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Hurst, André. "The Special Case of Foreign Students: The Swiss Perspective". Higher Education Policy 2, n. 1 (marzo 1989): 27–28. http://dx.doi.org/10.1057/hep.1989.8.
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RAMPTON, BEN. "Ritual and foreign language practices at school". Language in Society 31, n. 4 (ottobre 2002): 491–525. http://dx.doi.org/10.1017/s0047404502314015.
Testo completoAbstract (sommario):
This article focuses on adolescents at an inner-London secondary school who are learning German rather reluctantly in a foreign language class, and then using the language to play around elsewhere. I argue that the language teacher's pedagogic methods turned the German lessons into relatively intense institutional rituals, and that the lessons provided symbolic and socio-emotional material that students subsequently inverted in a set of micro-ritual improvisations. There are some endemic problems of evidence in the argument that instructed German was connected to improvised Deutsch by cause-and-effect processes associated with ritual, but the discussion ends by affirming ritual's value as an analytic frame that can be applied both to institutional language learning and to historical shifts in classroom experience.
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Morinaj, Julia, Andreas Hadjar e Tina Hascher. "School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective". Social Psychology of Education 23, n. 2 (20 dicembre 2019): 279–314. http://dx.doi.org/10.1007/s11218-019-09540-3.
Testo completoAbstract (sommario):
AbstractEarly adolescence represents a particularly sensitive period in the life of young learners, which is accompanied by an increase in school alienation. Due to its harmful nature (Hascher and Hadjar in Educ Res 60:171–188, 2018. 10.1080/00131881.2018.1443021), school alienation may lead to unfavorable consequences such as low academic achievement (Johnson in J Educ Technol Soc 8:179–189, 2005; Reinke and Herman in Psychol Schools 39:549–559, 2002). This study investigates the longitudinal relationship between school alienation domains, namely alienation from learning, from teachers, and from classmates, and academic achievement among secondary school students of grade 7 to grade 9 in Switzerland and Luxembourg. Data were collected from 403 students in the Swiss canton of Bern and 387 students in Luxembourg who participated in three waves of the “School Alienation in Switzerland and Luxembourg (SASAL)” research project. Cross-lagged modeling was applied to examine the correlations between school alienation domains and academic achievement at each of the three time points, the temporal stability of school alienation domains and academic achievement, and their cross-lagged effects across time, controlling for students’ gender, school track, parental occupational status, and migration background. Results show that the pattern of relationships is defined by the school alienation domain and the cultural context, pointing to the complex interplay between the multidimensional construct of school alienation and academic outcomes of secondary school students.
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Bataeva, Ekaterina, Iryna Sierykova e Yelyzaveta Streltsyna. "Practices of Ukrainian high school students in reading fiction in the society of electronic mass media". Sociology: Theory, Methods, Marketing, n. 1 (marzo 2024): 170–86. http://dx.doi.org/10.15407/sociology2024.01.170.
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The article reveals the peculiarities of reading practices of Ukrainian high school students in comparison with the practices of using visual electronic media, and also finds out whether there is a correspondence between the genre preferences of high school students and the actual genre content of the school curriculum in Ukrainian and foreign literature. It is noted that, in Western sociology, considerable attention is paid to the study of the process of formation of reading skills in pre-school and school-age children, which significantly affects their overall academic performance. The empirical part of the article is based on the results of a study conducted in September-October 2023 using the method of in-depth semi-structured interviews with ten Ukrainian high school students. It is emphasized that the participants of the study ranked social media or movies in the first place in the rating of genres, while literature was ranked second or third, and video games were more often ranked fourth. It is noted that the attitude of high school students towards literature changes in adolescence; they begin to value reading practices that are not controlled from the outside, but chosen independently for self-improvement. It is emphasized that the favorite literary genres of Ukrainian high school students are science fiction, fantasy, thrillers, detective stories, and romance novels. The results of the content analysis of school textbooks of Ukrainian and foreign literature for 10th and 11th grades revealed the absence of literary works of the genres preferred by high school students. It is concluded that it is necessary to reform school programs of Ukrainian and foreign literature in order to make them more consistent with the literary genre preferences of Ukrainian high school students. The genre attractiveness of the school literature curriculum can become a powerful “pull” factor for students compared to the “push” influence of social networks and electronic media.
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Pfenninger, Simone E., e David Singleton. "Affect trumps age: A person-in-context relational view of age and motivation in SLA". Second Language Research 32, n. 3 (22 giugno 2016): 311–45. http://dx.doi.org/10.1177/0267658315624476.
Testo completoAbstract (sommario):
Recent findings (see, for example, Muñoz and Singleton, 2011) indicate that age of onset is not a strong determinant of instructed foreign language (FL) learners’ achievement and that age is intricately connected with social and psychological factors shaping the learner’s overall FL experience. The present study, accordingly, takes a participant-active approach by examining and comparing second language (L2) data, motivation questionnaire data, and language experience essays collected from a cohort of 200 Swiss learners of English as a foreign language (EFL) at the beginning and end of secondary school. These were used to analyse (1) whether in the long run early instructed FL learners in Switzerland outperform late instructed FL learners, and if so the extent to which motivation can explain this phenomenon, (2) the development of FL motivation and attitudes as students ascend the educational ladder, (3) the degree to which school-level variables affect age-related differences, and (4) learners’ beliefs about the age factor. We set out to combine large-scale quantitative methods (multilevel analyses) with individual-level qualitative data. While the results reveal clear differences with respect to rate of acquisition in favor of the late starters, whose motivation is more strongly goal- and future-focused at the first measurement, there is no main effect for starting age at the end of mandatory school time. Qualitative analyses of language experience essays offer insights into early and late starters’ L2 learning experience over the course of secondary school, capturing the multi-faceted complexity of the role played by starting age.
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Camerra-Rowe, Pamela, e Anne Daugherty Miles. "CONGRESSIONAL FELLOWSHIP REPORT: Changes in Latitudes, Changes in Attitudes: Two Professors Back in the Classroom in Washington, D.C." PS: Political Science & Politics 42, n. 01 (gennaio 2009): 227–29. http://dx.doi.org/10.1017/s104909650924042x.
Testo completoAbstract (sommario):
Last fall, we had the opportunity to return to the classroom as students. We were invited by the American Political Science Association to take a course titled Congress and the Making of Foreign Policy at the Johns Hopkins School of Advanced International Studies (SAIS) in Washington, D.C. The course, which was taught by professor Charles Stevenson, met twice weekly during September and October, prior to the start of APSA's Congressional Fellowship Program in November. The course was designed to give APSA Congressional Fellows and SAIS students an overview of the role that Congress plays in the foreign policymaking process. Since both of us teach a course on Congress, much of the course was an excellent refresher for us. But it also differed in important ways from the courses we teach at our respective schools. It is these differences that deepened our understanding of Congress and the foreign policymaking process and provided an important introduction to our work as APSA fellows on Capitol Hill.
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Kravchenko, S. A., e A. V. Shestopal. "Philosophy and Sociology Studies". MGIMO Review of International Relations, n. 5(38) (28 ottobre 2014): 151–58. http://dx.doi.org/10.24833/2071-8160-2014-5-38-151-158.
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Philosophy and Social science school of MGIMO has received both nationwide and international recognition. The traditions of the school were laid by two highly respected scientists and science managers, George P. Frantsev, who was the rector MGIMO during the crucial period of its early years, and Alexander F. Shishkin, who was the founder and head of the Department of Philosophy. The former belonged to one of the best schools of antic history studies of the Petersburg (Leningrad) University. Frantsev made a great contribution to the restoration of Russian social and political science after World War II. After graduating from MGIMO, he worked at the Foreign Ministry of USSR, and then served as a rector of the Academy of Social Sciences and chief-editor of the journal "Problems of Peace and Socialism" in Prague. He consistently supported MGIMO scientists and recommended them as participants for international congresses and conferences. Shishkin was born in Vologda, and studied in Petrograd during 1920s. His research interests included history of education and morality. He was the author of the first textbook on ethics in the postwar USSR. Other works Shishkin, including monograph "XX century and the moral values of humanity", played a in reorienting national philosophy from class interests to universal moral principles. During thirty years of his leadership of the Department of Philosophy, Shishkin managed to prepare several generations of researchers and university professors. Scientists educated by Shishkin students consider themselves to be his "scientific grandchildren". The majority of MGIMO post-graduate students followed the footsteps of Frantsev in their research, but they also were guided by Shishkin's ideas on morality in human relations. Philosophy and Social science school of MGIMO played an important role in the revival of Soviet social and political science. Soviet Social Science Association (SSSA), established in 1958, elected Frantsev as its president, and G.V. Osipov as a deputy president. A year later Osipov became president and remained so until 1972.
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Högberg, Björn, Solveig Petersen, Mattias Strandh e Klara Johansson. "Determinants of Declining School Belonging 2000–2018: The Case of Sweden". Social Indicators Research 157, n. 2 (11 marzo 2021): 783–802. http://dx.doi.org/10.1007/s11205-021-02662-2.
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AbstractStudents’ sense of belonging at school has declined across the world in recent decades, and more so in Sweden than in almost any other high-income country. However, we do not know the characteristics or causes of these worldwide trends. Using data on Swedish students aged 15–16 years from the Programme for International Student Assessment (PISA) between 2000 and 2018, we show that the decline in school belonging in Sweden was driven by a disproportionately large decline at the bottom part of the distribution, and was greatest for foreign-born students, students from disadvantaged social backgrounds, and for low-achieving students. The decline cannot be accounted for by changes in student demographics or observable characteristics related to the school environment. The decline did, however, coincide with a major education reform, characterized by an increased use of summative evaluation, and an overall stronger performance-orientation.
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Moutinho, Ricardo. "Competing voices: Participants managing constraints from the textbook in a foreign language class". Culture & Psychology 23, n. 1 (24 luglio 2016): 19–37. http://dx.doi.org/10.1177/1354067x16650815.
