Pupil Characteristics Research Articles

Static and dynamic pupil characteristics in pseudoexfoliation syndrome and glaucoma

BackgroundTo compare the static and dynamic pupillometry measurements in patients with pseudoexfoliation syndrome (PES), patients with pseudoexfoliation glaucoma (PEG) and age‐matched healthy subjects using an automatic quantitative pupillometry system.MethodsThis prospective, cross‐sectional study consisted of 40 patients with PES, 30 patients with PEG and 43 control subjects. Static pupillometry measurements including scotopic pupil diameter, mesopic pupil diameter, low photopic pupil diameter, and high photopic pupil diameter were undertaken. Subsequently, dynamic pupillometry measurements including resting diameter, amplitude of pupil contraction, latency of pupil contraction, duration of pupil contraction, velocity of pupil contraction, latency of pupil dilation, duration of pupil dilation, and velocity of pupil dilation were undertaken. These measurements were compared between the groups.ResultsThe scotopic, mesopic, and low photopic pupil diameter values were statistically significantly lower in patients with PES and PEG compared with controls (p < 0.001). However, these parameters were similar between the patients with PES and PEG (p > 0.05). The mean values of high photopic pupil diameter were similar within all groups (p = 0.54). The amplitude of pupil contraction values of the patients with PEG was statistically significantly lower than the patients with PES and the controls (p < 0.05). Patients with PES also had significantly lower amplitude of pupil contraction values compared with controls (p < 0.001). Additionally, the velocity of pupil contraction values was statistically significantly higher in control subjects when compared to the patients with PES and PEG (p < 0.05).ConclusionThis study demonstrated that accumulation of pseudoexfoliative material can cause alterations in static and dynamic pupillary characteristics and the progression from PES to PEG may be associated with reduced amplitude of pupil contraction values.

Unity in diversity in terms of inclusive education and cooperative learning

Inclusive education is an expression of the educational system transformation and the transfer from focusing on adapting a pupil with special needs to school onto adapting teaching conditions to the pupul’s special needs. In this context, inclusive education is shown as a specific kind of intervening into the process of an individual’s socialisation having a double character of changes: in people, and in culture, which supports people’s development and building the inclusive society, in which people can experience unity in diversity. Cooperative learning is an educational strategy, which makes it possible to create a pro-inclusive social context and to develop pupills’ cognitive and social competencies necessary to function in a heterogenic community. The deliberations can be completed with the analysis of the selected factors conditioning cooperative learning in relation to pupils with disabilities and their non-disabled schoolmates. They are: (1) experience related to cooperation; (2) personal characteristics of pupils and (3) pupils’ preferences related to exercising task roles.

THE INFLUENCE OF THE COORDINATION AND SPEED EXERCISE PROGRAM ON MORPHOLOGICAL CHARACTERISTICS OF CLASS TEACHING PUPILS

In this paper, the authors presented a study aimed at determining the impact of coordination and speed training programs on morphological characteristics of classroom pupils. The sample of respondents included primary school pupils from Nis, aged 9 and 10 (± 6 months). The sample of 64 respondents was divided into two groups, an experimental and control group, 32 pupils in each group. The respondents of the experimental group were involved in the training process of exercising coordination and speed in additional PE classes, while the control group was involved only in regular PE classes. The results of the multivariate analysis of variance and the univariate analysis of variance showed that there are statistically significant differences in the morphological characteristics of the experimental group of respondents in the final measurement compared to the control group respondents in the skin abdomen (ANTRB), the foreskin of the upper arm (ANNAD), and the skin of the lower leg (ANPTK).

