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

{"title":"The Content of Today’s Music Subject Curriculum for Grades 1–3 in the Context of Montessori Education Principles","authors":"Ligita Stramkale","doi":"10.22364/htqe.2021.81","DOIUrl":"https://doi.org/10.22364/htqe.2021.81","url":null,"abstract":"The use of an improved curriculum and a new approach in the teaching-learning process of the comprehensive schools in Latvia determine the topicality of the study. The aim of the study is to identify the Montessori education principles and the keywords that describe them, as well as to compare them with the content of learning topics in today’s music subject curriculum for grades 1–3. The following research questions were raised to achieve this aim. RQ1: What are the Montessori education principles and the keywords that describe them? RQ2: What keywords describe the principles of Montessori education are mentioned in the content of learning topics in the music subject curriculum for grades 1–3? twenty-two academic articles that are published in the EBSCO database between 2010 and 2021 were used to define the principles of Montessori education. As a result of content analysis of the academic publications, the study identified three principles of Montessori education: Student’s discoveries and finding creative solutions, collaboration and learning by doing. The study determined the frequency of using the keywords describing the Montessori education principles in number (N) and percentage (f%) by using document analysis, content analysis, and visual representation of the relationships between the identified keywords in the word cloud. The study found that the content of learning topics in the curriculum of music subject dominated by keywords that describe the Montessori education principles, such as creativity and learning by talking. The study results provide an opportunity to understand the features that are in common between Montessori and traditional education in the content of the music subject curriculum.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"19 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":"130591622","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":"Prevention of Learning Disabilities in Pre-school Children","authors":"Sarmite Tubele","doi":"10.22364/htqe.2021.36","DOIUrl":"https://doi.org/10.22364/htqe.2021.36","url":null,"abstract":"The article is devoted to revealing the possibilities of preventing learning disabilities in pre-school children. Early intervention is crucial to manage school failure and loss of self-confidence in children. Research is topical, as the number of children with mixed developmental disabilities and later, at school age – learning disabilities – is increasing. Some pre-school children may have various developmental disabilities, including mixed developmental disabilities, which present a whole spectrum of different problems that cannot solve themselves. If they do not receive help, these children will be diagnosed with lasting learning disabilities by reaching school age, and that can lead to a number of hardships for the pupils. Lessening or resolving these hardships will require a lot more effort to not inflict damage on the child’s self-confidence and future life quality. The aim of the study is to determine the knowledge of teachers about children with mixed developmental disabilities, their difficulties, and possibilities of recognizing early signs of problems. Methodology: the research was carried out using literature review and questionnaire for pre-school teachers. Results were not surprising – many teachers are not aware of mixed developmental disabilities; these disabilities are diagnosed alongside speech and language problems, and the number of these is increasing. The results are significant, and it is a possibility for speech therapists and special education teachers to create a curriculum for teachers to deal with these children to lessen problems.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"113 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":"131967089","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":"Self-Guided Learning Process in Preschool: Challenges of the Practice","authors":"Antra Randoha, Dagnija Vigule","doi":"10.22364/htqe.2021.48","DOIUrl":"https://doi.org/10.22364/htqe.2021.48","url":null,"abstract":"The mandatory teaching/learning content of the preschool lays emphasis on the child’s most essential interests and needs, acquiring them in such a process that leads to the formation of literacy or competence. Self-guided learning in the teaching/learning process appears as the major method that helps the pre-schooler acquire the content of all domains. According to the preschool guidelines, values and morals, general or transversal skills, cognitive, emotional and social aspects of the child’s actions that help to acquire knowledge, understanding and key skills for man’s functioning in important spheres of life and these are the key skills in the domains of language, social and civic, understanding of culture and self-expression in art, science, mathematics, technology, health and physical activities that form the mandatory teaching/learning content of preschool education. When acquiring all the necessary skills and knowledge, the child has to reach the planned learning outcomes that are attained in a self-guided learning process. Self-guided learning is one of the most essential modern competences or the individual’s readiness to adjust and apply the knowledge, skills and attitudes when solving different situations. Are preschools ready for this, does this process take place and do preschool teachers understand the concept “self-guided learning process” – this is the topicality that definitely should be paid attention to relating it to teacher education, the development of the self-guided learning model and its piloting in the preschool environment. A self-guided learning process should not be taken for granted because the child does not have such skills – to know / to feel how and what to do to start, for example, exploration. The child has not acquired these skills if the adult has not demonstrated how to do this. The child since young age should be gradually directed towards that – what and in which way to learn. The participation of the adult or teacher in this significant process is critical.