General Education Students Research Articles

GUIDING PRINCIPLES FOR POLICY DEVELOPMENT ON QUALITY ASSURANCE IN SCHOOL EDUCATION: EUROPEAN EXPERIENCE FOR UKRAINIAN SUCCESS

In present-day conditions, the quality of education is becoming the most important characteristic that determines the competitiveness of educational institutions and national education systems. The tasks of quality assurance and control are central to the educational reforms of many countries, including Ukraine. The problem of measuring and evaluating learning outcomes is becoming one of the most important in pedagogical theory and practice, as its solution allows to determine the effectiveness and ways to improve the content, methods and organization of learning, management system. Objective, theoretically substantiated measurements and evaluation of learning outcomes can give teachers and heads of educational institutions information about the pedagogical process, educational achievements of each student, identify the impact of various factors on the course of learning and its results. The issue of quality assurance continues to be relevant for Ukraine in the context of the reform of the New Ukrainian School and attempts to create a system of education evaluations, which should focus on four key positions: promoting the quality of primary, basic secondary and complete secondary education; accumulation of objective information about the educational process and learning outcomes of students of general secondary education; support of the educational process in general secondary education institutions (what and how is assessed – that is why attention is paid to the extent of organizing the educational process); supporting teachers, increasing trust in them. The experience of EU countries where similar educational assessment systems have operated successfully can be useful for Ukrainian policy-makers and researchers in the field of education.

The effect of the Corona pandemic on the educational process from the point of view of public education students in the Kingdom of Saudi Arabia.

This study aimed to explore the impact of Covid 19 pandemic on the educational process in public education schools in the Kingdom of Saudi Arabia through three main aspects: The first aspect: the availability of distance learning resources and facilities for public education students during this pandemic, the second aspect: the capabilities and of public education students to use distance learning resources during the Corona pandemic, the third aspect: the extent to which the practice of educational activities has been affected by distance learning during the Corona pandemic. The study used quantitative methodology and the descriptive survey approach in order to explore theses aspects. This approach depends entirely on distributing the questionnaires electronically to the participants. A questionnaire tool was used in order to collect the study data. The results of this study yielded several results: Regarding the availability of learning resources for students during this pandemic, it was found that they are generally available to all students. As for the capabilities and abilities of general education students to use learning resources, it is clear that most students were able to use these resources effectively. Finally, regarding the extent of how the educational activities affected during this pandemic, the results showed that they were not affected in general and that there was a positive impact on educational activities during distance learning, however, this positive impact not as expected.

Assessing working memory in general education students for ADHD detection

The involvement of deficient working memory in ADHD symptomatology has attracted intense research interest and has been scientifically substantiated. This fact provided an impetus for this study, which aims to investigate the role of working memory assessment in detecting ADHD elements in general education students in classroom settings. Therefore, 67 classroom teachers rated 130 Greek general education primary school students on the Greek-WMRS. The research findings indicated statistically significant differences in the overall score of the Greek-WMRS and in the separate score of its 20 descriptions of classroom behaviors between children clinically diagnosed with ADHD and those without. In conclusion, students’ working memory assessment in classroom settings can significantly contribute to detection of ADHD behaviors so that such classroom behaviors to be extensively assessed for an effective diagnosis.

Educational Outcomes of a Cohort of Children With Autism Who Received Early Intensive Behavioral Intervention

Early Intensive Behavioral Intervention (EIBI) can be effective for supporting skills acquisition among children with autism spectrum disorder (ASD). Few studies have followed children with ASD who received EIBI into schools. The purpose of this study was to investigate educational outcomes specific to instructional placement, standardized test proficiency, and special education eligibility under the ASD category for children who received EIBI. Medicaid records were utilized to create a cross-systems data set of 3- to 5-year-old children with ASD ( n = 667). Most students were placed in general education, and males and White students were more likely to receive special education services for ASD. Only half of the students participated in standardized testing and met proficiency standards. Implications for future research and advocacy for early intervention are discussed.

