Terms Of Education Research Articles

Rater severity differences in English language as a second language speaking assessment based on rating experience, training experience, and teaching experience through many-faceted Rasch measurement analysis.

Evaluating candidates’ answers in speaking skill is difficult and rarely explored. This task is challenging and can bring inconsistency in the rating quality among raters, especially in speaking assessments. Severe raters will bring more harm than good to the results that candidates receive. Many-faceted Rasch measurement (MFRM) was used to explore the differences in teachers’ rating severity based on their rating experience, training experience, and teaching experience. The research uses a quantitative approach and a survey method to enlist 164 English teachers who teach lower secondary school pupils, who were chosen through a multistage clustered sampling procedure. All the facets involving teachers, candidates, items, and domains were calibrated using MFRM. Every teacher scored six candidates’ responses in a speaking test consisting of three question items, and they were evaluated across three domains, namely vocabulary, grammar, and communicative competence. Results highlight that the rating quality was different in terms of teachers’ rating experience and teaching experience. However, training experience did not bring any difference to teachers’ rating quality on speaking test. The evidence from this study suggests that the two main factors of teaching and rating experience must be considered when appointing raters for the speaking test. The quality of training must be improved to produce a rater with good professional judgment. Raters need to be supplied with answer samples with varied levels of candidates’ performance to practice before becoming a good rater. Further research might explore any other rater bias that may impact the psychological well-being of certain groups of students.

Communication Competence of Teachers in Contemporary Educational-Pedagogical Work

In this paper, communication competence is seen as one of the most important skills in modern educational-pedagogical work. It is not about the absolute disposition of man, but about a set of variables that can be improved by learning to the level necessary for the realization of a certain social role. These are two groups of individually determined variables / potencies through which the degree of communication competence of an individual is articulated: cognitive and interactive. Pedagogical communication is most effective if it is realized with professional and communicatively competent teachers, individualized teaching in direct and / or indirect interpersonal communication and encoding of communicative messages, whose reception in pedagogical terms, ie. in terms of cognitive effects and value consequences, will be unambiguous.

The Usage of Augmented Reality Technology in the Educational Process of Higher Education Institutions

The development of additional reality (AR-technology) and its application in the educational process is considered. Definitions of AR technology are given, its advantages are given, as well as the limitations associated with its use in the educational process. An overview of platforms for creating AR-applications is given, their functional capabilities are considered, the expediency and efficiency of application in the educational process of free economic zones are assessed. Aspects of the use of augmented reality technology in the higher education system are considered. One of the most important features of augmented reality in terms of pedagogy is that it provides a space focused on the student and flexible for learning opportunities. The advantages and limitations of using this technology are given. The general scheme for creating augmented reality is always as follows: the camera of the AR device captures an image of a real object; the software (software) of the device identifies the received image, selects or calculates the corresponding image visual complement, combines the real image with its complement and outputs the final image to the visualization device. To work with AR, it is enough to use a smartphone or tablet and the appropriate software. There are the following main areas of augmented reality technology in the education system: support for research and experimental approach; checking the model for adequacy; modeling environments that combine the possibilities of teaching, learning, communication with game elements; acquisition of technological skills. AR-technology has the following potential pedagogical advantages: accessibility, involvement, cooperation, interactivity. Despite these benefits, there are certain factors that need to be considered when working with educational technologies using AR. Such factors include: lack of necessary teacher training; dependence on hardware (not all students may have smartphones that support AR applications); content mobility issues across all platforms and devices. Directions and examples of application of augmented reality technology in the educational environment are offered.

Evaluation of Distance Learning Practices (From the Instructors Perspective): Planning, Implementation and Evaluation

This research aims to examine distance education practices from the perspective of instructors in terms of Planning, implementation and evaluation. It is aimed to reveal the current situation regarding the planning, implementation and evaluation of distance education practices by ensuring that the distance education practices related to the teaching methods and techniques used in the courses, content and process are evaluated from the perspective of the instructors. The study group of the research consists of 20 instructors. In the research, qualitative data were obtained by the case study method. In the study, the data were collected using the semi-structured interview technique developed in consideration of the purpose of the research. Qualitative content analysis was used in the analysis of the data obtained. The results of the research reveal the positive and negative opinions of the instructors in terms of planning, implementation and evaluation. Considering the findings by institutions, practitioners, and the Council of Higher Education that implement distance education may contribute to increasing the quality of education.