Testo completoAbstract (sommario):
This article discusses how participants in a foreign language class negotiate instances of power and manage the constraints embedded in the discourse of a textbook. The aim is to analyse the manner in which teacher and students collaboratively set up a participation locus that is less dependent on institutional and social norms. Because the interactive space of the classroom is an environment in which power relationships become explicit, I am especially concerned with how the students (who are all Chinese beginner-level learners of Portuguese) deal with the limitations imposed by their textbook discourse and negotiate with their teacher new ways of participation that enable them to have a more decisive voice in the class. I take a microanalytical perspective to analyse the actions that participants (teacher and students) perform to contest for power and create a flexible order of local rank that contrasts with the more stable notion of institutional rank imposed by school norms. The results show that active participation by students, with the collaboration of their teacher, challenges the conventional image of passiveness that is often attributed to Chinese learners.
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Gűrsoy, Salih, e Naciye Kunt. "Acculturation of university students in Northern Cyprus". Culture & Psychology 25, n. 2 (31 ottobre 2018): 146–60. http://dx.doi.org/10.1177/1354067x18808213.
Testo completoAbstract (sommario):
This study addresses learner acculturation in the English Preparatory School of Eastern Mediterranean University in Famagusta, Northern Cyprus, and it examines the role of learners’ social and cultural identities conveyed through teaching English in a foreign language context. Qualitative research using in-depth interviews with 10 participants of Turkish, Azeri, Uygur (China) origin, and Palestinian students, was employed to gain a nuanced understanding of how the acculturation process is experienced, and what role cultural and motivational factors play. The findings of this study reveal that participants are closely aligned with their home cultures, and thus have little motive to distance themselves and integrate into the host culture. Although Turkish students have more motivation to integrate with the host culture, the results reveal that all students involved in the acculturation process display a separation strategy, and therefore find themselves facing difficulty integrating themselves within different cultures in the English as a Foreign Language context. For this reason, the type of motivation participants display changes from intrinsic to extrinsic and instrumental motivation can be seen as depending on the students’ overall motivation patterns as well as their cultural backgrounds. The closer the students’ culture to the culture of the target language and host culture, the better the acculturation process will prove to be. Finally, the findings show that cultural background, language learning, and motivation are closely interrelated in the learner acculturation process.
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FAZAN, V., L. SEMENOVSKA e I. VAZHENINA. "FEATURES OF THE DEVELOPMENT OF EDUCATION IN SWITZERLAND". Pedagogical Sciences, n. 81 (20 ottobre 2023): 122–27. http://dx.doi.org/10.33989/2524-2474.2023.81.289403.
Testo completoAbstract (sommario):
The article provides an analysis of the current problems of education in Switzerland. Based on the development of normative materials (national and cantonal levels), scientific research by foreign scientists (U. Bekolli, X. Bueler, U. Fredriksson, B. Getto, A. Gretler, T. Holzer, M. Keim, K. Maag-Merki, J. Zulliger) and generalization of the educational activities of practicing teachers (N. Boruvka, К. Кirr, R. Stuber) the Swiss education system is characterized, the latest trends and contradictions in its development are highlighted.In the course of the general historical and pedagogical discourse, it was emphasized that Switzerland has fundamental pedagogical traditions, which are reflected in the works of J. Pestalozzi (1746-1827), A. Ferrier (1841-1919), J.-Zh. Rousseau (1712-1778), E. Clavius (1837-1906). It has been established that modern education in Switzerland is decentralized and lies within the responsibility of cantons (administrative units), so certain features may exist in different regions of the country. However, the general principles of organizing the education system of the Swiss cantons are similar. Each canton establishes its own educational calendar, curriculum and didactic criteria.The basic structure of Swiss education includes the following levels: preschool education, primary education, secondary education (lower secondary education and upper secondary education), vocational education, higher education. One of the features of the education system in Switzerland is multilingualism. Four languages are officially recognized in the country: German, French, Italian and Romansh. Depending on the region, the language of instruction may differ. Foreign languages are highly valued in the Swiss education system. Most children and young people learn English and at least a second national language. It is also worth noting that the education system in Switzerland is quite flexible, there are different paths and programs that meet the needs of pupils and students with different educational goals and interests.It was found that the problems of education in Switzerland are studied by many scientists who specialize in the field of education, psychology and sociology. Among the most urgent problems of Swiss pedagogy, it is appropriate to single out the following aspects: digitalization of education and the impact of this process on the transformation of educational interaction between teacher and student, teacher and student (pedagogical creativity and cooperation in conditions of digitalization); organization of didactic communication in a multicultural and multilingual educational environment (approximately 25% of the population of Switzerland is made up of foreigners); professional development of teachers (lack of support for innovation, inflated expectations of society, instability of employment, etc.); application of labor education and productive work in the educational process; improvement of ties between educational institutions and basic enterprises, etc.
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Yemez, Nazmiye, e Kenan Dikilitaş. "DEVELOPMENT OF VERBAL CREATIVITY BY BILINGUAL AND ENGLISH AS FOREIGN LANGUAGE LEARNERS IN KINDERGARTEN TO 8TH GRADE SCHOOLS". Creativity Studies 15, n. 1 (10 gennaio 2022): 25–39. http://dx.doi.org/10.3846/cs.2022.12603.
Testo completoAbstract (sommario):
Bilingualism has long been within the scope of creativity studies that investigate creativity and problem solving. This study aims to explore the possible effect of bilingualism on the verbal creativity of English language learners. Participants from a bilingual and an English as foreign language teaching program within the same school were selected as an experimental and a control group respectively to compare verbal creativity. A series of creative English writing tasks designed by the authors were assigned to a total of 86 third grade (aged 7–8) students. Both the English as foreign language group (N = 42) and the bilingual group (N = 44) were subject to assessment and evaluation in terms of verbal creativity. The two cohorts completed the same creative writing tasks that were then assessed by a board of five English teachers from the same school who were trained by the authors to assess verbal creativity using a Student Product Assessment Form. An independent samples Student’s t-test was conducted and descriptive statistics of both cohorts for 9 of the assessment form were analyzed. The results showed that the students on the bilingual program outperformed those on the English as foreign language program in terms of verbal creativity. The study offers implications for English language teaching in primary schools with reference to developing creative verbal language skills at early ages.
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Ackermann, Nicole, e Christin Siegfried. "Does a balanced test form regarding selected-response and constructed-response items overcome gender gap in test scores? An analysis of the format-gender relation in the test of economic-civic competence". Citizenship, Social and Economics Education 18, n. 3 (dicembre 2019): 158–76. http://dx.doi.org/10.1177/2047173419892531.
Testo completoAbstract (sommario):
Studies indicate that male students outperform female students in economic literacy and that a specific item format (selected-response, constructed-response) favours either males or females. This study analyses the relationship between item format and gender in economic-civic competence using the WBK-T2 test (“revidierter Test zur wirtschaftsbürgerlichen Kompetenz”). The WBK-T2 encompasses 32 items, of which 53% have a selected-response format and 47% a constructed-response format. To answer the research questions, we used a sample of 375 Swiss high school students and ran T-tests and multiple regression analyses. Male students significantly outperformed female students in the overall test score, in the selected-response test score and in the constructed-response test score, but effect sizes are rather small. Interest in socio-economic issues predicted but did not moderate the test scores; however, prior knowledge in economics did. Our results indicate that the balanced test form of the WBK-T2 regarding selected-response and constructed-response items does overcome the gender gap in overall test scores and format-related test scores for students with prior economic knowledge. However, this does not apply for students without prior knowledge in economics. Thus, there must be other test-external variables, such as prior knowledge in economics that cause the gender gap in economic-civic competence.
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Ambarova, P. A., G. E. Zborovsky, V. S. Nikolskiy e N. V. Shabrova. "Academic and Socioсultural Adaptation of Students in Russian Universities". Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, n. 12 (21 dicembre 2022): 9–30. http://dx.doi.org/10.31992/0869-3617-2022-31-12-9-30.
Testo completoAbstract (sommario):
The article presents the results of the All-Russian sociological study of academic and sociocultural adaptation of students in Russian universities. The purpose of the article was to identify and interpret the problems of students’ adaptation to the educational process, research activities, project training, sociocultural environment of the university. The subject of the study was the selfassessment of the adaptability of junior students, as well as the factors influencing it. The novelty of the research consists in a comprehensive consideration of students’ adaptation to key activities at the university, including a new type of project activity. The empirical study was implemented through a massive online survey of students in May-July 2022. The respondents were first and second-year students enrolled in bachelor’s and full-time specialty programs in various areas of training. The total volume of the sample was 15,902 people, the maximum sampling error didn’t exceed 1%.Based on empirical data, the article shows the main problems of students’ adaptation to learning, namely, a significant amount of new information, the pace of the educational process, the format of practical classes and coursework that require more independence and activity than in school education. The authors reveal the connection between the level of students’ educational activity and initiative and the degree of their integration into the university community. The negative trend of decreasing student activity in the research field compared to the school period of study , as well as the preservation of a high proportion of those who are prone to academic fraud due to the lack of adaptive resources, is shown. It is concluded that the adaptation of students to project activities is complicated by their unwillingness to responsibility and independence, an attitude towards individualism and autonomy, an insufficiently high level of professional culture and professional knowledge, which is at odds with the expectations of project customers. At the same time, positive effects have been recorded in the field of sociocultural adaptation of nonresident and foreign students. Getting used to the specifics of Russian culture, the academic environment, and the new urban society occurs without much difficulty. The conclusion is made about the effectiveness of university programs of adaptation and support of foreign students and students with disabilities, reasoned by the absence of significant differences in adaptation problems in all groups of students.
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Capers, K. Jurée, e Candis W. Smith. "Race, Ethnicity, and Immigration: Assessing the Link between Passive and Active Representation for Foreign-Born Clients". Journal of Public Administration Research and Theory 31, n. 4 (16 aprile 2021): 704–22. http://dx.doi.org/10.1093/jopart/muab009.
