scholarly journals Values in General Education School: Teachers’ Approach

Pedagogika ◽  
2015 ◽  
Vol 118 (2) ◽  
pp. 127-144
Author(s):  
Elvyda Martišauskienė ◽  
Snieguolė Vaičekauskienė
Keyword(s):  
General Education ◽  
School Teachers ◽  
Education School

scholarly journals Assessment of teachers' readiness for the implementation of personalized teaching in a general education school

2021 ◽  
Author(s):  
И.Ю. Гутник ◽  
Н.В. Циммерман
Keyword(s):  
General Education ◽  
School Administration ◽  
Personalized Learning ◽  
The State ◽  
Assessment System ◽  
School Teachers ◽  
Self Assessment ◽  
External Assessment ◽  
Education School ◽  
First Results

Статья посвящена проблеме выявления состояния готовности педагогов школ к реализации идеи персонификации образования. Выявлена типология персонифицированного обучения как феномена гуманитарной парадигмы. Прояснен феномен готовности педагогов. На основании достигнутых пониманий раскрыта сущность готовности педагогов к реализации персонифицированного обучения. Охарактеризованы типологии такой готовности исходя из возможного наличия или отсутствия каждого из ее компонентов. Разработана комплексная система оценки, которая позволяет осуществлять как внешнюю оценку, например, администрацией школы, так и самооценку педагогом исследуемой готовности. Описаны первые результаты, полученные при применении этой системы. Охарактеризованы модули повышения квалификации учителей, позволяющие корректировать каждый из компонентов готовности педагогов к реализации персонифицированного обучения. The article is devoted to the problem of identifying the state of readiness of school teachers to implement the idea of personification of education. The typology of personified teaching as a phenomenon of the humanitarian paradigm is revealed. The phenomenon of teachers' readiness has been clarified. On the basis of the achieved understandings, the essence of the teachers' readiness for the implementation of personalized training is revealed. The typologies of such readiness are characterized based on the possible presence or absence of each of its components. A comprehensive assessment system has been developed, which allows for both external assessment, for example, by the school administration, and the teacher's self-assessment of the studied readiness. The first results obtained using this system are described. The modules for improving the qualifications of teachers, which make it possible to correct each of the components of the readiness of teachers for the implementation of personalized learning, are characterized.

Correlation and Structural Analysis for Determining the Connection of Universal State Exam (USE) Results with the Ratings of First-Year Students

2018 ◽  
Vol 6 (3) ◽  
pp. 18-27
Author(s):  
Р. Габдрахманова ◽  
R. Gabdrahmanova ◽  
Г. Гарнаева ◽  
G. Garnaeva ◽  
Л. Нефедьев ◽  
...  
Keyword(s):  
Structural Analysis ◽  
General Education ◽  
High School Teachers ◽  
First Year ◽  
School Teachers ◽  
Educational Organization ◽  
First Year Students ◽  
Student Groups ◽  
Education School ◽  
Pedagogical Analysis

One of the problems that is of interest to researchers is the adaptation of fi rst-year students. One of the indicators of their successful adaptation, many researchers believe performance. With the help of correlation and structural analysis, the interrelation between the results of fi nal examinations in the general education school and the results of training in the fi rst half of the year during the adaptation of fi rst-year students of the Institute of Physics of the Kazan (Volga) Federal University (KFU) was investigated. At the fi rst stage of the pedagogical analysis, we came to the conclusion that between the results of the fi nal examinations in the general education school and the results of training in the fi rst half of the year, during the adaptation of the fi rst-year students of the Institute of Physics, a slight diff erence was revealed, which demonstrates their interdependence. The article also presents an algorithm for working with a correlation matrix. The materials of the article can be used by high school teachers, curators of student groups, as well as by researchers in organizing and conducting an experiment on their problem in the higher school educational organization.

scholarly journals Socio-Psychological Personality Adaptation and Strategies of Coping-Behavior of School Teachers in the Process of Professional Socialization

2013 ◽  
Vol 2 (1) ◽  
pp. 30-34
Author(s):  
I. V. Malyshev ◽  
Keyword(s):  
General Education ◽  
Professional Socialization ◽  
Coping Behavior ◽  
Psychological Adaptation ◽  
Psychological Services ◽  
Professional Activity ◽  
School Teachers ◽  
Coping With Stress ◽  
Education School ◽  
High Level

The article presents the data of the empiric research of strategies of coping-behavior of general education school teachers. The research is made from the sample of Saratov region general education school teachers (n = 50; in the age of 21–55 years old). The use of different methods such as the method of diagnosis of socio-psychological adaptation of C. Rogers and R. Diamond, questionnaire of coping-behavior in stress situations of S. Norman, D. F. Endler, D. A. James and M. I. Parker (adapted by T.A. Kryukova), method of comparative analysis in complex makes it possible to identify significant differences in preferred strategies of copingbehavior in stress situations according to the level of teacher’s personality adaptation. It views that in the sample of teachers with the high level of adaptation a pattern of strategies of coping-behavior “problem solving – avoidance – emotions” is dominant. The author shows the data that certifies that the level of personality adaptation plays a very important role while choosing strategies of copingbehavior at different stages of professional socialization of teacher’s personality. The applied aspect of the problem being investigated can be realized in consulting practice of psychological services of general education schools as well as in development of training and correctional-development programs with an aim to form personaleffective strategies of coping with stress situations that happen in professional activity of a teacher.

Hygiene and Sex Education of General Education School Pupils

Soviet Review ◽  
1984 ◽  
Vol 25 (3) ◽  
pp. 3-21
Author(s):  
A. G. Khripkova ◽  
D. V. Kolesov
Keyword(s):  
General Education ◽  
Sex Education ◽  
Education School

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

OPINION OF PARENTS OF SCHOOLCHILDREN AND TEACHERS OF SCHOOLS ON THE EXPEDIENCY OF CARRYING OUT MEASURES TO PROMOTE A HEALTHY LIFESTYLE OF SCHOOLCHILDREN

2021 ◽  
pp. 204-209
Author(s):  
Khikhlich O.S. ◽  
Bortsov V.A. ◽  
Gurinovich E.G.
Keyword(s):  
General Education ◽  
Healthy Lifestyle ◽  
School Age Children ◽  
Teaching Staff ◽  
School Age ◽  
Sociological Study ◽  
School Teachers ◽  
Primary Health ◽  
Sociological Studies ◽  
To Receive

Currently, the organization of primary health prevention in secondary schools is a complex interaction between the health and education systems. In order to determine the need and scope of optimizing the organization of primary medical prevention for school-age children and develop measures to increase its availability, sociological studies were conducted of 400 parents of children studying in secondary educational schools and 403 teaching staff of secondary general education schools. According to the results of a survey of parents of school-age children, the following conclusions can be drawn: parents with children visit polyclinics for the treatment of diseases or for preventive examinations, and they do not have enough time and opportunity to solve issues related to the formation of a healthy lifestyle and have to get the necessary information on their own. The majority (77.8±2.1%) of respondents believe that school teachers can conduct conversations with schoolchildren on the formation of a healthy lifestyle and the prevention of diseases in school-age children. Parents also pointed out that school teachers with varying frequency already conduct conversations with students on the formation of a healthy lifestyle and the prevention of diseases in children. When analyzing the results of a sociological study of teachers, it was revealed that the majority (80.6±2.0%) of respondents consider it appropriate to conduct work with the population on the formation of a healthy lifestyle. More than half (54.8±2.5%) of the respondents consider it appropriate to receive training on healthy lifestyle issues in the future, and 19.5±2.0% - at the first opportunity.

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

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