Successful Educational Practices Research Articles

Modelado de datos gubernamentales abiertos para mapeo de redes de escuelas similares en la Microrregión de Salvador - Bahía.

Introduction: The aim of this study is to represent similar schools located in the urban locality of the Microregion of Salvador - Bahia, to identify possible paths for collaboration among them, using the Technical Note "Profile of Similar Schools" 2014 from INEP as a basis. Methodology: Social network analysis and modeling from open governmental data were employed to investigate the interconnection between schools, considering their similar characteristics and educational indicators. Results: The open data includes information on school performance and socioeconomic levels, processed and analyzed through algorithms and the development of specific software. The study resulted in the web visualization of a multidimensional network, with several possibilities for analysis, showing that, out of the 408 schools, each one establishes connections with at least 70 other schools on average. Conclusion: This interconnection suggests the trend of schools to share similar features, offering potential to promote collaboration and sharing of resources and successful educational practices, contributing to better governance in education in the region.

Developing system thinking skills in education students by means of cognitive mapping strategy

Introduction. The article is devoted to the problem of developing Education undergraduates’ system thinking skills through cognitive mapping. The purpose of the article is to identify the specifics of the development of system thinking skills in Education undergraduates by means of cognitive mapping strategy. Materials and Methods. The study follows competence-based, systemic and activity-based approaches to teaching Education students. The authors used a set of theoretical (analysis, synthesis, reviewing scholarly publications) and empirical methods. The empirical research was conducted as a formative teaching experiment (action research). The empirical data were analyzed and summarized. The sample consisted of 186 Education students (State University of Education, Tambov State University named after G. R. Derzhavin). In order to verify the research findings, the authors developed and used a system thinking skills scale and A. V. Panova and M. A. Fedorova’s system thinking assessment inventory. In order to assess system thinking skills, the authors selected a set of criteria based on the analysis of R. A. Excelsa, G. K. Semiz and G. Teksoz’s studies. The Mann-Whitney U-test was used to determine the reliability of the reported statistics and the accuracy of the results. Results. Based on the analysis of theoretical studies and successful educational practices, the authors clarified the concept of developing the skills of systemic thinking in Education students, identified the specifics of this process on the basis of a formative experiment on the implementation of cognitive mapping strategy (setting the goal; choosing a topic for mapping; collecting information; preparing materials; definition of key terms; creation of the first level of the cognitive map; adding additional levels; analysis and evaluation; preparation for use; editing and updating). Summarizing theoretical and empirical data, the authors developed and justified diagnostic tools for measuring students’ system thinking skills (role levels include pre-aware; developing; developer and master), and identified the level of system thinking skills in future teachers. The study has proved the effectiveness of the purposeful development of system thinking skills in Education students by means of cognitive mapping strategy. Conclusions. The article concludes about the effectiveness of developing systemic thinking skills in Education students through cognitive mapping strategy. Research findings on the level students’ system thinking skills are summarized.

Embracing Google Translate: EFL Students’ Attitudes on Enhancing Literacy Practice

This study investigates students' attitudes toward the use of Google Translate (GT) in their online literacy practices. The study looks at the results of an online questionnaire survey completed by 70 students studying English Language Education at Universitas Sintuwu Maroso in Poso, Central Sulawesi. The purpose of this research is to examine how students' attitudes regarding GT manifest themselves in their reading practices, taking into account behavioral, cognitive, and affective components. The results showed that: First, from a behavioral standpoint, students consistently show a proclivity to actively use GT for various translation tasks, ranging from solitary words to complete paragraphs, essays, or articles; Second, students have differing cognitive attitudes about the ethical implications of GT use, with some viewing it as a sort of cheating depending on the context; Finally, on an affective level, students tend to accept the usage of GT as normal, enjoy using it, and may even become dependent on its features. This study gives insight on the complexities of students' attitudes toward GT and how these beliefs influence their literacy practices. Educators can better appreciate the obstacles and opportunities that come with the incorporation of GT in online language learning environments by understanding the behavioral, cognitive, and affective elements. This knowledge can be used to design successful educational practices that take advantage of GT's benefits while addressing its possible limitations in order to improve students' overall language ability.

