Focus Of Education Programs Research Articles

ТЕХНОЛОГІЯ РОЗРОБЛЕННЯ ОСВІТНІХ ПРОГРАМ ІНШОМОВНОЇ ПІДГОТОВКИ МАГІСТРІВ-ФІЛОЛОГІВ

The article highlights the ideas of a technological approach to development of master’s training provision - teachers / lecturers of foreign languages in the context of modernization of the regulatory and legal foundation of higher education in Ukraine. The positive aspects of technological construction are the structuring of educational programs and the specification of permanent elements of their key parts. It is emphasized that the focus of educational programs on a student determines the modernization of the content and learning results, which are materialized in credits and the list of competencies that correspond to a certain educational and qualification level of a specific specialty. The technological approach to the creation of educational programs is characterized as an important factor in the organization and conduct of educational activities, as well as the quality and productivity of foreign language training of philology masters. The author explains that a certain unification of educational programs makes it possible to clarify and approve the basic format of these documents, and taking into account many factors that affect the profile and composition of each program and is a safeguard against their template creation. It is about different categories of programs (professional, scientific, career), different levels of higher education in Ukraine, specific professional modifications of each educational program, etc. The development of educational programs is implemented in the conditions of a systemic interconnection between learning outcomes and set competencies and in the context of standardization of higher education in Ukraine. The article is intended for teachers and students who research the history of pedagogy and the methodology of developing educational programs in the field of higher education.

Supporting the Development of Students’ Scientific Literacy

ABSTRACT Science teachers are increasingly encouraged to critically engage their students with scientific knowledge and expertise, with the expectation that such instructional practices will support the development of scientific literacy (SL). Drawing on Bildung framework, this qualitative study was conducted in Tanzania to explore how science teachers’ classroom practices facilitate the development of students’ SL. Data were collected through semi-structured interviews and non-participant classroom observations with science teachers and students from six secondary schools. The study has identified five instructional practices that were used to support students’ development of SL, namely guided reading, code-switching, educational print and visual aids, science experiments, and science projects. While there is evidence that the instructional practices used provided opportunities for students to contribute their thinking, experience and understanding to the science learning, the instructional practices were mostly print-based, paper-based and teacher-led, resulting in little engagement in active scientific thinking and literacy learning. Overall, the knowledge base developed by this study is of practical use to science teachers and educators in making decisions about appropriate instructional practices and what should be the regular focus of pre-service teacher education and professional development programs.

ПРАКТИКО-ОРИЕНТИРОВАННЫЙ ПОДХОД В РЕАЛИЗАЦИИ ОБРАЗОВАТЕЛЬНЫХ ПРОГРАММ ГУМАНИТАРНОГО НАПРАВЛЕНИЯ В ВУЗЕ

Modern realities of educational practice indicate the need to intensify practice-oriented training of specialists. The connection between theory and practice ensures purposeful and productive educational activities of higher educational institutions by deepening the focus of educational programs on practical training. The value of a practice-oriented approach is also growing in connection with the requirements of state policy in the aspect of federal state educational standards, the content of which is aimed at high-quality training of a competent specialist with professional and personal qualities that are in demand on the labor market. In pedagogical science, conceptual ideas about the practice-oriented approach, principles, and methods of its implementation are substantiated. However, today the problem of training specialists in the humanities is quite acute, the educational process of which is more focused on theorized learning. In this regard, there is a need to expand the boundaries of applicability of the practice-oriented approach in the implementation of educational programs in the humanities.

노년기 교육요구 분석을 위한 이론적 틀로서 McClusky 노년교육요구의 적용 타당성 탐구

As the elderly population grows and its dynamics change, there is an increasing demand for expanding the diversity of and improving the quality of old adult education programs. Therefore, as a theoretical framework for systematically analyzing the educational needs of the older adults, the applicability of McClusky's Educational Needs of the Ageing was examined. McClusky identified five educational needs: coping needs, expressive needs, contributive needs, influence needs, the need for transcendence. McClusky’s Educational Needs of the Ageing is an educational perspective based on life-span development, and it is a meaningful reference frame to evaluate the efficacy and comprehensiveness of an elderly education program.
 Through the evaluation of McClusky’s Educational Needs in terms of ageing discourse and changes in social approaches to old age, it was confirmed that while coping and expressive needs are the main focus of current old adult education programs, contributive, influence, and transcendence needs are equally important.
 Therefore, we argue that a balanced approach to the five Educational Needs is necessary. In addition, we re-evaluated the contributive, influence, and transcendence needs by reflecting on the evolution of societal perceptions on old age and role of the older adults.

