@article {1670,
	title = {ADAPTATION OF THE SCHOOL CLIMATE QUESTIONNAIRE: ITS ASSOCIATION WITH PSYCHOLOGICAL DISTRESS, ACADEMIC SELF-EFFICACY, AND MENTAL WELLBEING IN AZERBAIJAN},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {517-530},
	abstract = {School climate is an important concept in the field of education. Therefore, the aim of this study was to adapt the School Climate Questionnaire for use with Azerbaijani adolescents and explore the relationships between school climate, psychological distress, academic self-efficacy, and mental wellbeing. Data were collected from 1204 adolescents in Azerbaijan using convenience sampling. During the adaptation process, confirmatory factor analysis, criterion-related validity, and reliability analyses were performed. Additionally, the relationships between school climate and psychological distress, academic self-efficacy, and mental wellbeing were examined using PROCESS mediational analysis. The results of the confirmatory factor analysis indicated that the scale consisted of 22 items, had a three-dimensional structure, and showed a good fit. Moreover, the results showed that school climate was negatively associated with depression, anxiety, and stress, and positively related to academic self-efficacy and mental well-being. Lastly, the results revealed that school climate had a mediating effect on mental well-being via psychological distress and academic self-efficacy. All of these results suggest that the Azerbaijani version of the School Climate Questionnaire has acceptable psychometric properties.},
	keywords = {academic self-efficacy, educational psychology, mental wellbeing, psychological distress, quantitative research, school climate},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.517},
	url = {https://oaji.net/articles/2023/457-1691444201.pdf},
	author = {Elnur Rustamov and Matanat Aliyeva and Narinj Rustamova and Zalova-Nuriyeva, U.}
}
@article {1646,
	title = {AN ALGEBRAIC THINKING SKILL TEST IN PROBLEM-SOLVING FOR SEVENTH GRADERS  },
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {223-243},
	abstract = {Diagnostic tests have been developed previously to measure algebraic thinking skills; however, the tests do not specifically address algebraic problem-solving. Thus, an Algebraic Thinking Test (ATT) Instrument was developed to measure algebraic thinking skills in problem-solving involving linear equations. ATT comprises nine open-ended questions with three algebraic thinking constructs: Generalized Arithmetic, Functions and Modeling. Generalized arithmetic involves students in efficient calculation and generalization; functional involves identifying number patterns, while modelling involves solving open-ended problems, identifying similarities, and performing calculations involving variables. This study is meant to determine the quality of ATT instruments through the validity and reliability analysis using the Rasch Measurement Model. The sample consisted of 120 seventh graders aged 12 to 13, selected from two secondary schools in the Tuaran district, Malaysia. The instrument was found to have a strong dimensionality and high construct validity. The reliability of Cronbach Alpha (KR-20) demonstrated a value of .90 (very high), and item and respondent reliability of .98 (excellent) and .86 (good), respectively, with an item separation index of 6.29 and 2.45 for the person separation index. ATT has good validity and high reliability in measuring algebraic thinking skills among seventh graders in secondary schools.},
	keywords = {algebraic thinking skills, linear equations, problem-solving, Rasch analysis, validity and reliability},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.223},
	url = {https://oaji.net/articles/2023/457-1683097601.pdf},
	author = {Janet Jahudin and Nyet   Moi Siew}
}
@article {1698,
	title = {ANTECEDENTS OF THE PERCEIVED USEFULNESS OF AN ONLINE LEARNING PLATFORM DURING THE PANDEMIC},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {861-868},
	abstract = {The pandemic has posed a number of challenges to university studies. The whole study process, the conditions, the context, the conditions for student mobility, the technical possibilities, and finally the quality of the studies have changed. During the pandemic period, a number of studies have been carried out on how higher education is organised in the context of a pandemic, but there is still a lack of analysis on how students perceive the usefulness of distance learning. 
A quantitative study was carried out with a contingent of 132 prospective preschool and primary education teachers, and students in the field of social sciences at three Lithuanian universities. The aim was to explore possible antecedents of the perceived usefulness of an online learning platform during the pandemic. The sample consisted of 24 first-year, 52 second-year, 28 third-year and 28 fourth-year students. The data obtained during the study were processed and analysed using SPSS software. In addition, structural Equation Modelling (SEM) with Lisrel 9.3 for Windows has been used to test the model.
Three factors were extracted. All constructs have a very good convergent and discriminant validity. These factors are important for analyzing the effectiveness of distance learning in general. It was found that the most important contributor to the perceived usefulness is the ease of access. It was also found that content adaptation has a positive influence on the perceived usefulness. 
},
	keywords = {distance education, perceived usefulness, quantitative research, university students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.861},
	url = {https://oaji.net/articles/2023/457-1702996295.pdf},
	author = {Vincentas  Lamanauskas and Costin   Pribeanu}
}
@article {1693,
	title = {THE ASSOCIATION BETWEEN SOCIAL MEDIA USE, CYBERBULLYING, AND GENDER},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {776-788},
	abstract = {Cyberbullying has emerged as a pressing global issue, impacting internet users worldwide. This study examines the association between social media, bullying, and gender, with the aim of assessing the influence of social media on the aggressive tendencies of adolescents. The study involved 157 young adults aged 18 to 28 in Israel, who completed a self-report questionnaire regarding their social media usage and inclination toward cyberbullying.
The findings revealed an association between the extent of adolescents{\textquoteright} social media engagement and their inclination to cyberbullying, specifically in the context of gender. Notably, this effect was primarily observed among men. While young women demonstrated higher online platform usage compared to their male counterparts, they exhibited a lower inclination towards cyberbullying. The study underscores that prolonged exposure to an environment lacking normative behavioural reinforcement contributes to an increase in bullying tendencies.
Given the widespread use of social networks by young people, it is imperative for the educational system to address this issue during adolescence and provide guidance on the various facets and consequences of social media usage. School programs should be developed to establish online behaviour standards, akin to those practiced in face-to-face interactions among young adolescents.
},
	keywords = {post-Covid period, social media, WhatsApp groups, young adults, сyberbullying problem},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.776},
	url = {https://oaji.net/articles/2023/457-1702995917.pdf},
	author = {Nitza Davidovitch and Roman Yavich}
}
@article {1699,
	title = {AZERBAIJANI ADAPTATION OF THE PERCEIVED SCHOOL EXPERIENCE SCALE: EXAMINING ITS IMPACT ON PSYCHOLOGICAL DISTRESS AND SCHOOL SATISFACTION},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {869-880},
	abstract = {School experience holds significant importance in the realm of educational environments in the 21st century. Thus, the aim of this study was to adapt the Perceived School Experience Scale for application among Azerbaijani adolescents and examine the interconnections between school experience, psychological distress, and school satisfaction. Data were collected from 1095 Azerbaijani adolescents (635 female and 456 male). Throughout the adaptation process, confirmatory factor analysis, assessments of criterion-related validity, and reliability were conducted. Additionally, the associations between school experience, psychological distress, and school satisfaction were explored through mediational analysis. The results from the confirmatory factor analysis demonstrated that the questionnaire encompassed 14 items, featured three school-related protective factors, and displayed an acceptable fit. The scale has been found to have satisfactory reliability coefficients for both its factors and the overall score.  Furthermore, the findings established that school experience exhibited positive correlations with school satisfaction while demonstrating negative associations with psychological distress. Finally, the results unveiled that psychological distress played a mediating role in influencing school satisfaction through the pathways of school experience. These findings collectively suggest that the Azerbaijani version of the Perceived School Experience Scale boasts commendable psychometric properties. },
	keywords = {psychological distress, scale adaptation, school experience, school satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.869},
	url = {https://oaji.net/articles/2023/457-1702996377.pdf},
	author = {Elnur Rustamov and Zalova-Nuriyeva, U. and Malak Allahverdiyeva and Tahmasib Abbasov and Narinj Rustamova}
}
@article {1562,
	title = {ACADEMIC MISCONDUCT: ATTITUDES AND PERCEPTIONS OF BRAZILIAN MEDICAL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {426-437},
	abstract = {Academic misconduct during medical school is common, with multifactorial causes, and can negatively impact the training and professional performance of future physicians. This study investigated factors linked to academic misconducts among medical students during their training. It is a transversal, quantitative, and analytical study that assessed the perception of 240 students from five medical courses in Salvador, Bahia, Brazil. A virtual, semi-structured, anonymous, self-completed questionnaire was used, with sociodemographic and academic variables recorded. Behavioral patterns were analyzed using hypothetical situations based on medical students{\textquoteright} code of ethics, and the data were compared based on participant and institutional characteristics. Results showed that medical students reported that ethical attitudes were maintained during graduation (98.3\%) and the majority claimed to know the student code of ethics (89.2\%). However, there was a high frequency of academic misconduct, especially "recording classes without authorization" (72.9\%), "cheating on tests" (67.9\%) and " improperly sign attendance lists" (65.0\%). We observed a higher association of females with actions such as "cheating on exams" and taking "pictures with anatomical parts and dummies". In addition, posting pictures with patients and taking on duty without medical supervision occurred more frequently among students from private schools. Although the students considered themselves to be ethical, a high frequency of inappropriate behavior in academic situations was evidenced. This scenario points to the need for greater attention to training based on moral and ethical commitment in academic activities, with a view to future professional performance.},
	keywords = {cross-sectional studies, higher education, medical education, medical ethics, Medical Students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.426},
	url = {https://oaji.net/articles/2022/457-1657803448.pdf},
	author = {Ingrid Dorea-Bandeira and Oliveira, V. and Mariana Ara{\'u}jo-Pereira and Bruno Bezerril Andrade and Andr{\'e} Nogueira Nazar and Luiz Fernando Quintanilha and Katia de Miranda Avena}
}
@article {1565,
	title = {ACADEMIC OUTCOMES OF HOMESCHOOLED VERSUS CONVENTIONALLY SCHOOLED CHILDREN PURSUING THE ACCELERATED CHRISTIAN EDUCATION CURRICULUM IN KENYA},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-486},
	abstract = {In recent times, the Kenyan education sector has experienced increased cases of students{\textquoteright} indiscipline in schools. However, the potential of homeschooling as a possible solution to such indiscipline has not been explored. Whereas critics of homeschooling posit that homeschooled children are inferior academically, proponents of this form of learning don{\textquoteright}t think so. Therefore, this research compared the academic learning outcomes of homeschooled children and children in conventional school settings. The subjects in which scores were compared were math, English, and social studies. This research was anchored in the systems theory{\textquoteright}s input-output model developed by Ludwig Von Bertalanffy and adopted the causal-comparative research design. The target population was children pursuing the Accelerated Christian Education (ACE) curriculum. A sample of 316 children was drawn, out of whom 272 participated in the research. Data were analyzed using independent samples t-tests. Results revealed that homeschooled children achieved significantly higher math, English, and social studies scores than children in conventional schools. The research concluded that homeschooling as an alternative form of education enhances children{\textquoteright}s academic learning outcomes equally well and probably better than conventional schools. Therefore, the education sector in Kenya should consider legalizing homeschooling as an alternative form of education for some parents who want to detach their children from indiscipline cases that are majorly witnessed in conventional schools. Despite this research stating the case for legalizing Homeschooling in Kenya, a significant limitation was the reliance on the ACE curriculum and academic scores derived from one term{\textquoteright}s performance. Therefore, future studies should consider panel data that caters for comparisons across diverse curricula over time.},
	keywords = {academic outcomes, ace curriculum, comparative research, conventional schooling, homeschooling},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.474},
	url = {https://oaji.net/articles/2022/457-1657803656.pdf},
	author = {Mwanyumba Tweni, F. and Lydia Wamocha and Pamela Buhere}
}
@article {1599,
	title = {ADAPTATION INTO TURKISH OF THE COMPUTATIONAL THINKING TEST FOR PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {765-776},
	abstract = {Computational thinking is recognized as a vital skill related to problem-solving in technological and non-technological fields. The existence of different sub-domains related to this skill has been pointed out. Therefore, there is a need for tools that measure these different sub-domains. Because of its structure that includes different skills, computational thinking has a structure different from that of the tools used to measure academic skills. Moreover, no special programming knowledge is required for tools that measure this ability. In order to measure this skill in younger age groups, it is possible to apply the measurement tool without adult support. At this point, it is aimed to reveal the computational thinking skills of Turkish children by adapting a test developed for the 7-9 age groups into Turkish. For this purpose, an adaptation research study was performed for TechCheck-2 developed by Relkin et al. (2020). In the study, a total of 372 primary school students studying in Ankara were contacted. Item and test analyses were performed on the data obtained as a result of the application of the test. The distinctiveness and difficulty values of the items making up the test and Kuder Richardson-20 scores were calculated. At the end of the analyses, it was seen that the test could be used as a valid and reliable measurement tool for Turkish children.},
	keywords = {computational thinking, item analysis, primary school student, test adaptation},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.765},
	url = {https://oaji.net/articles/2022/457-1672600660.pdf},
	author = {Alki{\c s} K{\"u}{\c c}{\"u}kaydin, M. and {\c C}i{\u g}dem Akkanat}
}
@article {1570,
	title = {ADDRESSING PRE-SERVICE TEACHERS{\textquoteright} MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-515},
	abstract = {Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers{\textquoteright} conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. },
	keywords = {conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.499},
	url = {https://oaji.net/articles/2022/457-1662401000.pdf},
	author = {Johannes Addido and Andrea   C. Burrows and Timothy   F. Slater}
}
@article {1583,
	title = {ARTIFICIAL INTELLIGENCE IN DISTANCE EDUCATION: A SYSTEMATIC LITERATURE REVIEW OF BRAZILIAN STUDIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {679-692},
	abstract = {Artificial Intelligence (AI) is changing the way people live in society. New technologies powered by AI have been applied in different sectors of the economy and the educational context is no different. AI has been considered a key to the development of learning strategies, especially in distance education. In this sense, this research aimed to identify the current state of Brazilian literature on AI applied to distance education. The Higher Education market in Brazil, which is the biggest in Latin America regarding the number of individuals able to enroll in a program, is still developing and distance education has grown rapidly. To reach the purpose of this paper, it was performed a Systematic Literature Review (SLR) to find the research conducted in graduate programs that investigate the subject of AI applied to distance education. The final analysis used a total of 63 studies {\textendash} 26 master{\textquoteright}s theses and 37 doctoral dissertations. The main results show that most of the research on AI in distance education in Brazil was conducted in Computer Science (56\%) and Engineering (27\%). Only 6\% of the studies reviewed are from masters{\textquoteright} or doctoral programs in Education. The result also shows that limited attention is paid to critical topics related to the growing introduction of AI in distance education, as such teachers{\textquoteright} employability and technological training or the ethical implications of using AI for the educational process. As a result of this SLR, it was possible to suggest research opportunities considering the international agenda on AI.},
	keywords = {artificial Intelligence, distance education, educational technology, systematic literature review},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.679},
	url = {https://oaji.net/articles/2022/457-1667682748.pdf},
	author = {Durso, S. D. O. and Arruda, E. P.}
}
@article {1573,
	title = {ASSOCIATION BETWEEN ATTITUDES TOWARDS SCIENCE SUBJECTS AND GRADES: THE MEDIATION ROLE OF LEARNING STRATEGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {547-564},
	abstract = {The students{\textquoteright} attitudes towards school subjects may influence their behaviour and various educational outcomes. The research aimed to test students{\textquoteright} attitudes towards the subjects of Biology, Chemistry, and Physics, and to examine the associations between those attitudes and students{\textquoteright} learning strategies and grades achieved. The study included 245 eighth-grade students from five schools in Koprivnica-Kri{\v z}evci County in the Republic of Croatia. Attitude scale towards science subjects and Learning strategies scale were employed. The results of the analysis of variance showed a significantly higher assessment of interest for Biology and Physics than for Chemistry, while the assessment of importance for Biology was significantly higher than for Chemistry and Physics. Attitudes toward Biology, Chemistry, and Physics were positively correlated with the grades achieved in those subjects. Results of the mediation analysis indicated that the learning strategies were mediators between the attitude towards the science subject and the grades achieved in those subjects. Students with a more positive attitude towards a subject employ a deeper approach to learning, which ultimately results in a higher grade.},
	keywords = {lower secondary education; mediation analysis; school achievement, scientific subjects; student attitudes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.547},
	url = {https://oaji.net/articles/2022/457-1662401244.pdf},
	author = {Maltar Okun, T. and Majda Rijavec and Marko {\'C}aleta}
}
@article {1412,
	title = {ACHIEVING ACTIVE LEARNING AND DEEP LEARNING WITH MEDIA USING THE EXAMPLE OF TEACHING FINANCE},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {485-504},
	abstract = {The range of study programs in finance and the ways how to study due to place, time, and focus has increased in recent years. Students can choose what and how they want to learn. If someone finds an appropriate program he must decide to study face-to-face, online, or in a hybrid format.