Disease Classification Based on Synthesis of Multiple Long Short-Term Memory Classifiers Corresponding to Eye Movement Features

Medical research confirms that eye movement abnormalities are related to a variety of psychological activities, mental disorders and physical diseases. However, as the specific manifestations of various diseases in terms of eye movement disorders remain unclear, the accurate diagnosis of diseases according to eye movement is difficult. In this paper, a deep neural network (DNN) method is employed to establish a disease discrimination model according to eye movement. First, multiple eye-tracking experiments are designed to obtain eye images. Second, pupil characteristics, including position and size, are extracted, and the feature vectors of eye movement are obtained from the normalized pupil information. Based on a long short-term memory (LSTM) network, a classifier that corresponds to each feature, which is referred to as a weak classifier, is built. The experimental samples are preclassified, and the classification ability of each weak classifier for different diseases is also calculated. Last, a strong classifier is achieved for disease discrimination by synthesizing all the weak classifiers and their classification abilities. By classification testing for three categories of healthy controls, brain injury patients and vertigo patients, the experimental results demonstrated the efficiency of this method. With the deep learning method, more medical information can be excavated from eye movement to improve the values in disease diagnosis.

РОЗВИТОК ЕМОЦІЙНОГО ІНТЕЛЕКТУ УЧНІВ ІНКЛЮЗИВНИХ КЛАСІВ: РЕСУРСИ ТЕХНОЛОГІЇ «КЛАСНИЙ МЕНЕДЖМЕНТ»

The article is devoted to the issue of building an effective educational space with an inclusive form of education. We consider the teachers’ and students’ emotional intelligence as one of the important components of the effectiveness of a such space. Authors analysed various aspects of emotional intelligence as a factor of success in learning, social development of students, as well as methodological developments of researchers on the technology of «Classroom Management» in the context of forming certain features of emotional competence of secondary education students. The main focus of our article is to systematize the resources of «Classroom Management» as a means of influencing the formation of inclusive classes pupils’ emotional intelligence as well as testing the effectiveness of this influence on each structural component of emotional intelligence. In our work we rely on the New multilevel model of emotional intelligence (Drigas &amp; Papoutsi), which we modified in accordance with the psychological characteristics of primary school pupils. For each level of this Model we have selected methods of influence from the resource base of the technology «Class Management». Our study, which covers 6 grades of public and 5 grades of private schools, was conducted using methods: forecasting, surveys, semi-structured interviews, benchmarking, pedagogical experiment, product analysis, continuous expert coaching. Criteria for assessing the state of the educational space have been developed by experts based on groups of classroom management resources that contribute to the formation of pupils’ socio-emotional qualities. The pedagogical experiment lasted 8 months and consisted of purposeful training of teachers and continuous expert coaching of the educational process carried out by them. The results of the experiment show a positive trend in the competence of teachers in using environmental resources to form pupils’ emotional intelligence and build an atmosphere of emotional well-being in the classroom, which allows teachers to increase the technology of implementing effective and favourable for all participants educational process.

School Choice and the Children of Migrants: Unveiling Everyday Migrantophobia in Moscow

While many surveys point to widespread xenophobic, “migrantophobic” attitudes among the Russian population, very few studies have so far investigated the ways these attitudes may inform everyday practices and interactions between immigrants and the majority population. This article explores this topic by studying school choice practices in Moscow in the 2010s. Using qualitative methods (a series of semistructured interviews conducted with 32 Muscovite parents in 2015 and 2018), I show the ways in which ethnic and national characteristics of pupils are mobilized by parents when selecting a school. Moscow’s highly stratified educational system led to an unequal distribution of children of migrants from the former Soviet republics of Central Asia and the Caucasus among schools, to the point where some schools came to be known as “migrant schools.” In this context, I analyze the strategies used by some parents in order to enroll their child into a school without children of migrants. I then reveal the underlying beliefs and stereotypes commonly associated with children of migrants. Finally, I explain why parents can use the presence of migrants’ children as a choice indicator even in the absence of any clearly expressed migrantophobic attitudes. I show how, in a complex and rapidly transforming educational system, the relative presence or absence of non-Russian children came to be interpreted by many Muscovites as a reliable indicator of a given school’s quality. Article in English DOI: 10.25285/2078-1938-2020-12-1-127-151

Determination of the role of thermal phenomena in the development of logical intelligence and creative characteristics of pupils by solution and analysis of typical tasks

Determination of the role of thermal phenomena in the development of logical intelligence and creative characteristics of pupils by solution and analysis of typical tasks

