Bibliografías temáticas / Group work in education

Literatura académica sobre el tema "Group work in education"

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Publicado: 4 de junio de 2021
Última modificación: 3 de marzo de 2023

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Artículos de revistas sobre el tema "Group work in education"

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Garrett, Kendra J. "Use of Groups in School Social Work: Group Work and Group Processes". Social Work With Groups 27, n.º 2-3 (14 de marzo de 2005): 75–92. http://dx.doi.org/10.1300/j009v27n02_06.

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Catto, G. "Group work". Medical Education 31 (diciembre de 1997): 54–56. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02592.x.

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West, Richard. "Group work". Medical Education 31 (diciembre de 1997): 69–70. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02596.x.

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Lazarus, J. y Norman MacKay. "Group work". Medical Education 31 (diciembre de 1997): 75. http://dx.doi.org/10.1111/j.1365-2923.1997.tb02598.x.

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Wilson, Kristy J., Peggy Brickman y Cynthia J. Brame. "Group Work". CBE—Life Sciences Education 17, n.º 1 (marzo de 2018): fe1. http://dx.doi.org/10.1187/cbe.17-12-0258.

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Science, technology, engineering, and mathematics faculty are increasingly incorporating both formal and informal group work in their courses. Implementing group work can be improved by an understanding of the extensive body of educational research studies on this topic. This essay describes an online, evidence-based teaching guide published by CBE—Life Sciences Education (LSE). The guide provides a tour of research studies and resources related to group work (including many articles from LSE). Instructors who are new to group work, as well as instructors who have experienced difficulties in implementing group work, may value the condensed summaries of key research findings. These summaries are organized by teaching challenges, and actionable advice is provided in a checklist for instructors. Education researchers may value the inclusion of empirical studies, key reviews, and meta-analyses of group-work studies. In addition to describing key features of the guide, this essay also identifies areas in which further empirical studies are warranted.
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Middleman, Ruth R. y Gale Goldberg Wood. "From Social Group Work to Social Work with Groups". Social Work With Groups 13, n.º 3 (octubre de 1990): 3–20. http://dx.doi.org/10.1300/j009v13n03_02.

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Brown, Allan y Tara Mistry. "Group Work with 'Mixed Membership' Groups". Social Work With Groups 17, n.º 3 (diciembre de 1994): 5–21. http://dx.doi.org/10.1300/j009v17n03_02.

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Levine, Marion. "Group Work". Social Work With Groups 14, n.º 1 (25 de marzo de 1991): 3–16. http://dx.doi.org/10.1300/j009v14n01_02.

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Mylett, Terri y Russell Gluck. "Learning and Language: Supporting Group Work So Group Work Supports Learning". Journal of University Teaching and Learning Practice 2, n.º 2 (1 de abril de 2005): 4–16. http://dx.doi.org/10.53761/1.2.2.2.

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This paper reports on developments in teaching and learning for first year employment relations students at the University of Wollongong based on creating conditions of learning informed by Vygotsky’s ‘zone of proximal development’ theory. Essentially, this meant emphasising collaborative learning (group work) in the lecture theatre and in assessment tasks to provide opportunities for students to ‘learn the language’ of employment relations. The paper also considers collaboration between an employment relations discipline lecturer and an learning development discipline lecturer that helped identify the objectives for teaching and learning (the desired attributes of a Wollongong Graduate, ethical concerns about how students’ may affect one another in group work, and developing knowledge and skills to equip students to be effective in employment relations practice) within a particular task environment (characterised by an organisational imperative to ‘do more with less’, and students’ beliefs that lectures have the purpose of didactic information delivery) simultaneously with teaching. This paper offers readers a case study of the application of a teaching and learning theory that may stimulate reflection on their practice.
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Wayne, Julianne y James Garland. "Group Work Education in the Field". Social Work With Groups 13, n.º 2 (21 de septiembre de 1990): 95–109. http://dx.doi.org/10.1300/j009v13n02_08.

