@article {1669,
	title = {EXPECTATIONS OF UNIVERSITY LECTURERS AND STUDENTS ON SMART LEARNING ENVIRONMENTS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {501-516},
	abstract = {Education in the 21st century has become more technology integrated, and the shift from conventional modalities of teaching to technology-assisted teaching methodologies accelerated during the pandemic years. The current study employed a qualitative research design (n=12) to explore this shift and the expectations of these novel teaching modalities from both facilitator and learner perspectives in urban higher education settings in India. An inductive thematic analysis of the qualitative data revealed that there is a significant gap in lecturers{\textquoteright} and students{\textquoteright} definitions and expectations of smart learning environments. The themes that emerged from the data were bifurcated into lecturer and student perspectives on smart learning environments and included innovative nature, novelty and complexity, student excitement, and limitations of content. Based on the findings, lecturer and student expectations of SLE platforms had points of convergence and divergence which are unique to the socio-cultural positions of the participants. The current study argues the need to devise methods to improve the efficacy of SLEs in developing economies.},
	keywords = {augmented reality, qualitative study, smart learning environments, virtual reality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.501},
	url = {https://oaji.net/articles/2023/457-1691444118.pdf},
	author = {Prakasha, G. S. and Rituparna Chakraborty and S. Thirumalesha and C. S. Gururaja and Sangtam, T. Y. and Rhatsu, K. and Jochan, G. M.}
}
@article {1620,
	title = {LEARNING STYLES OF TALENTED PRE-SERVICE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {144-164},
	abstract = {The learning styles of students vary both among individuals and across different disciplines they choose to study. In higher education, academic discipline appears to be a key factor influencing students{\textquoteright} distinctive learning styles. This study, which aims to determine the dominant learning styles and models of talented pre-service teachers, was designed with the survey model. The study group research consisted of 1019 volunteer pre-service teachers who continued their education in Physical Education and Sports, Music, and Arts \& Craft Teaching departments. In the study, the VARK Learning Style Inventory was used as a data collection tool; students were asked to answer questions in a digital environment through Google Forms. According to the research results, kinesthetic style is the dominant learning preference for pre-service teachers in the visual arts and sports sciences, and both kinesthetic and aural styles are the dominant learning preferences for pre-service teachers in music education. Although talented pre-service teachers tend to learn predominantly kinesthetic and aural styles when evaluated, 61.2\% of pre-service teachers prefer to learn with a Multiple Learning Model, which covers the entire instructional diversity, rather than sticking to just one learning style. },
	keywords = {learning preference, learning styles, talented teacher, VARK},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.144 },
	url = {https://oaji.net/articles/2023/457-1677583270.pdf},
	author = {{\"U}st{\"u}n T{\"u}rker and {\"O}zg{\"u}r  Bostanc{\i}}
}
@article {1672,
	title = {PRE-SERVICE TEACHERS{\textquoteright} OPINIONS ON THE ROLE OF MUSEUMS IN VALUE TRANSMISSION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {547-562},
	abstract = {The transmission of values through social studies education remains a central subject of interest. The search for alternative resources to foster and sustain this transmission process has recently intensified. {\textquoteright}Museums{\textquoteright}, recognized as alternative spaces within out-of-school learning contexts in social studies, are increasingly acknowledged as crucial in facilitating value transmission. This research seeks to elucidate the role of museums in this process, primarily through the perspectives of pre-service social studies teachers. The study employed qualitative research methods and was constructed within a case study design framework. Data collection relied on focus group discussions with the pre-sercive teachers, with the subsequent content analysis used for data interpretation and explanation. Through dialogues with the participants, it became apparent that the transmission of values in social studies, a fundamental course for life learning, was a predominant concern. Out-of-school learning experiences are deeply integrated with social studies due to their interdisciplinary and multifaceted nature. In light of this, the participants{\textquoteright} perspectives and recommendations concerning the role of {\textquoteright}museums{\textquoteright} as alternative venues for value transmission within the scope of social studies were predominantly positive.},
	keywords = {case study, out-of-school learning, social studies, the role of museums, value transmission},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.547},
	url = {https://oaji.net/articles/2023/457-1691444402.pdf},
	author = {Ay{\c s}eg{\"u}l Tural}
}
@article {1565,
	title = {ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-486},
	abstract = {In recent times, the Kenyan education sector has experienced increased cases of students{\textquoteright} indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don{\textquoteright}t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory{\textquoteright}s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children{\textquoteright}s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term{\textquoteright}s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time.},
	keywords = {academic outcomes, ace curriculum, comparative research, conventional schooling, homeschooling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.474},
	url = {https://oaji.net/articles/2022/457-1657803656.pdf},
	author = {Mwanyumba Tweni, F. and Lydia Wamocha and Pamela Buhere}
}
@article {1576,
	title = {UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} CEREBRAL DOMINANCE AND LEARNING STYLES: THE MEDIATION OF CHRONOTYPES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {602-616},
	abstract = {Learning styles, cerebral dominance and chronotypes are among the factors that have been determined to be effective on individuals{\textquoteright} learning. It is stated in the literature that these three variables are interrelated or affect each other. Therefore, the aim of the study is to determine the extent to which students{\textquoteright} cerebral dominance predicts their learning styles and whether chronotypes have an effect on this level of prediction as a moderating variable. In the research, the {\textquotedblleft}Morningness-Eveningness Stability Scale improved{\textquotedblright} (MESSI), the {\textquotedblleft}Kolb Learning Style Inventory{\textquotedblright} (KLSI) and the {\textquotedblleft}Hermann Brain Dominance Instrument{\textquotedblright} (HBDI) were used as data collection tools. The selection of upper-secondary schools included in the sample was made in a district of Antalya province with the convenience sampling method. The sample of 593 students who agreed to respond to the scale was formed from 9th, 10th, 11th, and 12th grade students studying at these upper-secondary schools in the 2021-2022 academic year. According to the analysis results of the structural equation model (SEM) obtained in the study, it was concluded that there were significant positive correlations between learning styles and the sub-dimensions of cerebral dominance; however, chronotypes did not significantly mediate the determined correlations. The findings of this study may provide implications for determining learning styles, which have proven effects on student performance in the teaching-learning process, and, by establishing relationships between individuals{\textquoteright} brain structures and chronotypes, the characteristics that direct learning preferences.},
	keywords = {cerebral dominance, chronotypes, learning styles, structural equation model, upper-secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.602},
	url = {https://oaji.net/articles/2022/457-1662401456.pdf},
	author = {Ay{\c s}eg{\"u}l Tongal and Miray Da{\u g}yar}
}
@article {1435,
	title = {A BIBLIOMETRIC ANALYSIS OF COHESIVE SPEECH RESEARCH OF PRESCHOOLERS FROM 1970 TO 2020},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {611-625},
	abstract = {Cohesive speech has commonly become regarded as one of the essential aspects of language development, especially for pre-schoolers. This study aimed to shed light on the cohesive speech of pre-schoolers (CSP) knowledge base. Three hundred ninety-five publications close related cohesive speech research of 5-6-year-old children were collected from the Scopus database. By using the bibliometric approach, the results showed the growth rate of publications over time from 1970 to 2020. In this period, the top five countries, the United States, the United Kingdom, Australia, Brazil and France, have published over 60\% of total documents. Besides, four main interests of authors in this field were discovered: {\textquotedblleft}language development{\textquotedblright}, {\textquotedblleft}speech pathology outcomes{\textquotedblright}, {\textquotedblleft}speech therapy{\textquotedblright}, {\textquotedblleft}language intervention{\textquotedblright}. Among these themes, {\textquotedblleft}speech pathology outcomes{\textquotedblright} was the most relevant one. Another finding, in recent years, scholars focused on aspects of autism spectrum disorder of pre-schoolers. More importantly, the achievements of this discipline have considerably made positive contributions to various fields both in terms of theory and practice, especially in language and linguistics, speech and hearing, psychology, and medicine. Overall, these studies highlight the need for many other studies, particularly relevant to pre-schooling when new generations should be better prepared to be happy in school by their future cognitive developments.},
	keywords = {language development, language intervention, speech pathology outcomes, speech therapy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.611},
	url = {http://oaji.net/articles/2021/457-1628687277.pdf},
	author = {Ly Thi Bac La and Nga Thi Thu Nguyen and Anh Thi Thuy Truong and Thu-Giang Tran and The-Thang Nguyen}
}
@article {1485,
	title = {THE DESIGN AND IMPLEMENTATION OF A TEACHER TRAINING PROGRAM FOR IMPROVING TEACHERS{\textquoteright} DISASTER LITERACY: INTERDISCIPLINARY DISASTER EDUCATION PROGRAM (IDEP)},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {781-803},
	abstract = {The interdisciplinary aspect of natural disasters requires their correlation with more than one discipline and orientation for understanding and teaching the inevitable nature of disasters. This study aimed to design a teacher training program called the Interdisciplinary Disaster Education Program (IDEP) and reveal its effect on improving teachers{\textquoteright} natural disaster literacy. Furthermore, teachers{\textquoteright} opinions about program were examined. The mixed-method design was used in the study. The study participants consisted of 36 teachers (science, classroom, and social studies teachers) working on different subjects. Data were obtained using the Natural Disaster Literacy Scale and the survey for the IDEP. The data collected from the scale were analyzed using two-way mixed ANOVA. The qualitative data collected from the survey were subjected to content analysis. The results indicated that the IDEP statistically improved teachers{\textquoteright} natural disaster literacy. Moreover, the survey results highlighted that different instructional activities (experiments, modeling, workshops, rock/soil analysis, coding, augmented reality, and STEM applications, etc.) related to natural disasters contributed to a lot of professional and personal knowledge of teachers, particularly disaster management. },
	keywords = {disaster literacy, interdisciplinary education, mixed method, natural disaster, teacher training program},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.781},
	url = {http://oaji.net/articles/2021/457-1634800239.pdf},
	author = {Ay{\c s}eg{\"u}l {\c S}eyiho{\u g}lu and Ay{\c c}a Kartal and Ahmet Tekbiyik and Sezen Vekli, G. and Birinci Konur, K.}
}
@article {1511,
	title = {EXPLORING THE EFFECTS OF IMPLEMENTING GUIDED READING APPROACH TO ENHANCE THE READING PROFICIENCY OF ENGLISH SECOND LANGUAGE LEARNERS IN SOUTH AFRICA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {971-992},
	abstract = {Guided reading (GR) approach has been shown to have positive effect on reading fluency and comprehension. However, most studies on GR have focused on primary schools, specifically the Foundation Phase. Therefore, this study employed the GR approach to examine its possible effects on the reading proficiencies of Grade 9 English Second Language (ESL) learners in Gauteng province. Social and cognitive constructivism underpinned the study, which employed action research to determine the possible effects of implementing GR on the reading proficiencies of a sample of eight Grade 9 ESL learners who were purposively selected to participate in this study. Data were collected through interviews, observations, and reflection cards, oral and written reading tests. Results indicated that GR approach had caused a significant improvement in these learners{\textquoteright} reading fluency and comprehension because of collaborative learning and scaffolding. In addition, GR also developed a sense of ownership in their learning, a sense of community and innovative and inquisitive minds. The study recommends that learners who struggle with reading be identified early, and GR intervention strategies be implemented and monitored. Every school needs to have a reading policy and the Education Department should ensure that it is implemented and monitored.},
	keywords = {guided reading, reading comprehension, reading fluency, reading proficiencies, second language},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.971},
	url = {http://oaji.net/articles/2021/457-1639554504.pdf},
	author = {Esther Molebogeng Thage and Patricia Namayammu Mokgosi and Jane Tozama Mthembu}
}
@article {1370,
	title = {THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {273-295},
	abstract = {Teacher professional diaries are teacher reflections on their own and their colleagues{\textquoteright} observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers{\textquoteright} reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers{\textquoteright} reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification.       },
	keywords = {communicative skills, professional skills; reflection diary, reflective thinking skills},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.273},
	url = {http://oaji.net/articles/2021/457-1617434979.pdf},
	author = {Eka Tkavashvili}
}
@article {1347,
	title = {IN-SERVICE TEACHERS{\textquoteright} PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {118-132},
	abstract = {This research aimed to determine IVATs{\textquoteright} perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers{\textquoteright} lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants{\textquoteright} views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. },
	keywords = {constructivism, in-service visual arts teachers, qualitative research, visual arts education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.118},
	url = {http://oaji.net/articles/2021/457-1612638947.pdf},
	author = {Julius Ssegantebuka and Patrick Sserunjogi and Ritah Edopu and Timothy Tebenkana and John Bosco Kanuge}
}
@article {1349,
	title = {LATE ADOPTION OF PREVENTIVE MEASURES OF ONLINE PRIVACY IN MEXICAN AND COLOMBIAN UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-184},
	abstract = {One of the educational challenges faced by Latin American universities is the development of digital citizenship competence in their students on issues of digital identity, security and privacy online. The aim of the study was to identify the perception of Mexican and Colombian university students towards the preventive measures of online privacy. For that purpose, a mixed-cut study was carried out. For the quantitative part, a survey made up of 20 items was applied to 1,245 university students. Meanwhile, for the qualitative part, 42 university students were asked to answer open questions. The quantitative analysis was carried out using descriptive and inferential statistics for data by country and gender. In order to test the hypotheses about the existence of significant differences, the Kruskal-Wallis test was chosen. While for the qualitative part, the university student responses were transcribed, the information was organized, and the main contributions of the students were presented. The results indicate that Mexican and Colombian university students have a favorable attitude towards preventive measures of online privacy. No significant differences were detected in the items on preventive measures of online privacy with respect to the variables Country, and Gender. The stories of the university student show a late development in the attitudes and skills regarding preventive measures of online privacy that begins with entering university, and that is consolidated over time. In addition, inconsistencies were detected between the favorable attitude expressed by students towards a broad use of online care with respect to the informants{\textquoteright} narratives.},
	keywords = {comparative studies, digital citizenship, digital competence, online privacy, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.162},
	url = {http://oaji.net/articles/2021/457-1612690279.pdf},
	author = {Carlos Arturo Torres-Gastel{\'u}}
}
@article {1482,
	title = {METHODOLOGICAL APPROACHES TO THE STUDY OF INQUIRY-BASED LEARNING IN NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {728-750},
	abstract = {Previous research of inquiry-based learning in natural science education indicates that there are different methodological trends and paradigms in the study of these issues. The aim of this research has been to analyze the selected relevant studies on inquiry-based learning in natural science education in order to assess their scope and limitations in the light of educational changes and reform initiatives. Directions of analysis of the relevant studies include considerations of the following: 1) Theoretical starting points and specific conceptual solutions, 2) Methodological design (research questions / problems, methods, techniques, and procedures), as well as 3) (Re)interpretation of the most significant findings. It could be stated that studies on inquiry-based learning in the field of natural sciences are rather insufficient, very diverse and heterogeneous, differing from each other both in terms of theory and conceptual solutions, research problems, methodological design, and implications for educational work. Even though experiments are very common in natural sciences, it has been found that triangulation is often used as a combination of qualitative and quantitative paradigms. The common thread that connects the selected studies in this field is the recognition of importance of inquiry-based learning as a very promising model of active teaching the natural sciences. It could be concluded that such studies require an interdisciplinary approach to the subject of study, both in empirical and theoretical field, providing better understanding of the future research directions of this phenomenon. },
	keywords = {innovative approach, inquiry-based learning, methodological design, natural science education, research paradigms},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.728},
	url = {http://oaji.net/articles/2021/457-1634799965.pdf},
	author = {Milica M. Gaji{\'c} and Vera D. {\v Z}upanec and Sne{\v z}ana S. Babi{\'c}-Kekez and Aleksandra R. Trbojevi{\'c}}
}
@article {1509,
	title = {ONLINE TEST ANXIETY AND EXAM PERFORMANCE OF INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME STUDENTS UNDER E-PROCTORED EXAMS AMID COVID-19},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {942-955},
	abstract = {Outbreak of COVID-19, online examination, and e-proctoring have caused more exam anxiety and affected exam performance among students{\textquoteright} studying in International Baccalaureate (IB) Diploma Programme (DP). Therefore, the present research aimed to find effect of online test anxiety on academic performance of IBDP students in the subjects related to science, technology, engineering, and mathematics (STEM). Study employed quantitative descriptive survey research design and administered survey questionnaire to 200 IB DP students who took online test during COVID-19 through convenient sampling technique. Sample included both first and final year DP students with due representation to boys and girls. Results of the study revealed a moderate negative correlation between online test anxiety and academic performance of IBDP students in STEM subjects. Regression analysis explained 14.1\% variation in the STEM subject performance because of online exam anxiety under e-proctored condition. There exists a statistically significant difference between first and final year students{\textquoteright} online exam anxiety and STEM subject average grades. Future research may focus on conducting comfortable online examination methods with no additional exam anxieties. },
	keywords = {Diploma Programme (DP), e-proctored test, International Baccalaureate (IB), virtual examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.942},
	url = {http://oaji.net/articles/2021/457-1639554361.pdf},
	author = {Prakasha, G. S. and KY Hemalathaa and Ponni Tamizh and Bhola Bhavna and Anthony Kenneth}
}
@article {1504,
	title = {RECONSTRUCTION OF IRANIAN ENGLISH FOREIGN LANGUAGE TEACHERS{\textquoteright} PROFESSIONAL IDENTITY IN ONLINE CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {858-879},
	abstract = {Because of the Covid-19 outbreak, all academic institutions all over the world swiftly shifted to reconstitute the presentation of their courses that customarily took place on campus. This study explored the kind of online professional identities that English teachers in private language institutes constructed during the Covid-19 Pandemic. Additionally, it examined possible impacts of adopting online solutions on teachers{\textquoteright} performance and teaching skills and their perceptions of communities of practice and their effect on their PI in online classes during this period. The study was conducted on 35 English teachers, teaching English in language institutes in Yazd, Iran. The study followed a qualitative approach. Semi-structured interviews were conducted individually and also in groups, to gain access to their lived experiences of running online classes. Results revealed four main characteristics that (re)constructed and affected teachers{\textquoteright} PI in online classes, namely, teachers{\textquoteright} role, competency and self-effectiveness, appreciation and connection, and future plans. The findings also revealed that streamlined communication and communities of practice were very beneficial in (re)constructing their changing identities in online classes. Membership in communities of practice was found to be an essential action to make teachers{\textquoteright} teaching skills and social learning better and share common experiences. The results showed that these aspects highly influence the teachers{\textquoteright} reconstruction of PI in a positive way in language institutes. },
	keywords = {communities of practice, English as a foreign language, language institute, online professional identity, qualitative approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.858},
	url = {http://oaji.net/articles/2021/457-1639553956.pdf},
	author = {Raziyeh Fallah and Azizeh Chalak and Heidari Tabrizi, H.}
}
@article {1437,
	title = {SOCIOSCIENTIFIC ISSUES AND PRE-SERVICE SCIENCE TEACHERS{\textquoteright} BIOETHICAL VALUES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {640-656},
	abstract = {Considering the recent rapid developments in science and technology, it is quite important for individuals to be able to make decisions about their own future and their children{\textquoteright}s future for the society in which they live and to know how to establish a balance of risk and decision. For this reason, teacher training programs should be planned to internalize pre-service teachers{\textquoteright} awareness of responsibility. Regarding this point, the development of pre-service science teachers{\textquoteright} bioethical values was examined on a class level basis using survey research.  Research sample consisted total of 286 pre-service teachers of Science Teacher Training Program. Bioethical Values Questionnaire was applied to determine pre-service teachers{\textquoteright} bioethical values. As a result of analyses, it was determined that pre-service teachers{\textquoteright} bioethical values increased according to their class levels they attended. It was stated that pre-service science teachers{\textquoteright} bioethical values related to sub-dimensions of {\textquotedblleft}Benefits of Biotechnology Applications{\textquotedblright}, {\textquotedblleft}Science and Ethics{\textquotedblright}, {\textquotedblleft}Reproductive Technologies and Cloning{\textquotedblright} and {\textquotedblleft}Control of Genetic Interventions{\textquotedblright} were increased based on participants{\textquoteright} class levels. In addition, the results of the study revealed that pre-service teachers also had some concerns about the benefits of biotechnology applications.},
	keywords = {bioethics level, pre-service science teachers, science teaching, socio-scientific issues},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.640},
	url = {http://oaji.net/articles/2021/457-1628687438.pdf},
	author = {Duygu Turgut and Zeha Yakar}
}
@article {1267,
	title = {A BIBLIOMETRIC ANALYSIS OF THE USE OF OPEN SOURCE SOFTWARE IN EDUCATIONAL CONTEXTS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {114-128},
	abstract = {Open source software has now become a significant alternative in meeting different needs in business, government and academic environments, such as needs related to economics, management, learning and innovation, among others. The purpose of this research was to examine the research trends and evolution of the field of open source software adoption between 2001 and 2019. The methodology used involved bibliometric analysis of 289 documents obtained through a Scopus extracted search equation, generating indicators of quantity and quality and analyzing the emerging themes in said field of knowledge. The findings of the research include the existence of a strong trend towards research and dissemination regarding open source software, particularly in countries such as the United States, whose institutions and authors demonstrate high levels of productivity and dissemination. There was also evidence of an interest in reducing barriers and encouraging the adoption and implementation of the software in other sectors where its use is still lagging behind. The main conclusion of the research is that the research of open source software adoption focuses on the following topics: innovation, Linux, FLOSS, engineering requirements, risk management, open innovation, the public sector, social network analysis and total cost of ownership. },
	keywords = {bibliometric analysis, information technology, open source software, research trends, technology adoption},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.114},
	url = {http://oaji.net/articles/2020/457-1581495058.pdf},
	author = {Orfa Nidia Pati{\~n}o Toro and Yesenia Acevedo Correa and Alejandro Valencia-Arias and Martha Benjumea-Arias}
}
@article {1358,
	title = {A COLLABORATIVE EXCHANGE TO IMPROVE EARLY CHILDHOOD EDUCATION OUTCOMES},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1126-1136},
	abstract = {International collaborative research has great value in helping each of the participant{\textquoteright}s view their respective situations from novel and various perspectives. When people involved in the same work tackle problems from different perspectives, new awareness arises, and innovative solutions are created. Kagawa University and Colorado State University have conducted excellent research exchanges in the field of early childhood education based on their international exchange agreements.
