Relevant bibliographies by topics / Student formation

Academic literature on the topic 'Student formation'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Student formation"

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Nikishova, A. V., E. V. Kryvonosova, and S. M. Rybakova. "CURATOR PARTICIPATION IN A STUDENT GROUP FORMATION." Vestnik Orenburgskogo gosudarstvennogo universiteta 230 (2021): 39–45. http://dx.doi.org/10.25198/1814-6457-230-39.

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The existence of the supervising institution for many decades does not solve the problem of defining the functions of the student group supervisor, his role in the formation of the team, it remains very urgent. We have investigated the activities of a curator in higher education institutions. In the course of practical research, we found that it is significant to use in the curator's work such key positions as adaptation technologies, reducing the level of anxiety, minimizing material and housing difficulties, and time management. A survey of curators working in student groups of the first and second years revealed a number of problems: 1) the student group is still a completely immature collective, which complicates effective interaction; 2) most freshmen are not ready for new challenges, the requirements of a new schedule, and, ultimately, they find themselves in a situation of overload, which often leads to stressful situations; 3) some students have to experience pressure from parents or teachers in an effort to get good grades, to earn authority in a new student group. A survey of first and second year students showed the shortcomings of the educational process, such as incomplete awareness of students about their rights, responsibilities and opportunities provided by the new student status; the wish of freshmen to receive timely qualified assistance from a curator in their studies and resolving conflict situations, in adaptation, monitoring progress and attendance, communication with parents; insufficient implementation of the organizational function of the curator. The conducted research work gives grounds to conclude that the task of creating a team based on a student group can be solved with the successful implementation of the activities of the institution of supervision as a pedagogical system. The most productive for the learning process consequence of solving the indicated problem is an increase in the degree of trust at the level “curator — student” and, of course, directly in the student environment, which, in turn, leads to an increase in motivation for the learning process and, as a result, a decrease in indicators. for unsuccessful and expelled students.
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Dzyubenko, Iryna. "FORMATION OF CIVIL CULTURE OF STUDENT YOUTH." Academic Notes Series Pedagogical Science 1, no. 204 (October 2022): 241–46. http://dx.doi.org/10.36550/2415-7988-2022-1-205-241-246.

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The article reveals the peculiarities of the specifics of civic education of student youth in higher education, which is determined primarily by the features of this type of educational institution in comparison with others. The plane and vector of consideration of the problem of civic education in domestic and foreign pedagogical thought were constantly changing, depending on the socio-political processes that took place in society, the state policy in the field of education, all this prompted its constant revision, filling with new content. Special emphasis is placed on the formation of structural components of citizenship, namely: civic self-awareness, position and behavior. The structure of the civic culture of student youth corresponds to the defined system of civic education.The process of civic education involves the purposeful formation of citizenship in student youth and is aimed at increasing the level of their civic culture, which reflects the psychological features of this age, character, self-awareness, way of thinking and direction of activity. Specific characteristics of civic education in the higher education system include: the content of educational activities, which determines the choice of areas of work on the formation of citizenship among representatives of student youth;a number of tasks that are solved at the level of higher education institutions;functions implemented by institutions of higher education in the system of civic education;a feature of the student age, which determines the specifics and principles of the organization of civic education of students. So, the determined objective and subjective factors of influence on the process of civic education of student youth contribute to the clear organization of the educational process in the institution of higher education; contribute to the formation of civic culture of student youth. All this determines the specificity of civic education of students in the educational process of higher education institutions, which is determined by the psychological features of the development of students as a social group and affects the formation of citizenship among representatives of student youth.
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T. G., Tonha, and Sopivnyk R. V. "Formation of student learning motivation." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 11, no. 4 (November 2020): 31–39. http://dx.doi.org/10.31548/hspedagog2020.04.031.