Finance is often a duty in business administration or related study programs. For many students in those classes the financial topics are bleak. This leads to a passive consumption of contents and ends often in dropping out.
The aim of this research was to discuss methods to activate and keep learners motivated by using well selected media in teaching. To identify which media is used in teaching, a literature review was done. Teaching annual reports and other official reports available in English and/or German from several international educational institutions are read, compared, and analyzed. Additionally, secondary academic literature is checked for further examples.
In a first step, therefore, different techniques to active students, such as collaboration or interaction, are discussed critically on a literature base. In a second step, based on the techniques, a selection matrix was obtained that supports educators to select the right medium to deal with a certain technique. Many examples were found that might assist educators in the practical use of the selection matrix.
},
	keywords = {active learning in finance, media selection, motivation in higher education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.485},
	url = {http://oaji.net/articles/2021/457-1623677088.pdf},
	author = {Alexander Zureck}
}
@article {1342,
	title = {ADOLESCENTS{\textquoteright} PREFERENCES FOR MEDIA CONTENT AND THEIR PERCEPTIONS OF DOMINANT VALUE ORIENTATIONS IN THE MEDIA},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-46},
	abstract = {Today, the media represent one of the main factors in the upbringing and education of adolescents due to the growing representation, availability of diverse content and more frequent use. In adolescence, the media have a special significance, because they greatly influence the preferences, attitudes, emotions, behavior, value orientations and the formation of adolescents{\textquoteright} identities. Starting from such an attitude, the preferences of upper-secondary school students for monitoring media content and their perceptions of value orientations that are promoted through the media were examined through the aim of the research. The media habits of adolescents and their perceptions of the value system in the media were determined through the survey technique. The study included 433 students from the Republic of Serbia. The results showed that there are significant differences in the preferences of adolescents in the choice of media content in relation to gender and type of school. A positive correlation was found in the monitoring of certain television content and values in the media, as well as in relation to musical affinities and values that are promoted through music videos. The results of research point out potential proposals for improving the media culture of adolescents and reducing the negative effects of the media. It is recognized as a potential solution in the development of media literacy of adolescents, i.e., the affirmation of their critical opinion about the messages and values that are promoted through the media.},
	keywords = {media literacy, media values, students{\textquoteright} media preferences, students{\textquoteright} perception, value orientations},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.34},
	url = {http://oaji.net/articles/2021/457-1612638623.pdf},
	author = {Bisera Jevti{\'c} and Danijela Milo{\v s}evi{\'c}}
}
@article {1343,
	title = {ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {47-59},
	abstract = {School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment.  This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices.},
	keywords = {insubordination, primary schools, self-esteem, self-image, sexual harassment, social justice, women principals},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.47},
	url = {http://oaji.net/articles/2021/457-1612638680.pdf},
	author = {Shuti Steph Khumalo}
}
@article {1508,
	title = {ATTACHMENT STYLES AND RISKY SEXUAL BEHAVIORS IN ADOLESCENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {928-941},
	abstract = {Infection with sexually transmitted diseases and unwanted pregnancies are risks associated with adolescents{\textquoteright} risky sexual behavior. Mental models of attachment relationships influence behavior and may influence adolescents{\textquoteright} involvement in sexual activities that are risky. This study explored whether attachment styles predicted adolescents{\textquoteright} involvement in risky sexual behavior. A correlational study design was adopted with 367 students from public secondary schools in Nairobi County taking part in the study. The Attachment Styles Questionnaire and Risky Sexual Behavior Scale were used to collect data. Multiple regression analysis was used to determine whether secure, preoccupied, dismissing or fearful attachment styles predicted students{\textquoteright} risky sexual behavior. The study found that preoccupied attachment style and secure attachment style had predictive effects on risky sexual behavior. Preoccupied attachment style was predictive of greater involvement in risky sexual behavior whereas secure attachment style was predictive of less risky sexual behavior. It was evident based on the findings that secure attachment style was protective against risky sexual behavior whereas preoccupied attachment style created vulnerability to risky sexual behavior. It was recommended that special attention should be paid to adolescents with insecure attachment styles in guidance and counseling programs aimed at discouraging adolescents{\textquoteright} risky sexual behavior and parents/guardians should be encouraged to be more nurturing towards their children in order to encourage formation of secure attachment which was protective against risky sexual behavior.  },
	keywords = {attachment anxiety, attachment avoidance, attachment styles, risky sexual behavior, secure attachment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.928},
	url = {http://oaji.net/articles/2021/457-1639554182.pdf},
	author = {Walter Odera Owino and Newton Mukholwe Asakhulu and Jonathan Muema Mwania and Rose Mwanza}
}
@article {1327,
	title = {ABILITY TO FOSTER SCHOOLCHILDREN{\textquoteright}S ECOLOGICAL LITERACY AS A RESULT OF PROSPECTIVE BIOLOGY TEACHERS{\textquoteright} PROFESSIONAL TRAINING},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {907-919},
	abstract = {An important role in preventing the negative effects of human impact on the environment is played by environmental literacy, which is connected with developing the ability to use natural resources wisely and reduce waste as well as awareness of the role of the environment for safe and healthy living. 
The scientific studies on formation of students{\textquoteright} ecological literacy were analyzed. It was revealed that the current state of training future Biology teachers for developing students{\textquoteright} environmental literacy is not efficient. Ability of prospective Biology teachers to form students{\textquoteright} ecological literacy is identified by the unity of value, cognitive and procedural components. Theoretical substantiation of the technology of training future Biology teachers for increasing students{\textquoteright} ecological literacy is carried out. The peculiarity of the technological process is the study of the elective courses {\textquotedblleft}Conducting Ecological Pedagogical Activities{\textquotedblright}, {\textquotedblleft}Technologies of Environmental Education and Upbringing{\textquotedblright}, {\textquotedblleft}Methods of Teaching Ecology{\textquotedblright}, use of interactive teaching methods, combination of training sessions, independent work, practical training, and control measures. Criteria for the formation of each component are students{\textquoteright} attitude to the environment and its preservation, the level of knowledge acquisition, the level of mastery of the methods of developing school students{\textquoteright} environmental literacy. A three-level approach to evaluating the results was used. The average level of formation of each component dominated. During the experimental training, statistically significant positive changes in the formation of each component took place. This confirms the feasibility of further implementation of the technology.
},
	keywords = {ecological literacy, elective courses, environmental upbringing, pre-service biology teachers},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.907},
	url = {http://oaji.net/articles/2020/457-1607329534.pdf},
	author = {Mariia Bilianska and Olga Yaroshenko}
}
@article {1357,
	title = {AFFECTIVE FACTORS CONTRIBUTING TO SOUTHEAST ASIAN AND EAST ASIAN EIGHTH GRADERS{\textquoteright} SCIENCE ACHIEVEMENT IN TIMSS 2015},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1107-1125},
	abstract = {Trends in International Mathematics and Science Study (TIMSS) is an international comparative study that has been implemented by the International Association for the Evaluation of Educational Achievement (IEA) since 1995. This proposed study is aimed to identify the affective factors contributing to eighth graders{\textquoteright} science achievement in TIMSS among Southeast Asian and East Asian countries. The freely-downloadable secondary data were analyzed using IEA{\textquoteright}s International Database (IDB) Analyzer (version 4.0) for TIMSS, a plug-in for SPSS. TIMSS uses an imputation methodology, involving plausible values, to report student performance. This study found that students{\textquoteright} views on engaging teaching in science (BSBGESL) were negatively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Thailand, Singapore, Chinese Taipei, and Hong Kong SAR. Students Like Learning Science (BSBGSLS) were positively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Malaysia, Singapore, Thailand, Hong Kong SAR, and Chinese Taipei. Students Confident in Science (BSBGSCS) were positively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Korea, Japan, Chinese Taipei, Hong Kong, Thailand, and Singapore. Students Value Science (BSBGSVS) was positively and significantly contributed to eighth-grade students{\textquoteright} science achievement in Japan, Korea, Thailand, Chinese Taipei, Singapore, and Malaysia. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders{\textquoteright} science performance in the forthcoming TIMSS studies. },
	keywords = {affective factors, comparative study, science achievement, TIMSS},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.1107},
	url = {http://oaji.net/articles/2021/457-1612880930.pdf},
	author = {Yoon Fah Lay and Murugan Rajoo}
}
@article {1301,
	title = {AGGRESSIVE SCHOOL COMMUNITIES: TRANSFORMATION OF COEXISTENCE THROUGH ARTIVIST EDUCATION METHODS},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {553-575},
	abstract = {The coexistence allows the adaptation of the aggressors and assaulted in school communities through artistic interaction techniques. Due to its transformational value, artivist education allows students to be involved in raising awareness of their environment as well as themselves. For this reason, the interest of the research was to determine the benefits of artivism in school coexistence. Three studies based on sustainability, school exchange and meaning analysis were carried out in 80 fifth and sixth grade primary students. Measurement scales and the log of experiences were used, from whose data it was obtained that there was greater sustainability of direct and democratic coexistence from the fourth month of experimentation with activities based on artivist education (Experiment 1), as well as effects on school exchange with greater emphasis on the democratic component (Experiment 2). The conclusions of the research invited to deduce that artivist education allowed coexistence to be made more sustainable through the strategies that subjects adopted from their peers, in turn, direct interaction allowed to propose a formative process of adaptation between assaulted and aggressors. As a contribution, the research highlights the adoption of new forms of student interaction with power groups to the extent of how and how they establish acceptability behaviors in the shared context. },
	keywords = {Artivism, artivist education, democratic coexistence, direct coexistence, school communities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.553},
	url = {http://oaji.net/articles/2020/457-1596902536.pdf},
	author = {Holguin-Alvarez, J. and Ledesma-Perez, F. and Monta{\~n}ez-Huancaya, A. and Cruz-Montero, J.}
}
@article {1329,
	title = {ANALYSIS OF PRE-SERVICE FOREIGN LANGUAGE TEACHERS{\textquoteright} INCORRECT ARTICULATIONS: FREQUENCY, INFLUENCE ON COMMUNICATION, AND A SPECIFIC CORRECTIVE STRATEGY},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {933-947},
	abstract = {English Foreign Language (EFL) teachers need to be especially aware of their own articulatory errors and to manage strategies to overcome them. A specific corrective strategy using phonetic notation to destabilise the most recurrent articulatory errors to be applied to Spanish pre-service English Primary School teachers is presented. Firstly, the presence of incorrectly articulated sounds in a corpus of 238 minutes of recorded improvised production of 34 pre-service EFL teachers was identified. Incorrect articulations were classified in two groups, those that presented a higher frequency were classified as fossilised errors and those appearing only once were considered mistakes. A categorisation of the most frequent articulatory errors and their possible origins was offered. Errors were also examined attending the effect they posed on communication, if they hindered it, they were considered unintelligible. Results showed that more than 80\% of fossilised incorrect articulations were perfectly understandable and did not disrupt communication. Even if these results can be considered positive, research shows that pronunciation highly influences the learning process of other skills, and that it affects learners in terms of confidence, social and work advancement. Therefore, to get rid of their own fossilised errors, future teachers need effective pronunciation skills training strategies. For that reason, a specific error corrective strategy based on phonetic notation and self-learning is proposed.  },
	keywords = {EFL (English as a foreign language), higher education, second language acquisition, teacher training},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.933},
	url = {http://oaji.net/articles/2020/457-1607329741.pdf},
	author = {Coral I. Hunt-G{\'o}mez and Macarena Navarro-Pablo}
}
@article {1274,
	title = {ASSESSING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS USING MULTIDIMENSIONAL ITEM RESPONSE THEORY},
	journal = {Problems of Education in the 21st Century},
	volume = {78},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {196-214},
	abstract = {The development of the economics HOTS test that combines critical thinking skills, problem-solving, and critical thinking are essential to meet the challenges of the 21st century life skills. The combination of these thinking skills in the HOT test will help teachers to diagnose students{\textquoteright} strengths and weaknesses. However, it could interfere with the accuracy of the measurement results if analyzed using IRT in a single analysis. The Multidimensional Item Response Theory (MIRT) resolved the accuracy of the measurement issues. This research aimed to develop the economics HOTS test to estimate the student{\textquoteright}s abilities in higher order thinking skills using the MIRT.  The samples were 750 high school students selected from fourteen high schools in West Sumatera, Indonesia. The data were collected using tests which calibrated through the simple-structure MIRT model using R studio. The test reliability was calculated based on coefficients Alpha and test information function. The results show MIRT offers accurate measurement in estimating multidimensional test parameters. The item had a moderate average multidimensional discriminant and difficulty, while the students had a moderate HOTS ability. Their ability to think creatively was lower than critical thinking and problem-solving abilities. The test was proven to be reliable with coefficients Alpha of 0.81, it yielded a high-test information function of the 4.0124, and a low measurement error of 0.4992. It is suitable to be tested on students who have moderate abilities in problem-solving and critical thinking, but with high creative thinking ability.},
	keywords = {creative thinking, critical thinking, HOTS, MIRT, problem solving},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/20.78.196},
	url = {http://oaji.net/articles/2020/457-1587022339.pdf},
	author = {Friyatmi and Djemari Mardapi and Haryanto}
}
@article {1237,
	title = {ACADEMIC ACHIEVEMENT OF COLLEGE STUDENTS: THE ROLE OF THE POSITIVE PERSONALITY MODEL},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {572-583},
	abstract = {This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes. },
	keywords = {academic achievement, academic adjustment, personality traits, positive traits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.572},
	url = {http://oaji.net/articles/2019/457-1571384259.pdf},
	author = {Guadalupe de la Iglesia and Alejandro Castro Solano}
}
@article {1227,
	title = {ASSESSING THE INFLUENCE OF SERVICE RECOVERY STRATEGIES ON DISTRIBUTIVE JUSTICE IN HIGHER EDUCATION INSTITUTIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {478-488},
	abstract = {In recent times, students in higher education institutions have raised their expectations and are becoming less tolerant to poor service. The reality is that service failures are bound to happen. However, effective service recovery strategies could minimise the impact of service failure.  The aim of this research was to analyse the influence of service recovery strategies on distributive justice in higher education institutions. A total of 430 students from three public universities in South Africa participated in this research as respondents. The research adopted a quantitative, descriptive and cross-sectional approach. The findings of this research showed that compensation and explanation have a positive and significant influence on distributive justice. Furthermore, the results showed a positive and insignificant influence of apology on distributive justice. The findings of this research are a wake up call to higher education institutions to focus on the two strategies of service recovery, namely explanation and compensation to achieve distributive justice. Thus, higher education institutions should firstly, focus on the use of an explanation to achieve distributive justice because it is offered at no cost compared to compensation which normally wears a financial face. This is based on the fact that higher education institutions are non profit making institutions such that they cannot afford to offer financial compensation on regular basis to address student problems. Ultimately, higher education institutions are advised to consider the severity of service failure before offering any form of service recovery to avoid double deviation. },
	keywords = {distributive justice, field-based research, higher education institutions, service failure, service recovery strategies},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.478},
	url = {http://oaji.net/articles/2019/457-1566969154.pdf},
	author = {Steven K. Msosa and Jeevarathnam P. Govender}
}
@article {1206,
	title = {ASSESSMENT OF SCIENCE TEACHERS{\textquoteright} CAREER SATISFACTION AND SCHOOL ORGANISATIONAL CLIMATE IN ENHANCING JOB PERFORMANCE IN RURAL LEARNING ECOLOGIES},
	journal = {Problems of Education in the 21st Century},
	volume = {77},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-269},
	abstract = {Science teachers{\textquoteright} career satisfaction and organisational climate, which influence their job performances, are very important. This research examined the extent to which science teachers{\textquoteright} career satisfaction and organisational climate are related to their job performances in rural learning ecologies. Within a survey and correlational research design of a quantitative type, 250 science teachers were selected in Ondo State, Nigeria using a purposive sampling technique. Data were collected using an adapted questionnaire on science teachers{\textquoteright} career satisfaction, school organisational climate and job performance. Descriptive and inferential statistics were used to analyse data. The results showed that 65.2\% of the science teachers in rural learning ecologies were satisfied with their careers while 34.8\% were dissatisfied with their careers. It was discovered that a combination of career satisfaction and organisational climate significantly influenced their job performances. It was found that the teachers{\textquoteright} career satisfaction had a significant positive effect on their job performances while school organisational climate had a significant negative effect on their job performances. In light of the results, it can be concluded that science teachers{\textquoteright} career satisfaction is the most effective significant contribution to their job performances. Further, it can be inferred that the school organisational climate does not significantly predict job performance in rural learning ecologies. To this end, results of the current research have some implications worth considering for the employers of science teachers, principals of schools and other stakeholders in creating a healthy school organisational climate and demonstrate good leadership behaviour in order to achieve improvement in the job performance of science teachers in rural learning ecologies. },
	keywords = {rural learning ecologies, school organisational climate, science education, teachers{\textquoteright} career satisfaction, teachers{\textquoteright} job performance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/19.77.254},
	url = {http://oaji.net/articles/2019/457-1556863871.pdf},
	author = {Yinusa A. Faremi and Loyiso C. Jita}
}
@article {1144,
	title = {ABOUT THE SCHOOL AND THE STUDENT-TEACHER RELATIONSHIP  IN THE 21ST CENTURY: SOME PERSPECTIVES AND CHALLENGES},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {422-424},
	abstract = {Contemporaneity, defined as post-modernity, is a stage of civilization changes, which in its nature entails changes in the sphere of didactic and educational thinking and practice. The rapid pace of social change, shaping new interpersonal relationships, progressive axiological chaos, enforce a kind of revision of views on the school as a place and the role of the teacher in it.
