@article {1666,
	title = {PEDAGOGICAL DOCTORAL STUDENTS IN CHINA UNDER PRESSURE: AN EMPIRICAL ANALYSIS OF CSSCI JOURNALS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {449-461},
	abstract = {The prerequisite for doctoral students in Chinese universities to obtain their degrees was to publish a certain number of papers in designated journals, which is the main pressure on doctoral students in China. This study focused on the publication pressure of doctoral students in pedagogy in China under the policy of breaking the {\textquoteleft}five only{\textquoteright}, which aims to diversify the evaluation criteria for academic quality and reduce the reliance on paper publications. The study analyzed the data of 36 pedagogical CSSCI journals from 2016 to 2020, and examined the trends and patterns of publishing pedagogy articles in these journals. The study also explored the factors that influence the publication pressure of doctoral students in pedagogy, such as the admission system, the expansion of doctoral enrollment, and the recruitment system for young teachers. The results show that Chinese pedagogy CSSCI journals are declining in number and are dominated by well-known scholars and institutions. Doctoral students in pedagogy face a more severe academic situation than university teachers, as they have to publish papers to graduate and compete for limited journal space. They also face the pressure of publication under the application-appraisal system and the system of {\textquotedblleft}promote or leave{\textquotedblright}. The study suggests that colleges and universities need to break through the quantitative evaluation system of doctoral students{\textquoteright} academic achievements and pay more attention to the training system and academic culture that promote their physical and mental health and academic development.},
	keywords = {breaking the {\textquoteleft}five only{\textquoteright}, CSSCI journals, data statistics, pedagogical doctoral students in China, publication pressure},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.449},
	url = {https://oaji.net/articles/2023/457-1691443806.pdf},
	author = {Ming Guan and Xiaodong Fan and Jiao Li}
}
@article {1684,
	title = {PERCEIVED SELF-EFFICACY AND COURSE SATISFACTION IN STUDENTS PREPARING FOR TEACHING CAREERS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {687-701},
	abstract = {Self-efficacy is an important variable that explains students̕ behavior of engaging in school activities and persevering in the face of academic challenges. High confidence in personal competencies and in the ability to successfully accomplish a particular task or a certain goal, acts as a stimulating factor of mental resources (cognitive, affective, motivational, volitional), contributing to students̕ success. In an educational context, the development of self-efficacy can be both a means of facilitating high achievement, but also an end in itself, a prospective goal of education. Perceived self-efficacy plays a major role in understanding how students perceive and experience academic courses. This research aims to identify the extent to which perceived self-efficacy with the course influences students{\textquoteright} satisfaction with the class as a prerequisite for learning and academic performance. A structural model was developed and tested on two samples of students enrolled in the Psychoeducational Training Program, to prepare for the teaching career. The research results show that there is a significant relationship between perceived self-efficacy with the course and satisfaction with the class. Understanding this relationship, several educational implications can be formulated for the development of students{\textquoteright} academic self-efficacy; by recognizing the main indicators of low self-efficacy, teachers can implement specific strategies and interventions to optimize students{\textquoteright} self-confidence and performance.},
	keywords = {academic self-efficacy, computer self-efficacy, self-regulated learning, social self-efficacy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.687},
	url = {https://oaji.net/articles/2023/457-1698379485.pdf},
	author = {Santi, E. A. and Gabriel Gorghiu and Costin   Pribeanu}
}
@article {1613,
	title = {PERSPECTIVES OF TEACHERS AND SCHOOL ADMINISTRATORS ON CONTRACT TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-26},
	abstract = {The Turkish educational system employs teachers in a variety of positions with varying levels of privileges but also with some shared traits. This study aims to ascertain contract teachers{\textquoteright} and school administrators{\textquoteright} perspectives on the contract teaching procedure from the standpoint of these distinctions. The focus group interview technique, which favors the phenomenology approach, a qualitative research method, was employed in the study. 15 educators and 6 administrators who are employed in the T{\"u}rkiye for the 2022{\textendash}2023 school year make up the two separate study groups. Additionally, a semi-structured observation form was utilized in the research as a method for gathering data. In the data analysis, the content analysis technique was used to examine the information gleaned from the open-ended questions asked in the semi-structured interviews. As a result of the content analysis, the study findings were thoroughly assessed, and the data gathered within the confines of each sub-problem was coded. These codes were then collected under the appropriate themes. It was concluded that the contract teaching had a negative impact on school administrators, contract teachers, and the educational process.},
	keywords = {contract teachers, school administrators, teacher employment types},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.09},
	url = {https://oaji.net/articles/2023/457-1677582638.pdf},
	author = {Aydin G{\"u}ng{\"o}r, T.}
}
@article {1667,
	title = {POSITIVE THINKING PRACTICES IN SCHOOLS },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-480},
	abstract = {This study was conducted within the scope of the Positive Schools Project to shed light on teachers{\textquoteright} perspectives on reflecting positive thinking in their own branches and practices in the teaching environment. Twenty-four teachers who received training within the scope of the project and agreed to participate in the study voluntarily were included in the study. Phenomenology was used as the research design. The content analysis was used to analyze the data obtained through interviews during the research process. Based on the results of the analyses performed, tables describing the themes, sub-themes, and codes were created, and explanations representing the views of the teachers were provided. The findings of the study revealed that teachers from all levels of education, from pre-school to upper secondary school, think that there is a need for activities on positive thinking and that they can transfer the understanding of positive thinking to their branches. When the views of teachers on the need for activities to be developed within the scope of positive thinking for their students were examined, the themes of difficulties in adaptation to school, the trauma process, and the need for effective communication-interaction emerged. Teachers suggested activities for self-awareness, unity awareness, and awareness of contribution within the scope of positive thinking in schools. In addition to the views of teachers on positive thinking, the study points to some negative situations that teachers have observed in their students. These negative situations include dysfunctional self-confidence, dissatisfaction with possessions, non-functional goals or goals for saving the day, and difficulties in purposeful planning. },
	keywords = {positive schools, positive thinking, problems in education, school adaptation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.462},
	url = {https://oaji.net/articles/2023/457-1691443907.pdf},
	author = {{\c C}a{\u g}la G{\"u}r and Ba{\c s}ak Eser}
}
@article {1644,
	title = {PREDICTIVE POWER OF BIOLOGY TEACHER{\textquoteright}S SELF-EFFICACY ON ACCEPTABILITY AND APPLICATION OF VIRTUAL AND HANDS-ON DISSECTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {188-205},
	abstract = {Hands-on dissections of animals are traditionally regarded as an essential part of biology education. Nowadays, regardless of the reported educational benefits, there is a gradual change in the concept and acceptance of hands-on dissection, leading in many cases to its abandonment in schools and its replacement with alternatives such as 3D models, figurines, plastination and computer-based alternatives. However, the position of hands-on dissection has recently been challenged, mostly by computer-supported alternatives. The aim of the study was to explore whether teacher self-efficacy can be recognized as a predictor of the application of the different kinds of animals in hands-on and virtual dissections in Biology lessons. Based on responses from 405 Czech Biology teachers there are differences in the acceptability and implementation of organisms for hands-on and virtual dissection. It was established, that self-efficacy is not a predictor of either the acceptability of organisms or actual behaviour in both variants of dissection.},
	keywords = {biology lessons, biology teachers, hands-on dissection, teacher self-efficacy, virtual dissection},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.188},
	url = {https://oaji.net/articles/2023/457-1683097448.pdf},
	author = {Veronika Havl{\'\i}{\v c}kov{\'a} and Andrej  {\v S}orgo and Martin  B{\'\i}lek}
}
@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 {1616,
	title = {PROFESSIONAL DEVELOPMENT AND PERFORMANCE ASSESSMENT SYSTEM FOCUSED ON STRENGTHENING TEACHERS{\textquoteright} COLLABORATION: THE CASE OF GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {66-89},
	abstract = {Studies confirm that professional development at the school base through the teachers{\textquoteright} collaboration is the most result-oriented outcome among the alternative ways of teachers{\textquoteright} professional development. One of the declared goals of the centralized system of teachers{\textquoteright} professional development and performance assessment operating in Georgia is to facilitate teachers{\textquoteright} collaboration. However, the contribution of the mentioned system in strengthening the teachers{\textquoteright} collaboration has not been studied so far. The purpose of the present research was to study the impact of the centralized system of teachers{\textquoteright} professional development and performance assessment on teachers{\textquoteright} collaboration at general educational institutions.
The issue was studied using the qualitative methods - focus group, interview, and content analysis of documents. Eight schools were selected for the study. Two focus groups were conducted with teachers and one interview was recorded with a school leader at each school. Furthermore, Interviews with ten experts in the field were recorded. It was demonstrated that the centralized system of professional development and assessment focused on developmental assessment helps to strengthen the teachers{\textquoteright} professional relations. Activities closely related to the teacher{\textquoteright}s work, the correct attitude of the school leaders, teachers{\textquoteright} involvement in making decisions, the existence of preset goals, working schedule and space are important for collaborative relations. Existence of unified mechanisms for professional development, mistrust among colleagues, changes being constantly introduced to the education system, shortage of time were revealed as hindering factors for teacher collaboration.
},
	keywords = {qualitative research, school-based teachers{\textquoteright} professional development, teachers{\textquoteright} assessment, teachers{\textquoteright} collaboration},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.66},
	url = {https://oaji.net/articles/2023/457-1677582892.pdf},
	author = {Marika Kirvalidze and Sofiko Lobzhanidze}
}
@article {1536,
	title = {PERCEPTIONS AND RECOMMENDATIONS OF FOREIGN LANGUAGE TEACHERS TO PREVENT CHILDREN VIOLENCE AND ABUSE: A CASE STUDY IN TISHK INTERNATIONAL UNIVERSITY STUDENTS IN ERBIL, IRAQ},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {82-118},
	abstract = {Violence and abuse against children are important social issues for teachers. The aim of this study was to determine the perceptions of foreign language students, regarding violence and abuse against children, and their suggestions for preventing violence. The research was designed in the case study pattern, which is a qualitative research method. The study group of the research consists of 82 first year and second year foreign language pre-service teachers studying at Tishk International University, Faculty of Education, and voluntarily agreeing to participate in the research. The data of the study were obtained by using the structured {\textquotedblleft}Recommendations Form for Preventing Violence and Abuse Against Children{\textquotedblright} developed by the researchers. Written data were analyzed by content analysis method. 82 students from first and second years at Education Faculty were interviewed and their opinions were taken. There were some subheadings during the survey: family, laws, national and international non-governmental organizations, schools and teachers, society, media, and art. They expressed their opinions about what the functions of these organs should be to prevent the violence and abuse against children. The pre-service teachers attached important duties to each of these organs separately. It is concluded that the prevention of violence and abuse against children can only be achieved in cooperation and separate duties of these organs. It is also recommended that courses and training that will provide pre-service teachers with knowledge, skills and awareness about violence and abuse against children should be placed in the curriculum as compulsory in education faculties.},
	keywords = {foreign language pre-service teacher, prevention of abuse, violence and abuse against child},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.82 },
	url = {https://oaji.net/articles/2022/457-1645650746.pdf},
	author = {Bunyamin Celik and Yunus Yildiz and Recep Bilgin}
}
@article {1555,
	title = {PERSONAL AND PROFESSIONAL EMPOWERMENT OF REFLECTIVE PRACTITIONER TEACHERS DURING THE COVID 19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-385},
	abstract = {Reflective practitioner teachers should critically review their own work and introduce innovations that should improve everyday educational practice. For this reason, the focus of the research is on the personal and professional empowerment of reflective practitioner teachers during the SARS-CoV2 pandemic. 355 teachers from the Republic of Serbia participated. The empirical research used descriptive methods and techniques of scaling and surveying with an instrument specially constructed for the needs of this research - Questionnaire with assessment scale (RP-COV-19). The results show that the most common form of empowerment is attending online seminars, while teachers rarely attended online classes of colleagues from the school where they work and colleagues from other schools. Teachers{\textquoteright} perceptions on the use of the Internet in the aspect of personal and professional empowerment are very positive. Teachers generally rate their training and engagement during the pandemic with the highest marks (four and five), while there were no negative marks at all. Reflexivity accompanied by personal and professional empowerment must be given priority by teachers, because in today{\textquoteright}s process of education, reflective practitioners are considered successful teachers.},
	keywords = {empirical research, improvement of educational practice, professional empowerment, teacher reflective practitioner, the COVID-19 pandemic},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.371},
	url = {https://oaji.net/articles/2022/457-1651338616.pdf},
	author = {Osmanovi{\'c} Zaji{\'c}, J. and Jelena Maksimovi{\'c} and Nedeljko M. Milanovi{\'c}}
}
@article {1564,
	title = {PERSONALITY EMPLOYMENT CRISIS IN THE SUBJECTIVE PROJECTION OF THE UNEMPLOYED YOUTH WITH HIGHER EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {456-473},
	abstract = {The main purpose of this research is to examine the employment crisis among the unemployed youth with higher education. In particular, the research investigates the subjective experience of the youth representatives (n = 188) in the situation of job loss or inability to find it. For this purpose, the research uses the method of ranking social and psychological spheres of the youth by the criterion of frustration in the situation of job loss or inability to find it, as well as the method of multidimensional scaling to determine cognitive constructs used by the youth in interpreting individual situations of professional exclusion or unclaimed labor.
According to the results of ranking social and psychological spheres of life of the unemployed youth with higher education, such social spheres of life as {\textquotedblleft}inability to use the profession{\textquotedblright} and {\textquotedblleft}difficult financial situation{\textquotedblright} are most frustrated in the situation of job loss or inability to find it. The research also found that such psychological spheres of the youth as {\textquotedblleft}uncertainty in the future{\textquotedblright} and {\textquotedblleft}feelings of dependence on external circumstances{\textquotedblright} are most frustrated in the situation of professional exclusion or unclaimed labor. The scaling of social and psychological spheres of life of the unemployed youth with higher education allowed empirical explanation of cognitive constructs as a system of latent categories of the subjective experience, which determines the character of experiencing a personal employment crisis. These categories include {\textquotedblleft}social assessment{\textquotedblright}, {\textquotedblleft}professional identification{\textquotedblright}, {\textquotedblleft}self-doubt {\textendash} dependence on others {\textquotedblleft}lack of perspective {\textendash} feeling of inferiority ".
The results of the research allowed reconstructing the latent categories of the subjective experience of the unemployed youth with higher education who are experiencing a personal employment crisis in a situation of professional exclusion or unclaimed labor, which provides more favorable conditions for optimizing the process of psychological support and assistance to the unemployed youth taking into account the specifics of the subjective and psychological profile of their personality. 