Static and Dynamic Pupil Characteristics in Myopic Anisometropic Amblyopia

Objectives:The purpose of this study was to compare static and dynamic pupillometry measurements in patients with myopic anisometropic amblyopia with those of age-matched, healthy subjects.Methods:This prospective, cross-sectional study consisted of 29 patients with myopic anisometropic amblyopia and 83 control subjects. While both the amblyopic eye and the fellow eye of patients with myopic anisometropic amblyopia were examined, data were only recorded for the right eye of the subjects in the control group. Static pupillometry measurements determined included the scotopic pupil diameter (PD), mesopic PD, low photopic PD, and high photopic PD. Subsequently, dynamic pupillometry measurements were obtained, including the resting diameter, amplitude of pupil contraction, latency of pupil contraction, duration of pupil contraction, velocity of pupil contraction, latency of pupil dilation, duration of pupil dilation, and velocity of pupil dilation.Results:In the myopic anisometropia patients, there was a statistically significant difference in the low photopic PD and high photopic PD values of the amblyopic eyes and the corresponding fellow eyes compared with the healthy subjects (p<0.05 for each). These parameters of low photopic PD and high photopic PD were similar between the highly myopic eyes and the fellow eyes. There was no statistically significant difference in the mesopic or scotopic PD values between any of the groups (p>0.05 for each). There were no significant differences in the dynamic pupillometric measurements between the study and control eyes.Conclusion:These results confirm that amblyopia is a binocular disorder. The dynamic pupillary responses were similar in the highly myopic and fellow eyes, indicating that evaluation of relative afferent pupillary defects may not be a useful test to differentiate amblyopic eyes from healthy corresponding eyes.

Implications of autonomy and networks for costs and inclusion: Comparing patterns of school spending under different governance systems

Policy reform around the globe has increased the autonomy that schools enjoy in spending on resources. This reform assumes that schools face strong incentives to use their resources to maximise pupil attainment and that they know best how to spend their money to achieve this aim. This study provides evidence of the relationship between governance and how schools choose to spend their money. It uses data for all state-funded secondary schools in England for the academic years 2009/10, 2011/12 and 2015/16. This enables a comparison of schools operating under three forms of governance: local authority maintained schools (LAMs); schools operated as a single ‘academy’ trust outside local authority control (SATs); or those in a network of academy schools governed by a multi-academy trust (MATs). The data provide no support for claims that academy schools will spend less on administration or that networks of schools will enjoy economies of scale. The data do show that academy schools spent proportionately less on teacher salaries and educational support, and more on back office costs, after taking account of pupil characteristics.

The Impact of School Exclusion on Educational Achievement: Evidence from English Administrative Data

Around 800,000 children experience exclusion from school every year in England, which can have significant and long-lasting effects, especially on educational achievement. Existing papers on the impact of school exclusion on children's outcomes mainly investigate the correlational relationship using US data. There is a lack of empirical evidence from other countries examining whether this relationship is causal. Longitudinal administrative data provide the ideal opportunity to test the hypothesis that children who are excluded go on to have lower educational achievement as a result.&#x0D; This paper aims to measure the effect of exclusion in school-aged children. We use individual-level administrative data: the National Pupil Database (NPD) from school year 2004/05 to 2016/17. The NPD is maintained by the UK Department of Education and contains information on all pupils in state-funded schools in England. Detailed characteristics about the pupils and the schools are recorded. Student outcomes include the pupils'test scores, prior attainment, and progression at each Key Stage. In terms of school exclusion, we have detailed information on the time, school term when the exclusion occurred, and the type, reason and number of sessions for each exclusion.&#x0D; To estimate the impact of school exclusion on the educational achievement of pupils, fixed effect models at individual level will be applied using the longitudinal dataset. We will control for the socio-economic characteristics of pupils, households and schools, for example age, gender, ethnic group, cohort, special education needs, location, siblings, school type, and other aggregate level characteristics. Having already conducted a comprehensive literature review, and with data expected to be available in September, we anticipate preliminary results this autumn.