Challenges in education are caused by a variety of factors, which have affected not only teachers and students and relationships between them, but also the school community as a whole. Challenges in education have changed over the social development and technological progress indicated above.},
	keywords = {contemporary school, educational thinking, human development, school community, school reality},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.422},
	url = {http://oaji.net/articles/2017/457-1533495296.pdf},
	author = {Aleksandra T{\l}u{\'s}ciak-Deliowska}
}
@article {1138,
	title = {APPRAISING THE IMAGE OF FORMAL EDUCATION BY INFORMAL EDUCATORS},
	journal = {Problems of Education in the 21st Century},
	volume = {76},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {406-414},
	abstract = {Discussion about the need for professionalization has accompanied the development of informal education from its very early stages. Some people believe informal education is staffed by temporary players whose main value derived in part from the fact that their work embodies the principles of altruism, hence they need no professional training. In contrast, others believe that work in this field is complex, hence appropriate training settings should be set up for those working in informal education as well. 
The aim of this research was to evaluate the perception of formal education by informal education educators. 
The research methodology is qualitative; it employs a structured interview of the participants and a semiotic analysis of pictures that  participants were asked to provide that they felt represented the formal education system.  
The main findings of the semiotic analysis clearly show that the pictures chosen raise connotations of rigidity, emptiness, loneliness, sadness, insufficiency and boredom.
Those images are strongly connected to the debate of recruiting resourceful and capable teachers to formal education systems in the era of accountability. 
},
	keywords = {formal education, informal code, informal education, semiotics},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/18.76.406},
	url = {http://oaji.net/articles/2017/457-1529089986.pdf},
	author = {Sara Zamir}
}
@article {1074,
	title = {ACHIEVEMENT MOTIVATION TOWARD LEARNING ENGLISH LANGUAGE IN MODERN EDUCATIONAL CONTEXT OF GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-374},
	abstract = {The aim of the research is to identify an achievement goal as a motivational factor of learning the English language among Georgian students. In the current research, a four-factor structure of achievement goal orientation (master-approach, master-avoidance, performance-approach, performance-avoidance) and attitude toward the language acquisition were researched.  The data obtained were evaluated using the Achievement Goal Questionnaire (AGQ) (2008) and Attitude/Motivation Test Battery (AMTB). The main finding of this research is that in different forms of language learning are different leading achievement goals. The results showed that different speciality learners were determined to achieve different motivational goals. Different forms of language learning cause differences between strong and weak learners and raise different goal orientations. Students, who have high scores and are successful, have strong ability of the Master Goals. Language learners, who do not have high grades and are not successful, have a high level of Performance goals. The 2x2 achievement goal framework (master-approach, master-avoidance, performance-approach, performance-avoidance) were closely connected with a positive attitude. Positive attitude defines language learning effectively and stimulates students to perform their goal perfectly.},
	keywords = {achievement goal orientation, achievement motivation, master approach, master avoidance, performance approach, performance avoidance},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.366},
	url = {http://oaji.net/articles/2017/457-1503750847.pdf},
	author = {Nino Rachvelishvili}
}
@article {1095,
	title = {ADULT EDUCATION IN MOZAMBIQUE: BETWEEN EXPECTATIONS AND POSSIBILITIES},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {581-590},
	abstract = {Adult education has been and continues being an important area of education. In developing contexts, it is considered the way for social inclusion and poverty reduction and it is expected to provide knowledge, skills and values to youth and adults who did not get opportunity to education in their early age. Adult education also serves as a way to improve people{\textquoteright}s competences throughout their life span. However, the concept of adult education in Mozambique has been used as literacy, referring only to the development of reading, writing and calculation skills. Using content analysis of documents, this research attempts to gain insight of adult education in the context of Mozambique. The findings reveal that adult education in the perspective of change and development as it is in Mozambique is linked to the objectives of poverty reduction and social inclusion. In this sense quality and relevance in adult education, as in other type of education, is needed to be able to develop functional knowledge and skills to youth and adults and allow them continuing learning in their life. Literacy and adult education have been considered an important field for social and economic development in the country, but contextual factors contribute to a narrow perspective of adult education, focusing mainly on literacy and numeracy as its final goal.},
	keywords = {adult education, poverty reduction, social inclusion},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.581},
	url = {http://oaji.net/articles/2017/457-1513710609.pdf},
	author = {Alzira A. M. Manuel and Domingos Buque and Ros{\'a}rio Quive}
}
@article {1040,
	title = {ARE ICT BEING USED CORRECTLY? SMALL REFLECTION ABOUT CORRECT USING OF ICT IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {Dear readers, I would like to thank for the space for writing a short reflection about one of the problems, which is occurring in education. Information and communication technologies (ICT) are considered a tool, which could help understanding of the curriculum by the pupils and also the attitude toward any school subject will be better, when ICT are used. The probability, that it is true is very high, but it depends on many facts, which are very often neglected. There are still existing teachers, who think, that using of computer and the preparation of power point presentation is sufficient. It can be appropriate at the beginning of ICT application in the schools. Nowadays the situation is different. In the digital world, many software, applications and other things connected with ICT are existing. And this fact can cause the problems on the side of pupils and also on the side of teachers. The persons, who are interested in the learning and teaching process (not teachers) want to use ICT from teachers, but the reason is only administrative {\textquotedblleft}the using of ICT in the classes{\textquotedblright}. But this situation can be damaging and not effective for the teaching process.},
	keywords = {educational applications, ICT application, learning environments},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.04},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232389},
	author = {Milan Kubiatko}
}
@article {1090,
	title = {ASSESSMENTS FOR LEARNING IN GRADES 1-9 IN A SPECIAL SCHOOL FOR STUDENTS WITH INTELLECTUAL DISABILITY IN SWEDEN},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {508-524},
	abstract = {The aim of this research is to analyze teachers{\textquoteright} and paraprofessionals{\textquoteright} work and reflections on assessments for learning in a Swedish compulsory special school. Research has shown that assessment for learning is a powerful tool to improve student achievement. The theoretical perspectives discuss concepts such as situated learning and collaboration. The research adopted a participatory design; the researchers followed four teams, totally 20 teachers and paraprofessionals{\textquoteright} work through video observation, discussions, feedback and lectures on assessment. The teams documented classroom teaching and assessment of students{\textquoteright} abilities in different subject. The data in this study are based on teams{\textquoteright} written texts. The texts are analyzed using a qualitative content analysis and contribute to research on formative assessment by including teachers as well as paraprofessionals. Results show, that professions have developed their educational philosophy and their ability to give children feedback, which will help their learning. The results also highlight the discussion between learning and caring, regarding the duties of teachers and paraprofessionals. A challenge for the teams is to unite the children{\textquoteright}s care needs with the curriculum knowledge requirements and ensure them to learn within a holistic perspective.  Teaching and assessing students with extensive learning difficulties and in need of alternative communication is another challenge for the teams as well as awareness that change processes take time.},
	keywords = {assessment for learning, intellectual disability, paraprofessional, special school, teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.508},
	url = {http://oaji.net/articles/2017/457-1513710227.pdf},
	author = {Lotta Anderson and Daniel {\"O}stlund}
}
@article {1043,
	title = {THE ATTITUDE OF TEACHERS TOWARDS PROSOCIAL BEHAVIOUR AND ACADEMIC ACHIEVEMENT IN SERBIA},
	journal = {Problems of Education in the 21st Century},
	volume = {75},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-53},
	abstract = {Analyzing the significance and the role of school and teachers in the encouragement of prosocial behaviour of the learners in secondary schools, the following problem appeared: the connection between the teachers{\textquoteright} encouragement of prosocial behaviour and the academic achievement in the secondary schools in Serbia through the following segments: procedures and activities used by teachers, and the interrelatedness of prosocial behaviour and academic achievement. A review of theoretical findings and a study conducted on the sample of 695 respondents are presented. The method of theoretical analysis and synthesis, the causal non-experimental method and the descriptive method are applied. The applied techniques include content analysis, scaling and evaluation. The results showed that teachers{\textquoteright} activities partly promoted prosocial behaviour. The results of the research pointed to certain pedagogical implications: the reform of the educational system in Serbia; a change of educational objectives and tasks; establishing a continuity between all levels of the educational system and raising cooperation with parents; educational professional services to teachers in the area of raising their interest in acquiring and applying strategies and skills directed at educating prosocially oriented personalities and improving the quality of their work.},
	keywords = {academic achievement, comparative analysis, encouragement of prosocial behaviour, interrelatedness of predictors, school indicators},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/17.75.34},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1232392},
	author = {Bisera S. Jevti{\'c}}
}
@article {1022,
	title = {ACCESS AND BARRIERS TO EDUCATION: ATTITUDES AND PERCEPTIONS OF ETHNIC MINORITIES LIVING IN GEORGIA},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {53-64},
	abstract = {The aim of this research is to analyse the attitudes and perceptions by Georgian Azeri and Armenian ethnic minorities about the accessibility and barriers to acquire an education. The research includes three types of education: general, vocational education and training (VET), and higher education. The survey was carried out with 800 participants of both ethnic minorities in two regions of Georgia, Samtskhe-Javakheti and Kvemo Kartli . In-depth interviews were carried out with four experts working in the field of education for ethnic minorities. Respondents believe that they have more equal access to general education and VET while local Georgians have better access to higher education than ethnic minorities do. Attitudes of Ethnic Minorities correspond to their limited participation in Higher Education. The respondents identified poor knowledge of Georgian language (state language of Georgia) as the most significant barrier that excludes them from educational opportunities. This research provides evidence and a basis for formulating education policies for the Azeri and Armenian ethnic minorities living in Georgia.},
	keywords = {access to education, barriers to education, ethnic minorities},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.53},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221618},
	author = {Anastasia Kitiashvili and Tamar Abashidze and Irine Zhvania}
}
@article {1000,
	title = {APPROACHES IN DESIGN EDUCATION: THE ROLE OF PATTERNS AND SCENARIOS IN THE DESIGN STUDIO},
	journal = {Problems of Education in the 21st Century},
	volume = {69},
	year = {2016},
	month = {February/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {6-21},
	abstract = {The studio is the educational setting where architectural students dedicate a large part of their study career working individually and in groups. Supporting students with adequate methods to deal with ill-defined problems in the design studio is a major challenge for design education. Whereas different approaches such as using design patterns and developing scenarios are reported to improve the design activity, they were never investigated in the design studio. An empirical investigation was conducted in order to explore whether and how scenarios and patterns can help students in developing a useful knowledge base and enhance their abilities to solve design problems in the design studio. Students were requested to solve a series of design problems using these educational methods, while working individually and as a team. They were asked to produce as many design ideas as possible, while in the team setting were instructed to think aloud. The data assessed is gathered from surveys, problem solving sessions, and interviews. Thus, qualitative and quantitative analyses had to be done to find out about the different impact of the two methods in design. The results showed that as an educational approach, patterns aided in defining problems and analyzing idea solutions, mainly from a technical and functional perspective. Scenarios, on the other hand, were helpful to generate new ideas, and to enhance design creativity. Independently of the pedagogical method used in the design studio, working in teams showed to be central to enrich and enhance many aspects of the design activity. The findings have important implications for intervention programs in the design studio.},
	keywords = {design education, design studio, design thinking, educational setting, problem solving session, students teamwork},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.69.06},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1199718},
	author = {Hernan   Casakin and Arjan van Timmeren and Petra Badke-Schaub}
}
@article {1010,
	title = {AUTHENTIC SCIENCE EXPERIENCES: PRE-COLLEGIATE SCIENCE EDUCATORS{\textquoteright} SUCCESSES AND CHALLENGES DURING PROFESSIONAL DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {59{\textendash}73},
	abstract = {Twenty-three pre-collegiate educators of elementary students (ages 5-10 years) and secondary students (ages 11-18 years) attended a two-week science, technology, engineering, and mathematics (STEM) astronomy focused professional development in the summer of 2015 with activities focused on authentic science experiences, inquiry, and partnership building. {\textquoteleft}Authentic{\textquoteright} in this research refers to scientific skills and are defined. The study explores the authentic science education experience of the pre-collegiate educators, detailing the components of authentic science as seen through a social constructionism lens. Using qualitative and quantitative methods, the researchers analyzed the successes and challenges of pre-collegiate science and mathematics educators when immersed in STEM and astronomy authentic science practices, the educators{\textquoteright} perceptions before and after the authentic science practices, and the educators{\textquoteright} performance on pre to post content tests during the authentic science practices. Findings show that the educators were initially engaged, then disengaged, and then finally re-engaged with the authentic experience. Qualitative responses are shared, as are the significant results of the quantitative pre to post content learning scores of the educators. Conclusions include the necessity for PD team delivery of detailed explanations to the participants - before, during, and after {\textendash} for the entire authentic science experience and partnership building processes. Furthermore, expert structure and support is vital for participant research question generation, data collection, and data analysis (successes, failures, and reattempts). Overall, in order to include authentic science in pre-collegiate classrooms, elementary and secondary educators need experience, instruction, scaffolding, and continued support with the STEM processes.},