},
	keywords = {cognitive constructs, personality employment crisis, professional exclusion, unclaimed labor, youth},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.456},
	url = {https://oaji.net/articles/2022/457-1657803588.pdf},
	author = {Yurii  Pelekh and Oleh Rudiuk and Viktor Demianiuk}
}
@article {1602,
	title = {POSSIBLE FACTORS DETERMINING SATISFACTION OF DISTANCE EDUCATION AMONG UNIVERSITY STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	chapter = {811-822},
	abstract = {The aim of the study was to find out the factors, which significantly affected satisfaction with distance education among university students (undergraduate students). Complete data were obtained from 1283 respondents from different faculties in Czech Republic during the second term in academic year 2021/2022. The items in research tool were Likert type and also semantic differential was used. The descriptive, inferential and multidimensional statistic were used for data evaluation. Independent variables like: Evaluation factor for full-time form; Activity factor for full-time form; Difficulty factor for combined form; Evaluation factor for combined form; Activity factor for combined form; Perception of distance learning through negatives and Perception of distance learning through positives were as significant, which influenced satisfaction with distance education. Implications for pedagogical practice are presented in the conclusion part.},
	keywords = {multiple regression model, quantitative approach, satisfaction of distance education, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.811},
	url = {https://oaji.net/articles/2022/457-1672600954.pdf},
	author = {Vlastimil Chytry and Milan Kubiatko and Libor Pacovsky}
}
@article {1603,
	title = {THE PREDICTIVE EFFECT OF TOXICITY ON SATISFACTION WITH LIFE AT SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {823-835},
	abstract = {The effect of toxicity on satisfaction with life at school affects many variables. As parts of school culture, satisfaction and toxicity are related concepts. This study aims to determine the predictive effect of toxicity on satisfaction with life at school. In Turkey, no study has been found to be conducted about the relationship between organizational toxicity and satisfaction with life. Method of the research: This was a descriptive study based on the correlational survey model. In this study, it was supposed to determine the effects of teachers{\textquoteright} demographic characteristics (gender, alma mater, professional seniority, and number of teachers in the school) and toxicity perceptions on satisfaction with life. The study group consisted of 1600 teachers working at 54 secondary schools in Sivas city center. Based on the calculation made, a sample of 223 teachers representing the population was created. The dependent variable of the study was teachers{\textquoteright} satisfaction with life. Stepwise regression was used as a multiple regression analysis technique. In this regression analysis, a linear structure of the relationship between one dependent and more than one independent variable was tested. The results showed that the toxicity avoidance behaviors of teachers positively affected their perceptions of satisfaction with life. It was teachers{\textquoteright} displaying conflict behaviors (β= -,226) regarding toxicity. There was a decrease in the satisfaction with life of teachers who ventured conflict. Likewise, there was a negative effect (β= -184) between the level of narcissistic behavior in the organizational environment and the level of satisfaction with life. The satisfaction with life levels of teachers who thought that narcissistic behaviors were exhibited in the organizational environment decreased. A positive relationship was found between the fourth ranked variable resistance (β= ,149) and satisfaction with life. Teachers{\textquoteright} resistance to painful toxic situations increased their level of satisfaction with life.},
	keywords = {organizational toxicity, satisfaction with life, school teachers, toxic organization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.823},
	url = {https://oaji.net/articles/2022/457-1672601067.pdf},
	author = {{\.I}zzet Kaplan and Celal Teyyar U{\u g}urlu}
}
@article {1538,
	title = {PRE-SERVICE TEACHERS{\textquoteright} APPROACHES TO GUIDING STUDENTS IN PROBLEM SOLVING PROCESS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {144-161},
	abstract = {Understanding students{\textquoteright} mathematical thinking in problem solving process plays an important role in facilitating the solution. Hence, teachers or pre-service teachers need to understand students{\textquoteright} thoughts and guide them to the correct answer. The aim of this study was to examine pre-service teachers{\textquoteright} approaches to guiding students in problem solving process. Designed as a case study, this study was carried out with five pre-service primary mathematics teachers. In the study, participants{\textquoteright} dialogues with 7th grade students were examined through 3 non-routine problems. The dialogues were transcribed and it was tried to reveal what kind of approaches the participants displayed. The content analysis was used in data analysis. The findings revealed that pre-service teachers followed Polya{\textquoteright}s problem-solving steps during their guiding approaches. Most pre-service teachers provided appropriate guidance in understanding the problem, selecting and implementing appropriate strategies for the problem; however, they failed to use the evaluative approaches sufficiently.},
	keywords = {guiding approaches, multiple case study, pre-service teacher, problem-solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.144},
	url = {https://oaji.net/articles/2022/457-1645650922.pdf},
	author = {Fatma Cumhur}
}
@article {1549,
	title = {PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF THE TRANSITION FROM ANALOGUE TO DIGITAL LEARNING DURING THE COVID-19 PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {273-288},
	abstract = {The transition from analogue campus-based learning to digital distance learning during the Covid-19 pandemic affected our society in many ways. This study set out to explore the experiences of 30 pre-service teachers when transitioning to digital distance learning. The pre-service teachers (PSTs) participated in a series of focus-group interviews that were subsequently analysed using qualitative content analysis. The results indicate that the transition to digital distance learning worked well and that the technology that was used performed satisfactorily. However, the PSTs experienced both opportunities and obstacles with respect to distance learning. The opportunities associated with digital distance learning were reported to be instantiated by teacher-led {\textquoteleft}flipped classroom{\textquoteright} teaching sessions and the additional freedom that was enjoyed by the PSTs (in both space and time). An obstacle associated with digital learning was the feeling that important aspects of interpersonal interaction disappeared. The PSTs remained sedentary and isolated at home, and the learning experience became somewhat dysfunctional when the teaching was not clearly structured and teacher-lead. The study concludes that it is not possible to replace IRL ({\textquoteleft}in real life{\textquoteright}) teaching entirely with digital distance learning. However, the results suggest that a hybrid form of teaching or elements of digital teaching can work well as a complement to future campus-based courses.},
	keywords = {Covid-19, digital learning, digital teaching, distance learning, hybrid learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.273},
	url = {https://oaji.net/articles/2022/457-1651338145.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo and Kerstin Ericson}
}
@article {1582,
	title = {PROFESSIONAL DEVELOPMENT AND EFL TEACHERS{\textquoteright} PRACTICES IN ACTIVATING LEARNERS{\textquoteright} ACQUISITION OF 21ST CENTURY SKILLS },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-678},
	abstract = {Teachers who teach English as a foreign language (EFL) should constantly develop their skills and knowledge by taking part in professional development programs (PDPs) which keep them aware of the most recent teaching trends. This mixed method study seeks to explore how PDPs influence EFL teachers{\textquoteright} teaching practices in activating 21st century skills, and therefore their students{\textquoteright} acquisition of these skills. It also examines the correlation between EFL teachers{\textquoteright} activation of 21st century skills and their students{\textquoteright} acquisition of these skills. The study used a sequential explanatory research design by utilizing questionnaires and semi-structured interviews. The results revealed that the two dimensions of 21st century skills that got the highest level of activation were the collaboration and communication skills. Furthermore, the results showed that the students acquire all 21st century skills with different levels of acquisition. Finally, the results showed that EFL teachers{\textquoteright} activation of 21st century skills had no significant direct correlation with students{\textquoteright} acquisition of these skills. These findings could provide insights on the area of PDPs that need to be researched more in different contexts. They also suggested that PDPs designers should incorporate all dimensions of 21st equally to be activated accurately by teachers in higher education institutions. },
	keywords = {21st century skills acquisition, 21st century skills activation, EFL learners, EFL teachers, professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.652},
	url = {https://oaji.net/articles/2022/457-1667682669.pdf},
	author = {Alzahrani, M. A. and Nor, F. M.}
}
@article {1535,
	title = {PROSPECTIVE PRE-SCHOOL TEACHERS{\textquoteright} VIEWS ON STEM LEARNING IN GRADE 9: THE PRINCIPLE OF CONTINUITY IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-81},
	abstract = {The life quality of society and the stability of national economy is largely connected with science, technology, engineering, and mathematics (STEM). The complex character of STEM education demands informed teaching/learning strategies in order to make the 21st century youth interested in learning. The aim of the research was to find out the views of prospective pre-school teachers on Grade 9 students{\textquoteright} STEM learning, thus addressing the topical principle of continuity in education. A survey of 261 prospective pre-school teachers of the University of Latvia was performed. The obtained results show that in general the prospective pre-school teachers have some notion about the level of teaching/learning requirements in Grade 9 of the basic school, the integration of STEM and teaching/learning strategies. They acknowledge cognitive interest, inquiry-based learning and the importance of STEM knowledge and skills in the national development as significant, but little value is given to the exploration of nature in out-of-school time and to the importance of mathematical skills. More experienced respondents assess STEM learning higher. The given research raises the issue of the principle of continuity in education and gives a possibility to understand better the needs of prospective teachers in order to improve teacher education programs at the University.  },
	keywords = {cognitive interest, continuity of education, prospective pre-school teachers, STEM learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.69},
	url = {https://oaji.net/articles/2022/457-1645650665.pdf},
	author = {Dagnija  Cedere and Inese Jurgena and Rita Birzina and Sandra Kalnina}
}
@article {1502,
	title = {THE PARADOX BETWEEN TRUTH AND LIES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {834-837},
	abstract = {In today{\textquoteright}s age of fast and multifarious publications, we often come across such paradoxes, for example, that research and statistical analysis may indeed have been carried out correctly (properly), but the interpretation of the results is inadequate, or even incorrect, or misleading. To relate this hypothesis to Moravec{\textquoteright}s paradox, one could reformulate the latter by saying that {\textquoteleft}to do research is easy; to discuss results is difficult{\textquoteright}. But why is this so? Let us consider this issue from the perspective of another paradox, Simpson{\textquoteright}s paradox. },
	keywords = {Moravec{\textquoteright}s paradox, multifarious publications, Simpson{\textquoteright}s paradox},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.834},
	url = {http://oaji.net/articles/2021/457-1639553753.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1434,
	title = {PERSONALITY VARIABLES IN RELATION TO THE EFFECT OF FEEDBACK ON THE EFFECT OF OVERCONFIDENCE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {597-610},
	abstract = {This research examined which personality variables potentially moderated the effect of feedback on the Overconfidence effect. Research sample consisted of Slovak teachers (n = 223) from across school levels, who were randomly allocated into one of the three groups, out of which two were experimental and one was control. Each group of participants filled in three personality questionnaires, the Reading Literacy Test, and questions on the Overconfidence effect. The first experimental group was given a real feedback on their achieved performance, the second experimental group was given an inaccurate feedback and the control group did not receive any feedback. It was pointed out that despite high mutual correlation between chosen personality variables, no relation was demonstrated between the Overconfidence effect and optimism, neuroticism, or participant{\textquoteright}s self-evaluation. The results show that the impact of real feedback on the Overestimation effect depends on the level of neuroticism. Results suggested that the type of feedback on the Overconfidence effect is not moderated by the level of optimism. At the same time, the impact of real feedback on the Overconfidence effect is partially moderated by the level of self-evaluation and the impact of inaccurate feedback on the Overconfidence effect is not moderated by the level of self-evaluation. },
	keywords = {effect of experience, moderation analysis, overconfidence effect, personality variables},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.597},
	url = {http://oaji.net/articles/2021/457-1628687092.pdf},
	author = {Robert Krause}
}
@article {1369,
	title = {POSTGRADUATE SUPERVISION PRACTICES IN EDUCATION RESEARCH AND THE CREATION OF OPPORTUNITIES FOR KNOWLEDGE SHARING},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {255-272},
	abstract = {Supervisory practices are fundamental to the production of research in higher education, but these practices are undertheorized and poorly understood. Academia needs to understand and engage with supervisory pedagogies to reinforce their importance in knowledge production and the development of a knowledge society. Using content analysis of master{\textquoteright}s and doctoral research outputs completed between 2010 and 2016, this case study investigated postgraduate supervision practices in education in South Africa, and their implication for knowledge sharing in context. The findings showed that supervision in education has remained rooted in the classic individualistic model, with team supervision not prevalent. The benefits of team supervision relative to the individualistic model are highlighted. Acknowledgement of the range of competencies of supervisors and the growth of interdisciplinary and multidisciplinary research signals the value of the team supervision model. In addition to improving research support, team supervision also creates communicative spaces and opportunities for knowledge sharing and the development of supervisors. },
	keywords = {communicative spaces, higher degrees research, knowledge sharing, postgraduate education, postgraduate research supervision, research supervision styles, supervision models},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.255},
	url = {http://oaji.net/articles/2021/457-1617434892.pdf},
	author = {Patrick Ngulube}
}
@article {1348,
	title = {PRIMARY SCHOOL TEACHERS{\textquoteright} OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {133-161},
	abstract = {Primary school teachers have an important role in the early identification and further development of a child{\textquoteright}s musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child{\textquoteright}s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers{\textquoteright} age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child{\textquoteright}s musical giftedness. Findings of research have implications for theory and practice of primary school teacher{\textquoteright}s music education and education for work with gifted children both during their higher education and lifelong learning. },
	keywords = {musical giftedness, musically gifted students, primary school teachers, Republic of Croatia},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.133},
	url = {http://oaji.net/articles/2021/457-1612722374.pdf},
	author = {Vesna Svalina and Ba{\v c}lija Su{\v s}i{\'c}, B. and Goran Lapat}
}
@article {1328,
	title = {PERCEPTIONS OF TODAY{\textquoteright}S YOUNG GENERATION ABOUT MEANINGFUL LEARNING OF STEM},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {920-932},
	abstract = {The necessity of STEM knowledge is being more widely acknowledged as the priority in the development of education; however, students lack sufficient knowledge and interest in the acquisition of STEM subjects. Therefore, more attention should be paid to the teaching and learning methods that would correspond to the contemporary young generation and that would facilitate meaningful learning of modern students. Performing the survey of 256 students in Grades 10 {\textendash} 12 of Latvia, students{\textquoteright} perceptions on how they understand and interpret their STEM learning and methods used by teachers have been explored. The questionnaire in the QuestionPro e-environment was designed according to the criteria describing meaningful learning considering the peculiarities of the young generation. Respondents{\textquoteright} answers were analyzed with the help of the SPSS program, using the methods of non-parametric statistics. Many representatives of the young generation tend to avoid difficulties which confirms a typical feature of this generation {\textendash} to achieve an immediate result easily and quickly. These students also have a weaker understanding about the importance of STEM that testifies the lack of the learning motivation. The majority of students consider that it is necessary to acquire STEM only at school, failing to connect it with the everyday life. The study describes the national context, yet the presented trends could be significant also on the international level for understanding meaningful learning of STEM.},
	keywords = {meaningful learning, STEM education, teaching/learning methods, today{\textquoteright}s new generation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.920},
	url = {http://oaji.net/articles/2020/457-1607329642.pdf},
	author = {Dagnija  Cedere and Rita Birzina and Tamara Pigozne and Elena Vasilevskaya}
}
@article {1290,
	title = {PRESCHOOL TEACHERS{\textquoteright} ATTITUDES TOWARDS CHILDREN{\textquoteright}S GENDER ROLES: THE EFFECTS OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND PERSONAL EXPERIENCES OF GENDER DISCRIMINATION },
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {410-422},
	abstract = {In line with the theory of planned behaviour, different factors influencing the formation of attitudes and beliefs indirectly affect the intentions that determine an individual{\textquoteright}s behaviour. Hence, it is important to examine the factors affecting the attitudes of preschool teachers towards children{\textquoteright}s gender roles considering that their own understanding of gender roles influences their behaviour towards children in kindergarten (which can be in agreement with the egalitarian or stereotypical attitudes of preschool teachers). Therefore, a quantitative research was conducted in Zagreb (Croatia) on a sample of 481 preschool teachers. The research was aimed at determining the effects of socio-demographic characteristics, religious (non)affiliation and personal experiences of gender discrimination during childhood on the attitudes of preschool teachers towards children{\textquoteright}s gender roles and on the frequency of noticing unequal treatment of boys and girls in kindergarten by other preschool teachers. The findings revealed that preschool teachers who have identified themselves as non-religious or religiously non-affiliated who were brought up in larger cities, with a personal experience of gender discrimination in childhood, more frequently notice unequal treatment of boys and girls in kindergarten (by other preschool teachers). Among the mentioned variables, the strongest effect on noticing unequal treatment of boys and girls in kindergarten has the variable experience of gender discrimination during childhood which confirms greater awareness of gender discrimination among persons who experienced such discrimination. },
	keywords = {children{\textquoteright}s gender roles, gender equality, preschool education, preschool teachers{\textquoteright} attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.410},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2537307},
	author = {Silvia Rogo{\v s}i{\'c} and Ana Maskalan and Tomislav Krznar}
}
@article {1332,
	title = {PRE-SERVICE TEACHERS{\textquoteright} PRIOR EXPECTATIONS AND THEIR ACTUAL EXPERIENCES OF TEACHING MATHEMATICS DURING PEDAGOGICAL INTERNSHIP IN ZIMBABWE},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {983-999},
	abstract = {Pedagogical internship (PI) is an important component of teacher training programmes in Zimbabwe. It is envisaged to give student teachers experience in the classroom. However, the variation between the theoretical expectations of pre-service teachers (PST) and their actual experiences in the field has been a relational lacuna in academic research in Zimbabwe. This research sought to address this by presenting data on the relation between college PSTs{\textquoteright} expectations about teaching mathematics and their actual experiences during PI in Zimbabwe. The study shares findings from a mixed methods study that employed two questionnaires completed by 120 PST before and during PI respectively, and a third questionnaire administered to school-based mentors. The researcher also conducted in-depth interviews with a few selected PSTs and teacher educators to elicit their views about the PSTs{\textquoteright} practices. The results show that there is, indeed, a conflictual relationship between the PSTs{\textquoteright} expectations of teaching mathematics and their experiences in the classroom. PSTs showed a consistent anticipation that they would sail through PI without many difficulties, but this expectancy turned out to be idealistic and impractical. The research also established that PSTs{\textquoteright} expectations about teaching mathematics prior to PI can influence their field practices, hence, determining their opportunities to learn to teach the subject. It is recommended that teacher training institutions organize programmes for PSTs before PI to prepare and acquaint them fully with the skills that are needed to face challenges of teaching that may otherwise come as a shock during PI.},
	keywords = {expectations of teaching, field experiences, mathematics knowledge, pedagogical internship (PI), pre-service teachers (PSTs)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.983},
	url = {http://oaji.net/articles/2020/457-1607329968.pdf},
	author = {Chipo Makamure}
}
@article {1217,
	title = {ON PERCEPTION OF COMPUTER ALGEBRA SYSTEMS AND MICROSOFT EXCEL BY ENGINEERING STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-395},
	abstract = {This research presents the analysis of image of the popular program packages: CAS (Computer Algebra Systems) Matlab, Mathcad, Mathematica, and the spreadsheet {\textquoteleft}Microsoft Excel{\textquoteright} among students of engineering specializations studying in Bauman Moscow State Technical University (BMSTU). The research has explored perception of program packages by all students (N=164), and by male students (N=110) and female students (N=54) separately. Image of the program packages, convenience of their interfaces, usage scenarios, and applicability for solution of tasks of certain types have been explored via questioning the students. Moreover, the students assessed likelihood of using the programs in the future. It was established that all the program packages under consideration can be successfully used in the process of education, but some of them (Matlab and Mathematica) require additional lessons to learn their interface and peculiarities. Gender differences in perception of the program packages do not determine the education outcomes. The differences of perception of the programs are mainly caused by their popularity and the students{\textquoteright} skills of using certain programs. The following gender differences have been detected: in the female students{\textquoteright} sample, the programs Mathcad and Excel are leading, Matlab is performed a little worse; Matlab is associated with the statement {\textquotedblleft}difficult / inconvenient interface{\textquotedblright}. In the male students{\textquoteright} sample, the three programs Matlab, Mathcad, and Microsoft Excel got nearly equal grades. Female students estimate future usage of Microsoft Excel higher than male students do. The CAS Mathematica takes the lowest places for both samples; as a possible cause of such result, it has been found that Mathematica is not widespread as compared to the other programs under consideration.},
	keywords = {computer algebra system, education statistics, engineering education, Mathcad, Mathematica, mathematical education, MATLAB, Microsoft Excel},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.379},
	url = {http://oaji.net/articles/2019/457-1561382162.pdf},
	author = {Natalia M. Mezhennaya and Oleg V. Pugachev}
}
@article {1226,
	title = {PRACTICAL EDUCATION OF ADULTS WITH INTELLECTUAL DISABILITIES USING A WEB COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {463-477},
	abstract = {Education of adults with intellectual disabilities in labor activities can help them to successfully and repeatedly carry out their work tasks and significantly help their self-realization. The problem is that the need for frequent repetition of already learned skills requires the constant presence of a teacher or caregiver since such a worker is not able to work independently. This situation increases the cost of employing people with disabilities. The aim is to find a way to reduce the necessary number of caregivers needed in this kind of activity and enable greater self-sufficiency of workers. The presented research intended to verify whether a web course could be an effective educational tool for people with intellectual disabilities. During the research, a group of ten participants with intellectual disabilities was educated to acquire basic skills in horticulture. The first teaching was realized through practical demonstrations at the workplace in the university production garden by professional gardeners. After these demonstrations skills of all participants were verified and so the basic level for further verification and comparison of knowledge was set. Subsequently, using three approaches of repeating the already learned practical curriculum (verbal repetition, no repetition, and repetition using the web course) and different time intervals, the level of knowledge of each participant was verified. Statistical methods were used to compare the results of different repetition approaches. Research results demonstrated that a web course, with specific content that consists of video or animation, combined with the use of pictograms for confident navigation, can be used by people with intellectual disabilities with good results. At the same time, in addition to practical teaching, this was the second best-rated approach of repeating knowledge. Using a web course, participants achieved similar work results as they did in practical teaching.},
	keywords = {adult education, intellectual disabilities, professional education, web course},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.463},
	url = {http://oaji.net/articles/2019/457-1566969094.pdf},
	author = {Petr Benda and Jan Pavl{\'\i}k and Jan Masner}
}
@article {1253,
	title = {PRINCIPALS{\textquoteright} ROLE IN MANAGING TEACHER PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS ANALYSIS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {758-773},
	abstract = {Despite South Africa{\textquoteright}s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year.},
	keywords = {integrated quality management system, interpretive paradigm, professional development, training needs analysis},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.758},
	url = {http://oaji.net/articles/2019/457-1575642686.pdf},
	author = {Millicent Ngema and Mapheleba Lekhetho}
}
@article {1228,
	title = {PROBLEMS OF NARCISSISM IN EDUCATION: THE CULTURE OF NARCISSISM AS A DANGEROUS GLOBAL PHENOMENON FOR THE FUTURE},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {489-501},
	abstract = {Modernism, which appeared as a result of industrialization, has since then developed further, resulting in a postmodern society, characterized by a significant change in values. This shift in values is particularly evident in the quality of education, and man{\textquoteright}s subsequent relation towards work as a result. Schools have become social institutions in which learners spend their time in the role of served clients. The teacher is therefore assigned the social role of the servant, in which he is to primarily satisfy the pupil in his personal needs. This kind of relationship stems from the phenomenon of narcissism, which is already a cultural phenomenon. Studies of cultural narcissism are presented here, sampling relevant research of American provenience (with special focus on the USA). These studies suggest that cultural narcissism may become a global phenomenon in the future.},
	keywords = {contemporary individualism, cultural narcissism, learning difficulties, narcissistic pathology, pedagogical research},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.489},
	url = {http://oaji.net/articles/2019/457-1566969219.pdf},
	author = {Michal Podzimek}
}
@article {1147,
	title = {THE PARADOX OF THE FLIPPED CLASSROOM: ONE METHOD, MANY INTENTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {451-464},
	abstract = {The Flipped Classroom is a teaching model where content attainment is shifted forward to outside of class, to be followed up by the teacher in class. In Sweden this way of teaching has become very popular during recent years. But what is gained by this way of teaching? Research on the Flipped Classroom in the context of the Swedish High School system is close to non-existent; why studies within this field are of great importance.
In order to find appropriate informants, an electronic survey was constructed. Informants matching the selection criteria were then selected for qualitative interviews. In total nine informants agreed to participate in interviews (semi-structured) to describe their experiences from flipping their own classrooms.
The informants reported that the transition from more conventional ways of teaching to using the Flipped Classroom entailed major changes. The informants pointed out that the process of moving away from the more conventional way of teaching improved their teaching. All of the informants expressed they all used the Flipped Classroom methodology but they all did it with different goals in mind and their approach varied a lot. By using the same terminology, it might seem that they worked with the Flipped Classroom in similar ways, but the results show they did not. Herein lies the problem: Teachers say they flip their classrooms, which they do, but they do not share the same goals or approaches, just the term: The Flipped Classroom.