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Abstract Representative bureaucracy scholars contend that clients are likely to experience greater benefits and more positive policy outcomes from public agencies when bureaucrats share salient demographic characteristics. Despite the large body of evidence that shows a link between passive and active representation, much of the extant representative bureaucracy literature rests on an assumption of group homogeneity. However, racial groups have a great deal of heterogeneity among them, particularly due to immigration patterns. One-fifth of Black Americans have ties to some other country, thus allowing us to leverage heterogeneity among this group to examine who most effectively represents foreign-born clients. Differences between Black native-born bureaucrats and Black foreign-born clients in experiences, socialization processes, and interests may hinder the linkage between passive and active representation for Black immigrants. However, a shared connection to immigration among foreign-born Black clients and Latinx and Asian bureaucrats may facilitate a passive to active representation linkage for Black immigrants. Using fixed effects, comparative relational analytic models, we analyze New York City public school data from the 2005–2006 to 2015–2016 school terms to find that racial representative bureaucracy crosses ethnic lines. Both foreign-born and native-born Black students experience performance gains when taught by a Black teacher. Our research holds implications for understanding the complexities of representation for pan-ethnic groups and emphasizes the challenges that heterogeneity poses for the theory of representative bureaucracy.
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Ku, David Tawei, e Nancy Lanhui Chen. "Influence of wiki participation on transnational collaboration learning anxiety in middle school students". Internet Research 25, n. 5 (5 ottobre 2015): 794–810. http://dx.doi.org/10.1108/intr-05-2014-0142.
Testo completoAbstract (sommario):
Purpose – The purpose of this paper is to investigate the Wiki and its influence on the anxiety produced during cross-cultural web-based collaborative learning sessions. Design/methodology/approach – In total, 49 high school students participated in transnational collaborative learning and engaged in a one-month Google Wiki activity. A transnational collaborative learning anxiety inventory was used to measure the anxiety of the participants, which included the dimensions of social anxiety, foreign language anxiety, and computer anxiety. In addition, platform usage records were compiled using Google Wiki user records and participation process checklists. Relative data derived from these two items were compared with the questionnaire data. Findings – The results indicated that participants who had experience with Wiki transnational collaborative learning exhibited significantly reduced SA and FLA. Participation process and user records revealed that embedding videos; responding to content created by others; proofreading and editing the content of others; updating layouts; underlining text, changing the font, and color coding; and increasing the number of edits reduced FLA. The number of times edits and responses were produced was correlated with decreases in SA. Originality/value – The causes and effects of transnational collaborative learning have concurrently received attention. However, studies on Wiks and their impact on the anxiety produced during cross-cultural Web-based collaborative learning are limited. Therefore, Google Wiki was used in this study as the medium through which the effects of Wiki participation on anxiety resulting from transnational collaborative learning were explored.
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Rébay, Magdolna. "Learning Languages among Aristocrats in Hungary (1867-1918)". Espacio, Tiempo y Educación 8, n. 2 (23 dicembre 2021): 189–210. http://dx.doi.org/10.14516/ete.358.
Testo completoAbstract (sommario):
In the present study, by means of private letters, memoirs, as well as school registry forms, we focus on aristocratic children’s language education: what languages did they study, with whom did they study them, with what methods and for what purpose – whether at home or in school. After 1867, the aristocracy retained its multilingual facility. The daughters of the family typically continued studying at home, guided by foreign governesses and Hungarian home tutors. Besides Hungarian, they usually acquired three languages (French, German, English) to a proficient level, by help of a method that placed the emphasis on speaking. The boys’ language studies progressed in a similar way, the difference being that they were more likely to study in public schools – abroad or in Hungary. Within the high society, the two most sought-after foreign institutions were the Theresianum in Vienna and the Jesuit secondary grammar school in Kalksburg. In these, the students had the chance to choose from among several classical and modern languages to study; moreover, however surprising it might seem at first glance, they also placed a great emphasis on nurturing the Hungarian language. Thus, by the time they reached adulthood, the daughters and sons of high nobility became polished speakers and readers of foreign languages, which, besides cultivating their international family relations, also helped them in keeping abreast on world events, as well as in literature and the sciences, not to mention – in the case of the boys – constituting an advantage in their career fields.
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Volyk, I., e V. Tsyna. "STRUCTURE AND FEATURES OF FORMATION OF CIVIL RESPONSIBILITY OF SECONDARY SCHOOL STUDENTS". Pedagogical Sciences, n. 72 (16 agosto 2019): 10–14. http://dx.doi.org/10.33989/2524-2474.2018.72.176083.
Testo completoAbstract (sommario):
The article reveals the essence of the integral indicator of the personality's quality of the student's civil responsibility, which determines the effectiveness of the continuous process and the result of personal and educational development. The research is aimed at developing a universal scientific and effective system for forming the civic responsibility of primary school students. On the basis of developments of modern psychological and pedagogical research the holistic approach to understanding of formation of civic responsibility of schoolchildren is grounded. An attempt is made to determine the phenomenon of formation of the civic responsibility of the pupils of the main school as an integrative manifestation of a number of its constituent components related to the peculiarities of educational activity. The aim of the study was to identify the structure and features of the formation of civic responsibility of primary school students. To achieve the goal at various stages of scientific search, a complex of such interrelated methods is used: analysis, classification, generalization of theoretical approaches of domestic and foreign scientists in the field of philosophy, sociology, pedagogy, psychology to study the essence, structure and peculiarities of the formation of civic responsibility; study of psychological and pedagogical sources for the definition of the terminology apparatus of the study. In the context of the study, we will find out the content of the constituent concepts of "formation", "responsibility", "citizenship" as the leading components of the phenomenon of "civil responsibility". The notion of responsibility is defined as an integral indicator of the quality of the individual, which includes the process and the result development of human activity, characterized by the achievement of its indicators for reporting its actions and deeds, qualitative characteristics and completeness of implementation and stabilization of the systemic qualities of public accountability of the individual as an indicator of her position of life. Citizenship acts as a spiritual and moral value, a worldview and psychological characteristic of a person, conditioned by its state self-identification, awareness of belonging to a particular country. Differentiation of the general components of the structure of civic responsibility on the features that characterize a person: a sense of civic duty, patriotism, social activity, interest in social life, participation in society, the need for communication, collectivism, national and planetary consciousness. the achievement of pupils of the primary school of optimal levels of civil responsibility is due to their acquisition of their constituent components.
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Garashkina, N. V., e A. A. Druzhinina. "Cognitive Engagement Involvement as a Basis for Designing the Educational Process in the Preparation of Students of Pedagogical Directions". Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, n. 1 (21 gennaio 2023): 93–109. http://dx.doi.org/10.31992/0869-3617-2023-32-1-93-109.
Testo completoAbstract (sommario):
The article presents the rationale and definition of the parameters of cognitive engagement of students in pedagogical areas of training that optimize the design of educational activities at the university, the results of assessing the quality of the educational process in the preparation of bachelors in the direction of “Pedagogical education” at the Tambov State University named after G.R. Derzhavin and Moscow State Regional University based on the application of the integral criterion of students’ cognitive engagement.The article analyzes foreign and domestic research in the field of “cognitive engagement”, the best practices for monitoring the engagement of students in other areas at the Higher School of Economics, MEPhI, at the universities of the USA, identifies the main indicators and defines an integral criterion for the cognitive engagement of students in pedagogical areas based on their coordination with the cognitive mode learning activities and cognitive strategies of students, as well as the experience of diagnosing the cognitive engagement of student teachers.The results of the study presented in the article are the basis for improving the efficiency and effectiveness of the activities of university departments that provide training of teaching staff by means of designing the educational process with high cognitive engagement of students. The developed diagnostic and technological tools can be used to manage, design, assess the quality of pedagogical activity, the educational result of a student and develop priority educational modes of training, learning technologies in higher pedagogical education, and can also serve as the basis for monitoring conducted by quality assessment units, auditing educational innovation at the university.
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Fan, Hongwei. "The 1967 anti-Chinese riots in Burma and Sino–Burmese relations". Journal of Southeast Asian Studies 43, n. 2 (20 aprile 2012): 234–56. http://dx.doi.org/10.1017/s0022463412000045.
Testo completoAbstract (sommario):
Anti-Chinese riots broke out in Rangoon on 26 June 1967. The riots, which resulted from Chinese students' defiance of the Burmese government's ban on wearing Mao badges in school, led to the deterioration of Sino–Burmese relations, symbolised by the cessation of ‘Pauk Phaw’ ties and the subsequent shift in China's foreign policy which included open intervention in Burma's civil war. The riots contributed to estranged relations between Beijing and Rangoon throughout the 1970s and 1980s despite the normalisation of bilateral ties in 1970. While the roots of the Rangoon riots lay in Burma's political economy and tensions within the local Chinese community in the context of Cold War international relations, Beijing bore primary responsibility, however, due to its export of the Cultural Revolution.
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Berezutskiy, Yu V., N. M. Baykov e M. A. Bulanova. "Social representations of the students of secondary schools of the Khabarovsk territory: sociological measurement". POWER AND ADMINISTRATION IN THE EAST OF RUSSIA 100, n. 3 (2022): 118–31. http://dx.doi.org/10.22394/1818-4049-2022-100-3-118-131.
Testo completoAbstract (sommario):
The article presents theoretical overview of scientific approaches to the study of «social ideas» as a fundamental construct of sociology and related sciences and the results of their sociological measurement among the schoolchildren of the Khabarovsk territory. Genesis of the concept «social representations» (social representations), which has its origins in scientific views and conceptual justifications from the classics of social sciences (sociology, social psychology, etc.) to modern domestic and foreign researchers, reflects both its high significance and the complexity of interpretation and empirical measurement. The methodological analysis of the main scientific approaches to the study of this construct gives reason for the authors to widely use them as the basis for the sociological measurement of social ideas of students in general education schools.The empirical results of sociological surveys obtained by the authors indicate that the school education system forms collective social ideas of students as stable education of ideas, views, values and knowledge, having the central cores of representation, based on quantitative and qualitative indicators. Their sociological measurement testifies to the content and objectification of social ideas regarding study, educational and professional plans, migration moods. The authors consider it expedient to use the presented results of sociological measurement of social ideas of schoolchildren to develop measures to improve state educational policy, primarily in the formation of a value-motivation attitude (meanings and images) to study, the choice of profession, place of work in the regional labor market and other life plans.