	keywords = {astronomy outreach, authentic science, inquiry activities, partnership building, professional development, STEM education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.59},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203605},
	author = {Andrea   C. Burrows and Michael A. DiPompeo and Adam D. Myers and Ryan C. Hickox and Mike   Borowczak and Debbie A. French and Andria C. Schwortz}
}
@article {987,
	title = {ANALYSING EXPERIENCED ORGANIC CHEMISTRY TEACHERS{\textquoteright} TEACHING PLANS AND TASK PERFORMANCES BASED ON THE THEORY OF CONCEPTUAL FIELDS},
	journal = {Problems of Education in the 21st Century},
	volume = {67},
	year = {2015},
	month = {October/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {81-94},
	abstract = {This research analyses two experienced Organic Chemistry teachers{\textquoteright} teaching plans and task performances. The recorded audiovisual interviews were analyzed with computer assisted qualitative data analysis software (CAQDAS). Based on the Theory of Conceptual Fields, the teachers used an energetic-structural resolution approach characterized by the simultaneous use of structural field (SCF) and thermodynamics (TCF) articulated electronegativity, polar covalent bond, steric effects, inductive effects, resonance, aromaticity and stereochemistry. The development of the lesson plans indicated more emphasis to the structural field (SCF). The performance schemes of Organic Chemistry Tasks were not reflected into the lesson plans. Lesson planning knowledge that is subtly dependent on a teacher{\textquoteright}s career often has an implicit impact on the mobilization of the schemes. },
	keywords = {organic chemistry teachers, teaching planning, Theory of Conceptual Fields},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.67.81},
	url = {http://oaji.net/articles/2015/457-1449642605.pdf},
	author = {Marcelo G. Nascimento and Marco Antonio Bueno Filho}
}
@article {880,
	title = {THE ACHIEVEMENT GOAL THEORY AS AN APPROACH TO STUDY SCHOOL PRINCIPALS{\textquoteright} LEADERSHIP MOTIVATION},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {27-38},
	abstract = {This study investigates how the achievement goal theory and its measures can be utilized to understand the school principals{\textquoteright} achievement goals for leading. The achievement goal theory is an analytical tool little used when studying educational management. This explorative study aims at developing a measure of principals{\textquoteright} achievement goals for leading, by using a factor analysis of the scores of 270 Norwegian principals. The analysis shows a clear distinction between principals{\textquoteright} mastery and performance goals for leading. Mastery goals for leading were positively correlated with constructs such as principals{\textquoteright} efficacy beliefs for leading, autonomy and teacher-principal trust, while performance goals were weaker or not significantly correlated with these constructs. The study suggests that the context and organizational factors are influencing principals{\textquoteright} purposes of achievement behaviour. Given the increasing emphasis on the accountability of school leaders, the current study suggests the achievement goal theory as a fruitful approach when studying educational leadership. },
	keywords = {accountability, achievement goals, educational leadership},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.27},
	url = {http://oaji.net/articles/2014/457-1420361199.pdf},
	author = {Christian Brandmo and Dijana Tiplic and Eyvind   Elstad}
}
@article {881,
	title = {ASSESSING THE FIELD PLACEMENT IN INITIAL TEACHER EDUCATION: FINDING A BALANCE BETWEEN FORMATIVE AND SUMMATIVE ASSESSMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {58},
	year = {2014},
	month = {March/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {39-52},
	abstract = {The research study reported in this paper explores the issues and challenges faced by teacher educators when assessing student-teachers during their field placement. The key research question is: What are the issues and challenges faced by teacher educators and university administrators in relation to the formative and summative assessment of student-teachers during their field placement in Initial Teacher Education? The research tries to address this question by drawing on qualitative data from interviews with key academics and administrators at the University of Malta. The data from the interviews suggests that finding a balance within a university setting between the formative and summative aspects of assessment can create a potential conflict. This results in teacher educators focusing more on administrative demands for accountability and standards through summative assessment (also known as {\textquoteleft}assessment of learning{\textquoteright}) rather than on the learning process through formative assessment (also known as {\textquoteleft}assessment for learning{\textquoteright}). The authors challenge this current view and, using examples from good practice, construct a model of assessment for the field placement that tries to improve the balance between formative and summative assessment.},
	keywords = {field placement, formative assessment, initial teacher education, summative assessment},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.58.39},
	url = {http://oaji.net/articles/2014/457-1420361243.pdf},
	author = {Deborah A. Chetcuti and Michael A. Buhagiar}
}
@article {902,
	title = {ASSESSMENT OF EDUCATION POLICY THRUST OF THE NATIONAL ECONOMIC EMPOWERMENT AND DEVELOPMENT STRATEGY (NEEDS) IN NIGERIA},
	journal = {Problems of Education in the 21st Century},
	volume = {60},
	year = {2014},
	month = {July/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {23-45},
	abstract = {The National Economic Empowerment and Development Strategy (NEEDS) is Nigeria{\textquoteright}s plan for prosperity. The plan focuses on four key strategies: reorienting values, reducing poverty, creating wealth and generating employment. In realizing the plan, education is recognized as the vital transformational tool and a formidable instrument for any socioeconomic empowerment. Policy frameworks for education were developed to propel and sustain the NEEDS initiative. The NEEDS set six goals (with targets) for education, and each of the goals is keyed to each of the policy thrust. This study, therefore, attempted to assess the extent to which the targets of NEEDS for education are implemented. A structured questionnaire was developed to elicit 250 university lecturers{\textquoteright} views on the extent of implementation of the education policy thrust of the NEEDS. It was found that, the targets of each of the goals of the plan that were originally designed to be a medium{\textendash}term development strategy; spanning year (2004-2007) have not been fully realized 10 years after its inception. Conclusion was drawn and recommendations were made, among which are: the NEEDS planners and operators should set specific, realizable targets and time framework of human development, for students to become self-sufficient in the areas of basic needs through skills acquisition and job creation.},
	keywords = {targets and education, the National Economic Empowerment and Development Strategy},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.60.23  },
	url = {http://oaji.net/articles/2015/457-1421876455.pdf},
	author = {Isaac Olakanmi Abimbola and Esther Ore Omosewo and Johnson Enero Upahi}
}
@article {839,
	title = {ADEQUACY OF READING COMPREHENSION OF TURKISH LANGUAGE TEACHERS AND ELEMENTARY SCHOOL TEACHERS WORKING IN GAZIANTEP IN THE SOUTHEAST ANATOLIAN REGION},
	journal = {Problems of Education in the 21st Century},
	volume = {54},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {112-124},
	abstract = {Through the university entrance exam taken once a year in Turkey, language, mathematics, science and social studies proficiencies of high school students and graduates are tested. The results of this exam demonstrate the individual achievement of students and in light of these results, the achievement of each school, which in terms of the curriculum evaluation. Based on the outcomes of university entrance exam, the achievement level of each region can also be evaluated. According to the 2012 university entrance exam results out of 81 cities in Turkey. Gaziantep was among the least successful, ranked number 76 in mathematics and Turkish Language test results. The city of Gaziantep is located in the Southeast Anatolia region. The latest PISA 2009 results show that among the OECD countries, Turkey is the last but third in the list after Chile and Mexico. Again, according to 2009 PISA results, the Southeast Anatolian region is at the bottom among the other regions of Turkey in terms of reading competencies. The purpose of the present study is to investigate the reading habits of the Turkish Language teachers working in elementary and secondary schools in Gaziantep because these teachers have great influence on the development of reading proficiency of students. To collect the data, a questionnaire based on the components of reading comprehension was given to 407 teachers working in elementary and secondary schools. The collected data were interpreted through percentages and Chi-Square. The result of the study shows that reading habits of teachers differ in accordance with the socio economic level and education level of teachers{\textquoteright} parents, socio economic level of parental education and socio economic level of the family, time devoted to reading-and level interpreting what is read.},
	keywords = {efficiency of recognizing words, fluent reading, reading habits},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.54.112 },
	url = {http://oaji.net/articles/2014/457-1420054465.pdf},
	author = {Y.G{\"u}rcan   {\"U}ltan{\i}r}
}
@article {870,
	title = {AGE-APPROPRIATENESS OF THE SCIENTIFIC VOCABULARY FOR BEGINNING READERS},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {78-89},
	abstract = {The study concerning an experimental learning material was carried out in the primary school. A specific feature of the innovative material is topic based on notions related to physics. Seven years old pupils{\textquoteright} pre-knowledge of scientific notions have been analysed in the current study. A sample of the vocabulary suggested by the physicists was tested with different groups of respondents: pupils of the first grade, pupils additionally involved in extracurricular activities in the club "Friend of Science" and the students of a teacher training department. The notions selected by the physicists denote the phenomena of energy, space science, atomic and digital study area that up till now were not included in the actual primary school curriculum. As a result of this study, the fact has to be reported that the pupils {\textendash} not having had any previous lessons on these themes {\textendash} have given 72\% right answers altogether, but the pupils involved in the special club, know nearly all presented notions. There are conclusions drawn from the current study for compiling of texts for beginning reader and for introducing the scientific themes in primary school lessons. },
	keywords = {beginning reading, primary education, reading material, vocabulary, zone of proximal development},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.79 },
	url = {http://oaji.net/articles/2014/457-1420056782.pdf},
	author = {Mare  M{\"u}{\"u}rsepp}
}
@article {850,
	title = {ANALYZING THE NEED FOR USING DIDACTIC STRATEGIES SPECIFIC TO NON-FORMAL EDUCATION IN THE CONTINUED PROFESSIONAL TRAINING OF TEACHERS {\textendash} A CASE STUDY FROM BIHOR COUNTY, ROMANIA},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {8-15},
	abstract = {Non-formal education (NFE) is one of the most important forms of the education process and refers to those activities that professional training institutions offer to their students besides the mandatory instructive-educational programmes. The importance of NFE resides in the fact that it strengthens the theoretical knowledge received during formal education by giving this knowledge a practical character as it is applied in different life situations. The main aim of this study was to identify the teachers{\textquoteright} degree of openness towards NFE, as well as the existing need for continued training through didactic strategies specific to this form of education. The sample consisted of 155 teachers, mostly from pre-primary, secondary and tertiary educational institutions from Bihor County, Romania. The instrument used was a questionnaire with 18 multiple-choice items. The results of the research show that most of the respondents are interested in participating in professional training courses based on didactic strategies specific to NFE. The main themes of interest include health education, managing students{\textquoteright} behaviour problems, social and emotional learning, and so on.},
	keywords = {continued professional training, didactic strategies, non-formal education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.08 },
	url = {http://oaji.net/articles/2014/457-1420055404.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {860,
	title = {AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT},
	journal = {Problems of Education in the 21st Century},
	volume = {56},
	year = {2013},
	month = {November/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {115-127},
	abstract = {Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre.  The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that {\textquoteleft}every child, irrespective of their life circumstances{\textellipsis} has the right to be re-integrated into the same institution that the girl was previously attending.{\textquoteright}  The study documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities.  Schools are not coping with the evolving and expanding role in helping children develop.  The study concludes that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school.  It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions.  There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to be hypocritical.},
	keywords = {counselling, policy, practice, pregnancy, re-entry, Swaziland},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.56.115},
	url = {http://oaji.net/articles/2014/457-1420056108.pdf},
	author = {Qand{\textquoteright}elihle G. S. N. Simelane and S{\textquoteright}lungile Kindness   Thwala and Thuli Mamba}
}
@article {688,
	title = {ACQUISITION OF PHYSICS IN COMPREHENSIVE SCHOOL: ACCENTS OF CONSTRUCTIVISM APPROACH},
	journal = {Problems of Education in the 21st Century},
	volume = {41},
	year = {2012},
	month = {April/2012},
	type = {Original article},
	chapter = {10-17},
	abstract = {Nowadays in general education the emphasis is put on a pupil and his/her activity in learning. Gradually there are deepened pedagogical theories considering a pupil as an active constructor of knowledge. As the process of learning natural sciences at school is essential in the world cognition and it is needed to increase the effectiveness of learning natural sciences, including physics, as well as facilitate the attractiveness of these subjects, it is important to identify and evaluate contemporary didactic standpoints and opportunities for their application in the teaching and learning process. In the article the author analyzes the theoretical ideas of constructivism in the aspect of learning physics. The aim of the theoretical research is to evaluate the didactic standpoints of constructivism, put forward and describe the main principles of constructivism to be implemented in comprehensive secondary education. Within the research reflected in the article there is performed the analysis of scientific literature, analytical judgments are based on the previous empirical researches and using authors{\textquoteright} personal pedagogical experience. 
