Littérature scientifique sur le sujet « Special education teachers – handbooks, manuals, etc »
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Articles de revues sur le sujet "Special education teachers – handbooks, manuals, etc"
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Світлана Литовченко. « PROSPECTS FOR THE DEVELOPMENT OF A SPECIAL SCHOOL (ON THE MATERIALS OF DISCUSSION WITH TEACHERS) ». Collection of Scientific Papers of Uman State Pedagogical University, no 4 (4 septembre 2020) : 136–43. http://dx.doi.org/10.31499/2307-4906.4.2020.224183.
Texte intégralRésumé :
The article presents current trends in the education of children with special educational needs; innovations in the context of the reform of the Ukrainian school, in particular regarding the content of education; objective changes in the activities of special educational institutions (expansion of the categories of special educational needs of students, introduction of the concept of bilingual education, development of deaf pedagogical technologies of work with children with cochlear implants, etc.). The authorʼs training “Prospects for the development of a special educational institution” was presented, during which, together with teachers, action strategies for responding to existing challenges in teaching students with hearing impairments were developed.Articleʼs purpose: based on the analysis of theoretical sources and opinions of practitioners to determine the main prospects for the development of a special educational institution in the areas (content of education/educational programs, categories of students, level and timing of full secondary education, correctional and developmental support). Conclusions: the analysis of the professional literature shows the urgency of the problem of development of special institutions of general secondary education, the definition of guidelines for reform in accordance with modern changes. At the same time, it is important to create conditions for communication between scientists and teachers-practitioners, to organize trainings and discussions that provide an opportunity to compare problems and find ways to solve them. Based on the generalization of the opinion of practitioners, important aspects of modernization of special education are identified: variability of the standard curriculum and study programs, which takes into account the individual educational needs of students; organization of correctional and developmental, psychological and pedagogical, medical and rehabilitation support; raising the professional level of teachers taking into account changes in modern education; providing special textbooks, manuals and other resources, including electronic, etc.
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Martinović, Blaženka. « Croatian accentual norm at the beginning of the 21st century (from theory to practice and back) ». Književni jezik, no 31 (décembre 2020) : 115–49. http://dx.doi.org/10.33669/kj2020-31-06.
Texte intégralRésumé :
Croatian accentual norm is in a constant state of flux. Its stability is impeded, first of all, by two mutually intertwined forces: the nature of the accentual norm, which belongs to speech (dynamic dimension, individual realisation), and the disagreement amongst linguists as to what to record and prescribe (in constant interaction between the stress accent and pitch accent systems). The modern accentual norm is obtained from non-orthoepical manuals, i.e. grammar books, dictionaries, handbooks (which further complicates the clarification of the orthoepical reality). We will conduct a comparative analysis of the approach, in modern handbooks, to accent alternations in morphology, falling accent in non-initial syllables in word formation, post-tonic length, uncertainties regarding lexical stress, etc. Grammar books and dictionaries approach the open questions in different ways and this paper gives an overview of the (systematic and non-systematic) solutions offered by linguists today, with the aim of presenting the dynamics of the codified norm (which carries the label of being “conservative” and “hidebound”). The changes in the modern norm are compared then to usus occurrences, illustrated by a narrower speech corpus – the speech of actors. In their orthoepical research, linguists resort to the speech of radio and television presenters, linguists in specialised radio and television programmes, students of the Croatian language or phonetics, Croatian language teachers, etc., and, more recently, to the speech of actors reading audio books (MP3 files are available at www.lektire.skole.hr). Presenters, teachers and actors have always been perceived as quintessential competent speakers of the standard language, so close observation of their speech as one of the steps in the process of describing and prescribing is the basis of every orthoepical research. Since the modern speech/pronunciation (e-lektira, audio versions of school reading list books available online) has still not been analysed and valorised linguistically/orthoepically, and since it is available to those learning and listening to speech values in this type of material, the paper turns to the corpus with the intention of determining the basic features of pronunciation. Prose texts whose pronunciation has been analysed are those written in or translated into the standard language. Special attention has been given to accent (stress placement and stress shift) and to the prosodic word. Specific pronunciation traits (especially those related to the accentual norm) have been compared to those prescribed in handbooks. Finally, the accentual traits acknowledged by the modern conception of accentual norm and codification were clarified as well as those that are systematically ignored in modern prescription.
