General Education Research Articles

Fuel to the fire: Gender inequality in achievement in secondary school national examination in conflict-affected areas, North Wollo Zone, Northeast Ethiopia

Government reforms such as the general education quality improvement program for equity are implemented to address concerns about educational inequality. However, studies advancing understanding of the patterns of gender inequality in achievement in conflict affected areas are rare. The purpose of this article is to examine patterns in gender inequality in General Secondary Education Certificate Examination results in Math, English, and Aptitude for 2021, 2022 and 2023 academic years in conflict affected areas. The data consist of achievement scores from 45 schools and a total of 32,528 students, obtained from the Education office of North Wollo Zone, Northeast Ethiopia. Using multilevel modeling, within- and between-school inequalities, achievement inequalities in gender, effects of teacher qualifications on achievement, and variations in gender-achievement relationships are examined. Student performance has been found to have consistently declined in the last two years in math, English and aptitude scores. On average, boys perform significantly higher than girls on these subjects consistently during the normal and conflict seasons. Inequality has decreased in conjunction with declining student performance, and inequalities due to school characteristics are much lower than inequalities due to student differences. School inequality declines in years of conflict compared to normal ones. The relationships between gender and achievement also vary statistically from school to school, with the conflict exacerbating existing inequalities. Based on the results, it is suggested that equity strategies should consider inequalities with declining student performance as opposed to conventional inequalities with high and low performing groups. Future research may isolate the effects of conflict and reforms in national testing procedures to account for gender inequalities.

ANALYSIS OF THE READINESS OF A SECONDARY SCHOOL FOR THE SYSTEMATIC APPLICATION OF A HUMOROUS APPROACH

Background. Pedagogical innovations aimed at the formation of a competitive national educational system require a primary analysis of the prevailing conditions "on the ground" for further successful practical implementation. The domestic general education school system is not flexible and adaptable to modern challenges and requirements, which forces teachers and practitioners to adapt any author's concepts and developments to existing realities and significantly affects the success of widespread application. Purpose. To determine the degree of readiness of the teaching staff and secondary school students to introduce humorous means and techniques into the educational process. Methods. The main method used is the analysis of the empirical data obtained during the diagnostic stage of experimental work at MBOU Gymnasium No. 123 in Barnaul. The processing and systematization of the information revealed during the survey and concretizing conversations made it possible to analyze the prevailing conditions for the use of humor in the middle and senior levels of a general education organization. Results. The results of diagnostics of the formed readiness of the teaching and student staff in the field of application of the humorous approach are presented and interpreted. The positive attitude of school students to the use of humor in the framework of pedagogical communication is determined. Insufficient awareness of teachers about the essence of the humorous approach and the possibilities of its application has been revealed. The willingness to master new pedagogical tools and techniques to reduce the distance in the «teacher-student» relationship has been demonstrated. Practical implications. They can be used to update the educational system, introduce new approaches to learning based on the active use of pedagogical communication.

Професіограма майбутнього керівника закладу загальної середньої освіти: практико-орієнтований підхід

Професіограма майбутнього керівника закладу загальної середньої освіти: практико-орієнтований підхід

Paradigmatic simulation in environments of Ukrainian general secondary education institutions

Paradigmatic simulation in environments of Ukrainian general secondary education institutions

Digital educational environment of general secondary education institutions

Digital educational environment of general secondary education institutions

VẬN DỤNG QUY TRÌNH TƯ DUY THIẾT KẾ NHẰM ĐỀ XUẤT QUY TRÌNH THIẾT KẾ ĐỒ DÙNG DẠY HỌC ĐÁP ỨNG CHƯƠNG TRÌNH GIÁO DỤC PHỔ THÔNG 2018

In order to increase the opportunities for students to practice and experience meeting the goals of the 2018 General Education Program, using teaching aids to support the teaching process is one of the necessary and effective solutions. Therefore, proposing a process for designing teaching aids is a matter of research interest. The article has proposed a process for designing teaching aids by concretizing the design thinking process. In addition, to increase the reliability of the proposed process, expert surveys were conducted. From there, the article also illustrates the use of the proposed process to establish the design and manufacture of teaching aids for the “Spatial Geometry” content of Mathematics. This result contributes to suggestions for teachers and educators in designing teaching aids to improve students’ competence in the current educational context. Keywords: Design thinking; teaching materials; general curriculum.

