Pedagogical Services Research Articles

THE LETTERED PUBLIC FOR THE FUNERAL ORATIONS OF POGGIO BRACCIOLINI ON FRANCESCO ZABARELLA AND LEONARDO GIUSTINIANI ON CARLO ZENO

The contemporary efflorescence of comprehensive codicological and paleographical scholarship, supported by the swelling digitalization of extant manuscripts, allows a statistical and cultural analysis of the audience for two popular funeral orations from the early Italian Renaissance. In 1417 Poggio Bracciolini eulogized Cardinal Francesco Zabarella at the Council of Constance, and in 1418 Leonardo Giustiniani commemorated Admiral Carlo Zeno before the assembled Venetian oligarchy. The material evidence of the codices suggests that educational concerns often prompted the copying of both orations. They were generally preserved among the texts of ubiquitous miscellanies that were written on paper by more than one hand. Over 25 percent of the manuscripts belonged to professional humanists and university students. Though the contents of a miscellaneous codex are at least in part spontaneous, those with the orations of Poggio and Giustiniani had a core of works that suggest an evolving textbook of rhetorical models for public speaking. The young humanist orators presented Zabarella and Zeno as committed public servants faithful in deed to the values that they advocated. Poggio offered Zabarella as a model for the reformed cleric. As a leading churchman, Zabarella had a powerful impact on the Council where he promoted unity and grounded his pleas on the ethos of his pedagogical and pastoral service. Zeno emerged as a contrast to the typical military commander because he was as esteemed for his counsel as he was for his courage. The admiral did not shy away from combat, but he won more impressive victories through his humane clemency. Both the cardinal and the admiral embodied the Ciceronian ideal that we are not born for ourselves alone.

Teaching for Diverse, Inclusive Needs; With Special Reference to Right to Education-2009

The Indian society is known for the exclusion of the vast majority of masses from access to formal education due to caste based division and hierarchy. Access to formal education in the past was determined by birth. The situation at the end of 18th century-“The Indian society was then highly stratified, hierarchical and in egalitarian. The educational picture broadly reflected this socio-economic background of inequality, the access to formal education was a scriptive mostly based on birth and restricted to the literary and priestly castes or classes, well-to-do landlords, moneylenders and traders”. Inclusive education refers to a philosophical position as well as an arrangement of institutional facilities and processes. This is to insure access to and conditions of success in education for everybody, including those in the margins, either with learning difficulties because of physical or mental disabilities or because of their social position. Analysis of inclusion reveals that it is both a term and a process that is relative in its interpretations and applications in respect to the various historical cultural and pedagogical traditions, social structures, medical services and resource availability, political, legal and policy frameworks, economic priorities that a country embodies or that an education system or school operates within at any point of time. The Present paper highlights the teaching for diverse, inclusive needs with special reference to RTE 2009; also paper reveals the challenges of inclusive education and their scope. When we talk about the Indian society and culture then it is very difficult to handle those students who differ from the normal students but they play very important role for family, society and schools.

Nomenclature of expenditure in the mechanism for determining the cost of educational and pedagogical services of higher education institutions

In the course of the research, the scientific literature of domestic and foreign scientists has been analyzed, which dealt with the problems of cost accounting in general and the budget sphere in particular. The purpose of the article is to work out the composition of expenditures of the State Higher Education Institutions for providing educational and pedagogical services, as a theoretical basis for accounting of such expenses. Special and general scientific methods of cognition were used to ensure the effectiveness of the scientific search. In particular, induction and deduction, analysis and synthesis, grouping. It is established that the cost basis of the mechanism of providing educational and pedagogical services is the cost category, which provides for determining the appropriate composition of the expenses that form it. Analyzing the cost structure, it was found that the given cost structure is quite general, therefore, the profile normative documents for accounting of the costs of educational and pedagogical services of higher education institutions were examined. The article deals with the normative approaches to the identification of the nomenclature of expenditures in the context of determining the cost of educational and pedagogical services of public higher education institutions have some disadvantages. The development of a new structure of expenditures, taking into account different classification features, taking into account the realities of financial and budgetary and economic activity of public higher education institutions, will provide the formation of analytical direction of accounting of expenses and elaboration of analytical subordination of accounting accounts. This, in turn, will make it possible for the cost accounting data of the main product of the activity of public higher education institutions to be verified. Under these conditions, the development of management accounting in public higher education institutions will be a real opportunity, and in fact management accounting will become an effective tool for managing the activities of public higher education institutions.