A Study on Native English Instructors’ Experience with Online Asynchronous and Synchronous Classes

The purpose of this study was to investigate the experiences of English instructors in terms of asynchronous classes and synchronous classes during the COVID-19 pandemic. To this end, an online survey was conducted regarding the methods of each type of class in terms of strengths and weaknesses, class activities, assignments, quizzes, midterm exams, and communication tools. A total of 19 native English-speaking college instructors participated in the survey. The results of this study showed that the instructors pointed out the low level of learner participation among the students for both types of class, and that they recognized the different strengths and weaknesses of each class type. The advantages of LMS-based classes were that students were able to learn in a self-directed manner and the instructors could easily manage their classes. The disadvantages were that it was impossible for the students and the instructors to interact in real-time, and that it was difficult to build rapport with the learners and to motivate them as well. Therefore, the LMS-based method needs to be mixed with face-to-face classes or online synchronous classes.<br/> The perceived advantages of Zoom-based classes according to the instructors were that interaction, English practice opportunities, and class material sharing was possible in real-time. The disadvantages were that it was difficult for instructors to generate participation among the learners, and to reduce their level of “Zoom fatigue.” To cope with these issues, instructors used several strategies in order to get their students to turn on their cameras and to engage more actively in the class. In the LMS classes, learning activities were used to give chances to the students for self-directed learning, while in the Zoom classes the students were encouraged to participate in real-time. Quizzes were used to check the progress of the learners in the LMS classes, whereas in the Zoom classes, the students were given real-time speaking opportunities to practice their English skills. There was no significant difference between the two types of classes in regards to homework nor the type of midterm tests that were given. However, the communication tool was used more frequently in the asynchronous classes. The results of this study have implications for instructors, and should be taken into consideration when they are designing their online classes in the future.

PROFICIENCY AND APPROACHES IN TEACHING CHILDREN WITH LEARNING DISABILITIES AMONG FILIPINO TEACHERS

The main purpose of the study is to determine the approaches and proficiency of teachers in teaching children with learning disabilities in public elementary schools in San Mateo North and South District, Division of Isabela for the School Year 2019-2020. Descriptive survey was employed. The school heads and SpEd teachers served as respondents. Mean, t-test and Spearman rank were used to analyze data. The results showed that the teachers teaching students with learning disabilities are proficient and often used different approaches. The teachers are knowledgeable about the applicable teaching approaches to be employed in teaching students with learning disabilities. Likewise, as to the extent of employing of approaches, these were evident as practiced by the teachers and as confirmed and observed by the school heads. School Heads and teachers have the same level of assessment in terms of the extent of approaches in teaching students with disabilities. The teachers are proficient in handling students with learning difficulties. In terms of teachers’ proficiency, both teachers and school heads assessed the teachers as proficient. Therefore, they have the same level of assessment. Teachers frequently used the approaches as manifested by their level of proficiency except for content knowledge. Thus, proficiency of teacher in content knowledge do not depend on approaches being used. The teachers and school administrators shall attend trainings, workshops and conferences related to the varied teaching approaches applicable to the students with learning disabilities. The administrators and focal person of SPED in the district shall engage more related activities and trainings about the nature of content knowledge to be included in the curriculum of the special education to update the content and competencies.

Organization of group activity of younger students in Ukrainian language lessons

In the article an author considers notion group work. Accents attention on the types of groups and psychology - pedagogical terms of their unton at junior schoolbayr, determines the tasks on the lessons of Ukrainian for implementation in groups.