Dyslexia and the Brain: Understanding the Neuroscience of Dyslexia

Learning can be characterized as altering and strengthening neural connections and networks in the brain. Cognitive neuroscience provides us with a large literature related to the structures and functions of the brain. As our knowledge of neuropsychology and learning increases, so does the opportunity to pattern more successful educational practices. However, taking advantage of these scientific developments requires integrating understanding from many fields, from sociology, psychology, developmental and learning sciences, and linking them to knowledge of emerging successful approaches in education. In addition, the brain's incredible ability to change and adapt (neuroplasticity), that is, the real physiological adaptation ability that occurs in the brain when it interacts with the environment, can have a huge impact on special education, especially in the area of ​​learning difficulties. This review summarizes neuropsychological studies on dyslexia in general.

Education of pedagogical university students on media competence under the conditions of the transformation of the educational process

Introduction. The article deals with the problems of information literacy education, the systematic management of media education and the media literacy of future teachers. The purpose of the study is to identify the specifics of developing media literacy of pedagogical university students under the conditions of transformation of the educational process. Materials and Methods. The study was carried out in the logic of an educational experiment. The development of favorable conditions contributing to the formation of media literacy was based on the analysis of successful educational practices. The empirical data were analyzed and summarized. The sample consisted of 256 undergraduate students studying Education. Criteria and corresponding level indicators of media competence formation were developed in order to check the validity of research findings. In the development of criteria for the formation of media literacy of future teachers, adequate and proven methods were used for validity and reliability. The development of favorable conditions to facilitate the development of media literacy was based on the analysis of successful pedagogical practices. The obtained data were interpreted and analyzed. In order to calculate the reliability of statistical data and the accuracy of the results, the formulas of Ryulon, Spearman-Brown and Kronbach were used. Results. Theoretical analysis of scientific literature made it possible to clarify the concept of media literacy, to determine the main educational mechanisms and conditions for the formation of media literacy. The proposed definition of media literacy made it possible to designate it as one of the professional competencies of a future teacher. The formative experiment involved the revision of the teaching content and the creation of effective and relevant educational conditions for the formation of students’ media literacy. It is noted that the indicators of media literacy formation are observed within the framework of interdisciplinary educational events in extracurricular activities. Student associations and activities allowed students to put media literacy skills into practice. Within the framework of student associations, students' perception of the importance of the ability to critically perceive information, the need for verification, the significance of the ability to work with various sources of information has changed. Conclusions. The author concludes that the conditions implemented within the framework of the educational process ensure the successful formation of media literacy in pedagogical university students.

Digital Transformation of the Russian Historical Education

The modern Russian education system is on the path of digital modernization, which is accompanied by a paradigm shift in the choice of models of educational institutions, approaches to the management of the educational process, modification of learning conditions, innovations within the methodological arsenal of teachers, modern digital technologies are being introduced. Digital transformation or digitalization of education, along with computerization, individualization, etc., is one of the key trends in the development of the education sector. Undoubtedly, for the successful digital transformation of the educational system Russia needs to solve many tasks, both global (logistics, upgrading professional competencies, stimulating the development of educational IT technologies, etc.) and local. Among the local, but no less significant, tasks is the search for digital learning tools that can improve the effectiveness of the educational environment. It is necessary to answer the question: how is it possible to train qualified specialists basing on digital educational tools? In this article, the authors consider the use of machine learning technology in successful educational practices, as well as highlight “digital products” tested by teachers of the Department of History of Astrakhan State University. Digital transformation of education is considered by the authors of the article in relation to the economic development of the country, The Caspian region and the Astrakhan region, which characterizes the features of the “state order” in the educational sphere.

The Open Issue, 2022

The contributions in this year’s Open issue of AI Practitioner range from first encounters with Appreciative Inquiry through the ripple effect of ‘what’s working’ and ‘what if’ conversations in places where you might not expect to find AI to a report on global summits of varying sizes and reach devoted, in multiple languages, to sharing successful educational practices so that more and more children are able to grow and flourish – and become the complete person we all have the potential to be.