Inclusão e formação docente: com a palavra, os professores das salas de recursos multifuncionais

The special education, in view of the current Brazilian educational policy, which advocates inclusion, no longer assumes the substitutive character of the regular classroom, but it becomes a pedagogical service that complements and supports the students’ target group of special education. This fact demands changes in the teacher's formation, conception and pedagogical action. Supported by this idea, this research aimed to investigate the understanding that specialist teachers, of Multifunctional Resources Rooms, have about inclusive and special education and about their training, analyzing the role that special education have in the implementation of this new school project based on inclusion. It was found that most of the teachers know the difference between special and inclusive education, it points out their attributions in the Multifunctional Resources Room and identifies their importance. However, they recognize that their training is precarious and faces obstacles from different spheres, which compromises the results of their work towards inclusive education.

Організація та управління системою освіти у Грецькій республіці

У статті здійснено аналіз сучасного стану організації та управління системою освіти у Грецькій Республіці. Встановлено, що грецька система освіти залишається досить централізованою системою, оскільки основні компетенції щодо освітньої політики та управління централізовані під відповідальністю Міністра освіти, досліджень та релігій. Проаналізовано основні напрями освітньої політики Греції. Висвітлено найважливіші питання щодо організації і управління в галузі освіти на різних її ланках та науки у Греції. Розкрито зміст професійної підготовки, зокрема, педагогічної, та навчання дорослих у Греції. Система вищої освіти Греції виключно державної форми власності та децентралізована. З’ясовано, що призначення та працевлаштування учителів грунтуються виключно на рейтингових списках. Враховуються також академічні кваліфікації, соціальні критерії та фактична попередня педагогічна служба.

Integrated Learning Approaches Based on Cloud Computing for Personalizing e-Learning Environment

Improving the performance of e-learning services to provide a scalable and effective e-learning system is a big challenge for the educational organizations. The e-learning system faces many challenges in pedagogical services (e.g. learning design and learning content problems), and technical services (e.g. resource provisioning and financial cost). This article presents an e-learning environment based on cloud computing (PCLE) in attempt to enhance the e-learning services' by customizing the contents of the course's material depending on the students' knowledge, experiences, and requirements. Also, the system focuses on supporting and achieving reusability, interoperability, adaptation and personalization in order to overcome the passive role of the student and transfer it into an interactive and useful participation. On the other hand, PCLE is built over the cloud computing environment trying to overcome the traditional web-hosting challenges as scalability, availability, and cost.

Wspomaganie uczniów z zaburzeniami mowy, języka i komunikacji w edukacji włączającej

Students’ speech, language and communication disorders can occur as the main or only developmental problem or they can also be linked to other special educational needs. The educational law associates the former with the need for psychological and pedagogical services resulting from language competence deficits and disorders. The latter includes other difficulties, for example, most disabilities. Compensating for speech, language and communication problems is a major challenge for the education system, especially for pre-schools and public schools implementing inclusive education programmes. They can help children and pupils with these problems mainly through individual rehabilitation and speech therapy classes. However, it is difficult to identify the individuals requiring assistance, as well as to provide detailed diagnoses and design the support. This article aims to provide more information about these issues and to outline the broader educational context for the other articles in this issue of the journal.

SOME ASPECTS OF SOCIAL AND PEDAGOGICAL SUPPORT OF FAMILY EDUCATION OF PRESCHOOL CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) IN A SPECIALIZED CENTER

The family is the main environment of life of the child with ADHD, the determining factor of formation (development) of his personality, the main determining factor of his future, further activity. The article States that the family education of chi ldren of preschool age with ADHD needs highly qualified (highly professional) socio-pedagogical support of a multifunctional team of specialists. The specialized (multi-profile) psychological, medical and pedagogical center employs specialists of different profiles, whose combined efforts will contribute to and provide the choice of the optimal option of socio-pedagogical support for the family education of a particular child. In the professional activity of the staff of a specialized (multi-profile) center in the field of personal and business interaction with parents of a child with ADHD laid a huge (psychological, pedagogical, social, medical, sociopedagogical, socio-cultural) potential for the implementation of technology of socio-pedagogical support of family education of preschool children with ADHD. The authors argue that the implementation of the technology of socio-pedagogical support of family education of older preschoolers with ADHD will be effective if: the basis of the process of socio-pedagogical support of family education of older preschoolers with ADHD laid individuallyoriented, differentiated, system-integrated approaches; the content of social and pedagogical support of family education of senior preschool children with ADHD includes specialized work of the Center staff (teachers, psychologists, physicians, defectologists, specialists of physical therapy) in the field of formation of parents an adequate understanding of the situation of personal development of their child, awareness of the prospects of its further socialization; the technology of the considered support is implemented taking into account the specifics of the life situation of a particular family and child, all its nuances; integration of efforts of specialists of various profile of the Center in the field of diagnostics, forecasting, realization of the chosen option of social and pedagogical support of family education of the child is provided. The materials of the article can be used in the activities of psychological and pedagogical services of educational institutions of different types and centers of development of children, as well as in the course of training of psychologists, teachers on the problem of socio- pedagogical support of family education of preschool children with ADHD.