 
},
	keywords = {communication, constructivism, emotional experience},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.41.10 },
	url = {http://oaji.net/articles/2014/457-1409839792.pdf},
	author = {J{\={a}}nis   Dzerviniks and J{\={a}}nis   Poplavskis}
}
@article {662,
	title = {ADAPTATION ANALYSIS OF SOME ALTERNATIVE COMPETENCE-BASED EDUCATION PROGRAMS{\textquoteright} IN A HUNGARIAN PUBLIC SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {39},
	year = {2012},
	month = {February/2012},
	type = {Original article},
	chapter = {52-61},
	abstract = {Some international researches has proven that Hungarian students are below the desired level regarding the application of acquired knowledge in many areas. In recent years competence based education includes knowledge, attitudes and abilities, gained ground in Hungarian schools. Our research aims to analyze the sustainability of some competence based, alternative education programs in Hungarian public education. Additional objectives include: revealing the opinion, examining the impact, exploring the related experience of students, parents, and teachers towards the following competence-based education programs: {\quotedblbase}Student Cognition{\textquotedblright} {\quotedblbase}Lesson Differentiation{\textquotedblright}, {\quotedblbase}Project Based Education{\textquotedblright}, {\quotedblbase}Epochal Education{\textquotedblright}, {\quotedblbase}Cooperative Education{\textquotedblright} and {\quotedblbase}ICT tools{\textquotedblright}. Questionnaire was used as a research method, applying SPSS to evaluate our data. The survey was carried out in a public school which takes part in the dissemination of competence based trainings. Sample consists of 158 participants. Results: applying these practices students and teachers are more effective to discuss their problems, the quality of education improves. Meet the students{\textquoteright} age characteristics, establish better measurement and evaluation system, clearer rules. Adapt to the students{\textquoteright} abilities/skills increasing their self-sufficiency and performance orientation. Consequently, the new practices can be appropriate to meet the challanges of public education in the 21st century.},
	keywords = {competence-based education programs, Hungarian students},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.39.53},
	url = {https://oaji.net/articles/2014/457-1408437266.pdf},
	author = {Zsuzsanna   Han{\'a}k and L{\'a}szl{\'o}   Dorner}
}
@article {792,
	title = {ALBANIAN UNIVERSITY STUDENTS{\textquoteright} ETHNIC DISTANCE AND STEREOTYPES COMPARED WITH OTHER BALKAN NATIONS},
	journal = {Problems of Education in the 21st Century},
	volume = {48},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {127-134},
	abstract = {The purpose of this study is to identify the Albanian university students{\textquoteright} ethnic distance and the negative ethnic stereotypes compared with other ethnic groups in the Balkans. In addition, the study aims at determining the relationship between the ethnic distance and negative ethnic stereotypes. The sample of this study consists of 600 students selected at random in seven Albanian public universities. The instruments used in this study are a seven item ethnic distance scale for measuring the ethnic distance and a ten item scale for measuring ethnic stereotypes. The ethnic distance scale reliability coefficient is 0.76. The reliability coefficient for the ethnic stereotypes scale varies from 0.84 to 0.90. The descriptive statistics (mean - comparison) is used to describe the level of ethnic distance and ethnic stereotypes...Pearson Product-moment Correlations are used to identify the intensity and orientation of the relation between the ethnic distance and stereotyped attitudes. The study findings indicate that Albanian university students manifest high levels of ethnic stereotypes and ethnic distance compared with other Balkan ethnic groups, especially Serbs and Greeks. In line with the other research, the findings of the present study indicate that there is a positive relationship between the ethnic distance and negative ethnic stereotypes.},
	keywords = {Balkan ethnic groups, ethnic distance, ethnic stereotypes},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.48.127},
	url = {http://oaji.net/articles/2014/457-1415392684.pdf},
	author = {Edmond   Rapti and Theodhori   Karaj}
}
@article {772,
	title = {ANALYTICAL STUDY OF KNOWLEDGE PREFERENCE USING THE PEDAGOGICAL EPISTEMOLOGY OF EDUCATION FRAMEWORK OF QUANTITATIVE, QUALITATIVE, AND PERFORMATIVE KNOWING  AMONG SECONDARY SCHOOL STUDENTS IN THAILAND},
	journal = {Problems of Education in the 21st Century},
	volume = {47},
	year = {2012},
	month = {November/2012},
	type = {Original article},
	chapter = {50-68},
	abstract = {The basic research dilemma of the present study relates to the assumption that every individual can learn, not based on a personal innate intelligence but what and how a person learns to acquire intelligence. The investigation involved developing an instrument to detect the trait of basic knowledge through knowing factors that form a student{\textquoteright}s knowledge preference. Furthermore, the study attempted to analyze the association between knowledge preference and the student{\textquoteright}s nurturing culture and environmental influential factors. The assessment of tacit knowledge is to gain information that has been influent student{\textquoteright}s learning formally or informally. Student early characteristics of the knowledge learning preference can be derived from different sources of knowing, for instance, the biological heredity procession in family, language, thinking process, perception, and frames of thought. A test named the Knowledge Preference Test was developed, and it consisted of 50 items. It statistically received a reliability coefficient of 0.91. The study participants included 2 017 secondary school students in Thailand. The study found significant association patterns among knowledge preference, student biological and cultural status, and some areas of student achievement.},
	keywords = {basic knowledge, biological matrices, pedagogical epistemology of education, performative knowing},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.47.50 },
	url = {http://oaji.net/articles/2014/457-1413729059.pdf},
	author = {Sudgasame   Jantaraweragul and Noy   S. Kay}
}
@article {749,
	title = {THE ARCHITECTURE OF A SCHOOL SYSTEM ACCORDING TO THE THEORY OF DYNAMICAL SYSTEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {7-14},
	abstract = {From the experience of recent years it seems clear that the existing educational system, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect of the educational process must be studied and reconsidered in the light of new and different societal expectations. In the last decades we started with one school reform after the other, but it looks now that these changes had no positive impact whatsoever. Even worse, the school system was damaged afterwards. 
 In this paper we will explore some possibilities how to improve it without facing these consequences. The main idea is, as a result of our latest research, that mathematical methods for describing and simulating could be very useful for predicting and simulating school systems without using a long term and complex empirical experimentation. The paper introduces the correlation between the dynamical mathematical calculus and the educational school system and elaborates to some extent the basic idea of using the former to predict the latter.},
	keywords = {mathematical modelling, school system, theory of dynamical system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.07},
	url = {http://oaji.net/articles/2014/457-1413727721.pdf},
	author = {Boris Aber{\v s}ek and Janez  Bregant}
}
@article {573,
	title = {ACADEMIC SATISFACTION AS AN AMPLIFIER OF THE ORGANIZATIONAL INTELLECTUAL CAPITAL},
	journal = {Problems of Education in the 21st Century},
	volume = {32},
	year = {2011},
	month = {July/2011},
	type = {Original article},
	chapter = {58-71},
	abstract = {In this paper data will be provided from an ongoing study on academic satisfaction in Portuguese higher education. The realization of this study is providing a diverse range of information on multiple dimensions of the faculty job in higher education, in particular dimensions of satisfaction, as well as dimensions of the academic career and the professional context in which it is exercised. In the context of this paper we will discuss particularly the academic job satisfaction as an amplifier of the organizational intellectual capital within the Portuguese higher education institutions. 
 The research is being carried out at the Center for Research on Higher Education Policies (CIPES) and is being financed by Foundation for Science and Technology. The main research objectives are as follows:
 RO1: Determine the dimensions associated with job satisfaction of the academic staff;
 RO2: Analyze how job satisfaction differs among sub-groups of academics {\textendash} sex, degree of education and institutional type. 
 The main conclusions are that academics are in general satisfied with their jobs but not very or extremely satisfied. Academics more dissatisfied were those with a higher degree of education (PhD) and those teaching in public higher education institutions, especially those in public universities. Academics are more satisfied with {\textquotedblleft}Non academic staff (administrative staff, technical and laboratorial staff){\textquotedblright}, {\textquotedblleft}Teaching Climate{\textquotedblright} and {\textquotedblleft}Colleagues{\textquotedblright} and express dissatisfaction with {\textquotedblleft}Research Climate{\textquotedblright} and {\textquotedblleft}Conditions of Employment{\textquotedblright}.
The results are intended as an aid in identifying areas for improvement and, consequently, this data can be used to shape policies and change, promoting the organizational intellectual capital.},
	keywords = {higher education, intellectual capital, job satisfaction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.32.58},
	url = {https://oaji.net/articles/2014/457-1406541524.pdf},
	author = {Maria de Lourdes  Machado-Taylor and Od{\'\i}lia Maria  Rocha Gouveia}
}
@article {541,
	title = {ADULT EDUCATION IN PRACTICE: TEACHER TRAINING AND ITS POTENTIAL FOR CHANGING SCHOOL TEACHERS THROUGH ADULT LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {110-118},
	abstract = {{\textquotedblleft}Belem Frameworks of Action{\textquotedblright} the main document launched at the Brazilian Belem City Adult Education Conference, CONFINTEA VI, declared Adult Education{\textquoteright}s priority importance and urge all World Authorities to follow CONTINTEA{\textquoteright}s Resolutions (Brazil, May 2009). {\textquotedblleft}It is time to act, because no acting costs a lot{\textquotedblright} {\textendash} stated the Final Resolution, ratified by the representatives of 156 countries and Georgia among them (CONFINTEA V, Final Report, 2009). The content, management and delivery of adult education and the accessibility of learning opportunities for adults need improvements and new studies to be involved. This study reports data gathered from schoolteachers about their perceptions of the compatibility of the certification training (Georgia, 2010) with principles of adult learning and the identification of the learning motivation, level and sources of satisfaction and dissatisfaction held for this training by the teachers. This study was carried out to reveal the causal effect of adult education principles on the attitudes of schoolteachers towards preparatory training for certification tests and the interaction quality between the adult learning and the transform of the pedagogical beliefs and practices of Georgian schoolteachers in transition period. },
	keywords = {adult education, adult learning practitioners, pedagogical beliefs},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405178898.pdf},
	author = {Nino  Sharvashidze and Miles  Bryant}
}
@article {543,
	title = {AESOP{\textquoteright}S FABLES REVISITED: VOLUNTEERING THROUGH INFORMAL LIFELONG LEARNING},
	journal = {Problems of Education in the 21st Century},
	volume = {29},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {135-141},
	abstract = {Volunteering is an expression of active citizenship, which occurs in many sectors. It is a value which should be developed from an early age through formal and informal learning. Nevertheless, not enough emphasis is given to it in educational institutes, and it is a value mostly {\textquoteleft}learned by example{\textquoteright}. The European Commission has designated 2011 as European Year of Volunteering aiming to raise awareness of its significance and encourage the development of facilitating environments. 
 Teaching of volunteering can start from an early age using short stories, easily understood by children. Aesop{\textquoteright}s fables have been educating generations since antiquity. The directedness of the stories, the presentation of difficult and complex situations in allegoric way, the demonstration of thoughts, feelings and decision choices, actions and consequences grasp the interest of the reader and offer food for thoughts for a series of life lessons. Three of these fables are analysed by using the idiolectic definition (ID) tool. It is an alternative qualitative tool, which can be used in interdisciplinary research, for analysis of texts. Pinpointing key points of the tales can be used as a basis for highlighting to young people fundamental concepts and as a starting point for dialogue and reflection.},
	keywords = {cultural catalysts, idiolect definition, informal learning},
	issn = {1822-7864},
	url = {https://oaji.net/articles/2014/457-1405179007.pdf},
	author = {Maria  Theodosopoulou and Vana  Papalois}
}
@article {610,
	title = {ANALYSIS OF EXPERIENCE IN ENVIRONMENTAL PROJECT TEACHING USING ESSAY AS A FEEDBACK},
	journal = {Problems of Education in the 21st Century},
	volume = {35},
	year = {2011},
	month = {November/2011},
	type = {Original article},
	chapter = {46-57},
	abstract = {Models of hydrogen-cars and current fuel cell topic are getting just very slowly into Slovak secondary school teaching of chemistry. The research therefore focus on different ways of suitable utilising of the model in chemistry teaching. The concept of the project teaching namely School Eko-bus with environmental issues and particular goals within which students make experiments on the hydrogen-car models was estalished. A part of the research is directed at finding answers on the following question: What means of feedback are the most suitable for verifying the results of making effort to develop specific competencies? In terms of research students{\textasciiacute} and teachers{\textasciiacute} questionnaires besides observation of students at practical activities, students{\textasciiacute} taking research notes, their presentations and essays are being evaluated. The study refers to advantages and disadvantages of essay as unconventional feedback device in natural science project teaching at Slovak secondary schools. Writing thus forces students to be more active, to think autonomously as well as independently, and written formulation of their thoughts proves the quality of their thinking; moreover, it also reveals content and formal deficiencies of their thinking. For teachers these deficiencies therefore become more vivid and noticeable. In their little literary works {\textendash} essays, students demonstrate critical thinking; use knowledge of general and inorganic chemistry as well as knowledge of fuel cells, and in their written ideas students defend their pro-environmental attitudes.},
	keywords = {environmental education, hydrogen car model, project teaching, textual analysis},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=968801},
	author = {Zuzana  Dzuri{\v s}inov{\'a} and Miroslav  Prok{\v s}a}
}
@article {604,
	title = {ANALYTICAL INSIGHT INTO PROBLEMS OF VOCATIONAL EDUCATION IN THE SLOVAK REPUBLIC},
	journal = {Problems of Education in the 21st Century},
	volume = {34},
	year = {2011},
	month = {October/2011},
	type = {Original article},
	chapter = {162-169},
	abstract = {The level and quality of vocational education is an important determinant of economic and social development of the country as well as its employment and competitiveness. The transformation of economic and political system had a significant impact on the development of vocational education in Slovakia, which currently faces many problems. One problem is long-term lack of students and inferior status of vocational education and training compared to general education, despite the growing demand for professional skills in the labour market. This article illustrates the pros and cons of the Slovak system of vocational education. The evaluation is based on opinion survey of vocational education subjects, which was conducted among external students of teaching technological disciplines from different regions of Slovakia. Collected data were analyzed by statistical methods (two-dimensional descriptive statistics).},
	keywords = {problems of vocational education, vocational education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.34.162 },
	url = {https://oaji.net/articles/2014/457-1406612499.pdf},
	author = {Juraj  Tej and Vikt{\'o}ria  Ali Taha}
}
@article {636,
	title = {ARTIFICIAL INTELLIGENCE VERSUS HUMAN TALENTS IN LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {38-47},
	abstract = {To highlight the differences between conventional educational systems and CBLS - computer based learning systems. It is useful to consider CBLS, as the class of a system most closely related to artificial intelligence - AI. In such a system, the ultimate goal is to create a virtual duplicate of reality for learning, analysis, training, experimentation, or other purposes. Simulating reality is an approach that may or may not be useful at creating experience. This distinction yield several consequences. In CBLS, behaviour should be as realistic as possible, the representation of environment tends to be uniform and consistent and allowing users to act freely within that environment. 
 To teach users through realistic experience CBLS design techniques can make the experience much more memorable. In such an environment the context and control afforded by design techniques allow the integration of technologies and evaluation of the overall experience. Perhaps it is time to take lessons of CBLS and AI in a learning design and teaching tools seriously.