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The article theoretically analyzes the motivation of students learning, identifies the prerequisites and the ways of possible increasing of the motivation's level of students' learning in an agricultural institution of higher education. This article is one of the stages to research student's youth, the level of student's motivation for learning specialized and general subjects. External and internal reasons for the decrease in the level of motivation are considered, as well as methodical recommendations are given to teachers to increase the level of motivation of students' learning.
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Gonzalez, María José Peset, and César Ullastres García. "Formation of Managers of Biotechnology Companies." Journal of Cases on Information Technology 16, no. 4 (October 2014): 13–23. http://dx.doi.org/10.4018/jcit.2014100102.

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This teaching system was built on materials prepared by experts in biotechnology and management with the contribution of the students themselves, engendered by their discussions about real life based business situations. This system is fully supported by the resources available within the Moodle platform, especially the adaptability of content depending on the profile of the students. But this system goes beyond this. It promotes constant teacher-student and student-student interaction; it achieves this by using all the possibilities offered by the network, by using an approach that stimulates participation in different forums and recommends a series of scheduled tasks based upon the company they work for. The goal of this system is to organize and take advantage of all the available knowledge, and especially that which the students themselves build in each edition, so that the following edition participants can profit from it.
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Silva, Victoria Oliveira da, and Larissa Dantas Rodrigues Borges. "Language Teacher Identity Formation." Revista Linguagem em Foco 13, no. 1 (June 4, 2021): 381–402. http://dx.doi.org/10.46230/2674-8266-13-5191.

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Becoming a teacher is a process that underlies different aspects and purposes of social interaction and the construction of a professional identity. Student-teachers perception of themselves and their emotional states might differ from what is expected from them or even from their own goals. Therefore, this research attempted to investigate the development of teacher identity formation in Teaching English as a Foreign Language (TEFL) students through their own perception of their professional identity. It was conducted as a case study ­and the participants were undergraduate students in the last term. An open-ended questionnaire was used to collect data. Practical activities related to teaching and contact with teaching contexts and with students had a positive evaluation on the part of student-teachers regarding the formation of their identity as teachers. This research demonstrates the importance of the practice in the context of teacher training for the establishment and maturation of teacher identity.
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Smidova, M. "Effective Student Practices and Their Contribution to Formation of Students." Clinical Social Work and Health Intervention 9, no. 2 (July 28, 2018): 114–17. http://dx.doi.org/10.22359/cswhi_9_2_17.

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Zhumanazarov, Kuban. "BACKGROUND OF THE FORMATION OF INTERACTIVE LEARNING." Alatoo Academic Studies 19, no. 3 (October 30, 2019): 38–45. http://dx.doi.org/10.17015/aas.2019.193.04.

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In the modern education system, new teaching methods and technologies that are successfully used in the educational process. They are aimed at the complete assimilation of educational material, at the application of acquired knowledge in practice, at ensuring the effectiveness of training. Among them, an important place is occupied by interactive training. Interactive learning is realized when the student independently learns the learning material, participates in a dialogue with students, interacts with each other, and applies the acquired knowledge in practice. The main characteristic of interactive learning is student interaction. Student interaction is not a new concept; it has been created for centuries. The article examines the formation and development of student interactions in the learning process.
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Nurdin, Ali. "The Influence of the Learning Environment in Student Character Building." Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 6, no. 02 (November 30, 2020): 175. http://dx.doi.org/10.32678/tarbawi.v6i02.3042.

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This research aims to get information, review and analyze about the influence of learning environment in the formation of student character, research is done using quantitative methods analyzed with descriptive and inference analysis, research is done on teachers in Junior High School (Junior High School) State in Jatisampurna, Bekasi City, West Java. From the results of the study found that there is a positive and significant influence between the family environment on the formation of student character, there is a positive and significant influence between the school environment on the formation of student character, and there is a positive and significant influence between the community environment (social) on the formation of student character. Thus, the improvement of the quality and character of students can be carried out by the implementation of a conducive and quality learning environment. Students who live, get along and interact in a good learning environment will also form good self-quality that will directly affect students in acting and have a good impact in the formation of the character of the student, thus resulting in students of character.
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Marginson, Simon. "Student Self-Formation in International Education." Journal of Studies in International Education 18, no. 1 (November 27, 2013): 6–22. http://dx.doi.org/10.1177/1028315313513036.