O Atendimento Pedagógico Domiciliar de alunos que não podem frequentar fisicamente a escola por motivos de saúde: Revisão Sistemática das investigações realizadas entre 2002 e 2015

Esta investigação se relaciona ao atendimento pedagógico domiciliar (APD) no Brasil. Analisou-se as publicações existentes nas bases de dados nacionais sobre o APD, de 2002 a 2015. Especificamente, foram analisados os dados referentes às pesquisas, como o ano de publicação, a modalidade de texto científico, a unidade da federação, o foco das pesquisas e as metodologias utilizadas, observando as categorias e as subcategorias relacionadas ao contexto do APD. Utilizou-se as palavras-chaves dos resumos para a construção de uma lista de descritores presentes nos textos relacionados ao APD, mediante a busca de dados sobre as citações e o fator h. A pesquisa bibliográfica com abordagem quantiqualitativa de investigação foi utilizada para a análise dos trabalhos publicados no portal CAPES e no site Google Acadêmico. O uso da frase “atendimento pedagógico domiciliar” foi utilizado como parâmetro e foram selecionadas 277 pesquisas, quando encontraram-se 10 trabalhos relacionados ao APD. Foram utilizados o software Harzing’s Publish, o Mendeley, o OringinPro8 e o Word clud art para as análises e, para os resultados mais significativos, foram feitas as nuvens de tags. Os resultados demostraram que existe, no Brasil, poucos pesquisadores preocupados com os contextos e a efetivação do APD; que existe formação inicial e continuada na área do APD, mesmo que de forma pontual, sendo a maioria na região Sul; que o índice h de muitos trabalhos era inexistente ou zero, sendo 2 o maior, o que demonstra uma pesquisa científica ainda pouco significativa na área do APD. Neste sentido, existe uma área de investigação crescente relacionada ao APD, que possibilita o crescimento da formação e informação de uma sociedade preocupada com o esse tipo de atendimento pedagógico.

Desvinculación al inicio de una carrera: un estudio de caso

This article presents the results of a research which aimed to have a first approach to the circumstances that lead to precocious (DP) and early dropout (DT) in the career Dr in Veterinary Sciences at Veterinary School (FV) of the University of the Republic (Udelar). The study is part of a series of actions undertaken by the Department of Veterinary Education, together with the Psycho Pedagogical Service and the Student Secretary of the FV, and the Learning Support Program (PROGRESA) of the Udelar, to address the situation of students who drop out and fall behind throughout the career. In this sense, the first year appears to be critical for the retention of students. The FV has carried out various studies to better know the circumstances that influence dropout during the first year of the career, and design actions that help to revert it. A telephone questionnaire was applied to all students identified to be in this situation. The results show that DP is mainly associated with the vocational aspect, evident in the number of students who initiate another career besides veterinary. On the other hand, DT is principally associated with the impossibility to coordinate work and study, as well as a great divergence between their expectations and the encounter with the career and eventual future work settings.

