Characteristics Of Teaching Research Articles

Requirements and principles of designing online course for students with disabilities in the modern digital space of the university: theoretical analysis

Introduction. In the present, the issues of digitalization of education continue to form the agenda of leading international organizations (UN, UNESCO). It is recognized that the use of digital technologies makes it possible to diversify the means of involvement in the learning process, taking into account existing differences in individual educational needs. It was also noted that there is still a problem of the lack of clear guidelines for the implementation of technologies in practice, which determines the relevance of issues of the quality of digital content in terms of its accessibility, compliance with various educational needs, including those with disabilities. The purpose of this article is to identify the key requirements and principles for designing an online course for students with disabilities in the modern digital space of the university. Materials and methods. Methods of analysis, synthesis, extrapolation, and document analysis were used in the study. The systematic approach allowed us to formulate an important methodological principle of the relationship between the requirements and conditions put forward for the design of online courses for students of different groups with disabilities. To achieve this goal, we relied on the regulatory framework of the Russian Federation on the accessibility and quality of the digital educational environment for people with disabilities, data from the NAFI analytical center on the assessment of the level of digital competencies for the period from 2018 to 2022. As one of the examples, we relied on a study conducted among students and graduates with disabilities in a number of universities in the Sverdlovsk, Chelyabinsk and Kurgan regions. Results. Debatable issues in the light of the digitalization of the university still remain: the predominantly formal nature of the creation of digital environments, their demand in the educational space, taking into account the individual needs of target groups, etc. The research problem consists in explication of general approaches and requirements, principles of designing online courses for students with disabilities in the context of the development of the modern digital space of the university, which will allow creating (correcting) a universal constructor of such an educational resource that ensures the implementation of the educational route for students inclusively. The article shows that when designing an online course, the following conditions must be taken into account: technological, psychological and pedagogical, organizational and methodological. Of course, special attention should be paid to providing methodological requirements for the development of content by users with hearing and vision impairments. This should be reflected in the structure of the organization of educational content. It is necessary to take into account the psychological and pedagogical features of such a contingent of users. Conclusion. We believe that the immediate tasks in designing online courses for students with disabilities at the university, taking into account the digitalization of the educational space of the university, will be: conceptualization of the digital educational space of the university, taking into account the principles of universal design; regulatory and legal support of the process of integrating online resources into the educational environment of the university; methodological support and content filling.

Pedagogical support of educational work with the modern family as a means of forming spiritual and moral values of the children

The article is devoted to the consideration of issues of educational work with parents and its importance in the formation of value orientations and morality in modern children. In the context of studying the scientific literature of Russian scientists, the author concludes that this problem is relevant and requires further research. The highlighted methodological approaches – systemic, axiological, and familistic - contribute to the disclosure of the scientific nature of the research. The purpose of the study is to identify the importance of pedagogical support for educational work with the family in the context of the formation of moral values of children at the present stage of development of Russian society and the state. The author's understanding of the essence of the definition of "pedagogical enlightenment" is revealed, its essence and significance in the upbringing of spiritual and moral values of modern children are determined. The article highlights the pedagogical features of pedagogical education, manifested at different stages of family development in matters of education: educational (propaedeutic) work with future parents to educate children the moral values, educational pedagogical work with parents raising children of preschool, junior, middle and senior school age. Traditional and innovative forms of educational work in different periods of child development in the family are proposed. The difficulties of educational work with the family are highlighted, consisting in the slow process of developing parental literacy and competence, in the absence of uniform rules for raising children in the family, in the absence of clear mechanisms for interaction between parents and social institutions, in the search for effective forms of cooperation, in the absence of a single model of educational work with the family, in insufficient pedagogical education of parents in the mass media. The material under study allows us to conclude that educational and educational work will be successful if all social institutions are engaged in this activity, which will increase the pedagogical activity of parents, raise the status of family and parenthood, as well as the competence of teachers in organizing educational activities with the family and the development of spiritual and moral values of children.