 As the trend in Japan towards nuclear families continues in tandem with Japan{\textquoteright}s aging society and low childbirth rate, a number of parents and guardians are becoming increasingly isolated and unsure of how to raise their children. The process of introducing a new childcare support system based on Japan{\textquoteright}s national policies and the problems Japanese regional prefectural governments face in early childhood education were clarified through exchanges between Kagawa University and Colorado State University. By sharing information and giving an overview concerning efforts and successful cases in Japan and the U.S., mutual clues were found for problem analysis and problem solving.
This research analyzed the factors for constructive interaction and provided clues for the problems highlighted by the results. It enabled several researchers in Kagawa who have experience in this field, overseas as well as locally, and those at the prefectural level involved as leaders in professional guidance in this field of childcare, to understand the current situation and trends for childcare in the U.S. This has the potential to lead to improvements in the quality of childcare and the training of teachers in Japan. It also put forward a direction and recommendations for development in international collaborative research.
},
	keywords = {childcare, collaborative exchange, early childhood education, international collaboration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1126},
	url = {http://oaji.net/articles/2021/457-1612881000.pdf},
	author = {Yumiko Takagi and Paul Batten and Karen Rattenborg}
}
@article {1321,
	title = {THE EFFECT OF HORTICULTURAL PROGRAM WITH LIFE CONTEXTS ON THE COGNITIVE FUNCTION OF THE ELDERLY IN TAIWAN},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {856-872},
	abstract = {Based on the reminiscence therapy, the research aimed to develop the horticultural program with life contexts for the elderly in southern Taiwan, and to explore the effect on overall cognitive function of the elderly. The participants were 17 seniors in one community care center. The research adopted quasi-experimental research of one group pre-test and post-test design of time series, and data were collected by questionnaire surveys and semi-structured interviews. The objective of the program was to maintain cognitive function of the elderly. Twelve activities of the program were implemented once a week and 2 hours for each activity. The program included manual activity, group activity, and outdoor planting activity. The program content was based on farming experience of the elderly and integrated with diverse cognitive function trainings. It was found that the program showed immediate effect and two-week delay effect on promoting overall cognitive function of the elderly. Also, the elderly obtained new planting experience and their learning motivation was enhanced. Additionally, because of integrating with life contexts, the program was meaningful and encouraged the elderly to be engaged in the activities and recall the past. In the process, the elderly enjoyed the exchange of horticulture and life experience.},
	keywords = {cognitive function, horticultural program, quasi-experiment, the elderly},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.856},
	url = {http://oaji.net/articles/2020/457-1600952187.pdf},
	author = {Ya-Ling Wu and Shan-Ru Chao and Wei-Fang Tsai and Mei-Lun Chen}
}
@article {1291,
	title = {GENDER DIFFERENCES IN STUDENTS{\textquoteright} ACHIEVEMENTS IN LEARNING CONCEPTS OF ELECTRICITY VIA STEAM INTEGRATED APPROACH UTILIZING SCRATCH },
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {423-448},
	abstract = {The main aim of the presented research was to examine the interaction between student{\textquoteright}s gender and achievements in learning concepts of electricity via STEAM integrated approach utilizing Scratch. This research was aimed to determine the gender disparity for lower-secondary school students in learning about the concepts of electricity. Quasi-experimental design involving male and female groups was used in this research. Students were required to utilize Scratch to design games and animated stories on electricity concepts. The Electricity Achievement Test (EAT) was administered for pre- and post-test. The findings proved that the STEAM integrated approach via Scratch could narrow the gap between male and female in learning concepts of electricity. The findings of ANCOVA indicated that the intervention had similar positive effects on male and female students{\textquoteright} achievement in learning concepts of electricity. This research also provided a new method and an alternate connective framework for learning concepts of electricity via art and showed that both males and females were able to understand the topic of electricity, which reduced gender biases and disparity in the field of science.},
	keywords = {electricity achievement level, Gender gap, Scratch, STEAM integrated approach},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.423},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537316},
	author = {Wee-Ling Tan and Mohd Ali Samsudin and Mohd Erfy Ismail and Nur Jahan Ahmad}
}
@article {1292,
	title = {SIGNIFICANCE OF TEACHER PROFESSIONAL DEVELOPMENT IN RESPONSE TO THE CURRENT GENERAL EDUCATION REFORMS IN VIETNAM: PERCEPTIONS OF SCHOOL PRINCIPALS AND TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {449-464},
	abstract = {Teacher professional development (TPD) plays a vital role in enhancing student achievement and the education quality improvement at general education schools. Vietnam is carrying out the general education reforms including the curriculum, teaching methodology and textbook replacement. In order to make those reforms succeed, a lot of things have been done so far in which TPD is considered a key measure. This qualitative case-study research aimed to find out the perceptions of principals and the teachers in three selected K12 schools on TPD in response to the education reforms implementation in Vietnam using the data from the open-ended interviews with the principals, the questionnaires from teachers, and the school policy-related documents. The importance of TPD related closely to the general education reforms implementation at three schools was highly perceived and highly appreciated by the principals and teachers in similar vein. These made a strong link between their beliefs and TPD practices at their schools for promoting the education reforms. },
	keywords = {education reforms, qualitative case-study, teacher professional development, Vietnamese K12 school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.449},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537326},
	author = {Ngoc Hai Tran and Thang Dinh Truong and Hong-Van Thi Dinh and Le-Hang Thi Do and Tu-Anh Thi Tran and Mai-Huong Thi Phan}
}
@article {1306,
	title = {THE STATUS OF EDUCATIONAL SCIENCES IN VIETNAM: A BIBLIOMETRIC ANALYSIS FROM CLARIVATE WEB OF SCIENCE DATABASE BETWEEN 1991 AND 2018},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {644-662},
	abstract = {Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics  research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education {\textendash} specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future.},
	keywords = {academic database, bibliometrics analysis, Clarivate WOS, educational sciences, international publishing, Vietnam},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.644},
	url = {http://oaji.net/articles/2020/457-1596902896.pdf},
	author = {Quan-Hoang Vuong and Minh-Trang Do and Thi-Van-Anh Pham and Thi-An Do and Phuong-Thuc Doan and Anh-Duc Hoang and Thu-Hang Ta and Quynh-Anh Le and Hiep-Hung Pham}
}
@article {1355,
	title = {TEACHING PRACTICES: INTEGRATING POSITIVE THINKING IN PICTURE BOOK CREATION FOR ECONOMICALLY DISADVANTAGED CHILDREN},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1081-1095},
	abstract = {The present study created picture books featuring elements of hope theory and conducted a practical teaching program to explore the application of hopeful thinking picture books for economically disadvantaged children, specifically, to understand the teachers{\textquoteright} teaching practices of picture book creation. On the basis of hope theory, the current study employed economic disadvantage as the creative background for designing picture books that incorporate elements of hopeful thinking and developed a teaching plan based on the picture books. The results indicated that the picture books had a solid theoretical foundation of hope, and were relevant to preschool children{\textquoteright}s real experiences and development. Through teachers{\textquoteright} storytelling and discussion of the story content, children could express ideas based on their own experiences, set specific goals, and devised feasible methods for handling adversity to achieve goals. Therefore, the picture books were considered suitable for classroom teaching. In addition, expert teachers serving as coaches conducted classroom observations and teaching evaluations to explore how effectively positive thinking was integrated into the picture books and teaching activities, and to assess the guidance of children in using positive thinking strategies during story discussion. Through professional assessment, feedback, and teacher self-reflection, hope theory can be effectively applied for picture book creation. The picture book The Piggy{\textquoteright}s Home created in this study can help teachers guide economically disadvantaged children in thinking positively, and teachers can refine the guidance process.},
	keywords = {case study, economically disadvantaged children, hope theory, picture books, preschool children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1081},
	url = {http://oaji.net/articles/2021/457-1612880790.pdf},
	author = {Chiu-Hua Huang and Fin-Land Cheng and Ching-Yueh Teng}
}
@article {1232,
	title = {CHOOSING TEACHING AS A PROFESSION: VALIDATION OF AN SMVUP-4-S ASSESSMENT TOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {545-559},
	abstract = {The aim of the present research was to validate the Scale of motivation for choosing teaching profession (SMVUP-4-S), and to explore its basic psychometric properties on a sample of Slovak teacher trainee students. SMVUP-4-S scale was completed by 1235 respondents with a mean age of 20.1 years. SMVUP-4-S scale consists of 44 items arranged into 11 subscales, which are arranged into three main categories of motivation: intrinsic, extrinsic and altruistic. A latent structure of SMVUP model that consists of two four-factor (intrinsic and extrinsic motivation) and a one three-factor model (altruistic motivation) was tested. Internal consistency was assessed using Cronbach{\textquoteright}s alpha. Exploratory factor analysis (EFA) was calculated using the Maximum Likelihood estimation. To evaluate Confirmatory factor analysis (CFA) χ2-test, CFI, RMSEA, SRMR, AIC, BIC and TLI indicators were used. SMVUP-4-S scale showed an acceptable internal consistency. Using EFA two four-factor and one three-factor model were extracted. CFA indicated that four-factor models had a good fit to the empirical data (Intrinsic motivation χ2/df  = 4.925, Extrinsic motivation χ2/df = 4.781). Modifying indexes have shown that several items have correlated  with residual variances which leads to low fit to the empirical data in three-factor-model. After the implementation of covariants between items this model has also shown a good fit to the empirical data (Altruistic motivation χ2/df  = 4.715). 
***
NOTE: The use of this tool is exclusively permitted with the author{\textquoteright}s explicit consent.},
	keywords = {career choice, psychological assessment, teacher development, teacher motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.545},
	url = {http://oaji.net/articles/2019/457-1566969462.pdf},
	author = {Robert Tom{\v s}ik}
}
@article {1231,
	title = {FOUNDATION PHASE STUDENTS{\textquoteright} METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {528-544},
	abstract = {The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers{\textquoteright} metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa{\textquoteright}s universities; data were collected through observation and focus group interviews. The research{\textquoteright}s main findings indicated that student teachers{\textquoteright} interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students{\textquoteright} reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students{\textquoteright} mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. },
	keywords = {mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.528},
	url = {http://oaji.net/articles/2019/457-1566969399.pdf},
	author = {Simon Adjei Tachie}
}
@article {1250,
	title = {IMPROVING THE SELF-AWARENESS CAPACITY OF SECONDARY SCHOOL STUDENTS BY FORMING A SCHOOL COUNSELING MODEL BASED ON STUDENT CAPACITY DEVELOPMENT ORIENTATION  IN VIETNAM},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {722-733},
	abstract = {The self-awareness capacity has long been no stranger in the foreign education, but in Vietnam, self-awareness capacity has only been developed in education in recent years. The self-awareness capacity related problems among Vietnamese students have been exacerbated such as gender-based violence, gender bias, wrong career choices, disorientation and school counseling activities currently could not support this difficulty for students. Based on the theoretical framework of self-awareness capacity from previous studies in Vietnam and further developing the aspects of self-awareness by age, the questionnaire had been done to survey of 726 lower-secondary school students and 474 upper-secondary school students to find the situation of their self-awareness capacity problems, as well as the need for self-awareness capacity problems counseling. The results demonstrated a positive correlation between self-awareness capacity problems and students{\textquoteright} need for self-awareness capacity problems counseling. In addition, identifying self-awareness capacity problems encountered by students helps us to develop a new school counseling model, as well as a process to counsel self-awareness capacity problems for students to enhance the self-awareness capacity and support school counseling activities effectively, also meeting the requirements of renewing the general curriculum in the students{\textquoteright} capacity development orientation in Vietnam.},
	keywords = {school counseling activities, school counseling model, self-awareness, self-awareness capacity, student capacity development orientation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.722},
	url = {http://oaji.net/articles/2019/457-1575642480.pdf},
	author = {Luong Tran and Son Van Huynh and Hoi Duc Dinh and Vu Thien Giang}
}
@article {1144,
	title = {ABOUT THE SCHOOL AND THE STUDENT-TEACHER RELATIONSHIP  IN THE 21ST CENTURY: SOME PERSPECTIVES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {422-424},
	abstract = {Contemporaneity, defined as post-modernity, is a stage of civilization changes, which in its nature entails changes in the sphere of didactic and educational thinking and practice. The rapid pace of social change, shaping new interpersonal relationships, progressive axiological chaos, enforce a kind of revision of views on the school as a place and the role of the teacher in it.