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Abdukodirovich, Khabibulla Muratov. "CONDITIONS AND FACTORS OF FORMATION OF CIVIC ACTIVISM OF STUDENT YOUTH." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, no. 04 (April 1, 2022): 114–23. http://dx.doi.org/10.37547/pedagogics-crjp-03-04-21.

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In the matter of organizing educational work, it is important to pay special attention to the process of adaptation of first-year students, since a sharp change in the environment can lead to nervous breakdowns and stress. Among the main difficulties, we can note the experiences associated with leaving the school team, the lack of independent work skills, the inability to carry out psychological self-regulation of behavior and activities, the search for a comfortable mode of work and rest in new conditions, etc. Therefore, the main task facing the educational institution is - create comfortable conditions, promote the inclusion of first-year students in new activities and social circles. Of particular relevance in the formation of civic activity of young people is educational work at school and university. It is very important, in our opinion, to pay attention to the continuity of civic education at school and university. This is an important factor contributing to the formation of civic activity in a young person.
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Dissertations / Theses on the topic "Student formation"

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Cronholm, Stefan, and Ulf Melin. "Project Oriented Student Work : Group Formation and Learning." Linköpings universitet, VITS - Laboratoriet för verksamhetsinriktad systemutveckling, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-95448.

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This paper evaluates how semi-randomly formed project groups, compared to forming groups at free will, affect students’ learning in a project-oriented setting. The findings are based on empirical data. We have analyzed students’ experiences by taking a course in the subject of Information Systems. The identified experiences are considered to be either a strength or a problem. We can conclude that how we form project groups has an effect on learning. We can also conclude that several of the experiences from semi-randomly formed project groups are of both a positive and negative nature. In the concluding chapter, we give some explanations in order to understand the differences in students’ experiences.
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Becerra, Heraud Silvia. "Healthy universities: betting on an integral student formation." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99619.

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This paper presents the proposal of healthy universities as an approach to health promotion feasible and necessary to work in higher education institutions. It exposes its definition and basic features, the steps to facilitate proper implementation and a historical review about the existing projects in universities of America and Europe. In Peru, there are several initiatives,among which the work of the Consortium of Universities and currently the start of thePUCP Healthy Program at the Pontifical Catholic University of Peru. Finally, it is done abrief review of the work implemented to date by this program.
Se presenta la propuesta de universidades saludables como un enfoque de promoción de la salud viable y necesario a trabajar en las instituciones de educación superior. Se expone su definición y características básicas, los pasos necesarios para facilitar su implementación adecuada y una reseña histórica acerca de los proyectos existentes en universidades de América y Europa. En el Perú existen varias iniciativas, entre las que destaca el trabajo realizado por el Consorcio de Universidades y, actualmente, el inicio del programa PUCP Saludable en la Pontificia Universidad Católica del Perú. Finalmente, se realiza una reseña sobre el trabajo realizado a la fecha por este programa.
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Wilmot, Gregory Thomas Charlton. "Student-athletes' attitude formation towards sport or other Psychology services /." Thesis, Rhodes University, 2009. http://eprints.ru.ac.za/1569/.

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Krewson, Rosa Castillo. "U.S. Military Student Veterans Identity Formation: Policy Feedback and Symbolic Interactionism." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/101734.