Scientific mentoring in the higher education system: the results of an empirical study

The article is devoted to the problem of scientific mentoring in the higher education system. Research activities are an integral part of university education. The teaching staff of higher educational institutions is represented by scientific and pedagogical workers, the reproduction of human resources for this system requires active involvement in research activities, supporting postgraduate students. To ensure continuity, it is necessary to include students in this activity, only a successful process of scientific socialization during the years of study is able to ensure the subsequent professional realization of young specialists in the higher education system. Scientific mentoring can be implemented in various forms. The choice of the option depends on the target audience, specialty, course of study, established traditions, individual psychological and pedagogical characteristics of students, features of the professional trajectory of students. A survey of students of higher educational institutions and teaching staff was used as research methods. When working with the heads of structural divisions, the method of in-depth interview was chosen. The main conclusions of the conducted research are: high assessment of the importance of scientific mentoring by all participants of the survey. Among the most important qualities of mentors is a good command of their field of knowledge and the ability to intelligibly convey this knowledge to students. The teaching staff faces a number of organizational, methodological and informational difficulties in implementing the function of scientific mentors. The implementation of this activity is dominated by short trajectories of scientific leadership of students. In most cases, the mentor provides guidance as part of the preparation of articles. Heads of departments and deans among the barriers to the development of the mentoring system testify of a weak starting level of students, a low level of motivation of teachers.

SOCIO-PEDAGOGICAL LEVEL STRATIFICATION: PORTRAIT OF A VIRTUAL PERSONALITY

The authors tried to determine the psychological and pedagogical characteristics of the phenomenon of “virtual personality” in this article. The main purpose of this work is to show the results of the content analysis of socio- psychological reasons (anonymity and confidentiality, expression, and self-expression, research of roles and identities, social interaction and acceptance) for designing a portrait of a virtual personality in an “online community”. The quintessence of modeling the portrait of a virtual personality in the “online community” provides for the identification of a methodological concept for the analysis of socio-pedagogical stratification, applicable to establish a correlation between indicators of network communicative culture and behavioral patterns of Kazakhstani students. The quintessence of modeling the portrait of a virtual personality in the “online community” provides for the identification of a methodological concept for the analysis of socio-pedagogical stratification, applicable to establish a correlation between indicators of network communicative culture and behavioral patterns of Kazakhstani students. The results of the conducted research are presented, and the concepts are clarified: “virtual personality”, “virtual personality image”, and “virtual identity”. The algorithm of experimental research developed by us will allow: us to substantiate the deterministic features of social networks; reveal the dominant role of “online community” in the socialization of personality; to reveal its real influence on the value orientations of modern students. Keywords: online community, virtual personality image, virtual personality, virtual space, social networks, virtual self, virtual reality, virtual identity.

Longitudinal impact of an online interdisciplinary perinatal mental health module on Healthcare Professionals’ knowledge, skills, attitudes and confidence: A qualitative evaluation

Aim/objectiveThe current study aimed to explore the following research question; ‘What is the longitudinal impact, if any, of an online interdisciplinary perinatal mental health module on HCP knowledge, skills, attitudes and confidence’. BackgroundResearch suggests that one in five women/people will experience a mental health issue during the perinatal period. Healthcare Professionals (HCPs) play a critical role in identifying, supporting and referring those who disclose health or psychosocial concerns in pregnancy or after birth and consistent research findings highlight the need for appropriate targeted perinatal mental health education among this cohort. To address this need, a thirteen-week (Masters Level) interdisciplinary online module in perinatal mental health was collaboratively developed between one Irish Higher Education Institution and national mental healthcare specialists. The module aims to develop HCP knowledge, skills, attitude and confidence in sustainably supporting women/people and families experiencing perinatal mental health issues. However, a recent scoping review concluded that there was insufficient evidence with respect to the longitudinal impact of such courses on HCP practice. Design/methodsThe study design adopted a qualitative descriptive design that used online individual interviews for data collection. The evaluation was informed by the Kirkpatrick and Kirkpatrick Evaluation Model. The study group consisted of six voluntarily self-selected perinatal mental health module participants. Longitudinal impacts of the module were explored 8–10 months following module completion. Thematic Analysis was undertaken using Braun and Clarkes Framework. Ethical approval for the study was obtained from the author’s Higher Education Institution (HEI). ResultsFindings revealed several interrelated and reinforcing themes that had an impact on the longer-term application of enhanced knowledge, skills, attitude and confidence in practice. These were; pedagogical features of the interdisciplinary perinatal mental health education module, sociocultural and professional influences, persistent enthusiasm and commitment to improve care in spite of systemic obstacles and, ongoing need for perinatal mental health education. ConclusionsProvision of targeted, agile and manageable professional education courses on perinatal mental health care will continue to be required. However, despite sustained commitment and enthusiasm to implement enhanced knowledge and skills, systemic obstacles continue to exist and these may have an impact on the efficacy of such courses in the longer term.