Challenges in education are caused by a variety of factors, which have affected not only teachers and students and relationships between them, but also the school community as a whole. Challenges in education have changed over the social development and technological progress indicated above.},
	keywords = {contemporary school, educational thinking, human development, school community, school reality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.422},
	url = {http://oaji.net/articles/2017/457-1533495296.pdf},
	author = {Aleksandra T{\l}u{\'s}ciak-Deliowska}
}
@article {1110,
	title = {CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-108},
	abstract = {Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4\% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees.},
	keywords = {Big Five, career choice, fallback career, personality traits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.100},
	url = {http://oaji.net/articles/2017/457-1519988297.pdf},
	author = {Robert Tom{\v s}ik and Viktor Gatial}
}
@article {1180,
	title = {COGNITIVE LOADING DUE TO SELF-DIRECTED LEARNING, COMPLEX QUESTIONS AND TASKS IN THE ZONE OF PROXIMAL DEVELOPMENT OF STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {864-880},
	abstract = {The aim of the research was to explore the levels of cognitive loading induced by certain tenets of constructivist pedagogy namely self-directed learning complex questions and zone of proximal development. The study also sought to investigate the associations between these constructs and with cognitive loading and complex questions. Data for the research were collected using a questionnaire survey of a sample of students studying towards undergraduate degrees in construction-related studies at - public universities in South Africa. The data were factor analyzed to determine the factor structure of the constructs and to assess instrument validity and reliability. The relationships between the various constructs were analyzed using structural equation modeling (SEM). Consistent with other studies, the research found that complex questions induce a statistically significant amount of cognitive loading in students. The study also found that self-directed learning does not induce cognitive loading while subjecting students to tasks which are in their zone of proximal development is likely to induce some cognitive loading albeit much less than that from complex questions. Locating tasks in the zone of proximal development of students is likely to lead students to engage in some self-directed learning. It was also found that complex questions had a small significant association with self-directed learning. To reduce the amount of cognitive loading which students are subjected to, complex questions should be avoided for students with little subject prior knowledge, otherwise, students should be appropriately scaffolded. Students should be encouraged to engage in self-directed learning in order to reduce cognitive loading. Learning tasks assigned for self-directed learning should not be complex relative to the knowledge of the students as this discourages students from persisting with self-directed learning due to high cognitive loading.},
	keywords = {cognitive loading, complex questions, self-directed learning, zone of proximal development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.864},
	url = {http://oaji.net/articles/2017/457-1545497920.pdf},
	author = {Ephraim Zulu and Theodore Haupt and Vittorio Tramontin}
}
@article {1137,
	title = {ENVIRONMENTAL PERCEPTION ABOUT MARINE AND COASTAL ECOSYSTEMS: EVALUATION THROUGH A RESEARCH INSTRUMENT BASED ON MODEL OF ECOLOGICAL VALUES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-405},
	abstract = {The first aim of research is to propose a research instrument based on Wiseman and Bogner{\textquoteright}s Model of Ecological Values, the {\textquotedblleft}Coastal Environment Questionnaire{\textquotedblright} (CEQ), specifically developed to evaluate the Environmental Perception about marine and coastal ecosystems. The second aim is to explore, using CEQ, the position on the categories from Model of Ecological Values of some basic education students and some pre-service biology teachers from cities located near coastal areas from Brazil. CEQ was modified from {\textquotedblleft}The Environment Questionnaire{\textquotedblright} (TEQ), which consists of a questionnaire composed of 16 items with Likert-type responses. The first process to have elaborated the new instrument changed the general situations described in the items of TEQ (most related with land environments) to situations related to marine and coastal environments. CEQ has been used with: 63 pre-service biology teachers from a non-coastal city; 79 basic education students from a non-coastal city; and 74 basic education students from a coastal city. All pre-service teachers were placed at Preservation+Utilization- category (100\%). However, most students were placed at the Preservation+Utilization- category (around 70\%), followed by Preservation+Utilization+ (around 25\%), regardless their city location. It is expected that CEQ can be useful on research aim to better understand the perception about marine and coastal environments, contributing to development and evaluation of future Environmental Educational program focus on these important ecosystems.},
	keywords = {basic education students, Coastal Environment Questionnaire (CEQ), environmental perception, Model of Ecological Value, pre-service biology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.393},
	url = {http://oaji.net/articles/2017/457-1529405483.pdf},
	author = {Suzana Ursi and Naomi Towata}
}
@article {1131,
	title = {AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN{\textquoteright}S SELF-CONTROL ABILITY},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-317},
	abstract = {The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children{\textquoteright}s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time.},
	keywords = {academic performance, self-control, self-ratings, Vietnamese children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.309},
	url = {http://oaji.net/articles/2017/457-1529089541.pdf},
	author = {Shih-Tseng Tina Huang and Vinh-Long Tran-Chi and Tung-En Hsiao}
}
@article {1150,
	title = {A NEW TEACHING METHOD AIMED AT ELIMINATING THE CAUSES OF STUDENTS{\textquoteright} UNSUCCESSFUL ALGORITHMIC PROBLEM SOLVING WITH PARAMETER},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-519},
	abstract = {The new method of teaching the problems with a parameter was designed based on the identification of the reasons for the low success rate of the kids in solving the problems. In order to identify these causes and to find ways of their elimination, pedagogical research was carried out in two phases at selected universities of Slovakia (126 students) in 2016-2017. In the first stage the validity of the research hypothesis was confirmed, that the cause of the kids{\textasciiacute} poor success in solving problems with the parameter is an algorithmic approach to their solution, a misunderstanding of the concept of a parameter and a formal determination of solvability conditions. Based on this, a new method of teaching the tasks with a parameter was developed.  Its main idea is focusing on understanding the term parameter and showing its creative use in solving multiple tasks. In the second stage of the research, the success of the new teaching method was also verified experimentally. The results of the experiment confirmed the success of the students in solving the problems with the parameter, confirming that the basis of the success in solving the problems is the understanding of the term parameter and the ability to find their own solution to the task. It has turned out that the transition from the method of solving equations with a parameter by algorithms to the solution method by understanding the basic concepts and possibilities of their use is one of the methods to improve the teaching of mathematics.},
	keywords = {algorithmic solution, formal conditions, mathematical didactics, problems with the parameter, understanding of the concept},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.499},
	url = {http://oaji.net/articles/2017/457-1533495680.pdf},
	author = {Dalibor Gonda and Anna Tirpakova}
}
@article {1178,
	title = {THE ROLE OF ETHNOPEDAGOGY IN SHAPING POSITIVE ATTITUDES TOWARDS TRADITIONAL VALUES OF KAZAKH PEOPLE AMONG MASTER{\textquoteright}S STUDENTS MAJORING IN EDUCATION IN KAZAKHSTAN},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {834-846},
	abstract = {Since gaining independence in 1991, the Republic of Kazakhstan has been consistently working on restoring the national identity. An important role in this process is played by education, therefore, there is a growing Government interest in instilling national values in pre-service and in-service teachers. The aim of the research was to establish whether the attitudes towards the traditional values of the Kazakh people held by Master{\textquoteright}s students majoring in Education would change as a result of studying an elective course in Ethnopedagogy. Based on an analysis of the traditional values of the Kazakh people undertaken by Kazakh researchers, a classification of these values was developed and used as a basis for a questionnaire designed to identify attitudes towards these values. A survey was conducted with the students from two universities. The sample of the research was 119 people: 59 students formed the experimental group (the one where the elective course was taught), the remaining 60 were in the control group (that did not study the course). The survey was conducted twice: before the beginning and after the end of the course. The results of the first survey showed no statistically significant differences between the experimental and control groups. The second survey clearly showed positive changes in the attitudes towards the traditional values of the Kazakh people in the experimental group, while in the control group the results remained approximately at the level of the first survey. A conclusion was made that it is necessary to strengthen the national and cultural components in the content of pedagogical education in the Republic of Kazakhstan.},
	keywords = {attitude formation, ethnopedagogy, Master{\textquoteright}s degree students, postgraduate education, survey-based methodology, the Republic of Kazakhstan, traditional values},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.834},
	url = {http://oaji.net/articles/2017/457-1545497804.pdf},
	author = {Rymshash Toleubekova and Engilika Zhumataeva}
}
@article {1106,
	title = {SCIENTISTS{\textquoteright} PERCEPTIONS ON THE NATURE OF NANOSCIENCE AND ITS PUBLIC COMMUNICATION},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-57},
	abstract = {Some level of understanding of and about nanoscience and nanotechnology (NST) has been suggested as being relevant in up-to-date scientific literacy for all. Research scientists working in these fields are central in current efforts to inform and engage the public in NST. Earlier research has shown that scientists can contribute to authentic science learning, but communication always entails roles that affect the choice of content. This study investigated NST researchers{\textquoteright} views on the nature of their research and their preferences in NST communication. Eight experienced professors working in various fields of NST were interviewed. Semi-structured, in-depth interviews focused on the scientists{\textquoteright} views on 1) the nature of their research, and 2) aspects of NST that should be communicated to the public. Qualitative content analysis of the interviews revealed that the themes the interviewees highlighted when describing their research (interdisciplinarity, size scale, methods, objects, nature of NST in general) were somewhat different from the ones they considered as important for communication to the public (applications and products, risks and benefits, visualizations). The results problematize the simplistic notion that exposure to real scientists would unquestionably enhance the authenticity of science learning. This study gives insight for research and development of science communication, especially scientists{\textquoteright} role and training in it.},
	keywords = {authenticity, nanoscience, nature of science, science communication, scientist interviews},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.43},
	url = {http://oaji.net/articles/2017/457-1519988052.pdf},
	author = {Antti Laherto and Frederike Tirre and Ilka Parchmann and Lorenz Kampschulte and Stefan Schwarzer}
}
@article {1065,
	title = {LEARNING ASSESSMENT VIEWS AND PERCEPTIONS OF FINNISH TEACHERS AND INTERNATIONAL STUDENTS IN POSTGRADUATE PHYSICS STUDIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {270-287},
	abstract = {The way teachers view assessment has a considerable impact on their practice of assessment.  Student perceptions of assessment, in turn, affect the ways in which they take advantage of its potential to direct their learning processes and to develop metacognitive skills. In this research, physics teachers and international postgraduate students at a Finnish university were surveyed for their views of assessment.  The teachers were found to use assessment in a restricted fashion, which indicates that their conceptions of assessment are also limited in scope.  The international students appeared to have a loose grasp of the concepts pertaining to assessment.  Furthermore, clear differences were found in the purposes ascribed to assessment by the teachers and students.  The implications of the findings are discussed and suggestions are made for the development of assessment practices to ensure a better use of its potential as a tool for achieving learning objectives.},
	keywords = {educational programmes, higher education, international students, postgraduate studies, views of assessment},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.270},
	url = {http://oaji.net/articles/2017/457-1498501191.pdf},
	author = {Roni Tinell and Mervi A. Asikainen and Pekka E. Hirvonen}
}
@article {1066,
	title = {PREPAREDNESS AND PHYSICS-RELATED EPISTEMOLOGICAL VIEWS OF INTERNATIONAL PHYSICS MAJORS AT A FINNISH UNIVERSITY},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-314},
	abstract = {The aim of this research is to depict foreign entrant students{\textquoteright} preparedness for studies in an international Master{\textquoteright}s degree programme of physics at a Finnish university in order to lay the ground for a research-based development of the study programme.  Interviews were conducted with the academic staff involved in the programme to investigate their views on the international physics students as learners.  Conceptual tests were deployed to assess international students{\textquoteright} conceptual understanding of the areas fundamental to acquiring a solid expertise in physics. To enrich the data, a survey was conducted to obtain information about students{\textquoteright} physics-related epistemological views.  Both qualitative and quantitative methods were used for the data analysis.  The main results suggest that the entrant international students comprise a very heterogeneous group with regard to their preparedness for commencing physics studies.  The staff were specifically concerned with the international students{\textquoteright} pre-knowledge of physics, a notion that is supported by the test results. Suggestions based on present findings are made for further development of international degree programmes such as the one considered in this article.},
	keywords = {epistemological views, higher education, international students, postgraduate studies, pre-knowledge},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.288},
	url = {http://oaji.net/articles/2017/457-1498501259.pdf},
	author = {Roni Tinell and Mervi A. Asikainen and Pekka E. Hirvonen}
}
@article {1000,
	title = {APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-21},
	abstract = {The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio.},
	keywords = {design education, design studio, design thinking, educational setting, problem solving session, students teamwork},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199718},
	author = {Hernan   Casakin and Arjan van Timmeren and Petra Badke-Schaub}
}
@article {1003,
	title = {PRIMARY SCHOOL STUDENT TEACHERS{\textasciiacute} CLASSROOM TALK DURING INQUIRY-BASED BIOLOGY LESSONS},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {37-56},
	abstract = {In schools, classroom talk is often dominated by teachers{\textasciiacute} lecturing or asking closed questions followed by teachers{\textquoteright} evaluative feedback. When the teacher presents ideas to students or uses the question-response feedback, the talk is considered as authoritative talk. On the other side, during dialogic talk, the teacher reacts to students{\textasciiacute} views and responses. The important role of the teachers in promoting dialogic classroom talk has been demonstrated in many previous studies. However, little is known about how student teachers use different talk forms, especially in inquiry-based biology lessons which is the focus of this research. The primary school student teachers{\textquoteright} lessons {\textendash} a total of 14 lessons of five student teachers {\textendash} were videotaped and audiotaped. The data were analysed using theory-based content analysis. The results show that the primary school student teachers used more authoritative classroom talk than dialogical classroom talk in their inquiry-based lessons. Mainly, non-interactive authoritative talk form was used by all student teachers, and interactive dialogic talk form was used least. Authoritative talk was used in all stages of the inquiry-based lesson. Dialogic talk was used more during introduction and examination stages. The findings suggest that in teacher education, student teachers need scaffold in talking with pupils when carrying out inquiry-based teaching.},
	keywords = {authoritative talk, dialogic talk, inquiry-based lesson, primary school, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.37},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199765},
	author = {Matti Hiltunen and Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen and Markus H{\"a}hki{\"o}niemi and Sami Lehesvuori and Pirjo Tikkanen}
}
@article {1032,
	title = {SOCIOLOGICAL MEDIA: MAXIMIZING STUDENT INTEREST IN QUANTITATIVE METHODS VIA COLLABORATIVE USE OF DIGITAL MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {73},
	year = {2016},
	month = {October/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {75-88},
	abstract = {College sociology lecturers are tasked with inspiring student interest in quantitative methods despite widespread student anxiety about the subject, and a tendency for students to relieve classroom anxiety through habitual web browsing. In this paper, the author details the results of a pedagogical program whereby students at a New York City community college used industry-standard software to design, conduct, and analyze sociological surveys of one another, with the aim of inspiring student interest in quantitative methods and enhancing technical literacy. A chi-square test of independence was performed to determine the effect of the pedagogical process on the students{\textquoteright} ability to discuss sociological methods unrelated to their surveys in their final papers, compared with the author{\textquoteright}s students from the previous semester who did not undergo the pedagogical program. The relation between these variables was significant, χ 2(3, N=36) = 9.8, p = .02. Findings suggest that community college students, under lecturer supervision, with minimal prior statistical knowledge, and access to digital media can collaborate in small groups to create and conduct sociological surveys, and discuss methods and results in limited classroom time. College sociology lecturers, instead of combatting student desire to use digital media, should harness this desire to advance student mastery of quantitative methods.},
	keywords = {community college, digital media, sociological methods, transformative pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.73.75},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1224700},
	author = {Frederick T. Tucker}
}
@article {963,
	title = {COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATION TEACHERS: DEVELOPING CO-TEACHING SKILLS IN HETEROGENEOUS CLASSES},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {108-119},
	abstract = {A considerable amount of research evidence suggests that collaboration between general and special education teachers is a pillar of the effective teaching for all students, including those with learning difficulties. Adopting the above position the present study aimed to present and discuss fifteen cases regarding co-teaching in the context of {\textquotedblleft}parallel support{\textquotedblright}, where a special education teacher supports a learning disabled student in a mainstream classroom. Particularly, after an in-service training for promoting effective instructional skills, fifteen pairs of general and special teachers were asked to record the co-teaching procedures in their classrooms. Data collection was carried out through the participants{\textquoteright} self-evaluation rubrics. The quantitative analysis showed that in almost all cases, the collaboration between the pairs of educators was improved, they applied the in-service training knowledge in order to meet the different needs of all students, using the most effective strategies and procedures. The most interesting finding was that in most cases the initially adopted model of co-teaching was replaced by the parallel co-teaching where each teacher provides instruction to different students to the {\textquoteleft}team teaching{\textquoteright}, where both teachers are responsible for planning and they share the instruction of all students. Thus, it seems that it is achievable to build an effective co-teaching model for heterogeneous classrooms.},
	keywords = {co-teaching, parallel co-teaching, self-evaluation rubric, team-teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.108},
	url = {http://oaji.net/articles/2015/457-1432232591.pdf},
	author = {Sotiria Tzivinikou}
}
@article {961,
	title = {EFFECT OF ACADEMIC STAFF RETENTION ON QUALITY EDUCATION IN PRIVATE UNIVERSITIES IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {86-94},
	abstract = {In recent years, there has been an increase of students{\textquoteright} enrollment in private universities in Kenya. In effect, there has been a great need to recruit and retain quality academic staff. Studies reveal that it has been difficult to retain academic staff especially in private universities in specialized areas and required experience. A literature gap exists in Kenya on the effect of academic staff retention on the quality of education in private universities. The aim of the study was to determine the effect of academic staff retention on quality education in private universities in Kenya. A survey design was considered appropriate for this study. A sample of 336 respondents was used to collect data which included the Human resource managers, academic staff, and students of the selected universities. The sample was selected using purposive stratified and simple random sampling techniques. Questionnaires were used to collect the data which was analyzed by use of frequencies and percentages. The study established that academic staff retention affects quality of education in private universities in Kenya. It was concluded that academic staff retention has a significant effect on quality education without which quality would be compromised. The study recommended that private universities should formulate and implement retention policies and allocate adequate resources to curb high academic staff turnover.},
