Human, Technologies and Quality of Education, 2021最新文献

{"title":"Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study","authors":"Sabine Berzina, B. Martinsone","doi":"10.22364/htqe.2021.03","DOIUrl":"https://doi.org/10.22364/htqe.2021.03","url":null,"abstract":"The aim of the study is to investigate changes in teachers’ perceived school climate in the first and second years of implementing the social emotional learning (SEL) program in schools, as well as to investigate differences in 3rd- to 6th-grade students’ perceived school climate. In the two years of this study, 64 teachers participated in the SEL program alongside a control group. In the first year, teachers received training on the implementation of school-level SEL and received ready-made lesson plans for the direct practice of social and emotional skills in the classroom. In the second year, the SEL teachers were divided into two subgroups, where 32 teachers received additional supervision during the implementation. In the first year, 138 students from 3rd to 6th grade participated in the SEL program alongside a control group. In the second year of SEL implementation, 223 3rd to 6th grade students participated in the program where teachers received regular supervision, and 244 students continued the SEL implementation process without changes. Georgia School Climate Survey Suite personnel, elementary and middle/high school forms were used to measure teachers’ and students’ perceived school climate. The results show that in both the first and second years, overall perceived school climate results were higher for both SEL teacher groups compared to the control teacher group. After the first year, students in grades 5 to 6 showed better mental health results. In the second year, only those 5th to 6th grade students whose teachers received regular supervision showed better mental health results. Starting from the second SEL year, both SEL 3rd- to 4th-grade student groups showed higher perceived school climate compared to the control group. The results did not change during the second year, which indicates that the Latvian SEL primarily improves mental health results for 5th- to 6th-grade students and overall perceived school climate for 3rd to 4th-grade students starting from the second SEL year. Ongoing support for teachers also stimulates better outcomes in mental health.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114173267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Drivers of Faculty Pedagogical Digital Competence or How to Get Things Going Online","authors":"Nora Jansone-Ratinika, T. Koķe, Raimonds Strods, Marisa Brants","doi":"10.22364/htqe.2021.14","DOIUrl":"https://doi.org/10.22364/htqe.2021.14","url":null,"abstract":"The world`s health crisis was started and the area of higher education was significantly challenged by the spread of the virus SARS-CoV-2. The academic community was forced to rethink its ways of learning and teaching dynamically. It transformed the understanding of the faculty competence as an essential component of the continuity of qualitative education, which emphasizes the need to increase the competence to work in a technology-enhanced study environment and to support students in achieving learning outcomes remotely. The aim of the article is to explain the pedagogical digital competence of faculty, which reflects one of the research aspects covered in the State Research Programme (SRP) dedicated to mitigating the consequences of COVID-19. The research methodology consists of a set of quantitative data, which was obtained by surveying 349 faculty from 33 higher education institutions of Latvia. In turn, a questionnaire was developed based on the obtained conclusions, performing an analysis of literature and educational guidelines. Patterns of the use of educational technologies of faculty were analyzed and described in the framework of the research. The wide analysis performed during the research can be summarized in several conclusions. (1) Skills that faculty have self-assessed as the highest primarily characterize the use of technologies and technological solutions (TTS – analogous to hardware and software) to meet students basic learning needs. In turn, skills in the use of TTS, which would help students to develop digital competence and achieve study results in line with labor market trends, are assessed lower. (2) Faculty consider themselves to be more proficient in using TTS to promote students’ cognitive skills than in acquiring practical skills. (3) Faculty feel more proficient in providing feedback to students, rather than collecting it from them and performing summative rather than formative assessment. (4) The improvement of pedagogical digital competence (PDC) of faculty is driven more by cooperation with students than by administrative pressure.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121902661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latvian Students’ Understanding of Global Problems and Readiness to Get Involved in Solving Them in OECD PISA 2018 Comparison","authors":"A. Kangro, Rita Kiseļova","doi":"10.22364/htqe.2021.15","DOIUrl":"https://doi.org/10.22364/htqe.2021.15","url":null,"abstract":"Students’ life in the modern globalized world gives them many new possibilities and at the same time also creates new serious challenges putting forward also new requirements. Students’ understanding of the global problems (climate changes and global warming, global health (including pandemics), migration, international conflicts, famine or insufficient food, the causes of poverty, etc.) become more and more important. The aim of the study is to analyze the results of Latvia’s fifteen years old students in the OECD PISA 2018 in the aspect of the global competence paying a more detailed attention to the students’ understanding of the global problems and their readiness to take action for collective well-being. The research questions are follows: 1) What is Latvian students’ global competence in the international comparison and what is its relation to the characteristics of students, their families and school; 2) What is Latvian students’ understanding of the global problems and readiness to get involved in their solution? The descriptive statistical analysis employs the data from surveys/questionnaires (66 countries) and tests (27 countries) included in PISA 2018 international data basis. Latvian students’ performance in the cognitive test of the global competence is considerably higher than the average of the participating countries, and as regards the OECD countries we are on the average level. In Latvia, students of capital Riga schools have the highest level of global understanding, it is lower in other cities and even lower in rural schools. Latvian students have a slightly lower readiness to get involved in solving the global phenomena and participation in concrete activities than the average in OECD countries.