General Education Research Articles

Education issues in the legacy of Hayder Aliyev

Acquaintance with the activities of our National Leader Heydar Aliyev provides rich information in terms of education and development of the young generation. Heydar Aliyev considered it important that every young person should first study in his native language, write in his native language, read in his native language, and he said that language is the national basis of a nation. Under the leadership of our national leader, a library, museum, general education school, and higher education schools were built and put into use.

Understanding L2 generalist teachers' motivation for teaching EFL in China's rural elementary schools

Understanding L2 generalist teachers' motivation for teaching EFL in China's rural elementary schools

Preparing General Education Teachers for Inclusive Settings: Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework

Preparing General Education Teachers for Inclusive Settings: Integrating High-Leverage Practices and Mixed-Reality Simulation in Pre-Service Coursework

Research of the Problems of Professional Support for Teachers in the Implementation of Inclusive Education

Professional support for teachers plays a crucial role in the implementation of inclusive education. In the study, the concept of “professional support for teachers” refers to the existence of close social ties between the administration (school principal and his deputies), colleagues, parents of children with SEN, and teachers of postgraduate pedagogical education institutions, who are the main resource for professional support. The aim of the study was to identify current problems of professional support for teachers of inclusive education in a general secondary education institution. It is established that the administration of the institution is mainly interested in the formation of additional competencies of teachers. The problems in which teachers need professional support are identified, in particular: increasing incentives to work with children with SEN; involving special educators in the provision of correctional and developmental services; providing funding for institutions to create an inclusive educational environment; conducting educational work with parents to form adequate expectations of their children; providing teachers with practical advice on minimizing unwanted behavior and modifying educational material for children with intellectual difficulties and autism spectrum disorders. It was found that the activity and motivation of parents of children with SEN to cooperate plays an exceptional role in providing support to teachers.

The quality of reading and learning in basic general education students

The quality of reading and learning in basic general education students

From creating conditions for forming functional literacy of students to achievement of planned results in the context of the federal state educational standard of basic general education

From creating conditions for forming functional literacy of students to achievement of planned results in the context of the federal state educational standard of basic general education

Construction and Analysis of Collaborative Educational Networks based on Student Concept Maps

Network Analysis has traditionally been applied to analyzing interactions among learners in online learning platforms such as discussion boards. However, there are opportunities to bring Network Analysis to bear on networks representing learners' mental models of course material, rather than learner interactions. This paper describes the construction and analysis of collaborative educational networks based on concept maps created by undergraduates. Concept mapping activities were deployed throughout two separate quarters of a large General Education (GE) course about sustainability and technology at a large university on the West Coast of the United States. A variety of Network Analysis metrics are evaluated on their ability to predict an individual learner's understanding based on that learner's contributions to a network representing the collective understanding of all learners in the course. Several of the metrics significantly correlated with learner performance, especially those that compare an individual learner's conformity to the larger group's consensus. The novel network metrics based on collective networks of learner concept maps are shown to produce stronger and more reproducible correlations with learner performance than metrics traditionally used in the literature to evaluate concept maps. This paper thus demonstrates that Network Analysis in conjunction with collective networks of concept maps can provide insights into learners' conceptual understanding of course material.

Developing Abstracting and Generalizing Thinking for Middle School Students in Teaching the Topic of Equations and Non-Equations

In the Vietnam general education curriculum, Mathematics subject has an important position, being a tool for many other subjects. Mathematics has great potential to help students develop their intellectual abilities and qualities, training them to think abstractly and generalize. Furthermore, Mathematics has its roots in practice and is the "key" in most human activities, as well as in learning other subjects. In teaching mathematics, teachers not only guide students to acquire knowledge and skills but also train them to think and learn. Therefore, training in abstract thinking and generalization thinking is necessary to help students not only understand and remember math more deeply but also develop problem-solving, logical thinking and judgment skills, thereby helping them develop more comprehensively in the learning process and life.

Изучение математических представлений у младших школьников с расстройствами аутистического спектра и интеллектуальными нарушениями