ОБЩЕСТВЕННОЕ УЧАСТИЕ В УПРАВЛЕНИИ ОБЩЕОБРАЗОВАТЕЛЬНОЙ ОРГАНИЗАЦИЕЙ

Public participation in the management of an educational organization, which has a tradition in Russian educational practice since the XVIII century, is an integral part of its management activities. One of the fundamental principles of the relationship between the state and its citizens is the right of society to participate in governance. The state in educational policy, the National project “Education” considers the formation of state-public management of an educational organization as a priority in its activities, understanding the importance of public participation in education management. At the federal level, the rights and obligations of participants in educational relations are defined. The article gives several definitions of the concept of state-public management of education, which reveal the essence of this process. Most Russian scientists understand the state-public management of education as constant participation in the management and interaction of two subjects expressing the interests, policies of both the state and the interests of society and the population. The author analyzes the historical experience of managing education with public participation, noting that the insufficient development of democratic institutions in Russia until the second half of the XIX century prevented the establishment of a dialogue between the authorities and society in matters of education. The Zemstvo reform of 1864 became the catalyst for the process of public participation in the management of education. Further, the author characterizes the activities of public governing bodies of educational organizations, such as the School Council, the governing council, the board of trustees, etc. The article presents a theoretical understanding of the forms of public administration, examples of successful educational practices are given. The federal law “On Education in the Russian Federation” defined the requirements for taking into account public opinion when making a number of managerial decisions by the heads of educational organizations, granted the right to teachers, students and their parents to participate in management. Emphasis is placed on a list of a number of reasons that impede the development of public participation in the management of a general educational organization, and directions for optimizing the management process are proposed.

Alberto’s life story: transforming a disadvantaged school by appreciating the child’s voice

ABSTRACT This article present a case study of a principal who successfully leads a disadvantaged school in Spain. Through his life story, we investigate the personal and professional factors that have shaped his current professional identity, and we identify the main successful educational practices that the principal has implemented in order to achieve improvements in educational outcomes. Findings reveal a set of professional practices that have been invigorated from his leadership for the improvement of education. In short, he is committed to leading by appreciating the voice of the child and having respect for the children and it is this that forms part of the collective ideology of the school and is the most outstanding role of his professional identity.

СОДЕРЖАНИЕ И СРЕДСТВА ФОРМИРОВАНИЯ ПСИХОЛОГИЧЕСКОЙ КОМФОРТНОСТИ УЧЕБНОГО ПРОЦЕССА В СЕЛЬСКОЙ ШКОЛЕ

The article reveals the results of a scientific discussion on the problem of maintaining the psychological comfort of the educational process in rural school. The purpose of the article is to reveal the research position of the participants in the interactive polylogue, in which scientists, methodologists, teachers of rural schools in Russia took part. The methodological foundations of the study were the ideas of integrative-differentiated, praxeological, psychodidactic and convergent approaches, which made it possible to identify and analyze the content, technological and communicative aspects of the formation of psychological comfort of education in rural school. The thought of means as pedagogical means and actions that perform the functions of student development and contribute to the achievement of the set goals and objectives made it possible to determine the ways to solve the problem of maintaining the psychological comfort of the educational process in rural school within the digital society. The research methods were a theoretical analysis of the literature on the problem, reflection of successful educational practices in the countryside. The content aspect of the formation of psychological comfort is associated with the organization of the process of self-knowledge by rural schoolchildren of their cognitive characteristics, their strengths and weaknesses .The technological aspect is based on subject-oriented technology, which allows schoolchildren to organize effectively their educational activities in the educational process of rural school. The communicative aspect of the process acquires special significance in a pandemic and actualizes the development of information and communication technologies by the subjects of the educational process for network interaction. The article concludes that the digitalization of education significantly transforms the educational process in rural school and requires the development of scientifically grounded and tested approaches that allow rural school to be in the trend of educational development, while maintaining the psychological comfort of the educational process.

Youth leadership and global citizenship: alternatives for peacebuilding in Brazilian public schools

Abstract Peace is a social construct that demands a process of individual and collective awareness and commitment for the construction of a fairer and more inclusive world. The University and the school, as formal educational spaces, have a great potential as peacebuilders. This article discusses these two arguments from fragments of an experience held in two public schools from Distrito Federal. It was conducted by the Unesco Chair on Youth, Education, and Society (Catholic University of Brasília – UCB) from 2015 to the present. The first part discusses the current context of young people from the theoretical lens of global citizenship and the centrality of youth leadership and empowerment in the process of peace building. The second part emphasizes the role of the university and the public school in the construction of networks that act proactively in the citizenship education of young people, preparing them for facing situations of violence and intolerance. The final part of the article looks at the experiences of the last three years, examples of successful educational practices that have the potential to act in the prevention of school violence and in the construction of an inclusive and emancipatory global citizenship. The study shows that Unesco’s principles of education for peace and global citizenship are important alternatives for the promotion and building of peace.