	keywords = {academic staff retention, private universities, quality education, quality of academic staff},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.86},
	url = {http://oaji.net/articles/2015/457-1432232452.pdf},
	author = {Edwin K. Too and Micah  C.  Chepchieng and John Ochola}
}
@article {947,
	title = {GENDER VARIATIONS IN NORWEGIAN PRE-SERVICE TEACHERS{\textquoteright} MOTIVATIONAL ORIENTATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {17-28},
	abstract = {Pre-service teachers{\textquoteright} gender and its associations with motivational orientations are under-researched issues. This study, therefore, used a survey methodology to research gender variations in the motivational orientations of pre-service teachers in general. The research clearly shows that male pre-service teachers are less motivated than their female counterparts and have higher levels of disillusion motivation. Female pre-service teachers are more influenced by teacher role models and show higher levels of intrinsic motivation and self-efficacy in classroom management. Males seem to internalize external academic pressure to a lesser extent. Further research is needed to better understand these significant findings. The conclusion is that interactions between gender and pre-service teachers{\textquoteright} motivational orientations need to be further explored and explicitly addressed by teacher educators. },
	keywords = {motivational orientations, pre-service teachers, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.17},
	url = {http://oaji.net/articles/2015/457-1430294332.pdf},
	author = {Knut-Andreas   Christophersen and Eyvind   Elstad and Trond Solhaug and Are   Turmo}
}
@article {962,
	title = {THE IMPACT OF AN IN-SERVICE TRAINING PROGRAM ON THE SELF-EFFICACY OF SPECIAL AND GENERAL EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {95-107},
	abstract = {Teachers{\textquoteright} professional development is the key to education improvement. On that basis, the present study aimed to investigate the impact of a 6-month in-service training program in the context of the continuing professional development for educators on educational practice. The main objective of the training program was to improve the educators{\textquoteright} teaching skills, to enrich their practices with the most effective strategies and with the newest findings from research evidence in order to increase the quality of their educational interventions for students with special educational needs. An innovation of that program was the simultaneous training of both general and special education teachers in pairs, smoothing the dividing lines between general and special education in their daily instructional practice. The participants were 30 educators, divided into 15 pairs. Each pair was working in the same inclusive school sharing the responsibility of the educational support of a student with learning problems. The estimation of the impact of the program was investigated by measuring the educators{\textquoteright} increasing sense of self-efficacy in relation to their instructional skills and overall effectiveness of their educational interventions for their students with learning difficulties. A pre and post evaluation research design was employed and the findings showed that the training program had a positive impact on the educators{\textquoteright} self-efficacy and their effectiveness regarding collaborative educational interventions for their students. },
	keywords = {continuing professional development, in-service training, self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.95},
	url = {http://oaji.net/articles/2015/457-1432232539.pdf},
	author = {Sotiria Tzivinikou}
}
@article {977,
	title = {INCREASING EMOTIONAL INTELLIGENCE AMONG EARLY ADOLESCENTS: MYTHODRAMA GROUP PSYCHOTHERAPY APPROACH},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-74},
	abstract = {Adolescents exhibit a range of behavior difficulties as a result of the many physical, emotional, and social stresses associated with this developmental stage. Conflicts and occasional aggressive outbursts are common in this period, but this behavior becomes problematic when it is persistent. Allan Guggenb{\"u}hl{\textquoteright}s Mythodrama group psychotherapy approach of resolving conflict and bullying in a school setting has been proven successful in Europe and in the USA. The aim of the current study was to provide further evaluation of Mythodrama group work to address emotional and behavioral problems with early adolescents. As emotional abilities and dispositions appear to play a crucial role for adjustment and well-being in adolescence period, the present study investigated, using a controlled experimental design, whether it is possible to increase Emotional Intelligence in pupils received Mythodrama group intervention during three months. Sixty three public school pupils aged 10- to 12-years-old (M of age =11.06, SD=0.59), identified by school staff as displaying emotional and behavioral difficulties, were administered with Trait Emotional Intelligence Questionnaire (TEIQue) {\textendash} Child{\textquoteright}s form (Petrides, 2008) twice, prior and post Mythodrama group intervention. Repeated measures ANOVA revealed a statistically significant change in seven domains of emotional intelligence, while no significant changes were observed in the control group, except three of the domains. These findings suggest that Emotional Intelligence can be improved using Mythodrama group intervention, but more follow-up research is required to reveal the persistence of the result and its influence on school performance.},
	keywords = {early adolescents, emotional intelligence, group psychotherapy, Mythodrama},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.67},
	url = {http://oaji.net/articles/2015/457-1441442312.pdf},
	author = {Tinatin Tiabashvili and Rusudan Mirtskhulava and Marine   Japaridze}
}
@article {960,
	title = {PRINCIPALS{\textquoteright} WORK STORIES WITHIN NEO-LIBERAL SCHOOL REFORM},
	journal = {Problems of Education in the 21st Century},
	volume = {64},
	year = {2015},
	month = {April/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {75-85},
	abstract = {The purpose of this research is to investigate the work stories of four principals as they implement a neo-liberal school reform program in their schools. Work stories were defined as explanatory frameworks the principals used to explore the effects of the program. The work stories included several sub-themes, story lines. Discourse analysis was used to identify the work stories and the story lines within semi-structured interviews with the principals. The results indicate that the principals constructed the neo-liberal school reform program as a new, better school culture. The new culture needed to be promoted with enough firmness to establish social norms and to ensure conformity of teacher behaviour. To ensure the implementation of the program, the principals positioned themselves as corporate leaders or sporting coaches with little reference to educational considerations. The work stories positioned the teachers in their schools as {\textquoteleft}managed professionals{\textquoteright} with diminished trust and respect as teaching and educational professionals. Analysing work stories helps to understand what is happening to particular individuals within particular institutions at particular times. Within the neo-liberal landscape, there is a temptation to think that the social relations, meanings and assumptions of schooling are no longer problematic. Discourse analysis provides one way to see behind these temptations and provides an alternative analysis on neo-liberal reform programs.},
	keywords = {discourse analysis, managed professionals, Neo-Liberalism, school reform, work stories},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.64.75},
	url = {http://oaji.net/articles/2015/457-1432232389.pdf},
	author = {John Rafferty and Tuija  A.  Turunen}
}
@article {880,
	title = {THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP MOTIVATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {27-38},
	abstract = {This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals{\textquoteright} achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals{\textquoteright} achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals{\textquoteright} mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals{\textquoteright} efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals{\textquoteright} purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. },
	keywords = {accountability, achievement goals, educational leadership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.27},
	url = {http://oaji.net/articles/2014/457-1420361199.pdf},
	author = {Christian Brandmo and Dijana Tiplic and Eyvind   Elstad}
}
@article {938,
	title = {KNOWLEDGE OF ASSESSMENT: AN IMPORTANT COMPONENT IN THE PCK OF CHEMISTRY TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {124-127},
	abstract = {Assessment of learning plays a central role in the teaching-learning process, and it has been extensively investigated due to the recognized necessity of adjusting didactic models to the new curricula and social demands. The knowledge of assessment is considered one of the components of pedagogical content knowledge (PCK) by some authors and for other authors is considered one component of the knowledge base for teaching. It is also recognized the strong link between knowledge of the educational ends, goals, purposes and values and the knowledge of assessment procedures. In this work, results focused on ten chemistry teachers are presented with the main goal of assessing and describing the knowledge of assessment practices and its close relationship with the purposes and educational aims. The results of the current study are based on semi-structured interviews, schools{\textquoteright} educational projects, questionnaires, evaluations and teacher lesson plans. The data suggest that there exists an inconsistency in the discourse regarding general education and chemistry education. Although the discourse at all levels, including educational projects, planning and interviews, can be considered as innovative, in actual practice we observed a strong tendency toward the teacher-centered approach and summative assessment. The results show that, in general, the investigated chemistry teachers lack the intrinsic knowledge to elaborate questions that assess students{\textasciiacute} higher-order thinking, to use assessment results to improve teaching and learning, to inform planning, and ultimately, to perform assessments for learning that regulate and promote the learning process, in line with their own beliefs regarding the objectives of chemical education. As a result, we can infer problems in other PCK components of these teachers.},
	keywords = {chemistry teacher education, knowledge base of teaching, pedagogical content knowledge},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.124},
	url = {http://oaji.net/articles/2015/457-1423570850.pdf},
	author = {Marina Miyuko Akutagawa Tacoshi and Carmen   Fernandez}
}
@article {936,
	title = {SEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {62},
	year = {2014},
	month = {December/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {97-108},
	abstract = {The study addresses the tensions between the aims and objectives of global, national and local curricula and suggests solutions for mitigating these conflicts using the experience of Estonia as an example. In spite of the success of recent reforms and the good results of students in international comparisons, there are serious deficiencies: an Estonian teacher{\textquoteright}s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students{\textquoteright} motivation to learn is low: there are few outstanding performers. The aim of the study is to propose and analyse a teacher education curriculum innovation model for overcoming the problem. Adaptive model for curriculum design is presented where the predominant outcome-oriented approach was replaced and focus on teaching and learning processes was highlighted, the logic of design in curriculum development was implemented. A model for the practice component of teacher education, based on Wenger{\textquoteleft}s situated learning model and Engestr{\"o}m{\textquoteright}s expansive learning model, is in the focus. It is found that implementing this approach could encourage a development of standards and transform the attitudes of both students and teachers towards increased creativity and professional development. The implementation of the described curriculum innovation model enhances new type of learning and can generate new modules in teacher education curricula. 
  
},
	keywords = {adaptive competence, curriculum design, Estonian education, practice in teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.62.97},
	url = {http://oaji.net/articles/2015/457-1423570751.pdf},
	author = {Viive-Riina Ruus and Inge Timo{\v s}t{\v s}uk}
}
@article {911,
	title = {UNIVERSAL DESIGN FOR LEARNING - APPLICATION IN HIGHER EDUCATION: A GREEK PARADIGM},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {156-166},
	abstract = {Universal Design supported by literature as an appropriate and effective procedure can help all students including the learning disabled ones to improve their accessibility to written materials (Evans et al., 2010; Rose \& Meyer, 2002). The present study reports a UDL application in higher education. More specifically, it aimed to investigate if the revision of the study guide of a Pedagogical Department according to the UDL principles helped the students to improve their access to crucial information regarding their studies. A quantitative method based on pre and post evaluation of the UDL revision of the study guide was employed. The results showed that this revision was regarded by the students as helpful and efficient as they could be well-informed about their studies and ready for making decisions related to their future careers. These findings could have an important impact on higher education course design, instruction and the produced academic written stuff, and finally, the university could become more accessible for all students.},
	keywords = {higher education, learning disabilities, universal design for learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.156},
	url = {http://oaji.net/articles/2015/457-1421876950.pdf},
	author = {Sotiria Tzivinikou}
}
@article {860,
	title = {AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {115-127},
	abstract = {Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre.  The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that {\textquoteleft}every child, irrespective of their life circumstances{\textellipsis} has the right to be re-integrated into the same institution that the girl was previously attending.{\textquoteright}  The study documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities.  Schools are not coping with the evolving and expanding role in helping children develop.  The study concludes that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school.  It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions.  There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to be hypocritical.},
	keywords = {counselling, policy, practice, pregnancy, re-entry, Swaziland},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.115},
	url = {http://oaji.net/articles/2014/457-1420056108.pdf},
	author = {Qand{\textquoteright}elihle G. S. N. Simelane and S{\textquoteright}lungile Kindness   Thwala and Thuli Mamba}
}
@article {862,
	title = {COPING STRATEGIES OF UNIVERSITY STUDENTS IN GEORGIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {144-149},
	abstract = {Studies in university students{\textquoteright} coping strategies have their peculiarities due to particularly acute stresses characteristic of this period of life. On the other hand, there are specific limits regarding the nature of stressors and the lack of coping ability in this period. Due to such limits, it is necessary to consider different approaches to university students{\textquoteright} stressors. Research into university students{\textquoteright} coping strategies has been done in various countries, but this is the first such study done in Georgia. Within the transactional stress concept of Lazarus, we tested the stress buffering effects of various coping strategies such as task-, emotion-, and avoidance-oriented coping strategies, praying, and social support.
Within the framework of the research, 252 university students from a wide variety of disciplines and with an average age of 21 were surveyed. The methods applied in the study are the Coping Inventory for Stressful Situations (CISS) by Endler \& Parker (Endler \& Parker,1990) and the Stress Life Inventory (SRRS) by Holmes and Rahe (Holmes \& Rahe, 1967) combined with the Kucher Adolescent Depression Scale KADS -6 (Brooks et al.,2003). Results show expected main effects: There are different coping strategies used in different critical life events. Coping strategies such as social support and praying have a stress-buffering effect and prove to be situational resources in cases of strong stress. Certain coping strategies such as task-oriented coping, emotional coping and praying are predictors of psychological well-being.
},
	keywords = {coping strategies, critical life event, social support, student, university, well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.144},
	url = {http://oaji.net/articles/2014/457-1420056255.pdf},
	author = {Tamara   Turashvili and Marine   Japaridze}
}
@article {510,
	title = {DEVELOPMENT OF AN OBJECTIVE STRUCTURED SKILL EXAMINATION IN PHYSIOLOGY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {84-91},
	abstract = {The efficacy of objective structured skill examination (OSSE) was evaluated as a new and useful examination. The second grade students at Kinki University Faculty of Medicine were prospectively eligible. Students took problem-based learning (PBL) tutorials in addition to classroom lectures and laboratory practice in each session. The sessions were on: cardiac, circulation, hematological, and renal systems. At the end of each session, students took the paper examination as a part of conventional evaluation. After all sessions, OSSE was performed to evaluate the students{\textquoteright} performance. The technical skills evaluated in OSSE were as follows: electrocardiogram recording, blood pressure measuring, use of centrifuge, pipette technique, hematocrit measurement, urinary specific gravity determination, and measurement of urine volume. One order sheet and the experimental apparatus for OSSE were positioned at each station and students terminate the maneuver in 2 min. The score from OSSE was compared to that from the conventional evaluation. Significant positive correlation was not observed. More than half of the students considered OSSE to be meaningful. In conclusion, we developed a new structured examination to objectively assess the students{\textquoteright} technical skills in laboratory practice.},
	keywords = {curriculum reform, laboratory practice, objective structured skill examination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.84},
	url = {http://oaji.net/articles/2014/457-1419412840.pdf},
	author = {Osamu   Matsuo and Koji   Matsuo and Naoyuki   Kawao and Yukinori   Tamura and Masato   Yano and Kiyotaka   Okada and Nobuo   Nagai and Shigeru   Ueshima}
}
@article {861,
	title = {EFFECTS OF AN EVIDENCEBASED DANCE PROGRAM (TANZPRO-BIODANZA{\textregistered}) FOR KINDERGARTEN CHILDREN AGED FOUR TO SIX ON IMMUNEGLOBULINE A, TESTOSTERONE AND HEART RATE},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {128-143},
	abstract = {Present study addresses the question of the effects of the evidence based TANZPRO-Biodanza{\textregistered}-Program (Stueck \& Villegas, 2009, St{\"u}ck, 2013) based on BIODANZA by Rolando Toro and Cecilia Luzzi (Toro, 2010). TANZPRO-Biodanza{\textregistered} is the nonverbal part of the School of Empathy concept by Marcus Stueck (Stueck, 2013), which was developed in the project {\textquotedblleft}Healthy Lifestyles in Kindergardens{\textquotedblright} of the Geman Ministry of Health (2009 until 2011). Biodanza is a contact and motion-based intervention method with auto-regulative claim on immune competence and the autonomic system of children of kindergarten age. The evaluation took ten weeks. A TANZPRO{\textregistered}-Biodanza class with girls aged four to six was carried out from September 2011 until December 2012. The immunological parameters immunoglobuline A and testosterone as well as the autonomic heart rate parameters were collected before and after each TANZPRO{\textregistered}-Biodanza sessions of the course as a process variable. Especially, the reduced testosterone levels after the meetings in the saliva of children show positive effects of the method on the immune system. The decrease of IgA levels after TANZPRO{\textregistered}-Biodanza in the saliva of children towards age norm might be due to an immune regulative effect. The specific effects of TANZPRO{\textregistered}-Biodanza on heart rate towards a mean level show improvement of physical autoregulatory processes.},
	keywords = {auto regulative immune competence, empathy, Immuneglobuline A, TANZPRO{\textregistered}-Biodanza, testosterone},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.128},
	url = {http://oaji.net/articles/2014/457-1420056211.pdf},
	author = {Marcus  Stueck and Alejandra Villegas and Cathleen Schoenichen and Katrin Bauer and Paul Tofts and Ulrich Sack}
}
@article {828,
	title = {THE EUROPEAN PORTFOLIO OF LANGUAGES: ITS IMPACT AND DEVELOPMENT IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Original article},
	chapter = {130-138},
	abstract = {Generally speaking, teaching and learning could be better carried out through discussions and debates with others, and the results obtained in this way then turn into means of encouraging, helping, stimulating and informing thus making it possible for us to achieve an individual reflection.
 There might be people who try to link the word Portfolio with the world of Arts and Projects. This is true to some extend but there exist other components such as the Language Section and Language Biography, which in fact are closely connected with the world of learning and teaching and are part of the guidelines approved by the Council of Europe (Portofoli Evropian i Gjuh{\"e}ve: Nj{\"e} Udh{\"e}zues p{\"e}r M{\"e}suesit dhe Trajnuesit e M{\"e}suesve, Ministria e Arsimit dhe Shkenc{\"e}s, K{\"e}shilli i Europ{\"e}s, 2005.) 