Teaching Attitudes towards Students with Disabilities

(1) Background: Inclusive education has been a recurring topic during the last decades. However, not every teacher is equally enthusiastic about how to implement it. Understanding these discrepancies can help to identify improvement procedures. Therefore, even though teachers’ beliefs and attitudes around inclusion have been thoroughly explored, it is necessary to delve further on this type of study to understand possible changes derived from the socio-educational transformations experimented by current societies. (2) Methods: This study examined the attitudes of 122 teachers, both Primary and Special Needs ones, working in rural and urban schools, regarding inclusion of students with disabilities. The data were collected from two scales: Attitude Survey Inclusive Education–Teachers (ASIE-T) and Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion the Sentiments, Attitudes and Concerns about Inclusive Education Revised (SACIE-R). A quantitative approach was employed, of descriptive and correlational type. Descriptive and inferential analyses were performed by means of parametric tests. Furthermore, the bivariate correlation technique Person’s r was carried out in order to verify the intensity among variables. The effect sizes are provided as Cohen’s d. (3) Results: The results revealed positive beliefs concerning inclusion and the existence of differences among teachers, depending on their specialisation and gender. The variables “age” and “stage of education” were not significant in terms of generating in terms of attitude generation. (4) Conclusions: Understanding the association between socio-demographic variables and stigma is crucial when it comes to accomplishing an inclusive and high-quality education. The general findings of this study contribute to justify the implementation of programmes to stimulate and encourage meaningful interactions between general education teachers and students with disabilities.

КРИТЕРІЇ ТА РІВНІ СФОРМОВАНОСТІ ЕСТЕТИЧНИХ ПОЧУТТІВ МОЛОДШИХ ШКОЛЯРІВ У ТЕХНОЛОГІЧНОМУ НАВЧАННІ

The article draws attention to the urgency of the formation of aesthetic feelings of primary school students. The solution to this problem can also take place in technological education, as it is built on the traditions of Ukrainian decorative and applied arts. For the effective implementation of the process of formation of aesthetic feelings of primary school students, the author identifies and characterizes the structural components of the process of forming aesthetic feelings of primary school students, namely: value-motivational, emotional-sensory, operational-activity and evaluative-regulatory. The presented elements in their dialectical unity determine the prospects for the successful formation of aesthetic feelings of primary school students in general secondary education in technological education. According to the described elements for the implementation of experimental work in the article the criteria and indicators of formation of aesthetic feelings of junior schoolchildren in labor activity are determined. According to the author, these criteria are the starting point for identifying the levels of aesthetic feelings of primary school students in technology education, as the criteria contain the most significant features of the studied phenomenon and reflect the dynamics of the measured quality in space and time, stable meters that allow observation and accounting. In determining the criteria for the formation of aesthetic feelings of primary school students in technological education, the author used the requirements of objectivity, validity, qualitative description, neutrality. These criteria determine: the formation of value-aesthetic attitude to objects and phenomena ofthe surrounding world; expression of aesthetic experiences to works of art and objects of the surrounding reality; ability to adequately reflect aesthetic knowledge, feelings in one’s own work and behavior; implementation of analytical and evaluative activities of objects and phenomena in the aesthetic aspect. Based on the defined criteria and their indicators, a hypothetical model of levels of formation of aesthetic feelings of primary school students in work was developed: the level of elementary formation (low), the level of basic formation (medium), the level of perfect formation (high). The author believes that these criteria, indicators and levels will allow to diagnose the formation of aesthetic feelings of primary school students in the workplace and further develop a program to improve this process in order to increase its effectiveness.

School Bus Routing Problem with a Mixed Ride, Mixed Load, and Heterogeneous Fleet

Special education students are usually routed on different buses than non-disabled general education students. To make the routes more efficient, this study proposes serving general students and special education students on the same bus at the same time (mixed ride) while allowing heterogeneous fleets and mixed loads. ESRI Location-Allocation tools and Google OR-Tools are used for bus stop selection, route generation, and bus stop optimization. Parallel cheapest insertion heuristic and metaheuristic, simulated annealing, are adopted to generate school bus routes. The effectiveness of the mixed ride approach is tested for three schools with 178 synthetic students’ locations data (including 12 with wheelchair) in New York City using a fleet of 14 buses spread over four types. The results show the mixed ride approach achieved 14.32% reduction in total travel distance and 10.46% reduction in total travel time. The mixed ride approach tends to return solutions with fewer vehicles and fewer bus stops, less average travel distance, and shorter average travel time.