},
	keywords = {flipped classroom, flipped education, qualitative interviews, teaching methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.451},
	url = {http://oaji.net/articles/2017/457-1533495491.pdf},
	author = {Johan B{\"a}cklund and Martin Hugo}
}
@article {1179,
	title = {PRE-SERVICE MATHEMATICS TEACHERS{\textquoteright} KNOWLEDGE OF MATHEMATICS FOR TEACHING: QUADRATIC FUNCTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {847-863},
	abstract = {Many researchers and education stakeholders in South Africa point to the need to develop teachers{\textquoteright} personal knowledge of the mathematics concepts that they teach to their learners.  In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data were generated from the written responses to an assessment as well as semi-structured interviews. The purpose was to explore the methods used by pre-service mathematics teachers to derive a symbolic equation for a quadratic function expressed in graphical form. Furthermore, we looked at whether the pre-service teachers were able to use different methods to generate the symbolic equation.  The results showed that 25 participants were able to determine the equation of a parabola using one method, while 11 of them were able to use two different methods. The most common method used was based on the intercept form of the equation. Some students identified different forms that the equation of a quadratic function could be expressed as but were unable to apply this to derive the equation. These results indicate that these students are not yet ready to teach these school level concepts even though they have studied advanced mathematics topics as part of their pre-service training. The study recommends that pre-service teachers should also be provided with more structured opportunities to help develop pedagogic content knowledge of the school level content as part of their teacher training programme.},
	keywords = {graphical representation, parabola, pre-service mathematics teachers, quadratic functions, symbolic representation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.847},
	url = {http://oaji.net/articles/2017/457-1545497857.pdf},
	author = {Ifunanya Julie Adaobi Ubah and Sarah Bansilal}
}
@article {1061,
	title = {PARTNERING SCIENCE AND ART: PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES FOR USE IN PRE-COLLEGIATE CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-234},
	abstract = {Research on teaching through discipline integration is currently emphasized as a gap in educational literature, and this study bridges discipline silos between the arts and sciences by indicating how science and art compliment content learning. A study of secondary education pre-service teachers (3 years, n = 52) participating in a science/art integration unit the semester before their last college experience, explores how integrated sessions capture both scientific and artistic discipline concepts. A mixed methods research approach measured changes in confidence of science and art knowledge, skills, and experiences of the participants. Quantitative and qualitative data support increased awareness and confidence in pre-service teachers{\textquoteright} perceptions of how science and art can be incorporated into pre-collegiate classrooms, recognition of discipline similarities, and significant common themes when teaching both disciplines together. The researchers utilized a social constructivist framework with the qualitative data. Conclusions and implications include: 1) instructors can provide examples and modeling of interdisciplinary learning, which inspire pre-service teachers to explore new integrated disciplines in their own future classrooms, and 2) instructors can influence perspectives of pre-service teachers by offering integrated units, which produces open-mindedness of future teachers to use various teaching strategies.},
	keywords = {art, pre-collegiate students, pre-service teachers, science, STEM classrooms, STEM education},
	isbn = {E-ISSN 2538-7111},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.215},
	url = {http://oaji.net/articles/2017/457-1498500916.pdf},
	author = {Christy Belardo and Andrea   C. Burrows and Lydia Dambekalns}
}
@article {1093,
	title = {PREDICTING A FAST-TRACK MARITIME CAREER: CHARACTERISTICS OF SUCCESSFUL OFFICERS DURING TEENAGE YEARS},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {550-567},
	abstract = {Fast-track maritime career is a topical question worldwide due to the shortage of seafarers in maritime industry. Assuming that the fast-track career officers{\textquoteright} relevant common characteristics in adolescence could predict future maritime career speed, the research questions of this research are: What were the common characteristics of fast-track career officers when they were 16-18? Were there any statistically significant differences between the fast-track career groups and the officers with a slower career at that age? 
A questionnaire survey involving 175 maritime officers was conducted in Latvia in January {\textendash} October 2016, regarding officers{\textquoteright} family context, school achievement, involvement in sports, and personality traits when they were 16-18. 
Fast-track career officers perceived themselves as more conscientious, calm and more leadership oriented than the whole group in adolescence. Statistically significant differences among career-speed groups were found regarding family socioeconomic status, family atmosphere and family career support at that age.
Based on those communalities among maritime officers with a fast-track carrier when they were 16-18, maritime education and training institutions could better find and give appropriate career guidance to prospective maritime officers. Even if maritime career speed is a very individualized phenomenon, family characteristics could be studied further as a potential good predictor of fast-track maritime career. 
},
	keywords = {career success predictors, fast-track career, maritime career, maritime officers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.550 },
	url = {http://oaji.net/articles/2017/457-1513710449.pdf},
	author = {Manuel Joaqu{\'\i}n Fern{\'a}ndez Gonz{\'a}lez and Dmitrijs Semjonovs and Irma Narica and Di{\={a}}na Strautmane and Sandra Ozola}
}
@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 {1051,
	title = {PRISON EDUCATION IN POLAND: SPECIFICS AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {123-135},
	abstract = {The problems presented in the text refer to the education of convicts in Poland. It has been based on current Polish legal regulations, statistical data and specialist literature. The problems which refer to the education of convicts in Poland are regulated by the Act of 6th June 1997, the Executive Penal Code, the Act on the Education System and executive acts to the above-mentioned regulations. The current situation in the labour market requires people to acquire education and to improve their qualifications. People without education, who are excluded from the access to professional development and in-service training, find themselves in an extremely difficult situation. The lack of qualification and vocational skills usually leads to exclusion from the labour market. People who serve their sentences in prisons find themselves in a particularly difficult situation, because their lack of education may push them back into crime. A very positive tendency that may be observed in Poland is a growing demand for prison education. Convicts may acquire knowledge and raise their qualifications at various levels and in various fields. They may follow the curricula at the level of a primary or secondary school; they may pass their Matura certificate and, after the consent of relevant authorities, they can continue their education at the university level. Convicts may also learn a new profession, change their professional qualifications or acquire new additional skills during specialist courses. The qualifications acquired in this way shall meet current demand in the labour market, and convicts may find employment after they leave prisons. Education allows them to improve their self-esteem and self-reliance, to catch up with any deficiencies and to work on their self-discipline. At the same time, education offers opportunities to expand knowledge, to return to the society and to the labour market. 
It is important for convicts to obtain opportunities for education, since such a chance comes as a significant factor of their social re-adaptation. Considering social values, it is important to foster the pursuit for education among convicts. A lot of prisoners still do not want to learn, and this fact may result from their previous school failures, the sense of embarrassment caused by their knowledge deficiencies, the lack of interest and faith in their own potential. 
The material for the text has been collected on the basis of the method of theoretical analysis, and it includes available statistical data, legal regulations and literature which refers to the discussed problems. The article aims at the presentation of prison education, how it is organised in Poland and what advantages it presents for both: convicts and the society. The text also presents programmes of prison education which are implemented by correctional staff in prisons. 
},
	keywords = {education of convicts, penitentiary correctional measures, prison education, social re-adaptation, social rehabilitation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.123},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1237079},
	author = {Daria Becker-Pestka}
}
@article {1099,
	title = {PROFICIENT CLASSROOM MANAGEMENT THROUGH FOCUSED MATHEMATIC TEACHING},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-651},
	abstract = {A not entirely unusual position among teachers is that they believe that they must first establish a peaceful classroom before they can begin to teach the subject. This research, shows how a proficient mathematics teacher teaches his subject and thereby creates a quiet and focused classroom and exerts effective leadership, just by teaching mathematics. The researchers observed a male mathematics teacher for almost half a year, i.e. one semester. The results of research present several patterns that the researchers saw during the observations of his teaching. The teacher showed an interest in each student{\textquoteright}s mathematical thinking and expressed explicitly how students were expected to learn mathematics. He also directed students{\textquoteright} attention to mathematics and established a culture where all solutions were important in the teaching process. In the teaching process, he used multiple representations to motivate students and a lot of supportive expressions that made them feel that they were able to learn mathematics. He worked patiently to establish structures, and there was almost no disruptive behaviour. Students simply did not have time to interfere because they were so engaged in learning mathematics.},
	keywords = {classroom management, mathematics teaching, proficient teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.634},
	url = {http://oaji.net/articles/2017/457-1513710893.pdf},
	author = {Marcus Samuelsson and Joakim Samuelsson}
}
@article {1007,
	title = {PHYSICAL SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF AN ADVANCED CERTIFICATE IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {21{\textendash}33 },
	abstract = {Advanced Certificate in Education programmes was offered by many South African universities to provide opportunities for teachers to upgrade their positions. The purpose of the study was to explore Physical Science teachers{\textquoteright} perceptions of their professional development. In this study we considered three domains of professional development which are content knowledge, pedagogic content knowledge and teacher beliefs and attitudes. This study used a mixed method approach using the form of an embedded design. The study was conducted with 156 students enrolled in an ACE Physical Science programme. The teachers stated that their content knowledge and pedagogic content knowledge had not only improved, but also their engagement with actual laboratories, and conducting experiments contributed to their teaching experiences. Hence, their self-confidence of physical science teaching evolved. The authors recommend that the ACE programme should also include a mentoring system with teaching practicum via school leadership and subject advisers.},
	keywords = {content knowledge, pedagogic content knowledge, physical science teachers, professional development, teacher beliefs, teacher confidence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.21},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203601},
	author = {Sarah Bansilal and Angela James}
}
@article {1033,
	title = {PISA RESULTS OR X-RAY FILMS OF EDUCATION SYSTEMS?},
	journal = {Problems of Education in the 21st Century},
	volume = {74},
	year = {2016},
	month = {December/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {To be able to develop well-equipped students in accordance with the expectations of the society is one of the objectives of every education system in every country. In this sense, monitoring student performance comparatively at international level, assessing students and schools characteristics is crucially important in order to structuring individuals{\textquoteright} future lives. Determining student performances in different subject areas is a way for the countries examining the performance of their education systems (Anag{\"u}n, 2011). Results of these assessments and evaluations enable steering the educational policy by diagnosing/revising the failures of the system. },
	keywords = {PISA assessments, Student performance, well-equipped students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.74.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1227390},
	author = {Feyzi Osman Pekel}
}
@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 {967,
	title = {PARTNERSHIPS: A SYSTEMIC STUDY OF TWO PROFESSIONAL DEVELOPMENTS WITH UNIVERSITY FACULTY AND K-12 TEACHERS OF SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {28-38},
	abstract = {While it can take different forms, science, technology, engineering, and mathematics (STEM) K-12 teacher professional development (PD) is important around the world. Though all stakeholders play critical roles in PDs, the author focuses on the larger system that supports the PDs. As such, this research study focuses on the PD results, but also on the explanation of the systemic nature of the PDs studied. Partnerships, including building of relationships, are explored in that system. In this mixed methods study of two K-12 teacher PDs (n=31 and 19 total PD days), conducted in the western United States, the author utilizes quantitative and qualitative data collection methods to reinforce quality PD practices and suggested strategies. Results indicate that 90\% of the K-12 teachers were highly engaged in the STEM content and partnership building. Pre to post K-12 teacher perception scores regarding astronomy use in STEM content courses showed noteworthy improvement from 16\% to 84\%. Furthermore, K-12 teacher perceptions regarding creation of partnerships and collaborations rose from 26\% to 90\%. Other findings showcase themes of reflection, collaboration, STEM integration, and inquiry as well as a need for partnership building time. Overall, when the K-12 teachers worked together in a structured PD over an academic year (2014-2015) for a selection of 19 days (13 summer days and 6 Saturdays during the academic year) partnerships were formed and provided added organization for the PD system. Faculty/PD team communications and continuous K-12 teacher support were also critical factors for systemic PD success. Access to K-12 teacher created lesson plans that use astronomy as a vehicle for STEM lessons can be accessed free of charge at the following websites: http://physics.uwyo.edu/~mike/workshop/index.html and http://www.physics.uwyo.edu/~aschwortz/LASSI/ },
	keywords = {content knowledge, Partnership, systemic nature, teacher professional development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.28},
	url = {http://oaji.net/articles/2015/457-1438197143.pdf},
	author = {Andrea   C. Burrows}
}
@article {945,
	title = {PEACE PEDAGOGY OR/AND EDUCATION FOR PEACE: SOME ACTUALITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {It seems, that education questions and problems are analysed rather intensively. Educational researches of various sizes and on various subjects are constantly carried out - both at national, regional and international levels. There wouldn{\textquoteright}t probably be a country on this planet, in which such theme researches in one way or another wouldn{\textquoteright}t be carried out. Education is not only interdisciplinary, but a very diverse sphere. Where the man is in action, education is inevitable. If one could have a look at the publications of the education field, one could see that diversity is enormous. Leaders are brought up, career preparation is going on, creativity is encouraged, modern media and ICT are taught to be used, so - called 21st century skills are sought to be educated and so on. To tell the truth, hardly anyone could tell what these 21st century skills are, because hardly anyone could bring oneself to tell what skills will be necessary, let{\textquoteright}s say, in 2050. However, education is such a sphere, that very often various insights, opinions, positions etc. are spread. },
	keywords = {continual process, education for peace, education process, peace pedagogy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.04},
	url = {http://oaji.net/articles/2015/457-1430136706.pdf},
	author = {Vincentas  Lamanauskas}
}
@article {949,
	title = {POLISH LOWER AND UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF A SCIENTIST},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {40-52},
	abstract = {There is an increasing problem of a much smaller number of students in natural sciences or mathematics in Poland. The number of students is decreasing so dramatically that some courses are closed. Therefore, it becomes very important to look for the possible causes. The starting point for these considerations is the study on the image of a scientist. The image of a scientist and the factors that shape it have been the subject of research in various countries around the world for more than fifty years. The aim of the present research was to determine what the image of a scientist according to Polish students is. Additionally, the impact of the students{\textquoteright} age (in the range of 13-19 years old) on this image was analysed. The study involved 938 students of lower and upper secondary public schools from all over the country chosen randomly. The research was based on a questionnaire which was anonymous and community-based. The main questions were preceded by an enquiry about the respondent{\textquoteright}s personal information such as gender, age, type of school they attend, and school locality. These data were needed for the analysis of such factors as, for example, the effect of gender. The obtained results showed that the image of a scientist according to Polish students is quite similar to the stereotype adopted by students from other countries. Contrary to some earlier reports, Polish students usually presented a scientist as a young person and paid more attention to personal safety equipment like a lab coat, gloves and goggles. It should be noted that this stereotype is quite archaic and is not associated with a real vision of a scientist. This lack of awareness may have an impact on shortage of students },
	keywords = {Draw-A-Scientist Test (DAST), images of a scientist, stereotype of a scientist},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.40},
	url = {http://oaji.net/articles/2015/457-1430294420.pdf},
	author = {Karol Dudek and Pawe{\l} Bernard}
}
@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 {950,
	title = {PROBLEM-BASED LEARNING AND ITS EFFECT ON LEARNERS{\textquoteright} RELATIONSHIPS},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-61},
	abstract = {Detailed knowledge of learners{\textquoteright} relationships is very important for successful teacher pedagogical work in a classroom. The familiarity with the relationships is important, especially in the case of teenagers{\textquoteright} class. All teachers should deal with the problem of learners that are out of their classmates{\textquoteright} interest (so called isolated learners or isolates) in such class and think about possibilities to integrate them into the class. Natural idea how to do it is that of using some non-traditional learning methods, especially the methods based on working in small groups involving learners{\textquoteright} cooperation. Problem-based learning (PBL) as one of these methods with an influence on learners{\textquoteright} relationships was a subject of the further described research. Within PBL courses, students work with classmates to solve complex and authentic problems that help develop content knowledge as well as problem-solving, reasoning, communication, and self-assessment skills. The aim of the research was to answer the question: Can the problem-based learning help to integrate isolated learners into the class? The research was realized as a pretest-posttest design for the sample of 182 learners of seventh, eighth and ninth grades of basic school. Standardized sociometric questionnaire B-3 was used to determine the number of isolated learners before and after using the problem-based learning. Consequently, using the Wilcoxon statistic test of significance, the hypothesis was verified that the number of isolates after the problem-based learning is statistically significantly lower than that of the case before using the non-traditional learning method. Accordingly, the research results justify implementation PBL into education.},
	keywords = {isolated learners, learners{\textquoteright} relationships, Problem-Based Learning, sociometric methods},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.53},
	url = {http://oaji.net/articles/2015/457-1430136964.pdf},
	author = {Petr  Emanovsk{\'y}}
}
@article {983,
	title = {A PROFESIONAL SKILL SET OF A TEACHER AND UNIVERSITY LECTURER IN RELATION TO THE CAUSES AND PREVENTION OF JOB BURNOUT},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {40-51},
	abstract = {The term "burnout" exists in vernacular for centuries. By saying that something is burned we usually have in front of our eyes the image after a fire, that ash and rubble. However, nowadays burnout is a pictorial representation of what may remain after a large and fervent commitment to ones careers. Job is an important factor in life, it influences the existence beyond work. Thus, it is important to create the conditions of appropriate, harmonic, and effective work. In particular, the specific features of the teaching profession are characterized by high workload and increasingly more complex requirements {\textendash} the rush to keep up with the innovation, competitive pressure of the environment and continuous stress. This research aims to present an analysis of job burnout among teachers highlighting the risks and protective factors expressed by the potential "victims", as well as the measures that can be taken to counteract. It also elaborates on personal and social factors which have an impact on occupational burnout issue among teachers in Poland. This study was undertaken because the problem has not been sufficiently studied before in Poland, and too little attention was paid to the issues which the target group is facing. This background led to two theoretical assumptions, meaning that {\textendash} regardless of the school type {\textendash} all teachers are exposed to occupational burnout in the same way. The second theory claims that most of them do not realize the threat or are afraid to admit they have the symptoms resulting from job burnout. In order to confirm both theories, the author used qualitative and quantitative methods (interview and survey form) and the results were used to form a set of recommendations how to protect oneself from occupational burnout. The survey was conducted among 141 Polish teachers from primary, secondary and high schools, from two age groups {\textendash} below 30 years old and over 46 years old. Special focus was placed on the age and inclination to exhaustion at work, lack of motivation and feeling of frustration, considering such factors like e.g. atmosphere at school and cooperation with students, other teachers and principals.The analysis showed that in most cases teachers within the scope of the research declared not to feel burnout. However, slightly less than a half of them admitted to operate under daily stress and in fact undergoing the process of the job burnout without even realizing it. The findings of the research are important for the potential identification of an adequate and rapid prevention, which result is closely linked to better wellbeing and health of teachers who could be more successful and passionate about their work. },
	keywords = {emotional exhaustion, job environment, lack of motivation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.40},
	url = {http://oaji.net/articles/2015/457-1449572275.pdf},
	author = {Magdalena Kugiejko}
}
@article {953,
	title = {PROSPECTIVE TEACHERS{\textquoteright} CREATIVITY FOSTERING BEHAVIORS, PERCEPTIONS ON THEIR TECHNOLOGY SKILLS AND SUCCESS IN PROJECT BASED MATERIAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {63},
	year = {2015},
	month = {February/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {84-92},
	abstract = {In this study it was determined how pre-service chemistry teachers{\textquoteright} creativity fostering behaviours and their perceptions of their technology skills predict their success in Project Based Educational Technology and Material Development course. A sample of the study consists of 45 pre-service teachers attending Department of Chemistry Education at Hacettepe University. After the applications which took 10 weeks, pre-service teachers presented their materials and evaluated their peers and themselves. In order to determine pre-service teachers{\textquoteright} creativity fostering behaviours, {\textquotedblleft}Creativity Fostering Teacher Index Scale{\textquotedblright} which was developed by Soh (2000) and adapted into Turkish by Dikici (2013) was used. In order to determine pre-service chemistry teachers{\textquoteright} perceptions on their technology skills, {\textquotedblleft}Application Based Educational Technology and Material Development Skills Scale{\textquotedblright} consisting 46 items and developed by Akg{\"u}l (2010) was used. Descriptive Statistics of {\textquotedblleft}Creativity Fostering Teacher Index Scale{\textquotedblright} and {\textquotedblleft}Application Based Educational Technology and Material Development Skills Scale{\textquotedblright} show that prospective teachers have behaviours supporting creativity and their perceptions about their technology skills is over the average. And multiple regression analysis shows that pre-service teachers{\textquoteright} creativity fostering behaviours and their perceptions on their technology skills together predict their success in project based material development course.},