The aim of the study is to summarize the results of an experimental research aimed at exploring cognitive development and mathematical concepts among pupils in grades 1-4 with autism spectrum disorders (ASD) and intellectual impairments for further exploration of effective methods and approaches to forming mathematical concepts. The experiment was conducted at the State Public Educational Institution of Moscow “School No. 2124 'Center for Development and Correction'”. It involved 72 pupils in grades 1-4, ranging in age from 7 to 12 years old. Using the psychological and pedagogical diagnostics of cognitive development of children aged 3-4 and 4-5 (E. A. Strebeleva), the CARS scale for determining the degree of autism (E. Schopler, R. J. Reichler, R. F. DeVellis, K. Daly), testing and assessment materials developed and practically evaluated by the pedagogical team of School No. 2124, data were obtained on the low level of cognitive development among first-grade pupils starting school under the adapted basic education program of primary general education for students with ASD (variant 8.4), as well as the insufficient level of cognitive development among pupils in grades 2-4 relative to the mathematics program offered to them. Scientific novelty lies in the following: a correlation was identified between pronounced autism spectrum disorders and the low level of formation of mathematical concepts among younger school children with ASD and intellectual impairments. During the study, it was found that children with severe autism exhibit a low level of elementary mathematical concepts. As a result of the research, different levels of mastery of mathematical concepts among pupils in grades 1-4 with ASD and intellectual impairments were determined, their typical errors and the need for various types of assistance in task completion, as well as different dynamics in the assimilation of mathematical concepts among pupils in grades 1-2 and 3-4 were identified.

Self-perceived bullying victimization in pre-adolescents on the autism spectrum: EPINED study.

Autistic individuals face a higher risk of various forms of victimization throughout their lives, with bullying being especially prevalent during their school years. Previous studies indicate that autistic children are 2.4 times more likely to be bullied than their typically developing peers and twice as vulnerable as those with other disabilities. However, the extent of this issue among Spanish schoolchildren with autism remains unexplored. In addition, there is no information regarding the presence of bullying victimization in children with marked but undiagnosed autistic traits (i.e. subthreshold autistic traits). This study examines the self-reported prevalence of bullying victimization in autistic pre-adolescents and those with subthreshold autistic traits, comparing them with peers without neurodevelopmental conditions. The study involved 323 participants (11 and 12 years old; 45 with autism or subthreshold autistic traits) from Spanish general education schools. The results revealed a higher rate of bullying victimization among autistic participants (58%; 3.1 times higher risk) and those with subthreshold autistic traits (27%; 1.5 times higher risk) compared with their peers without neurodevelopmental conditions (18.3%). Victimization was linked to more intense restrictive behaviours and increased behavioural and emotional problems. No significant associations were found with other individual or family factors. Our findings underscore the heightened risk of bullying faced by autistic pre-adolescents and those with subthreshold autistic traits at school, emphasizing the need to identify and implement preventive measures to mitigate bullying and its detrimental impact on their mental well-being and overall quality of life.

Social aspects of training organization for people with limited health capacities, special educational needs and disabilities in Russia

The article reveals the social aspects of organizing the educational process for students with limited health capacities, special educational needs, and disabilities, characteristic of Russian general educational practice. The author presents a review of pedagogical, methodological, technological, special developmental, and other approaches to providing conditions for the socialization and social integration of such students in general education organizations and inclusive schools, where variability in the choice of forms of special developmental, psychological, pedagogical, and tutoring support is provided for both students and their families.

Research publication and design trends in mathematics‐specific teacher leadership: A systematic review

AbstractMathematics teacher leadership is promising, yet complex work, and research interest in this form of leadership is on the rise. This systematic review takes stock of the current research landscape on mathematics teacher leadership, specifically mathematics specialists as teacher leaders (MSTLs), and approaches the questions: (1) What are the historical publication trends for MSTLs? and (2) What are the various methods, research questions, and framing used in research design for MSTLs? For this review, we use a subset of articles focused on in‐service MSTLs that are part of a larger systematic review that includes constructs such as coaching, mathematics specialists (MS), and other forms of leading teachers. Findings provide evidence that research on MSTLs is certainly on the rise, with nearly 90% of the MSTL research originating in the last decade and published within mainly general education journals. Furthermore, the majority of MSTL studies were qualitative in nature, answered research questions centered on leader interactions with others and leader reactions to professional development programs, and used various theories and constructs to ground the work. Overall, this study extends what is known about the research surrounding MSTLs, illuminates the complexities of this work, and discusses future directions for the field.

We Have to Talk About Something: Why NOT Talk About the Curriculum? A Guide to Embedding Language Interventions in Curricular Content.

Children with developmental language disorder frequently have difficulty with both academic success and language learning and use. This clinical focus article describes core principles derived from a larger program of research (National Science Foundation 1748298) on language intervention combined with science instruction for preschoolers. It serves as an illustration of a model for integrating language intervention with curricular content delivery. We present a five-step model for a speech-language pathologist and other school professionals to follow to (a) understand the grade-level core curriculum objectives; (b) align intervention targets with the curriculum; (c) select a therapy approach that aligns with both goals and curricular content, and (d) methods for implementing the intervention; and (e) verify that both the intervention and the curriculum have been provided in accordance with best practices. We apply this model to the Next Generation Science Standards, a science curriculum popular in the United States, and to grammar and vocabulary interventions, two areas of difficulty for children with developmental language disorders, though it would be possible to extend the steps to other curricular areas and intervention targets. We conclude by discussing the barriers and benefits to adopting this model. We recognize that both speech-language pathologists and teachers may have limited time to implement language intervention within a general education curriculum, but we suggest that the long-term benefits outweigh the barriers.

