Education Reform: Education Content Research and Implementation Problems最新文献_第4页

CAREER GUIDANCE FOR REMIGRANTS 移民就业指导

Education Reform: Education Content Research and Implementation Problems Pub Date : 2021-09-21 DOI: 10.17770/er2021.1.6502

Oksana Gruznova, Gunars Strods

引用次数: 0

WORK-BASED LEARNING IN THE CONTEXT OF HIGHER EDUCATION 高等教育背景下的工作学习

Education Reform: Education Content Research and Implementation Problems Pub Date : 2021-09-21 DOI: 10.17770/er2021.1.6499

Edgars Grandans

引用次数: 0

DIGITAL TEACHING AID FOR THE DEVELOPMENT OF SPATIAL AWARENESS FOR CHILDREN WITH MIXED DEVELOPMENTAL DISORDERS 混合发育障碍儿童空间意识发展的数字教学辅助工具

Education Reform: Education Content Research and Implementation Problems Pub Date : 2021-09-21 DOI: 10.17770/er2021.1.6501

Inga Zulibina, S. Usca

引用次数: 0

POST-COVID-19 UNIVERSITY GOVERNANCE IN GERMANY 新冠肺炎后的德国大学治理

Education Reform: Education Content Research and Implementation Problems Pub Date : 2021-02-04 DOI: 10.17770/ER2020.2.5336

A. Ahrens, J. Zaščerinska

{"title":"POST-COVID-19 UNIVERSITY GOVERNANCE IN GERMANY","authors":"A. Ahrens, J. Zaščerinska","doi":"10.17770/ER2020.2.5336","DOIUrl":"https://doi.org/10.17770/ER2020.2.5336","url":null,"abstract":"Researchers admit that there will not be a quick return to “business as usual”, especially related to internationalization, the financing of studies and universities, research and administration. The enabling research question is formulated as following: What is the relationship between the COVID-19 pandemic and university governance? The aim of the article is to examine the relationship between the COVID-19 pandemic and university governance underpinning the elaboration of implications for higher education. The study was of the qualitative nature. The exploratory study was implemented. The study was carried out in Germany on the 22nd September 2020. Focus group interview served as a method of data collection. The data were interpreted via structuring and summarising content analysis. The theoretical finding is that the COVID-19 pandemic is a factor that influences the university governance. The COVID-19 pandemic is an external factor in regard to university governance. Factor impact can be regulated. Factor impact can be increased or decreased according to the situation requirements. The empirical data allow concluding that the COVID-19 pandemic fastens the changes in governing the universities in Germany. Implications for higher education are presented. Research limitations are identified. Directions of further research are proposed.","PeriodicalId":276690,"journal":{"name":"Education Reform: Education Content Research and Implementation Problems","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125170814","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}

引用次数: 4

DOCTORAL STUDENT’S RESEARCH COMPETENCE 博士生的研究能力

Education Reform: Education Content Research and Implementation Problems Pub Date : 2020-06-16 DOI: 10.17770/er2020.1.5317

Irēna Žogla, V. Ļubkina

{"title":"DOCTORAL STUDENT’S RESEARCH COMPETENCE","authors":"Irēna Žogla, V. Ļubkina","doi":"10.17770/er2020.1.5317","DOIUrl":"https://doi.org/10.17770/er2020.1.5317","url":null,"abstract":"Uncertainties in conceptualizations of research skills and competences draw heavily on the changing process of the development of these qualities in education and the relative importance of employment at different education levels that follow the completed by students programs; these also have to meet the uncertainties in competence structure and development. While the shift to competence approach in education is thus more complex than many accounts suggest, it does have major implications for important aspects of studies and teacher and educator work. These include: skill and competence definitions, structure, developmental dynamic and kinds of activities that ensure a stage-by-stage enhancement of these qualities. Research is among the most complicated activities at universities that students and educators have to cover; doctoral studies and the acquired competences are of a special concern. The aim of this article is to trace different approaches and classifications of the 21st Century competences, define research skills and researcher competence, as well as to provide a structure and development of a doctoral student’s competence in the area of education inquiry.","PeriodicalId":276690,"journal":{"name":"Education Reform: Education Content Research and Implementation Problems","volume":"607 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123199542","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}

引用次数: 0

READING DISORDERS AND DYSLEXIA IN THE PROCESS OF READING SKILLS ACQUISITION 阅读技能习得过程中的阅读障碍和阅读障碍

Education Reform: Education Content Research and Implementation Problems Pub Date : 2020-06-16 DOI: 10.17770/er2020.1.5315