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This dissertation takes a three-article approach in which the literature from public administration, political psychology and sociology is synthesized around student veterans as a new phenomenon in higher education and public policy. By examining student veterans through the Social Construction of Target Populations (SCTP) framework, these articles contribute to the theoretical understanding of how social identity at the group and individual levels impact a target population's understanding of and reaction to a policy that does not always align with the policy-makers' intent. Because the current SCTP literature has focused on how policy-makers construct target populations and the practices they use to mitigate any negative effects of policy feedback, these articles offer a new perspective by applying symbolic interactionism as a method for capturing the two-way interaction between the target population and the policy's intent. The articles focus on the policy feedback mechanism in the SCTP framework to explain why and how policies shape the identities of target populations, and how they in turn, engage in the policy process by first presenting student veterans as a new social concept, then presenting a case study of how an organization that represents student veterans achieved policy change, and finally, interviewing veterans, revealing that their individual interpretation of the policy is not always representative of the student veteran identity as constructed by policy-makers and advocates.
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Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.

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This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
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Waiwaiole, Evelyn Nelson. "The political formation of a hybrid financial aid program in Texas and its impact on access /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008462.

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Ahmad, Abir. "Le lycée professionnel et son public : des élèves partagés entre formation professionnelle et formation scolaire." Thesis, Nice, 2014. http://www.theses.fr/2014NICE2054/document.

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Le lycée professionnel a été créé dans l’objectif de faire un équilibre entre l’institution scolaire et le monde du travail, afin de fournir des mains d’œuvres. Ainsi, cette création a connu des changements en suivant les développements économiques et sociaux. Le lycée professionnel comporte deux types de formation : une théorique et l’autre professionnelle. Ce mélange de formations constitue la singularité du lycée professionnel dans l’enseignement secondaire. Entre ces deux types de formations les élèves de lycée professionnel vivent leur expérience scolaire. Cette expérience est l’ensemble de plusieurs facteurs: l’origine sociale des élèves, le niveau scolaire, le groupe de camarades, le type d’établissement, etc. Cette recherche s’est penchée sur l’exploration de l’expérience des élèves, issus de la classe de troisième, au sein de trois lycées professionnels se distinguant par la spécialité.Pour mieux comprendre cette expérience, nous avons rendu compte de trois points : les caractéristiques des élèves qui fréquentent les trois lycées professionnels, l’orientation vers le lycée professionnel, et le choix d’une spécialité en particulière, et les raisons données par les élèves à ce propos. Le troisième point est constitué par les rapports des élèves au savoir enseigné au lycée professionnel et à l’activité professionnelle. Ces trois axes d’investigation ont été menés auprès d’un échantillon composé par des élèves et des enseignants de trois lycées professionnels situés dans la région Alpes Maritimes, à travers un questionnaire distribué auprès des élèves, et des entretiens auprès des enseignants
Vocational schools have been created with the purpose of establishing a balance between academic education and job-specific training, in order to reinforce the workforce. Thus, this institution has experienced several changes following the economic and social developments. Vocational schools impart two kinds of education: theoretical and professional training. This combination distinguishes the vocational education from other secondary education. Between these two kinds of training, vocational school students spend their scholar experience. This experience is a set of different factors: social background, grade level, group of classmates, school specialty, etc.The present work focuses on exploring the student scholar experience. It is conducted on students of the third grade, in three schools which are different by specialty.In order to get a better understanding of this experience, we study three points: The characteristics of students attending vocational schools, the orientation towards vocational school, and the choice of a job-specific training and how students explain their choice. The third point is specifically completed by the reports of students themselves. These three points were studied on a sample composed of students and teachers of three vocational schools located in the Alpes Maritimes region. Information was gathered through a questionnaire distributed to students, and interviews with teachers
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McMahon, Francine L. "A poststructural interrogation of self-formation in female physical education student teachers." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36636/1/36636_Digitised%20Thesis.pdf.

