogical and management ideas in SPEM, which allows for a retrospective analysis of scientific views on the problem, based on publications in the Russian scientific electronic library eLibrary.ru for the specified period. The purpose is to study and summarize scientific views on the state and public management of the education system in our country for the period 2000-2024 to determine further littlestudied directions for the development of state educational institutions. Materials and methods. Using a retrospective analysis of publications from the Russian scientific electronic library eLibrary.ru, recognizing and describing the stages of publication activity of Russian researchers on the problems of state-public education management, which are associated with the stages of development and implementation of the SPEM reform, are named. Based on a comparative analysis, the theoretical foundations of the organization of SPEM in the Russian Federation, general and specific approaches to the practical organization of SPEM at the regional and national level, and modern views on the topic were identified. Results. Systematization of information made it possible to identify the current state of knowledge of the problem, and to determine possible directions for further research of SPEM in the Russian education system. A three-stage periodization of scientific research into the SPEM model in Russia is proposed. Conclusions are drawn about the validity of the proposed periodization, and the problems of implementing state-public educational management at the present stage, little studied in the scientific literature are noted. Among the problems of implementing state education educational institutions that have been little studied in the scientific literature at the present stage, the following are noted: modern forms of management of an educational organization in the conditions of state education educational institutions, the potential of state educational institutions for the civil and patriotic education of students, features of the development of the digital educational space of school self-government in the state education educational institution system, mentoring technologies in working with schoolchildren in conditions of state and public school management.

뉴욕주의 진로교육 담당 교사 양성과정 탐색: 고교학점제 시행 맥락에서 한국의 진로전담교사 양성과정에 주는 시사점을 중심으로

[Purpose] This study aims to explore career education teacher training programs in the US, one of the leading countries in career education, to draw implications for Korea. [Methods] New York State was chosen due to its long history of using school counselors for career education and the ease of accessing data. The analysis includes state-level standards and specific training programs. [Results] The analysis revealed that New York State's career education teacher training programs were not limited to in-service teachers. Additionally, the programs place a significant emphasis on understanding ‘ALL students,’ including minority students, and require substantial internship and practicum hours for pre-service teachers. [Conclusion] Based on the findings, the study suggests that Korea should reconsider the selection criteria for career counselors, increase emphasis on understanding diverse learners, and establish credit and practicum regulations.