THỰC TRẠNG GIÁO DỤC DINH DƯỠNG TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HỒ CHÍ MINH VÀ NHU CẦU SỬ DỤNG CẨM NANG DINH DƯỠNG TRONG DẠY HỌC MÔN KHOA HỌC LỚP 4

Nutritional education for elementary school students is increasingly being emphasized due to the growing number of children suffering from nutritional-related diseases. This research investigates the current status of nutrition education at the primary level as well as the need to use nutrition handbooks in teaching, supporting the improvement of nutrition education effectiveness. Therefore, the nutrition handbook is designed to support teaching the topic of Human and Health in the content of Human Nutrition in the 4th-grade Science subject to meet the 2018 General Education Program. A survey involving 214 4th-grade students and 25 teachers studying and teaching at several schools in Ho Chi Minh City will be presented. The results show the necessity of handbooks in supporting the improvement of students' and teachers’ learning and teaching effectiveness. Keywords: Nutrition handbook; nutritional education; primary school; 4th grade Science.

THIẾT KẾ HOẠT ĐỘNG HỌC TẬP MÔN TIN HỌC CHO HỌC SINH TIỂU HỌC SỬ DỤNG MÔ HÌNH 21CLD ĐỂ PHÁT TRIỂN NĂNG LỰC GIAO TIẾP VÀ HỢP TÁC

Communication and collaboration competency is one of three core general competencies specified in the 2018 Vietnam General Education Curriculum. However, teachers encounter difficulties in designing appropriate learning activities and assessing the development of communication and collaboration skills to cultivate this competency. The 21st Century Learning Design (21CLD) model, proposed by Microsoft, is a teaching framework aimed at developing essential skills in students, including communication and collaboration. This study compared the 21CLD model with the common and core competency framework specified in Vietnam's 2018 General Education Curriculum and found similarities between the two assessment frameworks. Therefore, this article will present Microsoft's 21CLD model, detailing assessment levels according to specific criteria for each skill, and propose a process for applying this model to develop learning activities for Informatics at the elementary level to enhance students' communication and collaboration competency. Keywords: 21CLD; learning design; communication and collaboration; teaching Informatics; primary education.

Psychological Characteristics of Adolescents with Varying Degrees of Tendency to Internet Addiction

Introduction. This article is dedicated to studying psychological characteristics of modern adolescents with different severity of the tendency to Internet addictive behavior. In the course of the study, theoretical and empirical material concerning the problem of deviant behavior was generalized. Also, individual psychological characteristics of adolescents and the influence of varying degrees of severity of Internet addiction on young people’s meaning of life orientations were identified. The novelty of this study lies in the fact that for the first time, a set of psychological diagnostic techniques aimed at studying the meaningful orientations of adolescents with Internet addiction was formulated and tested.Purpose. Studying psychological characteristics of adolescents with varying degrees of tendency to Internet addiction. Materials and Methods. As part of the empirical study, the following standardized methods were used: the questionnaire “Behavior on the Internet” by A. E. Zhichkina, the methodology “Questionnaire for studying the level of aggressiveness of Bass-Darka”, “Test of meaningful life orientations (SMO)” by D. A. Leontiev, the methodology “Self-assessment of mental states” by G. Eysenck. Mathematical processing of the obtained data was carried out using the Spearman rank correlation coefficient. The data was processed using the computer program “SPSS” 17.0 for Windows”.Results. The respondents were 120 teenagers studying in general education institutions of the city of Rostov-on-Don. As a result of the study, it was found that the indicators of aggression are least pronounced in adolescents prone to Internet addiction. In respondents without a tendency to addictive behavior, anxiety and frustration were found to be the least.Discussion. In the group of Internet-dependent adolescents, almost all the main aspects of personality show low indicators, which reflects negative impact of the Internet on formation of individual psychological characteristics of adolescents. The hypothesis of adolescents’ tendency to Internet addiction being associated with peculiarities of meaningful life orientations has been confirmed.

The Impact of Positive and Adverse Experiences in Adolescence on Health and Wellbeing Outcomes in Early Adulthood.