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TARARAK, N. « MORAL METHODS OF ENCOURAGEMENT OF PROFESSIONAL ACTIVITY OF PRESCHOOL STAFF (RETROSPECTIVE ANALYSIS) ». ТHE SOURCES OF PEDAGOGICAL SKILLS, no 28 (31 décembre 2021) : 183–87. http://dx.doi.org/10.33989/2075-146x.2021.28.250395.
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Modern humanistic tendencies of development of higher pedagogical education put forward high requirements to pedagogical staff in general and preschool teachers in particular, their independence, creativity, responsibility for own professional growth. These provisions are regulated by the State National Program "Education" ("Ukraine of the XXI Century") (1993), the Laws of Ukraine "On Education" (2017), "On Preschool Education" (2001), the National Doctrine for the Development of Education in Ukraine (2002), the Basic component of preschool education in Ukraine (2012). Both methods of material and moral encouragement of preschool workers have a great influence on their professional growth.
The article identifies the following main methods of encouragement of preschool staff: moral – an honorary certificate, a badge of honour, announcement of gratitude, receiving an honorary title, awarding the employee at meetings and others. Among the main methods of material encouragement there is the method of awarding preschool specialists, providing preschool workers with extra days off, rewarding them with valuable gifts and others. The leading methods of professional encouragement included sending preschool staff to problem conferences, methodological seminars, exhibitions which were illustrated with materials on the most topical issues of preschool education; providing assistance to preschool workers in printing manuals, permission to develop and implement author's programs, demonstration lessons, etc.
It has been established that the further development of the issue of encouragement of preschool staff to professional activities was facilitated by the adoption of a special resolution of the Central Committee of the Communist Party and the Council of Ministers of Ukraine "On measures for further development of children's institutions to improve education and health care" which became a kind of impetus for the spread of forms and methods of motivating preschool workers to professional development.
The analysis of scientific and pedagogical sources suggests that the success in addressing the issues of the encouragement of preschool staff to professional development through education contributed to the creation of an extensive network of preschool institutions in different regions of Ukraine (Cherkasy, Kherson, Khmelnytsky, Mykolaiv, Kirovohrad, Volyn, Kyiv, Ternopil, Zaporizhia, Poltava regions) where the total number of preschool teachers increased 2.5 times.
Thus, the conducted historical and pedagogical analysis of the works of scholars shows that the main methods of moral stimulation to the professional activity of preschool staff in the 50-60s of the XXth century included inviting teachers to participate in courses, seminars and meetings, the organization of self-education of these employees by studying the best pedagogical experience and scientific and pedagogical literature; rewarding them with vouchers to the sanatorium, free issuance of manuals; announcement of gratitude; studying and spreading advanced pedagogical experience; awarding preschool workers with badges, medals and awarding them honorary titles; patronage of kindergartens of the city, rural institutions of preschool education; expressing gratitude to the employee at meetings of different levels, etc.
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Novopysmennyi, S., et Yu Sribna. « AN INTEGRATED APPROACH TO HEALTH CARE AS AN ASPECT OF HUMANIZING THE TECHNOLOGICAL EDUCATIONAL ENVIRONMENT ». Ukrainian professional education, no 12 (29 décembre 2022) : 128–35. http://dx.doi.org/10.33989/2519-8254.2022.12.279049.
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In the context of the transition of modern society to the information age (knowledge society), which is reflected in the rapid development of ICT and its implementation in all spheres of people’s lives, the article examines the issue of the place and role of the integrated approach as an aspect of humanization of the training process of future specialists in pedagogical specialties. The importance of health care technologies for the safe formation of future teachers’ competence and the prevention of the negative impact of the technological educational process on pupils’ and students’ health has been clarified.