Chemistry textbooks as a means of supporting cognitive activity of general secondary education students

The article is devoted to suchnew direction of research as creating textbooks that provide competency-based approach to teaching Chemistry. A brief description of the results of the analysis of scientific literature on the research topic is presented. Based on them, it was concluded that it is necessary to develop a concept for creating Chemistry textbooks that would allow realizing the competence potential of academic subject. The main pro-visions of the author's concept are stated. According to them, the textbook should equally present its content and procedural components, which can ensure the formation of students’ key and subject competencies. The author’s rubrication of the textbooks is presented: “After mastering the material of the unit, you will be able...”, “Remember! Pay attention!”, “Chemistry is life: a naturalist’s page”, “Briefly about the main thing”, “Erudite page”, “Work in groups”, “We work with media sources”, “We know, we understand”, and “We apply”. The design of the units is briefly described. The embodiment of the conceptual provisions in school Chemistry textbooks for grades 8–11 created by the author is revealed on specific examples.

Тест для определения объема англоязычного вербального рецептивного опыта и сформированности механизмов аудирования у учащихся на уровне среднего общего образования и студентов-бакалавров

The purpose of the study is to describe the model of a test designed to determine the amount of the English-language receptive experience that manifests itself in language proficiency levels and to discover, in an indirect manner, problems with the functioning of psychological listening mechanisms in secondary general education students and undergraduate students. The article describes the main stages of the test development, a procedure for developing the tasks, as well as results of verifying the test reliability. Scientific novelty lies in the constructed model of the test, as well as in development of criteria for indirectly determining insufficient formation of listening mechanisms based on answers to the test tasks. The result of the study amounts to the described model of the test, the algorithm for selecting the content, types of tasks, criteria for determining the amount of receptive experience and insufficient formation of listening mechanisms.

SOME FACTORS RELATED TO KNOWLEDGE AND PRACTICE OF SWEET DRUG PREVENTION AND CONTROL OF MALE MEDICINE STUDENTS IN THAI BINH UNIVERSITY OF MEDICINE AND PHARMACY IN 2020

The study was designed according to descriptive epidemiological research through an analytical cross-sectional investigation. Directly interviewing 434 male students of general medical education with the goal: Identifying some factors related to knowledge and practice of tobacco harm prevention and control among male students of university general medicine Thai Binh Medicine and Pharmacy in 2020. Research results show: there is a relationship between the subject's age and the subject's smoking behavior with OR = 2.0. Awareness of diseases acquired by passive smoking and subjects' smoking behavior, according to which subjects who do not know the diseases acquired by passive smoking are more likely to smoke than the know group 4.7 times.

Embodiment and mindful learning: Engaging the mind and body to dispel vulnerability

Some students enter a classroom with the expectation that learning is a passive exercise. My purpose as a professor, however, is not to lecture my students, but to equip them with creative tools to discover their own ideas and express them through movement/body. My teaching method, as a trained dancer/choreographer, while accepted in a dance-focused class may be quite different from what students expect in a general education course. Do I need to check my teaching methods at the classroom door to accommodate student preconceptions? One semester in particular caused me to pause, reflect, and work to develop a deeper understanding of how preconceptions from students may affect the learning in a course. This essay explores my adaptation of the models of ‘small teaching’ (Lang 2016) and my version of flipping the classroom to narrow disconnect between my general education students and me.

SOCIAL PROTECTION OF STUDENTS IN UKRAINE: A RETROSPECTIVE ANALYSIS

During the second part of the twentieth century. in Ukraine, systemic signs of social protection of students of general secondary education have been formed. Thanks to the joint efforts of the state and the public, comprehensive education funds, boarding schools, extended day groups, transportation of children to school, food, conditions for the development, education and training of various categories of children through the opening of boarding schools, extended day schools, sanatoriums and boarding schools , special schools and boarding schools.