 As a result of the use of Portfolio of Languages the teaching aims became clearer, students started to see their progress with ease. It served as a motivation for all, quick and slow learners, it helped increase self-awareness, it developed critical thinking, etc. It improved teachers{\textquoteright} motivation, their reflecting ability and encouraged them to undertake initiatives during the teaching process.},
	keywords = {assessment, curriculum, motivation pilot},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.130},
	url = {http://oaji.net/articles/2014/457-1419413983.pdf},
	author = {Daniela   Tamo and Shpresa   Rira and Rudina   Xhillari}
}
@article {833,
	title = {INCREASING INTERCULTURAL COMPETENCE AND TOLERANCE IN MULTICULTURAL SCHOOLS: A TRAINING PROGRAM AND ITS EFFECTIVENESS},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {39-52},
	abstract = {This study reports the implementation of a Training of Intercultural Competence and Tolerance (TICT) for upper-secondary school students and the empirical evaluation of its effectiveness. The TICT program was developed to counteract increasing interethnic conflicts in the North Caucasus Federal District of Russia. It is based on the theoretical and empirical framework of social psychology and cross-cultural psychology. The training effectiveness was assessed by conducting pre- and post-surveys among the training participants. The results indicate that TICT contributes to the development of a positive ethnic identity and the formation of a civic identity among the participating youth. It also increases their optimism regarding the future of interethnic relations in Russia and the subjective level of intercultural competence of majority group youth towards minority cultures. Thus, the evaluation of the training effectiveness of the TICT has shown that the aims of the training have been achieved to a large extent and that the Training of Intercultural Competence and Tolerance can be effectively used to prevent interethnic conflicts and promote interethnic relations in multicultural schools. Suggestions for the practical implementation of the TICT as well as for future research on the training{\textquoteright}s effectiveness are discussed.},
	keywords = {intercultural competence, tolerance, training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.39},
	url = {http://oaji.net/articles/2014/457-1420054089.pdf},
	author = {Nadezhda  M.  Lebedeva and Elena  Makarova and Alexander   Tatarko}
}
@article {844,
	title = {AN INVESTIGATION OF VARIOUS VARIABLES{\textquoteright} EFFECTS ON MIDDLE SCHOOL STUDENTS{\textquoteright} SKILLS OF RECOGNIZING FIGURE PATTERNS},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {45-56},
	abstract = {The purpose of this study was to investigate the middle school students{\textquoteright} skill of determining figure patterns in terms of the variables of gender, grade, and mathematics achievement. Being descriptive in nature, this study conducted through relational survey method. The participants of the study were total of 137 (fifth, sixth and seventh grade) students from a middle school placed in a province of northern Turkey. Among the results of the study were that the students{\textquoteright} skills of detecting figure pattern did not considerably affected by their grade levels. However, in the figure pattern test female students were more successful than the males. Moreover, a positively-directed strong relationship was detected among the points which students get from mathematic lesson and their achievement in the figure pattern test. Based on the observations done, the middle school students{\textquoteright} mistakes in the test were mostly due to their lack of attention to the questions; they mostly focused on the drawing of the figure patterns and did not think the relation between the number of figures and steps.},
	keywords = {figure patterns, mathematics education, middle school students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.45},
	url = {http://oaji.net/articles/2014/457-1420054959.pdf},
	author = {Abdullah Cagri   Biber and Abdulkadir   Tuna and Lutfi   Incikabi and Engin   Yigit}
}
@article {876,
	title = {LEARNING AND TEACHING IN THE CONTEXT OF THE VALUE-BASED APPROACH AT THE YOUNGER SCHOOL LEVEL},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {142-152},
	abstract = {This study aims to ascertain primary school teachers{\textquoteright} views on learning and teaching in the context of the value-based approach and to explore the values teachers rely on in their daily work. The theoretical framework of the study draws on the principles of social constructivist approach to learning, which also constitutes the basis of the new National Curriculum for Basic Schools of the Republic of Estonia. The study is based on the survey of 359 primary school teachers. The analysis produced a five-factor model, showing satisfactory factor loadings for each. The study revealed that teachers{\textquoteright} beliefs about traditional and constructivist teaching styles are somewhat contradictory, expressing on the one hand support to the constructivist approach to learning, but admitting at the same time that for both themselves and their students the traditional teaching style is more convenient. However, the majority of teachers believe that adherence to social constructivist learning principles yields better knowledge and practical skills. In primary school teachers{\textquoteright} approach to learning and teaching the most important key point is the acquisition of knowledge and useful skills, implemented through cooperation and favourable learning environment.},
	keywords = {social constructivist and traditional approach to learning, value-centeredness, views on learning and teaching},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.142},
	url = {http://oaji.net/articles/2014/457-1420057093.pdf},
	author = {Leida Talts and Airi  Kukk}
}
@article {514,
	title = {ORGANIZATIONAL DETERMINANTS OF TEACHER RESPONSIBILITY AND ENGAGEMENT AMONG ADULT EDUCATORS IN NORWAY},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {125-136},
	abstract = {The purpose of the current research was to use structural equation modeling to estimate the organizational determinants of teacher responsibility and engagement among adult educators in immigrant schools in Norway. The path coefficients were estimated using data from a sample of Norwegian adult educators. The empirical analysis showed clear relations among the components of the model. Relational trust and informal learning among adult educators were seen as important precursors of adult educator responsibility, but the contextual factors appeared to be more complex. The analysis showed that authorities in charge of immigrant schools should design policies that consider the trust and relationships among adult educators. Personal influences are important for adult educator responsibility. Although the study has several limitations (i.e., the cross-sectional nature of the study and the fact that self-reported data were used), it contributes new insights into the empirical foundation for the model.},
	keywords = {adult education, informal learning, job autonomy, teacher responsibility},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.125},
	url = {http://oaji.net/articles/2014/457-1419413017.pdf},
	author = {Are   Turmo and Knut-Andreas   Christophersen and Eyvind   Elstad}
}
@article {846,
	title = {PRIMARY SCHOOL TEACHERS{\textquoteright} KNOWLEDGE AND SKILLS OF MEASUREMENT AND ASSESSMENT: A CASE OF SWAZILAND},
	journal = {Problems of Education in the 21st Century},
	volume = {55},
	year = {2013},
	month = {July/2013},
	type = {Original article},
	chapter = {74-87},
	abstract = {The study purposed to find primary school teachers{\textquoteright} knowledge and skills of measurement and assessment and to elicit their views of teacher role of measurement and assessment. Within a descriptive survey, a questionnaire was used to collect data. The sample consisted of 72 primary school teachers randomly selected from 40 Swaziland schools. The findings revealed that primary school teachers had some knowledge of measurement and assessment, however lacked skills in using a variety of assessment techniques. The study further found out that as much as primary teachers view assessment as important in improving teaching and learning, they do not use it in planning for their lessons. The study also revealed that oral assessment and practical assessment has frequently been used in primary schools even though such observation and project techniques are rarely exploited. In light of these findings, the study concluded that mainly primary teachers assess learners to monitor learners{\textquoteright} progress instead of providing instructional planning. The study recommends that the teacher training colleges and the University of Swaziland should extend the scope of measurement and evaluation course to adequately equip the primary school teachers.},
	keywords = {assessment, measurement, primary teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.55.74},
	url = {http://oaji.net/articles/2014/457-1420055125.pdf},
	author = {Lindiwe Rose   Matsenjwa and S{\textquoteright}lungile Kindness   Thwala}
}
@article {500,
	title = {PROSPECTIVE CHEMISTRY TEACHERS{\textquoteright} PROBLEM SOLVING ACHIEVEMENT ACCORDING TO THEIR LEVELS OF METACOGNITIVE SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {51},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {126-131},
	abstract = {This research aims at analysing how prospective teachers{\textquoteright} levels of metacognitive skills influence their problem solving achievement. The research was conducted with the participation of the 32 prospective teachers attending the Department of Chemistry Education of the Education Faculty of Hacettepe University and enrolled in Inorganic chemistry course in the 2010-2011 academic year. Metacognitive Activities Inventory, MCA-I and Chemical Bonding Achievement Test, CBAT were used as the tools of data collection. Descriptive statistics as well as one-way ANOVA were employed in the analysis of the data collected. Consequently, the prospective teachers were divided into three groups according to their levels of metacognitive skills. Following the one-way ANOVA, it was found that there were no statistically significant differences between the prospective teachers grouped on the basis of differing levels of metacognitive skills in terms of their achievement in problem solving.},
	keywords = {metacognition, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.51.126},
	url = {http://oaji.net/articles/2014/457-1419346631.pdf},
	author = {Senar   Temel}
}
@article {840,
	title = {STUDY OF SOCIAL NETWORKS{\textquoteright} DYNAMICS BY SIMULATION WITHIN THE NODEXL-EXCEL ENVIRONMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {125-137},
	abstract = {The present study is an analysis of the learning activity, which constitutes simulation of networks and studying their functioning and dynamics. The study is based on using network-like learning environments. Such environments allow building computer models of the network graphs. According to the suggested approach, the students construct dynamic computer models of the networks{\textquoteright} graphs, thus implementing various algorithms of such networks{\textquoteright} dynamics. The suggested tool for building the models is the software environment comprising network analysis software NodeXL and a standard spreadsheet Excel. The proposed approach enables the students to visualize the network{\textquoteright}s dynamics. The paper presents specific examples of network models and various algorithms of the network{\textquoteright}s dynamics, which were developed based on the proposed approach.},
	keywords = {learning environments, modelling, social networks},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.125},
	url = {http://oaji.net/articles/2014/457-1420054539.pdf},
	author = {Ilya   Levin and Mark   Korenblit and Vadim   Talis}
}
@article {863,
	title = {WHO ARE POLISH FUTURE EDUCATORS? SELECTED ASPECTS OF SOCIAL IDENTIFICATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {150-157},
	abstract = {This research presents the results of a study on selected aspects of social identity of future educators which include family identity, national, European and global identities, religious identity and professional identity. The aim of the research was to find out whether Polish pedagogy students, who in future will become educators, are able to ask and answer identity questions and reflect on their own identity. The study was conducted in a group of 364 university students of pedagogy of the University of Zielona Gora, Poland. The data was gathered with the use of a diagnostic survey technique by means of a questionnaire.  The study leads to an optimistic view on future educators who reflect on their identity and can give clear answers to identity questions. This ability is essential for the future educators themselves as it adds to their personal development, but it is also crucial in the job and vocation of an educator. },
	keywords = {educators in Poland, metaskills, pedagogy students, social identity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.150},
	url = {http://oaji.net/articles/2014/457-1420056300.pdf},
	author = {Elzbieta Turska}
}
@article {700,
	title = {BLOG AS A PLATFORM FOR LEARNER-CENTERED APPROACH IN TEACHING BILINGUALS},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {130-139},
	abstract = {The article presents grounds for necessity for implying a learner-oriented course for bilinguals studying in modern Estonian school. Such a course is caused by changes in the State Curriculum. The second supposition is the need in teaching Russian to bilinguals not as a foreign language but as one of native ones, which is not provided by curricula of Estonian-speaking educational institutions, although many of them count more than 10\% of students from Russian-speaking families. As a result, bilingual students fairly and without accent speak Russian, however experiencing difficulties in reading and writing texts. 
 The realization of learner-centered approach for bilinguals via web blogs solves a vast number of organization problems, starting with the timetable settings for students from different classes and ending with individual approach to students{\textquoteright} personal achivements assessment. The article also decribes the course{\textquoteright}s structure, which is organized in four cycles with eight lessons in each; contact classes are to be held in the beginning of the course and between the cycles for interim results, as well as in the end of the course for conclusion.},
	keywords = {competence of text production, learner-centered approach, web blog},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.130},
	url = {http://oaji.net/articles/2014/457-1409840493.pdf},
	author = {Anastassia   Rezepova and Natalia  Tshuikina}
}
@article {807,
	title = {DEVELOPMENT OF A UNIVERSAL MODEL OF E-COURSE USING PETRI NETS},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {7-13},
	abstract = {In modelling and process simulation the aim of the research is to create a designed functional control model of student communication in LMS system by a created model in Petri nets. The model reflects the student{\textasciiacute}s and the pedagogue{\textasciiacute}s requirements, is enough modular, not too complicated and it fulfils the basic pedagogical and psychological principles. The aim was to create a control model of student communication in LMS system which would be not only intelligible and clear but it would also eliminate some lacks from the other known models. Introduction and administration of any processes requires description of their solution, inspection, monitoring, optimization and first of all their simple formulation, whereby it is very important to express their logic. The article deals with modelling and subsequent simulation of education processes in Petri nets implemented into the environment of the learning management system (LMS). The aim of the LMS system for the teaching control is to regulate the communication according to the student{\textasciiacute}s knowledge and ability and thus modify the amount and sophistication of submitted materials for the student. Using the constituted model we shall be able to create electronic courses, so these models can serve as a prototype for creating further electronic courses in the environments of the LMS.},
	keywords = {educational process, modeling process, universal model},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.07},
	url = {http://oaji.net/articles/2014/457-1419345532.pdf},
	author = {Zolt{\'a}n  Balogh and Martin   Magdin and Milan  Tur{\v c}{\'a}ni}
}
@article {784,
	title = {THE DIFFICULTIES OF BUILDING UP A NEW PARADIGM OF WORKING ORGANIZATION IN SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {34-44},
	abstract = {With the stated aim of reducing inequities in the access to knowledge, most school systems have been reviewing and standardizing their curricula, emphasizing inclusion, strengthening school autonomy and parental involvement, introducing tertiary training of teachers and principals, and increasing institutional initiatives aiming to enhance teaching effectiveness. This contribution argues on behalf of empirical evidence, obtained by the observation of teachers{\textquoteright} and school practices which has been conducted during by the Geneva Research Laboratory, that these sorts of change strategies will not produce the desired impact unless they are combined with specific innovative actions aiming at a) thorough reorganization of work in schools, and (b) making actors and citizens change their attitudes concerning the possible ways of encouraging pupils to learn. The conclusion insists on the need to give professionals the opportunity to thoroughly reconsider the means by which they will be able to move on from bureaucratically founded, rigid and locked in towards a flexible working organization. This change strategy includes reflection on the principles of organization that guide teaching activities and/or on the new learning settings, which make possible new ways of learning.},
	keywords = {conditions for learning, knowledge development, learning issues, limited rationality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.34},
	url = {http://oaji.net/articles/2014/457-1415392253.pdf},
	author = {Monica  Gather  Thurler and Olivier   Maulini}
}
@article {699,
	title = {THE EFFECT OF DIFFERENT TYPES OF TEST ON PRESERVICE CHEMISTRY TEACHERS{\textquoteright} ACHIEVEMENT RELATED TO {\textquotedblleft}CHEMICAL BONDING{\textquotedblright}},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {123-129},
	abstract = {The purpose of this study was to determine preservice chemistry teachers{\textquoteright} achievement on different types of test and investigate the effect of different types of test on their achievement related to {\textquotedblleft}Chemical Bonding{\textquotedblright}. The participants of this study consisted of 26 preservice chemistry teachers in Hacettepe University, Faculty of Education, and Department of Chemistry Education in fall semester of 2010 {\textendash} 2011 academic year. The mean age of preservice chemistry teachers was 20 years. In the study, Chemistry Achievement Tests that are designed to involve four different item types (Two-Tier Multiple-Choice, Multiple-Choice, Essay, Correct/Incorrect) towards the same behavioural objectives and are administered to the same group of students were used as data collection tools. The hypotheses were tested by using One Way ANOVA. A significant difference was found between preservice chemistry teachers{\textquoteright} means of achievement scores on {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Multiple-Choice Test{\textquotedblright}, {\textquotedblleft}Essay Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright}. The results showed that preservice chemistry teachers{\textquoteright} are most successfully on {\textquotedblleft}Multiple-Choice Test{\textquotedblright} and {\textquotedblleft}Correct/Incorrect Test{\textquotedblright} and then {\textquotedblleft}Two-Tier Multiple-Choice Test{\textquotedblright} and least successfully on {\textquotedblleft}Essay Test{\textquotedblright}.},
	keywords = {chemical bonding, essay test, multiple-choice test},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.123},
	url = {http://oaji.net/articles/2014/457-1409840433.pdf},
	author = {Senar   Temel and Sinem  Din{\c c}ol  {\"O}zg{\"u}r and Ayhan   Y{\i}lmaz}
}
@article {725,
	title = {ESTABLISHING A COOPERATIVE WRITING GROUP AMONG TEACHER EDUCATORS: POSSIBILITIES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {119-130},
	abstract = {Getting published has become important in academia and also among teacher educators. The purpose of this paper is to investigate potential benefits and challenges when establishing an academic writing group among Finnish teacher educators. The three authors of this paper applied an autoethnographic approach to study the starting points of the writing group. In the group, mentoring and social support were used to share experiences and knowledge about academic writing. Relationships and contributions from all participants were emphasised. Each member was considered equal to the other members. The study demonstrated that writing for international academic audiences was challenging; it was deemed to be both emotionally and intellectually demanding. Many participants described the experiences of tension when allocating time for teaching and writing. Membership in the group provided possibilities for social comparison. The members encouraged self-improvement and allowed other group members to become reflective mirrors. The participants considered their membership in the writing group positively and indicated that it had contributed to their academic writing. On the basis of the project, it is recommended to establish continuing writing groups to promote academic writing and publishing as a central part of teacher educators{\textquoteright} profession.},
	keywords = {academic writing, cooperative research, researcher{\textquoteright}s career, social comparison},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.119},
	url = {http://oaji.net/articles/2014/457-1410007502.pdf},
	author = {Tuija  A.  Turunen and Raimo   Kaasila and Anneli   Lauriala}
}
@article {722,
	title = {EVALUATION OF INNOVATIVE TEACHING AND LEARNING STRATEGIES IN SCIENCE EDUCATION: COLLABORATIVE WORK AND PEER ASSESSMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {43},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {86-94},
	abstract = {This paper presents the design of the curricular unit "Nature Integrated Sciences I{\textquotedblright} for the Course of Primary School Teachers of the 1st cycle of Higher Education at the University of Aveiro (Portugal). This curricular unit integrates a holistic approach to science based on the STS movement, where the activities promote collaborative work, such as study visits, field trips, laboratory classes, public presentations of works, discussion activities and self-and peer-assessment. It is intended to evaluate innovative teaching and learning strategies by hearing the students{\textquoteright} opinions about the proposed activities, their attitudes towards collaborative work and peer assessment. A questionnaire was applied online during the currilucar unit and the results show that most students felt that the teaching methodology was appropriate, group activities were relevant and assessment strategies contributed to the development of the targeted skills and building of knowledge.},
	keywords = {collaborative work, peer assessment, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.43.86 },
	url = {http://oaji.net/articles/2014/457-1410007354.pdf},
	author = {L{\'u}cia   Pombo and M{\'a}rio   Talaia}
}
@article {713,
	title = {FACTORS INFLUENCING PARENTAL CONTROL FOR THE SAFE AND PEDAGOGICAL INTERNET USE AMONG PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {125-135},
	abstract = {Due to the increasing children{\textquoteright}s use of the Internet at home and at school as well as that inappropriate Internet content may jeopardize their health or safety, the aim of the present study is twofold: a) to examine parents{\textquoteright} perceptions of the degree to which children may be exposed to negative Internet content, and b) to find out the differences in parents{\textquoteright} attitudes to the use of the Internet by students of 4th, 5th and 6th grade, as an acknowledgment of being an important part of their children{\textquoteright}s day-to-day educational and interpersonal life. 1503 questionnaires from urban and rural provinces of Crete demonstrate that parents{\textquoteright} technological efficacy is strongly related to their better evaluation of the Internet hazards and their effectiveness in promoting Internet safety awareness when navigating with their children at home.},
	keywords = {internet safety awareness, parental control, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.125},
	url = {http://oaji.net/articles/2014/457-1410006648.pdf},
	author = {Elena  Vitalaki and Panagiotes   S. Anastasiades and George   Tsouvelas}
}
@article {671,
	title = {GENDER DIFFERENCES IN TEACHERS{\textquoteright} BELIEFS AND PRIMARY SCHOOL CHILDREN{\textquoteright}S ACHIEVEMENT IN MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {159-170},
	abstract = {The main purpose of this study was to examine differences in male and female teachers{\textquoteright} beliefs about their math instruction, and the relationship between boys and girls math achievement and teachers{\textquoteright} beliefs. The samples were primary mathematics teachers (N=521) and Year 2 and Year 3 students (N=9980) from 127 schools. A questionnaire was used to examine primary math teachers{\textquoteright} goal structure for students, approaches to instruction, and personal teaching efficacy. Students{\textquoteright} math achievement was assessed by national diagnostic math tests. The teachers were generally oriented towards mastery goals and mastery approaches to instruction, and reported high personal teaching efficacy. However, female teachers report somewhat higher levels of mastery goal structure for students and mastery approaches to instruction, while male teachers report a somewhat higher level of performance approaches to instruction. Positive relations between students{\textquoteright} math performance and teachers{\textquoteright} mastery orientation, mastery approaches to instruction, and teaching efficacy were also found. These relationships were somewhat stronger for girls than for boys. In conclusion, the relationship between teachers{\textquoteright} beliefs and students{\textquoteright} performance were different for male and female teachers, respectively. In future studies qualitative research methods should be included.},
	keywords = {mathematics achievement, primary school, teachers{\textquoteright} beliefs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.162 },
	url = {https://oaji.net/articles/2014/457-1408437740.pdf},
	author = {Inger   Throndsen and Are   Turmo}
}
@article {660,
	title = {THE INFLUENCE OF TEACHER SKILLS ON PUPIL VOLITION IN SCIENCE LEARNING: A NORWEGIAN INVESTIGATION OF THE STUDYING BEHAVIOURS OF 16-YEAR-OLDS},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {29-39},
	abstract = {In a school system in which young people receive an ever greater degree of self-determination, it is important to study how the teacher can influence young people{\textquoteright}s motivation to work towards long-term goals in schoolwork. The purpose of this study is to investigate which teaching skills influence the volition of 16-year-olds. Structural equation modelling of cross-sectional surveys from one survey was used to estimate the path coefficients. The influence of teachers{\textquoteright} skills on 16-year-olds{\textquoteright} volition was estimated. The analysis indicates that the teacher{\textquoteright}s perceived ability to influence pupil volition is present, but modest. Classroom management has a moderately-high effect on pupil volition, whilst the teacher{\textquoteright}s press has only a moderate effect on pupil motivation. The teacher{\textquoteright}s relationship-building efforts have little effect on either pupil motivation or volition. The indirect effect from pupil motivation to pupil volition is of moderately-high strength. However, a cross-sectional study does not allow us to test causal relationships amongst personal antecedents of pupil volition. Teachers may exercise some influence over 16-year-olds{\textquoteright} volition primarily by means of classroom management, but also in terms of pupil motivation via teacher press. Teachers may exploit this capacity to influence in order to improve pupil performance at school. For pupils lacking academic motivation, the teacher{\textquoteright}s efforts to motivate and to strengthen pupil volition are important, including in terms of social levelling. The study provides new knowledge about teacher influence on the volition of Norwegian 16-year-olds.},
	keywords = {classroom management, teacher press, teacher{\textquoteright}s relational building},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.30},
	url = {http://oaji.net/articles/2014/457-1408437163.pdf},
	author = {Eyvind   Elstad and Knut-Andreas   Christophersen and Are   Turmo}
}
@article {766,
	title = {MODERN TEACHING OF COMPUTER SUBJECTS TO SUPPORT WEB 2.0 TECHNOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {138-145},
	abstract = {The subject of our interest is an educational process, which is a dynamic process, changing in time, and can be examined from various viewpoints. We can focus on participants of this process, i.e. on students and lecturers, and observe their mutual relations and interactions. Educational process understood as a dynamic system is an insofar extensive sphere that it provides almost limitless opportunities of observation, modelling and simulation. In this contribution we shall focus mainly on the special part of educational processes {\textendash} on teaching of subjects focusing on technical and system issues (Logical systems, Architecture of computers, Operating systems and Computer networks), which are specific with their focus on adopting the knowledge on principles and functionality of computer systems for the processing and transfer of information within the studies of informatics.},
	keywords = {adaptive hypermedial systems, learning management system, modelling of Petri nets},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.138},
	url = {http://oaji.net/articles/2014/457-1413728606.pdf},
	author = {Milan  Tur{\v c}{\'a}ni and Zoltan   Balogh}
}
@article {736,
	title = {NEW DIMENSIONS OF TEACHING AND LEARNING {\textquotedblleft}BY DOING{\textquotedblright} IN THE GLOBAL CONTEXT OF EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {81-91},
	abstract = {Efforts are being made in many educational settings to find out the most effective ways of assuring quality of the teaching and learning process. In the framework of continuous reformation of the education system in Albania, many initiatives have been taken aiming at improving the quality of the teaching and learning process WHERE?? IN THE AREA OF???? . Several ambitious projects have been piloted. One of them is related to setting the teaching and learning process in a pragmatic global context. This project was piloted in some areas of Albania. It aimed at applying some new principles of teaching and learning by simultaneously setting teaching and learning in four dimensions: that of time (present, past, future), space, problems (environment, human rights, etc.) and internal. Teaching was based on the use of interactive, all inclusive techniques and strategies. As a result, the interactive profile of the teacher is strengthened and the quality of students{\textquoteright} learning has improved as well. This project is supported by the Institute of Global Education in Canada
 This article brings a picture of the impacts of this initiative, which are related with the best student outcomes, change of values and attitudes about life, new approaches for the world and the active participation in important social roles. This pilot work has led to a new objective, namely the one of establishment of a new teacher profile in the global area and of the new roles it should take in the course of both teaching and learning. Data and thoughts of teachers and students related to such findings are described in the current article.},
	keywords = {global education, new pilot},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.81},
	url = {http://oaji.net/articles/2014/457-1413726932.pdf},
	author = {Daniela   Tamo and Aljula   Jubani and Mimoza  Gjokutaj}
}
@article {803,
	title = {PSYCHOLOGICAL WELL-BEING AND ITS RELATION TO ACADEMIC PERFORMANCE OF STUDENTS IN GEORGIAN CONTEXT},
	journal = {Problems of Education in the 21st Century},
	volume = {49},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {73-80},
	abstract = {Well-being is a dynamic concept that includes subjective, social, and psychological dimensions as well as health-related behaviors. It is often thought of as one of the hallmarks of the liberal arts experience, resulting from educational encounters that both guide students in the search for meaning and direction in life and help them realize their true potential. Research of students{\textquoteright} well-being is conducted in various countries, but it is the first study conducted in Georgia. The objectives of the studies were to test hypothesis, that because of social, political and economic conditions, and frequent reforms in educational system of Georgia, the majority of the students have high level of depression, low level of well-being, that is reflected on their academic performance. 