It has been determined that the training of a new generation of teachers for a modern Ukrainian school should take into account the objective of integrating traditional pedagogical and the latest multimedia educational technologies, and the integrated approach will ensure the humanization of the educational process by combining the possibilities and options of multimedia program complexes of educational disciplines, electronic textbooks, distance courses, especially in conditions of remote organization of the education process.
In the course of characterizing the concepts (health care, health care pedagogy, health care culture, learning technology, health-forming behavior, health-creating activity, etc.), the universal integrative components of the teacher’s competence (motivational, informational, scientific, research and reflexive) have been emphasized. They contribute to the quality of education due to the avoidance of overloads, stresses, hyper dynamic phenomena, and depressions and at the same time strengthen the positive signs of humanization of the technological educational environment in pedagogical (humanitarian) higher educational institutions.
Research perspectives include the development by teachers of interdisciplinary training courses, professional cycle disciplines that take into account the culture of health as the fundamental basis of a teacher’s thinking and activity, special courses on a healthy lifestyle, and manuals for the organization of future teachers’ scientific research activities.
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Mirdiyanova, Gulshan R. « Methodical Manuals in the System of the Tatar Educational Book of the Late 19th — Early 20th Centuries ». Bibliotekovedenie [Library and Information Science (Russia)] 67, no 5 (7 décembre 2018) : 532–43. http://dx.doi.org/10.25281/0869-608x-2018-67-5-532-543.
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The article deals with one of the aspects of development of the Tatar book of the second half of the 19th — early 20th centuries, associated with the reform of the national school. The relevance of the topic is driven by the increased interest in recent years to the creation of educational literature and formation of new educational methods. The use of methodical and educational publications as an object of research is one of the directions in the national historical science.In the education system of the Tatars in the second half of the 19th century in the process of transition from the classical, purely religious approach in education to the new method, which included teaching the basics of the secular sciences, there were developed new programs and teaching aids, which were composed by teachers — practical trainers. Educators and experts actively discussed that literature at the meetings of pedagogical congresses and in the Tatar periodicals. Special commissions responsible for the preparation of such educational books were organized in Kazan, Omsk, Ufa and Buguruslan. The purpose of the present study is to identify and analyse such manuals. There were analysed the manuals compiled by the leading educators I. Gasprinsky, F. Karimi, M. Kurbangaliyev, F. Saifi, G. Yausheva, etc. The article considers the materials on the organization of new-method school, presents the programs for elementary school with the list of the subjects studied there and gives comparison of educational programs of the new-method school with the old-method one. The author uses historical-bibliological, functional and analytical-thematic methods of book analysis. The article presents the collected data from the documents of the State Archive of the Republic of Tatarstan, early printed books from the holdings of the Scientific Library of the Kazan Federal University, the National Library of the Republic of Tatarstan, as well as the modern research works on this topic. Basing on the analysis, the author determines the role of educational literature and curricula in the development of national education of the Tatars. The presented material allows to supplement the repertoire of the Tatar pre-revolutionary book, what is the practical significance of the article.
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Hromko, T., et Ye Sobol. « SPECIFICS OF STUDYING LAW TERMINOLOGY WITHIN THE LIMITS OF THE BINARY FORMAT OF CLASSES ». Scientific Notes Series Law 1, no 13 (mars 2023) : 134–38. http://dx.doi.org/10.36550/2522-9230-2022-13-134-138.