M. Rozenfelde, Regina Ogriņa, D. Boneva

{"title":"READING DISORDERS AND DYSLEXIA IN THE PROCESS OF READING SKILLS ACQUISITION","authors":"M. Rozenfelde, Regina Ogriņa, D. Boneva","doi":"10.17770/er2020.1.5315","DOIUrl":"https://doi.org/10.17770/er2020.1.5315","url":null,"abstract":"The paper describes research on the situation in the primary education classrooms of Latvian educational institutions regarding the detection and correction of reading disorders and dyslexia in the framework of the Erasmus + K2 project \"Dyslexia Assessment Protocol (DAP)\" (2019-1-LV01-KA201-060355). The results of research showed that the behaviour of primary school teachers in situations, when reading disorders are identified, varies, but most of the correction work and support in educational institutions is provided by the speech therapist. It is important to carry out the professional development of primary school teachers by providing an understanding of the terms \"reading disorders\" and \"dyslexia\", knowledge of further actions in reading disorders and dyslexia cases, support opportunities for pupils and parents, as well as collaboration with a speech therapist. Teachers recognize the need for a common methodological material for native language teachers for work with children with reading disorders or dyslexia in order to ensure that teachers, regardless of professional experience or knowledge, work as homogeneous as possible. It would also serve as a good argument for talking to pupils' parents.","PeriodicalId":276690,"journal":{"name":"Education Reform: Education Content Research and Implementation Problems","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125458175","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}

引用次数: 0

ACTIVITY OF YOUNG PEOPLE WITH DISABILITIES IN THE DIGITAL ENVIRONMENT 残疾青年在数字环境中的活动

Education Reform: Education Content Research and Implementation Problems Pub Date : 2020-06-16 DOI: 10.17770/er2020.1.5195

S. Usca, Aija Vindeče

引用次数: 0

ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE 成人学习和社会化过程:rta经验

Education Reform: Education Content Research and Implementation Problems Pub Date : 2020-06-16 DOI: 10.17770/er2020.1.5193

Gatis Stafeckis, V. Ļubkina

{"title":"ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE","authors":"Gatis Stafeckis, V. Ļubkina","doi":"10.17770/er2020.1.5193","DOIUrl":"https://doi.org/10.17770/er2020.1.5193","url":null,"abstract":"ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).","PeriodicalId":276690,"journal":{"name":"Education Reform: Education Content Research and Implementation Problems","volume":"5 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123879096","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}

引用次数: 0

FACTORS CONDUCIVE TO INCLUSIVE EDUCATION IN POLISH PRIMARY SCHOOLS IN THE OPINION OF PARENTS 家长认为波兰小学全纳教育的有利因素

Education Reform: Education Content Research and Implementation Problems Pub Date : 2019-05-23 DOI: 10.17770/er2019.1.4207

Dorota Chimicz, Agnieszka Lewicka-Zelent

{"title":"FACTORS CONDUCIVE TO INCLUSIVE EDUCATION IN POLISH PRIMARY SCHOOLS IN THE OPINION OF PARENTS","authors":"Dorota Chimicz, Agnieszka Lewicka-Zelent","doi":"10.17770/er2019.1.4207","DOIUrl":"https://doi.org/10.17770/er2019.1.4207","url":null,"abstract":"The importance of inclusive education for the education system and more effective social inclusion of students with special educational needs (SEN) and care for its quality in schools is an issue raised both in Europe and more widely at international level. In 2017, a modification of legal provisions in the field of providing psychological and pedagogical assistance to pupils with special educational needs in Poland was introduced. A year later, the Children’s Ombudsman conducted a diagnostic survey, which aimed at getting to know parents’ opinions about the state of inclusive education and the support offered to pupils with SEN in mainstream schools. The obtained data suggest that in the opinion of parents76 schools participating in the study, situation of SEN students can be assessed as satisfactory. Nearly 80% of children attend schools in the vicinity of their place of residence. The teachers and specialists employed in schools are rather well prepared to work with pupils with SEN, they often implement recommendations contained in the opinions issued by psychological and pedagogical counseling centers.","PeriodicalId":276690,"journal":{"name":"Education Reform: Education Content Research and Implementation Problems","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130612537","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}

引用次数: 0

THE VOICED CONSONANTS’ L AND R PRONUNCIATION CORRECTION OF 5 – 6 YEARS OLD CHILDREN 5 - 6岁儿童浊音“l”和“r”的发音纠正

Education Reform: Education Content Research and Implementation Problems Pub Date : 2019-05-23 DOI: 10.17770/er2019.1.4212

Jolanta Upeniece

引用次数: 0