 At the beginning we will point out one simple question: could the ideas, methodology and techniques of AI also be applied to a development of relatively serious mind applications and can they substitute human teachers? And the answer will be continued in our paper.},
	keywords = {artificial Intelligence, brain based learning, intelligent tutors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.38},
	url = {https://oaji.net/articles/2014/457-1408435723.pdf},
	author = {Janez  Bregant and Boris Aber{\v s}ek}
}
@article {549,
	title = {ASSESSMENT OF PARTICIPATION OR MUSICALITY: PILOT STUDY AMONG ESTONIAN MUSIC TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {30},
	year = {2011},
	month = {May/2011},
	type = {Original article},
	chapter = {61-73},
	abstract = {The purpose of this study was to analyse what Estonian music teachers assess in music lesson and to what extent is it connected with their notion of musicality. A questionnaire was used to collect the data, which was compiled by the authors of the current study, the results of which were quantitatively analysed. Altogether 61 music teachers from all over Estonia participated in the study. It was found that music teachers primarily consider characteristics of musicality: sense of rhythm, ability to sing, and other traditional musical skills and their development. In addition, creativity is highly appreciated, but treated more like a slogan and in fact teachers do not know what they are assessing under the banner of creativity. It is also important to notice that music teachers assess visible musical activities as output giving evidence of musicality ({\textquotedblleft}I assess what I see{\textquotedblright}). That means that receptive musical activities (i.e. listening to music) and general responsiveness to music are left aside when assessing pupils{\textquoteright} musicality. The current study proved the necessity to understand musicality more widely in socio-cultural context than solely musical skills and highlighted the need for harmonising the assessment criteria and notions among teachers.},
	keywords = {classroom activities, music lesson, music teacher},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.30.51},
	url = {https://oaji.net/articles/2014/457-1405179962.pdf},
	author = {Marit  M{\~o}istlik and Tiina  Selke}
}
@article {410,
	title = {ALTERATION OF STUDENTS{\textquoteright} INTEREST IN SCIENCE TOPICS IN LATVIA: 2003 {\textendash} 2008},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {45-53},
	abstract = {A number of researches confirm that students{\textquoteright} interest in science both in Lower and Upper secondary school has a tendency to decrease. Various international comparative studies such as OECD PISA, TIMSS and ROSE reveal comparatively low achievements of students in Latvia. To analyze the causes behind such a situation it is important to carry out longitudinal studies. The analysis of the results obtained during ROSE studies in 2003 - 2008 show that, through the five year period, the most popular and unpopular science topics basically have remained the same, and there are no significant differences in the distribution of ranks. Changes in the mean value are also not statistically significant, though absolute values have a tendency to decrease. One of the most unpopular topics is {\textquotedblleft}Atoms and molecules{\textquotedblright}, which is the ground topic in the chemistry course. 
The results confirm that the differences between mean values marked by girls and boys have slightly diminished, which testifies that the Latvian cohort of students both in Lower and Upper Secondary school has become more homogenous.},
	keywords = {ROSE project, science topics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515317.pdf},
	author = {Janis  Gedrovics and Daina  Mozeika and Dagnija  Cedere}
}
@article {377,
	title = {ALTERNATIVE FORMS OF PRE-SCHOOL EDUCATION AS A CRITERION IMPROVING THE QUALITY OF EDUCATION IN POLAND},
	journal = {Problems of Education in the 21st Century },
	volume = {20},
	year = {2010},
	month = {April/2010},
	type = {Original article},
	chapter = {109-117},
	abstract = {Investing in human capital, in knowledge and skills, impacts the economy{\textquoteright}s development - similarly as investing in new technology. A good and effective employee, who as an adult will be capable of adjusting his or her qualifications to changes in technology, should as a child have access to pre-school education. 
It should be emphasized that the period of early education is very rarely linked to human capital development. Research has shown that the childhood period is crucial to the subsequent development of intellectual potential and social skills. Preschools and schools, where children are taught social skills, determine {\textendash} in a broad perspective {\textendash} how a person{\textquoteright}s life chances will be utilized. Early care and education should, thus, be the main target of investments in the field of education and innovations. Poland has the lowest indicator of access to pre-school education (38.2\% for children between 3-5 years of age). As it is necessary for more children to access pre-school education, alternative forms of pre-school education should be taken under consideration. The article outlines chosen forms of alternative pre-school education developing in Poland.},
	keywords = {human capital, preschool education, quality of education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400134559.pdf},
	author = {Marzena  Okrasa}
}
@article {432,
	title = {THE ANALYSIS OF PARENTS AND PEDAGOGUES{\textquoteright} SOCIAL ATTITUDES TOWARDS EDUCABILITY OF DISABLED PEOPLE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {166-178},
	abstract = {The article analyses structural and intensity features identifying parents and pedagogues{\textquoteright} social attitudes towards education of disabled children. The performed research allows to assert that the structure of attitudes towards educability of disabled people contains the following components: recognition of personality and social value of a disabled person, recognition of their abilities, pedagogical pessimism, fatalism, humanistic pedagogics, segregation, inferiority of a disabled personality and their family, orientation to social {\textendash} every day education priorities, the underestimation of special education needs, archetypical fears of socializing with a disabled person, pedagogue{\textquoteright}s function as a family substitute. In fact, all these components integrate into two main educability construct dimensions, pedagogic pessimism and pedagogic optimism. Features of commonness and individuality identify parents and pedagogues{\textquoteright} social attitudes towards educability of mentally disabled people. Commonness lies in the educability model, its structure. Individuality means that parents{\textquoteright} social attitudes towards educability of their disabled children are oriented (with respect to attitude intensity) to a person, whilst pedagogues{\textquoteright} {\textendash} into education and integration process. The intensity of parents and pedagogues{\textquoteright} social attitudes changes depending on social {\textendash}demographic factors. The attitude{\textquoteright}s intensity (positive and negative evaluation range) to their disabled child{\textquoteright}s educability is conditioned mostly by parents{\textquoteright} psychological state. Professional motivation, age, professional activity place, the type of educational institution condition pedagogue attitude{\textquoteright}s intensity the most. },
	keywords = {education process, social attitudes},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594602},
	author = {Ineta  Ru{\v s}kuviene and Dalia  Augiene and Domas  Auga}
}
@article {404,
	title = {ANALYSIS OF THE RELATIONSHIP BETWEEN DEMOCRACY AND EDUCATION USING SELECTED STATISTICAL METHODS},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {185-195},
	abstract = {Across the world, higher education leads to more democratic politics. The correlation between education and democracy is extremely. This idea has received a good deal of empirical support. Index of education in the newly associated states is due to compulsory schooling in the past higher than in the EU15. 
To analyse the relationship between the Index of Democracy and the Index of Education we used the Pearson Correlation Coefficient. The Pearson Correlation Coefficient was calculated not only between the Education Index and the Democracy Index but also between the Education Index and particular sub-indices of the Democracy Index: Electoral Process and Pluralism, Civil Liberties, Functioning of Government, Political Participation and Political Culture. Moreover we calculated the Pearson Coefficient of Correlation for newly associated EU countries and for all EU countries. Later we analysed the relationship between Democracy Index and Education Index via new methods: The Moran Scatters Plots and Moran{\textquoteright}s Coefficient of Spatial Autocorrelations were calculated. The geographic location and history are significant. Finally, the temporal spatial econometric model is constructed.},
	keywords = {correlation coefficient, democracy index, education index, spatial error model},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400136306.pdf},
	author = {{\v L}ubom{\'\i}r Zelenick{\'y} and Be{\'a}ta Stehl{\'\i}kov{\'a} and Anna Tirp{\'a}kov{\'a}}
}
@article {447,
	title = {APACER: A SIX-STEP MODEL FOR THE INTRODUCTION OF COMPUTER-SUPPORTED LABORATORY EXERCISES IN BIOLOGY TEACHING},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {130-138},
	abstract = {This article describes a six-step approach used for the introduction of computer-supported laboratory exercises in Biology teaching. Following the model students will be guided from recognizing a problem question to the end report in a series of active tasks. The model was named APACER as an acronym of the six steps: Ask, Predict, Act, Comment, Evaluate and Report. The model was tested with 15 {\textendash} 18-year-old secondary school students as group and individual work over a time span of ten years and several hundred students performing laboratory exercises in Biology. Work on development of the model can be described as reflective classroom practice. By observation of students{\textquoteright} work, grading of their reports and evaluation of results from exams, it was recognized that students achieved much higher grades because of better knowledge and improved reports. Transfer of the model to other Science subjects is suggested.},
	keywords = {computer-supported laboratory, laboratory exercises, secondary school students},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594546},
	author = {Andrej  {\v S}orgo}
}
@article {461,
	title = {APPLICABILITY OF THE APPROACHES-RELATED BELIEFS OF PROSPECTIVE TEACHERS},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {138-150},
	abstract = {The study reveals that the beliefs of the prospective teachers related to learning-teaching approaches can not find reflections in their practices. The present study investigates whether the prospective teachers{\textquoteright} preferences and beliefs concerning the teaching approach find reflections in practices. The study was conducted with two study groups. The first group consists of 70 last-year student teachers of Primary School Teacher Education Department of Education Faculty, and the second group with 33 second-year student teachers at the same department. One of the measurement scales used in the study is the preference list for teacher behaviors consisting of 38 questions each of which is with two options, and the other is the lesson scenarios written by the prospective teachers. The inconsistency between the prospective teachers{\textquoteright} beliefs about teaching approaches and their practices can not be accounted for by the perceptions of teacher competences. Incorporating teaching practices into the curriculum of the prospective teachers can narrow the gap between the prospective teachers{\textquoteright} beliefs about teaching approaches and their practices. },
	keywords = {teaching approach, teaching practices},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924390},
	author = {Hasan  {\c S}eker}
}
@article {391,
	title = {APPLICATION OF SOFTWARE QUALITY MODELS IN EVALUATION OF STUDY QUALITY},
	journal = {Problems of Education in the 21st Century },
	volume = {21},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {37-46},
	abstract = {The analysis and comparison of quality assurance of the development processes, quality models and quality evaluation of the results in software development allows observing a set of similar characteristics through the same concepts in the sphere of education, particularly in the studies of information technologies. Comparison is based on the quality assurance in accordance with the requirements of ISO 9001 standard and Quality Life Cycle Model of software development described in ISO 9126 standard. Similar approach may be applied during the formation of a quality life cycle scheme for the study process and quality model of an education system. A short review of the most popular methods of quality assurance of processes and product quality models used in software development and in education represents the comprehensive attention which has been paid to the quality assurance almost in all spheres of activities for the past years. Involvement of lecturers and students of information technologies in quality evaluation of the study courses is described as part of this process. The review of results and processes which is a well-known method of work in software development can be used in this evaluation. The present paper applies an approach, terminology and the concept of quality from ISO 9001 and ISO 9126 standards.},
	keywords = {education process, quality evaluation, quality model},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400135606.pdf},
	author = {Rudite  {\v C}evere and Sandra  Sproge}
}
@article {409,
	title = {APPLICATION OF THE DIFFERENT DEVELOPMENT INDEXES IN THE RESEARCH OF SCIENCE DIDACTICS},
	journal = {Problems of Education in the 21st Century },
	volume = {22},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {33-44},
	abstract = {In the last few decades the analysis of data, obtained from different science and technology education related international surveys, has produced some new viewpoints such as the diversity of cultures, the trends of globalization, different theories such as postmodernism, self-determination. Within those researches different reference factors have been investigated to obtain results, possible to explain different phenomena observed in the society.
 In our research some indexes such as Human Development Index (HDI) and Environmental Sustainability Index (ESI) normally used in sociological research have been used with the aim to find correlations with the international ROSE (The Relevance of Science Education) project data. The items in the ROSE questionnaire are measuring students{\textquoteright} general interest in science and technology and their interest in different content and contexts of science and technology as well as students{\textquoteright} science and technology related experiences. Based on our analysis, there were relatively high correlation between the mean values of different national ROSE variables and responding HDI index. },
	keywords = {gross domestic product, science didactics},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1400515203.pdf},
	author = {Janis  Gedrovics and Jari Lavonen and Jekabs  Raipulis}
}
@article {426,
	title = {APPROACHING A WRITTEN DISCOURSE},
	journal = {Problems of Education in the 21st Century },
	volume = {23},
	year = {2010},
	month = {July/2010},
	type = {Original article},
	chapter = {97-104},
	abstract = {The article firstly discusses cultural differences between Western and Central European cultures as far as the academic register is concerned. Moreover, the fact why Czech students have a lack of experience in writing is explained. Secondly, the most problematic areas {\textendash} linguistic and stylistic {\textendash} (e.g. articles, word order, indirect speech, long sentences, register . . . ) the first-year students at the Faculty of Informatics and Management in the Czech Republic have to pay attention to when they write an academic paper in English are being analyzed. Thirdly, a new approach to writing at a university level is introduced and a few challenging assignments how to make writing more attractive are explored in the article. Thus, the reader might experience how students increase their communicative competence in writing, their motivation, cultural awareness and responsibility when, for instance, they write an article for Wikipedia.},
	keywords = {assignments, blended learning},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594596},
	author = {Blanka Frydrychova  Klimova}
}
@article {455,
	title = {ASSESSING ESSAYS TO DEVELOP WRITING},
	journal = {Problems of Education in the 21st Century},
	volume = {25},
	year = {2010},
	month = {November/2010},
	type = {Original article},
	chapter = {67-76},
	abstract = {Special needs teacher education in Sweden has by tradition been pragmatic and action-oriented. The higher degree of academization the education is now undergoing has revealed deficiencies in the concluding essay project. A low problematization degree, poor grounding in theory as well as undeveloped analyses are among the explanations of the low quality. 
This article describes a development project conducted at Linnaeus University with a view to improving the quality of student essay writing. With the overarching aim of making students aware of the quality criteria involved in essay writing, students and teachers assessed essays on the basis of 24 different criteria. Initially worked out by teachers, the criteria were developed and supplemented in dialogue with students. After the appraisal the conformity of assessment between student-student, teacher-student and teacher-teacher was presented. 
The result demonstrates that disagreement exists in the assessment. Teachers and examiners assess the quality of the essays as being somewhat lower in certain respects than what students do, whereas they may give higher values on the basis of other criteria. However, individual differences in assessment among teachers are not fewer than among students. There are clear differences in the evaluation of method, theory grounding, innovativeness and creativity. Subsequent discussions have led to clearer quality requirements for essays and have also to some extent reduced the former interpretation gap. },
	keywords = {assessment system, essay seminar, essay writing},
	issn = {1822-7864},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=924383},
	author = {Peter  Karlsudd}
}
@article {346,
	title = {THE AALBORG MODEL AND PARTICIPANT DIRECTED LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {138-150},
	abstract = {Preparing students for a life as active citizens in a democratic society is one of the aims within the Bologna process. The Council of Europe has also stressed the importance of focus on democracy in Higher Education. Higher Education is seen as important to develop a democratic culture among students. Teaching democracy should be promoted in lessons and curricula.
 It has been argued by many that practising citizenship is more effective in relation to {\textquotedblleft}learning about{\textquotedblright}. Universities should rather be seen as {\textquoteleft}sites of citizenship{\textquoteright} and democracy than promotion democracy in terms of lessons and curricula (Biesta, 2005; Biesta, 2007; Biesta \& Lawy, 2006; Van der Veen et al., 2007).