Effects of a Sleep Health Education Program for Children and Parents on Child Sleep Duration and Difficulties

Preschool-aged children often lack sufficient sleep and experience sleep difficulties. A consistent bedtime routine, falling asleep alone, and other sleep practices reduce difficulties and increase sleep duration. To evaluate the effects of a preschool-based sleep health literacy program on children's sleep duration and difficulties and on parent sleep knowledge, attitudes, self-efficacy, and beliefs 9 and 12 months after the program. This stepped-wedge cluster randomized clinical trial was implemented across the 2018-2019 school year. Head Start preschool personnel delivered interventions and collected outcomes data at baseline and 4 follow-ups. Seven Head Start agencies across New York State were randomized to implement interventions in either fall 2018 or winter and spring 2019. Outcomes were ascertained at 9- and 12-month follow-up. From March 19 through September 28, 2018, Head Start staff recruited (a) English- or Spanish-speaking parents (b) of children 3 years of age on or about September 2018 (c) who planned to remain at the site through the school year. Altogether, 519 parent-child (aged 3 years) dyads completed baseline and (any) follow-up data. A 2-week classroom curriculum for children, a 1-hour parent workshop, and 1-on-1 parent discussions at home or school. Outcomes were the pre- vs postintervention differences measured at baseline and 9-month follow-up for parent-reported child school-night sleep duration per sleep logs, mild or moderate sleep difficulties per a validated questionnaire, and the total and domain scores for parent sleep knowledge, attitudes, self-efficacy, and beliefs. A modified intention-to-treat analysis excluding participants with only baseline data was used. The mean (SD) age at enrollment of 519 children was 2.7 (0.1) years, 264 (50.9%) were girls, 196 (37.8%) lived in Spanish-speaking households, and 5 (0.9%) identified as Alaskan Native or American Indian, 17 (3.2%) as Asian American or Pacific Islander, 57 (10.8%) as Black, 199 (37.8%) as White, and 63 (12.0%) as other. Mean sleep durations increased nonsignificantly from baseline by 5.6 minutes (95% CI, -2.3 to 13.6 minutes; P = .17) at 9-month follow-up and by 6.8 minutes (95% CI, 0.2-13.7 minutes; P = .06) at 12-month follow-up. There was a slight improvement in parental knowledge (1.13 unit increase from baseline; 95% CI, 0.13-2.12 units), but no significant outcomes for parent sleep attitudes (0.16 unit increase from baseline; 95% CI, -0.46 to 0.77 units), self-efficacy (-0.13 unit decrease from baseline; 95% CI, -1.02 to 0.76 units) and beliefs (-0.20 unit decrease from baseline; 95% CI, -0.56 to 0.16 units). Intervention effects for child sleep difficulties were not significant (odds ratio, 1.13; 95% CI, 0.62-2.09). Fewer than 1 in 4 parents accurately perceived their child's sleep difficulty at 12 months. The findings of this large pragmatic, stepped-wedge cluster randomized clinical trial, albeit largely negative, may have implications for the sustained impact, focus, and potential population-level effects of sleep education programs. Future research should evaluate the effects of more recurrent programming that emphasizes recognition of sleep problems and whether small increments of sleep across months and years in early childhood have meaningful effects. ClinicalTrials.gov Identifier: NCT03556462.

Out of the classroom, into the home: Medical and dental students' lessons learned from a Geriatrics home visit.