СОЦИАЛЬНАЯ КУЛЬТУРА ОБРАЗОВАТЕЛЬНОГО ПРОСТРАНСТВА ВУЗА КАК ФАКТОР ВЛИЯНИЯ НА ПСИХОЭМОЦИОНАЛЬНЫЕ ОСОБЕННОСТИ СТУДЕНТОВ

Цель. В статье рассматривается влияние социально-культурного пространства вуза на формирование и проявления психических и эмоциональных характеристик студентов. Авторы представляют социальную культуру образовательного пространства вуза как значительное жизненное пространство социально-культурной среды, которое оказывает большое влияние на процесс формирования личности студента.Метод или методология проведения работы. Основой исследования являются основополагающие принципы современной психологии, социальной обусловленности развития личности в деятельности, общении и профессиональной подготовке, современные идеи гуманистической психологии и педагогики, системно-структурный подход к анализу личности, роль обучения и профессиональной подготовки в развитии личности явились методологической и теоретической основой работы.Результаты. Результаты этого исследования заключаются в том, что авторы представляют различные типы проектной деятельности, которая в свою очередь позволяет сформировать нравственное сознание, ценностные ориентации и устойчивое мировоззрение, связанных с решением жизненных вопросов. Сделан вывод о прямой зависимости качества образовательного пространства и проявления психоэмоциональных особенностей студентов, развития и саморазвития эмоциональной сферы личности.Область применения результатов. Результаты исследования могут быть применены в сфере образования, работе со студентами, для работы психолого-педагогических служб.

Informatization of Education: Pedagogical Services of the University Library

The article analyzes the problems of the modern libraries, which are characterized by the signi-ficant decline in attendance and search for new forms of the work with readers. There are described some methods to improve the user activity in public and University libraries; the greatest prospects are connected with the use of information technology. There are presented the classical information and library services, as well as the services based on the advanced query technology. It is stated that on the basis of this techno-logy there can be created a number of the unique services not only for academic and research activities, but for pedagogical work as well. There is proposed the technology of analyzing site traffic from the computers in reading rooms, as well as variations of implementation of pedagogical information and library services at the examples of actual problems of terrorism and drug addiction.

Multidisciplinary Approach in the Treatment of a Rare Surgical Disease Trichobezoar in an 11-year-old Child: Clinical Case

Bezoars are rarely occurring foreign bodies of the gastrointestinal tract, only 0.5–1% of cases cause the mechanical intestinal obstructions. It is very difficult to diagnose bezoar on early stages. The presented clinical case demonstrates the opportunities of multidisciplinary approach in diagnosis and rehabilitation of children with trichobezoar. Two weeks before hospitalization, the girl began to make complaints about periodic abdominal pain, nausea, episodes of vomiting occurred immediately after ingestion. The child underwent complex examination (including esophagogastroduodenoscopy) which revealed a giant trichobezoar occupying the entire lumen of the stomach. Gastrotomy, removal from the stomach in the form of his «impression» trichobezoar (12×15 cm) was performed. During the in-patient monitoring at hospital, both medical assistance and psychological and pedagogical support was provided to the child and to his parents as well; consultations on emotional state of the child and optimizing the process of education in the family were delivered. The joint work of pediatricians, surgeons, and specialists in the psychological and pedagogical service makes it possible to determine the necessary volume of medical assistance, as well as the psychological reason for the occurrence of neurotic reactions to prevent the «hair tumor» formation in future.

Иллюзии инклюзии: типичные ошибки родителей детей с РАС Из опыта инклюзивной школы

Despite the great motivation for sending children with autism disorders into inclusive educational organiza¬tions, unpreparedness of some parents for real inclusion can interrupt constructive interaction with the school. Meanwhile, effective interaction between the school and parents is one of the main factors of successful inclusive education. Such interaction is provided by the psychological and pedagogical services of the school. Long stand¬ing experience of specialists of inclusive high school № 1540 allowed authors to analyze the erroneous views on inclusive education of parents with ASD children. Typical mistakes of parents are described and the need for informed child’s future planning which includes the development of emotional intelligence is emphasized.

Innovative Training Solutions for Quality Managers

Abstract This paper presents the design of a pedagogical methodology for training of quality managers by employment of Activity Based Training (ABT) and Student Response System (SRS). The recent developments and results obtained during pilot testing of the new pedagogical models and services are presented. It is demonstrated the professional training by means of ABT learning environment, employing a generalised quality assurance process in an organization. It makes training experiential allowing for periods of reflection. Trainees’ outcomes are evaluated with SRS that are an integrated component of the course. The research results and practical issues deduced from the implementation phase demonstrate the quality of feedback from trainees, the effectiveness of the different discussion methods, some logistical considerations, timed versus non-timed voting sessions, the instructor's role in explaining the alternatives of a quiz and the main problems that may become drawbacks of the evaluation system.

Cooperación internacional y educación superior indígena en América Latina: constitución de un campo de acción

La presencia de organismos y agencias de cooperación internacional o bilateral en el campo de la educación superior indígena se ha incrementado en la década pasada, en América Latina. Esos organismos auspiciaron la institucionalización de dispositivos de atención y generaron capacidades innovadoras de gestión, atención pedagógica e investigación. Tomando en cuenta la escasa información sistematizada sobre su rol, sus incidencias y sus alianzas con organismos nacionales con propósitos convergentes, caracterizaremos, con base en ejemplos, sus características, áreas de incidencia y propósitos en términos de inclusión, equidad y respecto a la diversidad.