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Skvortzov, Artem. "The First PhD Theses on Ancient History at the Leningrad State University (1938—1941): on the Formation of Soviet Dissertation Culture". ISTORIYA 14, n. 2 (124) (2023): 0. http://dx.doi.org/10.18254/s207987840024836-8.
Testo completoAbstract (sommario):
The dissertation files of the postgraduate students in classics of the Leningrad State University and State Academy of the History of Material Culture who had defended their PhD theses in 1938—1941 were taken. These were the files of V. P. Kallistov, E. A. Millior, S. L. Utchenko, G. A. Stratanovsky, K. P. Lampsakov. The author concludes that the patronage of the professor — supervisor, which was based on the assessment of the candidate’s research abilities and knowledge of ancient languages, was the most important for admission to graduate school. Social origin and unseemly facts of biography were not of decisive importance. Scientific supervisors were mainly scientists of the old school — S. A. Zhebelev, S. Ya. Lurie, who independently determined the structure of graduate students’ training, focusing on the historical and philological approach, the use of different types of sources and appropriate critical analysis of the achievements of pre-revolutionary and foreign historiography. The topics of theses shows the desire to include Soviet science in the world, and the high demands — to produce a high-level scientists for teaching ancient history and ancient languages (at the time there was a severe shortage of specialists in these fields of knowledge), as well as to prepare summarizing multi-volume works on history.
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Smit, Marius H. "Die Toepassing van die Wet op Beroepsgesondheid en -Veiligheid en ander Veiligheidsmaatreëls by Skole se Tegnologiewerkswinkels / The Application of the Occupational Health and Safety Act and other Safety Measures at Schools' Technology Workshops". Potchefstroom Electronic Law Journal 25 (31 gennaio 2022): 1–37. http://dx.doi.org/10.17159/1727-3781/2022/v25ia11952.
Testo completoAbstract (sommario):
Empirical research conducted by education researchers over a period of approximately 20 years confirms that uncertainty exists whether the provisions of the Occupational Health and Safety Act (OHSA) apply to technology workshops at academic, technical and special schools; whether compliance with the safety provisions of the OHSA is lacking; and whether serious injuries at technology workshops at schools occur from time to time. A comparative study of foreign law regarding occupational safety at technology workshops at high schools confirms that many countries have national or federal occupational safety and health statutes that apply to workplaces as well as public schools, although some have specific statutes or regulations addressing occupational safety at public schools. Countries like Germany, the Netherlands and some states of the United States of America define school-going children and students as "workers" in terms of their occupational safety legislation. Germany includes all school-going children in its statutory accident insurance scheme to provide for faultless compensation in case of injury. In determining whether the OHSA applies to technical workshops at high schools, the fundamental rights, as well as its spirit and purport, must be considered through the prism of the Constitution of the Republic of South Africa. Applying the traditional literalist-cum-intentionalist approach to the interpretation of the OHSA, the conclusion is that this Act does indeed apply to technology workshops at schools. In terms of section 60(1)(a) of the South African Schools Act state liability for damages occurring as a result of school activities does provide essential legal protection. However, the South African Schools Act, school safety policies and school infrastructure regulations do not make explicit provision for the application of health and safety standards at school premises that use potentially dangerous machinery and equipment in places such as technical workshops and science laboratories. It is therefore recommended that the OHSA, the Compensation for Occupational Injuries and Diseases Act, the Schools Act and the School Infrastructure Regulations be amended to provide legal certainty in respect of the application of occupational safety to technical workshops at high schools.
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Mochklas, Mochamad, Magdalena Ngongo, Martin Yehezkiel Sianipar, Sobirova Nurkhon Barot Kizi, Randi Eka Putra e Nabil Al-Awawdeh. "Exploring Factors That Impact on Motivation in Foreign Language Learning in the Classroom". Studies in Media and Communication 11, n. 5 (4 aprile 2023): 60. http://dx.doi.org/10.11114/smc.v11i5.6057.
Testo completoAbstract (sommario):
In the study of second language learning, one of the most critical components is unveiling factors that impact on motivation in the classroom. Proficiency in foreign language learning is inextricably tied to motivation, in the understanding that proficiency may not take place if the learners are not strategically motivated. The effectiveness of an L2 learners’ growth may be dependent on various factors that affect motivation in the classroom. This study is an analysis of different factors that influence motivation in foreign language classroom. The study examined how different activities and situations influence the motivation of foreign language learners in the classroom. A total of 119 persons participated in the study, including high school teachers and their students. Questionnaire was used to collect the needed data, and data was analyzed using tables and graphs to discuss the factors that affect motivation in the classroom. Teaching strategy and style of learning, feedback, reward, group, class environment, technology, and punishment are the factors measured. The findings of the study indicate that teaching strategy and learning style exert huge impact on motivation, with over 39.50% of the response rate. This is closely followed by feedback and reward with about 19.32% and 12.60% respectively. The study further revealed that group has the least influence on motivation, with 2.52% value, which is lower than the impact of class environment that stands at 7.56%. It is concluded that both learners and teachers of foreign language accept that teaching strategy and learning style is the most significant factor that impacts on motivation. It is recommended for further studies to use larger study sample from different schools to explore these factors and ascertain their degree of impact on motivation in foreign language teaching and learning.
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Spychała-Wawrzyniak, Małgorzata. "PROBLEMATYKA BADAŃ DOTYCZĄCYCH POSTAW WOBEC UCZENIA SIĘ JĘZYKÓW OBCYCH NA PRZYKŁADZIE JĘZYKA HISZPAŃSKIEGO". Neofilolog, n. 55/2 (31 dicembre 2020): 209–23. http://dx.doi.org/10.14746/n.2020.55.2.4.
Testo completoAbstract (sommario):
Attitudes, including beliefs, values, and motivation are within the scope of interest of numerous fields of study such as psychology, philosophy, sociology, and anthropology. In psychology, attitudes related to affective, cognitive and, in particular, behavioral reactions are studied. It is believed that attitudes do not only affect the behavior of the individual, but also their ways of evaluating specific actions. At the same time, empirical research in this area is extremely problematic and conditioned by many individual differences (e.g. age, gender, place of residence, personality traits, etc.). On the other hand, in glottodidactics, the common trend in this type of research is analysis of students' attitudes (including motivation) towards a foreign language and its culture(s). The purpose of the article is to briefly present the methodology of research on attitudes towards learning different languages. First, we review the concepts of attitudes, beliefs, values, and motivation from a psychological and didactic perspective. We also focus our attention on the types of attitude measurement used (which include motivation). Finally, we present some results of research conducted for the first time in Poland in the field of attitudes and motivation of secondary school students towards learning Spanish.
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Spychała-Wawrzyniak, Małgorzata. "PROBLEMATYKA BADAŃ DOTYCZĄCYCH POSTAW WOBEC UCZENIA SIĘ JĘZYKÓW OBCYCH NA PRZYKŁADZIE JĘZYKA HISZPAŃSKIEGO". Neofilolog, n. 55/2 (31 dicembre 2020): 209–23. http://dx.doi.org/10.14746/n.2020.55.2.4.
Testo completoAbstract (sommario):
Attitudes, including beliefs, values, and motivation are within the scope of interest of numerous fields of study such as psychology, philosophy, sociology, and anthropology. In psychology, attitudes related to affective, cognitive and, in particular, behavioral reactions are studied. It is believed that attitudes do not only affect the behavior of the individual, but also their ways of evaluating specific actions. At the same time, empirical research in this area is extremely problematic and conditioned by many individual differences (e.g. age, gender, place of residence, personality traits, etc.). On the other hand, in glottodidactics, the common trend in this type of research is analysis of students' attitudes (including motivation) towards a foreign language and its culture(s). The purpose of the article is to briefly present the methodology of research on attitudes towards learning different languages. First, we review the concepts of attitudes, beliefs, values, and motivation from a psychological and didactic perspective. We also focus our attention on the types of attitude measurement used (which include motivation). Finally, we present some results of research conducted for the first time in Poland in the field of attitudes and motivation of secondary school students towards learning Spanish.
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Дубаков, А. В. "The role and functionality of the attraction in the formation of the Russian civic identity of schoolchildren in the process of learning a foreign language". Bulletin of Pedagogical Sciences, n. 2 (12 marzo 2024): 296–303. http://dx.doi.org/10.62257/2687-1661-2024-2-296-303.
Testo completoAbstract (sommario):
формирование гражданской идентичности школьников может осуществляться в рамках нескольких дисциплин, в том числе в обучении иностранному языку. Через призму сравнительно-сопоставительного межкультурного анализа обучающиеся узнают больше фактов о собственной стране, начинают испытывать чувство гордости за её достижения, осознавать степень принадлежности к ней, что способствует развитию патриотических качеств личности. В формировании российской гражданской идентичности используется комплекс инструментов, к которым также относится аттракция. Целью статьи является выявление роли и возможностей аттракции в формировании гражданской идентичности школьников. В работе уточняются терминологические характеристики гражданской идентичности школьников, структурные компоненты феномена, раскрывается сущность аттракции в социологии, психологии, лингвистике, педагогике. Также детализируются механизмы и функции аттракции в формировании гражданской идентичности в обучении иностранному языку в школе, представлено аналитическое описание использования и влияния аттракции в обозначенном контексте. Установлено, что в качестве средства реализации аттракции применяются мотивационные тексты, работа над которыми осуществляется посредством технологии критического мышления. Результаты исследования могут быть полезными в практике преподавания иностранного языка в школе. the formation of the civic identity of schoolchildren can be carried out within the framework of several disciplines, including teaching a foreign language. Through the prism of comparative intercultural analysis, students learn more facts about their own country, begin to feel proud of its achievements, realize the degree of belonging to it, which contributes to the development of patriotic personality qualities. A set of tools is used in the formation of the Russian civic identity, which also includes attraction. The purpose of the article is to identify the role and possibilities of attraction in the formation of the civic identity of schoolchildren. The work clarifies the terminological characteristics of the civic identity of schoolchildren, the structural components of the phenomenon, reveals the essence of attraction in sociology, psychology, linguistics, pedagogy. The mechanisms and functions of attraction in the formation of civic identity in teaching a foreign language at school are also detailed, and an analytical description of the use and influence of attraction in the designated context is presented. It is established that motivational texts are used as a means of implementing the attraction, work on which is carried out through the technology of critical thinking. The results of the study can be useful in the practice of teaching a foreign language at school.