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The article characterizes methodical approaches to the study of the topic "Ukrainian terminology in professional communication" in the preparing of future lawyers, which consists in conducting a binary class by specialists in Ukrainian language and in law. Definitions of the concepts "binary class", "interdisciplinary connections", "interdisciplinary integration", "competence", "professional preparing", "activation of cognitive activity" are given. The updating of the topic is due to the recognition of the position that, in the opinion of the authors, only the theoretical and practical course "Ukrainian language and speech culture" is insufficient. An attempt at a binary examination of legal terminology with teachers of legal disciplines leads to preliminary conclusions about the involvement of the law experts, representatives of the chosen specialty in the educational process with the aim of popularizing the chosen profession. The problems which prompt a law student to introduce terminology into his conceptual, terminological-scientific circulation are currently important. On the one hand, the more motivated the student of higher education is to expand his linguistic competences, the higher the level of language proficiency; on the other hand, they form the foundation for professional development and expand the horizons of the branch legal orientation of future lawyers. And accordingly, the speech and psychological "barriers" of the communication component of the binary class disappear, the desire to master the terminology, to improve one's knowledge, abilities and skills from the course and disciplines of the study of branch law, using methodological and didactic documentation, educational textbooks, manuals, dictionaries, glossaries, etc. has been noticed. Only in the creative cooperation of students and teachers of the Ukrainian language and special disciplines of law can high results be achieved during a binary class, even in the conditions of distance learning. The experience of teaching the Ukrainian language in a professional direction allows, on the basis of constant observations, mastering the latest developments in the field of education and efforts to improve the level of students' knowledge, to improve the method of teaching the discipline. The proposed study is a description of the experience of studying Ukrainian law terminology as an alternative to solving these problems – an attempt at a binary format of classes.
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Guseva, E. N., I. Y. Efimova et T. N. Varfolomeeva. « The method of formation of skills of simulation modeling the it professional ». Open Education 23, no 1 (21 mars 2019) : 4–13. http://dx.doi.org/10.21686/1818-4243-2019-1-4-13.
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Purpose of the study.The aim is to create a technique targeted at the development of simulation skills in higher education environment, where students are competent in applying information technologies in economics. The relevance of the research lies in the fact that the existing methodological developments often focus on a specific software tool or methodology that cannot respond to all economic problems. A specialist in simulation modeling should possess integrative interdisciplinary knowledge from related scientific fields, for example, probability theory and mathematical statistics, higher mathematics, be familiar with other methods of solving economic problems: linear, nonlinear, dynamic programming, optimization; show proficiency in structural and functional analysis; be able to explore complex processes and systems comprehensively.Materials and methods.The following pedagogical approaches and teaching methods were implemented in this research: ● a systematic approach to solving complex problems based on the modelling economic objects as systems operating in a certain environment, ● activity approach to develop students’ professional competences in the process of creation, debugging and optimization of computer models of economic systems; ● problem teaching method in the framework of research and analysis of educational problems of the subject area; ● implemented interactive teaching methods; ● multimedia methods in the content of teaching materials of the discipline, including electronic manuals, educational videos, as well as multimedia presentations. The research also utilized information technologies, in which computers, communication equipment and software environments are: ● means to provide educational material to students for the transfer of knowledge; ● tools for designing, developing and conducting simulation experiments. In addition, we used the following special professional technologies, methods and tools in the process of teaching students: ● structural and functional modeling methodology; ● discrete-event approach to simulation methodology; ● special software for development and research of simulation models of economic processes and systems: Arena 15.0, AnyLogic 8.3.2.According to the requirements of the new educational standards, the student must master a sufficiently large amount of general cultural, professional and specialized competencies included in the curriculum. The application of the proposed approaches and methods allows to provide effective development of skills of simulation modeling of educational programs for bachelors of «Applied Informatics» and «Business Informatics».Results.The study created a method of teaching students the skills of simulation modeling. The research also established the model of formation of readiness of the IT specialist to the development of simulation models of economic processes and systems in higher school. We also identified important methodological conditions for the formation of professional competencies of students in the field of modeling, such as: ● application of a systematic approach to the analysis of domain problems, as well as for the synthesis of mathematical simulation models of business processes and economic systems; ● practical orientation of the content of training (selection and research in the educational process of the most characteristic, typical problems of the economy); ● integration of interdisciplinary knowledge, methods and approaches to solve complex problems.Conclusion.The method can equip students with skills of simulation modeling with various areas of practical application. First, this technique can be used by university students who are engaged in pursuing practical skills and basic system knowledge in the field of simulation. Secondly, teachers can use it, conducting courses: “Computer modeling”, “Mathematical and simulation modeling”, “Modeling of processes and systems” in the educational process of the University to improve the professional competence of students training simulation modeling. Third, the outcomes may be of interest to managers of educational programs in the areas of: “Applied Informatics”, “Business Informatics”, etc. to improve the structure and sequence of disciplines of competence-oriented curricula. Finally, the application of the proposed methodology in the educational process of the University will enhance professional expertise of young specialists and undoubtedly address the needs of potential employers.