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Understandings of the female body in Western society have come under intense scrutiny as a result of the upsurge of interdisciplinary interest in the body, both in academia and in popular culture. In particular, commonsense understandings of women and their bodies have been well established by medical, psychological and sociological research. They have provided accounts about the ways in which young women regulate their body - as problematic and vulnerable to disorder. While this orthodox research has contributed greatly to understandings of female corporeality in Western society, the inquiry here departs from these more traditional frameworks. The challenge of this research project is not to ask what is wrong with women's bodies, but to document how young women engage in their own self-production. Underpinning this theoretical shift away from orthodox or modernist accounts of physicality is an epistemology that involves conceptual shifts from modernist to postmodernist versions of personhood. This new body of postmodern theorising draws on new French theory, in particular, the work of Michel Foucault, to probe the body as a representation of the self. This study, thus, is a poststructural interrogation of the ways in which a specific group of young women in higher education Physical Education contexts, shape, govern, produce and regulate their bodies as part of their greater identity formation. To inquire into the sort of work that young women in sporting contexts do to achieve an embodied identity for themselves, the research analyses the accounts given by a group of four female Physical Education trainees of the ways they would govern their own and their students' body regulation. Given the importance of the body as a discursively organised assemblage in Foucauldian conceptualising of identity, the study interrogates the accounts as arising out of specific forms of discourse that frame their self-production. In using discourse analysis as a research method the study explores how female Physical Education trainees account for their own regime of body governance (i.e., make sense of available discourses about the body) and how they explain any lack of fit between their own body governance and those prescribed in the dominant disciplinary discourses of Physical Education. The aim of this interrogation is to discover how female Physical Education bodies are implicated in the dominant cultural story lines (e.g., medical, psychological and sociological discourse) that they encounter. While traditional research argues that women are imprisoned by the dominant storylines about how to regulate the body, the study argues, rather, that women are constrained or enabled within a set of discursive conditions that prevail about proper body regulation. They can make choices from the available discourses about how to regulate their body. In investigating the ways in which the female body in sport-related contexts is constituted through discourse, the study found that female Physical Education trainees employed academic texts from their university course to govern how they would teach their students to regulate their bodies, as well as non-academic resources in their own body regulation. Non-academic texts were just as powerful and as important as academic texts in determining the regimes of body governance of their subjects. Each trainee saw herself as special case, foregrounding non-health discourses rather than the 'prescriptive texts' provided by their Physical Education course, despite the university context insisting on the importance of the latter over the former. The study concluded that there are limits to Physical Education's power as an academic discipline in countering other culturally defined texts. It also indicates how female Physical Education trainee bodies are made and re-made out of appropriated, sometimes contradictory discourses. The implications for them and other Physical Education students and lecturers are discussed.
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Lapointe, Manon. "La formation préparatoire aux séjours et aux échanges interculturels des étudiants futurs maîtres et les conditions de succès de ces séjours et échanges /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2002. http://theses.uqac.ca.

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Kang, Yi Chun. "How identity fluids in college student entrepreneurs :the sense-making process of identity formation." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3952586.

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Books on the topic "Student formation"

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La formation à l'international. Saint-Denis: Observatoire du développement de la Réunion, 2000.

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Malaise dans la formation des enseignants. Paris: L'Harmattan, 2000.

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Spirtual formation: Student workbook : from follower to believer. Wheaton, IL: Wheaton Press, 2013.

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Hasegawa, Kenji. Student Radicalism and the Formation of Postwar Japan. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1777-4.

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L'esprit cosmopolite: Voyages de formation des jeunes en Europe. Paris: Presses de la Fondation nationale des sciences politiques, 2012.

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Dynamique des représentations dans la formation. Paris, France: Harmattan, 1996.

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Treskow, Isabella von. 1968/2008: Revision einer kulturellen Formation. Tübingen: Narr, 2008.

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Côté, Richard. Apprendre: Formation expérientielle stratégique. Sainte-Foy: Presses de l'Université du Québec, 1998.

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Barnier, Gérard. Le tutorat dans l'enseignement et la formation. Paris: L'Harmattan, 2001.

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Linda, Frankel, ed. The student sociologist's handbook. 4th ed. New York: Random House, 1986.

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Book chapters on the topic "Student formation"

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Chaouche, Sabine. "The Formation of Spending Habits." In Student Consumer Culture in Nineteenth-Century Oxford, 129–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46387-8_5.