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Vasenina, I. V., M. E. Lipatova e V. A. Sushko. "Professional and educational strategies of modern applicants". Moscow State University Bulletin. Series 18. Sociology and Political Science 25, n. 4 (12 febbraio 2020): 102–23. http://dx.doi.org/10.24290/1029-3736-2019-25-4-102-123.
Testo completoAbstract (sommario):
The article deals with approaches to the understanding of the profession and professional choice in domestic and foreign scientific thought. The key issues of the study of vocational guidance and professional choice are presented in the historical perspective. The interrelation of choosing future life path, professional future and that educational institution, which in the future will allow youth not only to get a profession, but also serves as a launching pad for future career, is considered particularly acute by the end of school before each graduate. Today, the choice of the educational institution by the applicants remains a significant problem for them and in this regard the researchers face the task of characterizing the educational behavior of modern high school students, future applicants.To answer these questions, the staff of Faculty of sociology of the Lomonosov Moscow State University was conducted among senior pupil of Moscow schools. The article presents the results of studies of different years of satisfaction with the level of received education, the motives for choosing the future education of senior pupils, and value orientations of youth. The main factors influencing the choice of the desired level of education and educational institution, as well as the basic model-goals of education used by youth in choosing their life path, were highlighted. The significance of higher education for future applicants and a steady increase in the trend of the spread of consumer behavior of youth, orientation in their life strategies towards success and high material wealth, a certain social status, are confirmed on the basis of the obtained data.
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Torres, Rose Ann, e Dionisio Nyaga. "Shifting the Working/Teaching Environment: A Transdisciplinary Perspectives". International Journal of Integrated Care 23, S1 (28 dicembre 2023): 99. http://dx.doi.org/10.5334/ijic.icic23354.
Testo completoAbstract (sommario):
Our presentation is based on our study on the “Effects of Covid-19 on Teaching, and Learning: Stories of Racialized Faculty Members and Students''. This was a qualitative narrative study and we conducted focus group discussions and individual interviews. We employed snowballing techniques to recruit study participants. We invited 32 racialized students (domestic and international) and 10 racialized faculty members. The results of this research will be published in a co-edited book and will also invite media houses to feature the results of the project to bring awareness to issues of equity, diversity, and inclusion in the classroom and school environment. The objective of this study was to understand deeper the experiences of racialized faculty members and students and how they have navigated their racialized positions within the on-going pandemic. Covid-19 has affected and compounded issues faced by Racialized populations in ways that have affected their education. On top of inaccessible classrooms and a curriculum that is foreign to them, many racialized students and educators have to deal with inaccessibility of the virtual class because of lack of strong internet connection; mental health issues brought about by the effect of Covid-19 on racialized communities.
This oral presentation is to address the question on “how do we shift the working and teaching environments from multidisciplinary to transdisciplinary”? How can we teach, learn, and work; knowing well that care in teaching, working, and learning has contributed to spatial elimination of some students and faculty members who look different because of race, class, gender, sexual orientation or other social markers? This presentation will focus on understanding the unique experience of racialized faculty members and students in the age of virtualized learning and teaching. This presentation pays attention to the ethics of equity, diversity, and equity when it comes to care in a virtual classroom. It seeks to expand these existing multidisciplinary to transdisciplinary forms of care in order to address the working/teaching environment. This presentation attempts to understand racialized educators and student’s everyday experiences in terms of accessibility to virtual classrooms and the curriculum. The objective of this presentation is to present the experiences of racialized faculty members and students and how they navigate their racialized positions within the on-going pandemic. In our presentation we will focus on the findings of our study. The following themes will define our presentation :(1) the different educational experiences of racialized students and educators during Covid-19 pandemic; (2.) the challenges and success racialized educators and students have faced in a virtual classroom during Covid-19 pandemic; and (3.) the different ways in which the racialized students and educators have negotiated the challenges of virtual classrooms during Covid-19 pandemic. We will also include a discussion of our research design that is focused on qualitative narrative study. Then, we conclude.
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MATCHETT, F. "Reading the Rmyana: A bibliographic guide for students and college teachers H. Daniel Smith, Foreign and Comparative Studies, South Asian Special Publications, No. 4, Maxwell School of Citizenship and Public Affairs, Syracuse University, 1983, pp. viii + 124". Religion 16, n. 1 (gennaio 1986): 91–92. http://dx.doi.org/10.1016/0048-721x(86)90009-6.
Testo completo
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Mehl, Margaret. "N.F.S. Grundtvig, Niels Bukh and Other 'Japanese' Heroes. The Educators Obara Kuniyoshi and Matsumae Shigeyoshi and Their Lessons from the Past of a Foreign Country". European Journal of East Asian Studies 6, n. 2 (2007): 155–84. http://dx.doi.org/10.1163/156805807x256854.
Testo completoAbstract (sommario):
AbstractObara Kuniyoshi (1887–1977), the founder of Tamagawa Gakuen, and Matsumae Shigeyoshi (1901–1991), the founder of Tôkai Educational System (TES), were both inspired by Denmark and Danish education, although in different ways. Obara, a representative of the New Education Movement in Japan, became interested in Denmark when he heard about Danish gymnastics, which seemed to be ideally suited to his vision of rigorous but non-competitive physical education. In 1931, two years after founding his own school, he succeeded in inviting the Danish gymnast Niels Bukh and a group of his students to Japan. The interest in gymnastics sparked off a wider interest in Denmark. Matsumae Shigeyoshi's attention was drawn to Denmark and to the Danish folk high schools as a result of his encounter with Uchimura Kanzô. Although not an educator by training, he decided to devote his life to education. This article explores the role of cultural borrowing in the thought and educational praxis of Obara and Matsumae. Although they uncritically accepted a Danish cultural memory (Denmark's recovery from military defeat in the nineteenth century through spiritual strength and education) and cultivated a stereotypical image, the adaptation of this image to suit their own needs represents a highly creative process which resulted in two successful private schools.
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Trifonova, Svetlana. "“I Would Like to Write about Many Negative Phenomena of Local Life so that You Know under what Difficult Conditions You Have to Work Here”: Letters from Professor Grigory Pisarevsky from Baku". ISTORIYA 13, n. 4 (114) (2022): 0. http://dx.doi.org/10.18254/s207987840021204-3.
Testo completoAbstract (sommario):
The historical science of the turn of eras is represented by a large number of talented researchers. Many of them became classics of historical science, while the names of others were forgotten for many years. One of these scholars was professor at the University of Warsaw at the beginning of the 20th century, who can still be called the largest researcher in the field of foreign colonization of Russia in the second half of the 18th — first half of the 19th centuries, Grigory Grigorievich Pisarevsky (1868—1952). However, little is known about the period of his life and work after the evacuation of the Warsaw Imperial University, even less is known that Pisarevsky made a significant contribution to the formation of the Baku historical school. For almost twenty years, he has been working at the Baku University and the Institute of History of the Azerbaijan branch of the USSR Academy of Sciences. At this time, his little-known works devoted to the history of Transcaucasia were created, a lot of students were brought up. The epistolary heritage of Grigory Pisarevsky, deposited in the funds of the Archive of the Russian Academy of Sciences, is a valuable source for studying the development of historical science in 1930—1950s.
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Eivas, Larysa, Yuliia Zenkovych e Daria Kudrenko. "FACTORS OF ATTRACTIVENESS OF EDUCATION IN THE FIELD OF FINE AND DECORATIVE ARTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (28 maggio 2021): 130–43. http://dx.doi.org/10.17770/sie2021vol1.6316.
Testo completoAbstract (sommario):
The article dwells upon the problem of revealing ways to increase the attractiveness of education in the field of fine and decorative arts for today’s youth. The specificity of "introducing" contemporary youth into the world of fine arts is studied, starting from the early stages (pre-school education) up to professional training. The factors affecting the decision of a person to choose a specialty in the field of art or education (artistic pedagogy) and the acquisition of corresponding professional qualifications are distinguished as follows: personal factor (abilities and talents of the individual), prestige as a motivational factor as well as information and organizational factors. The methodology of the study envisaged: systemic approach – in order to cover the problem consistently, systematically and holistically; an interdisciplinary approach to consider factors from the standpoint of pedagogy, psychology and sociology; historical approach – to estimate the state of formation of the system for future professional artist’s training as well as fine arts teacher’s training and decorative art tutor preparation. The scientific relevance of the research is the specification of the factors of attractiveness in terms of the choice of artistic or artistic-pedagogical specialty in the modern educational space. Generalization of the possibilities of vocational guidance of the educational system of teaching fine arts in its retrospective view (from the period of 1950-1991 to the beginning of the XXI century) is carried out. On the basis of the principal classification of the factors of choosing a profession and diagnosis results (questionnaires),certain recommendations are given in order to increase the attractiveness of education in the field of fine and decorative arts for both domestic and foreign students wishing to study in Ukraine.