Not not doing therapy: performer training and the ‘third’ space

This article addresses staff- and student wellbeing in performer training by acknowledging and engaging with the role of the pedagogue in the complex grey area of training where we are not doing therapy, but also not not doing therapy. In doing so it seeks to open up for scrutiny and productive exchange an aspect of training that is often present but rarely discussed in pedagogical terms. The article highlights ways in which the transdisciplinary ‘third space’ between training and therapy draws attention to itself in training moments, and conceptualises this ‘third space’ by drawing on notions of ‘being with’ and ‘thirdness’ in radical pedagogy and relational therapeutic approaches. Drawing on autoethnographic examples of teaching practice, the article then looks at this ‘third space’ of complexity more closely as a reality that many teachers live in; begins to outline some of its possibilities in relation to the notions of resourcing, rhythm, and radical believing; and through that, proposes implications for future practice.

Поняття «життєтворчість» та «життєтворча компетентність» у парадигмі професійної підготовки педагога спеціальної освіти

The article deals with the problem of the competence approach in education. The article is based on careful analysis of the scientific literature and highlights the concept of “life-creating competence”. The necessity and expediency of such competence forming in the future special education teacher result from the practice of living in an open information society, where the individual is required to show a new level of abilities that could ensure his/her effective functioning in any dynamic changes and circumstances, successful and comprehensive life both in personal and professional spheres. The article analyzes the subject matter of the life creation concept in philosophical, psychological and pedagogical aspects. A review of the scientific literature demonstrated that in philosophical and sociological discourse life-creation is mainly considered in the perspective of one’s own life building and culture of life creation, and it made it possible to highlight the following points: life-creation is a process based on two constitutive components: life and creativity; these components are purely individual; life creation depends on both personal characteristics and social factors; the individual must be in some way ready to carry out life creativity; thus, consequently, life-giving competence can be an indicator of readiness for life-creation. It was found that psychology studied the problem of life creation most thoroughly; psychologists present life creation as a manifestation of the subject’s personality, an active attitude to life, the result of self-development, a special type of life, etc. The author found that the life of an individual is one of the key phenomena in the philosophy of education, where it is considered in terms of the activity approach: it is a special kind of life, creative activity of the individual, life-creation, the art of living. One of the determining factors of life creation is education. In terms of pedagogy, the study of life creation of an individual at the beginning of the 21st century has grown into a separate area – the pedagogy of life, which formed the basis of the concept of the New Ukrainian School. It was found that the phenomenon of “life-creating competence” in pedagogy is not considered as a separate achievement of an individual, but there is “life-creating competences”, represented as a component of life competence of that individual. Based on the analytical review, the author summarizes that life competence provides the solution of vital tasks, productive life, the ability to perform certain life roles; life-creating competence, according to the author, brings an individual to a higher level of life, at which a person realizes self-design, selfconstruction, self-education and other self-practices; it is an active, creative and responsible subject of his/ her own life and social development, as he/she is able not only to adapt to dynamic circumstances, but also to change the environment for the benefit of him/herself and others, which is crucial for special education teachers in the light of modern educational paradigm.

DIFFERENTIATED INSTRUCTIONS: RELEVANT STUDIES ON ITS IMPLEMENTATION

Differentiated instructions have been recommended for classrooms with students of different readiness, learning profiles, and backgrounds in English classrooms. This study aimed at elaborating the implementation of differentiated instruction in terms of its advantages and the challenges encountered by teachers and students in implementing differentiated instruction. The study was designed as library research, following George's ten steps (2008) model. Experts' opinions and previous studies were reviewed in this present study to provide a comprehensive mapping of the advantages and challenges in implementing differentiated instructions. The review revealed that differentiated instruction could motivate low-achieving students, increase students' participation, interaction, and cooperation, as well as build a better teacher-student relationship. However, differentiated instruction also poses challenges, such as time-consuming, misperception about unfair treatments, and class size. These results imply that better planning should be conducted before implementing differentiated instruction to gain its benefits.