Педагогическая модель формирования инженерной компетенции учащихся основного общего образования

The article presents a pedagogical model for the formation of engineering competence of students of basic General education. The developed model includes the goal, tasks, methodological approaches (system, competence-activity, personality-oriented), components, stages, principles (structure, complexity, openness of the system, consciousness and creative activity, professional orientation of training, polysubject interaction, creativity, trust and self-realization, individuality), pedagogical conditions of the organization and the expected result of the process. The work used mainly theoretical research methods, with the selection and analysis of current scientific data on the problem under study, synthesis, generalization of the information obtained and summing up the results of the study. The scientific novelty of the research consists in presenting a model of practice-oriented nature, which can be considered as a tool for achieving a high level of engineering competence of students of basic General education. The model reveals the pedagogical conditions of an effective process, determines the levels of formation of engineering competence of students. The proposed model serves as a theoretical and practical basis for the successful organization of students ' education in the study of engineering, extracurricular engineering activities, and project work in the field of science and technology.

Socio-pedagogical research of detecting manipulative manifestations in students’ interpersonal relations

The article highlights the problem of manipulative manifestations in interpersonal relationships of students of general secondary education. Different points of scientists' view on the admissibility of manipulation in interpersonal communication of school students have been considered. 
 Today researchers do not pay enough attention to the detecting of manipulative manifestations in the interaction of students of general secondary education, as well as socio-pedagogical diagnosis of personal characteristics of adolescents prone to manipulation. Scientists consider the use of manipulative techniques as an unacceptable means of socio-pedagogical and psychological influence because manipulation encourages others to perform actions which are contrary to the people's interests. In addition, it is necessary to establish the socio-pedagogical consequences of the threat of negative manifestations of manipulation in the educational sphere. 
 The purpose of this article is to study and analyze the problems of manipulation in interpersonal communication between students of general secondary education, as well as to identify the personal authorities of students, school to manipulation, or, conversely, unable to resist it. To date, researchers have not proposed a holistic and systematic model of diagnosis and prevention of manipulation in the interaction of adolescent students. A small number of empirical studies would show not only the result but also nature of the impact of manipulation on the relationship between participants in the educational process. The question of the use of manipulation in the socio-pedagogical aspect is insufficiently studied.
 Observation of students' behaviour during the experiment shows that manipulations are widely used in adolescence. It is established that the issue of manipulative influence and manifestations of manipulation in interpersonal relations of students by the humanities, especially social pedagogy and social psychology, remains open and not fully explored. The prospect for further research is the development and implementation of a training program for the prevention of manipulative manifestations in interpersonal relationships of school students, as well as providing methodological assistance to professionals who face this problem.

Communion, Care, and Leadership in Computer-Mediated Learning during the Early Stage of COVID-19

This qualitative inquiry explores how, during the early stage of the COVID-19 pandemic in Lithuania (European Union), the stakeholders in the education system—university teachers, general education teachers, students, and children’s parents—coped with the encountered challenge and what was important to them under the changed conditions. This paper uses a communication management objective to describe how participants in the education system responded to the emerging distance learning situation and its challenges. The phenomenographic research approach was chosen to carry out the qualitative study. The 37 interviews from higher education teachers, university students, school teachers, and parents of minor school-aged children were conducted during the early stage of COVID-19 quarantine. The research allows for concluding that, after a successful transition to distance learning, the dimensions of communion and supportive collaboration acquired importance among stakeholders in education. Starting new activities, a need for communion and mobilization for joint activities under the crisis emerged. The research showed that the adaptation period was necessary at the beginning of these new activities. Competent leadership was expected from the teacher. Additionally, the preparation of all the actors in the education process was needed. The data offer a window into the dynamics of online teaching in crisis and experiences with a new activity that are key to success. Although research on technology-mediated learning has increased in recent years, it still lags behind developments in practice.