 Creating democratic learning systems in institutions of higher education could be the answer to reaching the aim related to democracy. 
A democratic learning system can be defined as a system where decisions, processes and behaviour related to learning are established through argumentation (discussion) or negotiation (dialog), voting or consensus (alone or in combination) between those affected by the decision simultaneously reaching the learning outcomes, the technical and professional knowledge and insight. In principle the participants must be equal with equal rights and feel committed to the values of rationality and impartiality (Qvist, 2005).
 The Aalborg Model practised at Aalborg University is a learning system which has collaborative democratic elements built into the model.
 This paper brings results from an online quantitative, questionnaire survey between nearly 200 engineering and science students in their second semester at Aalborg University. 
The main findings are: Nearly 85 percent of the respondent{\textquoteright}s state that their group uses discussions quite often or always to reach technical decisions. And a little more than 85 percent say that they use discussions to reach decisions related to project management. Almost 60 percent of the respondents state that the group is participant controlled quite often or always. Less than 4 percent are of the opinion that the group is controlled by the facilitator (quite often/always). 90 percent of the respondents are of the opinion that their group is democratic, 3 percent that it is elitist.},
	keywords = {Aalborg model, democratic citizenship, democratic learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916304.pdf},
	author = {Palle  Qvist}
}
@article {201,
	title = {ACTUAL QUESTIONS OF THE ORGANISATION OF INDEPENDENT WORK OF STUDENTS OF ENGINEERING SPECIALITIES},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {171-179},
	abstract = {Last years the organisations of independent work of students (IWS) in educational institutions it is given particular attention. The quantity of contact hours of teachers with the students, provided by the curriculum is insignificant. By preparation of experts of engineering specialities IWS plays the important role in educational process and in carrying out to research work. Fruitful use of the hours which have been taken away IWS, affects on quality of training and preparation of the future expert. IWS Organisation studying was spent on chair of natural and engineering sciences of Engineering faculty of the Rezekne Higher Education Institution (RHEI) last 3 academic years. By results of researches it is established that a recommended teaching department volume IWS has made from 40 to 84 \% from total amount of a training course depending on a training kind (day and correspondence course on specialities:" The engineer of protection of environment "," the Master of protection of environment", "Mechatronics", "Construction building engineer"). Are established both positive, and organisation SRS negative sides. Different level of readiness of students to independent work is established: at students of 1-2 courses of day training it much more low, than at older years and part time students. As a rule, the essential moment in organisation IWS plays a role of the teacher. IWS quality depends on forms of carrying out, a kind, and also the control organisation. Recommendations about improvement of quality of organisation of IWS are offered.},
	keywords = {independent work of students, organisation of independent work of students},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392316062.pdf},
	author = {Boris Yarinovskis}
}
@article {291,
	title = {ADAPTATION OF SUBJECTS LECTURED AT THE UNIVERSITY OF BURGOS (SPAIN) TO THE EUROPEAN CREDIT TRANSFER SYSTEM},
	journal = {Problems of Education in the 21st Century },
	volume = {15},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {132-138},
	abstract = {The European Credit Transfer System (ECTS) implies to modify the actual Spanish credit system based on the time that students are attending lectures and seminars. One ECTS stands for around 25-30 hours of work (in and out of class). The aim of this paper has been to adapt to the ECTS system the subjects {\textquotedblleft}Bromatology{\textquotedblright} (140 hours of teaching {\textquotedblleft}in class{\textquotedblright}), {\textquotedblleft}Food and Culture{\textquotedblright} (45 hours), {\textquotedblleft}Microbiology{\textquotedblright} (60 hours) and {\textquotedblleft}Food Microbiology{\textquotedblright} (70 hours), currently lectured in Food Science and Technology Degree at the University of Burgos. Focusing on the student, a specific questionnaire was designed. The questionnaire included some sections such as the student work schedule, an evaluation of the seminars and lectures given, and the most appropriate methodology of teaching. The current number of theoretical lectures and seminars should remain, at least, the same for the new design of the mentioned subjects. Theoretical lectures must combine the use of blackboard, transparency films and power point presentations, teaching the students to learn and to value the formative possibilities of the use of the data processing network, and will be necessary to stimulate them to carry out reviews of topics related with the subjects, and to set them out in front of the lecturer and other students.},
	keywords = {demand on students, food science and technology, methodology of teaching},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1395387202.pdf},
	author = {Gonzalo  Sacrist{\'a}n P{\'e}rez-Minayo and Juan Ignacio  Reguera-Useros and Miguel Angel  Fern{\'a}ndez-Mui{\~n}o and Maria Teresa  Sancho-Ortiz}
}
@article {345,
	title = {ADOLESCENTS{\textquoteright} TEST-RELATED EMOTIONS IN ESTONIAN SCHOOLS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {128-137},
	abstract = {Positive and negative emotional experiences play an important role in academic achievement settings. Students at school experience a variety of stress-related situations. A major type of stress-related situations is tests students are regularly confronted with.
 The purpose of this study was to compare test {\textendash} related emotions of students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction and also compare the evaluations of students studying in mainstream classes to evaluations of students studying in special classes for learning and behavioural difficulties.
 This study assessed participants (N = 687) emotional experiences in academic settings when taking tests. We measured students{\textquoteright} positive emotions (enjoyment, hope and pride) and negative emotions (anger, anxiety, shame and hopelessness) (Academic Emotions Questionnaire [AEQ] Pekrun, 2000).
 Results showed that in academic achievement there were differences in grade, sex and class type level. In lower grades students reported significantly better marks than those in upper grade levels. According to our research test- related emotions differ between students studying in schools with Estonian as the language of instruction and with Russian as the language of instruction. That means those in Russian as the language of instruction reported significantly grater positive and negative emotions than those in schools with Estonian as the language of instruction. There was no significant difference in test- related emotions between regular classes and students in the classes for students with learning and behavioral difficulties.},
	keywords = {school achievement, test-related emotions},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916260.pdf},
	author = {Mai Normak and Leida Talts}
}
@article {340,
	title = {AN ANALYSIS OF SMOKING BEHAVIOUR AMONG SCHOOLING ADOLESCENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {80-85},
	abstract = {This paper examines the extent of cigarette smoking among 16 year old adolescents in Malaysian secondary schools. In particular, it examines the determining factors of smoking behaviours across several characteristics of the students and selected variables related to their aspirations and ambitions. A total of 4404 students participated in the survey comprising 1966 males and 2438 females. Overall, 13 percent of the respondents admitted to cigarette smoking. The proportion of smokers among males is 27 percent compared with two percent of the females. Almost 25 percent started smoking at 12 years or younger and that 35 percent smoked at least six cigarettes daily. The main reasons for smoking include stress and emotional problems, peer as well as parental influence. The data also showed the number of cigarettes smoked per day significantly increased with increasing hours students spent their time at the school library but decreased with increasing hours students spent on computers. Several variables related to the aspirations and ambitions were found to have significant influence on the number of cigarettes smoked per day among the adolescent smokers. },
	keywords = {aspirations, cigarette smoking, schooling adolescents},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916001.pdf},
	author = {Fatimah  Hashim and Halimah Awang and Zahari  Ishak}
}
@article {242,
	title = {AN ANALYSIS OF THE STRENGTHS AND LIMITATION OF QUALITATIVE AND QUANTITATIVE RESEARCH PARADIGMS},
	journal = {Problems of Education in the 21st Century },
	volume = {13},
	year = {2009},
	month = {June/2009},
	type = {Original article},
	chapter = {13-18},
	abstract = {Although some social science researchers (Lincoln \& Guba, 1985; Schwandt, 1989) perceive qualitative and quantitative approaches as incompatible, others (Patton, 1990; Reichardt \& Cook, 1979) believe that the skilled researcher can successfully combine approaches. The argument usually becomes muddled because one party argues from the underlying philosophical nature of each paradigm, and the other focuses on the apparent compatibility of the research methods, enjoying the rewards of both numbers and words. Because the positivist and the interpretive paradigms rest on different assumptions about the nature of the world, they require different instruments and procedures to find the type of data desired.. Nonetheless, people tend to adhere to the methodology that is most consonant with their socialized worldview. This paper is set to analyze the strengths and limitations of Qualitative research focusing on its shortcomings and how Quantitative research can overcome these shortcomings. The paper concludes that an eclectic approach to educational research can not an option. },
	keywords = {eclectic, research paradigm},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393665925.pdf},
	author = {Pamela  Atieno Ochieng}
}
@article {313,
	title = {APPLICATIONS OF INTERACTIVE DIDACTIC EVALUATION IN PRE{\textendash}ACADEMIC LEARNING SYSTEM},
	journal = {Problems of Education in the 21st Century},
	volume = {17},
	year = {2009},
	month = {November/2009},
	type = {Original Article},
	chapter = {10-15},
	abstract = {The interactive didactic assessment (self-assessment / inter-assessment) is an extremely actual issue in which many teachers and specialists in education are interested. The interactive didactic assessment is defined as being that kind of control and examination activity in which the pupil/student has the possibility to appreciate both his/her knowledge and the knowledge of his colleagues, while the teacher{\textquoteright}s intervention is more like a prompt and systematic support given to the students in order to impose a formative character to the process. The most important strategies, which can be used in the didactic assessment, are: self-grading, self-correction, the method of the objective appreciation of the personality, and so on.
The hypothesis of this research is that the use of some interactive strategies of the above mentioned types in the process of didactic assessment would lead to an obvious improvement /optimization of both school and personal performance of students. The lot of students belong to the secondary schools and high-schools from Bihor county and the work technique consisted of the three basic stages of the traditional experiment: the pre-testing ( didactic tests were given to the experimental and control lots), the experimental intervention (some strategies of self-assessment/ inter-assessment are used for the experimental lot) and the post-test stage (a new didactic test is given to both lots). The results obtained in this experiment show that the classes in which the interactive didactic assessment was used, the students{\textquoteright} grades at the disciplines included in this experiment significantly improved, fact that confirms the general hypothesis.
},
	keywords = {didactic interactive evaluation, educational system, self-evaluation},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399914030.pdf},
	author = {Valentin Cosmin  Bl{\^a}ndul}
}
@article {230,
	title = {APPLYING THE PRINCIPLE OF SUSTAINABILITY OF EDUCATION TO THE CURRICULA OF THE ELEMENTARY STAGES OF EDUCATION IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {74-87},
	abstract = {Sustainable education is a multi-level process, which bears humanistic values in today{\textquoteright}s and tomorrow{\textquoteright}s society and which is achieved through a long-term development process, where acquiring practical skills is in compliance with the theoretical self-concept and the concept of the whole surrounding environment. This principle is the basis for the objectives and competences formulated in curricula of pre-school education and primary education. The stronger is the connection between the two stages of education, the more sustainable is transition from kindergarten to school. However, in practical education we often experience something else. Therefore, the following questions need to be answered: To what extent does today{\textquoteright}s education take into account regularities of children{\textquoteright}s development? How is the sustainability of the objectives of the curricula of pre-school and primary education guaranteed? The aim is to give a survey on school readiness of children at school entry in different counties of Estonia and the children{\textquoteright}s achievements at the end of the first stage of their studies. 
Methods. The research data have been collected in the framework of the ETF grant {\textquotedblleft}Efficiency of pre-school education and its sustainable development in basic schools in four counties (Saare, J{\"a}rva, V{\~o}ru and East-Viru County){\textquotedblright}; in 2005 data were collected in pre-school child care institutions, and in 2006-2008 in grades 1-3. This is a longitudinal study, which analyses the development of the same children from their last year at kindergarten up to the end of the third year at school. Children{\textquoteright}s coping was assessed by their teacher in five point scale in nine different target fields.
 The research results showed that according to their teachers, children were well prepared for school in respect to different subjects, but there were several shortcomings in social skills, in their positive self-concept, and in the formation of abilities to learn.},
	keywords = {educational opportunities, sustainable development of a child},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393267053.pdf},
	author = {Airi  Kukk}
}
@article {348,
	title = {ASPECTS OF THE REFLECTIVE TEACHING MODEL IN PROFESSIONAL PREPARATION OF TEACHERS-PSYCHOLOGISTS},
	journal = {Problems of Education in the 21st Century },
	volume = {18},
	year = {2009},
	month = {December/2009},
	type = {Original article},
	chapter = {161-166},
	abstract = {In the paper the actual problem of modern professional education are examined. For the present stage of professional education some approaches to development of metacognitive, reflexive aspects of teacher{\textquoteright}s professional mentality are offered.
 The main goal of professional education is development of professional mentality of students. Many researchers note a wide range of desirable qualities that should be developed at the undergraduate level of educational programs for successful future work in educational sphere. These qualities with an emphasis on the student{\textquoteright}s personality and professional development should be achieved through the process of self-development and self-planning. Teacher{\textquoteright}s activity demands high level of reflexive habits. But my diagnostic research of reflexivity has shown their low level of development at students- psychologists.
 Development of metacognitive, reflexive aspects of professional mentality is important problem of modern professional education of the teachers- psychologists. The preparation of psychologists also includes their acquaintance to methodical problems of teaching activity, training to skills of teaching. Teaching practice in psychology is directed to the development of a set of methods and techniques of didactic work. The concept of reflection is an important system-building attribute of these processes. The structure of teaching practice consists of several modules with specific problems. Each module comes to the end with the analysis of performance by the student of corresponding teaching function. The analysis of performance is carried out by probationers of teaching function by the special criteria. Activation of a valuable metareflective position can be considered as the precondition of student{\textquoteright}s methodical skill. 