РОЛЬ МИРОСЛАВА СТЕЛЬМАХОВИЧА В СТАНОВЛЕННІ Й РОЗВИТКУ ІСТОРІЇ ПЕДАГОГІКИ В НЕЗАЛЕЖНІЙ УКРАЇНІ

The article analyzes the influence of his scientific ideas on the formation and development of the history of pedagogy in independent Ukraine on the basis of the analysis of the content of pedagogical works of Myroslav Stelmakhovich. The analysis of the works of Miroslav Gnatovich Stelmakhovich showed the versatility and heterogeneity of his interests, because they raised the problems of national, family, aesthetic moral, physical, labor education, Ukrainian studies, family studies and teaching methods of these subjects, questions of speech development and other. It is substantiated that the researcher does not lose the novelty and relevance of leading principles of upbringing to which he refers: humanism, human nature, connection of upbringing with life, upbringing by work, taking into account the age and individual characteristics of pupils, systematic and consistent pattern of upbringing, personality, a combination of pedagogical leadership with the development of independence and initiative of education. These principles meet the requirements of the concept of a new Ukrainian school, which provides the education of students on universal values and patriotism. The task of the modern school is to form students' responsibility, respect for dignity, rights, freedoms, human interests, tolerance, ecological culture, kindness, and respect for the family. It has been established that the educator develops a comprehensive educational system based on human and civic values. the attraction to national traditions, customs, rituals are of particular importance. Those are the treasures that represent the ethnic code of the Ukrainian. Taking into account the ideas of Ukrainian folk pedagogy will ensure the formation and formation of the Ukrainian national school, which M. Stelmakhovich considered "that comprehensive educational institution that provides students with the basics of science and education of a conscious citizen of sovereign Ukraine". Keywords: Ukrainian folk pedagogy, ethnopedagogy, principles of education and upbringing, pedagogical heritage of Myroslav Stelmakhovych.

CREATION OF ELECTRONIC LEARNING OBJECTS FOR THE HIGH COGNITIVE LEVELS OF BLOOM’S DIGITAL TAXONOMY

The training of students - future teachers in Informatics and Informational Technologies is a responsible and multi-layered task. It requires future teachers to use the modern digital technologies providing the digital competence required by national and European standards; to know the current and perspective features of modern young people; to be skillful at software tools for creating electronic learning objects so that they can create effective blended learning in accordance with the generally accepted ergonomic and didactic aspects of pedagogical psychology; to apply digital training methodologies for training in computer science subjects; to define, research and find solution to scientific problems in their pedagogical practice.Changes in the characteristics of modern pupils that characterize them as a ‘Digital Generation’ genuinely generate the need for interactive e-learning, mobile and blended learning, especially in the field of computer sciences. Considering these facts parallel changes in the taxonomy of learning objectives have also emerged - from classic to revised to digital.To explore the problem of synchronizing the training of future teachers in Informatics and Informational Technologies in line with the dynamics of the learning objectives taxonomy, we use the following methods: we clarify the concepts of ‘blended learning’, ‘e-learning’, ‘m-learning’ and ‘electronic learning object’; we review the characteristics of the digital generation; we follow the evolution in the taxonomy of learning objectives; we clarify the levels of interactivity that are achieved when creating e-learning objects for blended learning implementation; we offer digital instrumentation and authoring tools that students acquire to create electronic learning objects for the high cognitive levels of Bloom's digital taxonomy - evaluation and creation.In conclusion, we comment on the advantages of being skillful at the toolkit for creating electronic learning objects of varying degrees of interactivity and suitable models for their inclusion in the Informatics and Information Technology teaching units in the implementation of blended learning.

Determinants of Academic Performance of Pupils in Vietnam

This paper investigates determinants of academic performance of pupils in Vietnam by applying multivariable regression and Probit models on the Lower Secondary Education Development Project’s dataset. It is found that that the characteristics of pupils, their parents, school, and community are important factors affecting academic performance and the probability of getting the national education standard. Based on empirical results, recommendations are given to promote academic performance and enhancing the national education standard in Vietnam.