Application of mobile games in the formation of health care competence of students of higher educational institutions

A serious game is a type of game that is designed for a primary purpose other than entertainment. Instead, serious games are intended to achieve specific goals, such as education, training, or health promotion. The goal of serious games is to engage players in a way that is both enjoyable and effective in achieving the intended learning or behavior change outcomesю. The article substantiates the importance of mobile games in the formation of personal qualities and health-preserving competence of students of higher educational institutions. The content of such concepts as "motor activity", "health-preserving competence", "game", "gaming activity" was analyzed. Emphasis is placed on the fact that a mobile game should be used to consolidate movements. In the course of the article, the main forms of organization of the motor activity mode of students of higher educational institutions were determined, the influence of games on student development was shown, the role of organizing mobile games was revealed, the importance of mobile games in the life of students of higher educational institutions was conside red, and their pedagogical characteristics were given. The structure of pedagogical guidance with student gaming activities in the educational process of a higher educational institution is presented, and approaches to the classification of mobile games are also described.

Effective vocabulary interventions for young emergent bilinguals: A best‐evidence synthesis

AbstractThis best‐evidence synthesis appraises the design and outcome characteristics of vocabulary intervention studies conducted with preschool through 6th grade emergent bilingual (EB) children and spotlights rigorously designed studies for which effects could be better attributed to instructional features. Twenty‐nine selected studies were analysed for the design characteristics of attrition, random assignment, and baseline equivalence as well as the outcome characteristics of reliability and outcome alignment. Following suggestions from the What Works Clearinghouse (2020) guidelines, levels of evidence for effectiveness were determined for each treatment‐comparison group contrast. Studies meeting effectiveness standards were further analysed to determine intervention impacts (i.e., effect size) on EBs' English word learning. Analyses revealed that 17 studies (59% of the sample) were experimental and employed random assignment whereas baseline equivalence was established for most of the 12 quasi‐experimental studies (41% of the sample). Attrition did not plague the majority of vocabulary intervention studies. The outcome measures of all but one study showed satisfactory reliability indices, 85% of which showed alignment across treatment and comparison groups. Thirty‐six measures (65% of measures) across 21 reviewed studies (72% of studies) met acceptable levels of evidence of effectiveness. Most studies employed standardised vocabulary measures to assess EBs' growth in breadth rather than depth of vocabulary knowledge. The significance of outcome measures with large, medium and small posttest effect sizes are discussed relative to their oral/written, receptive/expressive, definitional/contextual and depth/breadth vocabulary characteristics. Implications address significant knowledge gaps regarding EBs' English vocabulary intervention and highlight issues and recommendations.

Preparing Students for Careers in the Third Sector: Critical Teaching and Learning Practice

The University of Wisconsin-Madison Center for Community and Nonprofit Studies (the “Center”) has helped to expand or create new courses for two degree programs within a School of Human Ecology: the undergraduate Community and Nonprofit Leadership Bachelor of Arts degree program, and the Applied Master of Science in Human Ecology degree program. A post-baccalaureate Capstone Certificate program was then approved and offered, based on the set of courses that the Center has developed. Courses to meet the needs of these programs were developed with a focus on critical pedagogies and an expanded notion of subject matter, relying on community-based learning, praxis applications, and course structures which accommodate a diverse community of learners and contributors. This paper will examine how these course models and some of their key features and approaches advance best practices for applied learning in the field of nonprofit and community studies. Promising pedagogical features and strategies of the courses which the authors recommend for course design in this field include: decentering academic knowledge in favor of practitioner and community wisdom and engagement; emphasizing the value of the learning community as a source of diverse perspective and expertise; and critical consciousness development and practical skills building through reflection, action, and praxis—all taking into account the skills, experiences, and needs of adult learners.