Home visits are an important part of Geriatrics education for medical and dental students (MS), and the lessons learned by students from these experiences inform further curriculum development. A mixed methods analysis of students' lessons learned from a single Geriatrics home visit shapes the future focus and impact of similar educational programs to ultimately improve the care of older adults. Over a 3-year period at Harvard Medical School, approximately 495 first year MS participated in an educational Geriatrics home visit to learn about the geriatric assessment. Three hundred and forty-eight students completed voluntary anonymous evaluation forms, rating whether their interest in geriatrics increased after the home visit and describing two lessons learned. We analyzed the student responses and conducted a qualitative content analysis of the lessons learned, identifying major themes within the Geriatrics 5Ms Framework (Mobility, Mind, Medications, Multicomplexity, and Matters Most). Most students (70.7%) reported their interest in Geriatrics somewhat or greatly increased after the home visit. Three hundred and ten students (89% of participants) reported 605 lessons learned; 174 students' lesson learned related to Multicomplexity (56.1%), and 158 students reported a lesson related to Mobility (51%). After a Geriatrics home visit, a majority of students report an increase interest in Geriatrics. The most common lessons learned relate to Mobility and Multicomplexity, essential areas of focus in a Geriatrics curriculum. Educational home visits are an important opportunity to increase student interest in geriatrics and build their skills to improve the care of older adults using the Geriatrics 5Ms Framework.

A Study of the Potential of Applying Eastern and Western Time Concepts Into an Ink and Wash Paintings Education Program Focusing on Taoismʼs Time Theory of Circulation and Change and Deleuzeʼs Time Theory of Difference and Repetition

본 연구는 동양의 전통과 서구의 현대에 나타난 시간개념들을 고찰하여, 이론적 인식의 과정을 적용하는 수묵실기 수업을 개발하기 위한 것이다. 동양의 도가에서 주로 나타난 시간성에 대한 개념으로 순환적 시간관과 변화 중심의 시간관을 중심으로 고찰하였다. 현대의 시간 개념은 해체와 분열의 양상을 가지며 시간관의 유기성과 반복 안에서의 차이의 특성을 가진다. 들뢰즈(Deluze, G.1925∼1995)의 시간관과 도가의 시간관을 연계하여 살펴보았다. 이러한 이론적 접근을 근거로 학습자 들에게 다양한 시간해석의 실기 학습을 통해 구체적으로 효율적 수업 운영방식을 제공하고 그 결과를 도출하였다. 15명 기준 미술대학교 학생들을 대상으로 한다. 6주차를 기준으로 학습모형이 제시되었으며, 수업의 결과물을 통해 전통적 시간관과 현대의 시간관의 연계가 학습자에게 창의적인 수묵화 실기에 대한 영감을 확대할 수 있음을 확인 할 수 있었다.

DataStory\u2122: an interactive sequential art approach for data science and artificial intelligence learning experiences

Technical training in the fields of data science and artificial intelligence has recently become a highly desirable skill for industry positions as well as a focus of STEM education programs in higher education. However, most of the educational training and courses in data science and artificial intelligence are abstract and highly technical which is not appropriate for all audiences. In this paper, we propose a sequential art approach that uses visual storytelling with integrated coding learning experiences to teach data science concepts. A scoping literature review was conducted to answer the following question: does sufficient evidence exist in the literature to support a sequential art approach to data science and A.I. education? The learning science, sequential art, and dual coding literature bases were then interrogated to answer that question. With knowledge gained from this review, an initial DataStory™ prototype was constructed, using a technical platform capable of delivering an engaging and interactive sequential art learning experience. And finally, findings from a focus group study using the DataStory™ prototype are discussed in which participant feedback to this new learning experience is reported.

Practical data considerations for the modern epidemiology student

As an inherent part of epidemiologic research, practical decisions made during data collection and analysis have the potential to impact the measurement of disease occurrence as well as statistical and causal inference from the results. However, the computational skills needed to collect, manipulate, and evaluate data have not always been a focus of educational programs, and the increasing interest in “data science” suggest that data literacy has become paramount to ensure valid estimation. In this article, we first motivate such practical concerns for the modern epidemiology student, particularly as it relates to challenges in causal inference; second, we discuss how such concerns may be manifested in typical epidemiological analyses and identify the potential for bias; third, we present a case study that exemplifies the entire process; and finally, we draw attention to resources that can help epidemiology students connect the theoretical underpinning of the science to the practical considerations as described herein.