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Radford, Luis, Maria G. Bartolini Bussi, Otto Bekken, Paolo Boero, Jean-Luc Dorier, Victor Katz, Leo Rogers, Anna Sierpinska, and Carlos Vasco. "Historical formation and student understanding of mathematics." In History in Mathematics Education, 143–70. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/0-306-47220-1_5.

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Alberola, Juan M., Elena del Val, Victor Sanchez-Anguix, and Vicente Julian. "Simulating a Collective Intelligence Approach to Student Team Formation." In Lecture Notes in Computer Science, 161–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40846-5_17.

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Reilly, Stephen, Hazel Crichton, and Mary Lappin. "Pilgrimages: Fruitful Sources of Faith Formation for Catholic Student Teachers?" In Global Perspectives on Catholic Religious Education in Schools, 203–15. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6127-2_17.

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Alberola, Juan M., Elena del Val, Victor Sanchez-Anguix, and Vicente Julián. "A General Framework for Testing Different Student Team Formation Strategies." In Methodologies and Intelligent Systems for Technology Enhanced Learning, 6th International Conference, 23–31. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40165-2_3.

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Gellel, Adrian. "Teachers as Key Players in Values Education: Implications for Teacher Formation." In International Research Handbook on Values Education and Student Wellbeing, 163–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_10.

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Abou-Khalil, Victoria, and Hiroaki Ogata. "Homogeneous Student Engagement: A Strategy for Group Formation During Online Learning." In Collaboration Technologies and Social Computing, 85–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85071-5_6.

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Kuzmina, N. A., and D. Workman. "Formation of Student Professionally Oriented Skills Using the Potential of Network Interaction." In Smart Technologies and Innovations in Design for Control of Technological Processes and Objects: Economy and Production, 80–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15577-3_8.

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Shumar, Wesley, and Søren S. E. Bengtsen. "An Entrepreneurial Ecology for Higher Education: A New Approach to Student Formation." In Debating Higher Education: Philosophical Perspectives, 125–38. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69628-3_9.

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Mohan, Divya Gopal, and Khairul Shafee Kalid. "The Development of a Criteria-Based Group Formation Systems for Student Group Work." In Lecture Notes on Data Engineering and Communications Technologies, 903–10. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70713-2_81.

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Conference papers on the topic "Student formation"

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Kozhevnikova, Alina. "STUDENT MOBILITY: INSIDE VIEW." In PSYCHOLOGICAL AND PEDAGOGICAL PROBLEMS OF MODERN SPECIALIST FORMATION. ХОГОКЗ (KRPOCH), 2017. http://dx.doi.org/10.26697/9789669726094.2017.64.

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Akbar, Shoaib, Edward F. Gehringer, and Zhewei Hu. "Improving formation of student teams." In ICSE '18: 40th International Conference on Software Engineering. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3183440.3195057.

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Khomutnikova, Elena A. "Formation Of Legal Culture Of Student Youth." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.60.

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Betakore, Yoel, Ekawati Wulansari, and Fredik Boiliu. "Student Spirituality Formation through Christian Religious Education." In Proceedings of the 6th Batusangkar International Conference, BIC 2021, 11 - 12 October, 2021, Batusangkar-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.11-10-2021.2319606.

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Brewe, Eric, Laird H. Kramer, George E. O’Brien, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "Changing Participation Through Formation of Student Learning Communities." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515255.

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Albitova, E. "Digital Technologies In Formation Of Maneuverable Student Identity." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.173.

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Koshevoi, Oleg S. "Systematic Approach And Student Competencies Formation When Studying Statistics." In International Scientific Forum «National Interest, National Identity and National Security». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.02.02.100.

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Goncharova, N. V. "The formation of the economic competence of the student." In Научный диалог: Молодой ученый. ЦНК МОАН, 2018. http://dx.doi.org/10.18411/spc-22-10-2018-05.