 Within the framework of the research 252 students from wide variety of disciplines, of mean age 21 were surveyed. The study methods are Ryff well-being inventory which consists of series of statements reflecting the six areas of psychological well-being, combination with Coping Inventory for Stressful Situation (CISS), from Endler \& Parker and, Kucher Adolescent depression scale (KADS-6).The Results of the study show, that majority of students have middle level of well-being, do not have depression and average self-evaluated academic performance. The research also revealed that the students, who have medium or high level of academic performance, have high index of well-being, purpose of life and personal growth on scale. Also, those students who carry task oriented coping strategy, have high index of well-being, and personal growth on the scale. But the students, who carry avoidance coping strategy, have high level of depression.},
	keywords = {academic performance, personal growth, well-being},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.49.73},
	url = {http://oaji.net/articles/2014/457-1419345273.pdf},
	author = {Tamara   Turashvili and Marine   Japaridze}
}
@article {705,
	title = {SENSORY MOTOR INTERACTION IN VIRTUAL ENVIRONMENT TO PROMOTE TEACHING-LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {29-37},
	abstract = {"So far the school has been structured on the book, on the laborious acquisition of knowledge formulated in verbal language. Nowadays, thanks to the computer and its ability to simulate reality, it is possible to learn more naturally and without effort using our faculties of perception" (Antinucci, 2011). The statement by Antinucci, as well as the studies on many scientific domains supporting the idea of the involvement of sensory-motor integration in the development of intelligence and learning (Piaget, 1952; Vereecken, 1961), suggest to investigate in the didactics methodologies and instruments able to foster this integration ability. These studies also justify the current full attention in the field of movement teaching for new technologies, therefore the present research aims at testing a {\textquotedblleft}shapes game{\textquotedblright} module that uses Microsoft Kinect System as an input device for the acquisition of data related to the movement of the body segments of the user. The possibility to identify the movement of specific body segments allows to develop teaching methodologies designed to foster the achievement of visual-motor abilities useful to the process of learning in school, through immersive modes of interaction, typical of {\textquotedblleft}exergames{\textquotedblright} based on a full body involvement (Coshott, 2009). The present study shows the results of the pre-test software, built on a sample of pupils (aged 8 to 10) attending the fifth year of Italian primary school.},
	keywords = {edutainment, exergame, sensory-motor coordination},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.29},
	url = {http://oaji.net/articles/2014/457-1410006144.pdf},
	author = {Stefano   Di Tore and Paola  Aiello and Carmen   Palumbo and Rodolfo   Vastola and Gaetano   Raiola and Francesca   D{\textquoteright}Elia and Nadia   Carlomagno and Maurizio  Sibilio}
}
@article {712,
	title = {STUDENTS{\textquoteright} RESEARCH SOCIETIES AS TOOLS OF TALENT MANAGEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {115-124},
	abstract = {Role of talent management in higher education has improved in the first years of the21st century all over the word. 
 Prior to the social-economic transformation, the Hungarian higher education was characterized by special elite education. Only 10-15\% of students with GCSE (General Certificate of Secondary Education) were admitted to the universities or colleges. Due to the stricter selection system the eminence was sort of precondition of continuing the studies at higher levels. At the same time the students{\textquoteright} scientific activity was introduced more than sixty years ago, and developed at higher educational institutions as a further screen: the ambitious students could take part in special activities in addition to their compulsory curriculum studies, they could carry out research works independently or within the frame of teamwork.
 Following the post-socialist transition the number of students in higher education swelled significantly: almost 50\% of high school graduate students were admitted to universities or colleges. The increased number of students in higher education and the three-cycle transformation of training also urged the reconstruction of the framework of former talent management. 
 In the paper we give a short outlook of the popular forms of talent management, their experimental results, as well as the related problems. We examine the questions that need to be answered in the transformed higher education. These could lead back to the problems induced by the Bologna-system (multi-cycle training). They are the followings: problems of selection of talents in the shortened training time, respectively the shortened time available for those students{\textquoteright} research works which lasted for several years previously, problems of changing tutorial and student scales of values and attitudes, questions of requirements of continuity in the training chain of bachelor {\textendash} master {\textendash} PhD level etc.
 The situation of the students{\textquoteright} scientific research work{\textendash} a unique movement in Europe {\textendash} was the focus of the study, furthermore its results and connection with the third level (Ph.D.) of the Bologna-system higher education.},
	keywords = {competition, mass education, students{\textquoteright} scientific activity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.115 },
	url = {http://oaji.net/articles/2014/457-1410006569.pdf},
	author = {Katalin   Tak{\'a}cs-Gy{\"o}rgy and Istv{\'a}n   Tak{\'a}cs}
}
@article {543,
	title = {AESOP{\textquoteright}S FABLES REVISITED: VOLUNTEERING THROUGH INFORMAL LIFELONG LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {135-141},
	abstract = {Volunteering is an expression of active citizenship, which occurs in many sectors. It is a value which should be developed from an early age through formal and informal learning. Nevertheless, not enough emphasis is given to it in educational institutes, and it is a value mostly {\textquoteleft}learned by example{\textquoteright}. The European Commission has designated 2011 as European Year of Volunteering aiming to raise awareness of its significance and encourage the development of facilitating environments. 
 Teaching of volunteering can start from an early age using short stories, easily understood by children. Aesop{\textquoteright}s fables have been educating generations since antiquity. The directedness of the stories, the presentation of difficult and complex situations in allegoric way, the demonstration of thoughts, feelings and decision choices, actions and consequences grasp the interest of the reader and offer food for thoughts for a series of life lessons. Three of these fables are analysed by using the idiolectic definition (ID) tool. It is an alternative qualitative tool, which can be used in interdisciplinary research, for analysis of texts. Pinpointing key points of the tales can be used as a basis for highlighting to young people fundamental concepts and as a starting point for dialogue and reflection.},
	keywords = {cultural catalysts, idiolect definition, informal learning},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405179007.pdf},
	author = {Maria  Theodosopoulou and Vana  Papalois}
}
@article {604,
	title = {ANALYTICAL INSIGHT INTO PROBLEMS OF VOCATIONAL EDUCATION IN THE SLOVAK REPUBLIC},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {162-169},
	abstract = {The level and quality of vocational education is an important determinant of economic and social development of the country as well as its employment and competitiveness. The transformation of economic and political system had a significant impact on the development of vocational education in Slovakia, which currently faces many problems. One problem is long-term lack of students and inferior status of vocational education and training compared to general education, despite the growing demand for professional skills in the labour market. This article illustrates the pros and cons of the Slovak system of vocational education. The evaluation is based on opinion survey of vocational education subjects, which was conducted among external students of teaching technological disciplines from different regions of Slovakia. Collected data were analyzed by statistical methods (two-dimensional descriptive statistics).},
	keywords = {problems of vocational education, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.162 },
	url = {https://oaji.net/articles/2014/457-1406612499.pdf},
	author = {Juraj  Tej and Vikt{\'o}ria  Ali Taha}
}
@article {482,
	title = {CITIZEN FORMATION FROM THE PEDAGOGICAL POTENTIAL OF THE STUDIES OF THE TERRITORY},
	journal = {Problems of Education in the 21st Century},
	volume = {27},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {67-74},
	abstract = {In Latin America, during the last 20 years, the political democratic project has become an achievable and desirable possibility to accomplish general wellbeing and hope for the population life quality improvement; to implement, constitute and strength such project towards this goal, the effective link of all the actors and their governmental, private, academic nongovernmental, social, civic, community and citizen life forces, is required within the territory where democracy is going to be implemented. Hence, for this democracy to be possible, it is indispensable to have individually and collectively thoughtful citizens, willing to exercise their citizenship, to build a democratic project and to possibly transform their reality. These citizens are not born, they are made and educated, rooted to the territory they inhabit, modify, and use and in which they set their social practices. The executed study suggests that in order to reach the citizen category, it is necessary, among other things, to appeal for the conscious processes theory, through the educational system, so that people, from early age, are allowed to know, understand, comprehend and put into practice citizen education potential as a pedagogical strategy to reach citizen status, exercise and promote citizenship and, strengthen a democratic political project. Emerging as so, the citizenship, territory and citizen education triad, pillar of the territorial citizen conception, essence of democratic consolidation. },
	keywords = {citizenship education, territory citizen},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2593978},
	author = {Alberto Le{\'o}n  Guti{\'e}rrez Tamayo}
}
@article {536,
	title = {EFFECTS OF ATTITUDES OF ACADEMICALLY TALENTED STUDENTS ON PERFORMANCE: AN ABILITY OR DISABILITY?},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {63-70},
	abstract = {Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching school environment and family related factors. Academically talented students are often expected to perform and maintain high academic standards. However, students may sometimes be made under achievers. This study specifically assessed academic performance of the academically talented students their attitudes towards teachers and effects of attitude on their performance. The three variables were discriminated further on the basis of gender, school type and age. The main factor affecting talented student{\textquoteright}s performance was also determined. Results indicated that most of academically talented students had positive attitudes towards teachers, which significantly (P < 0.05) influenced their academic performance. It was revealed that gender, age and type of school had significant influence on the student{\textquoteright}s attitudes which ultimately influence their overall academic performance. Student{\textquoteright}s attitudes were found to be a function of 14 variables which were categorized into student - teacher relationships student{\textquoteright}s academic inputs, group discussion and student workload. It has now been revealed that academic performance is related to student{\textquoteright}s attitudes towards their teachers. It is recommended that schools should dedicate part of their investment on inculcating and fostering positive student attitudes through routine and regular legislation of guidance and counseling and providing an enabling environment for their academically talented students.},
	keywords = {attitudes, performance},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178654.pdf},
	author = {Lydia Cheruto Kipkoech and Jonah N.  Kindiki and Prisca Jepchirchir  Tarus}
}
@article {555,
	title = {GENERALIZED CHARACTERISTICS FOR THE LINGUISTIC PERSONALITY OF BILINGUAL STUDENTS (RUSSIAN-ESTONIAN BILINGUALISM) GETTING THEIR EDUCATION IN THE ESTONIAN LANGUAGE},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {133-147},
	abstract = {The article describes general characteristics of linguistic personality of bilingual students (Russian-Estonian bilingualism), who get their education in the Estonian language. As the number of such students in Estonia has been increasing, the problem of their research has been recognized as being of great importance. The data for the article was received through written and oral questionnaire and allow tracing specific social agents for a bilingual student{\textquoteright}s linguistic personality formation. By dint of the questionnaire biography data, ethnical and linguistic self-definition, spheres of the languages application, self-definition for the languages acquisition, appraisal for the process of Russian language teaching in the schools given by the students has become apparent.
 In general, the respondents positively estimated the decision to study in an Estonian-medium school made by their parents, they also see their classmates{\textquoteright} and teachers{\textquoteright} attitude as good; however, most of them think that their level of skills in the Russian language (sometimes in Estonian as well) is insufficient.
 Students of different regions in Estonia were questioned, which allows getting a general idea of the matter. The collected material affords to elicit bottlenecks in teaching Russian to such students, to predict and take into account their educational needs while compiling teaching materials.},
	keywords = {bilingual students, linguistic personality, self-definition},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.133},
	url = {https://oaji.net/articles/2014/457-1405180410.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko and Natalia  Tshuikina}
}
@article {578,
	title = {THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {121-128},
	abstract = {The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students{\textquoteright} performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers{\textquoteright} work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students{\textquoteright} academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers{\textquoteright} democratic approach to students. },
	keywords = {academic achievement, school culture, school management},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.121},
	url = {https://oaji.net/articles/2014/457-1406541769.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili}
}
@article {535,
	title = {IMPORTANCE OF VOCABULARY TEACHING TO ADVANCED FOREIGN LANGUAGE STUDENTS IN IMPROVING READING COMPREHENSION},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {53-62},
	abstract = {Vocabulary is important for understanding difficult reading materials. English vocabulary teaching at higher reading levels should involve direct teaching and context-based approaches. Many studies have stated the need for a systematic and principled approach to vocabulary teaching and learning , as word knowledge is essential to reading comprehension not only at elementary levels of reading but also to reading and comprehending the texts students read at university. 
 This research was conducted with 80 first year students studying English as their major in the University of Vlora and University of Tirana, Albania.
 The aim of this research is to give an overview of the beliefs the students have about vocabulary learning, its direct teaching, its importance in university studies and of the vocabulary learning strategies used by them. It also highlights some of the effective strategies used by first-year university students. Teaching and applying a wide range of vocabulary learning strategies will help university students be aware of the importance of vocabulary learning and enrich their own vocabulary. Teaching independent word-learning strategies, including the use of context clues, the use of word parts, and efficient use of the dictionary is useful even for advanced English university students. The conclusions reached are that direct teaching of vocabulary in university context is important and leads to better text comprehension.},
	keywords = {context clues, reading comprehension, vocabulary knowledge},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178572.pdf},
	author = {Kozeta  Hyso and Elida  Tabaku}
}
@article {650,
	title = {IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {50-60},
	abstract = {Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. 
 University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers{\textquoteright} language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education.
 A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages.
 
 
},
	keywords = {language teaching, learning skills, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.50},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971787},
	author = {Esmeralda  Kromidha and Elida  Tabaku}
}
@article {546,
	title = {PROBLEMS INDUCED BY AMALGAMATION OF PEDAGOGICAL PROGRESSIVISM AND EDUCATIONAL ACCOUNTABILITY: ORAL EXAMS WITH PRIOR PREPARATION TIME IN NORWEGIAN SECONDARY SCHOOLS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {22-34},
	abstract = {The progressive movement in Norwegian education has had the hegemony among civil servants, politicians and major groups of teachers. However, during recent years the assessment system has moved towards increased educational accountability based on performance measures (exams and national tests). At the same time, progressivistic inspired assessment has remained: oral exams with prior preparation time. The pupils are typically given the topics 48 hours in advance and have the opportunity to prepare at home or at school. They may take the exam individually or in groups. The teacher, who also asks the questions during the exam, defines the topics. The grades are assigned by an external evaluator, but the subject teacher should also take part in the assessment. This amalgamation of pedagogical progressivism and educational accountability induces major challenges in education. },
	keywords = {educational accountability, oral exam, progressive school philosophy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.22 },
	url = {https://oaji.net/articles/2014/457-1405179678.pdf},
	author = {Eyvind   Elstad and Are   Turmo and {\O}ystein  Guttersrud}
}
@article {404,
	title = {ANALYSIS OF THE RELATIONSHIP BETWEEN DEMOCRACY AND EDUCATION USING SELECTED STATISTICAL METHODS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {185-195},
	abstract = {Across the world, higher education leads to more democratic politics. The correlation between education and democracy is extremely. This idea has received a good deal of empirical support. Index of education in the newly associated states is due to compulsory schooling in the past higher than in the EU15. 