Cognitions That Support Concussion Reporting in Collegiate Athletes: An Analysis of a Worksheet Activity.

Sports related concussions continue to be a public health concern and improving reporting behavior a focus of educational programs. While educational programs have addressed changes in knowledge of concussion symptoms, it has been challenging to design educational programs which have lasting effects on reporting behavior. The current analysis describes an intervention in which thoughts about reporting behavior are actively written down in a worksheet exercise to "pre-arm" athletes with cognitions designed to enhance reporting behavior prior to the injury event. A total of 503 male and female college athletes participating in collision (football, field hockey, ice hockey, lacrosse, and soccer) and contact sports (baseball, basketball, and softball) from 7 colleges/universities competing across all three NCAA divisions provided data collected during a randomized trial of a peer concussion education program. Qualitative analysis revealed 10 themes that would improve reporting including short-term benefits, faster recover, safe and healthy return to play, reporting helps the team, reporting protects the brain, risk aversion, long-term benefits, coach will be supportive, teammates will be supportive and understanding, and academic performance will be affected. Athletes had awareness of key risks involved in concussions and understood both short- and long-term consequences. These findings have important implications for understanding how to change athletes' thoughts about reporting concussions.

The Effects of Parental Education Program Focused onProblem Behavior of Infants with Developmental Disabilities

The Effects of Parental Education Program Focused onProblem Behavior of Infants with Developmental Disabilities

A Survey of University Composition Education in Turkey

Composition Studies, is something that is often associated with universities in the United States, characterized by elements such as FYC (First-Year Composition), writing centres, advanced writing training for graduate students, and so forth. However, the composition is by no means limited to any one country, but research in its manifestation in other contexts is limited. That is the case for Turkey as well, a nation that possesses its own unique infrastructure of composition education, influenced by its own challenges and lived environment. In this paper, that infrastructure is analyzed with regard to its context, purpose, aims, and outcomes. It was found that that a framework of writing education exists in both public and private universities and is hand-in-hand with the English focus of certain educational programs. However, even up until the graduate level, there seem to be issues that draw attention to students' educational experience. The small-scale studies that have been done to date give clues (that often correspond with each other) on where the problems lie, specifically in need for more feedback, instruction in writing and mechanics, and so forth.

Bringing creativity back to entrepreneurship education: Creative self-efficacy, creative process engagement, and entrepreneurial intentions

In this paper we explore creativity as an antecedent of entrepreneurial intentions. Drawing from social cognitive theory, we explain and empirically illustrate how creative self-efficacy encourages the development of entrepreneurial intentions. We also examine the mediating roles of attitudes and creative process engagement in the creative self-efficacy and entrepreneurial intentions relationship. Based on a pre-post- survey design, in seven entrepreneurship courses taught in three Canadian universities, our findings support the role of creativity as an antecedent to entrepreneurship, but also hint towards some boundaries/limitations on attitudes as the primary focus of entrepreneurship education programs. We draw a number of implications for the theory and practice of entrepreneurship education.

Самооценка как инструмент определения эффективности корпоративных образовательных программ

The existing tools for assessing the effectiveness of educational programs differ in the degree of effectiveness, applicability, and costs. The self-assessment method, which involves the determination of the level of expression of various qualities by students of educational programs before and after graduation. The method of assessing students' own competencies has significant limitations associated with social desirability. Nevertheless, the article analyzes the possibilities of using this method to assess the effectiveness of corporate educational programs. The results of using the self-assessment method to assess the effectiveness of corporate educational programs conducted in large organizations are presented. The possibilities and limitations of using various kinds of criteria for evaluating themselves by listeners are substantiated. The conclusion is made about the possibility of using the self-assessment method in the case of the focus of educational programs on the development of meta-competencies of managers. The article provides data on the assessment of learning outcomes, discusses the potential reasons for the differences obtained in the framework of projects, as well as the possibilities and limitations of using the self-assessment method to assess the educational effect of corporate training programs.

Pregnant Women's Intentions to Implement Safety Practices for Preventing Infant Injury: A Cross-Sectional Study.