	keywords = {creativity fostering behaviours, perceptions on technology skills, pre-service chemistry teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.63.84   },
	url = {http://oaji.net/articles/2015/457-1430137098.pdf},
	author = {{\"O}zge {\"O}zyal{\c c}in Oskay}
}
@article {891,
	title = {PERSONAL AND SOCIAL ASPECTS OF TEACHER BURNOUT IN GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {59},
	year = {2014},
	month = {April/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {7-14},
	abstract = {The study aimed to identify personal and social factors having impact on teacher burnout in Georgia. The survey was conducted on 373 Georgian school teachers. Teacher burnout phenomena was studied in connection with psychological factor such as locus of control and social factors - school climate dimensions: Principals{\textquoteright} attitude to teachers, teachers{\textquoteright} attitude to colleagues and to students. Qualitative and quantitative methods were used for the research. The highest teacher burnout was identified on Emotional Exhaustion subscale of burnout. Correlatios were confirmed between burnout and locus of control, school climate variables and burnout, teacher burnout and number of students. The research findings are important as teacher burnout identification and its prevention is closely connected to teacher well-being and health ultimately having impact on teaching quality.},
	keywords = {locus of control, school climate, teacher burnout},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.59.07},
	url = {http://oaji.net/articles/2014/457-1420361738.pdf},
	author = {Maya Bitsadze and Marine   Japaridze}
}
@article {872,
	title = {PEDAGOGY 1:1 IN HIGHER EDUCATION: A CASE STUDY},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {102-110},
	abstract = {The use of ICT in education has changed substantially over the last two decades. The development of new technologies has enabled us, the users, to mature and gain experience. The introduction of ICT in the educational process at the same time means a change of the teachers{\textquoteright} role. The teacher appears in the role of a mentor who directs the activities of the learner. There has been a change in the teacher preparation to teach. He should provide both the content as well as technical support and to create a suitable learning environment. The way of teaching in the natural science and engineering education is specific due to the need of transfer knowledge into the practice. The nature of work in this kind of education requires more experimental work, based on individual learning process. There are many different implementation options of laboratory exercises that advantageously incorporate ICT into the nature of their work. The most popular in engineering education are two different types of laboratories: Simulation (virtual) and Remote controlled (online) labs, defined by Balamuralithara and Woods (2009). A remote controlled laboratory for conducting remote experiments at the University of Maribor, Faculty of Mechanical Engineering was developed. Development of the remote lab was carried out as an exploratory work of the group of students and professors. The lab was developed in the following three phases: development of the construction with corresponding technical documentation, development of the control system and development of the system for remote control of a lift. The successful student project is evident through the applicability of the developed laboratory that serves as a great tool for studying and offers all the benefits of ICT.},
	keywords = {experimental work, higher education, learning environment, pedagogy 1:1},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.102},
	url = {http://oaji.net/articles/2014/457-1420056880.pdf},
	author = {Mateja Ploj Virti{\v c} and Uro{\v s} {\v Z}uperl and Marija Javornik Kre{\v c}i{\v c}}
}
@article {871,
	title = {ON POPULARIZATION OF SCIENTIFIC EDUCATION IN ITALY BETWEEN 12TH AND 16TH CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {90-101},
	abstract = {Mathematics education is also a social phenomenon because it is influenced both by the needs of the labour market and by the basic knowledge of mathematics necessary for every person to be able to face some operations indispensable in the social and economic daily life. Therefore the way in which mathematics education is framed changes according to modifications of the social environment and know{\textendash}how. For example, until the end of the 20th century, in the Italian faculties of engineering the teaching of mathematical analysis was profound: there were two complex examinations in which the theory was as important as the ability in solving exercises. Now the situation is different. In some universities there is only a proof of mathematical analysis; in others there are two proves, but they are sixth{\textendash}month and not annual proves. The theoretical requirements have been drastically reduced and the exercises themselves are often far easier than those proposed in the recent past. With some modifications, the situation is similar for the teaching of other modern mathematical disciplines: many operations needing of calculations and mathematical reasoning are developed by the computers or other intelligent machines and hence an engineer needs less theoretical mathematics than in the past. The problem has historical roots. In this research an analysis of the phenomenon of {\textquotedblleft}scientific education{\textquotedblright} (teaching geometry, arithmetic, mathematics only) with respect the methods used from the late Middle Ages by {\textquotedblleft}maestri d{\textquoteright}abaco{\textquotedblright} to the Renaissance humanists, and with respect to mathematics education nowadays is discussed. Particularly the ways through which mathematical knowledge was spread in Italy between late Middle ages and early Modern age is shown. At that time, the term {\textquotedblleft}scientific education{\textquotedblright} corresponded to {\textquotedblleft}teaching of mathematics, physics{\textquotedblright}; hence something different from what nowadays is called science education, NoS, etc. Moreover, the relationships between mathematics education and civilization in Italy between the 12th and the 16th century is also popularized within the Abacus schools and Niccol{\`o} Tartaglia. These are significant cases because the events connected to them are strictly interrelated. The knowledge of such significant relationships between society, mathematics education, advanced mathematics and scientific knowledge can be useful for the scholars who are nowadays engaged in mathematics education research. },
	keywords = {Abacus schools, mathematics education, science \& society, scientific education, Tartaglia},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.90},
	url = {http://oaji.net/articles/2014/457-1420056837.pdf},
	author = {Raffaele Pisano and Paolo   Bussotti}
}
@article {513,
	title = {PRESCHOOL CHILDREN DEVELOPMENT EMPATHY THROUGT INDIVIDUALIZED MATERIALS},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {115-124},
	abstract = {The overall objective of the study is to investigate whether the understanding of animals and their living conditions is a way for child{\textquoteright}s emphatic ability. One interesting question is in what way children show that they are developing empathy. Do children show some change in the way they talk about animals and their living conditions? How is this change revealed? The theoretical basis of this study is based on Martin Hoffman{\textquoteright}s research (2000) which emphasizes the importance of learning and of encouraging empathy in children. The study design is qualitative and was conducted using conversations with child participants, notes, photographs and video recordings of the children working with the teaching material "cat picture" and dog picture". The participants comprised of 52 children aged between 3-5 years, divided into a main group and a control group with 26 children, 12 girls and 14 boys in each group. The results show that there is a difference in the two testing occasions between the main group and the control group. As the main group were given opportunities to think and reflect and work with the material, ideas about thoughts on ethical issues could emerge and developed further. Sustainable development must begin with the children. This is the best investment that any society can make.},
	keywords = {animals, ethics, preschool children},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.115},
	url = {http://oaji.net/articles/2014/457-1419412973.pdf},
	author = {Agneta  Simeonsdotter  Svensson}
}
@article {865,
	title = {PRESERVING AFRICAN LANGUAGES AND TERRITORIAL INTEGRITY IN THE FACE OF EDUCATION AND GLOBALIZATION},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-15},
	abstract = {With the colonization of Africa, the language of the colonial masters has taken precedence over the indigenous languages of the Africans to the extent that the latter seems to be going into extinction.  Yet, education is better founded on the native language of a people which also preserves their culture and tradition and gives them their own separate identity.  Meanwhile, the world has turned into a global village and there now exist international languages with the owners{\textquoteright} ways of life.  The latter seems to have subsumed the culture and tradition of others who are borrowers of the international language.  Where then lays the fate of Africans, between the preservation of their indigenous languages and the risk of being left out and behind the rest of the world if they do not simultaneously come to terms with international languages.  It is these issues of language and education, as well as globalization and African territorial integrity that this study examines separately and jointly with a view to juxtaposing them.  The study then recommends balanced ways out of the dilemma one of which is the compulsory use of the mother tongue by Africans as the medium of instruction at the foundational level of education.},
	keywords = {African languages, education, globalization, preserving, territorial integrity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.08},
	url = {http://oaji.net/articles/2014/457-1420056486.pdf},
	author = {Ayodeji  Olasunkanmi Abari and Idowu  Olufunke  Oyetola and Adedapo Adetayo Okunuga}
}
@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 {818,
	title = {ON THE PROBLEMATIC OF {\quotedblbase}RESEARCH ISLANDS{\textquotedblleft} (PART 1)},
	journal = {Problems of Education in the 21st Century},
	volume = {53},
	year = {2013},
	month = {April/2013},
	type = {Editorial},
	chapter = {5-6},
	abstract = {This problematic concerns only countries in middle Europe, because the author does not know the situation in countries from Western Europe or from far countries like USA or Australia. A very general division consists in two types of researchers. Researchers from the first type relatively do not like researchers from the second type and vice versa. The first type of researchers is people, whose work does not exceed the boundaries of the native country. Their publishing outcomes are predominantly contributions in the local proceedings of a conference.
On the other side are standing the researchers who transcend the boundaries of the native country and they have no restraints to send their manuscript to an internationally reputable journal (no one) and lead a long fight with a happy end with the reviewers. But, their success is only relative, it is only own intrinsic satisfaction with own hard work. The number of this kind of authors (called {\textquotedblleft}seafarers{\textquotedblright}) is very low in comparison with {\textquotedblleft}islanders{\textquotedblright} and it aims to a very interesting situation. The {\textquotedblleft}seafarers{\textquotedblright} are less reputable and the top scientists are {\textquotedblleft}islanders{\textquotedblright}. The next interesting thing is that the {\textquotedblleft}seafarers{\textquotedblright} bring more money to faculties, because the policy says more valuable are international publications than local, but the dividing of money is inequitable, because in many cases are publications equal without regard if the publication was included in the Web of Science or if it is only local, though {\textquotedblleft}seafarers{\textquotedblright} brings several times more money and credit to the department or faculty like {\textquotedblleft}islanders{\textquotedblright}. So, we can be proud of an enthusiastic approach of a couple of people who run against the wind and we can hope, the situation with the appreciation with this kind of people will change in the future, because we will still live on a research island surrounded by the sea. },
	keywords = {international journals, publishing outcomes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.53.05},
	url = {http://oaji.net/articles/2014/457-1419413297.pdf},
	author = {Milan Kubiatko}
}
@article {507,
	title = {PROFICIENCY INCREASE BY COLLABORATION WITHIN THE FOREIGN LANGUAGE STUDY PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {52},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {48-59},
	abstract = {In the fields of science and education transnational cooperation has become particularly relevant for developing of contemporary conceptions in education and science. As the first step in such cooperation has been the Bologna process, started on June 19, 1999, when 29 Ministers of European countries signed the Bologna Declaration. The Bologna Declaration promotes education and cooperation being the fundamentals of a peaceful and a democratic society. The European dimension is characterized by student mobility and cooperation between educational institutions in European study programmes. The significance of communication and foreign language acquisition skills is gradually increasing (Bologna Declaration, 1999). A strategic goal for the European Union is to develop the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with a wider variety and better jobs and greater social cohesion. All citizens of European Union countries require foreign language skills, because these skills provide citizens with the opportunity to make use of the free movement to work or to study at one of the EU member states and as such they stimulate the development of a European labour market. As an EU member state, Latvia participates in this process. Improvements should be achieved in teacher education by implementing innovations in the study process.},
	keywords = {assessment, didactic modules},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.52.48},
	url = {http://oaji.net/articles/2014/457-1419412629.pdf},
	author = {Diana   Liepa and Inta   Ratniece}
}
@article {834,
	title = {PROMOTING BASIC COGNITIVE SKILLS THROUGH CONSTRUCTIVIST-BASED STRATEGIES IN A PHYSIOLOGY COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {53-59},
	abstract = {One of the main purposes of education today is to develop student{\textquoteright}s ability to think in a systemic, analytical and logical manner to become self-directed, critical thinkers. Hence, students need to be efficient in one or more basic cognitive skills (BCS), since they are the foundational skills for the continued growth of these and other intellectual higher level abilities. According to constructivist theorists, the development of students{\textquoteright} deep conceptual understanding takes place when they are engaged in learning tasks that explicitly makes them aware of their BCS, based on students{\textquoteright} previous knowledge and matter content. From this perspective, teachers can promote BCS in the classroom through the design of constructivist-based strategies. Therefore, the main purpose of the present study was to examine how the BCS of analysis and synthesis are attained in a university physiology course, examining differences in two groups of students from different classes using different learning methods: problem-based learning (PBL) and PBL plus diagrams. A self-report questionnaire was designed for this purpose. A knowledge exam was also applied to both groups at the end of the intervention to evaluate students{\textquoteright} basic knowledge attainment. Results indicate that there were no significant differences between the two groups in their BCS acquisition. Exam scores were not different between groups either. However, a significant relationship between BCS and basic knowledge attainment was found. Results are discussed in more detail within the document.},
	keywords = {basic knowledge, cognitive skills, problem based learning},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.53},
	url = {http://oaji.net/articles/2014/457-1420054144.pdf},
	author = {Francisca   Mendoza and Martha   Gaeta and Virginia   Sede{\~n}o}
}
@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 {758,
	title = {PATTERNS IN SYMMETRY BREAKING TRANSITIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {74-84},
	abstract = {It is now well accepted that we all have amazing capabilities in recognizing faces in a fraction of a second. This specific pattern recognition ability could be by appropriate training transferred to some other field of expertise. At the same time pattern recognition skills are becoming increasingly important {\textquotedblleft}survival{\textquotedblright} strategy in the modern competitive world which faces information overload. In the paper we demonstrate an example of pattern-recognition type of lecturing modern physics. By using already absorbed knowledge and analogies we exploit our innate pattern recognition brain capabilities for more effective learning of new concepts in physics.},
	keywords = {liquid crystals, pattern recognition, universalities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.74},
	url = {http://oaji.net/articles/2014/457-1413728154.pdf},
	author = {Samo   Kralj and Robert Repnik}
}
@article {777,
	title = {PEDAGOGICAL PRINCIPLES OF SYNCHRONOUS VIRTUAL EDUCATION: THE ELLUMINATE LIVE CASE AT THE FACULTY OF EDUCATIONAL AND LANGUAGE STUDIES (THE OPEN UNIVERSITY)},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {126-143},
	abstract = {In the current document the efficiency of the Elluminate Live tool is analyzed when it is used as a synchronous media in a virtual learning environment. In most of the research discussed, as for the integration of the tool in the university studies, it has been found that its use makes easier communication, interaction, development of online tutorials, lectures and debates. The main goal of the research shown in the current paper is to present the results obtained when using the synchronous communication tool in the process of learning and teaching of Languages Studies in the Open University. The sample consisted of one teacher and six tutors of Languages Studies of the Open University. In order to analyze the experience developed with the Elluminate Live tool, an interview with 13 questions of open answer was designed. The experience described by the tutors and the academics pointed out the advantages of the integration of synchronous communication in the teaching-learning process. Interviewees highlighted the potential of the tool for language teaching in distance education. It was considered that Elluminate Live is a facilitator of the learning process for the Open University courses, since it allows online tutorials where students can practice speaking.},
	keywords = {distance education, intelligent tutoring systems, interactive learning environments},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.126},
	url = {http://oaji.net/articles/2014/457-1413729301.pdf},
	author = {Sonia M.   Santove{\~n}a Casal}
}
@article {667,
	title = {PERCEPTION OF DISTRICT QUALITY ASSURANCE AND STANDARDS OFFICERS ON LEADERSHIP STYLES OF DISTRICT EDUCATION OFFICERS IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {105-118},
	abstract = {Leadership in the public sector is a key variable that is expected to propel the achievement of Vision 2030. This is indeed crucial in the Education Sector which forms the basis of the social pillar of Vision 2030. The DEO and the DQASO are line managers with a primary role in policy implementation in the Ministry of Education. The purpose of the study was to investigate the perception of District Quality Assurance and Standards Officers towards the leadership styles of District Education Officers. The study established the characteristics of DQASOs, the leadership styles of the DEOs and identified the perceived challenges of DQASOs in Kenya. The study was guided by the Learning Organization theory of Peter Senge 1990 which emphasizes the need for involvement in decision making of those who carry out decisions for greater understanding and commitment. 
 Descriptive survey design was used and the study sample included a total of 29(10\%) District Quality Assurance and Standards Officers (DQASOs) drawn from a population of 287 DQASOs from the 287 Districts in Kenya. The researchers made use of DQASOs who were attending the tenth 2011 Senior Management Course drawn from across Kenya as respondents. A questionnaire for DQASOs was designed to facilitate data collection. The study established that autocratic leadership style was dominant in most District Education offices with little consultation, teamwork and communication since the DEOs unilaterally made decisions and rarely accepted advice and criticism from members of staff. The DEOs{\textquoteright} personal traits greatly influenced their leadership styles. The DEOs were perceived to be unsupportive and rarely provided a conducive environment that motivated the staff. Most DEOs were not committed to supporting quality assurance and standards programmes in most Districts. The study recommended that the DEOs should integrate and employ varied leadership styles in management of education and delink their personal traits from office management. Clear communication channels between DEOs and staff should be established involve senior staff members in decision making. The DEOs should support Quality Assurance and Standards Programs in the Districts and provide a conducive environment for staff motivation.},
	keywords = {leadership styles, quality assurance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.106},
	url = {https://oaji.net/articles/2014/457-1408437531.pdf},
	author = {Emmily   Mugasia Sitati and Anne   A. Ngaira and Clarice   W. Mwita and Wilson   Amolo and Maurice   L. Akala and Willaerd   Ngaira}
}
@article {748,
	title = {PHILOSOPHY OF MIND AND COGNITIVE MODELLING IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put the thing together. Educators have been reliant upon others{\textquoteright} expertise for the interpretations from contemporary science hence have not been able to discern whether the claims made are valid or invalid representations of the research. Without a direct access to the primary research educators may be at risk of misusing results from this advanced research. The need for so called {\textquoteleft}mediator{\textquoteright} in the translation of research to practice has led to a situation where the application of cognitive neuroscience research findings is running ahead of the research itself.
 The overall objective is to produce an integrated approach to problems of connection Education with the contemporary knowledge from the area of Philosophy of Mind, Cognitive Science, Psychology, Neuroscience, Cognitive modelling and Artificial Intelligence.},
	keywords = {cognitive modelling, education system, philosophy of mind},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.05},
	url = {http://oaji.net/articles/2014/457-1413727678.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {782,
	title = {PISA DEBATES AND BLAME MANAGEMENT AMONG THE NORWEGIAN EDUCATIONAL AUTHORITIES: PRESS COVERAGE AND DEBATE INTENSITY IN THE NEWSPAPERS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {10-22},
	abstract = {The Programme for International Student Achievement (PISA) has become the most influential comparative assessment in our time, as PISA has induced media debate and triggered reform measures in the education systems of several countries. The programme has caused shockwaves in the educational landscape in Norway, and led to a reorganisation of educational policies. This research sought, first, to explore press coverage and debate intensity in Norwegian newspapers in the wake of PISA releases, and second, to discuss the use of media strategies among Norwegian officeholders to investigate how the media portray cases in which they are involved. Blame management is an example of how officeholders can attempt to avoid blame or displace it onto political opponents. Using their media responses as data, the nature and value of blame management were analysed in relation to a game theoretical framework. Patterns and themes emerging from the data were described quantitatively and qualitatively, and illustrated by direct quotations from political and bureaucratic officeholders. It is important to gain a better understanding of the dynamics in media coverage of educational matters, and how participants in the game use strategic tools. This study contributes to the understanding of the media{\textquoteright}s shaping of education policies and debates. The significance of the media and the media strategies in use suggest that educational research should expand its perspectives towards how the media influences public opinion on educational quality.},
	keywords = {blame management, PISA, public opinion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.10},
	url = {http://oaji.net/articles/2014/457-1415392161.pdf},
	author = {Eyvind   Elstad}
}
@article {769,
	title = {PORTUGUESE HIGHER EDUCATION STUDENT{\textquoteright}S COSTS: TWO LAST DECADES VIEW},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {16-26},
	abstract = {Based on the Cost-Sharing theory (Johnstone, 1986, 1991, 1992, 2002, 2003), the research on student costs in higher education (HE) plays an important role in the educational policy, namely concerning the equity in cost distribution among students, the State and stakeholders. This study is focused on the socioeconomic characterization of Portuguese HE students and on the research of the costs these students support, as well as the remaining stakeholders (families, governments/ taxpayers and others), according to Johnstone{\textquoteright} cost-sharing theory and mobilized the analysis of the results of three nation-wide surveys in the academic years of 1994-1995 (Cabrito, 2000); 2004-2005 (Cerdeira, 2009) and 2010/2011 (Cerdeira, Cabrito, Patroc{\'\i}nio, Machado \& Brites, 2012) to three higher education{\textquoteright}s students representative samples (universities and polytechnics, public and private institutions).