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Kralik, Roman, and Tibor Mahrik. "INTERPERSONAL RELATIONSHIPS AS THE BASIS OF STUDENT MORAL FORMATION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2129.

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Tahir, Mohammad, Mohamed Hadi Habaebi, and Md Rafiqul Islam. "Throughput enhancement in cognitive radio network via coalition formation using matching theory." In 2015 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2015. http://dx.doi.org/10.1109/scored.2015.7449395.

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Reports on the topic "Student formation"

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Chakrabarti, Rajashri, Nicole Gorton, and Michael Lovenheim. State Investment in Higher Education: Effects on Human Capital Formation, Student Debt, and Long-term Financial Outcomes of Students. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27885.

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Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. Digital competence of pedagogical university student: definition, structure and didactical conditions of formation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3851.

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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.
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Hatfield, Lisa. The Scholarship of Student Affairs Professionals: Effective Writing Strategies and Scholarly Identity Formation Explored through a Coaching Model. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2308.

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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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Korotun, Olha V., Tetiana A. Vakaliuk, and Vladimir N. Soloviev. Model of using cloud-based environment in training databases of future IT specialists. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3865.

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The authors substantiates and develops the model of using cloud-based environment (CBE) in the training of databases of future information technology (IT) specialists, which consists of interrelated units: target (purpose, task of using CBE), conceptual (pedagogical approaches, didactic principles), organizational and semantic (characteristics of CBE, basic requirements for CBE, subjects of training, CBE of the teacher, CBE of the student, curricula of institution of higher education, educational-methodical complex of discipline “Databases”, installation and configuration of database management system, development of educational material from the database in electronic form, selection of cloud-based systems of distance learning, introduction of cloud-based systems of distance learning in the training of students’ databases, selection of CBE in database training (databases, forms, methods, tools), evaluative (criteria, indicators, levels of professional and practical competence of future IT specialists on the use of CBE in database training), effective (increased formation of the information and communication technologies of future IT specialists on the use of CBE in database training).
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Bondarenko, Olga V. The didactic potential of virtual information educational environment as a tool of geography students training. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3761.

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The article clarifies the concept of “virtual information educational environment” (VIEE) and examines the researchers’ views on its meaning exposed in the scientific literature. The article determines the didactic potential of the virtual information educational environment for the geography students training based on the analysis of the authors’ experience of blended learning by means of the Google Classroom. It also specifies the features (immersion, interactivity, and dynamism, sense of presence, continuity, and causality). The authors highlighted the advantages of virtual information educational environment implementation, such as: increase of the efficiency of the educational process by intensifying the process of cognition and interpersonal interactive communication; continuous access to multimedia content both in Google Classroom and beyond; saving student time due to the absence of necessity to work out the training material “manually”; availability of virtual pages of the virtual class; individualization of the educational process; formation of informational culture of the geography students; and more productive learning of the educational material at the expense of IT educational facilities. Among the disadvantages the article mentions low level of computerization, insignificant quantity and low quality of software products, underestimation of the role of VIЕЕ in the professional training of geography students, and the lack of economic stimuli, etc.
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Kusyakova. FORMATION OF STUDENTS COORDINATION ABILITIES ON OCCUPATIONS OF PHYSICAL CULTURE. Federal State Budgetary Educational Establishment of Higher Vocational Education "Povolzhskaya State Academy of Physical Culture, Sports and Tourism" Naberezhnye Chelny, December 2013. http://dx.doi.org/10.14526/39_2013_12.

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SHESTAKOVA, L. DESIGNING A MODEL FOR FORMING STUDENTS’ ABILITY TO ANALYZE QUANTITATIVE AND QUALITATIVE DATA. Science and Innovation Center Publishing House, 2022. http://dx.doi.org/10.12731/2658-4034-2022-13-2-3-16-21.

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Data analysis occupies a significant place in various fields of human activity. A model for the formation of students’ ability to analyze quantitative and qualitative data has been developed. The model has four components: target, content, procedural, diagnostic.
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