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Tesis sobre el tema "Group work in education"

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Lee, Myung Dong. "A small group ministry through biblical counseling education". Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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Raubenheimer, D. y M. M. Nel. "Guidelines for group work in an undergraduate learning programme". Journal for New Generation Sciences, Vol 6, Issue 1: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/500.

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It is required of higher education institutions in South Africa to provide for the development of general skills such as the ability to function in a team, and to apply group work as a method of instruction. After implementation of group work in the new five-year medical curriculum at the University of the Free State, it was realised that ineffective group dynamics and the inexperience of staff and students warranted clear and comprehensive guidelines for group work. For the development of these, opinions of students and staff involved, as well as inputs by experts on group work and literature findings, were evaluated. Their responses are reported and guidelines for effective group work are suggested.
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范梅英 y Mui-ying Fan. "Teaching group work skills in field instruction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976530.

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Fan, Mui-ying. "Teaching group work skills in field instruction". [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1311542X.

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Du, Toit Anna. "Group work in management education - the role of task design". Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9541_1256551831.

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This theses examined adult learners' experiences of group work in management education. Group work is an integral part of learning and teaching methods at most business schools because it develops team skills demanded by today's workplace. Furthermore, group work in education is grounded in the belief that much learning happens through social interaction and that diversity within groups promotes learning. This study analysed learners' group experiences in a business school. The study also aimed to identify conditions that hinder and promote group interaction with a view to enhance learning.

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Mrwetyana, Notemba. "Group work in black history classes". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001425.

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As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
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Gottschall, Holli M. "Faculty and student attitudes towards group work in higher education and why faculty use groups". [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232561.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technological, 2006.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2899. Adviser: Barbara A. Bichelmeyer.
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Signorini, P. "The dynamics of mixed group work in British higher education". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/13632/.

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This study examines culturally diverse groups, teams formed by home students and international students completing group tasks in Higher Education, referred to as mixed groups. This investigation differs from previous studies, and hence contributes to the existing knowledge in the field, in that it combines observational data and the use of Activity Theory as an analytical framework for furthering our understanding of group dynamics and task completion of mixed groups. This research addresses four research questions: what are students' experiences of mixed group work? What are the group dynamics in mixed groups? How do students mediate during mixed group work? What factors influences task completion in mixed groups? The study is based upon two group case studies, consisting of a non-assessed written group task and an assessed group presentation. Both case studies involved postgraduate students within the same British university. Qualitative analysis of observation and interview data revealed that students had different experiences of their group work, even among co-workers. Few group interactions were related to discussing cultural issues, highlighting the limitations that mixed group work may have in fostering internationalisation. The group dynamics described include students' interactions around: achieving a common understanding of the task, sanctioning members and conflicts regarding tool use. Both home and international students mediated in task completion in the following ways: a) acting as sources of knowledge, b) helping other members to understand the activity, and c) helping others use and learn about artefacts required in the completion of the group task and other university activities. Factors that appeared to influence mixed group work (MGW) included international students' self confidence in their spoken English, familiarity, students' positioning of self and other colleagues, expected roles, task and assessment design, and students' engagement in clarification during task completion. Some of these findings are consistent with existing literature. Finally, Activity Theory (AT) as an analytical framework was found to be useful.
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Annandale, Nicole. "A social identity approach to evaluating high achieving Ingroup members on the basis of achievement level and performance attributions /". [St. Lucia, Qld.], 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16881.pdf.

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Gibson, Patricia K. "Instructor Training and Instructional Design in Online Courses using Group Work". Thesis, Northcentral University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571493.