MUXTARİYYƏT İLLƏRİNDƏ NAXÇIVANDA TƏHSİLİN İNKİŞAF İSTİQAMƏTLƏRİ

Development Directions of Education in Nakhchivan During the Years of Autonomy Summary Cultural advancement and progress are impossible without education. It is for this reason that the development of education has always been kept in mind, and important measures have been taken in this direction. As we know, during the period of autonomy, important work was done in the direction of education development in Nakhchivan, and great achievements were made in this field. During the years of Soviet rule, the land of Nakhchivan was considered a remote, backward area. Illiteracy reigned among the population. Nakhchivan People's Education Commissariat is established to eliminate illiteracy. In 1922-1923, one of the steps taken by the People's Commissariat of Education in the direction of eliminating illiteracy was the creation of special courses in 26 general education schools. The establishment of the Nakhchivan Autonomous Republic in 1924 led to the development of school construction in a new direction. Thus, the network of pre-school organizations, including general education schools, has been significantly expanded, and new successes have been achieved in the direction of teacher training. The two-year Pedagogical Institute operating in Nakhchivan was selected for its activities in the direction of teacher training. In the article, the development of education in Nakhchivan during the years of autonomy was followed, and the work done in this field was interpreted from a scientific point of view. Key words: Nakhchivan, autonomous region, development of education, abolition of illiteracy, network of schools, training of teachers

Life safety culture: the concept and the problem of its formation in educational organizations

   Life safety culture is considered to be one of the most important components of basic general education in modern conditions. Its main vector is focused on adequately solving the priority tasks of ensuring personal and national security. In this regard, the scientific problem considered in this article seems to be relevant and in demand in modern educational practice, because the effectiveness of ensuring the safety of the entire world community depends on the level of development of the life safety culture of each person.   The problem of the research is to identify the content of the category “life safety culture” and the theoretical basis for justifying the process of its formation among students in educational institutions.   The purpose of the research is to reveal the category “life safety culture” in various fields of knowledge and to substantiate the main theoretical determinants of its formation in educational institutions.   The following methods were used in the study: analysis and synthesis of scientific and methodological literature, methods of visual presentation of information. The results of the research contribute to the study of scientific and theoretical aspects of organizing the pedagogical process of forming a life safety culture in educational institutions, as well as scientific and theoretical approaches to substantiate the definition of «life safety culture».   Key conclusions. Three approaches to the content of the category “life safety culture” have been identified - social-philosophical, psychological and pedagogical ones; the prerequisites for constructing pedagogical influences on the formation of a culture of life safety in educational institutions have been indicated: principles (general and specific), and the directions ofthis activity have also been detected.

Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data

Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology used in existing research. The takeaway from the 15 included studies is that special education positively impacts student outcomes, and the growth of students receiving special education typically matched or exceeded the growth of their general education peers. Methods used in these studies were, however, quasi-experimental, so limitations to credibly causal claims remain. In addition, that relatively few studies met our inclusion criteria reflects the need for additional research, and we highlight methodological and substantive considerations for future work.

Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs

Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs

Using Mixed Methods to Evaluate Modified Schema-Based Instruction in General Education Classrooms

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed.

Exploring Entrepreneurial Intention and Subjective Beliefs: A Comparative Analysis of General Education Schools and Commercial Schools

Exploring Entrepreneurial Intention and Subjective Beliefs: A Comparative Analysis of General Education Schools and Commercial Schools

The role of religious capital in shaping wellbeing of individuals

By investigating the role of religiosity in shaping Human Well-being, this study bridges the gap through quantitative study on the importance of religious capital to enhance people’s level of well-being. This research emphasized the relation of social exclusion and religious capital to wellbeing, whereas previous studies generally used individual and economic factors as the basis. Due to large sample size of 757 people, this quantitative research using Divine Economic Survey 2013 data looks at how religious capital affects people's subjective well-being. To minimize the diversity of subjective well-being, prayers, and religious activities, constructing them continuous and escaping the problem of multicollinearity and emphasizing the key underlying factors that most effectively capture the variance in these variables, therefore we have adopted principal component analysis. The ordinary least squares approach is then used to regress the variables and evaluate the links between subjective wellbeing and rituals, religious practices, gender health, general education. household size, and marital status of individuals. The finding reveals that religious rituals, gender, age, general education, health, and log of income are statistically significant and have a positive influence on subjective well-being, but Household Members and Marital Status are statistically significant and negatively affect the subjective well-being of human-being. The study is beneficial for government agencies that would make the policies and programs to augment people’s income, educational prospects and health facilities and services.