New World Of Education Research Articles

Sociocultural factors in the development of the professional worldview of a modern teacher: challenges of the new world of education

Introduction. The teacher's professional worldview is the basic component that forms the educational space, which determines its nature and the future of education as a whole. The problems of forming a teacher's professional worldview and determining its meaningful essence are significant for discussion and discussion within the framework of the modern educational agenda, since the modern socio-cultural space is characterized by a high degree of turbulence in social processes, "blurring" of the teacher's professional image, uncertainty of his professional values and ideals. The purpose of the article is to analyze and systematize the factors influencing the formation and development of the teacher's professional worldview in the structure of the life cycle of the profession “teacher”.Materials and Methods. Methods of analysis, systematization and generalization of scientific literature on the research problem were used.Results. The article analyzes the influence of trends and challenges of the modern socio-cultural space, including transformations in the pedagogical education environment, as factors influencing the formation of a teacher's professional worldview. The article presents the reasoning about the transformation of the modern model of pedagogical education, the nature of interaction in the "student-teacher" system of the professional education of a teacher, the essential core of which is the professional worldview of the future teacher, who absorbs the complex phenomenon of his professional life. In the article, the author identifies two types of trends and factors influencing the professional worldview of a teacher: general sociocultural, university and pedagogical trends proper.Discussion and Conclusions. In the conclusions, the author emphasizes the need to implement the idea of a regional socio-pedagogical cluster as a single space for the teacher's professional growth and the development of his professional worldview.

School and Society in Victorian Britain: Joseph Payne and the New World of Education (Richard Aldrich)

School and Society in Victorian Britain: Joseph Payne and the New World of Education (Richard Aldrich)

Convention of Generations in the New World of Education

The article addresses the issues of intergenerational interaction of subjects of educational space in conditions of the modern changing world. The authors propose and substantiate a conventional approach to determine the nature of interaction between a Teacher and a Student. An empirical basis for developing this approach was an analysis of the theories of generations and the age structure of the pedagogical community of the Russian Federation. The study presents statistical data on the characteristics of the age structure of the pedagogical community at the federal, regional and institutional levels. The specifics of the perception by the teachers and students of the role of modern student youth in the life of the university, the difference in value orientations in the changing world of education are indicated. The authors emphasize the significance of the problem posed by the interaction of generations in the educational organization. The fundamental principle of interaction between the Student and the Teacher within the framework of the conventional approach viewed as a new methodological approach is the principle of the convention of generations. This approach is presented in comparison with the existing modern approaches to the organization of interaction between the subjects of educational space (event, subject-subject, environmental) as a new conceptual framework that defines the goals, principles, methods and results of the interaction between all subjects of the educational space. These subjects are considered as representatives of different but equal generations in the context of the space of continuous education of each of them, the result of which is cooperative educational effect achievement. The article dwells on the characteristics of the “convention of generations” as a multi-vector interaction of generations that overcomes the shortcomings of one-way interaction of generations as a transfer of experience and knowledge from older to younger. The one-way interaction strategy forms the so-called “presumption of incompetence” of the younger generation that generates excessive custody that goes to the authoritarianism and does not promote the development of such qualities in the younger generation as independence, responsibility, initiative, creativity.

Lessons from Zhu Xi’s Views on Inquiry and Learning for Contemporary Advanced Humanities Education and Research