Adapting an Evidence Based Tier 3 Organizational Skill Intervention to Improve Classwide Organizational Skills

Although numerous studies have analyzed organizational interventions with children with ADHD, minimal research has evaluated the impact of teaching universal organizational skills, classwide, to elementary aged students. This study investigated the impact of teaching organizational skills classwide to two classrooms of Grade 3, 4, and 5 general education students. The current study employed a concurrent multiple baseline design across skills. Results of the study found that organizational skills training increased three organizational skills for both classrooms. The results suggest that organizational skills training, specifically designed for students with ADHD and in one to one settings could be successfully adapted and implemented with typically developing children in a classwide setting. Supplemental data for this article is available online at https://doi.org/10.1080/15377903.2021.1911898.

واقع تنمیة التفکیر فی الریاضیات لدى طلبة التعلیم العام بالمملکة العربیة السعودیة: دراسة تحلیلیة The Reality of Developing Thinking in Mathematics for General Education Students in the Kingdom of Saudi Arabia: An analytical study

الملخص: هدفت الدراسة إلى تعرف واقع تنمية مهارات التفکير في الرياضيات لدى طلبة التعليم العام بالمملکة العربية السعودية، وکذلک الکشف عن المعوقات التي تحول دون ذلک. تم تحليل (73) بحثا منشورا في مجلات سعودية وعربية تهدف إلى تنمية مهارات التفکير في الرياضيات خلال الفترة بين (2010م – 2019م) وذلک باستخدام المنهج الوصفي التحليلي وبطاقة تحليل البحوث العلمية. توصلت الدراسة إلى أن ما نسبته (50%) من البحوث استهدفت المرحلة المتوسطة، مقارنة بما نسبته (22%) استهدفت المرحلة الابتدائية، فيما بلغت نسبة البحوث التي استهدفت تطوير ممارسات المعلمين أو تقويمها (14%)، وأظهرت النتائج أن البحوث رکزت على استهداف عينة الإناث بنسبة (48%)، مقارنة بنسبة (42%) للذکور و(10%) للجنسين معا. وفيما يتعلق بأنماط التفکير المستهدفة جاء التفکير الرياضي في المرتبة الأولى بنسبة (21%)، بينما جاءت مهارات التفکير العليا في المرتبة الأخيرة بنسبة (6%)، وجاء العام (2019م) في المرتبة الأولى من حيث بحوث تنمية التفکير في الرياضيات بنسبة (21%)، وجاء العامان (2011م، 2013م) في المرتبة الأخيرة بنسبة (3%)، وأظهرت النتائج أن البحوث رکزت على استخدام المنهج التجريبي بنسبة (82%)، مقارنة باستخدام المنهج الوصفي الذي جاء بنسبة (18%)، کما أظهرت النتائج أن أکثر ممارسات تنمية مهارات التفکير في الرياضيات تلک التي تقع ضمن مجال نظريات التعلم بنسبة (40%)، فيما جاءت الممارسات ضمن مجال التعلم النشط في المرتبة الأخيرة بنسبة (18%)، کما أسفرت النتائج عن أن أکثر معوقات تنمية مهارات التفکير في الرياضيات تلک المرتبطة بالمعلم بنسبة (45%)، بينما جاءت المعوقات المرتبطة بالمدرسة في المرتبة الأخيرة بنسبة (12%)، وفي ضوء تلک النتائج تمت التوصية بإنشاء قاعدة بيانات لجميع البحوث العلمية والرسائل الجامعية في مجال تنمية مهارات التفکير وتصنيفها وتحديثها باستمرار، وإتاحتها لجميع الباحثين والمهتمين. Abstract: The study aimed to identify the reality of developing thinking in mathematics among students of general education in the Kingdom of Saudi Arabia, as well as to reveal the obstacles that prevent this. (73) Papers were analyzed in Saudi and Arab magazines aimed at developing thinking in mathematics during the period (2010 - 2019 CE). Using the descriptive analytical method and the scientific research analysis card. The study found that (50%) of the researches targeted, the intermediate stage, compared to (22%) that targeted the primary stage, while the percentage of research that targeted the development or evaluation of teacher practices (14%). The results showed that the research focused on targeting the female sample by (48%), compared to (42%) for males and (10%) for both sexes together. With regard to the targeted thinking patterns, mathematical thinking came first (21%), while higher thinking skills came last (6%). The year (2019 CE) came first in terms of research in developing thinking in mathematics (21%), and the two years (2011 CE, 2013) came in the last rank with (3%). The results showed that the research focused on the use of the experimental approach by (82%), compared to the use of the descriptive approach that came with (18%). The results also showed that most of the thinking development practices in mathematics are those that fall within the field of learning theories (40%), while the practices within the field of active learning came in the last rank with (18%). The results also revealed that most of the obstacles to developing thinking in mathematics are those related to the teacher (45%), while the obstacles related to the school came in the last place with 12%. In the light of these results, it was recommended to create a database of all scientific research and thesis in the field of thinking development, classification, and updating it continuously and making it available to all researchers and interested parties.