 The study 1) discusses the contribution of Portuguese higher education students for the HE funding; 2) analyses the findings coming from a nationwide study concerning the student{\textquoteright}s role on HE funding, in Portugal; 3) places those results in a European perspective.
 From the comparison undergone between the data coming from the studies on the higher education costs in Portugal, it can be verified that on the period 1994-2010 there was a change on social strata recruitment to HE. In fact, it is possible to realize that the percentage of students coming from rich strata had increased along the period analyzed, fact that can allow us to question about the equity of the Portuguese HE System. On the other side, the studies also allow to conclude that the affordability of Portuguese HE students is minor that homologous indicators taking into account some of the EU and OECD members.},
	keywords = {accessibility, affordability, HE costs},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.16},
	url = {http://oaji.net/articles/2014/457-1413728893.pdf},
	author = {Luisa  Cerdeira and Tom{\'a}s   Patroc{\'\i}nio and Belmiro  Gil  Cabrito and Lourdes   Machado and Rui   Brites}
}
@article {735,
	title = {THE PRESENCE OF ICT IN VOCATIONAL GUIDANCE: A TRAINING PROPOSAL},
	journal = {Problems of Education in the 21st Century},
	volume = {44},
	year = {2012},
	month = {July/2012},
	type = {Original article},
	chapter = {72-80},
	abstract = {At present, the transformations in the use and management of the technological tools in the overall society and particularly in Guidance are developed so quickly, that there is the concern of creating training systems, which offer opportunities to update the ICT competences in Counselors, as the use of such resources turns into a strategic worry of the training long life politics (European Life Long Learning).
 In this context, the Project {\textendash}ICT-Skills 2: ICT Tools and training for E-practitioners- is framed, with the aim of designing an e-Counselor professional profile, including the strategic competences with respect to Guidance training and teaching. These competences have to be shared in a transnational level with enough flexibility to be adapted to several contexts.
 The different stages and tasks were made under the cooperation of the social organizations (which come from Italy, the United Kingdom, Spain and Romania), offering, as a result, the design of a training profile and a number of tools (self-assessment resources and an e-portfolio) logical for the Counselors professional development with and for ICT, being, likewise, a starting point for the development of future services in e-Guidance. 
 
},
	keywords = {lifelong learning, professional development, technological competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.44.73},
	url = {http://oaji.net/articles/2014/457-1413726860.pdf},
	author = {Luis Mart{\'\i}n  Sobrado  Fern{\'a}ndez and Cristina  Ceinos  Sanz and Miguel Angel  Nogueira P{\'e}rez}
}
@article {690,
	title = {PRESERVICE INFORMATION TECHNOLOGY TEACHERS{\textquoteright} INTERNET USAGE PROBLEMATIC: INTERNET INFORMATION POLLUTION},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {28-41},
	abstract = {The main purpose of this study is to determine the views of preservice teachers of Information Technologies and investigate the effect of information pollution on internet use. Semi-structured interview and questionnaire methods were used in this mixed methods study. 12 preservice teachers participated in the interview part and 67 4th, 3rd and 2nd course students participated in the questionnaire on voluntary basis, from Computer Education and Instructional Technologies Department. As a result of the analysis of the data obtained, it was found out that the preservice teachers consider information pollution unnecessary, incorrect and out-of-date information found disorganized in an environment; the preservice teachers regard the most important factor causing information pollution on the internet is the fact that everybody can write about anything. Also preservice teachers denoted that the most important effect of internet information pollution is waste of time.},
	keywords = {information access, information overload, information pollution},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.28},
	url = {http://oaji.net/articles/2014/457-1409839899.pdf},
	author = {Adile  A{\c s}k{\i}m  Kurt and Mehmet   Firat}
}
@article {703,
	title = {PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {42},
	year = {2012},
	month = {May/2012},
	type = {Original article},
	chapter = {8-18},
	abstract = {The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don{\textquoteright}t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students.},
	keywords = {concept comprehension, didactic training, pre-service teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.42.08},
	url = {http://oaji.net/articles/2014/457-1410006015.pdf},
	author = {Vicente   Carrasco-Embuena and Maria   Hern{\'a}ndez-Amor{\'o}s}
}
@article {679,
	title = {PROMOTING TEACHER EFFECTIVENESS THROUGH A HOLISTIC WELLNESS MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {40},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {75-87},
	abstract = {Research was conducted to determine if a holistic wellness model could promote teacher effectiveness with 54 teacher interns at a Mississippi campus. The purpose of this research was to determine whether holistic wellness as defined by creative self, coping self, social self, essential self, and physical self as measured by the 5F-Wel can be used to predict teacher effectiveness as measured by the STAI. The research question proposed for this study was: Is there a relationship between wellness as measured by the Five Factor Wellness Inventory and effective teaching as measured by the STAI? 
 The research design was correlational. A convenience sample of voluntary participants among the 54 teacher interns was used. The predictor variables were the second order factor scores on the 5F-Wel. These factors are creative self, coping self, social self, essential self, and physical self. The dependent variable was the overall formative score on the Student Teacher Assessment Instrument (STAI). Effective teacher research supported the Student Teacher Assessment Instrument as a viable measure of teacher effectiveness. The results obtained show the predictor variables included in the multiple linear regression analysis did not predict teacher effectiveness as measured by the STAI at an accuracy greater than chance. A statistically significant relationship between the predictor variables and dependent variable was not found. Specifically, wellness as measured by the second order factors on the 5F-Wel did not predict teacher effectiveness as measured by the STAI in this study. 
 Recommendations were to replicate this study using similar methodology in other geographical locations. Being that guidelines of state universities are of unison, it can be assumed that dissimilarities exist among the individual programs. Therefore, replicating this study at another university could provide dissimilar results or possibly indentify a specific characteristic from an intern population that would benefit from a holistic wellness model.},
	keywords = {holistic wellness, teacher efficacy, teacher wellness},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.40.75},
	url = {http://oaji.net/articles/2014/457-1408532066.pdf},
	author = {Dana   Harwell and Mae   Daniel}
}
@article {770,
	title = {A PROPOSAL TO TEACH LIGHT IN A UNIFIED FRAMEWORK USING THE FEYNMAN METHOD},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {27-39},
	abstract = {The goal of this proposal is to teach the basic aspects of light from the point of view of quantum mechanics at high school level. To this end, we have adapted Feynman{\textasciiacute}s Path Integral Method of Quantum Mechanics. This is a continuation of previous works where we considered the quantum behaviour of matter. The situations were to promote the conceptualization of the electron as a quantum system, the probabilistic function and the transition quantum{\textendash}classic. Now, the goal is to build a new proposal to teach the behaviour of the light from an actual vision and from a unified model: the quantum mechanics, from the reconstruction of a reference that also uses the approach Path Integrals of Richard Feynman. It is adapted for secondary school students using vectors and sums, and it is inserted in a problems context about the light. Careful and accurate language is used, avoiding terms like photon or expressions like particles of light or wave-particle duality, because these ideas could present obstacles to understanding key aspects of quantum theory. This proposal is an alternative to avoid historical approaches commonly used so far and it is being implemented in two groups of students in secondary school (15-16 years old).},
	keywords = {Feynman method, quantum mechanics, secondary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.27},
	url = {http://oaji.net/articles/2014/457-1413728945.pdf},
	author = {Maria  de los {\'A}ngeles  Fanaro and Maria  Rita  Otero and Marcelo   Arlego}
}
@article {776,
	title = {PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {110-125},
	abstract = {The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s.},
	keywords = {professional development, teacher education, undergraduate courses},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.110},
	url = {http://oaji.net/articles/2014/457-1413729255.pdf},
	author = {Joana  Paulin  Romanowski and Pura  Oliver  Martins and Simone  Manosso  Cartaxo}
}
@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 {627,
	title = {PATTERNS OF DIDACTIC DECISIONS MADE BY TEACHERS IN PHYSICAL SCIENCES CLASSROOMS},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {76-89},
	abstract = {The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students{\textquoteright} learning.
 Research questions: (a) what aspects of teaching trigger didactics? (b) What are the relationships between the didactic decisions of teachers and their triggers? Are the responses to these questions dependent on teacher or teaching level?
 This study reports on a multi-case study of five teachers from three teaching levels (basic, secondary and higher education). Multimodal narratives (a description of what happens in the classroom, using several types of data collected inside and outside the classroom) were used to analyse the didactic decisions of teachers and to determine what causes them to take a particular decision in the classroom. It searches for categories using open code analysis, and then use cluster analysis to find patterns.
 Four patterns of decisions were found, transversing teacher and teaching levels, and relate them to their triggers.
 It is found that each teacher and each teaching level has a singular profile for decision-making (a particular combination of patterns of decision-making, what draws the teacher{\textquoteright}s attention, and the specific decisions taken).},
	keywords = {classroom, didactic decisions, physical sciences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.76},
	url = {https://oaji.net/articles/2014/457-1408435159.pdf},
	author = {Carla A.  Santos and J. Bernardino  Lopes and J. Paulo  Cravino}
}
@article {577,
	title = {PLURILINGUALISM IN TEACHER EDUCATION FOR MULTICULTURAL SCHOOLS AND KINDERGARTENS IN ESTONIA},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {113-120},
	abstract = {Plurilingualism as the principle and the aim of education policies presupposes that all teachers know several languages, are aware of particularities of multicultural educational environments and can apply methodology of content and language integrated learning. This paper will discuss how these principles of plurilingualism are realized in teacher education in Estonia which is a multicultural country inhabited by representatives of more than 100 ethnicities with Estonians being the title nation. The Russian language is spoken by almost 30\% of the 1.3 million population of the country. Such an ethnic and linguistic composition of the society puts forward a number of challenges for the Estonian system of education {\textendash} to its system of general education with 20\% of it working in Russian, to tertiary education and to teacher education in particular. One of the ways of meeting the requirements set to plurilingual teacher education is the implementation of a trilingual teacher education model with the focus being placed on content and language integrated learning (CLIL) and with language immersion being a part of it. By analyzing various aspects of the model the authors will present the advantages and challenges of its realization. },
	keywords = {multiculturalism, teacher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.113},
	url = {https://oaji.net/articles/2014/457-1406541722.pdf},
	author = {Nina  Raud and Anna  D{\v z}alalova and Katri  Raik}
}
@article {566,
	title = {THE POPULARITY OF GEOGRAPHY IN POLAND AS A SCIENTIFIC DISCIPLINE TO STUDY INTRODUCTORY REPORT OF THE RESEARCH},
	journal = {Problems of Education in the 21st Century},
	volume = {31},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {119-128},
	abstract = {The number of secondary school graduates choosing a particular discipline to study is, to some extent, the reflection of the position of this scientific discipline and the improvement of its research achievements as well as the economical needs for such university graduates. The popularity of a particular scientific discipline is revealed in the number of applicants wanting to study the selected discipline along with the number of students. It depends on many factors, such as: changing demographic processes, social changes, the demand for specialists in the sphere of the economy, the status and the position of a particular scientific discipline, the personal interest of the individual as well as the formal conditions (e.g. limits of the accepted students, legal restrictions, demanded disciplines, etc.). In order to answer the question how popular the Geographical studies are in Poland, the statistic data of the Ministry of Science and Higher Education was analyzed. Furthermore, the questionnaires among the students of Geography in eight academic centers in Poland were conducted. The research allowed to capture the important factors that had the great impact on the interest in the sphere of the geographical studies among young people. It should allow the universities dealing with geographical studies to develop the strategies of popularization of such studies. The psychological aspect of the made choice had the considerable impact on the popularity. The main factors, which were crucial as far as the selection of the studies at the university was concerned, appeared as follow: the close distance from the university, the possibility of selecting the preferred specialty, the prestige of the university in the rankings, the family traditions.},
	keywords = {entrepreneurship, reasons for the selection, the strategy of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.31.119},
	url = {https://oaji.net/articles/2014/457-1406541054.pdf},
	author = {Bo{\.z}ena  W{\'o}jtowicz}
}
@article {625,
	title = {POPULARITY OF SPORT AMONG PUPILS OF PRIMARY SCHOOLS IN SERBIA},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {51-59},
	abstract = {The aim of this study was to determine which sports are most popular among pupils of primary school in Serbia, in order to determine which sports would be advisable to introduce in the classes of physical education to increase the level of interest of pupils to actively participate in PE. The sample included 8120 students, of which 30\% are actively involved in sports, 28 \% drop out and 42\% had never engaged in sports. Most students would like to introduce as an optional sport basketball, swimming, volleyball, football, handball, karate and at least students would like to introduce acrobatics, orienteering, rhythmic gymnastics. Obtained were statistically significant differences according to gender (boys would like to be introduced basketball and football and girls would like volleyball and swimming), success (excellent pupils would most like to be introduced swimming and volleyball; pupils with very good, good and enough success prefered basketball) and sport (pupils involved in sports and those who retreated would like to be introduced basketball and swimming and those who have never been involved in sports would like volleyball and basketball). The results indicated that for the students of primary schools in Serbia basketball the most popular sport and that on promotion of other sports in the school environment should still be done.},
	keywords = {elective course, primary school},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.51},
	url = {https://oaji.net/articles/2014/457-1408435059.pdf},
	author = {Jaroslava  Radojevi{\'c} and Jelena  Ili{\'c} and Dragoljub  Vi{\v s}nji{\'c} and Sre{\'c}ko  Jovanovi{\'c}}
}
@article {634,
	title = {POSSIBLE CONTRIBUTIONS OF CINEMA IN NATURAL SCIENCE EDUCATION TO UNDERSTAND HOW SCIENTISTS AND SCIENCE WORKS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {18-28},
	abstract = {It is presented some considerations related to the role of cinema to introduce and contextualize issues as the image of science and scientists and how science works. Cinema can be used as an important tool in science teacher training or education because it lets to establish connections between two relevant aspects in natural science classrooms: the emotional component that allows the audience to establish a relation with the characters of scientific stories (Arroio, 2010) and the historical-philosophical-sociological component which contributes to show a more real image of science in school. Cinema can help to show the presence of different influences in science as the importance of contexts, and to discuss about the presence of some stereotypes, and an idealized image of individual-male scientific work, a neutral science, the meaning of discovery among others. Some movies were analized to establish this possible contribution. In further, according to these results it is possible to compare some important elements of scientific discourse presented in cinema and this one in science school textbooks.},
	keywords = {natural science education, science and scientist image, scientific speech},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.18},
	url = {https://oaji.net/articles/2014/457-1408435629.pdf},
	author = {Agnaldo Arroio and Diana M.  Far{\'\i}as}
}
@article {649,
	title = {PRAGMA-DIALECTICS ON THE BASIS OF STATE EXAMINATION COMPOSITIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {38},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {37-49},
	abstract = {The present research is based on a study analysing the argumentative skills of Estonian gymnasium students in state examination compositions. The aim of the study is to establish the choices made by students while writing their state exam composition as an argumentative text type. The research considers the implementation of the stages of critical discussion of the pragma-dialectical theory by F. van Eemeren and R. Grootendorst on the basis of one state examination composition (2006, code 356047). In establishing the structure of argumentation in compositions, the macrostructures by T.A. van Dijk were employed as these allow highlighting the macro speech acts expressing more complex speech acts. The stages of critical discussion of the pragma-dialectical argumentation theory could be associated with the argumentation practice used in Estonia. The implementation of the pragma-dialectical theory enhances the comprehension process of argumentative texts from the pragmatical and dialectical point of view.},
	keywords = {argumentation, Estonian language, stages of critical discussion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.38.37},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=971786},
	author = {Merle Kaldj{\"a}rv}
}
@article {590,
	title = {THE PROBLEM OF DEVELOPMENT OF ABILITIES FOR DIALOGUE WITH THE METAPHORIC INTERLOCUTOR},
	journal = {Problems of Education in the 21st Century},
	volume = {33},
	year = {2011},
	month = {August/2011},
	type = {Original article},
	chapter = {133-142},
	abstract = {The education of a dialogic person capable of humane and creative interaction with other people, the surrounding world, culture, and her/himself is one of the most important goals of modern education. This paper presents a conceptual study in which the essence of dialogic interaction is analyzed and in accordance with it the main tasks of dialogic education in high school and university are clarified. Particular attention is paid to metaphoric dialogue, because of its role in the educational process and because of its importance for the contemporary culture.
 The study is based on the concepts of the classics of the dialogue theory of the 20th century (M. Buber, M. Bakhtin, G. Gadamer, and others) as well as on some works of contemporary researchers into dialogic pedagogy. We have analyzed dialogic interaction in terms of the struc{\textlnot}ture of abilities that its participants need to have. We have identified the three main prerequisites of the dialog, closely connected with one another (which define three main tasks of dialogical education). These are: (1) a dialogic relation between participants of the dialogue with one another and with the dialog proper (the emotional and ethical basis of the dialogue); (2) antinomic thinking (its intellectual basis); (3) a procedurally open perception of the world (a prerequisite of the creative development of one{\textquoteright}s own meanings).},
	keywords = {dialogic development of students, dialogic interaction, prerequisites of the dialogue},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.33.133},
	url = {https://oaji.net/articles/2014/457-1406576634.pdf},
	author = {Elena Ermolaeva}
}
@article {553,
	title = {PROBLEMS AND PROSPECTIVES IN DISTANCE EDUCATION IN INDIA IN THE 21st CENTURY},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {113-122},
	abstract = {This research paper attempts to introduce the problems and prospective in Distance Education System in India. This paper begins with the definition of distance learning and then proceeds to tell about the types of distance learning. It discusses and analyses the synchronous and asynchronous of distance education delivery system and emphasizes that the asynchronous method is more flexible than synchronous instruction. It also emphasizes that the instructional design, technology and support are the elements which are of paramount importance to any successful distance education program. 
 The history of distance learning narrates the development of distance learning and discusses how it found an alternative method to the then existing effective system which brought the students together to one place and one time to learn from one of the masters. It reveals how the pioneers of distance education used the best technology of their days to open educational opportunities to people who were unable to attend the regular conventional institutions. It also lists and discusses the problems such as lack of student{\textquoteright}s co-ordination, conducting examinations, publishing results and other related problems. Further, it attempts to converse on the origin, salient features, and the technologies used in distance education in India. It also brings out the four themes of distance education system and their prospective. Finally, it summarizes and suggests solutions for the problems faced in distance education and also widens the scope of any researcher to further research on the problems and prospective in distance education and to improve the values in distance education system of learning in India. },
	keywords = {definition and types, distance education, problems and prospective},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.113},
	url = {https://oaji.net/articles/2014/457-1405180285.pdf},
	author = {Sadhasivam  Panchabakesan}
}
@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 {622,
	title = {PROBLEMS SOLVING USING DIFFERENT REGISTERS OF REPRESENTATION},
	journal = {Problems of Education in the 21st Century},
	volume = {36},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {17-27},
	abstract = {In this paper are showed on the results of research whose aim was to document and analyze the manner in which students relate different representations when solving problems. A total of 20 students took part in the study, students attending their first year of university studies. In order to design the problem, the underlying information in each representation was deemed to be the starting point of different inferences and of different cognitive processes. The findings obtained make it possible to assert that the underlying information in each representation is not visible to all students and that a problem can foster handling of different representations, the making and verifying of various conjectures and the transfer of knowledge acquired in previous courses.},
	keywords = {representations, solving problem, verifying conjectures},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.36.17},
	url = {https://oaji.net/articles/2014/457-1408434901.pdf},
	author = {Ledesma-Perez, F.}
}
@article {398,
	title = {PARTICIPATORY DECISION MAKING IN SECONDARY SCHOOLS: CASE OF STUDENTS{\textquoteright} INVOLVEMENT IN MWALA DIVISION, KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {120-133},
	abstract = {The study was an investigation of the participation in decision making by secondary schools students in Mwala division, Mwala district. The purpose was to identify the key decision makers in Secondary schools and the extent to which students were involved in decision making as far as curriculum and instruction, students{\textquoteright} management and welfare, and school-community relations were concerned. The study was based on the Normative Model of Group Decision making. The study hypothesized that schools would largely involve students in decision making in order to avert major crises like school strikes.