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« The Council of People's Commissars of the RSFSR issued a decree on the training of medical personnel on the basis of the report of the NKZ on August 22nd (Izvestia of August 28th). » Kazan medical journal 27, no 8 (29 octobre 2021) : 925–28. http://dx.doi.org/10.17816/kazmj83752.
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The Council of People's Commissars of the RSFSR issued a decree on the training of medical personnel on the basis of the report of the NKZ on August 22/XIII (Izvestia of August 28). In this decree, after indicating that the transfer of medical and pharmaceutical educational institutions to the NKZ contributed to a number of achievements, it is decided: 1) a significant increase in the enrollment of students in 1932, the opening of new medical institutes and a medical pharmacist. technical schools; 2) introduction of correspondence training of doctors and average medical staff, at least 4 thousand doctors and 15 thousand average staff; 3) to put secondary medical education in such a way that it serves as a corresponding transition to higher education; 4) to put the training of physical education doctors on a wide scale; 5) to improve the teaching of sanitary and hygienic disciplines in Medical schools; 6) to open a pharmaceutical faculty at the Perm Medical Institute; 7) to bring the time of industrial practice in Medical Schools to 50% of the total time, ensuring the payment of teachers for the management of industrial practice; 8) develop measures to improve pedagogical qualifications and Marxist-Leninist education of teachers of Medical institutes and Medical schools, as well as develop a system of short-term training of teachers of theoretical disciplines (physics, chemistry, etc.), releasing appropriate allocations; 9) increase the content of graduate students for 1932 to 1300 people. for medical schools and up to 700 people. on Teach, Internet.; 10) to provide in 1932 the necessary allocations for the construction of educational institutions. institutions and dormitories; P) to urgently improve the housing conditions of graduate students, both by building special dormitories and by allocating places in student dormitories; 12) to ensure the publication of new training manuals; 13) to work out the issue of the professional and legal status of the average medical staff;.. 14) organize special preparatory departments, as well as national groups at the faculty to maximize the involvement of students from national minorities.
Thèses sur le sujet "Special education teachers – handbooks, manuals, etc"
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Lewis, Elaine Ruth. « A teacher's handbook Post-traumatic Vision Syndrome : Awareness, assessments, accommodations ». CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3055.
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The purpose of the project is to construct a handbook for pre-school, elementary and middle school teachers that will provide the information essential in developing an awareness of the signs and symptoms of a traumatic brain related to a ocular motor injury. Also included in the handbook are recommended assessments and accommodations that can be utilized in the management of PTVS.
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Campbell, Carol L. « Teachers Teaching Teachers : A Sustainable and Inexpensive Professional Development Program to Improve Instruction ». PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.
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School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010).
The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.
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Bonzer, Dilma Cordeiro. « Coordinated compliance review : Guidebook for the English language learner coordinator ». CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2815.
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The author has designed a guidebook to accompany the State of California Department of Education's Coordinated Compliance Review Manual. The purpose of the guidebook is to provide English language learners' (ELL) coordinators the information needed to facilitate and achieve compliance with the State of California's rules, regulations and policies that will insure that ELL students' needs are being addressed and met. The design and method of the project are discussed.
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Tilley, Teri Lynn. « Keeping Equity in Mind : Strategies for Continuing Equity Work Once Formal Training Has Ended ». PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1852.