We are bearing witness to the rapid rise of a brave new world of education as flashy websites and interactive software replace individual study and classroom lectures. The expansion of college lecture halls has been stretched thin with video lessons and distance learning, and the siren call of massive open online courses (MOOCs) by star Ivy League professors renders the traditional classroom barren in the eyes of savvy students who have the system pegged.Several questions arise in this context. Can the students of today receive a college education in the full sense? Does learning still have the same quality without close interactions with teachers and classmates in small to medium sized classrooms? Does research hold the same significance today when much of the work is done and so much information supplied by computers? What lessons do Zhu Xi’s teachings on inquiry and learning have for this educational world of e-texts and cyber-lessons? While not a Luddite tract, the present study raises questions and concerns about the goals and conduct of higher education today which, as Heisenberg avers, should not only aim at transmitting knowledge understood in set ways, but also at inculcating new ways of thinking and understanding.A college education, as Zhu Xi holds for “advanced learning”, is as much about cultivating a thoughtful, responsible person as producing a professional expert. Such education should include cultivating a student’s sensitivity, logic, and judgment, as well as knowledge about humanity, society, and the world. It is often forgotten that such sensitivity, logic, knowledge, and commitment not only make the student more thoughtful and responsible, in short more self-conscious, but also give her additional perspectives and enhance her professional expertise.

An Empirical Investigation of Learners’ Decision to Resume an Online Degree Program

In is evident that the technology has become the key to a new world of education, where lectures are delivered and accessed without the time and distance boundaries. However, e-learning is more than just posting static or interactive material, or recording live sessions through the Learning Management Systems (LMS). While this may reduce cost and attract some learners, it may provide very little to some other learners. This study investigates the factors that could influence the online learner’s attitudes towards resuming learning via the different models. There are many models of instructional design being used by different institution, and this research does not evaluate a specific model, and the LMS is used as a general concept. The study model was initially developed, which contained seven constructs, and a questionnaire was made up of the seven constructs, and distributed among online learners community. Using the responses of 387 learners, this research finds that all of the hypotheses are confirmed except for one. The decision to resume an online degree program found to be effected by the gained knowledge, the course content quality, and the use of suitable and proper course delivery medium (interactive material, audio, and presentations, recording live sessions). The data analysis indicates that the existence of suitable search options, the availability of appropriate relevant material, and a user friendly interface, are critical factors.

In Praise of the Humble Quiz: A Compendium of Research Findings

ABSTRACTPostsecondary education has undergone dramatic changes in the past 30 years or so. When I began teaching at the college level in the mid-1980s I went to class clutching my scribbled notes and a piece of chalk. If I scheduled it well in advance, a few times each semester I could have someone wheel in an overhead or film projector. Students typed papers and I provided handwritten feedback. I typed exams on a stencil, duplicated them on a mimeograph machine, and painstakingly graded each one by hand. Those were not the good old days. Today we have seemingly endless options available to us when it comes to the delivery of course material and the assessment of student learning. As instructors, we create learning environments rich in information from many sources. We encourage our students to engage with the material and become active learners rather than passive recipients of knowledge. As our views of teaching and learning continue to evolve, it is tempting to discard less exciting and more traditional methods altogether as we embrace the future. I would argue that the decidedly old-fashioned quiz, however, deserves a place in this brave new world of education.

Richard Aldrich. School and Society in Victorian Britain: Joseph Payne and the New World of Education. New York and London: Garland, 1995. Pp. xxvi, 317.

Richard Aldrich. School and Society in Victorian Britain: Joseph Payne and the New World of Education. New York and London: Garland, 1995. Pp. xxvi, 317.

School and Society in Victorian Britain: Joseph Payne and the New World of Education

Drawing upon hitherto-unused sources and written in a lively, accessible style, this book represents a shift in the historiography of British education. At the center of the investigation is Joseph Payne, born in humble circumstances in 1808, who in 1873 was appointed to the first professorship in Britain, established by a chartered body of schoolteachers. By that date Payne had acquired a considerable reputation-as the founder of two of the most successful of Victorian private schools; a classroom practitioner of rare skill; the author of bestselling textbooks; a scholar, despite no formal education; and as a leading member of such bodies as the College of Preceptors, the Scholastic Registration Association, the Girls' Public Day School Trust, the Women's Education Union, and the Social Science Association.

School and Society in Victorian Britain: Joseph Payne and the New World of Education

School and Society in Victorian Britain: Joseph Payne and the New World of Education