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Manojlović, Mirjana. "Razvoj visokog školstva u Bosni i Hercegovini: Istorijsko-statistička analiza". Historijski pogledi 6, n. 10 (15 novembre 2023): 188–208. http://dx.doi.org/10.52259/historijskipogledi.2023.6.10.188.
Testo completoAbstract (sommario):
The article presents the development of higher education in Bosnia and Herzegovina from its first serious beginnings after the Second World War until today. Considering the modest foundations of education in general, its highest level is an expression of the entire socio-historical development. The specific geographical position caused the intertwining of different influences from the East and the West on the soil of Bosnia and Herzegovina. This was also reflected in different approaches to education during the Ottoman Empire, Austria-Hungary, and later the two Yugoslavias, up to today's independent state. These conceptions had their consequences in the development of education and society's attitude towards it. However, the period after the Second World War proved to be the most intense due to the parallel work on the fast elimination of the problems of illiteracy, the lack of schools, teaching staff and the availability of education to the masses. Therefore, the radical social transformation of Bosnia and Herzegovina was particularly noticeable in the field of education. The basic source of data is official statistics from the era of Yugoslavia and contemporary Bosnia and Herzegovina. Data from the two entities and the Brčko district were combined when possible. The most important author's publications, regional and foreign, which can contribute to a better knowledge of this topic, were consulted as well. Emphasis is placed on the change in the total number of students and the participation of the male and female population in this cycle of education. Some specific tendencies were noticed. The first is a negative downward trend occurred after achieving historical growth in the number of students. In this way is represented the gradual change in the educational structure of this age group. At the end of the observed period, it is visibly different compared to the initial state. Different factors have had an impact in different periods. First of all, these are the (un)availability of education for women and the weakness of school infrastructure. Today's values are the result of negative demographic trends such as declining birth rates and migration. What unites all periods are the consequences of the direct war losses of the population. The results in the previous decade are still at a high level compared to the Yugoslav period. However, Bosnia and Herzegovina still lags behind other countries in the region. Moreover, its results are barely more than half of the European average. Slower growth, and later a decrease in the number of students shows a long-term lack of interest in higher education among this part of the population. This is why the gender gap is widening. Considering the essential role of education in the progress of society as a whole, the development of higher education contributes to a large extent to the better living standard of the population, creating the necessary preconditions for different social relations. In the first place, there is an improved position of women due to greater economic independence. The scientific contribution of this work is not negligible either, and is reflected in pointing out numerous research opportunities. At the first place, there is an interdisciplinary connection of history, geography (demography) and sociology. On the basis of demographic data, it is possible to draw historical conclusions explained by sociological laws and phenomena. Further, the change of focus from political to social topics could be a small incentive for future research on national history. Moreover, this approach enables comparisons at various levels: from local, through national to regional, and beyond. Transnational connections established in this way can be a new form of consensus on important topics. In this way, the place of a society in the world is determined and the necessary objective idea of its abilities and problems is acquired.
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Esposito, Maurizio, e Sara Petroccia. "Educational leadership across cultures". Geopolitical, Social Security and Freedom Journal 5, n. 1 (1 giugno 2022): 16–39. http://dx.doi.org/10.2478/gssfj-2022-0002.
Testo completoAbstract (sommario):
Abstract The goal of this article is to introduce a reflection on leadership in the educational context. Our reasoning will start from the concept of group in its sociological meaning, from Donati (2021) to Goffman (1959) passing through Tuckman’s five stages of group development (1977). In this way, we will argue about the idea of leadership, more in detail on an important element in which the educational leader acts: the culture at all its different levels:, that of the school and then that of the community, which represents a crucial junction for its influence on the way of conceiving educational systems (paragraph 2), the term used to designate the holder of leadership is educational leader, meaning the one who coordinates and manages tasks within an educational context (paragraph 3). The choice that inspires our approach to leadership concept is, from one hand to frame the theme in its transcultural perspective, we believe that any educational context today can only be conceived as an international and global theater, regardless of the origin of the actors and the audience that are there. In addition to people and the objects, the way of formulating concepts of use that have multiform tonalities, origins, and heritages, often far from the context in which they appear and act, they are hybrids. On the other hand, schools often experience internationality and globalization very concretely: they host foreign students and participate in international projects of cooperation with other countries (paragraph 4). In our final remarks, we will affirm and demonstrate that the reflections proposed in this pathway on the topic of leadership are intended to signal the importance of laying the foundation for an international content orientation on which the knowledge of the educational leader is based. Therefore, using the concepts that describe intercultural communication, we assume that sociology can undertake a more incisive analysis of the meaning of multicultural societies.
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Dzhus, Oksana. "Issues of Inclusion and Special Education in the Creative Heritage of Sofia Rusova". Journal of Vasyl Stefanyk Precarpathian National University 7, n. 1 (21 aprile 2020): 71–80. http://dx.doi.org/10.15330/jpnu.7.1.71-80.
Testo completoAbstract (sommario):
The article analyzes the issues of inclusion and special education in the creative heritage of Sofia Rusova – teacher, citizen, politician, state maker, who considered them in the context of world scientific achievements of the interwar period of the XX century. Inclusion, as a process of increasing the participation of all citizens in society, including those with physical or mental disabilities, involves the development and implementation of specific solutions that will allow each person to participate equally in academic and public life. The evolution of the idea of inclusion and the birth of special education S. Rusova closely linked with the understanding and interpretation of the leading principles of pedagogy, general and social psychology, sociology, philosophy of education, historical and pedagogical searches of the late XIX - early XX century. Perhaps the most important source of new pedagogical ideas of S. Rusova, embodied in the writings of the interwar period (“New School of Social Education”, “Education and Sociology of Durkheim”, “Social Education: Its Importance in Public Life”, “Public Issues of Education” became acquainted with the latest trends in Western European pedagogy, which allowed her to keep up with the times, psychologize pedagogy. Extensive education, fluency in the leading European languages (first and foremost, French) made it possible for S. Rusova to access the original literature - works by J. Dewey, E. Claapared, G. Kerschensteiner, V. Lai, E. Meiman, and G. Spencer with the most prominent pedagogical figures of the 1920s and 1930s, including O. Decroly and M. Montessori, and studying the experience of their practical work. Guided by the statement that “ development of the child is influenced by three main factors: education, heritage, and environment”, based on the experiments of foreign (German, Belgian, Czech) researches, the scientist revealed the specifics of social and educational impact of the environment, preparing the groundwork inclusion as a set of conditions, methods and means of their implementation for joint learning, education and development of the educational recipients, taking into account their needsand opportunities. At the same time, I emphasize the shaft that no child “is passively influenced by the environment: it takes from it what its individuality seeks.” The issue of special education, in particular, the psychological and pedagogical principles of working with children with intellectual disabilities, is most fully revealed in S. Rusova's work, “Something about defective children in school”. It clearly traces the idea that children of all walks of life are necessarily subject to process education and training. According to S. Rusova, children with deviant behavior (in particular, “child offenders”), for whom the conditions for education as a factor of their re-education should be created, and for the needs of such schools, should not be left out of the educational influence in order to organize teacher training “with a deep psychological understanding of their sick students, with a heart warmed with love for them, and with a certain understanding of their social and pedagogical task: to return these children to citizenship ...”. Summarizing the above, it can be argued that the issues of inclusion, studying, education of children and young people with special educational needs, as represented by the property of Sofia Rusova are a significant contribution to Ukrainian and world pedagogical thought, an important factor in the revival of national educational systems in the teaching experiences of the past.
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Hicks, Nina Selina. "Exploring systematic orthographic crosslinguistic similarities to enhance foreign language vocabulary learning". Language Teaching Research, 11 ottobre 2021, 136216882110473. http://dx.doi.org/10.1177/13621688211047353.
Testo completoAbstract (sommario):
This study explores whether middle-school students can exploit explicitly addressed crosslinguistic lexical similarities between German and English to learn vocabulary more efficiently. Across six weeks, 260 Swiss German learners of English as a foreign language (17 classes) completed three vocabulary learning tests (T1, T2 and T3). Additionally, 7 of these 17 classes attended a 90-minute intervention between the first and second test: During a 45-minute introductory lesson students discovered four systematic orthographic correspondence rules (e.g. <p> to <f> as in ship and Schiff), followed by three 15-minute sessions to consolidate their knowledge. The intervention group’s improvement in cognate learning was significantly larger in comparison to the control group. The difference was observed across both test modes and all rules introduced. While learners’ initial English vocabulary size correlated with their overall performance, it did not affect intervention uptake. This suggests that these younger learners benefitted from form-focused instruction, independent of proficiency and type of correspondence.
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"Integration of foreign students in the German school system". International Journal of Children's Rights 9, n. 4 (2001): 285–311. http://dx.doi.org/10.1163/15718180120494991.
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Tran Minh Tung, Trinh Le Tan e Duong Hoai Lan. "High Schoolers’ Decision to Pursue an International Institution". Journal of Namibian Studies : History Politics Culture 33 (21 maggio 2023). http://dx.doi.org/10.59670/jns.v33i.1168.
Testo completoAbstract (sommario):
High school students (HSS) all across the globe are choosing more often to continue higher education (HE) at an international institution (INI). This research aims to provide a comprehensive understanding of the major elements that affect students' decisions on which foreign university to attend. For academic institutions, governments, and advocates to improve recruiting methods, encourage cross-cultural interchange, and build efficient support mechanisms for foreign students, they must have a thorough knowledge of these variables. By using observational factors to quantify these characteristics, the qualitative study approach aimed to both identify and corroborate the elements that high school students consider while deciding between international universities. To get the required data, the researcher also created a suitable questionnaire for the quantitative research procedure. A 5-level Likert rating comprising 6 theoretical rating and 46 measured parameters was utilized in the study. The acquired data was then analyzed using various techniques in SPSS 20, including comprehensive statistics, testing for distinctions, multiple regression analysis, EFA analysis, and Cronbach's Alpha coefficient to determine the validity of the scales. The investigation's findings met its predetermined objectives, which included identifying the primary influences on high school students' decisions to attend international universities, assessing the strength of those influences, and formulating suggestions based on the research's findings to help universities attract more high school students.