Development and change in disabled children’s social participation assessed by parents in Norwegian daycare centres: 1999–2009

The aim of this paper is to explore if there is any alteration in social participation with peers assessed by parents amongst children with disabilities from 1999 to 2009 and discuss the results in light of the developments in disability policies during the last decades, and internal developments in education/welfare policies regarding children under compulsory school age. We address changes in levels of social participation of children with disabilities in daycare centres and examine changes in mechanisms leading to social participation with peers from 1999 to 2009. The analysis is based on cross-sectional data of two representative samples of disabled children 10 years apart. The main finding of this study is that disabled children have increased their social participation with peers in the period from 1999 to 2009. Gender, age and being in a segregated daycare setting, all had a significant impact on social participation with peers in 1999, but had lost their significance in 2009. The current study found that Norwegian daycare centres still have to be considered as social integrating institutions, even though in the period from 1999 to 2009, they have changed from being a care- and family-supportive service to become a pedagogical service preparing children for school.

The Peculiarities of Crises Management in Schools

Critical incidents are sudden, unexpected, often life-threatening time-limited events that may overwhelm an individual’s capacity to respond adaptively. Crises are sudden, unexpected events that have an “emergency quality” and have the potential to impact on the entire school community. In schools, a crisis might be considered as any situation faced by staff or students causing them to experience unusually strong emotional reactions that may interfere with their ability to perform.
 Authors review the research in school crises management in foreign countries, especially in the USA and other western countries and the situation in this field in Lithuania.
 There authors describe the definitions of crises and analyze models of crises management in schools. The main object of this research is management of crises in schools and its models. The purpose of this article is to review and summarize the researches in foreign countries and in Lithuania and outline the main directions for the future researches in this field.
 The main goals of this article were to disclose the conception of crises in school, to review the research in school crises management in foreign countries and Lithuania, to review practical activities in Lithuania.
 The method of this research was the analysis of scientific literature in Lithuania and foreign countries.
 The research results and their analysis let draw the following conclusions:
 The conception of crises in school is multiple, but there are three main features: incidents are unexpected and sudden, have the potential to impact on the part or entire school community and interfere with their ability to perform.
 The most common model of crises management is PPRR model (prevention, preparation, response, recovery model) in schools.
 In Lithuania there is the law of crises management in schools, pedagogical psychological services crises management teams were instructed in main crises management principals, schools crises management teams are instructed in these principals, too.

Cooperación internacional y educación superior indígena en América Latina: constitución de un campo de acción

The presence of international organizations and agencies for international or bilateral cooperation, foundations and foreign universities in the field of indigenous education in Latin America has increased over the last decade: due to their strong presence in this particular niche of public policies for higher education, these organisms have participated in the growing number of higher education programs and institutions exclusively or strategically intended for indigenous students. They have sponsored the institutionalization of service mechanisms for these population groups and have generated innovative management, pedagogical services and research capacities. Given the scarcity of organized information on their role, impact and alliances and agreements with national converging organism we will try to characterize in broad strokes the current situation, based on examples of programs and institutions that resorted to international cooperation to design innovative proposals to serve a socially vulnerable and culturally diverse population. We will analyze their main characteristics and areas of impact. We will reflect on how these types of initiatives are perceived and evaluated in research about ethnically based higher education and its purpose in terms of inclusion, equity and respect of diversity.

Literacy development as ‘a marginalised pedagogical service enterprise’ or as social practice in the disciplines?

Abstract This paper discusses one of the main findings of an inquiry into a literacy bridging2 course for Education students at a comprehensive university. The course was designed for students whose school education did not prepare them for higher education. The study shows how the course has been marginalised from mainstream university activity. The authors argue that writing is a social practice which depends on a community and its discourses and that university writing centres, being detached from this community, therefore have a limited function in academic development. They present a sociocultural perspective on literacy, derived from Vygotskian theory, highlighting writing as an epistemic tool, invoking their design-based (DBR) inquiry to illustrate the operationalisation of this theory. The authors tell of the struggle of the designers of writing courses to fashion an epistemic fit between the technology of writing academically and the ‘distant’ disciplinary coursework students are expected to perform, showing how the administration of the university had located this vast academic developmental enterprise outside the mainstream and thus also outside the students’ ‘zone of proximal development’.