Педагогічні умови соціальної адаптації першокласників – дітей-сиріт та дітей, позбавлених батьківського піклування – до умов інтернатного закладу

The article focuses on the disclosure of pedagogical conditions of social adaptation of first-graders – orphans and children deprived of parental care – to the conditions of the residential institution. The authors, based on the analysis of psychological and pedagogical literature, specified the essence of the concept of «social adaptation» and highlighted its components. Based on theoretical and empirical research, analysis of the practice of educational activity of boarding schools, it is noted that the process of social adaptation of pupils to the conditions of the boarding school is an extremely acute problem because the pupils of boarding schools constitute a specific category of schoolchildren who have problems of both personal and interpersonal character. But the authors state that the accommodation, education and training of students in residential institutions should guarantee the opportunities for education and personal development for each of them, as well as for children raised in the family. Successfully achieving such a level can be achieved by creating favorable pedagogical conditions for the first-graders entering the boarding school. The researchers have determined the pedagogical conditions for a successful social adaptation of first-graders – orphans and children deprived of parental care – to the conditions of a boarding school, namely: a deep study by teachers of individual characteristics of pupils and the creation of a developing educational environment. The first pedagogical condition for the successful adaptation of first-graders is the deep study by the teachers of the boarding school of the individual abilities of students, their inclinations, and psychological peculiarities. Teachers of the boarding school should familiarize themselves with the personal affairs of children, and, based on these data, draw diaries of pedagogical supervision and make plans for individual educational work with each first-grader. The second pedagogical condition for the successful adaptation of first-graders to a residential institution is the creation of a developing educational environment, namely: the organization of the spatial-subject field of the educational-developing environment of the boarding school (architecture of the school building, the interior design, the spatial structure of the educational and recreational facilities, the external environment of the school, symbolic space); social and communicative component of the developing educational environment (creation of comfortable conditions of cooperation, mutual understanding, mutual respect, formation of the highest form of communication in first-graders – outsituative-personal, which leads to a restructuring in the complex system of various types of activity of the child). Key words: adaptation, training, education, communication, boarding school.

Why is education performance so different across Latvian schools?

AbstractThis paper aims to identify the school characteristics consistently associated with better performance of pupils in state exams in Latvia and understand the reasons behind substantial exam score gap between urban and rural schools. We find that exam scores are positively related to school size and teacher salaries, but negatively related to teacher age. Oaxaca–Ransom decomposition shows that the whole urban–rural exam score gap can be attributed to a few observable characteristics of schools, teachers and pupils.

Interstizi scolastici: la prossimità residenza-scuola fra gli alunni di origine immigrata a Bologna

This text explores home-school proximity among youths attending lower secondary schools in Bologna. Via geolocation of school and students’ addresses, characteristics of pupils preferring schools closest to home are identified in light of city area, migration status, family cultural background, and potential and actual recruitment capabilities of each school. First-generation immigrants and students of low social background residing in disadvantaged areas express a greater tendency towards educational immobility.

Preventing violence in school educational environment: cross-cultural aspect

The aim of the study was to identify and substantiate the psychological and pedagogic conditions for the prevention of violence in school educational environment based on analysis of regional specificities. Studying the characteristics of bullying in Kostroma schools using the Smob questionnaire and comparing with the results of Austrian and Moscow scholars showed that there are both universal tendencies in the manifestation of bullying, independent of gender, age, ethnicity, place of residence, and specific features characteristic of provincial region. As a result of the study, it was proved that the system of psychological and pedagogic conditions for the prevention of violence in school educational environment, on the one hand, is determined by the universal characteristics of the manifestation of violence and bullying, and on the other hand, should be aligned with regional specificities. The violence prevention programme in school e educational environment should be aimed at developing pupils' skills of constructive aggression management and is based on the principles of systematic diagnostic, correctional, preventive and developmental tasks; taking into account age-psychological and individual characteristics of pupils; the complexity of the methods of civilised psychological impact; active involvement of the nearest social environment; reliance on the events of school life.