 The study used data collected from three secondary schools randomly selected from 10 public secondary schools in Mwala division. A sample of 80 students was selected randomly to represent the schools. A descriptive survey research design was adopted for the study. Data were sourced from the students by use of a questionnaire. Data was analyzed by use of descriptive analysis techniques which involves frequencies, percentages, means and standard deviations.
 It was established that students participated least in decision making concerning curriculum and instruction, and students{\textquoteright} management and welfare but largely participated in making decisions concerning school community relations. More than 95\% of the students indicated that they would like to participate more in decision making.},
	keywords = {decision making, decision making process},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135998.pdf},
	author = {David  Mulwa and Julius  Maiyo}
}
@article {383,
	title = {PECULARITIES OF INCLUSIVE EDUCATION IN CHILDREN{\textquoteright}S LEISURE TIME WITH SPECIAL EDUCATIONAL NEEDS},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {182-190},
	abstract = {The report shows on current problem of inclusive approach to leisure time education of children with special educational needs. The inclusion represents educational paradigm, which caused changes in traditional educational system. As it is signed in UNESCO 2006, it is inevitable to create inclusive environment, in order to bring opportunities for active connection into educational process for all children, gain education with appropriate quality level and successful integration in society. In report, we analyzed functions and principles of inclusive education in leisure time and some particularities of inclusive education in chosen organizations. There are also pointed out current problems and perspectives, based on inclusive education analysis in Europe.},
	keywords = {inclusion, integration in society, leisure time education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135000.pdf},
	author = {Nada  Bizova}
}
@article {350,
	title = {THE PECULARITIES OF THE EXTRACURRICULAR ACTIVITIES OF PRIMARY NATURAL SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Editorial},
	chapter = {5-8},
	abstract = {The extracurricular activities of natural science education (EANSE) is one of the most significant fields of natural science education. The field hides inside numerous opportunities of choice. Whatever advanced natural science education is {\textendash} it omits the functions and do not provide the opportunities that could be offered by the EANSE. Teaching is not and cannot be limited only by classes at any stage of the educational system. Pupils gain new experience in the extracurricular activities that is very important to broadening of creativity and other properties relevant to modern life. The usage of the latest information technologies, communication and cooperation, group work, the change of ideas and a critical approach towards social reality are the greatest abilities of human being in a new century. School has to devote an exceptional attitude towards its development. Hence, the system of extracurricular activities should exhaustively be used as this is a place where schoolchildren can acquire knowledge and experience that cannot be obtained at school, i.e. different methods can be applied and the attitude that they are the users of nature as well as responsible for its evolution and protection can be fostered. It should be remembered that an affective value-based aspect is very important to the correlation with nature. It includes a need to feel concern about the environment, to communicate with nature and to feel being an integral part of it (Makarskaite, 1995).�
 The extracurricular activities of natural science education can be defined as a part of permanent education that should guarantee the complete development of pupils{\textquoteright} physical, psychical and emotional power. It is an excellent opportunity for pupils to improve their natural science education with a help of different coteries, arranged camps, actions, projects, etc. 
Thus, obviously, the extracurricular activities of natural science education in primary school are an influential field of pupils{\textquoteright} training that is extremely useful to fostering affective value-based relations with nature, to cherishing love for nature and respect for life. In general, the majority of children of this age realize the importance and significance of activities related to nature and this is the main point of the extracurricular activities of natural science education training. Also, there are a variety of ways to create extracurricular activities in science education area at a primary school. In every moment teachers should be ready to implement extracurricular activities in real school life. },
	keywords = {educational system, extracurricular activities, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916909.pdf},
	author = {Vincentas  Lamanauskas}
}
@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 {365,
	title = {PREPARATION AND DEFENSE OF THE RESEARCH WORK OF STUDENTS: PROBLEMS AND SOLUTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {128-133},
	abstract = {In the course of study in high school students write scientific papers, developing coursework, undergraduate, qualification, post-graduate works. Performance by students of research work (SRW) has specific features. Each type of research has a purpose. Almost - it complex usage of theoretical and practical solutions, the corresponding specific speciality. The main problems in carrying out research students are: lack of experience in conducting research, the difficulty in generating and processing of scientific information (SI) of speeches and prepare it for printing or the defense, etc. The studies were conducted in the Engineering Faculty of Rezekne Higher School during the academic year in the past 5 years. Follows up on research results ready for publication or protection. Revealed the complexity of the choice of subjects of research, analysis and synthesis of materials. Much of the information students are using Internet resources. In addition, a number of students showing disrespect for intellectual property, violating copyrights, quoting long texts (over 300 words). Recommendations are made for students and heads of scientific works to implement SRW in terms of training, protection, or print study works, dissertations (projects).},
	keywords = {defense of works, research work of students},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917876.pdf},
	author = {Boriss  Jarinovskis}
}
@article {467,
	title = {PRE-SERVICE EDUCATOR ATTRITION INFORMED BY SELF-DETERMINATION THEORY: AUTONOMY LOSS IN HIGH-STAKES EDUCATION ENVIRONMENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {30-41},
	abstract = {This paper documents results of research regarding one pre-service educator{\textquoteright}s motivation to remain in the teaching profession at the secondary level. This qualitative research was based on semi-structured interviews and collaborative analysis between researcher and pre-service educator that included an iterative process of theory building informed by a pre-espoused theory treated as a secondary source of data. We present an instrumental case examined through the lens of self-determination theory (SDT), a theory of motivation shown to successfully inform a wide array of psychological data concerning human behavior and optimal functioning in a variety of social contexts but that, nonetheless, remains underutilized in the field of education. Applying this theoretical lens, we document the struggle that early educators may experience as a result of the felt loss of autonomy and volition with respect to the pedagogical competencies that teacher preparation programs help to instill. We provide recommendations for both teacher educators and school administrators hoping to secure educator success and retention in schools operating under strong teacher accountability mandates. We argue that self-determination theory is a powerful conceptual model that may inform and predict the experiences of others like our instrumental case subject working in similar environments, with our ultimate motive being the better preparation of aspiring educators{\textquoteright} in terms of their pedagogical savvy regarding professional realities.},
	keywords = {high-stakes testing, self-determination theory, teacher motivation},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594283},
	author = {Jana  Bouwma-Gearhart}
}
@article {470,
	title = {PRE-SERVICE STUDENT TEACHER PROFESSIONAL DEVELOPMENT: RESEARCH AND SERVICE-LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {26},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {66-78},
	abstract = {Pre-service Biology student teachers completed a module/course on Research and Service-Learning as part of their professional development. This module expected of student teachers to take new actions in that they were to work with the lecturer and a manager from a community organization to conduct a Research and Service-Learning project. This paper reports on two student teacher groups experiences of the project. The research questions that drove this paper are: What were the pre-service student teachers{\textquoteright} experiences of their Research and Service-Learning project? An interpretive and qualitative approach was used. An action research case study methodology with document analysis, reflective journals and class discussions was used. The data collected was analysed using a descriptive case study, providing narrative accounts for each of the student teacher groups. The data reveal the emotional, cognitive and social dynamics that the student teachers experienced. The conclusion reached is that this project is an essential component for the professional development of any Biology pre-service student teacher, especially in the South African. It is essential in that the pre-service student teachers can address poverty, hunger, impact of HIV/AIDS and develop an understanding of the learners that they teach.},
	keywords = {pre-service student teachers, service-learning, student teacher professional development},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594301},
	author = {Angela James}
}
@article {413,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FAMILIARITY, INTEREST AND CONCEPTUAL UNDERSTANDING OF SCIENCE PROCESS SKILLS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {76-86},
	abstract = {This study explored pre-service teachers{\textquoteright} familiarity, interest, and conceptual understanding of science process skills. A sample comprised ninety one primary school pre-service teachers at a university in the Midwest of the USA. Participants were enrolled in two science education courses; introductory science teaching methods course and advanced science methods course. The introductory science methods course is mainly focused on developing science process skills among pre-service teachers while the advanced science methods course is focused on content and pedagogical knowledge. Data were collected through a questionnaire. Results showed that pre-service teachers had higher familiarity and interest levels in science process skills, but very poor conceptual understanding of the science process skills. Their incorrect definitions of science processes ranged from not having any idea to tautology. Moreover, most participants interchanged definitions of some science processes notably measuring and quantification; and predicting and inferring. The findings have implications for science teaching, learning and teacher education. },
	keywords = {conceptual understanding, science process skills},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515680.pdf},
	author = {Simeon  Mbewe and Vivien  Chabalengula and Frackson Mumba}
}
@article {354,
	title = {PRIMARY SCHOOL TEACHER STUDENTS{\textquoteright} PERCEPTIONS OF TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {27-35},
	abstract = {Technology education in the Finnish comprehensive school is an integrated subject, {\textquotedblleft}Technology and the Individual{\textquotedblright} being one of the cross-curricula themes. It is accepted that students{\textquoteright} conceptions are related to their teachers{\textquoteright} conceptions. From the viewpoint of primary technology education and the development of primary teacher education, it is important to know teacher students{\textquoteright} perceptions of technology and technology education. This study focuses on how primary teacher students think about technology. Results showed that teacher students understand technology from quite a limited perspective, thinking that technology in their everyday life is mostly based on domestic appliances, computers and mobiles. Although the teacher students{\textquoteright} perceptions of technology were limited, their overall experiences towards it were positive. After the cross-curricula course, they viewed technology more broadly, understanding e.g. the history of technology, technological responsibility and its impact at the individual, social and global level. Emphasis was placed on the teacher students{\textquoteright} abilities to apply technology and use it with their pupils in their future teaching profession. Despite limitations, the study provides insight into teacher students{\textquoteright} perceptions of technology and it also contributes for further understanding in the area of cross-curricula themes.},
	keywords = {primary education, teacher education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917102.pdf},
	author = {Sirpa K{\"a}rkk{\"a}inen and Tuula Keinonen}
}
@article {462,
	title = {PROBLEMS OF STUDY AND STIMULATION OF STUDENTS-PSYCHOLOGISTS{\textquoteright} CREATIVE POTENTIAL},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {151-161},
	abstract = {In the given work the problem of the vocational training of a psychologist, a teacher of psychology at the psychological faculty at the Institute of Economics and Management in Medicine and Social Sphere (Krasnodar) is investigated. The complexity of the given problem consists in the fact that a young expert being a teacher of psychology must be equally prepared both to the vocational psychological and the vocational pedagogical activity.
 The basic emphasis is made on the development of the creative personal potential of students which promotes efficiency of the future advisory, scientific and pedagogical activity of an expert.
 The longitudinal experimental psychological research of the professionally significant characteristics of students-psychologists and future teachers of psychology has been made. The indicators of dynamics of the creative personal potential of students from the 2nd to the 4th course at higher school have been studied. The innovative pedagogical technology of psycho-pedagogical support (PPS) of scientific practical activities (SPA) at the stage of introductory educational and pedagogical practice developed at the chair of psychology and pedagogics have been used as the influence tool.
 It is revealed and statistically confirmed that indicators for developing the creative potential level in the course of the professional formation of a student-psychologist at a stage of higher school education have positive dynamics connected with some features of psycho-pedagogical support of the training process.},
	keywords = {creative potential, the personality of a psychologist, vocational formation},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924391},
	author = {Olga Logashenko and Lyudmila Lomakina}
}
@article {392,
	title = {THE PROCESS OF MULTICULTURAL EDUCATION IN A CENTRALIZED AND HOMOGENEOUS EDUCATIONAL SYSTEM},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {47-63},
	abstract = {Cyprus educational system which as of now could be described as homogeneous, centralized, and bureaucratic is going through a totally new experience since {\textquotedblleft}foreign language speaking{\textquotedblright} students are enrolled in public school classrooms. The high degree of homogeneity that existed so far has been dramatically decreasing the last few years. Individuals with different cultures, nationalities, languages, and religions enter the country for various reasons. The above changes are reflected in the country{\textquoteright}s school system as well. The study examines the current situation within the Cyprus educational system regarding the issue of multiculturalism. The formal, theoretical, and institutional framework of the multicultural education in Cyprus as it is included in the wider educational policy, and the implementation of the official philosophical outline are examined, interpreted and discussed. On the other hand, the informal theoretical framework of the multicultural education in Cyprus is examined, which includes things done based on teachers{\textquoteright} own will, effort, stimulus, and initiative, as well as based on their assumptions and beliefs. },
	keywords = {homogeneous educational system, multicultural education, multiculturalism},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135650.pdf},
	author = {Nikleia  Eteokleous and Nikoletta  Christodoulou}
}
@article {376,
	title = {THE PROFESSIONAL COMPETENCIES OF THE 21ST CENTURY SCHOOL TEACHER},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {104-108},
	abstract = {According to the demands of many educational reforms, a teacher should not only be a provider of knowledge and skills, but also have a positive attitude towards innovations, feel the necessity for self-education, and adopt a student centered teaching approach. Teachers are expected to develop professional skills and always try to be "an effective model of competence" (Bruner, 1976). For example, an examination of education students found that the main emphasis in their preparedness was subject area knowledge. Students did not report a focus on the personality traits. This study reports data gathered from education graduates about their perceptions of the level and extent of professional competence experienced during their preparation. This study has been carried out to reveal the interaction quality between the professionally valuable competences and the consequences of teaching process. },
	keywords = {teacher preparation, teacher training},
	issn = {1822-7864},
	url = {http://oaji.net/pdf.html?n=2014/457-1400134439.pdf},
	author = {Ketevan  Kobalia and Elza  Garakanidze}
}
@article {373,
	title = {PROFESSIONAL DEVELOPMENT OF STUDY PROGRAM MANAGERS: TOPICALITY AND ESSENCE},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {71-79},
	abstract = {As today is the time of rapid changes, the activities of academic personnel become more and more complicated. This also refers to study program managers, who are the responsible persons for higher education study programs. 
Study program managers are not specially trained to manage study programs. It is usually assumed that anyone with enough academic experience and specific academic degree can become a study program manager and manage it through its existence. However, being a study program manager entails a wide range of different responsibilities which underlies a need for study program manager to possess many competences that a manager in any other organization or position should have - specific knowledge, skills, abilities and also -preferably- certain personal traits. Taking this relevant issue into account, a research was carried out in two Universities of Latvia, where both lecturers and study program managers were asked to fill in questionnaires in order to define a set of professional competences a successful and effective study program manager should possess. Besides, it was concluded that study program managers do need further education and training regards improving their competences and acquiring new ones. Not surprisingly, this need for further education was more stressed by the lecturers than by study program managers themselves. },
	keywords = {competences, professional development, study program manager},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134293.pdf},
	author = {Daina Celma and Ausma Golubeva}
}
@article {353,
	title = {PROJECT ORIENTED CHEMISTRY INSTRUCTION AT A SLOVAK BASIC SCHOOL: LEARNERS{\textasciiacute}, TEACHERS{\textasciiacute}AND SCHOOL VISITORS{\textasciiacute}OPINION},
	journal = {Problems of Education in the 21st Century },
	volume = {19},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {20-26},
	abstract = {The paper deals with an example of the project oriented instruction. The described school project "Healthy and Non-healthy Nutrition" ran at Basic School Jarok, Slovak Republic. In the first part of the article, authors analyze the theoretical background of the project instruction, its advantages, disadvantages, threads and limits. In the second part, the entire project is described. It is structured into two phases. The first one involves project work of pupils, i.e. searching, collecting, processing information on the topic; in the second phase results are introduced to other pupils, teachers and the public. The materials were presented in the form of workshop which was attended by both active participants (i.e. pupils working on the project and their teachers) and visitors (i.e. other pupils, teachers, parents and guests). The project covers five topics (Vitamins, Carbohydrates, Cereal products, Lipids, Drinks). Materials relating to each topic were presented by pupils in attractive ways at separate checkpoints, being supported by competitions and games. At the final checkpoint the feedback (participants{\textasciiacute} opinion) was collected from all participants and visitors in the form of questionnaires. They aimed at three groups: pupils, teachers and visitors. Totally 186 pupils, 27 teachers and 67 visitors participated in the project or attended the workshop. The questionnaires monitored the attractiveness of the project instruction for pupils and teachers, evaluated the suitability of the project method for teaching Chemistry and other subjects, etc. Generally said, the topic and method were highly appreciated by the participants and visitors, they supported motivation and created positive image of the school. The project instruction was recognized to be suitable for extended application in the future. },
	keywords = {opinions of learners, project oriented instruction, school climate, school project},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399917059.pdf},
	author = {Zita  Jenisov{\'a} and Martin  B{\'\i}lek and Mariana  {\v S}rankov{\'a}}
}
@article {414,
	title = {PROMOTING STUDENT LEARNING ACHIEVEMENTS IN CHEMISTRY BY USING THE TETRAHEDRAL SPATIAL MIND MODEL},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {87-98},
	abstract = {Students{\textquoteright} knowledge is the main resource for stimulating the development of each country. The results of international and national comparative studies in science show a tendency of a decrease of the level of students{\textquoteright} knowledge. The problem draws attention to the need to promote organization in teaching and learning and the use of progressive methodological approaches. The developed method, called the TETRA-method, is directed to the formation of connections among various phenomena, it was tested to ensure that students (grade 8-10) achieve stable knowledge, improve understanding and promote the students{\textquoteright} learning achievements if the method is used in learning chemistry. The students{\textquoteright} achievements were compared on different topics during the learning process. Obtained results of the research allow us to conclude that the use of the TETRA-method gives an option to raise the students{\textquoteright} knowledge level more frequently one level above the previous. The knowledge stability test showed that students{\textquoteright} knowledge becomes stable. Students{\textquoteright} learning achievements have a tendency to enhance by using the developed method.},
	keywords = {chemistry, teaching and learning method},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515782.pdf},
	author = {Daina  Mozeika and Dagnija  Cedere and Janis  Gedrovics}
}
@article {415,
	title = {PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF DISTANCE EDUCATION FOR ADULTS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {99-108},
	abstract = {Our main focus is to highlight the most important challenges in distance education aimed at adults: specific psychological challenges coming from adult development, the problems of quality and evaluation, and the effect particular distance education forms and their content (interactivity, salience, and multimedia additions) have on adult learning. In the opening section, theoretical grounds for how adults learn, treat learning, how they function in informational stress and in the role of a pupil are presented. This is than followed by the discussion of pedagogical aspects (motivation, self esteem etc) of results evaluation and didactical difficulties of planning high quality distance learning. Finally, a review of research results into how different types of material content affects adults{\textquoteright} perception and comprehension and how retention and transfer and influenced in effect. In the summary, we move on to discuss how b-learning (blended) and c-learning (complementary) could be employed in order to facilitate adult distance learning and propose research fields to explore in this area.},
	keywords = {adult development, adult education, educational psychology},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515828.pdf},
	author = {S{\l}awomir  Postek and Maria Ledzi{\'n}ska and Jakub  Czarkowski}
}
@article {416,
	title = {PSYCHO-PHYSIOLOGICAL PRECONDITIONS FOR THE INDIVIDUALISATION OF TEACHING/LEARNING PROCESS FOR LEFTHANDERS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-116},
	abstract = {One of the basic principles in organising educational (teaching/learning) process is individualisation, in other words - ensuring opportunities and environment for successful learning considering individual students{\textquoteright} personal characteristics. Approximately 10\% of our society is the so called left-handers - people with a dominant left hand. Obviously we encounter them at school, too. Left-handed children differ in the ways how they perceive information, analyse space and time, think and feel, i.e. in their psycho-physiological processes.