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Fifty years after Brown v. Board of Education, there remain large gaps in academic achievement between children of color and White students (Darling-Hammond, 2007). It is estimated that by 2050, the population of the United States will increase by 50%; 90% of which will be accounted for by minorities (Vanneman, Hamilton, Anderson, & Rahman, 2009). In less than 50 years, our citizenry will be comprised of "groups that are over represented among low achievers, and under represented among high achievers" (Ferguson, 2005, p. 4). Nationwide, districts are addressing the issue of the achievement gap through implementing formal equity professional development opportunities at their school sites. While formal equity training leaves participants transformed, they leave with little to no support in how to change their practice in order to teach more equitably. Therefore, based on Bridges' and Hallinger's (1995) problem based learning approach, the handbook, Keeping Equity in Mind, was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. The purpose of this qualitative study was to determine the usefulness of the handbook, Keeping Equity in Mind, in supporting teacher leaders in continued equity work in their classrooms once formal equity training had ended at their school sites. Participants implemented the strategies presented in the handbook in order to determine its usefulness in supporting teacher leaders in continued equity work in their classrooms. The findings of this study determined Keeping Equity in Mind is a useful tool for teachers attempting to close the achievement gap in their classrooms and the administrators who support them.
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Du, Preez Elizabeth J. « An evaluation of language materials developed by the Language in Learning and Teaching (LILT) project in terms of the language development of the learners using them, based on what they aim to achieve and their perceived functions in the light of the guiding principles under-pinning the LILT project ». Thesis, 2001. http://hdl.handle.net/10413/2963.
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The focus of the research reported on in this dissertation is an evaluation of the Language in Learning and Teaching project (LILT), in terms of its ability to facilitate English language development in schools where both educators and learners are second language speakers and where the Language of Learning and Teaching (LoLT) is English. The research involved two main phases. During the first phase I established evaluation criteria from the literature review, from another project the English Language Education Trust, (ELET) and from my own experience and feedback from the end-users (Le. teachers) and the observation of workshops. In the second phase I evaluated the LILT materials against the criteria developed in the literature review, analysed the feedback from end-users in the form of a questionnaire and made recommendations. In this dissertation the following terms will be used interchangeably: teacher, educator, facilitator and tutor because in the quoted passages, the term teacher is largely used. However, in Outcomes-Based Education (OBE) the terms educator, facilitator and tutor are used.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
Livres sur le sujet "Special education teachers – handbooks, manuals, etc"
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Fernley, Sheila. Ready to use professional development : Focusing on special education. Horsham, Pa : LRP Publications, 2007.
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Pierangelo, Roger. A survival kit for the special education teacher. West Nyack, N.Y : Center for Applied Research in Education, 1994.
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B, Pollingue Alice, dir. The exceptional teacher's handbook : The first-year special education teacher's guide to success. 3e éd. Thousand Oaks, Calif : Corwin Press, 2009.
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B, Pollingue Alice, dir. The exceptional teacher's handbook : The first-year special education teacher's guide to success. 2e éd. Thousand Oaks, Calif : Corwin Press, 2005.
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B, Pollingue Alice, dir. The exceptional teacher's handbook : The first-year special education teacher's guide for success. Thousand Oaks, Calif : Corwin Press, 2001.
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University, East Texas State, et Texas School for the Blind., dir. Handbook of entry level jobs : A guide for occupational investigation for administrators, counselors, vocational and special education teachers / Lawrence T. McCarron, Texas School for the Blind. Commerce, Tex : The Univ., 1985.
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Pierangelo, Roger. The special education teacher's book of lists. West Nyack, N.Y : Center for Applied Research in Education, 1995.
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Educational Resources Information Center (U.S.), dir. Charter schools and special education : A handbook. Alexandria, VA : National Association of State Directors of Special Education, 1997.
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Bootel, Jaclyn A. CEC special education advocacy handbook. Reston, Va : Council for Exceptional Children, 1995.
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S, Haas Heather, et Patti Danielle Campese, dir. The school counselor's guide to special education. Thousand Oaks, Calif : Corwin Press, 2009.
Trouver le texte intégralRapports d'organisations sur le sujet "Special education teachers – handbooks, manuals, etc"
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Gaponenko, Artiom, et Denis Sergeev. Site «MLESYS – multilevel education Internet-system for teachers and students». Science and Innovation Center Publishing House, novembre 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.