The professional identity of the Iranian teachers: a case of professional practices

ABSTRACT The study intended to explore teachers’ professional identity in terms of teachers’ perceptions of their practices. The study employed mixed-methods design, including 80 survey participants and 19 interviews with teachers. In the quantitative section, teachers’ perceptions of their commitment to professional practices and how their perceptions were influenced by variables such as gender, age, educational degree, and teaching experience were explored. The results of descriptive statistics revealed that teachers were strongly committed to professional practices. Additionally, data analysis indicated significant differences in teachers’ perceptions with reference to age and teaching experience, but teachers’ gender and education degree did not appear significant. The qualitative findings revealed that teachers mainly tended to exercise professional practices of personal growth and interactional practices, and considered ‘teaching/learning materials’ as an important contributing factor in implementing professional practices. The data also showed that teachers’ professional identity practices were influenced by contextual factors and macro-political policies.

PEDAGOGICAL CONDITIONS OF READYNESS FORMATION STUDENTS TO CREATIVE ACTIVITY

The article deals with pedagogical teims as totality, of factors in interaction and intercommunication o f education, training and person developing processes. It has been theoretically substantiated and experimentally checked the totality of pedagogical terms with using o f non traditional methods o f training for organizing o f individual і group classes with elective course “I'm a creative person ” providing the resultness of readiness of pupils to creative activity.

RADIO BASED INSTRUCTION: A MODULAR DISTANCE LEARNING TEACHER SUPPLEMENTARY MATERIAL

Radio Based Instruction (RBI) is a form of Distance Learning. It is still a superior alternative for those who want more convenience and flexibility for different modalities. One of the most significant advantages of distance education through RBI is that it allows students to use various learning materials while using minimum financial resources. This study aimed to analyze radio-based instruction as a MODULAR DISTANCE LEARNING (MDL) teacher supplementary material in English. Specifically, it sought answers to the following questions: (1) What is the level of radio-based Instruction in terms of objectives, content, learning activities, and assessments (2) What is the teachers? level of perception of RBI in terms of adaptability, appropriateness, consistency, usability, curriculum, alignment (3) What is the status of pupils the Learning Continuity with regards to engagement on academic tasks, cooperation, positive interaction, sense of competence (4) Do the teachers' perceptions on radio-based Instruction have a significant relationship to the learning continuity in English? The descriptive method of research was utilized in this study. The questionnaires were given to45 respondents who are public elementary teachers using radio-based instruction as supplementary study material in English in the District of Pagsanjan and other neighboring towns selected through a simple random sampling technique. The questionnaire was composed of three (3) parts: the level of radio-based instruction, level of perception of teachers, and level of learning continuity. The results showed that radio-based instruction helped the teachers convey the lesson to pupils living in -, far-flung community areas. The findings are impressive. It revealed that respondents who have used Radio-based instruction as supplementary study material in English almost have the same high level of perception of radio-based instruction in terms of objectives, content, learning activities, and assessments. The teachers' perception of radio-based instruction was also positive and almost similar in terms of adaptability, appropriateness, consistency, usability, and curriculum alignment. Therefore, it implies that radio-based instruction has proven to be successful in attaining its purpose to ensure academic growth despite the current pandemic.

The additive effect of metalinguistic awareness in third or additional language acquisition

ABSTRACT Previous and current research identify Metalinguistic Awareness (MLA) as a possible cause of the positive effects of bilingualism on cognitive development and Third Language Acquisition (TLA). Although it has been acknowledged that MLA is strongly affected by literacy and grammar-related activities, only a few studies have focused on the context and method of acquisition of the bilingual learners’ L2 to account for the mediating effect of MLA in TLA. This study tested the assumption that formal instruction in multiple languages enhances MLA in bilinguals which, in turn, facilitates the process of TLA. 42 bilinguals, with different levels of proficiency and MLA in German L2, were tested for their ability to learn an additional language through an artificial language task (Llama-F, Meara, P. 2005. Llama Language Aptitude Tests. Swansea. Lognostics). Correlations and multiple regression analyses were conducted to examine the relationship between bilinguals’ level of explicit MLA and performance in the TLA task. The influence of various potential predictors was considered including explicit MLA; number of languages; overall proficiency and instruction in German L2. The results indicate that bilinguals with higher levels of explicit MLA also perform better in TLA, after controlling for the aforementioned variables in the model. The findings are discussed in pedagogical terms, suggesting that learners should be stimulated and assisted in the process of conscious reflection and manipulation of the language system(s) and the learning strategies developed in previously learned languages, to obtain a positive outcome in TLA.