 Our work deals with research results obtained by means of psycho-physiological testing: e.g. the computerised DT (Determination Test) S1 version and MLS (Motor performance series) test from Vienna Test System. The acquired results reveal that left-handers differ from right-handers in such psycho-physiological aspects as attention distribution and stability, information perception and processing, reaction to conflict situations and reactive stress duration. The former also consume more oxygen while under pressure than the latter.
 The research results indicate that left-handers require an individual educational approach.},
	keywords = {functional asymmetry of brain hemispheres, lefthanders, right-handers},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515875.pdf},
	author = {Gunita  Praulite and Viktorija  Perepjolkina and Juris  Porozovs and Daina  Voita}
}
@article {347,
	title = {PARADIGMS OF ARTISTIC KNOWLEDGE AND MUSIC EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {151-160},
	abstract = {The changing cultural paradigm of a descriptive model into a meaning-oriented model (a holistic model) has been influencing processes, contents and contexts of art education (WaW Factor Research, DeSeco). Aesthetic literacy is grounded in language discourses of knowledge: cognitive regularities of speech, its grammar and syntax, at all levels. The present paper deals with the discussion on noetic dimension in (music) art with the possibility of an overall perception of art, music in particular. Integration of more sensory modalities at the level of sensory perception while finding the artistic value (reception) presumes integration at the level of meaningfulness as well. The integration of the value of an artwork into human experience is realised by expression, impression and reflexion of the artwork. Search for the value of an artistic creation is a case of a process when a sensory perception finds its actualisation in a motoric expression and its importance is adequate to life context, thus the artwork is created by the means of a meaning and at the same time the artwork delivers certain meaning, too.},
	keywords = {aesthetic literacy, logical-symbolical communication},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916350.pdf},
	author = {Jaroslava  Gajdo{\v s}{\'\i}kova Zeleiova}
}
@article {213,
	title = {PEDAGOGICAL EVALUATION OF PROTOTYPE 3 OF THE AR LEARNING PLATFORM BASED ON THE RESULTS ACHIEVED DURING THE THIRD ARISE SUMMER SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {11},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {86-103},
	abstract = {Augmented Reality teaching /learning platform is an innovative technology aimed at implementing links between the real and virtual world. The technology developed by the ARiSE project focuses on offering conditions for customers not only to observe a combined view (real and virtual) but also to directly interact with the real world (real objects). It is likely that the approach learning by doing is more effectively realized in the educational process. 
Creating teaching/learning modules and constructing didactical scenarios of practicing the modules is one of the main conditions to use the above mentioned innovative technology in the educational practice. The primary purpose of the international research project ARiSE (Augmented Reality in School Environments) was to test pedagogical effectiveness of introducing augmented reality (AR) into the comprehensive school and creating remote collaboration between classes around the AR display systems.
 In the given article the results of the pedagogical evaluation of the prototype 3 of the AR learning platform are presented. The students agree that Prototype 3 of the AR platform is a new and useful tool that could be successfully applied for learning purposes in the educational process.},
	keywords = {augmented reality, educational process, pedagogical evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392408707.pdf},
	author = {Vincentas  Lamanauskas and Renata Bilbokaite}
}
@article {191,
	title = {PEDAGOGICAL PRECONDITIONS OF THE DEVELOPMENT OF SERVICE CULTURE OF A FUTURE HOSPITALITY SPECIALISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {69-80},
	abstract = {The problem studied in the article is the theoretical substantiation and determination of the pedagogical preconditions of the development of service culture of future hospitality specialists, and searching for technological solutions. Today the Professional education should develop independent, responsible and socially active personalities that are able to solve production and social problems in a high level of service culture. Searching for ways and means for the optimization of the process of preparation of hospitality specialists, as well as development of service culture as a basic quality of a personality for hospitality specialists could be mentioned as one of the most topical problems of modern pedagogy. At the same time, after the analysis of the theory and practice of the preparation of hospitality specialists, it can be seen that service culture is not always developed within Professional education, as there is a lack of appropriate system and technological resources that affect the quality of preparation of the specialists. During the scientific research, the author has analysed literature, observed the pedagogical process and questioned students and lecturers. The research allowed the author to determine the regularities of the process of education and the pedagogical preconditions of the development of service culture of a future hospitality specialist. },
	keywords = {hospitality specialist, pedagogical preconditions, service culture},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315473.pdf},
	author = {Irena Kulisha}
}
@article {276,
	title = {PERSPECTIVES ON THE INTRODUCTION OF COMPUTER-SUPPORTED REAL LABORATORY EXERCISES INTO BIOLOGY TEACHING IN SECONDARY SCHOOLS: TEACHERS AS PART OF THE PROBLEM},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {135-143},
	abstract = {Computer supported virtual and real laboratories are recognized as tools that can help in raising the quality of biology instruction, and raising development competences in students. Yet biology teachers have been treating the computer as typewriter, as a source of information and as a tool for communication, all of which usages are common to all subjects. The uses of ICT that can significantly help in developing scientific literacy and that are primary tools in science teaching {\textendash} such as the use of data loggers {\textendash} are only rarely on the syllabus. The lack of equipment is not the most important reason for failure to use such applications; instead, this is probably due to teachers{\textquoteright} attitudes, opinions and knowledge. Students cannot be recognized as an obstacle in working with ICT. Lower secondary school students aged between 10 and 14 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) using three different methods: classic, computer- supported and virtual laboratory. As a result of testing, we know that all three methods are suitable even for younger students. When students were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, with virtual laboratory in third place.},
	keywords = {computer- supported laboratory, laboratory work},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393669123.pdf},
	author = {Andreja  {\v S}pernjak and Andrej  {\v S}orgo}
}
@article {254,
	title = {PHYSICAL AND MOTORIC DEVELOPMENT OF CHILDREN IN YOUNGER SCHOOL AGE PARTICIPATING IN EXERCISES OF CORRECTIVE GYMNASTICS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {110-114},
	abstract = {In contemporary school, children more and more frequently appear with different faulty postures. This phenomenon is still dangerously expanding because XXI century civilization changes in our lifestyle encourage them to be non active. Children spent more time watching TV and using computers than participating in physical exercises. In Polish schools, at classes{\textquoteright} I-III, children with faulty postures participate in obligatory corrective gymnastics exercises. In this work, the results of research carried out in preliminary schools of West Pomeranian Province are shown. In this research 288 pupils of younger school age (7-12 y.o.) are examined. In this group anthropometrical measurements are collected (body mass and body height) and the level of motoric efficacy is determined by the Test of Physical Fitness (developed by the International Committee on the Standardization of Physical Fitness Tests). The statistical analysis of the obtained results shows the differentiation in levels of physical fitness. This is related to the kind of faulty posture. Lower levels of physical fitness are presented by pupils with over- or underweight of body mass.},
	keywords = {children, corrective gymnastics, motoric development},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667026.pdf},
	author = {Danuta Umiastowska and Ewa Szczepanowska}
}
@article {232,
	title = {PRACTICAL POWER OF INTUITION IN INTERPERSONAL COMMUNICATION},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {100-107},
	abstract = {The wonders of technology have brought the net society to confusion in different spheres of life: politics, economy, culture and even interpersonal communication. Tons of information about ever-increasing options have determined lack of face-to-face communication, thus alienating humans in the process of interaction
 Researchers from various countries consider that a power of inner guidance system, exactly {\textendash} intuition can provide humans with the clarity in decision making not only in scientific and job situations but also in the day-to-day issues of interpersonal relationships.
 The hypothesis advanced: if in the process of interpersonal communication alongside the rational reasoning the practical power of intuition is used, interaction of humans is more effective.
 According to the results obtained in the practical research the author states:
 - students{\textquoteright} way of thinking (Left, Right or L/R brain thinkers) and use of intuition differ;
 - the mentioned phenomena depend on person{\textquoteright}s possibility to harmonize left {\textendash} right brain activities, to be creative, positive and open to any experience.
 The author suggests:
 - students have to develop holistic perception of social processes and humans{\textquoteright} interaction;
 - creativity, positive thinking, striving to cooperation, compassion and altruism can serve the young to become intuitive thinkers and good communicators.},
	keywords = {holistic perception, interpersonal communication, intuition},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267163.pdf},
	author = {Margarita Putnina}
}
@article {186,
	title = {PREFERRED FORMAT OF TEACHING TUTORIALS},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {21-29},
	abstract = {Tutorials are an essential part of the academic teaching process. They play an important role in students{\textquoteright} understanding of the material and have a direct influence on their final marks. Selection of proper tutoring policy for improving students{\textquoteright} success in engineering disciplines is a subject investigated all over the world. It is common to think that efficiency of tutorials in smaller groups is higher. However financial considerations limit sub-division of classes into small groups. This paper is focused on the issue of the preferred teacher of these sessions {\textendash} lecturer (faculty member) or teaching assistant. The current study examines the effect of this administrative decision on students{\textquoteright} performance, as measured by ratings of their teachers, and also by students{\textquoteright} final grades. The influence of additional factors like class size, students{\textquoteright} grades, or majors is also examined. Our findings show that there is no significant advantage of tutorials taught by teaching assistants in small groups over those taught by lecturers in plenum.},
	keywords = {effective learning, teacher ratings},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315133.pdf},
	author = {Nitza Davidovitch and Shmuel Schacham and Yuri  Ribakov}
}
@article {260,
	title = {PRESCHOOL MUSIC EDUCATION IN ESTONIA AS A REPRESENTATIVE OF CULTURAL LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {170-182},
	abstract = {Changes in the socio-economic development of Estonia influence the formation of value priorities in teaching of children in the system of preschool education. Music as a socio-cultural phenomenon represents one of the important parts of teaching and educational process. The authors of this article are concurrently the members of the commission on working out of the new State program 2008 on preschool education in the field of music. Based on common goals and tasks of a new curriculum, in the process of making up the subject program in music there has been carried out the research, the results of which will be reflected in this article. The key person in realisation of teaching and educational tasks has always been, is and will be the teacher. Therefore, it was extremely important to find out the value aims and positions of music teachers, who contribute to the effectiveness of application of musical education as a representative of motivation and knowledge of culture. The research that has been carried out in 183 Estonian and Russian-speaking infant schools in 2008 has embraced all the regions of Estonia. According to the results of the research, the conclusions can be reached that the priorities of musical activities defined by the teachers presume availability of sufficient musical material for enculturation of a child and getting to know by him or her of the cultural heritage; most of the respondents make up a group of so-called {\textquotedblleft}bearers of the traditions{\textquotedblright} and give basis for assertion that their musical education represents familiarization with culture; the correlation of value priorities in application of different kinds of folklore shows that each of the four kinds of folk creation is the source of the culture study for music teachers.
},
	keywords = {music education, music teacher, preschool children},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393667550.pdf},
	author = {Kristi Kiilu and Maia Muldma}
}
@article {269,
	title = {PROBLEMS ENVIRONMENTAL EDUCATION CONNECTED WITH TECHNIC AND TECHNOLOGY},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {70-76},
	abstract = {By planning and selecting the contents of subject technology we must take into account also the contents from environmental education. Combining the different contents are compose from the process of planning, analyzing and/or evaluating achieved result. In the frame of the selected educational strategy (for example Project task) the students must acquire and strengthen the theoretical and practical knowledge, develop skills and working habits. Only if we take into account this, they will be able to transfer this theoretical and practical technological knowledge to solve the ecological problems. This is the teaching and learning in the narrow sense, which we can classified as acquiring new, knowledge, tasks and skills necessary/for solving the problems.
 Learning in the wide sense means preserving knowledge and recalling it back, the knowledge that is connected with technical, technological, organizational and ecological problems.},
	keywords = {ecological problems, environmental education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668671.pdf},
	author = {Amand  Papotnik}
}
@article {197,
	title = {THE PROJECT METHOD AS AN ALTERNATIVE TECHNIQUE OF TEACHING IN SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {133-139},
	abstract = {The traditional methods of teaching in schools and gymnasiums in our modern conditions cannot properly provide the essential potential of intellectual progress in the ability of students to incorporate new ideas, knowledge and technologies. The project method in school education system can be looked at like an alternative to the class/lessons system. The project method like no other method gives an opportunity to wisely combination the theory and practical use of knowledge in real life. Besides that, the project method allows to deepen self-confidence of students, their self realization, helps them understand the importance of group work. The project method marks a serious role on cooperation in the process of completing creative exercises, forms research skills. This method not only holds educational function, but also teaches how to self educate.
 This article analyzes the experience of using the project method in basic school on chemistry lessons. There are examples of developed and tested projects. The role of the teacher in the process of giving knowledge is also analyzed. The results are taken in mind and future perspectives are developed.},
	keywords = {multimedia programs, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315832.pdf},
	author = {Irina Zhikina and Inna Portyanskaya}
}
@article {258,
	title = {PSYCHOLOGICAL PARTICULARITIES OF COMPUTERIZED TESTING OF STUDENTS{\textquoteright} KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {153-160},
	abstract = {The relevance of the problem of using modern computer technologies in the process of studying is grounded in the article. Also in the article we deal with the main theoretical approaches to the devel-opment and use of didactical tests for checking knowledge.
 Theoretic-methodological basis of the research {\textendash} the approach of organizing and carrying out peda-gogical tests, offered by V.Avanesov, according to him a pedagogical test allows valid and reliable assessing knowledge and other capabilities of a person that interest a teacher. Computer testing is a very effective and promising form of assessing and self-assessing students{\textquoteright} knowledge if a number of requirements to the test material, computer programs and their use are observed. The experience in developing and using computer tests for assessing knowledge of students in Gomel State University named after F.Scorina is summarized in the article. Main advantages and disadvantages of assessing knowledge with a computer test are considered. The results of computer testing the knowledge of fifth-year students (speciality {\textquotedblleft}Psychology{\textquotedblright}) are correlated with their competence in using personal com-puters, their experience in testing (school-institute), their anxiety when being tested. In addition we analyze and correlate the results of pre-testing and testing taking into account students{\textquoteright} self estima-tion of their knowledge and ambitions. Great attention is given to the problem of students{\textquoteright} using com-puter tests for self training, assessing the effectiveness of pre-testing. A number of correlative relations (for example, between students{\textquoteright} level of anxiety and the results of a test and so on) making it possible to indicate the ways of perfection knowledge assessment of students with the help of a computer were revealed in the course of our research.},
	keywords = {computer testing, knowledge assessment, knowledge supervision},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393666658.pdf},
	author = {Nikolay Gapanovich-Kajdalov}
}
@article {134,
	title = {PASSIVENESS AS AN IMPORTANT PROBLEM OF EDUCATION WAYS OF DEALING WITH IT ON THE BASIS OF WANT2LEARN PROJECT},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {58-70},
	abstract = {In the light of empirical research and analysis there is a question about effective ways problems of passiveness in education can be dealt with. It is assumed that supporting and stimulating people by widening self-consciousness of their own resources and developing needed competences have the highest priority. Monitoring educational projects being realized can make the quality of educational offer and effective stimulation of individual potential much better. The aim of the article is: (1) to present psychologists{\textquoteright} opinions and views on the phenomenon of passiveness, (2) to formulate conclusions on effective ways passiveness and stimulating people by support and competence development can be dealt with, (3) to present how the so-called key competence in WANT2LEARN Project were formed and to describe problems connected with maintaining and stimulating a beneficiary in educational project. },
	keywords = {competence development, human motivation, passivness vs activness},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235035.pdf},
	author = {Alicja Keplinger and Anna Cie{\'s}lik}
}
@article {65,
	title = {PEDAGOGICAL EVALUATION OF THE PLATFORM BASED ON AUGMENTED REALITY TECHNOLOGY: A POSITION OF THE EXPERTS PROVIDING ASSISTANCE WITH TEACHING/LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {56-78},
	abstract = {The primary purpose of the progressing international scientific project ARiSE {\textendash} is to test pedagogical effectiveness introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around the AR display systems. ARiSE will develop an AR platform and associated pedagogical use cases, enabling teachers to promote, with a moderate effort, new teaching practices for teaching scientific and cultural content in primary and secondary school. The aim of the project is to offer to the group of students the possibility of {\textquoteleft}playing{\textquoteright} with virtual objects and thereby to perform learning by doing instead of learning by reading.
 The research was carried out at Siauliai University in Lithuania. 38 respondents - experts assisting students with special educational needs in teaching/learning (psychologists, speech therapy experts, special pedagogues and the specialists from the education department) took part in this research. The focus groups were formed requiring indiscretion i.e. the group members were not allowed to make any specific impact on one another (in terms of work place, competence and social status). Thus, 6 groups of respondents were set up. },
	keywords = {augmented reality, focus group, pedagogical evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222031.pdf},
	author = {Margarita Vilkoniene and Vincentas  Lamanauskas and Rytis Vilkonis}
}
@article {89,
	title = {PERSONAL ENCOURAGEMENT IN THE DIGITALISED WORLD},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {18-23},
	abstract = {Evaluation is not only a method which aim is to measure the students{\textquoteright} knowledge, but also a personal feedback. As in the business area, the schools try to reach the most objective way of evaluation, although the materia is the human being. In this article I want to show the satisfaction of students{\textquoteright} about the evaluation techniques which are used. I also made a research for the needs of the students; it showed a paradox between the needs and the used evaluation devices. In this research 70 grammar school students took part, and they were asked about how they saw the evaluation techniques now and what they thought about the digitalised evaluations. I wanted to know their opinion about the evaluation accessibility of the oral presentation and written marks, and made a comparison between them and the digitalised personal encouragement. 
The results showed less efficiency than expected.},
	keywords = {digital vision of the future, evaluation, ways of rewarding},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223432.pdf},
	author = {Kinga B{\'a}rdos}
}
@article {62,
	title = {PREPARATION OF EXPERTS IN THE FIELD OF ICT: PROBLEMS AND WAYS OF THEIR DECISION},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {33-39},
	abstract = {The situation on preparation of experts in the field of ICT in the Latvian high schools and in average educational institutions is analyzed, and is concrete in East region. It is established, that preparation of such experts does not satisfy needs for the industry and sphere of service. According to researches of enterprise Euro Data now (2007) in Latvia in ICT branch there are no 3500 experts. This problem is actual and for other countries of the Europe. Of graduates in the field of ICT in an expert are made great demands. In opinion of many scientists and experts term of training 3-4 years is not so sufficient for good professional and scientific preparation of experts. Besides in the majority of educational institutions under ICT programs there is a big elimination of students. The main reasons of deduction of students are: a low level of knowledge on the physics, the mathematics, foreign language, etc. to subjects; a significant part of students work and study on day time branch and practically at them does not remain to time not only for independent work, but also visiting of lectures and seminars. 
The low level of the grant, social and economic problems, payment for study, compels students to study and work. Ways of the decision of the above-named problems are offered. Such ways are improvement of formation in high schools, increase of prestigiousness of a speciality, improvement of social and economic conditions of students and graduates, increase in expenses on ITC from the state and etc.