This study evaluated the associations between positive and adverse experiences and environments in adolescence and health, education and employment outcomes in early adulthood. Data were extracted from the Longitudinal Studies of Australian Youth cohort that commenced in 2003. The items were conceptually mapped to Positive and Adverse Youth Experiences and environments (PYEs and AYEs) at 15, 16 and 17 years old and outcomes at 25 years old. The associations between PYEs, AYEs and general health, mental health, education and employment were examined, including testing whether PYEs mitigated the association between AYEs and outcomes. A higher number of AYEs was associated with poorer health, education, and employment outcomes. Conversely, a higher number of PYEs was correlated with positive outcomes. The participants with higher PYEs had significantly greater odds of better general and mental health outcomes, even after accounting for AYEs. This relationship was not observed for employment or education outcomes. Adolescence and the transition to adulthood are critical developmental stages. Reducing adverse experiences and environments and increasing positive ones during adolescence could enhance adult wellbeing.

Identification of Criteria in the Integrated Reports of Brazilian Mixed Capital Companies: A Documentary Research for the Evaluation of Sustainable Performance

Objective: The objective of this study is to investigate and gather, through documentary research, the common criteria in the Integrated Reports of mixed capital companies, specifically financial institutions, for the period from 2020 to 2022. Theoretical Framework: This section presents the main concepts and theories that support the research, divided into: Accountability Unit, Mixed Capital Companies, and Integrated Reporting. These topics will serve as the foundation for understanding the research question and for supporting the study’s findings. Methodology: The methodology of this study involved a documentary research of the integrated reports published on the Federal Court of Accounts website and on the organizations' websites. First, the companies were selected, and then the integrated reports were gathered for analysis. Subsequently, the common criteria in the reports from 2020 to 2022 were identified. Analysis and Discussion of Results: The analysis of the Integrated Reports of Brazilian mixed capital companies, specifically financial institutions, for the years 2020 to 2022, revealed several common criteria used by these organizations in preparing their reports. As a result, the analysis showed that the most common criteria among mixed capital companies are related to General Contents, Economic Performance, Materials, Energy, Employment, Training and Education, and Diversity and Equal Opportunities. Research Implications: The implication of the research lies in the fact that the criteria identified through the analysis will serve as a foundation for other studies aimed at developing a multicriteria decision-making method, through group decision-making, capable of evaluating the sustainable performance of mixed capital companies. Originality/Value: The originality and value of this research lie in the identification of common criteria in the Integrated Reports of mixed capital companies, specifically financial institutions, between 2020 and 2022. This detailed analysis not only reveals significant patterns but also establishes a solid foundation for the development of multicriteria decision-making methods. This will facilitate the evaluation of the sustainable performance of these organizations, significantly contributing to the literature and providing new tools for researchers and professionals in the fields of sustainability and corporate transparency.

Интерпретационная деятельность обучающихся на уроках русского языка и литературы в 11 классе как основа подготовки к государственной итоговой аттестации (итоговое сочинение)

The research aims to identify effective methods and forms of interpretive activity of students in Russian language and literature classes aimed at achieving subject-specific and meta-subject results within the framework of preparing for the state final certification in the 11th grade. The paper examines one of the key methodological problems of the modern educational space, i.e., the organization of text work among graduates in Russian language and literature classes in the context of preparing for the final essay. The scientific novelty of the research lies in the fact that it presents a communicative-cognitive approach to text work in Russian language and literature classes in high school in the context of preparing students for the final essay. As a result, the stages of text work have been identified, the methods and techniques of students’ interpretive activity have been described. In addition, the paper has systematized questions and tasks that contribute to the organization of a dialogic classroom space, understanding of the text, help to actualize analytical work in class, activate the generation of students’ own texts based on the use of cognitive teaching methods, and also ensure the implementation of the requirements of the Federal State Educational Standard of Secondary General Education in the area of achieving students’ subject-specific, meta-subject and personal results during preparation for the state final certification.