To analyse the relationship between the Index of Democracy and the Index of Education we used the Pearson Correlation Coefficient. The Pearson Correlation Coefficient was calculated not only between the Education Index and the Democracy Index but also between the Education Index and particular sub-indices of the Democracy Index: Electoral Process and Pluralism, Civil Liberties, Functioning of Government, Political Participation and Political Culture. Moreover we calculated the Pearson Coefficient of Correlation for newly associated EU countries and for all EU countries. Later we analysed the relationship between Democracy Index and Education Index via new methods: The Moran Scatters Plots and Moran{\textquoteright}s Coefficient of Spatial Autocorrelations were calculated. The geographic location and history are significant. Finally, the temporal spatial econometric model is constructed.},
	keywords = {correlation coefficient, democracy index, education index, spatial error model},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136306.pdf},
	author = {{\v L}ubom{\'\i}r Zelenick{\'y} and Be{\'a}ta Stehl{\'\i}kov{\'a} and Anna Tirp{\'a}kov{\'a}}
}
@article {401,
	title = {THE CHALLENGE OF DEVELOPING STRATEGIC LIFELONG LEARNING IN THE SCHOOL COMMUNITY},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {153-162},
	abstract = {The teaching community plays an important role in promoting Lifelong Learning. In european level teachers{\textquoteright} competences have been described and efforts been made to encourage their active participation in Lifelong Learning (LLL). It is widely recognized that LLL culture should start at an early age and, thus school and teachers are to promote it to students. In a holistic perspective school is a central point for promoting LLL not only within its gates, but also a link between LLL and the community. Examining the role of teachers in a LLL school, as well as experiences and practices of greek teachers regarding notions like continuing professional development, mentor, collaborative learning, self directed learning provide us insight about them as lifelong learners and placing LLL in a strategic framework. },
	keywords = {collaborative learning, continuing professional development, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136125.pdf},
	author = {Maria  Theodosopoulou}
}
@article {436,
	title = {CREATION OF EDUCATION ACTIVITIES MODELS WITH E-LEARNING SUPPORT},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {30-37},
	abstract = {Education and possible further studies have become a rather demanding investment. At the time of imperfect technology, i.e. technology of the previous period, it was a very difficult and doubtable task. But, is an ordinary use of new technologies a formula for the solution? We shall try to adequately answer this question. In our contribution we shall introduce educational activities (e-courses) based on cooperation and experimentation within the combined form of education. The aim of the paper is to describe possibilities of using the known methods of modelling of systems, such as modelling with the support of Petri nets and modelling technologies known from the sphere of engineering cybernetics. We shall describe possibilities of creation of a model of educational activity and in conclusion we shall attempt at assessing the educational e-activities in the context of qualitative aspects of the combined education with the support of e-learning based on ISO standard.},
	keywords = {e-course, e-learning, models of learning activities},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594529},
	author = {Zolt{\'a}n  Balogh and Milan  Tur{\v c}{\'a}ni}
}
@article {456,
	title = {DOING PRE-SCHOOL: KNOWLEDGE UTILIZATION AND DISCURSIVE PATTERNS DURING PRE-SCHOOL PLANNING MEETINGS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {77-86},
	abstract = {The aim of this research is to study knowledge utilization and discursive patterns during pre-school planning meetings fronstage. The study is designed as a qualitative case study based on tape recordings of five planning meetings and three video documented activities. Three pre-school teachers and three researchers participated. In the analysis, Foucault{\textquoteright}s work on discursive practices is used as theoretical framework. The study highlights knowledge used and cited in the local negotiations. The conclusions are that the knowledge used is based on both professional knowledge related to children{\textquoteright}s learning and development, and local knowledge of children and their abilities, conditions and personalities. The professional knowledge appears as rather implicit and it is primarily the local knowledge of children and their individual needs and circumstances that is most clearly expressed. Dominant discursive patterns are formulated as the staff make themselves responsible for making the pre-school activity not school-like for the maturing child. On the front stage arena the teachers{\textquoteright} tasks primarily appears as a desire to maintain the pre-school content in accordance with pre-school ideology that also controls how they see the children{\textquoteright}s learning in pre-school in another perspective than student learning in a school context. },
	keywords = {knowledge utilization, planning meetings, pre-school work},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924384},
	author = {Agneta  Ljung-Dj{\"a}rf and Charlotte  Tullgren}
}
@article {417,
	title = {EXPECTATIONS OF THE ELDERLY FOR THE INTERNET AS AN INFLUENCING FACTOR FOR THE INTERNET TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {117-129},
	abstract = {In summer 2009, a qualitative study among the late middle-aged and older people in Estonia was carried out in order to find out the functions of the Internet for the older generation and the expectations and fears of the elderly for the Internet. By this study, it was tried to find out what are the needs of the elderly for which they prefer to use the Internet; what kind of contents or functions do the elderly miss in the Internet; what kind of role-taking and contents are unpleasant or scaring for the elderly Internet user. Semi-structured interview was used, 34 elderly Internet users were interviewed during seven interviews.
 The study indicated that the interviewed elderly find the Internet primarily as an environment for everyday practical operations and it is not perceived as an entertainer. Of the contents available in the Internet, the elderly are disturbed by the negativism, superficiality, obscenities, humiliation and excessive concentration on the topics of private lives. The waste of time and the risk to express itself incorrectly or wrongly are felt as dangers of the Internet usage among the elderly. The article gives recommendations for carrying out the Internet training for the elderly and explains which Internet functions and contents could be chosen as the content of the Internet skills training in order to create and maintain the interest and satisfaction of elderly learners. 
The results referred to the need to continue the study on the expectations of the elderly Internet users and to study thoroughly the attitude especially of the elderly men to the Internet as a tool of communication and the role of the Internet games in the lives of the elderly and Internet training.},
	keywords = {elderly internet fears, elderly internet learning, teaching elderly people},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515929.pdf},
	author = {Tiina  Tambaum}
}
@article {468,
	title = {PERCEPTION OF LIFELONG LEARNING IN HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {42-51},
	abstract = {The paper is an empirical study based on questionnaires of 450 postgraduates{\textquoteright} students, and 30 teachers enrolled in different courses in Tirana University. It aimed to identify the problems and to find out some solutions to the problem focused on the wide availability of information and communication, which makes learning take place wherever and whenever it suits the student. The study highlights the way how education can be organized to ensure quality and lifelong learning. The study, based on the analysis of questionnaires, pointed out that it is considered as not efficient if lifelong learning is focused only on short-term requirements. The teacher educators had quite a number of concepts on lifelong learning, and their perceptions were concentrated on: 1) developing a range of skills; 2) being able to identify problems; 3) ways of tackling, finding and using information effectively; 4) understanding and extending ways of learning to gain and apply new knowledge.
 The paper is divided into two parts. Part one outlines the key issues related to the importance of lifelong education and part two analyzes lifelong learning approaches, conclusions and recommendations.
 The notion of learning society needs some theoretical and analytical potential which requires realization of a considerable work. There is a need for greater clarity in defining the meaning of the learning society, and for establishing criteria for interpretation. Learning continually throughout life is vital if we are to make informed choices about our lives and the societies in which we live. The strength of the idea of a learning society is a concept that needs to link learning process with the idea of a future society. It is necessary to link the theory of relationship between education and economic life and to draw upon understandings of human beings as active, and cooperative in the learning society. The different and differentiated personal development would contribute to better understanding and improved implementation of lifelong learning policies. Formal education needs to become more meaningful and relevant in its on-line application.},
	keywords = {innovation, lifelong learning},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594286},
	author = {Luljeta  Buza and Hektor  Buza and Elida  Tabaku}
}
@article {402,
	title = {PREDICTING STUDENT{\textquoteright}S SELF-COMPETENCE USING SCHOOL CULTURE FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {163-169},
	abstract = {Numerous studies in educational psychology field investigate academic achievement as well as factors influencing it. Generally, these studies are addressed to cognitive factors but non-cognitive factors, also play an important role in academic success. Presented paper deals with identification the factors associated to students{\textquoteright} self-competence, specifically, sense of success and happiness. 224 public schools 9th grade (age 15-16) 5385 students (2655 girls and 2683 boys) were administered with the questionnaire consisted of several blocks: parents involvement in school life, class climate and school culture. Result shows that the best predictors for sense of success in school environment are: parent involvement in academic life, parent learning attitudes, their belief of child{\textquoteright}s success coping with academic problems, teaching style of teacher, specifically, problem based teaching. The best predictors for student sense of happiness are: student{\textquoteright}s self-perception of dealing with problem and involvement in learning processes. The study has implication for school teachers and experts of educational psychology. },
	keywords = {school culture, self-competence, sense of happiness, sense of success},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136188.pdf},
	author = {Mzia Tsereteli and Khatuna  Martskvishvili and Ia  Aptarashvili and Tamta  Darsavelidze and Shorena Sadzaglishvili}
}
@article {380,
	title = {RUSSIAN-ESTONIAN BILINGUALISM RESEARCH AND ITS PRACTICAL MEANING FOR ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {146-155},
	abstract = {The article deals with the researches done in the field of Russian-Estonian bilingualism for the modern period of Estonian life, comparing to the results drawn from the times when Estonia formed a part of the Soviet Union. The authors present the situation of bilingual students distribution in the Estonian-medium schools. The problem proved to be topical - the number of bilingual students in Estonian-medium schools has been growing. It means that methods of teaching Russian language for this people have to be modified. Within the research the data on amount of bilingual students in Estonian schools gotten from the Ministry of Education and Science has been specified. The questionnaire was sent to all Estonian schools, and the received data were processed and systematized according to the regions and levels of study, which enabled to present the distribution of Russian-Estonian bilingualism in Estonian-medium (with Estonian as a language of instruction) schools. The data on using Russian in the families of the students were also received.},
	keywords = {bilingualism, mother tongue, Russian-Estonian bilingualism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134755.pdf},
	author = {Natalia  Zamkovaja and Irina  Moissejenko and Natalia  Tshuikina}
}
@article {345,
	title = {ADOLESCENTS{\textquoteright} TEST-RELATED EMOTIONS IN ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {128-137},
	abstract = {Positive and negative emotional experiences play an important role in academic achievement settings. Students at school experience a variety of stress-related situations. A major type of stress-related situations is tests students are regularly confronted with.
 The purpose of this study was to compare test {\textendash} related emotions of students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction and also compare the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural difficulties.
 This study assessed participants (N = 687) emotional experiences in academic settings when taking tests. We measured students{\textquoteright} positive emotions (enjoyment, hope and pride) and negative emotions (anger, anxiety, shame and hopelessness) (Academic Emotions Questionnaire [AEQ] Pekrun, 2000).
 Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades students reported significantly better marks than those in upper grade levels. According to our research test- related emotions differ between students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction. That means those in Russian as the language of instruction reported significantly grater positive and negative emotions than those in schools with Estonian as the language of instruction. There was no significant difference in test- related emotions between regular classes and students in the classes for students with learning and behavioral difficulties.},
	keywords = {school achievement, test-related emotions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916260.pdf},
	author = {Mai Normak and Leida Talts}
}
@article {199,
	title = {BIBLIA PAUPERUM AS NARRATIVE EDUCATION IN MIDDLE AGE},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {148-155},
	abstract = {It is possible to explain several present - day problems through the phenomena of the past. Among other things contemporary pedagogical community also includes a diverse and variegated language of pictures, images and colours. These are often signals of multiple meanings. Knowledge of the influence of visual information enables the educators to warn their mentees or to increase interest in them. For ages mankind has actually been using the quick, clear, and often multilayered visual language to pass information 
An example of such language during the Middle Ages was biblia pauperum or the Bible for the poor, i.e. pictographs on the walls of churches, monasteries and chapels. These pictures, accompanied by narratives, formed a powerful flow of information that modelled religion, morality, traditions, taboos and everyday life as well. This was a constant narrative that educated the people during the Middle Ages. Biblia pauperum fused into folklore, poetry, literature, art; it taught people how to behave, reminded them of the Ten Commandments, taught fear and joy. It was a multilayered and interesting textbook of the Middle Ages. Resulting from that it can be said that a man of the Middle Ages, despite not attending school and being illiterate, was yet properly educated in accordance to the needs of those times. Even more, learning actually lasted throughout life. },
	keywords = {biblia pauperum, symbols},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315946.pdf},
	author = {Maria  Tilk}
}
@article {193,
	title = {THE DEVELOPMENT OF SPEECH OF ESTONIAN CHILDREN AGED 2-3 YEARS AND IT{\textquoteleft}S RELATIONS WITH THE FACTORS OF THE HOME ENVIRONMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {92-99},
	abstract = {Language is a catalyst of cognitive change during early childhood. Identification and assessment are crucial in speech therapy, especially in early years. The aim of current research is focused in children between 2;0 and 3;11 years old {\textendash} to test preschooler{\textquoteright}s comprehension of the language (RDSL) and active vocabulary (HYKS) Parents fulfil the questionnaire about the family{\textquoteright}s background. Research group: 333 children. The article provides an overview of the Estonian children{\textquoteright}s speech and language level and its dependence on children cultural, social and economical environments. },
	keywords = {home environment, preschoolers speech development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315585.pdf},
	author = {Tiiu Tammem{\"a}e}
}
@article {280,
	title = {ECONOMIC CHANGES DEMAND TO MOVE FROM LIFE LONG LEARNING TO LIFE WIDE LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {20-28},
	abstract = {Lifelong learning is indispensable to develop successfully into a knowledge-based economy and society. Educational level is the most important determinant of employability. According to experience those who have higher qualifications can adapt faster and better to changing circumstances and new tasks than those who have a lower-level education. That is why adult education and training is essential to competitiveness and economic growth.
 In several Western European countries, e.g. in Denmark, Germany and Sweden where adult training has long traditions, the high level, high quality adult training is a determining factor of economic competitiveness.
 Nowadays the term {\textquotedblleft}lifelong learning{\textquotedblright} is familiar even in Hungary, which includes/would include old age learning as well. However, practically there is no opportunity for it; life-long learning means only the training of those employable in the labour market.
 Nevertheless, a lot of old aged people would learn new things with pleasure. In most Western European countries there are opportunities to do so.
 The question naturally arises: to what extent can old people be burdened, what are they capable of either at school or in the labour market? It should not be treated only as an employment problem: it is also indispensable with regard to life quality. },
	keywords = {knowledge based society, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395386623.pdf},
	author = {Andrea Bencsik and Ildiko  Trunkos}
}
@article {295,
	title = {GREEK ADULT EDUCATION MOVING FORWARD IN THE KNOWLEDGE SOCIETY},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {163-168},
	abstract = {Adult Education is a major contributing force to Lifelong Learning, as inclusive and flexible continuing education can help people adapt to the everchanging needs of labour markets and close the knowledge gap. Adult education can play a positive role to economic growth and social cohesion, by helping people become lifelong learners. In order to achieve this, adult education has to reach low skilled adults with literacy issues, upgrade competences of all adult population and offer a transparent system of recognition of competences and provide better educational programmes by ensuring the efficiency of trainers. These three challenges are examined both in the european as well as in the greek context.},
	keywords = {knowledge economy, lifelong learning, quality provision},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387420.pdf},
	author = {Maria  Theodosopoulou and Konstantinos  Siassiakos and Vassiliki  Theodosopoulou}
}
@article {336,
	title = {INNOVATIVE TEACHING STRATEGIES ON THE DIACHRONIC VIEW OF GREEK AS MOTHER TONGUE: FROM ANCIENT TO MODERN GREEK LANGUAGE},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {51-59},
	abstract = {In this chapter we present the implementation of new technologies in mother tongue learning and teaching based on the principles of cooperative learning. The data quoted come from an educational project named {\textquoteleft}Nereides{\textquoteright}, which involved the creation of educational software in support of mother tongue teaching in both obligatory and non-obligatory Greek secondary education, and thus addressed schoolchildren aged from 12 to 18 years.
 Aiming at the optimization of the learning and teaching procedure, the educational tool presented here has sought to combine elements from mother tongue didactics and the use of new technologies in education. At first, educational scenarios were designed based on cooperative learning and teaching of mother tongue in combination with new technologies. This tool was then tested, first, and implemented, after, in the framework of an empirical research, in the school year 2007-2008 in certain Athens schools. The results of this empirical research were encouraging for the research team: pupils responded positively to the learning software, working groups were effective and Greek language teachers highlighted the participation even.},
	keywords = {cooperative learning, modern Greek, mother tongue},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399915777.pdf},
	author = {Maria Zoe  Fountopoulou and Stiliani  Naki and Ioannis  Trifiatis and Maria  Loumou}
}
@article {298,
	title = {MODELING AND SIMULATION OF EDUCATION OF NATURAL SCIENCE SUBJECTS WITH E-LEARNING SUPPORT},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {8-15},
	abstract = {To describe the management of communication between human being and the computer it is appropriate to employ graphic tools in order to describe and formulate the basic rules underlying this interaction. Interaction between student and LMS in the process of teaching and learning is a composite process and it is highly recommended to employ Petri nets for this purpose. The paper aims at presenting the principle of construction of linear and branching learning programmes and their subsequent formulation using Petri nets in education of natural science subjects.
 At present, didactic effectiveness of the e-learning course {\quotedblbase}Operating systems{\textquotedblleft} is verified based on the model created by means of Petri nets. In order not to diminish the power of statistic results of created tests, we shall verify their validity and we shall use reliable and valid measuring procedures for data mining (pretest, posttest) (Munkov{\'a}, Munk, 2007). For the solution of this research problem two methods will be used: analysis of variance and analysis of covariance, where the analysis of variance is more simple and does not require the assumption of the homogeneity of regression in individual groups. On the other hand, interpretation is less valid, when between groups exist differences in the controlled variable (pretest) (Munk, 2007). Similarly to other situations it is recommended to execute both ways of analysing and comparing their results. On condition that the results will be identical we can consider them robust.
 In order to apply new forms and methods of teaching the subject from the area of operating systems of computers, we had to analyse the current state and contents of education process from this subject. After the survey a certain model was designed, which could cause shortening of the progression and increasing of the visualisation of instruction of operating systems, which results in the increase in the knowledge level of students and improves the level of their seminary and final works. The created e-course dealing with operating systems of computers is used as a complementary study material and an aid for the instruction of the subject {\quotedblbase}Principles of construction of operating systems{\textquotedblleft} for students with the focus on informatics. The current results point out to the suitability of application of Petri nets to the creation of instruction supporting e-materials for the students of informatics study programmes realized at the Department of Informatics of the Faculty of Natural Sciences of the CPU in Nitra.},
	keywords = {e-learning, modeling process, operating systems},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396706473.pdf},
	author = {Zolt{\'a}n  Balogh and Milan  Tur{\v c}{\'a}ni}
}
@article {235,
	title = {STUDENTS{\textquoteright} INFORMATION COMPETENCE AND ITS IMPORTANCE FOR LIFE-LONG EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {126-132},
	abstract = {The objective of the paper is to define information competence, its levels and components, to find out the reasons of low level of information competence among first-year students. Scientific literature analysis, CLRIT (Commission on Learning Resources and Instructional Technology) materials, Information Literacy Competency Standards for Higher Education (ACRL, 2000) and other data are used to analyze the role of foreign languages and IT skills for the development of information competence of a student. Questionnaires and interviews with the students give the necessary data for the analysis of students{\textquoteright} information competence. The main conclusions are that self-management and time management of students pay an important role in their use of the Internet and the library, showing preference for the Internet resources for the reason of their easier and quicker accessibility in comparison with the use of library resources. Foreign languages are often needed to gain the necessary information, especially for some specialties, for which information can be found only in English. Information competence is developed during the whole life, and teachers of any subject should pay serious attention to developing information search, selection, evaluation, analysis and presentation skills.},
	keywords = {information competence, life-long learning skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267313.pdf},
	author = {Larissa Turusheva}
}
@article {236,
	title = {UNDERGRADUATE EDUCATION AS A FACTOR OF THE EU MEMBER STATES COMPETITIVENESS},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {133-143},
	abstract = {Human capital as one determinant of a long term economic growth is often identified with school education. In this paper, the dependency of the total percentage of population in all types of education on the GDP, in all EU15 countries as well as EU25 is demonstrated. The paper also focuses on the spatial aspect of undergraduate education on the level of states as well as NUTS2 as a whole; and also on the university education in technical fields, mathematics, science and technologies that can eliminate overall economic lagging of Europe. },
	keywords = {human capital, undergraduate education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267385.pdf},
	author = {{\v L}ubom{\'\i}r Zelenick{\'y} and Be{\'a}ta Stehl{\'\i}kov{\'a} and Anna Tirp{\'a}kov{\'a}}
}
@article {141,
	title = {ASSESSMENT OF LEARNING-TO-LEARN PROCESSES IN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {126-132},
	abstract = {Concept of learning -to - learn is a key competence for lifelong learning which is one of the most critical demands of the new educational reforms in Georgia. The core of learning to learn is formed through good educational practices. Learning-to-learn is defined as the competence and the willingness to adapt to novel tasks, which activates person{\textquoteright}s affective and cognitive processes and leads to learning action (Hautamaki, et al., 2002). 