Adoption of mobile application for enhancing learning in higher education: Students’ views from the State University of Zanzibar, Tanzania

Mobile (m)-learning is a technology-enhanced learning approach utilizing mobile technologies to facilitate learning. Despite significant attention from previous researchers, there is a lack of adequate studies about student’s usage and perceptions of m-learning in Zanzibar’s’ higher learning institutions (HLIs). In this study, the researchers explored the specific activities undertaken by students through the m-learning system, the students’ perceptions on the usefulness and ease of use of m-learning system, and the challenges they faced at the State University of Zanzibar (SUZA). The study used the survey method with descriptive statistical analysis and examined 240 randomly selected participating in the m-learning initiative. The findings indicate that 96.7% of participants easily used the system to navigate learning resources, 92.9% viewed assignments, and 94.6% took quizzes. Additionally, the majority of the respondents showed a positive attitude regarding the usefulness and ease of use of the system. However, 57% of participants experienced challenges, including unreliable internet connectivity and system incompatibility with some of their devices. The findings of this study will help HLIs like SUZA to find better strategies to improve m-learning, especially pedagogical features and awareness among students. Moreover, the study underscores the importance of more research to discover factors that influence m-learning adoption in Africa HLIs.

The impact of observable and perceived features of instruction on student achievement

This study explored to what extent observable and perceived features of language arts instruction could explain variance in student reading achievement in lower secondary school. Data from classroom observations (using PLATO) and student surveys (using Tripod) were collected to examine the relationships between dimensions of teaching and student achievement gains (N=601). A combination of instructional features that provide coherence and consolidation of new knowledge were found to be positive predictors of reading achievement. The majority of features examined, however, did not significantly explain variance in achievement. We discuss the findings with respect to expected theoretical assumptions and potential measurement limitations.

Current aspects and problematic issues of the use of a polygraph in public service in modern conditions

In the work, the author examines problematic issues related to the study of the peculiarities of the organization and legal regulation of the use of a polygraph in public service. The article deals with various aspects of the use of a polygraph in the public sphere, including legal aspects, psychological and pedagogical features, physiological and ethical issues, as well as the protection of citizens' rights. In addition, it examines the experience of using a polygraph in various conditions when the procedure for obtaining, identifying, processing, storing and reliability of data is carried out, and as a result, it becomes necessary for competent public sector specialists to constantly pay special attention to the safety of storing and using confidential information received. In order to analyze the effectiveness of the use of a polygraph, the paper describes the tasks facing specialists, considers algorithms and techniques used to assess the reliability of the information received. The following methods were used in the preparation of the article : an analysis of literature, a system approach, comparative analysis and synthesis, induction and deduction, logical thinking techniques, classification. The main conclusions of the research conducted by the author are organizational aspects aimed at respecting the rights and freedoms of citizens who, for one reason or another, will have to undergo the testing procedure on a polygraph device. A prerequisite is the fact that the legal regulation of the use of a polygraph in the civil service requires clear formulation, transparency and objectivity of procedures, timely clarification of the upcoming nuances of the polygraph examination, related possible restrictions, but at the same time compliance with guarantees for employees who are being tested. This topic, in its content and meaning, is relevant, and therefore, today, the development of legal and methodological mechanisms for the use of a polygraph in the public sphere, based on scientific developments by leading scientists and practitioners in this field of knowledge, is in demand.

The Development of Moral Values of School Children with Visual Impairments Folk Music

The relevance of the presented paper is conditioned upon the fact that today, the subject of the development of moral values in children with visual impairment through musical motifs of folklore is a very understudied issue. However, based on the statistics of the World Health Organisation for 2021, about 2.2 billion people worldwide have visual impairments. The purpose of this paper is to study the features of the psychological and pedagogical characteristics of children with visual impairments, their moral development, and the development of ways of spiritual and moral education through folk music. To achieve this purpose, the following methods were used: analysis, synthesis, comparison, induction, statistical analysis, and deduction. In particular, the method of statistical analysis of sources of American, Kazakh, and Russian researchers within the boundaries of the subject was used. The practical basis was the statistical data of the WHO company for 2021. The result of the study was a complete analysis of the statistics of children with visual impairment in the territory of the Republic of Kazakhstan. The study’s main conclusion is that modern methods of teaching children with visual impairment are based on the musical accompaniment of educational activities since the musical form allows the development of moral values. Visually impaired students are characterised by insufficient development of the visual-imaginative level of mental activity, which determines the uniqueness of specific conceptual thinking due to visual perception disorders and limited visual experience. The alienation of a child with visual impairments from others entails secrecy and lack of communication, which can be expressed in a large volume of complexes in the future. The applied value of this paper lies in the development of recommendations for improving the system of pedagogical education of children with visual impairment through folklore-applied developmental classes.