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129996055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Impact of Traumatism on the Professional Aging: The Case of Elite Sports","authors":"A. V. Ermilova, I. Ābeļkalns","doi":"10.22364/htqe.2021.89","DOIUrl":"https://doi.org/10.22364/htqe.2021.89","url":null,"abstract":"The article outlines the problem of traumatism, which is analyzed from the viewpoint of the socio-medical aspect. The peculiarities of the impact of traumatism on the professional sports career were revealed through the analysis of the elite athletes’ biographies (n = 296 respondents). The research was carried out applying the qualitative research design (biographical research). The assessment of life narratives of high-performance athletes performing on the world arena was carried out applying the criterion of traumatism and its impact on the athletes’ lives ( the athletes’ biographies are accessible through open-source Internet resources). The data obtained in the research framework revealed the possible trajectories of the impact of traumatism on the course of the professional sporting career: the process of career stagnation, professional success, the process of completion/ termination of a sporting career. The career stagnation was observed among all the respondents, which is predetermined by the rehabilitation process they had to go through. Based on the data obtained in the research framework, the conclusion can be drawn that reintegration into elite sports is primarily based on the resource potential of the athlete: the resources of the family/ the loved ones, the athlete’s own capacity, as well as the state support provision. The possible trajectories of professional aging were identified, namely, high resource capacity, the reduction/loss of resource capacity (disability), zeroing of resource capacity (lethal outcome). In addition, the data showed that the potential trajectory for the reintegration was usually identified within the two directions: firstly, sports and physical culture; secondly, other professional spheres. It should also be highlighted that professional aging puts forward the issues related to social security of high-performance athletes worldwide. Therefore, the issue of reviewing the reintegration criteria into the education system or professional and labour market upon the completion of the sporting career is of highest topicality provided that it would positively impact both the positive capacity of the population group and the prestige of high-performance sports worldwide. The research results allow drawing the conclusion that the accumulated resources in the course of building and implementing a professional sports career have a positive impact on the duration of the professional age of a representative of elite sports, in its turn, providing the possibility to easily adjust to the new life upon the completion of the sports career.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134380962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors Affecting Students’ Understanding of the Quality of Higher Education","authors":"Irina Degtjarjova, I. Lapiņa","doi":"10.22364/htqe.2021.63","DOIUrl":"https://doi.org/10.22364/htqe.2021.63","url":null,"abstract":"Students are the main stakeholders in the higher education area so their involvement is closely related to the quality of higher education. There are a lot of factors that affect the understanding of the quality of higher education. Factors are used for quality planning, assessment, assurance, control, improvement etc. The research question is: what factors affect students’ understanding of the quality of higher education? The research was conducted in two stages. During the first stage of the research, the concept of the quality of higher education was analysed by using literature review and focus group discussion. During the second stage, a questionnaire was developed and students of the Faculty of Engineering Economics and Management of Riga Technical University (RTU FEEM) were surveyed, the results of students’ survey were analysed by using Spearman rank correlation. The research shows that there are three groups of factors that affect students’ understanding of the quality of higher education: factors related to the study process (SP), support and resources (SR), and external factors and results (EFR). As a result of correlation analysis, SP factors have more internal correlations within the group, while SR and EFR factors more correlate with each other. The most significant factors that affect students’ understanding of the quality of higher education are the quality of educational content and professors’ competence. Some trends were observed: (1) factors with a small number of correlations have more internal correlations than intergroup correlations; (2) the more important is the factor, the greater is the number of relationships, and vice versa; (3) the more important is the factor, the closer are relationships, and vice versa. There is one exception recognised in the research: although the factor ‘Quality of educational content’, according to the students, is the most important factor, the correlation analysis shows that it has no statistically significant correlations with other factors.