BASIC REQUIREMENTS FOR THE DEVELOPMENT OF A SYSTEM OF EXERCISES FOR WORKING WITH TEXTS IN THE PROCESS OF STUDYING THE SUBJECT «FOREIGN LANGUAGE FOR PROFESSIONAL PURPOSES» FOR THE SPECIALTY OF «PUBLIC MANAGEMENT AND ADMINISTRATION»

The successful professional activity of a good specialist requires mastery of a foreign language at the level of daily communication, as well as a significant amount of lexical material in the field of professional activity and its free operation. It is of peculiar need for the professionals in the sphere of public management and administration. The ways of mastering the language of professional communication are the same as in the general education course. The additional requirements are caused by the need of mastering professional vocabulary. Reading as a means of communication has significant practical value for specialists in public management and administration as they deal with documents and misunderstandings can cause problems. In this regard, the study of the English language is lbased on the reading of professional texts should be given as much attention as possible. This type of speech activity should be singled out as a dominant component of professional English language learning, That is why preparing students for independent reading, teaching them to read correctly and to perceive what they read is the matter of peculiar interest. For the successful implementation of the set goals, it is very important from the very beginning of education to create the right attitude of students to reading as a type of language activity that has its own specific communicative task, as a means of obtaining information. When choosing material for reading, it is worth taking into account such requirements for a text as the modernity of the work, accessibility, exemplarity, meaningfulness, versatility, compliance with the level of students’ training, etc. The motivation of students’ reading activity and activity will depend on the completeness of these conditions. Independent work in reading can become an effective factor that ensures the enrichment of the active vocabulary of the future specialist. This will increase students’ motivation to learn a foreign language. Work on individual reading can make the process of forming lexical competence more effective. It is advisable to use developments for the teacher in combination with methodical recommendations for students. Intensive independent and classroom work of students with a professional text significantly improves the quality of foreign language learning.

Культурологическая безопасность школьников: направления формирования духовно-нравственных ценностей

The article presents a description of the formation of spiritual and moral values in the system of cultural safety of students in general education schools of the Russian Federation. It outlines a set of diagnostic tools for implementing this process, highlighting its criteria and indicators. The article also examines some substantive aspects of analyzing survey results aimed at assessing the actual level of cultural safety among schoolchildren. Within the discussion, the main directions for the scientific and methodological support of the system of cultural safety for Russian schoolchildren in general education institutions are identified. Various activities are proposed to cultivate spiritual and moral values among minors as part of ensuring the cultural safety of students in secondary educational institutions of the Russian Federation. The article also presents the features of developing exemplary content and supporting children’s socio-cultural project initiatives aimed at instilling spiritual and moral values in the younger generation. By exploring the methodologies and strategies involved, the article contributes to the broader discourse on cultural education and safety within the educational system.

Online positive parenting programme for promoting parenting competencies and skills: randomised controlled trial

Positive parenting programmes (PPP), albeit effective, are not readily accessible to the general public, particularly during the COVID-19 pandemic. In 103 healthy caregiver-child dyads, we investigated the effectiveness of online PPP on parenting sense of competencies (primary outcome), parenting styles and behavioural concerns of children aged 3–6 years (secondary outcomes) between 2 blinded, parallel groups. After block of 4 randomisations, intervention group (n = 52) attended live, group-based, internet delivered PPP while both intervention and active control group (n = 51) received weekly general education via communication application. Outcomes were measured at baseline, 8 and 14 weeks. Most parents from both groups had high education and household income. From the intervention group, 87.5% of the parents attended live sessions while 8.6% subsequently watched recorded sessions. At 14 weeks, the intervention group reported higher sense of competence (Wald 9.63, p = 0.008); both groups reported using more authoritative parenting style (Wald 15.52, p ≤ 0.001) from Generalised Estimating Equations model. Compared to baseline, both groups had significant reduction of children’s emotional problems at 14 weeks (mean change: Intervention = − 0.44, p = 0.033; Control = − 0.30, p = 0.046) and behavioural problems over time (Wald 7.07, p = 0.029). Online PPP offered an easily accessible, primary preventive measure to mitigate behavioural concerns and improve parental competency. Clinical Trial Registration: Thai Clinical Trials Registry (https://www.thaiclinicaltrials.org/); TCTR20201030001 on 30/10/2020.