Using Virtual Reality Interventions to Promote Social and Emotional Learning for Children and Adolescents: A Systematic Review and Meta-Analysis.

This study provides a comprehensive review of the application of virtual reality (VR) in social and emotional learning (SEL) for children and adolescents over the past decade (January 2013-May 2023), with a specific interest in the relations between their technological and instructional design features. A search in Web of Science resulted in 32 relevant articles that were then manually screened. Coding analysis was conducted from four perspectives: participant characteristics, research design, technological features, and instructional design. The analysis provides insights into the VR literature regarding publication trends, target populations, technological features, instructional scenarios, and tasks. To test the effectiveness of VR interventions for promoting SEL, a meta-analysis was also conducted, which revealed an overall medium effect size and significant moderating effects of SEL disorder type and instructional task. Finally, based on the research results, the practical implications of and future research directions for applying VR in SEL were discussed.

Психолого-педагогические основы обучения студентов японскому языку с помощью языкового корпуса на начальном этапе в языковом вузе

The study aims to identify the psychological and pedagogical features of teaching Japanese at the initial stage at a language university using a text corpus. The process of interaction between a student, a text corpus and linguistic information from a Japanese text corpus is analyzed. The paper mainly focuses on the importance and necessity of analyzing the speech patterns of the Japanese language using a text corpus, as well as the relationship between these patterns and memorization mechanisms. The scientific novelty lies in developing a scheme for teaching Japanese at the initial stage at a language university using a text corpus, which includes four main stages: perception, detection, understanding and creation of a mental model. As a result of the study, the researcher considered the psychological and pedagogical features of teaching Japanese at the initial stage at a language university using a corpus, which can form the basis of a corresponding teaching methodology.

Вятские церковно-певческие курсы А. Н.Карасева 1903-1904 гг. как пример региональной музыкально-педагогической инициативы

This article is devoted to the church singing courses held in the city of Vyatka in 1903 and 1904. Short–term singing courses are one of the forms of musical and pedagogical education, which was widespread in Russia in late XIX - early XX century. The organizers of the courses and teachers at them were famous musical figures. The purpose of this article is to expand information about church singing courses in Russia and the musical and pedagogical activities of A.N.Karasev. Karasev, an outstanding music teacher, regent and author of numerous manuals on church singing, was invited to Vyatka to organize folk singing activities. During 1903 and 1904, he organized three streams of singing courses in the city. The main objectives of the courses were to train the leaders of folk choirs for the Vyatka province and to train teachers to teach church singing in schools. Teachers and regents from different counties of the Vyatka province came to the courses. There were no professional musicians among them. During the courses, students studied music theory, learned to sing by notes, trained to manage a choir, studied spiritual and secular chants, and learned to play the violin. Theoretical classes were closely connected with practice. In total, about 300 people were trained at the courses. Students of the courses have achieved great success in a relatively short time. Their achievements are confirmed by the results of final exams, surveys about their subsequent activities, testimonies of clergy and people who checked schools. The article discusses in detail the circumstances of the emergence of courses, as well as some organizational and pedagogical features. Vyatka singing courses are an example of a regional musical and pedagogical initiative, the successful implementation of which became possible thanks to the support of representatives of state, church and educational institutions, the pedagogical system and the work of the course leader, the motivation of the listeners.