CURRENT ISSUES & CHALLENGES IN THE USE OF SOFTWARE APPLICATIONS IN TEACHING ENGLISH IN MAJAYJAY DISTRICT: THE EXPERIENCES OF ENGLISH TEACHERS

The research study focused on the experiences of teachers in the current issues and challenges in the use of different software applications in teaching English. Specifically, it aimed to determine the status of ICT facilities that are available to teachers teaching English in Majayjay District, extent of English Teachers’ Expertise on different ICT Software skills and programs, perceived issues, and challenges in the use of ICT in teaching and their significant relationships. The research involved one-hundred seven (107) teachers teaching English subjects. Frequency Distribution was used to determine the extent of ICT facilities that are available to teachers. A researcher-made questionnaire was used as the main instrument to obtain the necessary data. Weighted Mean and Standard Deviation was used to determine the extent of English Teachers’ Expertise on different ICT skills and Programs as well as the perceived issues and challenges in the use of ICT in teaching. In addition, Spearman Correlation was used to determine the significant relationship between ICT Facilities and issues and challenges in the use of software applications in teaching. The results of the study revealed that most of the teachers have ICT facilities available for their teaching. In terms of Teachers’ Expertise on different ICT Skills and Programs, most of the teachers have “Very High Expertise” on MS Word, MS Excel, MS Powerpoint, Google Forms, Search Engines, Social Networks (e.g., Zoom, Google Meet, etc.), Google Classroom, Email, File Attachment, and Windows & File Management with Average Weighted Mean of 4.48, 4.35, 4.57, 4.23, 4.61, 4.56, 3.98, 4.42, 4.52, and 4.51 respectively. Also, teachers teaching English in Majayjay District perceive the issues and challenges in the use of ICT in teaching with “Very High Challenge” specifically in terms of External Variables, Perceived Usefulness, Perceived Ease-of-Use (PEOU), Attitude towards used and Social Influence Processes with Weighted Mean of 3.46, 4.32, 3.95, 3.43, 3.01, and 3.45. The relationship between Teacher’s Expertise on Software Application and the Issues and Challenges in the Use of Software Application in Teaching has a significant relationship with the Perceived Usefulness (r=0.626, p= 0.000); Perceived Ease-of-Use (PEOU) (r=0.442, p= 0.000); Attitude toward Use (r=0.306, p= 0.001), and Social Influence Processes (r=0.264, p= 0.015) and do not have a significant relationship with External Variables (r=0.055, p=0.577) and Behavioral Intention (r=0.030, p=0.759).

College Physical Education Teaching and Content Optimization Based on Computer Information Technology

Curriculum plays a central role in the cultivation of professional talents in colleges and universities and is the carrier of the goal of talent cultivation. Curriculum reform is the core of physical education teaching reform. In the context of social needs, curriculum reform should aim at cultivating professional talents. The overall reform should be guided by social needs to improve the suitability and effectiveness of curriculum reform. This paper aims to study the analysis and content optimization of physical education teaching based on the background of computer information technology. In order to maximize the professional function of physical education teaching and better provide basic guarantee for physical education, this paper firstly carries out a conceptual analysis of physical education and content optimization. Secondly, this paper expounds the advantages of computer information technology and then deeply studies the network computer server cluster method. Then it optimizes the case design of the teaching content of the special course of physical education. The cluster analysis results of college physical education teachers and experts show that, in terms of teachers, 36% of teachers are satisfied with the physical education textbooks, ranking first.