Injury prevention education for pregnant women may be beneficial for infants’ safety. Currently, knowledge about the scope of an expectant mother’s intent to prevent injury is limited. The objective of this study was to determine pregnant women’s intentions to implement infant injury prevention strategies. From May to June 2017, a self-administered questionnaire based on the precaution adoption process model was distributed among pregnant women who participated in a parenting preparation class in a city, Tokyo. Pregnant women’s intentions to implement the following eight kinds of safety practices were measured: three practices regarding suffocation, two regarding falls, one safety practice for burns, one for accidental ingestion, and one for traffic accidents. Among 132 respondents (response rate: 83.5%; mean age: 33.4 years; mean gestational age: 29 weeks), the most common unawareness issue was “Make sure that there is no space between the mattress and bed frame” (68.2%), followed by “Use a firm mattress or futon” (38.5%) and “Keep soft objects away from the baby’s head in the baby’s sleep area” (31.8%); 58% or more women reported having already “decided to implement” the other five practices. Safety practices that pregnant women were mostly unaware of were for preventing suffocation, despite this being a leading cause of death in terms of unintentional infant injury. In comparison, the safety practices for falls, burns, and accidental ingestion were more known to pregnant women. The pregnant women’s intention to implement injury prevention for infants varied by safety practices. These findings could be used to improve the focus of antenatal education programs for the prevention of infant injury.

Assessing conservation attitudes and behaviors of Congolese children neighboring the world's first bonobo (Pan paniscus) release site.

Poaching and habitat destruction in the Congo Basin threaten African great apes including the bonobo (Pan paniscus), chimpanzees (Pan troglodytes), and gorillas (Gorilla spp.) with extinction. One way to combat extinction is to reintroduce rescued and rehabilitated apes and repopulate native habitats. Reintroduction programs are only successful if they are supported by local populations. Ekolo ya Bonobo, located in Equateur province of the Democratic Republic of Congo (DRC), is the world's only reintroduction site for rehabilitated bonobos. Here we assess whether children, of the Ilonga-Pôo, living adjacent to Ekolo ya Bonobo demonstrate more pro-ape conservation attitudes than children living in, Kinshasa, the capital city. We examined children's attitudes toward great apes because children are typically the focus of conservation education programs. We used the Great Ape Attitude Questionnaire to test the Contact Hypothesis, which posits that proximity to great ape habitat influences pro-conservation attitudes toward great apes. Ilonga-Pôo children who live in closer contact with wild bonobos felt greater responsibility to protect great apes compared to those in Kinshasa who live outside the natural habitat of great apes. These results suggest that among participants in the DRC, spatial proximity to a species fosters a greater sense of responsibility to protect and conserve. These results have implications for the successful implementation of great ape reintroduction programs in the Congo Basin. The data analyzed in this study were collected in 2010 and therefore provide a baseline for longitudinal study of this reintroduction site.

ФОКУС РЕЗУЛЬТАТИВНОСТІ БАЗОВОГО ПРОФЕСІЙНОГО ЕТАПУ ОБРАЗОТВОРЧОЇ ПІДГОТОВКИ МАЙБУТНІХ ФАХІВЦІВ МИСТЕЦЬКИХ СПЕЦІАЛЬНОСТЕЙ

The article identifies fine art training in the system of art specialties (fine art teachers, artists of fine and decorative art, artists-restorers, art critics and architectures) of institutions of high education. In the focus of educational and professional programs the appropriateness of its effective regulating with professional and graphic specific features of a definite profession has been highlighted.Based on the sense of the conceptions “profession”, “professional”, “specialist” the following summary has been revealed: in high education in the context of identified profession the applying specialty, art specialty in particular, is presented by two necessary and appropriate professional and graphic features of vocational training. They are literacy (knowledge, abilities and skills) and professional skills (job skillfulness).Taking into consideration the mix of canonic, academic, ethnic and cultural, cultural and synthetic, operative, creative and uncontrolled models of basic professional stage of fine art training, the presence of specific features, diversity and difference of its results have been indicated. It has been proved that for every art specialty they should be presented by the single professional and graphic specific feature like “descriptive literacy” and “art skillfulness”.Using the materials on art criticism, art and pedagogical information, the preceding fact has been stated – during fine art training for would-be professionals of art specialties at high school based on the results of educational and creative activities the following contradictions have been confirmed: between the image realty and artistic value of the object pictured; between descriptive literacy as a main factor of educational and creative works producing and their artistic features; between descriptive literacy in learning its academic basis and the quality of fine art producing in the context of presenting of objects illusion and real phenomena. The reason for present disbalance in the forming of descriptive literacy and the students’ art skillfulness that implies in emphasizing at realty or imagery has been revealed. They may perform as the art criteria in the process to reach qualitative art work producing in educational and creative contexts.