Inference Instruction for Students With Reading Disabilities

National data indicate that approximately 90% of rural students with a reading disability read at or below basic levels of reading proficiency. A growing body of research demonstrates that the ability to make inferences is essential for reading comprehension but particularly difficult for students with reading disabilities. Compounding matters, rural special educators often have limited resources available to support students with reading disabilities, largely served in general education classrooms. In this Practice in Action article, we support rural special educators who must innovatively collaborate with general education teachers to ensure high quality and specialized reading instruction and support inclusive and equitable learning environments by (a) defining inferencing, (b) reviewing College and Career Readiness Anchor Standards that support inferencing, (c) discussing the inference skills of students with or at-risk for reading disabilities, (d) outlining components of effective inference instruction, and (e) offering recommendations for how to teach inferencing using a graphic organizer.

Сетевая инновационная кластерная педагогическая лаборатория как инструмент повышения качества функционирования муниципальных образовательных комплексов и организаций

The article introduces a model developed in the Republic of Bashkortostan aimed at improving the functioning of educational organizations at the municipal level – the Network Innovative Cluster Pedagogical Laboratory, validated with direct involvement from the author. The necessity and effectiveness of the proposed management solution are substantiated. On one hand, numerous vectors of reform in Russian education converge on the common goal of implementing an individualized approach in modern schools. This approach aims to help each student develop their abilities and acquire skills for independent problem-solving in academic and life contexts. On the other hand, any changes in social institutions today occur within the contextual framework of an information society, altering the content and necessary set of knowledge, skills, and competencies. The structure of the Network Innovative Cluster Pedagogical Laboratory is examined, emphasizing the need for creating an information-educational environment, transitioning general education schools into a mode of innovative development, and focusing management efforts on positive social outcomes. This innovative educational complex contributes to the holistic development of student’s personality – intellectual, communicative, and emotional-moral, but requires ongoing monitoring of all elements from both objective and subjective perspectives.

Managing the Teaching Activity of Natural Science Subjects in Grade 6 at Secondary Schools in Bien Hoa City, Dong Nai Province

Improving the quality of teaching natural science for grade 6 pupils, according to the 2018 General Education Program at secondary schools, is mandatory. Management activities are necessary to improve the quality of teaching. The tasks and purposes of this study are to analyze and evaluate the current status of management activities, find out the limitations and causes of the limitations, thereby proposing management measures to improve the quality of teaching Natural Science in grade 6 according to the 2018 General Education Program at secondary schools in Bien Hoa city, Dong Nai province. This study conducted a survey of 114 people including 20 board of directors, management staff, and 94 teachers of secondary schools according to the following contents: (i) Survey on awareness; (ii) Survey on planning; (iii) Survey on organizing teaching activities; (iv) Survey on directing teaching activities; (v) Survey on testing and evaluating teaching activities. The survey, combined with qualitative research, helps to correctly assess the current situation, limitations, and causes of limitations, which is the basis for perfecting management measures to improve the quality of teaching Natural Sciences for grade 6 according to the 2018 General Education Program at secondary schools, thereby contributing to the comprehensive development of educational quality and pupil capacity in Bien Hoa city, Dong Nai province.

Service Delivery Models and Outcomes for Students With Disabilities

In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.

Examining collaboration skills and influencing factors among secondary school students with autism spectrum disorder in general education settings

The collaboration skills of students with autism spectrum disorder (ASD) are receiving increasing attention from educators and parents. Adolescents with ASD often face difficulties in interacting, forming relationships, and solving problems collaboratively with their peers. This study aims to examine the current state of collaboration skills and the factors affecting these skills in secondary school students with ASD who are integrated into general education settings. We conducted a quantitative analysis to assess various dimensions of collaboration among these students. The results indicated that the ability to participate in and accept group assignments was of particular concern (M=2.42, SD=0.21). Similarly, skills related to conflict resolution and emotional regulation were also highlighted (M=2.37, SD=0.45). Additionally, students with ASD who also have other disabilities, such as visual or hearing impairments or motor disabilities, showed the most significant challenges in collaboration skills (M=4.22, SD=1.00), followed by those with severe ASD (M=4.13, SD=1.05). Our findings reveal alarming signs regarding the collaboration skills of students with ASD. These results underscore the need for targeted interventions and educational strategies to support these students effectively. The study provides a basis for educators and parents to propose and implement appropriate measures to support and educate secondary school students with ASD, focusing on enhancing their collaboration skills.