AS CONDIÇÕES DA INFRAESTRUTURA ESCOLAR, CORPO DOCENTE E RELAÇÕES DE GÊNERO NA ESCOLA DE ENSINO FUNDAMENTAL: UM ESTUDO DESCRITIVO EM ITAPETINGA, BA

O artigo reúne parte dos resultados da pesquisa descritiva que investigou relações de gênero em uma escola municipal de ensino fundamental, Itapetinga, BA, com foco no emprego de preconceitos e discriminação de gênero entre alunos e professor-alunos e a influência das condições e organização da infraestrutura escolar na aprendizagem escolar, observando as estratégias utilizadas pela escola (ou não) para ensinar a formação de valores coletivos, cidadania e melhoria das relações entre alunos no cotidiano escolar. O significado e sentido de prática educativa bem sucedida, nos quais buscamos apoio, encontram-se ancorados nas ideias de Arendt (1997), educação e emancipação de Adorno (1995), relações de gênero, corpo e processo pedagógico em Louro (1997, 2000), Carvalho (2016, 2012) e outros. Com base nos teóricos, compreendemos práticas educativas bem sucedidas aquelas que, além de gerar aprendizagem positiva, formação da cidadania e condição humana, possibilitam a melhoria das relações entre alunos (as) e professor-aluno(a), ampliando sentimentos afetivos e valores éticos, que potencializam relações interpessoais na escola. Neste texto, apresentamos um recorte teórico e resultados alcançados com informantes e de ações sobre gênero e intersecção raça e etnia. Esses resultados apontam que, quando a escola se preocupa com a melhoria das condições do ambiente escolar, como lugar de encontros prazerosos, saudável e a criação de estratégias para formação de valores e cidadania de seus alunos, tornando-os mais alegres, afetivos(as), potencializa as relações de interação, sociabilidades, respeito à diferença, convivência com a diversidade, responsabilidade com a vida e igualdade na escola, contudo, precisa ainda caminhar nesta direção.

Methodology I’M IN applied to workshop: successful educational practice for consultants in user experience with gamification fields

The article is based on the development of a new methodology that promotes and contributes to a workshop, incorporating user experience as an evaluation of user’s behavior, and includes the application of gamification as a method of increasing motivations. The study that is presented is based on the explanation of the method used for its creation and in the evaluation of the first results obtained before its application. The evaluation of the design took into account the initial assessment to connect the field of user experience with gamification, assessed a first version and evaluated a second version, and applied it in the context of a workshop. One of the aims that is addressed within the user experience is to evolve in the search of systems, where a starting point is developed from a hypothetico-deductive system, where the consultant established the hypothesis to be solved based on the possible behavior of the user to a system, where users also participate in decisions; therefore, the methodology applied for the design is based on a user-centered design process. The application allows to reveal useful information to design a workshop that can improve the quality of the results, increase the relevance of the resulting report and contribute efficiency compared to the current systems. To illustrate this technique, a use case is presented applied to the redesign of a subject of Master in user experience. The strengths and weaknesses of the system’s applicability as a standard are taken into account.

The role of transformation in learning and education for sustainability

Education research has acknowledged the value of transformation, which offers an opportunity for researching and rethinking how appropriate and successful educational practices may be. However, despite the role of transformation in higher education and particularly in sustainability learning, there is a paucity of studies which examine the extent to which transformation and learning on matters related to sustainable development may be integrated.Based on this perceived research need, the purpose of this article is to present how transformation in learning in education for sustainability requires the commitment of Faculty and the engament of students. To do this, a set of qualitative case studies were used in higher education institutions across seven countries (Brazil, Serbia, Latvia, South Africa, Spain, Syria, UK). The findings revealed that the concept of education for sustainable development has not been sufficiently integrated into the concept of transformation in higher education institutions. It also found that to enhance sustainability in the curricula, academics should develop collaborative approaches, and discuss how to redesign their own disciplines, and how to appreciate the epistemology and multicultural vision of sustainability, both as a topic, and as a field of education research. It was further found that reflections of the academics on their own values are crucial for developing the transformative potential of students as agents of a sustainable future. It is necessary that universities should transform to serve as models of social justice and environmental stewardship, and to foster sustainability learning.

Perspectives on Equity, Inclusion, and Social Justice in Education in Four Nordic Countries

The article addresses some fundamental values in education and their implications in the Nordic countries, such as equity, democracy, social justice and inclusion, while its main aim is to introduce and discuss main findings from case studies in pre-, compulsory and upper secondary schools that are part of the Nordic research project; Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic Countries. The aims of the research were to 1) to understand and learn from the experiences of immigrant students and children who have succeeded academically and socially; and 2) explore and understand how social justice is implemented in equitable and successful diverse Nordic school contexts and other learning spaces. The research is grounded within theories of critical multicultural education and culturally responsive pedagogy. Findings reveal a variety of successful educational practices on all three school levels while some challenges also exist.