Methodology for evaluating the focus of educational programs in IT sphere

The growing IT market in Russia challenges the education system, requiring it to train highly qualified personnel who are ready to work in the IT industry after graduation. The article contains a research of educational programs in the IT areas of bachelor’s, master’s and specialist degree, purpose of identifying the focus on the development of professional competencies of an IT specialist. A methodology has been developed for evaluating the focus of educational programs in IT sphere to extend the professional skills of an IT specialist. It includes the research of the share of academic hours devoted to the development of professional competencies, which gives an understanding of the level of graduate’s belonging to the IT industry. Results of approbation of method are presented on a basis of educational programs of universities of the Perm region. It’s region where the growth of the IT sector market run ahead of the performance for the Russian Federation. The implementation of the methodology will allow comparing the educational programs of different universities, simplifying the assessment and selection process for job applicants and employers. In addition, the methodology can be used by university methodologists to modernization and maintain the relevance of curricula.

Development and Validation of a Children’s Agricultural Literacy Instrument for Local Food

While increasing agricultural literacy (AL) has been the focus of numerous educational programs, few AL scales have been developed specifically for children. AL programming struggles to rigorously evaluate their programs, particularly when little time is available for assessments in informal contexts. The lack of evaluation tools that allow to accurately measure educational impacts compromises progress on AL. In this paper, we present the development and validation of the Agricultural Literacy Instrument for Local Foods (ALI-LF) for children between the ages of 9 and 13. The instrument measures three domains of agricultural literacy (knowledge, attitudes, and behaviors). We pilot tested the instrument with children between 9 and 13 years old at a local arboretum and further validated the instrument at six agritourism farms. To analyze the data, we used principal component factor, Cronbach’s alpha, and descriptive statistics. The results support a comprehensive reliable instrument validated for informal contexts, such as farms offering recreational or educational activities to visitors (i.e., agritourism). This instrument fills the existing gap of adequate tools to evaluate AL programming which can support moving forward AL advances among children.

ІМПЛЕМЕНТАЦІЯ ТЕМИ ЗРОЗРОБКИ ЧАТ-БОТІВ ВУНІВЕРСИТЕТСЬКИЙ КУРС «ОФІСНІ КОМП’ЮТЕРНІ ТЕХНОЛОГІЇ»

The advisability of modifying the content of “Office Computer Technologies” discipline is reflected in this article by introducing “Development of chatbots with the help of free online development frameworks” topic implementation. The choice of this educational topic is due to the fact that a chatbot is one of the most promising information and communication tools to improve the efficiency of companies. The use of chatbots is one of the most relevant modern ways of communicating with users of mobile devices, which allows companies to reduce marketing costs and the cost of promoting their products and services. The implementation of chatbots can significantly speed up the process of interaction with customers; knowledge and skills in this technology are currently a popular competence for IT professionals in the business environment. The result of studying this topic while studying “Office Computer Technologies” discipline by students is the development of a bot-consultant to work in the Telegram platform, which provides brief information and answers to the company's activities. The implementation of “Development of chatbots with the help of free online development frameworks” topic to the content of “Office Computer Technologies” discipline corresponds to the main focus of educational programs of “Software Engineering”, “Computer Science” and “Information systems and technologies” of the first (bachelor) level of education. The experience of working with students of Kherson State University to study “Development of chatbots with free online resources” topic and the results of the pedagogical experiment showed that it can be successfully implemented into “Office Computer Technology” training course for bachelors - 121 “Software Engineering”, 122 “Computer Science”, 126 “Information Systems and Technologies”, as well as students of related specialties in order to motivate them to solve professional problems and to form research competences.