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131404249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trait Emotional Intelligence of Teachers Working in Special Education Schools","authors":"Simas Garbenis","doi":"10.22364/htqe.2021.35","DOIUrl":"https://doi.org/10.22364/htqe.2021.35","url":null,"abstract":"Today’s schools are constantly engaged by various new experiences, challenges, difficulties and opportunities. Nowadays it is well known that for a school to be successful in both academic and social development it must be opened to use new strategies and methods in order to adapt to these constantly upcoming challenges. It is known that students with special educational needs usually find it harder to function socially, academically, they also tend to undervalue their quality of life. In recent years it has been discovered that student emotions can play a huge part for one’s development in the mentioned areas. In order to fully understand and dispose emotional powers one must be emotionally intelligent. In recent decades research has revealed that emotional intelligence can play a key role to increase the potential of students with special educational needs. These children usually struggle to socially adapt and communicate, to create new relationships, tend to be emotionally unstable, etc. It is also stated that in order to develop student’s emotional intelligence teachers should be highly emotionally intelligent as well as emotional intelligence is developed through social interactions, and the control of social interactions in the emotional level. Thus, the development of their emotional intelligence in a school environment is majorly important, especially if this kind of development is being conducted by highly emotionally intelligent teachers. It is because of these statements the aim of this study has been formulated – to evaluate the trait emotional intelligence of primary school teachers who work in special education schools. In order to reach this goal several research questions were raised: what are the global EI and its factor scores of our sample, how do these scores distribute between themselves, how do they contribute for the development of EI? Also, several research methods were used. A sample of 66 primary education teachers who work in special education schools form Lithuania and Latvia were asked to answer the TEIQue-SF questionnaire. Their scores were evaluated according to the questionnaires scoring key. Their score validity was conducted by using Cronbach’s alpha score and KMO factorial analysis scores all by using SPSS v23. Although the Cronhach’s alpha and KMO scores show no significant research data it has been partly discovered that the teacher’s from our sample global emotional intelligence score should be at a higher than intermediate-high level.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124233736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Book “Die Kavaliere von Illuxt”. The New Discovery for XXI Century Reader","authors":"Valentina Taļerko","doi":"10.22364/htqe.2021.70","DOIUrl":"https://doi.org/10.22364/htqe.2021.70","url":null,"abstract":"The article examines the historical and literary significance of the memoirs of a Baltic German about Latgale. The space between Ilukste and Daugavpils has been little studied. The data about individual estates and their owners is fragmentary. The study is a separate part of a large regional and literary study dedicated to the Baltic Germans living in the territory of Latgale and in Daugavpils region. The aims of the study are to establish a connection between the text of the book and geographical and personal realities, as well as to reveal the relationship of the Baltic Germans with the population of Latgale from a perspective of self-reflection. Understanding “myself” in the eyes of others and “others” in one’s personal perception is getting more relevant as studying these interactions on the basis of literary texts opens for understanding of the current processes in modern society. The specific tasks are to promote a national issue on the material of the given text as well as to determine a link between the memoir text and the jokes of the Baltic Germans (Pratchen), the features of which have been defined in the authorized studies. The text is understood as an object of scientific cognition in which there are no random linguistic or substantive units. The methodology of research is based on the interpretation of a literary text as well as the synthesis of statistical analysis, immanent critique and content analysis. In the course of the study, it was possible to establish a structural and substantive link between individual episodes of the book with the Baltics jokes (Pratchen). For the peoples who inhabited Latgale (southeastern part of Latvia) in the 18th and 19th centuries, the national issue was not decisive, especially among rural people. Difference in perception of oneself and “myself” in the eyes of others was determined by different social status: Germans are the landowners, the rest are servants and badgers. The mental character of the Baltic Germans was shaped, first and foremost, by the family upbringing and education level, commonly university. The key values were love for their native land, pride for their ancestors, honor and service to the state, and faithfulness to the word. On the basis of the life realia described in the book, it is possible to reconstruct the way of life of the people who disappeared from the map of modern Latgale. The research is funded by the Latvian Council of Science, project “The Baltic Germans of Latgale in the context of socio-ethnic relations from the 17th till the beginning of the 20th century” project No. lzp-2020/2-0136.