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Varela, Jorge J., Constanza González, Mónica Bravo-Sanzana, Roberto Melipillán, Fernando Reyes-Reyes e Daniela Pacheco-Olmedo. "School Violence, School Bonding and Adherence to School Norms and its Association with Life Satisfaction Among Chilean and Foreign Students". Child Indicators Research, 13 novembre 2023. http://dx.doi.org/10.1007/s12187-023-10075-5.
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Karan, Bablu, e G. R. Angadi. "Artificial Intelligence Integration into School Education: A Review of Indian and Foreign Perspectives". Millennial Asia, 18 giugno 2023. http://dx.doi.org/10.1177/09763996231158229.
Testo completoAbstract (sommario):
The rise of artificial intelligence (AI) is rapidly influencing our education system. It is apparent that the students of today are mostly attached with their smart mobile phones, tablets, laptops, and various other forms of advanced technologies for their quality of learning. It has become an urgent necessity for school students to become future AI ready. Understanding the wide potential impact of AI, India has started initiatives to prepare young learners for future AI ready. Central Board of Secondary Education in the direction of National Education Policy (2020) introduces two-fold AI in its affiliated school curricula. Using a systematic review technique, the present study has attempted to explore the promise and potentiality of AI in school education, and provide a comprehensive overview of the current status and development trends of AI in school, the initiatives, planning, strategies, and steps taken by India and other countries regarding AI integration in their school system. Finally, the study brings out some concluding remarks towards innovative AI integration.
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Nennstiel, Richard. "Explaining Ethnic Differences in Access to VET in German-Speaking Switzerland: the Effects of Application Behavior and Resources". Zeitschrift für Soziologie, 29 marzo 2022. http://dx.doi.org/10.1515/zfsoz-2021-0024.
Testo completoAbstract (sommario):
Abstract The aim of this paper is to explain ethnic differences in the transition from school to vocational education and training (VET) in German-speaking Switzerland. I examine the impact of application behavior and resource endowment on access to VET and the number of applications submitted. Even after controlling for differences in resource endowment, I find clear ethnic penalties in success rates and the number of applications submitted between natives and minority students. Once I introduce different application behavior in my models, ethnic differences in success rates either diminish sharply or even vanish. However, substantial ethnic penalties remain in the number of applications submitted. There are therefore indications of discrimination in the application process on the Swiss–German VET market.
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Combet, Benita. "Women’s aversion to majors that (seemingly) require systemizing skills causes gendered field of study choice". European Sociological Review, 11 aprile 2023. http://dx.doi.org/10.1093/esr/jcad021.
Testo completoAbstract (sommario):
Abstract This article examines whether gender differences in preferences for field of study characteristics can explain gendered major choice. Specifically, this study focuses on a broad range of subject characteristics that are often simultaneously present: systemizing skills required (math intensity, reasoning style, affinity for technical work tasks), future job characteristics corresponding with the male breadwinner model (materialism, work–family compatibility), and characteristics invoked by behavioural preferences (risky situations and a competitive environment). To disentangle these co-occurring characteristics and minimize the influence of other factors in the decision-making process (e.g. admission likelihood), this study uses a choice experiment incorporated in the Swiss panel study TREE. In it, a representative sample of high school students choose their preferred field of study from two artificial fields with varying characteristics. The results show the largest gender differences in preferences for characteristics related to reasoning style (abstract versus creative) and affinity for work tasks (technical versus social), and smaller differences for math intensity, competitive climate, and work–family compatibility, while there are no gender differences in preferences for materialistic characteristics (salary and prestige). Unexpectedly, the gender differences are primarily caused by female students’ preferences, while male students are neutral towards most characteristics.
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Hollenstein, Lena, Christine M. Rubie-Davies e Christian Brühwiler. "Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics". Social Psychology of Education, 16 ottobre 2023. http://dx.doi.org/10.1007/s11218-023-09856-1.
Testo completoAbstract (sommario):
AbstractTeacher expectations not only relate positively to student achievement, but also to student beliefs such as their self-concept. Nevertheless, most studies focus on the relations with student achievement, followed by studies on beliefs. Beliefs are a significant determinant of academic success and can include student self-concept or emotions, such as anxiety. The extent to which anxiety can be influenced by teacher expectations has been investigated in very few studies. This paper examined how teacher expectations related to changes in student achievement, self-concept, and anxiety in mathematics within a school year. The data were from a longitudinal study “Outcomes of teacher education”, funded by the Swiss National Science Foundation and based on 28 teachers and 509 primary school students. Teacher expectations were operationalized using the residual approach. Student mathematics achievement was assessed via a standardized mathematics test and their self-concept as well as their mathematics anxiety via a questionnaire. The multi-level structure was considered in the analyses, because the interclass-correlation of student mathematics achievement exceeded the critical value of 10%. The results showed that teacher expectations were positively related to student achievement as well as self-concept and negatively related to anxiety towards mathematics. The change in the explained variance was small (self-concept and anxiety) to large (achievement). The results extend findings on the expectation effect in the classroom, as they focus not only on student achievement but also on student beliefs and are discussed regarding their significance for academic success.
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Giovinazzi, Francesco, e Daniela Cocchi. "Social Integration of Second Generation Students in the Italian School System". Social Indicators Research, 27 settembre 2021. http://dx.doi.org/10.1007/s11205-021-02801-9.
Testo completoAbstract (sommario):
AbstractCultural divides and prejudice complicate the processes of integration and acculturation of migrant families living in a foreign country. Evaluating the impact of such phenomenon can be crucial for social stability and policy making. In this context, the education system has a leading role in fostering and attaining social integration, in particular when it comes to younger sections of the migrant population. In this work, we propose a method for the construction of a quantitative indicator capturing social integration of second generation students in the Italian school system according to areas defined by nationality of the students and administrative region in which they attend school. The indicator, based on survey data, is estimated by means of a 2-step methodology. In the first step, we choose an individual qualitative variable capturing social integration at the unit level, and we compute a first direct estimate of the indicator as the proportion of highly integrated students in each area. Such variable is isolated following alternatively a proxy variable approach or a latent variable model approach. In the second step, we make use of two alternative small area models to improve the estimates, dealing with missing values, low sample size and high variability in smaller domains. At the end, the 2-step methodology results in 4 alternative versions of a synthetic indicator of social integration, that can be used to rank nationalities and administrative regions.
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Sulistyo-Basuki, L. "Ghost of National Final Exams that (still) haunts the Indonesian School Libraries' Information Literacy Activities and Students' Reading Interests". IASL Annual Conference Proceedings, 18 febbraio 2021. http://dx.doi.org/10.29173/iasl7843.
Testo completoAbstract (sommario):
The Indonesian government introduced the compulsory-nation-wide National Exam (called Ujian Nasional in Bahasa Indonesia shortened to UN) since 2005. The systems required the students of class 6,9 and 12 to pass the National Exam in certain courses. This paper limits to class 12 as they will enroll to higher education. For class 12 there are threee compulsory courses, that are Indonesian Language, English and mathematics. As class 12 was divided into three departments (i.e. natural sciences, social sciences and language), each students must participate in the related-courseexams such those who choose natural sciences must take Physics, Chemistry, Biology; for social sciences the students must take Economics, Geography, Sociology while those from language department must take Indonesian literature, Anthropology and selected foreign languages (Chinese n, Japanese, German, Arab language) respectively. As the National Exam are compulsory, then the schools teach the students mostly in those subjects, sometime sacrificing other courses, the students are crammed only the required courses. Indirectly the students supported by the teachers are involved in information literacy activities albeit limited to certain subjects and usually using widely internet and google (a disadvantage for students with limited technological infrastructure and not 24 hours-electricity facilitiy). As being drilled into National Exam required courses, then the students are not really complete information literate person, they just partly information literate. Sacrificing other subjects, the students do not read literary books, they just read the novel excerps(!) This findings supported the acclaimed Indonesian poet Taufik Ismail who denoted that the Indonesian high school students since 1970s do not literary works at all. Apart from the (controversial) National Exam systems, from library point-of-view it is suggested that the school libraries actively took part in the information literacy holistically not partially in order to support the life long learning through information literacy program.
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Smit, Marius H. "Die Toepassing van die Wet op Beroepsgesondheid en -Veiligheid en ander Veiligheidsmaatreëls by Skole se Tegnologiewerkswinkels / The Application of the Occupational Health and Safety Act and other Safety Measures at Schools' Technology Workshops". Potchefstroom Electronic Law Journal 25 (31 gennaio 2022). http://dx.doi.org/10.17159/1727-3781/2022/v25i0a11952.
Testo completoAbstract (sommario):
Empirical research conducted by education researchers over a period of approximately 20 years confirms that uncertainty exists whether the provisions of the Occupational Health and Safety Act (OHSA) apply to technology workshops at academic, technical and special schools; whether compliance with the safety provisions of the OHSA is lacking; and whether serious injuries at technology workshops at schools occur from time to time. A comparative study of foreign law regarding occupational safety at technology workshops at high schools confirms that many countries have national or federal occupational safety and health statutes that apply to workplaces as well as public schools, although some have specific statutes or regulations addressing occupational safety at public schools. Countries like Germany, the Netherlands and some states of the United States of America define school-going children and students as "workers" in terms of their occupational safety legislation. Germany includes all school-going children in its statutory accident insurance scheme to provide for faultless compensation in case of injury. In determining whether the OHSA applies to technical workshops at high schools, the fundamental rights, as well as its spirit and purport, must be considered through the prism of the Constitution of the Republic of South Africa. Applying the traditional literalist-cum-intentionalist approach to the interpretation of the OHSA, the conclusion is that this Act does indeed apply to technology workshops at schools. In terms of section 60(1)(a) of the South African Schools Act state liability for damages occurring as a result of school activities does provide essential legal protection. However, the South African Schools Act, school safety policies and school infrastructure regulations do not make explicit provision for the application of health and safety standards at school premises that use potentially dangerous machinery and equipment in places such as technical workshops and science laboratories. It is therefore recommended that the OHSA, the Compensation for Occupational Injuries and Diseases Act, the Schools Act and the School Infrastructure Regulations be amended to provide legal certainty in respect of the application of occupational safety to technical workshops at high schools.