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The purpose of this exploratory multi-case study was to examine the role of instructional design and instructor training on student learning outcomes and student satisfaction within the online class using group work, a form of collaborative learning. Group work has been strongly recommended for online classes. Data allowing insight into contemporary events in context were collected via an online survey, personal interviews, and document examination. Students were given a link to an online survey with both selected response and open-ended questions. Instructors were interviewed either face-to-face or via voice over Internet protocol (VOIP). Syllabi and class handouts were collected and examined using content analysis. These different sources of data were triangulated during the analyses. The participants in the study were undergraduate students and four instructors at a state supported institution of higher education in the southwestern United States. Data collected revealed that those instructors using group work who had the most training and assistance from the Instructional Technology Support in the design and facilitation of classes using group work had the highest level of student satisfaction as well as the highest student perception of good learning outcomes. The data show that when the instructional design using group work is well done and the class is well conducted, student satisfaction and student learning are good. The data show that the amount of instructor training undertaken had a major impact on how students reacted to the classes. The students' perception of learning outcomes differed from that of the instructors. The instructors perceived the classes as being generally successful; however, the students' perceptions were less positive. The levels of training applied by each of the faculty to the design of their online class shows that the more training, the higher the level of satisfaction. Both student success and learning outcomes suffer if the class is not designed and taught with best practices for online group work. Further research needs to be done on the use of online group work in graduate classes and lower division undergraduate classes as all of the studied classes were upper division.

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Libros sobre el tema "Group work in education"

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Initiative, Enterprise Learning, ed. Groups and group work in higher education. [Leicester]: Leicester University, Enterprise Learning Initiative, 1993.

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John, Thacker. Group work skills: Using group work in the primary classroom. Crediton, Devon: Southgate Publishers, 1992.

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Inc, ebrary, ed. Effective group work with young people. Maidenhead, England: Open University Press, 2009.

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Ross, John A. Assessment of group work. [Toronto: Ontario Institute for Studies in Education, 1994.

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Galton, Maurice J. Group work in the primary classroom. London: Routledge, 1992.

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Great Britain. Department for Education and Employment. Group work in careers education and guidance. Sudbury: DfEE, 1998.

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Brown, Sally. Making small group teaching work. Newcastle upon Tyne: MARCET, 1997.

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The seven R's of great group work. Bristol: Sue Cowley Books Ltd, 2013.

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Fitch, Trey, Trey Fitch y Jennifer L. Marshall. Group work and outreach plans for college counselors. Alexandria, VA: American Counseling Association, 2011.

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Fitch, Trey. Group work and outreach plans for college counselors. Alexandria, VA: American Counseling Association, 2011.

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Capítulos de libros sobre el tema "Group work in education"

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Dekker, Teun J. "Compromise and Group Work". En Seven Democratic Virtues of Liberal Education, 81–89. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003336594-8.

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Jean-Francois, Emmanuel y Sabine Schmidt-Lauff. "Facilitating comparative group work in adult education". En International and Comparative Studies in Adult and Continuing Education, 51–65. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-155-6.04.

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The purpose of this chapter is to describe and reflect on scholarly-based practices that can help facilitate comparative group work within the international and transnational[1] context of adult education. The first section of this chapter situates comparative group work within the larger context of comparative adult education, followed by a focus on how to facilitate a group of diverse learners with different societal and cultural experiences. The chapter emphasiszes an outcome-based approach, describing how to set up incremental learning outcomes to enable comparative group work to be successful; a team-based approach, elaborating on coaching strategies to facilitate comparative work group; and a strength-based approach about adult learner-centered strategies for engagement, empowerment, mentoring, collaboration, fun, and accountability when facilitating comparative group work.
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Giacomucci, Scott. "History of Social Work with Groups in Practice and Education". En Social Work, Sociometry, and Psychodrama, 17–30. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6342-7_2.

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AbstractThis chapter outlines a brief history of social work with groups including its place within the larger social work field and the landscapes of group work practice and education. Basic theory and concepts in social work with groups are presented including mutual aid, the centrality of relationships, and an introduction to the non-deliberative social work tradition. The presence of group work in social work practice has significantly increased due as research studies have piled up to support its efficacy. Nevertheless, at the same time, the presence of group work in social work education has steadily declined in the past several decades.
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Mantey, Dominik. "Sexuality and Relationships Education in Group Homes". En The Routledge International Handbook of Social Work and Sexualities, 165–81. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429342912-15.

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Damşa, Crina y Anne Line Wittek. "Making Group Learning Work. Processes and Pedagogical Designs in Higher Education". En Higher Education Dynamics, 115–34. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41757-4_7.