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114607237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How COVID-19 have Enforced Social Inequalities – Experience of Estonian Teachers","authors":"Karmen Trasberg","doi":"10.22364/htqe.2021.29","DOIUrl":"https://doi.org/10.22364/htqe.2021.29","url":null,"abstract":"Students across the world have missed face-to-face instruction due to COVID-19 for many months. While schools have made valiant efforts to continue the provision of learning for students, the success of those efforts has varied, and has often been hindered by limited access to technologies and high-speed broadband available in the homes of teachers and students. The changes have enforced existing social inequalities because of insufficient skills, resources, time or health to assist children with remote learning. Closing schools disrupted the education of all children, but some will have coped better than others. Children are differentially advantaged, reflecting their background and circumstances. The aim of this article is to explore how Estonian teachers have experienced the teaching and learning remotely during the first lockdown period in 2020 and what are the possible consequences for vulnerable studentʹ groups. The paper draws on a qualitative method study based on recent interviews with teachers (n = 20) in ten schools. It turned out from the study that there are positive attitudes towards using digital tools in the learning process, but it has not clear impact on the development of digital skills. The results indicated that there is a fragmentation and wide variety of approaches practiced in Estonian general education schools and not all students benefited from the best practices of distance learning. One of the main threats to students with special educational needs (SEN) was the interruption of their study routine, including support services and creating a new daily structure for activities. The involvement of parents and the opportunity to contribute to supporting their children’s home learning played a major role.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"294 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122101585","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Strategy for the Evaluation of Students’ Success in the Project “Innovative Educational Robotics Strategies for Primary School Experiences”","authors":"Arta Rūdolfa, L. Daniela, D. Scaradozzi, L. Screpanti, Arianna Pugliese","doi":"10.22364/htqe.2021.83","DOIUrl":"https://doi.org/10.22364/htqe.2021.83","url":null,"abstract":"Educational robotics has been used for a relatively long time to promote the development of students’ computational thinking, but in most cases, such activities are offered as extracurricular activities to students who are interested in robotics and programming or in specific study programmes in higher education. Despite the fact that Seymour Papert developed the programming language LOGO to change the way children learn to use technology as early as 1980, this concept is still not widely used in compulsory education. It should be kept in mind that the inclusion of robotics in the learning process can not only contribute to the development of competencies such as programming and the integration of different components, sensors and actuators but also support the learning of mathematics, physics and chemistry in an innovative way. To support the development of innovative solutions for teaching educational robotics to primary school students, the ERASMUS+ project “Innovative Educational Robotics Strategies for Primary School Experiences” (No. 2019-1-IT02-KA201-063073) was launched, aiming to develop a variety of teaching materials for both students and teachers, to create educational robots for two levels of complexity, and to include these activities in the compulsory schooling process for primary school students. In the initial stage, students acquire basic knowledge of robotics, and at the second level of difficulty, the focus is on marine robots. In order to evaluate the results achieved by all these activities, a design-based research model has been developed that uses several complementary research methods, and this paper describes this model, showing how it organizes data acquisition and uses them to improve materials to offer scientifically proven activities.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130020016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do We Equip Teachers to Deal with Global Crisis? Case of Initial Teacher Education in the Republic of Croatia","authors":"Višnja Rajić, M. Diković, Morana Koludrović","doi":"10.22364/htqe.2021.62","DOIUrl":"https://doi.org/10.22364/htqe.2021.62","url":null,"abstract":"Traditional teacher education focused on crisis teaching, crisis prevention and crisis management at the internal and external level changes require education to react to factors and contexts at meso and macro level. The aim of the research was to determine whether the learning outcomes of initial teacher education that prepare future teachers to deal with crises at meso level and macro level can be identified. Also, research aimed to identified learning outcomes with respect to the type of crisis they address and the level of revised Bloom’s taxonomy (Anderson & Kratwohl, 2001). Content analysis of initial teacher education curriculums on a national sample of the Republic of Croatia was conducted. Curricular content analysis identified learning outcomes in a broad field of society, education, ecology, technology, but there are no learning outcomes related to economy. Most learning outcomes in the area of crises in society were at the level of evaluation (27,3%), as well as the learning outcomes in the area of crisis in education (34%). Since there is no national standard for teacher education, significant differences were found in the scope and number of learning outcomes according to the year of study as well as the university. Given the results of this research, it is necessary to revise initial teacher education curriculums and develop lifelong learning programs that would provide future teachers with the development of competencies necessary to act in various situations of crisis.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129140713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}