Критерії та показники компонентів готовності майбутніх учителів природничо-математичних дисциплін до використання технологій візуалізації у освітньому процесі

The article highlights the components of the future teacher of natural and mathematical subjects' readiness for the use of visualization technologies in the educational process of the secondary school (motivational-value, cognitive, operational-activity, practical-activity, reflexive-evaluation). According to the components outlined, criteria are set and indicators through which the relevant criteria are reflected. Indicators of motivational value criterion include the desire to: realize the importance of using visualization technologies in the educational process; overcoming difficulties and volitional efforts in the process of introducing visualization technologies in the educational process; interest in acquiring knowledge, skills and skills in mastering new tools of visualization technologies and mastering new forms of learning using these technologies; display of creativity in solving professional problems. The cognitive criterion is represented by indicators of knowledge: psychological and age characteristics of pupils' perception of visual materials; didactic potential of imaging technologies; methods and rules of structuring, compaction and principles of distribution of educational material; the basics of design (rules and techniques of composition and color); classification of online visualization tools for use in the learning process; the system of requirements that the visualization used in the educational process must meet. The indicators of the operational-instrumental criterion include the following skills: effective presentation of educational material by creating cognitive visual anchors and visual metaphors; store received and processed visual information in an appropriate form; to transmit information for collective use in a clear visual way and in different visual formats; create your own visuals; apply a system of requirements for the creation of visual content; possess a wide range of tools. The practical-activity criterion is represented by the ability to: use visualization technologies in the process of lesson design, to adapt the ready didactic visual aids to the content and purpose of the lesson, the contingent of students; create objective tasks on ready-made visual materials, etc .; to justify the pedagogical expediency of using visualization technologies in the lesson; organize educational, research, reflexive and other activities of students with their use; to provide students with assistance appropriate to their needs. The last criterion is a reflexive evaluation, which requires a critical assessment of: the feasibility of forms and methods of teaching based on visualization technologies for their use in the educational process; the quality of their own preparation for the use of visualization technologies in the educational process and identifying ways to improve this training; monitoring of new methods and tools for creating visual materials; systematic correction of their own preparation for the use of visualization technologies in subject learning.

Characteristics of Pupils’ Recognition of Diagrammatic Representation in Science Learning: A Comparison with Recognition of Linguistic Representation

Characteristics of Pupils’ Recognition of Diagrammatic Representation in Science Learning: A Comparison with Recognition of Linguistic Representation

Evaluation of static and dynamic pupil characteristics in hyperopic anisometropic amblyopia.

The aim of this study is to perform a comparison of static and dynamic pupillometry measurements in patients with hyperopic anisometropic amblyopia and age-matched controls. This prospective cross-sectional study consisted of 38 patients with hyperopic anisometropic amblyopia and 80 control subjects. A quantitative pupillometry system was used to evaluate the pupil characteristics of higher hyperopic eyes (Group 1), the fellow eyes (Group 2), and healthy eyes (Group 3). Static pupillometry measurements were taken including scotopic pupil diameter, mesopic pupil diameter, low-photopic pupil diameter, and high-photopic pupil diameter. Subsequently, dynamic pupillometry measurements were taken including resting diameter, amplitude of pupil contraction, latency of pupil contraction, duration of pupil contraction, velocity of pupil contraction, latency of pupil dilation, duration of pupil dilation, and velocity of pupil dilation. Groups 1 and 2 had statistically significantly lower scotopic and high-photopic pupil diameter values compared with Group 3 (p < 0.05). The amplitude of pupil contraction values were also statistically significantly lower in Groups 1 and 2 compared with Group 3 (p = 0.001 and p = 0.003). However, there were no significant differences between the study and the control eyes with respect to mesopic and high-photopic pupil diameter, resting diameter, latency of pupil contraction, duration of pupil contraction, velocity of pupil contraction, latency of pupil dilation, duration of pupil dilation, and velocity of pupil dilation values (p > 0.05, for all). Static and dynamic pupil characteristics of higher hyperopic eyes and their fellow eyes are similar. This may support that amblyopia is not a monocular disorder, but can affect both eyes.