 In opinion of E. Silkina the measure of promotion to an information society is reflected with a level of development of an information-technical complex of the country, the including interconnected set of manufactures and kinds of activity {\textendash} from the industry of integrated schemes, electro-computing mechanical engineering, manufacture of office equipment and technics of communication up to the market of computer and communication services, maintenance to consumers of information products and services.},
	keywords = {educational institutions of Latvia, formation improvement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392221883.pdf},
	author = {Boris Jarinovsky}
}
@article {93,
	title = {PROBLEMS AND CHALLENGES IN THE USAGE OF ICT IN BIOLOGY AND GEOGRAPHY IN SCHOOLS AND TEACHER EDUCATION IN FINLAND},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {55-68},
	abstract = {The purpose of this article is to introduce the Finnish education system and to describe how Information and Communication Technology (ICT) has been integrated into it, with a special focus on Biology and Geography education. In the article, we describe first how national strategies regarding education in the information society and the implementation of these strategies have promoted the use of ICT in the Finnish education sector. The authors then present an overview of the Finnish education system. Thereafter, we move into pedagogical studies in Biology and Geography in the University of Oulu. Finally, we discuss, based on a case study in Northern Finland, the conceptions, experiences and attitudes of senior high school and university students on eLearning in Biology and Geography. },
	keywords = {Finnish education system, information and communication technology, pedagogical studies in Biology},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2017/457-1503128791.pdf},
	author = {Eila Jeronen and Sirpa Anttila-Muilu and Juha Jeronen}
}
@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 {126,
	title = {THE PROBLEMS OF SUPERVISOR{\textquoteright}S TRAINING IN LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {211-216},
	abstract = {Nowadays, supervision gradually becomes as an integral, or even obligatory part of the professional operation, especially in areas, in which a human is placed in the middle {\textendash} in the environment of health, or social care. Problems that concern both the client / patient, and relationships between the specialist, and client / patient, and about possibilities of the specialist to observe professional demands, ethics, as well as hardship with a client / patient at work are reflected in the supervision, where the supervisor and supervisee participates.
 Supervision in Latvia has become as an obligatory demand during the training both of specialists (psychologists, psychotherapists, art therapists, social employees, pedagogues, health persons) during studies, and the further professional operation. Right the supervisor must undertake the responsibility for the client / patient and specialist, if the supervision happens in the framework of study praxes. It means that determined general knowledge, skills and attitudes are required from the supervisor, as well as professional knowledge, skills, attitudes, qualities of personality, morally ethical maturity. In addition, the context must be taken into consideration where the supervision, focus of organization, profession, social, economic and work factor happens.
 The target of article is to actualise the issue on training problems of supervisors in Latvia, analysing the existing situation and regulation that is a pre-condition for the qualitative development of supervision system in the state. 
The analysis of experience of scientific literature and supervision education is in the basis of article. 
In 2006, a following definition of the term supervision was included in the Law on Social Services and Social Assistance that respectively determines the operation of social work system in Latvia: the {\textquotedblleft}a consulting support for the specialist of social work (supervision) is the total of methods provided for the operation of social employee to improve his professional competence and to provide him a psychological support to increase the quality of work{\textquotedblright}.
 Therefore, the issue of the lack of supervisors is actual for the development of profession, and their potential training. Therefore, at the moment a new conception in the training of supervisors is developed in Latvia: to develop and license the program of professional improvement (presupervisor), in which professionals of different areas with Master Degree in a respective specialty and at least with the experience of 2 years would start studies in the area (specialty). This program should provide the possibility to obtain general knowledge, skills and attitudes, necessary for the supervisor, understanding the specifics of supervision in different work environments. For example, any supervisor must acquire different forms, kinds, focuses, dimensions of supervision, must acknowledge functions of supervision, must orient in his rights and duties, must conform to standards of ethics, etc.
 In turns, the development of specific knowledge, skills and attitudes of the sphere of professional operation is the task of professional associations.
 Thus, with the help of interaction of formal and non-formal education it is possible to solve an essential problem {\textendash} the lack of supervisors and to warrant the development of new specialists in the future. Simultaneously, one of the strategic tasks of higher education systems of Latvia {\textendash} to develop a cooperation of higher education and professionals (professional associations) {\textendash} will be solved.},
	keywords = {education of supervisors, formal and non-formal education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392234267.pdf},
	author = {Kristine Martinsone and Ivans Mihailovs and Maija Zakrizevska}
}
@article {99,
	title = {PROGRAMMING ONE{\textquoteright}S OWN STAND-ALONE TEACHING AIDS FOR STUDENTS OF MATHEMATICAL SUBJECTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {105-112},
	abstract = {The article encourages teachers to program their own applications {\textendash} mathematical teaching aids. It discusses the issue of teaching aids for students in mathematical subjects from the point of view of their accessibility, i.e. especially what software equipment students are required to use in order to actually use the aids. A number of aids require that either specialized mathematical software such as Maple, MATLAB or Mathematica is installed at the client computer {\textendash} i.e. that the student bought a license of the software, or that specialized software is installed at the university server(s). The article focuses on situations when neither of the conditions is possible. Comments on programming teaching aids which can be used with minimum requirements at the client side (typically Internet connection only) are included. First, the overview of possibilities is given. Later, the issue of PHP based applications is explored. The article includes examples of existing teaching aids prepared by a non-programmer.},
	keywords = {e-learning, programming, teaching mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224072.pdf},
	author = {Michal Nov{\'a}k}
}
@article {157,
	title = {PROVISION OF BASIC EDUCATION IN KENYA: IMPLICATIONS FOR THE POOR},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {46-54},
	abstract = {Poverty is the world{\textquoteright}s current greatest threat to peace and stability more than terrorism and other highly published struggles. In Kenya the wish to alleviate poverty has been articulated since independence through various sessional papers, commissions, task forces and development plans. However, the proportion of Kenyans living in abject poverty continues to rise steadily as years go by. Education is widely accepted as an important exit route from poverty to social and economic advancement. That is why Kenya subscribes to the international protocol that established Education for All (EFA) in Jonitien, Thailand in 1990 and the world education forum in Dakar, Senegal in 2002. Nevertheless, optimal access to basic education continues to be elusive among the Kenyan populace due to widespread poverty and high cost of education. As a result, low enrolments, poor transition from one level of basic education to another; high dropout rates and low quality characterize the provision of basic education in Kenya. As such, poverty threatens the very means meant to reduce or eradicate it.
 Implications of provision of basic education for the poor include, gender disparities in the provision of basic education, and creation of caste system, that is, where learners from economically well to do families get best education because their parents can pay for it, while children from poor families hardly complete even the third grade type of education which is provided in impoverished environments. It is recommended that the entire basic education should be made completely free and compulsory, ensure equity in disbursement of bursaries and grants, introduce intentional tax rebates on learning materials; and, encourage schools to borrow money from financial institutions like banks to fund feasible income generating projects set by the schools. },
	keywords = {basic education, poverty},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284279.pdf},
	author = {Achoka Judith and Serah Kasandi and Ogenga Akumu}
}
@article {153,
	title = {THE PROVISION OF PSYCHOSOCIAL SUPPORT FOR THE HIV/AIDS POSITIVE STUDENTS IN TERTIARY INSTITUTIONS IN KENYA: A CASE OF RIFT-VALLEY PROVINCE},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {9-16},
	abstract = {Substantial progress has been achieved in our understanding of the human immune deficiency virus (HIV) since the Acquired immune deficiency syndrome (AIDS) was first reported in 1981 in the United States of America. In its second decade, the scourge is spreading quietly and fast and no cure has been found. There are about 200,000 new infections everyday. HIV/AIDS would kill 30\% of the learners in African countries before they can offer beneficial services to their communities. The only way to stop the spread of HIV/AIDS is through attitudinal and behavioral changes as well as management that can be secured effectively through education. Despite the fact that more than 90\% awareness has been created among the youth, a comprehensive behavior change strategy is yet to be realized.
 This study was carried out in five primary teacher-training institutions in the Rift -valley province of Kenya. The study adopted a survey design.
 The purpose of the study was to; examine the psychological, economic and social effects of HIV/AIDS that have necessitated the establishment of psychosocial support services to the HIV/AIDS positive learners in Tertiary institutions, To establish the psychosocial support systems that are in place, To determine the challenges faced by the institutions in the provision of these psychosocial support services to the HIV/AIDS positive learners.
 The study findings revealed that the psychological, economic and social effects of HIV/AIDS are vast and that varied institutions have several psychosocial support systems in place though they face challenges in their endeavor to provide these services.
 The study concluded that the psychosocial support systems are essential in every tertiary institution of learning and recommended that the youth should be fully involved in the provision of these psychosocial support systems. The tertiary institutions can lead the way as the other institutions follow.},
	keywords = {psychosocial support, tertiary institutions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284059.pdf},
	author = {Pamela  Atieno Ochieng and Julius  Kiprop Maiyo}
}
@article {182,
	title = {PUPILS{\textquoteright} ATTITUDES TOWARD MATHEMATICS: COMPARATIVE RESEARCH BETWEEN ESTONIAN AND FINNISH PRACTICE SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {97-106},
	abstract = {In initial teacher education we have put a lot of effort into improving student teachers{\textquoteright} readiness to support learners{\textquoteright} motivation and use diverse teaching methods. The objective of this paper is to research the motivation to learn mathematics and mental arithmetic among primary school pupils in student teachers{\textquoteright} practice schools. In Estonia, the problem is that most pupils don{\textquoteright}t like science studies, and most university students prefer social sciences. Mental arithmetic strategies and arithmetic skills used by pupils are important in mathematics, as well as in everyday life. Teachers{\textquoteright} skills in teaching mathematics are poor and there is a little variability.
 A survey was conducted in April and May 2006 among the 1st to 3rd form pupils of 7 student teachers{\textquoteright} practice schools in Estonia. Research results were then compared to the results of research conducted simultaneously in Finland, and also among 1st to 3rd form pupils in practice school. The present article focuses on pupils{\textquoteright} attitudes toward mathematics and mental arithmetic. The main results of the research show that the attitude toward mathematics among pupils is positive. The comparison showed that Finnish pupils{\textquoteright} attitudes are more positive toward mathematics than Estonian pupils{\textquoteright} and boys have a more positive attitude than girls. In teaching methodologies and teacher training, the emphasis has to be put on the problems girls are having. This is because girls are the ones who don{\textquoteright}t like mathematics and mental arithmetic.},
	keywords = {learning motivation, mental arithmetic, teaching mathematics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298560.pdf},
	author = {Sirje Piht and Eve Eisenschmidt}
}
@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 {98,
	title = {PURPOSE AND FORM OF REALIZATION OF THE BLENDED LEARNING SYSTEM DURING CHEMISTRY ACADEMIC COURSES},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {98-104},
	abstract = {In the academic year 2003/2004, the Department of Chemistry Didactics began modification of courses: {\textquoteleft}General Chemistry with the Elements of Physical Chemistry{\textquoteright} for the first year of biophysics and {\textquoteleft}Phase transitions in a Solid State{\textquoteright}, intended for fourth-year chemistry students. The main reasons for modification of these courses were the unsatisfactory final grades of students in both courses. Preliminary research shows that students have difficulties in understanding the above-mentioned lectures due to lack of elementary knowledge. There is also a great differentiation between the levels of the skills and knowledge of students. Considering the above-mentioned situation, we have proposed to use elements of distance learning for equalization of the level of knowledge, the so-called blended learning system (Bonk \& Graham, 2004). The full paper presents the methodology of preparing and the application of blended learning classes at an academic level, the findings of questionnaire surveys on how students find the blended learning system and statistical analyses of exams. },
	keywords = {blended learning, distance learning, general chemistry, learning system},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392224018.pdf},
	author = {Anna  Migda{\l}-Mikuli and Pawe{\l} Bro{\'s} and Pawe{\l} Bernard}
}
@article {57,
	title = {PERSONAL DEVELOPMENT OF SOCIALLY GIFTED TEENAGERS BY MEANS SOCIO-PSYCHOLOGICAL EXPERIMENT},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {161-165},
	abstract = {The paper deals with the problem of elaborating psychological means of personal development of socially gifted teenagers (youth leaders) in changing social milieu nowadays. Teenage leadership is supposed to be learnt and formed within the framework of specially organized social environment {\textendash} social oasis. The process of social oasis design based upon social learning and working out adequate social technologies makes it possible to improve gifted teenagers motivation. Combination of social cognition and social action makes it possible to perform social renovation of youth personality and reach higher level of small groups{\textquoteright} social maturity. 
The tools to design social oasis suggested by paper{\textquoteright}s authors are: forming of mental culture of youth groups; inclusion of educational specialist into joint action with alumnus; engaging all participa-tors into highly organized commonality; introduction of democratic organizational procedures in small groups; aggregative spatial organization of joint actions; social, mental and objective enrichment of activities; strengthening of intellectual, emotional and behavioral component joint activities in small groups.},
	keywords = {social learning, social oasis, socio-psychological experiment},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220814.pdf},
	author = {Aleksey Chernyshov and Sergei Sarychev and Jury Lobkov}
}
@article {52,
	title = {PROBLEM OF GENDER SELF-DETERMINATION OF LEARNING YOUTH},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {117-124},
	abstract = {The urgency of the problem of gender self-determination is caused by necessity of development of a person as a subject and an object of the public attitudes. Child{\textquoteright}s biological and civil gender is defined already in the prenatal period and after his birth. On the basis of it the education of the child is carried out in society. 
What is gender self-determination? Firstly let{\textquoteright}s consider concepts "gender" and "self-determination" separately, and then we can find out interrelation between them. 
Gender is social and psychological sex of a person, the set of his or her psychological characteristics and features of social behaviour shown in dialogue and interaction. Base formation in gender is the psychological sex of the person, i.e. achievement of the certain level of sexual self-consciousness and sexual identification, real acquiring a male or female role.
 The self-determination of the person is an ability to find own place in the world, to understand own opportunities, to realize the purpose in life, in selected sphere of public and labour activity, in personal life and career, aspiration to change the society positively. The self-determination of the person is a conscious act of revealing and statement of an own position in problem situations.
 The gender self-determination is a process of comprehension itself as a representative of this or that sex, understanding of own opportunities in a male or female role, finding own place in male and female society, in family, in selected sphere of public and labour activity, in personal life and career.
 In concept of gender self-determination there are four components which make its substantial nucleus: motives and aspirations to an ideal image of the man/woman ("I want to be"); the self-knowledge as comprehension of the qualities of masculinity/femininity, understanding own real "I" as a representative of a concrete sex ("I am"); a self-rating ("I can"); the requirements of a society, public norms of life, male and female stereotypes ("require"). It is important, that the ideal image of a man or a woman should combine vital and cultural values produced by the mankind during centuries. 
The gender self-determination is learning an ideal image and transferring it in the internal plan of actions. However ideal of masculinity and femininity in comprehension of modern youth does not coincide with traditional. It derivates a number of problems, which are reflected both in a status of family, and in conditions in a society. Active feminizing of men and masculinizing of women takes place no less than "civil marriages, divorces, decrease of birth rate, increase of quantity of people with nonconventional sexual orientation and distribution of cohabitation, growth of sexual criminality, suicides.},
	keywords = {gender self-determination, self-knowledge, sexual identification},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220550.pdf},
	author = {Tatyana  Masharova and Tatyana Malova}
}
@article {55,
	title = {PROBLEMS OF DEVELOPMENT OF MASTER DEGREE PROGRAM IN ACCOUNTING AT THE UNIVERSITY OF LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {141-154},
	abstract = {The article is dedicated to problems and possibilities of development in terms of realization of Academic and Professional Master{\textquoteright}s Degree program in Accounting at the University of Latvia. Carrying out continuous comparative analysis of Master{\textquoteright}s program at different foreign Higher educational establishments (University of Saskatchewan in Canada, Cardiff University in the United Kingdom, Tallinn Technical University in Estonia), as well as using the references of accreditation expert group, the author identifies plenty of weaknesses appropriate to programs of University of Latvia and has elaborated a range of suggestions, which will provide the better programs conformity to the standards, established for Master{\textquoteleft}s Degree achievement in the states with developed market economics. The main recommendations for program improvement are as follows: increase of specific weight for the subjects referring to accounting and audit decreasing general studying course scope (micro economical and macro economical analysis, demography); elimination of program subjects doubling between the list of studied subjects before the start of Master{\textquoteright}s Degree studies and the list of Master{\textquoteright}s Degree subjects; updating of studying subject {\quotedblbase}International Financial Reporting Standards{\textquotedblright} content, further studying of only the most complicated and problematic standards; implementation of new studying subjects ({\quotedblbase}Foreign Language for the Needs of Scientific Research{\textquotedblright} and {\quotedblbase}Research Methodology in Accounting{\textquotedblright}) and {\quotedblbase}Research Seminars{\textquotedblright}; inspiration of Master{\textquoteright}s Degree students to work independently in the library; extension of Master{\textquoteright}s thesis elaboration period up to 2 semesters instead of existing 1 semester. The suggested innovations not only increase the competitive ability of the mentioned before programs in Latvian Higher Education Market, but also can improve the status of Master{\textquoteright}s Degree in Accounting. Though implementation of innovations requires essential investments and labour force (including involvement of new qualified staff), attempt to ignore the necessity of changes may have an extended harmful effect, in particular, loss in competition for potential students (as their quantity decrease due to demographic crisis in the beginning of 1990{\textquoteright}s) is expected in the nearest future.},
	keywords = {Master{\textquoteright}s Degree program, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220714.pdf},
	author = {Arturs Praulin{\v s}}
}
@article {50,
	title = {PROFESSIONAL SELF-DETERMINATION OF THE MODERN TEENAGER AS A PROBLEM OF EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {101-110},
	abstract = {The Modern society presents high requirements to abilities of each member to realize searching for new sense of professional activity and vital activity as a whole i.e. to constitute himself in History, Culture, life, profession. The significant role in realization of these requirements belongs to education and its quality.
 Changes in political and economic situation, mass unemployment at the beginning of the 90-s have brought to the disintegration of professional guidance in Russia. The system of education has declined the responsibility for professional self-determination of graduates and their training of the professions. 
New technologies in the Russian professional guidance have revealed the contradictions between multiple methodical works, books, educational methodical seminars in main professional-guiding centers of the country, internet-sites, new efficient methods of professional psychodiagnosis and consultancy, active game professional-guiding methods, which in complex create the modern system of the professional guidance for youth, on the one hand, and the lack of publications, devoted to the professional self-determination of teenagers at school and the correspondence between the choice of a profession and individual particularities, as well as the unsolved problem connected with the quality of education and the adequate professional choice, on the other hand.
 Above mentioned facts explain the urgency of our study, by the main point of which is the problem of the correspondence of personal particularities to the professional choice. 
The performed study of individual, characteristic and other personal particularities (organizational and communicational aptitudes and abilities, temperament, self assessment, professional interests, aggressiveness, hostility etc.) of teenager at secondary school {\textnumero} 3 in Cossack village Novotitarovskaya of the Krasnodar region has allowed to reveal the interrelation and correspondence of their individual particularities to the chosen professional sphere of activity.
 We have prepared some practical recommendations taking into account the correspondence of the professional interests and the individual particularities of teenagers in work of teachers and school psychologists professional-guiding objectives and social adaptation, as well as on the increasing quality of education. },
	keywords = {personality of a teenager, professional interests, professional self-determination},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220439.pdf},
	author = {Lyudmila Lomakina and Olga Logashenko}
}
@article {48,
	title = {PUPILS{\textquoteright} EXAMINATION USING INFORMATION TECHNOLOGIES, AS IMPROVEMENT OF THE KNOWLEDGE SYSTEM MONITORING},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {89-94},
	abstract = {The title of the paper is Verification of Students{\textquoteright} Knowledges with the Use of the Newest Information Technologies, as one of Way of Improvement of Checking of Knowledges System.
 Presently in education is practiced the use of informations technologies for the automated verification of students{\textquoteright} knowledges, that is testing on a computer.
 In work is considered Avanesov{\textquoteright}s classification of tests{\textquoteright} tasks, where tests are subdivided into the tasks of the closed and opened form. In work is resulted description of possibilities, are considered advantages and disadvantages of these tests using at verification of students{\textquoteright} knowledge. The analysis of comparison of the computerized testing is conducted with the standard writing testing. 
The methodology of research bases on two researches which purpose was to find out the relation of students to examination with use of information technologies.
 The main conclusion - verification of students{\textquoteright} knowledges with the use of information technologies improves the control of knowledge, if at creation of test tasks are observed the basic criteria of quality of the test and with the maximal feedback are used all the offered opportunities of the computerized test.},
	keywords = {comparison and advantages of tests, testing on a computer},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220327.pdf},
	author = {Natalia Vronskaya}
}