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"17 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":"123884712","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":"Self-directed Learning in Secondary Education During Remote Study Process. Case Study in Latvia","authors":"Gatis Lāma","doi":"10.22364/htqe.2021.22","DOIUrl":"https://doi.org/10.22364/htqe.2021.22","url":null,"abstract":"Due to rapid technological changes and innovations, by graduation students have to be equipped with skills necessary for lifelong learning. There is an increasing potential for students’ further development in the digital environment. In high school, it is necessary to build and improve the students’ skills of self-assessing their own learning needs, as well as setting educational objectives and measuring their success. The importance of self-directed learning has increased particularly in the context of COVID-19. In many countries, educational institutions are closed and studying process is remote, reducing the level of teacher involvement and increasing pupils’ own responsibility for their learning outcomes. Changing the classroom from direct spatial presence to the digital environment also changes learning opportunities and increases the importance of digital skills. It is therefore necessary to identify whether pupils possess the necessary self-directed learning skills for the purpose of learning, selecting activities and study materials, managing time, structuring the learning environment, skills to communicate and collaborate and assess their performance, as well as the digital skills needed to organise the digital learning environment and identify the major challenges in remote learning. The results of the study show that pupils have assessed their self-driving learning skills as sufficient, however, as well as that the learning process has been challenging and has created motivational, self-discipline and socializing problems.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"22 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":"115280976","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":"Technology-Based Decision Making in Inclusive Education","authors":"","doi":"10.22364/htqe.2021.30","DOIUrl":"https://doi.org/10.22364/htqe.2021.30","url":null,"abstract":"Technology-based decisions in education are made on a daily basis. For some students, inclusive education is impossible without assistive and adaptive technologies. A study was conducted using the method “focus groups with one moderator”. The discussions explore the decision-making process for technology-based learning and the advantages and disadvantages of technology-based learning. The method provides an opportunity for individual and group intellectual and praxeological reflection on the discussed issues. The reflexive processes in the respondents allow to deduce the levels of their digital competence. The qualitative research was conducted with 65 inclusive teachers from secondary school and high school. The teachers participating in the study were selected according to a basic criterion: to make technology-based decisions for the implementation of inclusive processes in school. The main aspects for future analysis are mobility, accessibility, functionalities of technologies, application of the model of technology-based learning in inclusive education and factors that influence the decision-making process for choosing different spaces of technology-based learning. By making technology-based decisions the respondents create conditions for self-reflection about the application of technologies for the implementation of the processes of inclusive education. Reflexive analysis for technology-based decisions leads to increased intellectual, personal and praxeological reflection in the respondents. As a consequence of the increased manifestations of reflection in the respondents, conditions are created for personalized teaching and personalized learning in students, and personalized learning in turn paves the path of inclusive processes.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"150 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":"115318583","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":"Political Trust in Predicting Readiness to Comply with Governmental Restrictions During COVID-19 Pandemic","authors":"I. Austers, Ģirts Dimdiņš, Veronika Leja, V. Gaina","doi":"10.22364/htqe.2021.06","DOIUrl":"https://doi.org/10.22364/htqe.2021.06","url":null,"abstract":"In the present paper, we try to answer the question of what makes a citizen to comply to health behaviour guidelines by comparing trust in government and past behaviour as predictors of COVID-19 pandemic restrictions. Through an online study of 316 respondents, we found that the judgment of government (indirectly, in terms of positive evaluation of government actions during COVID-19) does play an important role in the ratings of the extent to which one will follow restrictions during the pandemic in the future. This variable seems to be a central one in terms of uniting different variables, which predict the restriction following behaviour: an evaluation of the government’s competence, benevolence, integrity, general trust in government during the COVID-19, the perceived risk of government actions concerning oneself and one’s family, as well as with respect to the evaluation of future economic prospects.