From Past Aspirations to Present Achievements: A Case Study of Three K-8 Schools Successfully Educating Roma Students

This case study focuses on education in three K-8 schools in Medjimurje County, Croatia. The object of inquiry is the development of successful educational practices for Roma students. Until recently, only a limited number of Roma students completed basic K-4 schooling. Today all students at these three schools complete K-8 education, with some Roma students going on to pursue secondary and tertiary education. We examine some of the processes that took place in creating the change, along with the principals’, teachers’, and Roma assistants’ views and actions.

Learning Design, Social Ontology and Unintended Functionalism in Education Projects

For many years there have been well-funded project opportunities for developing educational innovations, both pedagogical and technological, to fulfil the educational ambitions of national governments and European agencies. Projects have been funded on the basis of competitive bidding against themes identified by funders. Calls for funding typically exhibit bold rhetoric as to their ambition and consequently bold claims are made in response. It is not untypical for the results of these projects to fall short of their rhetoric. During the process of project delivery, there can arise what is termed “unintended functionalism” where the fulfilment of the project contract through the regulatory instruments of project management overrides critical challenge of the objectives and rhetorical claims, or reflection about theoretical assumptions. Two contrasting projects are examined to explore this: ITEC, a large-scale technological innovation and implementation project involving schools throughout Europe; and INCLUD-ED, a research project to describe successful educational practice around inclusion. An analysis is presented which draws on Searle’s concept of ‘status functions’ to explain anomalies between the declarations concerning the objectives, technologies and concepts of a project and the evidence of project outcomes. It is argued that unintended functionalism arises as a result of common constraints of project regulation which bear upon all project stakeholders. The contrast between ITEC and INCLUD-ED presents an opportunity to ask whether and how, in the light of better knowledge about the dynamics of constraints, the pathology of unintended functionalism might be avoided.

EVALUATION OF ITEC PROJECT INNOVATIVE PRACTICE OF ICT BASED LEARNING SCENARIO FROM TEACHERS’ PERSPECTIVE

ICTuse in everyday teaching and learning shows the lack of innovative successfuleducational practices. In the paper, successful examples in several schools /classes were evaluated and described in terms of consistent and structuredcriteria of innovative educational practice. After the interviews with teacherswho piloted iTEC project scenario “A breath of fresh air”, main aspects ofinnovation mentioned by teachers’ were identified. Most common or keycharacteristics of the learning scenario have been indicated: variety ofstudents’ and teachers’ roles, mixed environment, opportunity to chooseresearch topic and level of curriculum, diversity of learning resources andtechnologies used, recognition of students’ competences and skills, the levelof students’ and teachers’ motivation and responsibility for implementation ofthe goals envisaged and learning activities planned. These characteristics arecorresponding to the REORDER model aspects of the applied “Personalisation byPieces” approach elaborated by D. Buckley (2010), and it could be used aslearning scenarios evaluation criteria. KEYWORDS:innovative educational practice, ICT based “A breath of fresh air” learning scenario,evaluation criteria.

Interrupting the Professional Schism That Allows Less Successful Educational Practices With ELLs to Persist

Different worldviews, different histories of induction into teaching, presumed differences in responsibilities, and different emphases in preservice and in-service preparation have all long contributed to enduring schisms that keep general education (or mainstream) teachers and English language support faculty from coordinating and finding common cause in their efforts. This division has been at the cost of impeding many English language learners' (ELLs) academic success. So, given that ELLs consecutively or concurrently negotiate these too-often separate schooling subworlds, it is imperative to overcome historical divisions and to conceptualize all teachers as needing (a) to be willing to see ELLs as part of their charge, and (b) to build the skills and capabilities to serve such students well.

Changing the subject: the educational implications of developing emotional well‐being

Claims that emotional well‐being is synonymous with successful educational practices and outcomes resonate with contemporary political portrayal of well‐being as integral to ‘social justice’. In Britain, diverse concerns are creating an ad hoc array of therapeutic interventions to develop and assess attributes, dispositions and attitudes associated with emotional well‐being, alongside growing calls to harness subject content and teaching activities as vehicles for a widening array of affective outcomes. There has been little public or academic debate about the educational implications of these developments for the aspirations of liberal humanist education. This article addresses this gap. Drawing on philosophical, political and sociological studies, it explores how preoccupation with emotional well‐being attacks the ‘subject’ in two inter‐related senses; the human subject and subject knowledge. It argues that it is essential to challenge claims and assumptions about well‐being and the government‐sponsored academic, professional and commercial industry which promotes them.