Navigating the New Normal: The Coronavirus Pandemic Sheds Light on the Need to Restructure Special Education Law

Students in special education face a higher chance of regression or failure to show progress when without services. In March 2020, the World Health Organization declared Coronavirus (“COVID-19”) a global pandemic, and the U.S. declared a national emergency. As a result, schools across the nation abruptly shut down. When schools decided to resume via online instruction, many of the services typically found in special education were not included.This Comment analyzes the challenges and inadequacies that students in special education are facing while maneuvering from an in-person to a remote-learning environment due to the pandemic. The author analyzed the effects of the pandemic by looking at stories from families across the nation with school-age children. Research shows that all students are struggling; however, students in special education are being disproportionately affected in comparison to their peers who participate in general education or standard curriculum. The pandemic has proven that the Individuals with Disabilities Education Act (“IDEA”), the United States special education law that exists to ensure that students with disabilities across the nation are provided with free appropriate public education, may not be as adaptable as needed during such an unprecedented time when online education is the only option. Throughout the pandemic, general-education students are able to continue receiving an adequate education. The U.S. Department of Education must take necessary steps to ensure that students in special education are not left further behind their general-education peers due to lack of preparation for a global pandemic. The author urges a return to normalcy and continuity of education and services for students as described in their Individualized Education Programs. To effectively navigate a global pandemic, the author recommends increased collaboration between parents, teachers, and school administrators as well as further development of IDEA.

FEATURE MOTION PICTURE AS A MEANS OF PROFESSIONAL AND PERSONAL ENHANCEMENT OF SENIOR SCHOOLCHILDREN

The author of this article proposes a new approach to psychological work with general education students, which makes it possible to use the means of cinema for the professional and personal development of senior students. The article describes an experiment carried out using an author's feature film. This article is part of a study, the authors of which aim to identify, develop, theoretically substantiate and experimentally test the conditions for the effective use of television programs, feature motion films, as well as traditional psychological techniques as a means of professional and personal enhancement of senior schoolchildren. Theoretical and methodological foundations of the use of feature films as a means of professional and personal improvement of adolescents are offered.

Difficulties in the Development of English-Language Competence in Reading in High School Students of General Secondary Education

The relevance of the study is conditioned by the growth of intercultural communication in modern post-industrial society, resulting in the need to change opinions on the development of foreign language competence in school-age students for its effective improvement and further use in professional activities. The purpose of the study is to determine the features of the development of English language competence in reading in high school students of general secondary education and to find methods of overcoming difficulties in the process of mastering a foreign language. In the process of the study, the author used general scientific theoretical methods, including methods of analysis, synthesis, generalisation, and classification. Based on research results of Ukrainian and foreign scholars, the study characterised the basic opinions on the development of foreign language competence in reading, in particular, in high school students. The study defines the term “reading” and considers its main categories, such as types of reading, levels of comprehension of the text, general personal skills for perfect command of reading in a foreign language, etc. It was found that the main difficulties in the development of English competence in reading in high school students are general language, including spelling, and psychological, based on the lack of motivation to learn the language. Tips for English teachers are presented, focused on improving the development of English competence in reading in students, including the use of authentic materials, information technology, as well as the use of practical exercises that help improve reading aloud. The authors see the prospects for further research in the empirical substantiation of methods for overcoming the difficulties of developing English-language competence among high school students