Emergency Remote Teaching (ERT) Practices from the Perspective of Classroom Teachers Teaching in Disadvantaged Suburban Primary School

The current study aims to determine how emergency remote teaching (ERT) practices were conducted in a disadvantaged suburban public primary school during the COVID -19 pandemic. For this purpose, a disadvantaged suburban public primary school in the Marmara region, Turkey, was selected as a case and an instrumental case study design was chosen for the study. For data collection, in-depth interviews were conducted using a semi-structured interview form with 10 classroom teachers. In addition, natural observations were conducted by one of the researchers who is also a teacher in the same school. As a result of the thematic analysis, two main themes were identified: "disadvantage experienced by students" and "the consequences of disadvantage." The disadvantage experienced by the students has two different dimensions, social and economic. It was found that these disadvantages lead to different effects on students and teachers. The results of the study show that students face economic disadvantages in purchasing the imperative learning materials to participate in the online course. Parents do not prioritize these materials due to low awareness. Socio-economic disadvantages lead to a digital divide and inequality of opportunity in education.It is clear that school closures will create even greater challenges for disadvantaged students in the future.s. In terms of teachers, these disadvantageous situations cause instructional difficulties such as challenges in planning the teaching process, neglecting the program, effective assessment; and individual difficulties such as anxiety and sadness.

Suwerenność w ujęciu pedagogicznym. Refleksyjna problematyzacja

Dyskurs pedagogiczny o suwerenności pedagogicznej w sensie problemowym de facto nie istnieje, a w zdecydowanej mierze opiera się na intuicyjno-cząstkowej reintegracji oraz reinterpretacji wiedzy konstatowanej w ramach różnych dyscyplin naukowych, w szczególności: filozofii, historii, psychologii, socjologii, nauki o polityce i prawa. Dotyczy to definiowania i badania różnego rodzaju przedmiotów zainteresowania także i samej pedagogiki, między innymi tożsamości, autorytetu, autonomii, indywidualizmu, rozumu, wiedzy różnego rodzaju (w tym wiedzy wirtualnej), odpowiedzialności, bezpieczeństwa oraz przede wszystkim cechy władzy w zakresie jej suwerenności. W tak reorganizowanej – reintegrowanej i reinterpretowanej – optyce przedmiotu zainteresowania suwerennością przez pedagogikę, a więc wiedzą na temat teoretycznej i praktycznej suwerenności pedagogicznej, jak się wydaje, należy dopiero poszukiwać tego, co Dietrich Benner w książce Pedagogika ogólna. Wprowadzenie do myślenia i działania pedagogicznego w ujęciu systematycznym i historyczno-problemowym określa mianem „podstawowej struktury myślenia i działania pedagogicznego” oraz swoistości interdyscyplinarnego statusu samego pytania o kwestię pedagogicznego proprium suwerenności w ogóle. Niniejsza publikacja jest zatem próbą poszukiwania konceptualizacji wiedzy na temat abstrakcyjnej idei suwerenności pedagogicznej, która przecież realnie istnieje.

The Abel–Ruffini Theorem: Complex but Not Complicated

In this article, using only elementary knowledge of complex numbers, we sketch a proof of the celebrated Abel–Ruffini theorem, which states that the general solution to an algebraic equation of degree five or more cannot be written using radicals, that is, using its coefficients and arithmetic operations and . The present article is written purposely with concise and pedagogical terms and dedicated to students and researchers not familiar with Galois theory, or even group theory in general, which are the usual tools used to prove this remarkable theorem. In particular, the proof is self-contained and gives some insight as to why formulae exist for equations of degree less than five (and how they are constructed), and why they do not for degree five or more.

PROBLEMS OF SYSTEMATIZATION OF PEDAGOGICAL TERMS AND CONCEPTS IN THE SCIENTIFIC AND PEDAGOGICAL THEORY OF COMPARABLE LANGUAGES

In the past two decades, there has been active work on ordering and systematization of pedagogical terminology. She made it possible to designate a list of problems that require their own solutions. These include the following: ambiguity pedagogical terms, duplication of English pedagogical terms in foreign languages, the introduction of new words into scientific circulation, pretending to be terms without connection with a specific concept and phenomenon, etc. One of the main ways to solve these problems there is an active lexicographic activity in the field pedagogy. Ordering and systematization of pedagogical terminology possible only on the basis of a serious study and understanding of the entire the history of the formation and development of pedagogical terminology and taking into account the traditions of the Uzbek language. One of the priority areas of such work should be the preparation of a historical terminological pedagogical dictionary.