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Tsunemoto, Aki, e Kim McDonough. "Exploring Japanese EFL Learners’ Attitudes Toward English Pronunciation and its Relationship to Perceived Accentedness". Language and Speech, 20 gennaio 2020, 002383091990037. http://dx.doi.org/10.1177/0023830919900372.
Testo completoAbstract (sommario):
This study investigates what individual differences may play a role in second language (L2) learners’ pronunciation, exploring whether English as a Foreign Language (EFL) learners’ attitudes toward English is linked to their perceived accentedness. Japanese EFL secondary school students ( N = 62) carried out a 69-word read-aloud task and their speech samples were evaluated by 16 raters for accentedness. A ten-item questionnaire examined the attitudes toward L2 pronunciation of Japanese EFL learners. From the questionnaire, an exploratory factor analysis revealed three dimensions: pronunciation significance, interest in English sounds, and confidence in pronunciation. However, only confidence in pronunciation was significantly correlated with accentedness scores. Results are discussed in terms of the relationship between affective factors and L2 pronunciation attainment.
49
Popper, Miroslav, e Magda Petrjánošová. "Do we know what we are asking? Individual and group cognitive interviews". Human Affairs 26, n. 3 (1 gennaio 2016). http://dx.doi.org/10.1515/humaff-2016-0023.
Testo completoAbstract (sommario):
AbstractThe paper deals with cognitive interview, a method for pre-testing survey questions that is used in pilot testing to develop new measures and/or adapt ones in foreign languages. The aim is to explore the usefulness of the method by looking at two questionnaires measuring anti-Roma prejudice. The first, the Stereotype Content Model (SCM), contains questions that are dominantly used to test two dimensions of social perceptions of various groups: warmth and competence. The second, Interventions for Reducing Prejudice against Stigmatized Minorities (INTERMIN) consists of the items most frequently used in contact research to measure attitudes, social distance, anxiety, trust and behavioural intentions towards outgroups. Two rounds of cognitive interviews were held on both questionnaires to verbally evaluate participants’ understanding and/or interpretation of the draft questions. The first round was attended by university students, while the second round (with improved versions of the questionnaires) was done with high school students, as they are the target group for planned interventions based on the contact paradigm. The paper explains the problems/difficulties the participants had answering some of the questions and our attempts at improving the questionnaires. The problems can be grouped around six issues: The first two deal with the strategies participants used to answer our questions – whom exactly did they have in mind when answering the questionnaires and whose viewpoint did they represent in their answers. The next four problems are around nuances in the formulations of our questions and generally have to do with how the participants interpreted our questions – they concern assumptions that distinct items were logically interconnected, the period of time and locality referred to in our questions, translation and transferability of meanings from one language to another and double negation.
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"Language learning". Language Teaching 36, n. 4 (ottobre 2003): 259–71. http://dx.doi.org/10.1017/s0261444804222005.
Testo completoAbstract (sommario):
04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.04–576 Boehlke, Olaf (Creighton U., USA; Email: bohlke@creighton.edu). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. Calico Journal (Texas, USA), 21, 1 (2003), 67–87.04–577 Brandford, Verna and Wilson, Rebecca (Institute of Education, U. of London). Using PowerPoint to develop pupils' oral skills in modern foreign languages. Francophonie (London, UK), 28 (2003), 18–24.04–578 Brouwer, Catherine E. (U. of Southern Denmark, Denmark; Email: rineke@language.sdu.dk). Word searches in NNS-NS interaction: opportunities for language learning?The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 534–545.04–579 Carr, Jo (Queensland U. of Technology, Australia; Email: j.carr@qut.edu.au). Why boys into languages won't go: the problematic gender agenda in languages education. Babel, (Adelaide, Australia), 37, 2 (2002), 4–9.04–580 Chalhoub-Deville, Micheline (U. of Iowa, USA; Email: m-chalhoub-deville@uiowa.edu). Second language interaction: current perspectives and future trends. Language Testing (London, UK), 20, 4 (2003), 369–383.04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: dam@hum.ku.dk.). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 1–18.04–585 Dykstra-Pruim, Pennylyn (Calvin College, MI, USA). L2 acquisition of German plurals: how students form them and textbooks teach them. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 43–55.04–586 Eckman, Fred (University of Wisconsin, USA; Email: eckman@uwm.edu), Elreyes, Abdullah and Iverson, Gregory. Some principles of second language phonology. Second Language Research (London, UK), 19, 3 (2003), 169–208.04–587 Egbert, Joy (Washington State U., USA; Email: jegbert@wsu.edu). A study of flow theory in the foreign language classroom. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 499–518.04–588 Ehrman, Madeline (Foreign Service Institute, US Dept of State, Washington DC, USA; Email: ehrmann@aol.com) and Leaver, Betty Lou. Cognitive styles in the service of language learning. System, 31, 3 (2003), (Oxford), 393–415.04–589 Felser, Claudia (U. of Essex, UK; Email: felsec@essex.ac.uk), Roberts, Leah, Gross, Rebecca and Marinis, Theodore. The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 453–490.04–590 Gass, Susan (Michigan State University, USA; Email: gass@msu.edu) and Svetics, Ildikó. Differential effects of attention. Language Learning (Michigan, USA), 53, 3 (2003), 497–545.04–591 Griffiths, Carol (Auckland Institute of Studies, Auckland, New Zealand; Email: carolg@ais.ac.nz). Patterns of language learning strategy use. System, (Oxford, UK), 31, 3 (2003), 367–383.04–592 Hertel, Tammy J. (Department of World Languages and Cultures, Juniata College, USA; Email: hertel@juniata.edu) Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research (London, England), 19, 4 (2003), 273–304.04–593 Hertel, Tammy J. (Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: cfhu@mail1.tmtc.edu.tw). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.04–595 Izumi, Shinichi (Sophia University, Japan; Email: s-izumi@sophia.ac.jp). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: lcjones@uark.edu). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: jungehs@hotmail.com). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 562–577.04–598 Knutson, Sonja (Memorial U., Newfoundland, Canada). Experiential learning in second-language classrooms. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 53–64.04–599 Littlemore, Jeannette (U. of Birmingham, UK). The communicative effectiveness of different types of communication strategy. System, (Oxford, UK), 31, 3 (2003), 331–34704–600 McCollum, Daniel L. (Pennsylvania State U., USA). Utilizing non-cognitive predictors of foreign language achievement. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 19–32.04–601 Morris, Frank (University of Miami, USA; Email: fmorris@miami.edu.) and Tarone, Elaine. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning (University of Michigan, USA), 53, 2 (2003), 325–368.04–602 Ntirampeba, Pascal (Université de Montréal, Québec, Canada). La progression en didactique du texte argumentatif écrit. [Progressive approach to written argumentative text.] Révue Canadienne de Linguistique Appliquée, 6, 2 (2003), 159–169.04–603 Parkinson, Brian, Benson, Cathy and Jenkins, Michael (U. of Edinburgh, Scotland, UK). Learner diary research with ‘Cambridge' examination candidates. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 45–63.04–604 Pérez, Luisa, C. (Emporia State U., USA; Email: perezlui@emporia.edu). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Calico Journal (Texas, USA), 21, 1 (2003), 89–104.04–605 Pulido, Diana (Washington State University, USA; Email: dpulido@wsu.edu.). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning (University of Michigan, USA), 53, 2 (2003), 233–284.04–606 Sasaki, Yoshinori (Ochanomizu U., Japan) and Hayakawa, Harumi. Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 33–56.04–607 Seus-Walker, Katia (IUT-Université de Toulouse III, France). Pour développer l'autonomie des apprenants. [Developing learner autonomy.] Les Cahiers de l'APLIUT, XXII, 2 (2003), 43–58.04–608 Sparks, Richard L. (College of Mount St. Joseph, Cincinnati, Ohio) Philips, Lois and Javorsky, James. College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals (New York, USA), 36, 3 (2003), 325–337.04–609 Stotz, Daniel and Meuter, Tessa (Zürcher Hochschule Winterthur, Switzerland; Email: daniel.stotz@zhwin.ch). Embedded English: integrating content and language learning in a Swiss primary school project. Bulletin suisse de linguistique appliquée (Neuchâtel, Switzerland), 77 (2003), 83–101.04–610 Takeuchi, Osamu (Kansai U., Osaka, Japan; Email: takeuchi@ipcku.kansai-u.ac.jp). What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System, (Oxford, UK), 31, 3 (2003), 385–392.04–611 Vandergrift, Larry (University of Ottawa, Canada; Email: lvdgrift@uottawa.ca). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning (University of Michigan, USA), 53, 3 (2003), 463–496.04–612 Vann, Roberta J. (Iowa State U., USA) and Fairbairn, Shelley B. Linking our worlds: a collaborative academic literacy project. TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China lw@xtu.edu.com) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: ylyeh@mx.nthu.edu.tw). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: ctcych@cityu.edu.hk). Cultural content and reading proficiency: a comparison of mainland Chinese and Hong Kong learners of English. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 60–69.04–618 Zsiga, Elizabeth (Georgetown University, USA; Email: zsigae@georgetown.edu). Articulatory timing in a second language – evidence from Russian and English. Studies in Second Language Acquisition (New York, USA), 25, 3 (2003), 399–432.04–619 Zughoul, Muhammed Raji and Abdul-Fattah, Hussein (Yarmouk U., Jordan). Translational collocational strategies of Arab learners of English: a study in lexical semantics. Babel (Amsterdam, The Netherlands), 49, 1 (2003), 59–81.