National Curriculum and Assessment Center of Georgia, Assessment Unit developed the special measurement instrument for learning to learn (L-t-L) assessment in students. The purpose of the study was to analyze whether students grouped by their self-assessed level of success differ according to their L-t-L components assessed by our L-t-L measurement instrument and in general, to reveal the most influential factors of L-t-L for Georgian context. 
Our Sample comprised of 1007 students of 38 schools located in the different regions of Georgia. Analyzing results by factor analysis, anova, and non-parametric measures showed that students having better performance on L-t-L components have higher self-assessed academic performance. 
These results show the highest importance of Learning-to-learn assessment. Its inclusion as a distinct indicator in educational evaluation system would provide a means to analyze the relative role of the different factors affecting student{\textquoteright}s achievement, and help direct schools towards practices and contents that would truly foster lifelong learning. },
	keywords = {educational achievement, learning-to-learn, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235429.pdf},
	author = {Shorena Sadzaglishvili and Mzia Tsereteli and Thea Berdzenishvili}
}
@article {166,
	title = {BENCHMARKING EDUCATIONAL QUALITY IN AFRICAN UNIVERSITIES: THE CASE OF THE DEPARTMENT OF MATHEMATICS AND SCIENCE EDUCATION, UNIVERSITY OF BOTSWANA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {146-152},
	abstract = {A common mode of benchmarking educational quality in the world of academia is through the system of peer review. This system of benchmarking educational quality in many an African university adopts the use of external examiners to moderate academic programmes and student academic performances. But this system of external moderation was abolished about six academic years ago at the University of Botswana necessitating the establishment of an academic quality assurance regime for benchmarking educational quality in the University. The Centre for Academic Development (of the University) which was charged with the responsibility of developing pertinent guidelines for monitoring the new system mounted a series of workshops in aid of academic departments a year or so before the commencement of the new dispensation. A lot of efforts were devoted by the university academic departments to craft policies and procedures for academic quality assurance. For example, the Department of Mathematics and Science Education mapped out quality assurance matrices in five key areas of (i) academic programmes, (ii) teaching and learning episodes, (iii) teaching-learning resources, (iv) academic staff matters and (v) student matters. In the area of staff matters, for example, staff recruitment, staff development, staff retention and staff appraisal were covered. This write-up examines the procedures put in place in the Department to enhance and guaranttee quality assurance of its academic programmes.},
	keywords = {academic quality assurance, moderation of students{\textquoteright} academic work},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284775.pdf},
	author = {Adediran Taiwo}
}
@article {118,
	title = {CHILDREN{\textquoteleft}S SOCIAL DEVELOPMENT IN PRESCHOOL AND AT THE END OF THIRD GRADE},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {124-135},
	abstract = {The present paper deals with social skills of Estonian preschool and primary school children. The aim is to analyze how teachers evaluate students{\textquoteleft} social development and what substantial differences occur in the level of social skills at preschool and at the end of third grade. In order to develop children{\textquoteright}s perception of themselves as citizens, it is important to emphasize those goals of the curriculum, which promote the main qualities of citizenship: identify, belonging and participation.
 Assessment of social skills based on the questionnaire {\quotedblbase}Transition from Preschool to School{\textquotedblright}. The study was carried out in four stages- the same children were evaluated by their teachers at the end of pre-school and at the end of first-, second and third grade. At each stage of the study teachers were asked to evaluate children{\textquoteleft}s individual achievements in nine target areas relying on curriculum aims: learning skills; social skills; language; mathematics; ethics; health; physical development; art and culture. The nine areas were rated on a scale from one to five. The results showed a very high reliability for the teacher rating (Alpha=.95).
 The mean assessments of teachers demonstrate that social skills as well as appreciating different attitudes and altruism and accepting diversity have received weaker assessments from the teachers than other objectives.
 


},
	keywords = {social skills, sustainability},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392233708.pdf},
	author = {Airi  Kukk and Leida Talts and Helle Sikka}
}
@article {150,
	title = {NARRATIVE IN HISTORY OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {200-212},
	abstract = {The narrative approach to research of educational problems, issues in historical context gives, from one side, many additional possibilities to enliven and concretise different educational situations in time-space. From another side this approach enriches general characteristics in philosophy and history of education. 
In current paper narrative analysis is applied to most distant, prehistoric period of existence of human being. This was the stage when mythological view and understanding of a world appeared, developed and took its course with beginnings of all its tabus and rights and laws, obligatory initiation, authority and responsibility of knowers-teachers-schamans. At this period attention was payd to three obligatory moments at human{\textquoteleft}s life-arc {\textendash} birth, creation of new life together with sexual education and marriage rituals, and death.
 Narrative approach allows to see iand inderstand in history of education the wide spectrum of educational aspects what co-exist in fullness and wholeness of myth like philosophies, history, poetics, ethics, epical literature, art, education and rituals. 
Every aspect blends into the wholeness of being, existence what draws on mythical thinking. Many of educational understandings have reached us from this far-away period and there are much more of them than we usually suppose to think. 
The special attention in paper will be on key words like sign, gesture, word, dance, ritual what play an important role in educational narrative as well.},
	keywords = {history of education, narrative approach},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235931.pdf},
	author = {Maria  Tilk}
}
@article {151,
	title = {PROBLEMS OF STRATEGIC PLANNING IN THE SYSTEM OF HIGHER EDUCATIONAL INSTITUTION OPERATING QUALITY MANAGEMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {213-220},
	abstract = {In the paper there{\textquoteright}re considered general problems of the strategic managing of higher school activity, considering three main models of specialists training.
 On the base of marketings approach are analysed the basic factors of the external and internal environment, which influence the activity of the Higher School under the conditions of market, and is based on the need to improve the control process of Higher Educational Institution.
 The brief analysis of the basic models of management of the quality of training the specialists is made on the basis of the analysis of literature data: the estimated method of Higher Educational Institution activity quality management (SWOT {\textendash} analyze); the concept, based on the principles of universal quality control (TQM); approach, based on the requirements of the international standards of quality ISO 9000:2000.
 In example of Higher School of Psychology (HSP) activity there{\textquoteright}re analyzed problems of introduction of complex system of higher school activity quality managing, using method of assessment (SWOT {\textendash} analyze) and TQM conception (output of HSP development strategy with exactly defined mission, targets and tasks as well as the general tendencies of HSP development till 2012).
 On the base of the use of methods SWOT- analysis and process approach are determined basic processes of the activity of educational institution based on the example of the Higher School of Psychology, and also the basic tasks of the strategic administration of the Higher School of Psychology
 In the article are determined the problems, which hamper creation and effective use of control system by quality of the work of higher school, and also strategic planning of work of educational institution.
 Are determined basic tasks according to the creation of the integrated system for quality control of higher school activity, and also advantage, which are possible in the introduction of this system in the work of Higher School of Psychology in the conditions of European integration.},
	keywords = {strategic planning, SWOT {\textendash} analyze, TQM conception},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235987.pdf},
	author = {Zhanna Tsaurkubule}
}
@article {124,
	title = {PUPILS{\textasciiacute} ATTITUDES TOWARDS NATURAL SCIENCES AND THE DECISION-MAKING PROCESS WHEN SELECTING A FIELD OF STUDY AT UNIVERSITY},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {195-202},
	abstract = {The text yields the results of research which was concentrated on the perception of natural sciences by pupils of basic schools and students at secondary schools in one of the regions of the Czech Republic. The first part of the research focused on basic school pupils{\textquoteright} and secondary school students{\textquoteright} attitudes towards natural sciences, while the second focused on the understanding of social reality by students of grammar schools who are in the process of selecting their future fields of study at universities. We addressed the issue of how they take decisions and the factors that influence the decision-making process. To identify basic school pupils{\textquoteright} and secondary school students{\textquoteright} attitudes we utilized the statistics-quantitative method. In the second phase we built on the previous findings and utilized the quantitative method (focus group). The quantitative part of the research demonstrated that pupils consider natural sciences interesting but very challenging. Having taken into account the risks involved when studying natural sciences, most of them rated natural sciences positively. Also, the interest to study nat. sciences is not negligible, however, the occupation of a scientist is little attractive. The interpretation of social participants in science, stereotyping and popularization, the differentiation of three kinds of science {\textendash} they all have an impact on the decision-making process whose result is university studies. The so-called {\textquotedblleft}school science{\textquotedblright} influences the decision to study general science. Popularization should aim to bridge the enormous gap between the reality of a scientist and the reality of everyday life. School is the place where the popularization of general science ought to begin. School science should present not only the results of scientific research but also scientists with regard to their everyday life. In pupils{\textquoteright} eyes the most important people popularizing science are the teacher and the scientist. It is their approach to science that determines how they present and make science look attractive. The popularization of science should become more systematic and a part of curriculum. It should also be included in the university study programme of future teachers. Pupils need to gain awareness of how they can apply such skills in real/professional life.},
	keywords = {focus group, popularization of science, school science},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234114.pdf},
	author = {Daniel Topinka and Juraj {\v S}ev{\v c}{\'\i}k and Michal Smolka}
}
@article {144,
	title = {THE ROLE OF REFLECTION IN UNDERSTANDING TEACHING PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {147-152},
	abstract = {This article focuses on the transformation from student to teacher at the critically important point of teaching practice. This is when students develop their practical skills and form a deeper understanding of the teaching profession in initial teacher training. They need experienced support, reflection and feedback to improve their theoretical studies and teaching practice. Students{\textquoteright} statements were analyzed during the teaching practice reflection seminar in group interviews. It became evident that the most important experience was about self-perception, understanding cooperative relationships and the teaching environment. },
	keywords = {teaching concept, teaching practice},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235587.pdf},
	author = {Helle Sikka and Inge Timo{\v s}t{\v s}uk}
}
@article {127,
	title = {SUBJECTIVITY BEGINS WITH INDEPENDENT THINKING},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {217-225},
	abstract = {The interest of Estonian society has been focused on Estonian education with its various contradictory messages. On the one hand, the PISA study indicated that we can be proud of the results of the cooperation between our teachers and students. On the other hand, however, we must admit that our drop-out rates are high and the students{\textquoteright} health is deteriorating. Has the price for success been too high?
 At the time when the entire world has come to an understanding of the importance of life-long learning and the necessity to develop as a self-guiding subject, an unacceptable proportion of Estonian students have negative attitude towards school and studying, or are either exhausted or overworked due to their positive attitude towards studying. Studies claim the same about teachers.
 The general context of this article is the contradiction between the needs of a dynamically developing society and an old-fashioned and comparatively authoritative school environment.
 This paper focuses on how to encourage the students{\textquoteright} and teachers{\textquoteright} independent thinking and subjective choices in order to create the best possible environment for development at school.
 The study is based on 48 narrative essays. The processing of data was based on the grounded theory methodology. The author has interpreted the outcomes relying on the works of P. Sartre, V. Fr{\"a}nkl, V. Peavy, R. Fischer and M. Fullan.
 The most significant conclusion is that innovative teachers value their own, as well as the students{\textquoteright} independent thinking, which is the most promising strategy in the circumstances of fast changes and strenuous explorations. },
	keywords = {independent thinking, school environment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234339.pdf},
	author = {Mare Tuisk}
}
@article {123,
	title = {SUPPORT FOR THE DEVELOPMENT OF PROFESSIONALISM FOR STUDENT TEACHERS IN EARLY TEACHER TRAINING},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {184-194},
	abstract = {This paper by members of the Institute of Educational Sciences of the University of Tallinn (Estonia) describes the process and reports the results of an exploration of student attitudes to professionalism using interviewing and feedback as tools. The aim of the process was to encourage the use of reflection and self-assessment by students. The objectives were:
 1. To give students the opportunity to reflect on their understanding of the teaching profession in the modern world
 2. To give students a better understanding of the Teacher{\textquoteright}s Standard of Professional Competence of Estonia 
3. To give the researchers experience of feedback, e.g., how to conduct interviews and what to discuss 
4. To identify issues that requires the attention of the university pedagogues in order to sustain and develop the quality of teaching. 
The authors tested their proposal that the provision of teacher training students with feedback about their knowledge, skills and attitudes helps to develop a sense of professionalism. By assessing their performance with their supervisors, fledgling teachers can learn to measure progress according to accepted norms, both mechanistic and aspirational. The research described in this paper was done in November 2007. 
},
	keywords = {lifelong learning, professional growth, teacher professionalism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234050.pdf},
	author = {Inge Timo{\v s}t{\v s}uk and Mai Normak}
}
@article {56,
	title = {DEVELOPMENT BARRIERS OF THE PEDAGOGICAL EDUCATION AND HOW TO OVER-COME THEM},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {155-160},
	abstract = {The barrier in teacher education is looked upon as a crisis point at which the effective functioning and development of the system is hindered but there is a potential opportunity to get over such a predica-ment. To make a barrier an incentive for further development it must be sensed as such at the level of cognition and evaluation of the complexity and ambiguity of situation. According to the survey conducted by the Centre of teacher education development the problems of a young teacher are those of theoretical and methodological levels. The reasons for such a situation are diverse. The article in question will exam-ine the side-effects of universitization in teacher education resulting in the shift from practical to funda-mental preparation. The phenomenon when fundamental disciplines are studied to the detriment of special professional ones is not unprecedented. And the way out consists in recreation of the cultural function of education rather than reduction of fundamental courses. The article proposes the ways to overcome the obstacles in teacher education development with regard to the problem of universitization. This will make the educational system geared to the actual needs of the individual, society and state.},
	keywords = {barriers of development, overcoming side-effects of universitization, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220764.pdf},
	author = {Anna Torkhova}
}
@article {41,
	title = {EDUCATION OF SCIENCE AND COMPETITIVE ACTIVITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {37-44},
	abstract = {The presented research educational project is aimed on search of new forms of competitive activities that would support the interest in natural sciences as such. For school collectives there were suggested topics for the scientific competitive work in good accordance with their age group. Fundamentally the topics had to correspond with the pupil{\textquoteright}s and student{\textquoteright}s request to work on a serious scientific problems. 
In the first year of the project there were involved 29 pupils from three primary schools, 38 secondary school pupils from four schools and 81 students attending high school in eleven different institutions. In the course of the first year of the project it has been proved that especially the pupils from primary and secondary schools are enthusiastic and eager to work and participate on the solution of some {\textquotedblleft}semi-scientific problems{\textquotedblright}. For this age group there were chosen two themes - {\textquotedblleft}Water and Milk{\textquotedblright} (primary school) and {\textquotedblleft}Honey, the Gods{\textquoteright} Dish{\textquotedblright} (secondary school). First mentioned topic undoubtedly fulfilled all the requirements for the great experimental potential but the topic for secondary school involving experiments with honey has proved not to convey such variety of impressive experiments as it had been expected and calls for optimalisation. 
High school students have already obtained sufficient knowledge from natural sciences. Moreover, teenagers want to be treated as adults and therefore they feel the need to work on {\textquotedblleft}real{\textquotedblright} research topics. This kind of approach was offered by the finally chosen theme {\textquotedblleft}Plants, medicinal plants, and drugs{\textquotedblright} which was very well received by the newly established groups of young scientists. The schools were offered the background support from the university, which was highly praised especially when the realization of more complicated experiments were required. },
	keywords = {competitive activities, natural sciences popularisation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219881.pdf},
	author = {Libor Kvitek and Jana Soukupova and Ludmila Zajoncova and Tana Stosova and Petr Tarkowski and Ales Panacek and Marta Kleckova}
}
@article {47,
	title = {EMPLOYMENT OF SUITABLE DEVICES AND PREPARATION OF EDUCATIONAL MATERIALS FOR PHYSICAL CHEMISTRY EDUCATION AT HIGH SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {82-88},
	abstract = {The education of physical chemistry at Czech schools is rarely supported by corresponding experiments and hardly any of them reflects the real-life laboratory and industrial practice, where a large scale employment of devices and applications based on physical chemistry methods and phenomena is typical. For example, various types of methods based on interaction of light and matter are widely used for analysis in science and industry (UV VIS, Infra-Red, Atomic Absorption Spectroscopy etc.) and in various commercial applications (optical devices). Plenty of analytical and commercial applications are based on electrochemical phenomena (pH measurements, ion selective electrodes, dry cells etc.). Therefore, it is necessary to introduce the physical chemistry phenomena and related experiments supported by appropriate devices and methods in high schools chemistry curriculum. However, for majority of high schools in the Czech Republic, the price, space requirements and necessity of trained staff are limiting factors for employment of these devices and experiments in physical chemistry education. Solution of the problem is searching for such devices which are relatively cheap, modular, multifunctional and user-friendly with cheap and easy servicing and creating the experiments and educational materials which reflect the phenomena and applications mentioned above. 
To fulfill the task, spectrometer Ocean Optics USB 2000 and multifunctional device Pierron Infraline Graphic have been employed as suitable devices for preparation and testing of variable educational materials and experiments which are focused on introducing the spectroscopy and spectroscopic methods as well as other methods based on physical chemistry phenomena (pH, conductivity) into high school chemistry curriculum. There have been proposed, prepared and tested the educational materials suitable for high school, including PC presentations (MS PowerPoint, OOo Impress), educational texts and work-sheets describing experiments. These are, for example, qualitative and quantitative analysis of dyes in various foods and drinks, natural dyes in herbs, shortened analysis of water (Cl-, NO3-, pH measurements, and conductivity).},
	keywords = {absorption spectroscopy, instrumental experiments at high schools, physical chemistry education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220266.pdf},
	author = {Ivona Trejbalov{\'a} and Eva Urv{\'a}lkov{\'a} and Petr {\v S}mejkal}
}