Challenges of generative artificial intelligence for the higher education system

Problem statement . The theoretical and technological challenges of using generative artificial intelligence (AI) in the higher education system of the Russian Federation are briefly discussed. Methodology. System-structural and system-activity approaches are used. Content analysis and thematic monitoring of generative АI technologies were carried out, its constructive, cognitive and pedagogical features were revealed. Results. The features of generative AI are analyzed. The digital transformation of education is shown through a rethinking of the key roles of teachers in the digital era in the direction of educational engineering and the development of creative competencies of students. A generalized description of the challenges of generative AI in relation to universities is given. Several possible ways of identifying and neutralizing the use of generative AI by students in the implementation of practical tasks are suggested. The ways of solving the problems of using generative AI for universities are substantiated: a) cloud computing and the use of ready-made models; b) cooperation with industry experts; c) the use of interdisciplinary approaches; d) encouraging experimentation, creativity and team building; e) providing ongoing support and mentoring; f) solving ethical problems of using generative AI in higher education. Conclusion. It is proved that the paradigm of “educational engineering”, including the use of generative AI, focuses on the development of creative design and design competencies of students and teachers.

СОВРЕМЕННЫЕ СРЕДСТВА ВИЗУАЛИЗАЦИИ ОБРАЗОВАТЕЛЬНОГО КОНТЕНТА

The article reveals the problems of organizing the educational process based on the application of one of the most important principles of didactics — visualization (visual presentation of the material). The potential of practical application of this principle in the education system is most clearly reflected in the quality of training and skills development of students. The paper classifies and analyzes various types of visualization used in the educational process. The authors noted the main psychological and pedagogical features and formulated practical recommendations on the use of visual aids and teaching methods on the example of such important integrative subjects as social studies and economics. This research is of scientific and practical value for the training of future teachers in pedagogical universities of Russia, as well as for beginning teachers of higher and additional education, specializing in teaching subjects from the cycle of socio-economic disciplines.

Влияние дуального обучения на психолого-педагогические характеристики готовности к профессиональной деятельности выпускников педагогических колледжей

The modern educational paradigm of the Republic of Kazakhstan is focused on the training of qualified spe-cialists-teachers who are able to actively and creatively integrate into the social and professional environment, and, therefore, be ready to apply theoretical knowledge in practice. The very concept o f readiness is very ex-tensive and includes, among other things, psychological and pedagogical characteristics that are important for a future teacher and characterize the level of his professional competence. Dual training entering the practice of educational institutions allows developing not only professional but also personal qualities that are most im-portant for a teacher. The article discusses the results of the experimental study, the aim of which is to identify qualitative changes in the level of a number of psychological and pedagogical characteristics of readiness of future primary school teachers for teaching activities in the conditions of dual education. The results obtained during the empirical research show an increase in the level of such characteristics as general educational skills and teaching abilities. The results of the study can become the basis for further research in this area, for the development of special training programs in the system of dual training technology. Research methods: sur-veys, testing, analysis of student work, interviews.

Exploring the Narrative Identity of Hungarian Teachers in Slovakia

The focus of the present paper is to investigate the narrative identity of Hungarian teachers in Slovakia and to identify their identity factors. The first section of the study introduces the demographic and pedagogical characteristics of the Hungarian minority in Slovakia. Following that, we explore the concept of narrative identity and the possibilities for its research, with a strong emphasis on the Grounded Theory methodology, on which this research is based. Next, we present the specific characteristics and focal points of our research, as well as the group of interviewees, consisting of teachers from various regions of southern Slovakia. Finally, we will analyze in detail the common findings from the in-depth interviews, which we will categorize according to the Grounded Theory methodology and interpret based on the concepts (key terms) within those categories. The four categories we identified are “dynastic patternsˮ, “professional foundationˮ, “critical horizonsˮ, and “national identity and cultureˮ.

Measuring Instructional Interactions During Reading Instruction for Students Receiving Intervention in Middle School

More than two-thirds of middle school students do not read proficiently. Research has shown that targeted interventions using explicit instruction methods can improve reading outcomes for struggling readers. A central feature of explicit instruction is the systematic implementation of instructional interactions, but it is not clear what specific instructional interaction practices lead to stronger outcomes for middle school readers. This study used a regression discontinuity design to compare the frequency and impact of instructional interactions experienced by U.S. eighth-grade students who received a targeted reading intervention (n = 1,461) with those who did not (n = 4,292). Results indicated that students who received intervention experienced far more instructional interactions with their teachers than did students who did not. However, the association between rates of interaction and student need in the intervention group was minimal, and the relationship between the rate of instructional interactions and reading growth was mixed. Implications for intervening with struggling students in the middle grades are discussed.