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Yuan, Mei, Fred Dervin, Sude y Ning Chen. "Making Interculturality Work Together, as Group/Community Members". En Palgrave Studies on Chinese Education in a Global Perspective, 101–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12770-0_5.

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Desai, Murli. "Methodology of Psycho-educational Group Work". En A Rights-Based Preventative Approach for Psychosocial Well-Being in Childhood, 79–99. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9066-9_4.

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Kutnick, Peter. "Group Work in Primary Schools in Hong Kong". En Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 187–209. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3654-5_12.

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Wake, Geoff, Diana Coben, Burkhard Alpers, Keith Weeks y Peter Frejd. "Topic Study Group No. 3: Mathematics Education in and for Work". En Proceedings of the 13th International Congress on Mathematical Education, 387–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_30.

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Davis, Mary, Iain Lamb y Shake Seigel. "How Groups Work – the dynamics". En The Essential Handbook for GP Training and Education, 146–56. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781846197918-16.

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Actas de conferencias sobre el tema "Group work in education"

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McPherson, Elaine, Trevor Collins y Anne-Marie Gallen. "ENABLING INCLUSIVE GROUP WORK". En 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0675.

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Korhonen, Ari y Marianna Vivitsou. "Digital Storytelling and Group Work". En ITiCSE '19: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3304221.3325528.

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Badillo-Urquiola, Karla, Afsaneh Razi, Jan Edwards y Pamela Wisniewski. "Children's Perspectives on Human Sex Trafficking Prevention Education". En GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3369889.

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Kim, Young Rae y Mi Sun Park. "PRESERVICE TEACHERS’ EXPERIENCES OF GROUP WORK". En 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2302.

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Brosens, Lore. "Self-regulating Soft Skills in Group Project-Based Design Education". En GROUP '20: The 2020 ACM International Conference on Supporting Group Work. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3323994.3371013.

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Marks, Adam. "Electronic Group Collaboration in higher education". En 2011 15th International Conference on Computer Supported Cooperative Work in Design (CSCWD). IEEE, 2011. http://dx.doi.org/10.1109/cscwd.2011.5960201.

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Soon, Lisa y Campbell Fraser. "Knowledge activities in distance education online group work". En 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013849.

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Hutchison, Randolph, Courtney Faber, Lisa Benson, Adam Kirn y John D. DesJardins. "Assessing student knowledge transfer during group work". En 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684971.

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Keil, Jennifer, Rebecca Stober, Emily Quinty, Bridget Molloy y Nicholas Hooker. "Identifying and Analyzing Actions of Effective Group Work". En 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.036.

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Soon, L. y M. Sarrafzadeh. "Preparing students for online group work in distance education". En 2010 Second International Conference on E-Learning and E-Teaching (ICELET 2010). IEEE, 2010. http://dx.doi.org/10.1109/icelet.2010.5708378.

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Informes sobre el tema "Group work in education"

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Gaponenko, Artiom y Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, noviembre de 2018. http://dx.doi.org/10.12731/er0158.09112018.

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Site MLESYS (Multilevel education system) - multilevel educational Internet-system for the teachers (heads of scientific and educational groups) and the students (participants of groups) which allows teachers to create remote groups and also to form the storehouse of materials on their disciplines (lectures, manuals, presentations, tasks for independent work, etc.) with an opportunity of access to corresponding kinds of these materials by means of special links. Site MLESYS is developed on platform WordPress and on hosting Hostland. Site MLESYS allows: 1) for teachers: to create educational and scientific groups for remote communication of the participants of educational process, to include students in these groups; to place all necessary materials for the group (manuals, lectures, presentations, etc.); to form the storehouse of materials on each discipline (tests, tasks, cases, etc.), access to these materials can be carried out only by means of the link to the specific page; to communicate with participants of the group; 2) for the students: on condition of inclusion into remote group to have an opportunity to enter the group, to open and download the materials placed by the teacher; to get access to the materials by means of links (publications, tests, tasks, cases, etc.) of the corresponding teacher of a discipline from the storehouse of materials; to communicate with the teacher and participants of the group.
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Panchenko, Liubov y Andrii Khomiak. Education Statistics: Looking for Case-Study for Modeling. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4461.