In this article different techniques and procedures which contribute to intensive development of students{\textquoteright} reflexive position are shown. The reflective model of training is focused on the professional growth and on the actualization of personal potential of the student. After studies in sequential strategy of directed reflection the output },
	keywords = {metareflective position, processes of self-comprehension, reflective model of training},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1399916399.pdf},
	author = {Tatyana  Barysheva}
}
@article {224,
	title = {ASSURING EDUCATIONAL CONTINUITY ON MACRO SYSTEM LEVEL},
	journal = {Problems of Education in the 21st Century },
	volume = {12},
	year = {2009},
	month = {May/2009},
	type = {Original article},
	chapter = {22-29},
	abstract = {This publication will address a problem topical for international educational system: assuuring educational continuity in segmented educational system. Functioning of mutualy united educational stages is a significant factor for implementing the aims of lifelong education. Educational transition period is consequential for segmented educational system and leaves sustainable influence on educational process of the child. This phase is a particular challenge for children with special needs, and it is not possible to overcome transition without external help. One of the most important aspects of educational transition is preparing children and fostering their adaptation for learning in primary school. According to ecosystemic approach, this development depends from interaction of children{\textquoteright}s parents and microsystems of preschool and primary school. In Latvian educational macrosystem there are no approaches elaborated that would assure interaction possibilities of above mentioned microsystems. There are no traditions of cooperation also on macrosystemic level. To overcome these problems and to implement transition periods qualitatively, schools need to increase their capacity. },
	keywords = {continuity of value system and learning process, life long education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393266765.pdf},
	author = {Dina Bethere and Anita Lidaka}
}
@article {310,
	title = {AVOIDING PLAGIARISM IN COMPUTER SCIENCE E-LEARNING COURSES},
	journal = {Problems of Education in the 21st Century },
	volume = {16},
	year = {2009},
	month = {November/2009},
	type = {Original article},
	chapter = {95-101},
	abstract = {The online knowledge testing and evaluation pose one of the main parts in the area of distance education. Their greatest problem is plagiarism. The authors deal with the term definition of the plagiarism and go into some important facets of the plagiarism prevention and revelation in details. They analyze actual state of the fight against plagiarism in Slovakia and in other countries. They try to classify the kinds of online testing and evaluation activities that are supported in contemporary LMSs in the second part of the paper. They describe their own experience in plagiarism reducing in computer science e-learning courses. Finally, the authors stress out the important role of plagiarism prevention and bring several methods that could reduce the risk of plagiarism in e-learning.},
	keywords = {e-learning, programming},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1396707549.pdf},
	author = {J{\'a}n  Skalka and Martin  Drl{\'\i}k}
}
@article {69,
	title = {ABOUT INTERNET{\textquoteright}S POTENTIALITY IN THE FOREING LANGUAGE EDUCATIONAL PROCESS},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {102-109},
	abstract = {These days the mastery of the Internet or at last the proper know-how needed for this sort of work is regarded among the same basic skills of civilized person as an ability for reading or writing. The necessity of developing these skills among the people in the large scale has been realized in Estonia on the state level in the first years of newly regained independence. So it was back in the year of 1995 when there was developed the large-scale project named {\textquotedblleft}Tiger{\textquoteright}s jump{\textquotedblright} / when Estonia joined in the global project with the purpose to provide all municipal schools / all sort of schools and colleges with the means for using the Internet connections or so to speak {\textquotedblleft}to open the way out into world-wide web or Internet{\textquotedblright}. According to US researchers most of the schools in US / EU countries are connected / have links with the quick-system Internet. In Estonia that quick-system Internet-connections are at the disposal for 90\% of schools. Furthermore, that our joining the global project / that above-mentioned project was successful we have the corroborative fact of including Tallinn, the capital of Estonian Republic with the same league as London and Tokio, both the capitals of the most powerful countries and with the best equipment and connections to the Internet. 
However such technical equipment in the possession of the schools by itself is not a guarantee for any effective using of Internet-provided means and resources in the educational process. Researches into the most popular educational methods described by authors of teacher{\textquoteright}s books, for example in the field of Russian language teaching shows, that aforementioned resources are far from fully used. 
These were the facts that triggered the creation of current research paper with the double kernel-points of considering theoretical aspects and offering practical methods for introduction of contemporary powerful and extensive technical means into the language-educational process. With that purpose in sight, using most direct and picturesque examples we are describing in our research paper several different ways of using Internet in the educational process, then the means for further improvement of teacher{\textquoteright}s books and by last but not least we are considering the best ways for introducing these new methods into the real practice of language-teaching.
 The results of our research may be used for further developing and increasing the effects of an educational process in a whole and the system of foreign language studying in particular.},
	keywords = {educational process, language education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222277.pdf},
	author = {Irina Moiseenko and Natalya Zamkovaya}
}
@article {158,
	title = {ANALYSIS OF PROBLEMS OF EDUCATION: MASTER STUDY PROGRAM {\textquotedblleft}COMMUNITY AND ESTABLISHMENT ADMINISTRATION{\textquotedblright} IN THE CONDITIONS OF COMMUNITY{\textquoteright}S DEMOCRATISATION IN LATVIA},
	journal = {Problems of Education in the 21st Century },
	volume = {8},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {55-67},
	abstract = {This research is focused on philosophical basis of the master study program "Community and Establishment Administration" in the context of community{\textquoteright}s democratization in Latvia. Integration into European Union is a main priority for the nearest future as it is defined in the documents of Ministry Cabinet of Latvian Republic. The majority of administration staff in European Union countries has a status of official and their activity is regulated in accordance with the law of civil cervices. It is necessary for the civil service of the state level to have a systematic analysis of its activity and problems connected with that activity, assessment and further development of its further perspectives of development and timely realization of the corresponding study program and professional training of the staff members.
 The offered professional master studies in the program {\guillemotleft}Community and Establishment Administration{\guillemotright} widen students{\textquoteright} knowledge and professional competence in many aspects of establishment administration issues. The research envisaged by and done within the framework of the program carries the problem of changing the life quality of people, and this pertains to Latvia{\textquoteright}s integration with the European Union as well.},
	keywords = {management, master study program},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392284364.pdf},
	author = {Irena Kokina and Svetlana Guseva and Valerijs Dombrovskis}
}
@article {73,
	title = {ANALYSIS OF VISUAL THINKING MEANING IN SCIENCE EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {7-13},
	abstract = {Western culture coding mostly all information in verbal codes influenced all Europe human thinking and its skills that is why verbal thinking was broadly analyzed in science. However, the meaning of visual thinking is visibly developing because of spreading technologies and visual culture. It is very important to turn scientists{\textquoteright} attention to the meaning of this phenomenon in education process because encoding of the views is getting daily pupils{\textquoteright} need during the learning process. The pupils have to learn from the visual images in science education. Decoding of them conditions the structuring of the mental models in conscious. The quality of knowledge depends on the last mentioned objects. The built model explains the meaning of visual thinking processes in science education. },
	keywords = {science education, visual perception, visual thinking},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222464.pdf},
	author = {Renata Bilbokaite}
}
@article {67,
	title = {AN APPROACH TO DEVELOPING PERSONALIZATION ENVIRONMENT FOR E-LEARNING SYSTEMS},
	journal = {Problems of Education in the 21st Century },
	volume = {3},
	year = {2008},
	month = {January/2008},
	type = {Original article},
	chapter = {87-92},
	abstract = {Personalized support for users becomes very important and integral part of many information systems. It allows proposing to a user courses or news which the user may be interested in. Personalization makes information systems more user-friendly, increases their popularity, users more often come back to such systems and generally users{\textquoteright} satisfaction increases. This paper provides comprehensive overview of recommender systems applicable for e-Learning, their architecture. It shows role of personalization for e-Learning and opportunities which can be covered by this technique. The work describes types of recommender systems and the ways they can be used in e-Learning; data-mining algorithms and methods are provided. Ways of their optimization for e-Learning environment which allow decreasing recommendation time and increasing recommendation quality are shown. А hybrid personalization system for e-Learning environment has been proposed.




},
	keywords = {personalization, recommender systems},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222150.pdf},
	author = {Volodymyr  Boublik and Mariya  Gornostay}
}
@article {79,
	title = {ASSESSING FOREIGN PEDAGOGICAL EXPERIENCE: IDENTIFYING SPECIFIC FACTORS},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {57-64},
	abstract = {The article explores the concept of foreign pedagogical experience, viewing it as such experience that originated and developed in different from domestic socio-cultural environs, is conditioned by them and reflects the socio-cultural experience of the country of its origin: its traditions, stereotypes of activity and thinking, mentality, etc., and characterizes the established educational practice. It is viewed as a means of enhancing and up-dating the quality of professional training of would-be teachers of foreign languages. 
Lack of research in field of assessing foreign pedagogic experience together with a number of examples of negative pedagogical borrowing bring about the need of exploring the problem. 
The identification of the specific nature of the phenomenon of foreign pedagogical experience makes it possible to introduce a number of extra factors to be taken into consideration when assessing samples of foreign pedagogical experience. They are educational and cultural values, cultural identity, traditions and educational conceptions (paradigms). The detailed appraisal of these factors confirms the belief that this identification could complement the existent approaches towards assessing progressive pedagogical experience through the consideration of socio-cultural aspects of education. },
	keywords = {assessment of quality, foreign pedagogical experience},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222736.pdf},
	author = {Yuliya  Vashchilko}
}
@article {174,
	title = {ASSESSING THE EFFECTS OF STUDENTS{\textquoteright} CHARACTERISTICS AND ATTITUDES ON MATHEMATICS PERFORMANCE},
	journal = {Problems of Education in the 21st Century },
	volume = {9},
	year = {2008},
	month = {November/2008},
	type = {Original article},
	chapter = {34-41},
	abstract = {This paper analyzes mathematics performance of grade eight students using Malaysian data drawn from Trends in International Mathematics and Science Study 2003. In particular it examines the effects of students{\textquoteright} characteristics and attitudes towards mathematics learning on their achievement. Background information including gender of students, parents{\textquoteright} education level and whether students speak the language of test at home are assessed in terms of their influence on mathematics score. The number of books in home, availability of study desks and computers in home are categorized as educational resources while students{\textquoteright} attitude takes into account students{\textquoteright} educational aspirations, their perception of being safe in school, time spent on mathematics homework, self-confidence in learning mathematics and the value students place on mathematics. Chi-squared tests and odds ratios are used to examine the associations and strength of the relationships of these factors with mathematics achievement. The results show that except for gender, language spoken at home and time spent on mathematics homework, all of the other variables have significant positive influence in classifying students to low, medium and high achievers. },
	keywords = {attitudes towards mathematics learning, mathematics achievement, mathematics knowledge},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392298052.pdf},
	author = {Noor Ismail and Halimah Awang}
}
@article {77,
	title = {ASSESSING THE QUALITY OF PRE-SCHOOL ESTABLISHMENTS IN ESTONIA},
	journal = {Problems of Education in the 21st Century },
	volume = {4},
	year = {2008},
	month = {February/2008},
	type = {Original article},
	chapter = {39-45},
	abstract = {The article describes theoretically the quality evaluation system of pre-school establishments in Estonia. According to the constitution of the Republic of Estonia (1992) the education is under the state surveillance. When in earlier years the state surveillance was performed in all the pre-school establishments at least once in six years, then since 2006 an internal assessment obligation was established in the pre-school establishments and the counselling on internal assessment issues shall be ensured on the state level. That means that the personnel of the pre-school establishments can plan and analyse their operation in all the areas, co-operate with interest groups and collect feedback from them about the performance of their work. The basis of the assessment is internal assessment criteria, the compiling of which has followed the principles of Total Quality Management. The internal assessment of pre-school establishments is supported by external assessment system, the aim of which is to support and counsel the development activity of the pre-school establishments. The article gives overview about opportunities and problems of quality measurement in pre-school establishments in Estonia. },
	keywords = {assessment, pre-school establishment, quality},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392222643.pdf},
	author = {Tiia {\~O}un}
}
@article {141,
	title = {ASSESSMENT OF LEARNING-TO-LEARN PROCESSES IN STUDENTS},
	journal = {Problems of Education in the 21st Century },
	volume = {7},
	year = {2008},
	month = {June/2008},
	type = {Original article},
	chapter = {126-132},
	abstract = {Concept of learning -to - learn is a key competence for lifelong learning which is one of the most critical demands of the new educational reforms in Georgia. The core of learning to learn is formed through good educational practices. Learning-to-learn is defined as the competence and the willingness to adapt to novel tasks, which activates person{\textquoteright}s affective and cognitive processes and leads to learning action (Hautamaki, et al., 2002). 
National Curriculum and Assessment Center of Georgia, Assessment Unit developed the special measurement instrument for learning to learn (L-t-L) assessment in students. The purpose of the study was to analyze whether students grouped by their self-assessed level of success differ according to their L-t-L components assessed by our L-t-L measurement instrument and in general, to reveal the most influential factors of L-t-L for Georgian context. 
Our Sample comprised of 1007 students of 38 schools located in the different regions of Georgia. Analyzing results by factor analysis, anova, and non-parametric measures showed that students having better performance on L-t-L components have higher self-assessed academic performance. 
These results show the highest importance of Learning-to-learn assessment. Its inclusion as a distinct indicator in educational evaluation system would provide a means to analyze the relative role of the different factors affecting student{\textquoteright}s achievement, and help direct schools towards practices and contents that would truly foster lifelong learning. },
	keywords = {educational achievement, learning-to-learn, lifelong learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392235429.pdf},
	author = {Shorena Sadzaglishvili and Mzia Tsereteli and Thea Berdzenishvili}
}
@article {51,
	title = {APPLICATION OF INFORMATIVELY-COMMUNICATIONS TECHNOLOGIES IN REALIZATION OF INTERSUBJECT CONNECTIONS},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {111-116},
	abstract = {On the modern stage there is strengthening of integrative processes in science and in education. Forming of integrative abilities is extraordinary important for preparation of specialists in the conditions of informative society. One of the most effective forms of the integrated teaching is intersubject connections. Efficiency of their use depends on the great number of factors, but depends mainly on qualification of teacher, its ability and desire systematic to use intersubject connections. In order to promote objectivity of factors, influencing on quality of teaching, and also to help a teacher in planning, organization and realization of network of intersubject communications it is necessary to develop programmatic tools, allowing carrying out intellectual support a teacher at a decision-making about the choice of elements of intersubject connections.
 A decision set the problem is possible on the basis of the use of modern of informatively-communications technologies. Because the process of exposure, establishment and introduction of intersubject connections is badly added formalization, as a suitable tool for the decision of task it is suggested to use consulting models. Basis for a decision-making is a base of knowledge, which consists of rules of production. Rules are made on the basis of questioning of experts - lecturer of high qualification, possessing abilities and skills of realization of intersubject connections. 
The conducted computer experiments confirm a capacity offered approach. The editor of intersubject links is realized, the control the base of these attributive tasks system is developed on an informatics and economy for the students of physic and mathematical institute of South-Ukrainian Pedagogical university named after K. Ushinsky. By neural networks models possibility of management the integrative function of intersubject connections is got. Taking this approach served basis for development of computer-aided technologies of preparation and realization of intersubject connections. Such technology can be applicable both in the automated teaching and in traditional. However expected most efficiency is at introduction of it in methodology of creation of the controlled from distance teaching courses. },
	keywords = {intellectual support, management teaching, model of network of intersubject connections},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392220491.pdf},
	author = {Tatyana Mazurok}
}
@article {37,
	title = {APPLYING OF THE COMPONENT ANALYSES IN COMBINATION WITH NONPARAMETRIC CRITERIA FOR STATISTICAL PROCESSING OF THE RESULTS OF EMPIRICAL RESEARCH},
	journal = {Problems of Education in the 21st Century },
	volume = {2},
	year = {2007},
	month = {September/2007},
	type = {Original article},
	chapter = {7-14},
	abstract = {The main objective of the present study is the statistical processing of the results of the examination how effective was the integration of the introductory block into the module structure of physical and colloidal chemistry course. To get reliable results of the level of mathematical material mastering the control test which consists of the fundamental elements of the mathematical processing the results of chemical ex-periments was carried out. The students of pharmaceutical department from Kuban State Medical Uni-versity as well as the students of four departments of two other universities and one academy took part in this experiment. The outcome variable was completeness of student{\textquoteright}s answers. The results of the research were treated by component analyses. Nonparametric criteria were used for statistical estimation. The number of tested students in a single group were from 27 up to 60. The statistical results processing of empirical research proves the efficiency of introduction of mathematical block into module structure of the physical and colloidal chemistry course.},
	keywords = {nonparametric criteria, physical and colloidal chemistry},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392219699.pdf},
	author = {Olga Balachevskaya and Nikolay Sheldeshov and Таtyana Litvinova}
}