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"39 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":"115387716","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":"Features of Marketing Activities of the Football Club “Nizhny Novgorod”","authors":"Ekaterina R. Bulanova, M. Platonova, Olga V. Rokunova","doi":"10.22364/htqe.2021.88","DOIUrl":"https://doi.org/10.22364/htqe.2021.88","url":null,"abstract":"The relevance of the research topic is due to the fact that marketing in sports is an effective component of sports management, just as it is in other areas of management. Sports marketing has its own specific features based on the characteristics of a particular sport, and this article deals with football marketing. The purpose of this article is to reflect the results of the study of a sports club’s marketing activities. The object of the study is the regional football club “Nizhny Novgorod”(Russia). The main objectives of the study are to identify the factors that attract the fans’ interest to the football club, to attending matches and purchasing club merchandise. Based on a survey of Nizhny Novgorod residents, a study of football fans’ needs in the region was carried out and the target audience of the FC “Nizhny Novgorod” was determined. The results of the survey show that the fans are poorly motivated to attend football matches with the participation of this club. The potential of modern promotion methods such as social media marketing (SMM) is used insufficiently. There is a need to make a more active impact on football consumers in the region, to intensify the work with the fans of the club, to improve the quality and design of the club’s merchandise. As a result of our research, a series of measures have been developed aiming to involve fans in the club’s life, both on match days and between matches. These measures include: promoting season ticket sales, more effective use of the home stadium on match days, active work to attract families with children, organising family leisure at the stadium, stadium tours, activities outside the stadium – weekend events in the city’s parks. The value of the research findings presented in the article lies in identifying the need to create the conditions for a football feast based on football marketing methods, aiming to attract fans to the club.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"25 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":"129969229","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":"Dual Career Support Activities of High-Performance Students-Athletes in the Project “More than Gold”","authors":"I. Ābeļkalns, L. Capranica, Mojca Doupona, Anda Paegle, Janis Stonis, Ugis Bisenieks, Antonio Sánchez-Pato, F. J. Cánovas-Álvarez, J. A. García-Roca, Alejandro Leiva-Arcas, Lourdes Meroño, R. Vaquero-Cristóbal, Pascal Figueiredo, A. J. Sarmento, Hugo Vaz, Vasco Radu, L. Rus, Cristian-Mihail Rusu, Oana-Mihaela Ghinassi, Barbara Izzicupo, A. Di Baldassarre","doi":"10.22364/htqe.2021.90","DOIUrl":"https://doi.org/10.22364/htqe.2021.90","url":null,"abstract":"One of the European Union’s (EU) priorities in sports is the holistic development of athletes through combining high-performance sports with higher education. Within the ERASMUS+Sport Collaborative Partnership “More than Gold” (MTG, 603346-EPP-1-2018-1-LV-SPO-SCP), the aim of the empirical research was to clarify and analyse the opinions of high-performance athletes of five Member States on the opportunities for Dual Career (DC) implementation as well as support provision for high-performance athletes within their DC implementation. Survey as the research method was chosen applying questionnaire, interview and focus-group discussion as data collection methods. The research sample included in this work comprised 284 athletes. The data obtained revealed the challenges related to overlapping schedules, long distance from the university to the training venue, and the lack of understanding and flexibility from the academic staff, which was especially challenging in the first academic year. The respondents appreciated the support of DC tutors. Finally, the opinion of experts allowed to identify 9 aspects to be implemented within the DC perspective (e. g., access to educational facilities, tutorship, psychological support). Findings urge to implement DC programmes at higher education institutions (HEIs) comprising DC guidance, flexible study and training schedules, customized curricula, distance learning, proximity of training facilities and sports services, psychological and career support services tailored for elite-athletes. Therefore, the More Than Gold Guidelines for HEIs are crucial for the development of the European DC culture.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"6 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":"130371981","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":"Students’ Motivation in Natural Science Classes","authors":"M. Sablić, Anja Mirosavljević, I. Labak","doi":"10.22364/htqe.2021.50","DOIUrl":"https://doi.org/10.22364/htqe.2021.50","url":null,"abstract":"The paper discusses motivation as an integral part of the learning process. It presents the interdependence of motivation, emotions, self-regulated learning, cognition, metacognition, critical and creative thinking, learning strategies, and teacher in the process of learning within the natural science field. We describe the characteristics of internal and external motivation significant for improving engagement in the natural science learning activities that leads to better learning achievements. A review of relevant research on the specifics of teaching natural science subjects is discussed in the context of motivation, i. e. the paper discusses the factors that motivate students for studying and succeeding in natural science subjects. Students’ interest in natural science subjects depends largely on the teacher, but also on a positive, supportive, and engaging learning environment. Due to teachers’ importance and numerous interrelationships in the entire learning process, they have a responsibility to motivate students, but also to motivate themselves for professional development in which they will improve their knowledge of factors that motivate students. The paper analyses which factors motivate students for optimal achievements in classes, for effective and active participation in the teaching process of natural science subjects, but also for developing a positive attitude towards the natural sciences.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"16 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":"130634105","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":"Baltic Social Justice School Leaders","authors":"Jenny S. Tripses, I. Ivanova, J. Valuckienė, Milda Damkuviene, Karmen Trasberg","doi":"10.22364/htqe.2021.33","DOIUrl":"https://doi.org/10.22364/htqe.2021.33","url":null,"abstract":"Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"37 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":"129920209","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}