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The article deals with the problem of using modeling in social statistics courses. It allows the student-researcher to build one-dimensional and multidimensional models of the phenomena and processes that are being studied. Social Statistics course programs from foreign universities (University of Arkansas; Athabasca University; HSE University, Russia; McMaster University, Canada) are analyzed. The article provides an example using the education data set – Guardian UK universities ranking in Social Statistics course. Examples of research questions are given, data analysis for these questions is performed (correlation, hypothesis testing, discriminant analysis). During the research the discriminant model with group variable – modified Guardian score – and 9 predictors: course satisfaction, teaching quality, feedback, staff-student ratio, money spent on each student and other) was built. Lower student’s satisfaction with feedback was found to be significantly different from the satisfaction with teaching. The article notes the modeling and statistical analysis should be accompanied by a meaningful interpretation of the results. In this example, we discussed the essence of university ratings, the purpose of Guardian rating, the operationalization and measurement of such concepts as satisfaction with teaching, feedback; ways to use statistics in education, data sources etc. with students. Ways of using this education data in group and individual work of students are suggested.
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Studsrød, Ingunn, Ragnhild Gjerstad Sørensen, Brita Gjerstad, Patrycja Sosnowska-Buxton y Kathrine Skoland. “It’s very complex”: Professionals’ work with domestic violence (DV): Report – FGI and interviews 2022. University of Stavanger, noviembre de 2022. http://dx.doi.org/10.31265/usps.249.

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This study explores Norwegian professionals' experiences of working within partner violence (PV) prevention area, including, cross-sectoral and interdisciplinary cooperation as well as possible successful strategies and measures in this area. This report is one of the deliverables of the “Integrated System of Domestic Violence Prevention” (ISDVP) project and of the agreement with The State Treasury, the Institute of Justice in Warsaw, Poland. This study contributes to research on professionals’ experiences of interprofessional collaboration in the domestic violence prevention area – a similar study was conducted in Poland. To facilitate an interdisciplinary and interagency group discussion, five focus groups (with 19 participants) were conducted. The analysis reveals that there is inter- and intra-sectoral collaboration in the domestic violence prevention area. There are marked challenges but also notable success stories. The participants talked about several barriers to cross-sectoral collaborations, such as i) professional requirements of confidentiality, mandate, and/or duty to report, especially in the domestic violence prevention stages; ii) the complexity and plethora of practical and organizational measures and initiatives as well as who does what and when, particularly when helping a client navigate through the system; and iii) the difficulty in defining as well as uncovering domestic violence because it can be understood differently by various parties, especially from a cross-cultural perspective and gender stereotypes. In terms of effective management of multisectoral collaboration, the participants mentioned i) several tools and models, e.g., SARA and Flexid, and ii) organization of emergency shelters; and iii) networking. Besides, the participants reported a need for a nuanced and multifocal approach to domestic violence prevention, including addressing the specificities of different vulnerable groups such as the elderly and the LGBQT+ community. They also talked about the importance of initiatives aimed at removing the stigma and taboo around domestic violence, also through targeting higher education establishments.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, diciembre de 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Iatsyshyn, Anna V., Iryna H. Hubeladze, Valeriia O. Kovach, Valentyna V. Kovalenko, Volodymyr O. Artemchuk, Maryna S. Dvornyk, Oleksandr O. Popov, Andrii V. Iatsyshyn y Arnold E. Kiv. Applying digital technologies for work management of young scientists' councils. [б. в.], junio de 2021. http://dx.doi.org/10.31812/123456789/4434.

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The publication explores the features of the digital technologies’ usage to organize the work of the Young Scientists’ Councils and describes the best practices. The digital transformation of society and the quarantine restrictions caused by the COVID-19 pandemic have forced the use of various digital technologies for scientific communication, the organization of work for youth associations, and the training of students and Ph.D. students. An important role in increasing the prestige of scientific activity and encouraging talented young people to participate in scientific projects belongs to the Young Scientists’ Councils, which are created at scientific institutions and higher education institutions. It is determined that the peculiarities of the work of Young Scientists’ Councils are in providing conditions for further staff development of the institution in which they operate; contribution to the social, psychological and material support of young scientists and Ph.D. students; creating an environment for teamwork and collaborative partnership; development of leadership and organizational qualities; contribution to the development of digital competence. The advantages of using electronic social networks in higher education and research institutions are analyzed, namely: general popularity and free of charge; prompt exchange of messages and multimedia data; user-friendly interface; availability of event planning functions, sending invitations, setting reminders; support of synchronous and asynchronous communication between network participants; possibility of access from various devices; a powerful tool for organizing the learning process; possibility of organization and work of closed and open groups; advertising of various events, etc. Peculiarities of managing the activity of the Young Scientists’ Council with the use of digital technologies are determined. The Young Scientists’ Council is a social system, and therefore the management of this system refers to social management. The effectiveness of the digital technologies’ usage to manage the activities of the Young Scientists’ Council depends on the intensity and need for their use to implement organizational, presentation functions and to ensure constant communication. The areas to apply digital technologies for the work managing of Young Scientists’ Councils are sorted as the presentation of activity; distribution of various information for young scientists; conducting questionnaires, surveys; organization and holding of scientific mass events; managing of thematic workgroups, holding of work meetings. It is generalized and described the experience of electronic social networks usage for organizing and conducting of scientific mass events.
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Gaponenko, Artiom y Andrey Golovin. Electronic magazine with rating system of an estimation of individual and collective work of students. Science and Innovation Center Publishing House, octubre de 2017. http://dx.doi.org/10.12731/er0043.06102017.

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«The electronic magazine with rating system of an estimation of individual and collective work of students» (EM) is developed in document Microsoft Excel with use of macros. EM allows to automate all the calculated operations connected with estimation of amount scored by students in each form of the current control. EM provides automatic calculation of rating of the student with reflection of a maximum quantity of the points received in given educational group. The rating equal to “1” is assigned to the student who has got a maximum quantity of points for the certain date. For the other students the share of their points in this maximum size is indicated. The choice of an estimation is made in an alphabetic format according to requirements of the European translation system of test units for the international recognition of results of educational outcomes (ECTS - European Credit Transfer System), by use of a corresponding scale of an estimation. The list of students is placed on the first page of magazine and automatically displayed on all subsequent pages. For each page of magazine the optimal size of document printing is set with automatic enter of current date and time. Owing to accounting rate of complexity of task EM is the universal technical tool which can be used for any subject matter.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, febrero de 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi y Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, mayo de 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Marienko, Maiia V., Yulia H. Nosenko y Mariya P. Shyshkina. Personalization of learning using adaptive technologies and augmented reality. [б. в.], noviembre de 2020. http://dx.doi.org/10.31812/123456789/4418.

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The research is aimed at developing the recommendations for educators on using adaptive technologies and augmented reality in personalized learning implementation. The latest educational technologies related to learning personalization and the adaptation of its content to the individual needs of students and group work are considered. The current state of research is described, the trends of development are determined. Due to a detailed analysis of scientific works, a retrospective of the development of adaptive and, in particular, cloud-oriented systems is shown. The preconditions of their appearance and development, the main scientific ideas that contributed to this are analyzed. The analysis showed that the scientists point to four possible types of semantic interaction of augmented reality and adaptive technologies. The adaptive cloud-based educational systems design is considered as the promising trend of research. It was determined that adaptability can be manifested in one or a combination of several aspects: content, evaluation and consistency. The cloud technology is taken as a platform for integrating adaptive learning with augmented reality as the effective modern tools to personalize learning. The prospects of the adaptive cloud-based systems design in the context of teachers training are evaluated. The essence and place of assistive technologies in adaptive learning systems design are defined. It is shown that augmented reality can be successfully applied in inclusive education. The ways of combining adaptive systems and augmented reality tools to support the process of teachers training are considered. The recommendations on the use of adaptive cloud-based systems in teacher education are given.
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Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko y Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], junio de 2021. http://dx.doi.org/10.31812/123456789/4440.

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The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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