Готові списки джерел за темами / Educational and methodical support

Добірка наукової літератури з теми "Educational and methodical support"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Educational and methodical support"

1

Biletska, Halyna, Nataliia Mironova, Olesya Mateyuk, Liudmyla Kazimirova, and Andrii Diachuk. "EVALUATION OF EDUCATIONAL AND METHODICAL SUPPORT IN NATURAL SCIENCE TRAINING OF FUTURE ECOLOGISTS." INTERNATIONAL JOURNAL OF NEW ECONOMICS, PUBLIC ADMINISTRATION AND LAW 2, no. 2 (September 1, 2018): 250–60. http://dx.doi.org/10.31264/2545-093x-2018-2(2)-250-260.

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2

Setchko, Olga. "PROBLEMS AND EXPERIENCE OF THE SOLUTION OF INTERRELATION OF SCHOOL AND HIGHER CHEMISTRY EDUCATION IN THE BELARUSIAN STATE UNIVERSITY." Natural Science Education in a Comprehensive School (NSECS) 20, no. 1 (April 20, 2014): 175–85. http://dx.doi.org/10.48127/gu/14.20.175.

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The experience of the problem solution of the first-year students’ adaptation to training conditions in higher educational establishments on the basis of interrelation of school and higher educational systems is offered in the article. Psychological, social, household adaptation is important for training of yesterday school students in their first semester at university. Not smaller significance is given to the entry of the first-year students into the system of training in certain disciplines, science in particular. The author offers information on student help organization system – to non-chemical first year students of the Belarusian State University in studying the course of general and inorganic chemistry. The contents, educational and methodical support and the stages of the organization of work of specially developed correcting course in chemistry is described. The course is instructively and methodically connected with the chemistry course of high schools of the Republic. Key words: adaptation, the contents, correcting course, chemistry, educational and methodical support.
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3

Khrutska, Olena. "Development of the educational programmes: normative legal and methodical support." International Scientific Journal of Universities and Leadership, no. 2(6) (December 30, 2018): 21–33. http://dx.doi.org/10.31874/2520-6702-2018-6-2-21-33.

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Ukrainian higher education is in the process of reforming. In particular, there is a transition from a traditional discipline-based approach to competency, introducing a student-centred approach in teaching and learning, requiring a rethinking of approaches to developing educational programmes and ensuring higher education quality of at this stage. The Paris Communiqué states that quality assurance in accordance with the «Standards and Recommendations for Quality Assurance in the European Higher Education Area ESG-2015» is one of the three key commitments crucial for strengthening and maintaining quality and cooperation in the middle of the EHEA. Therefore, ensuring the quality of higher education, in particular the quality of educational programmes, is relevant both to the Ukrainian and European higher education spheres. The article analyses the existing normative, legal and methodological bases on the issue of developing educational programmes in Ukraine. The requirements of the Law of Ukraine «On Higher Education» regarding the development of new educational programmes are researched. The requirements of «Licensing conditions for conducting educational activities» regarding the composition of the project (working) group and its head (program guarantor) are investigated. «Methodological recommendations for the development of educational programmes», «Methodical recommendations for the development of higher education standards», letters from the Ministry of Education and Science of Ukraine with explanations of questions regarding the development of educational programmes are considered. The correspondences and contradictions between these documents and «Standards and Recommendations on Quality Assurance in the European Higher Education Area ESG-2015» are analysed. The normative requirements and methodical recommendations for implementation of successive stages of the process of development of new educational programmes are investigated. There is a discrepancy between terminology and aspects that the legal and methodological support is imperfect, in particular requirements regarding the composition of the working group, the rights and obligations of guarantors, and the involvement of stakeholders in the process of developing educational programmes.It is suggested to develop a normative background and methodological recommendations for covering the issue of responsibility of the head of the project group (the guarantor of the educational program), as well as to provide at the normative and methodological levels the possibility of involving not only scientific and pedagogical workers but also other stakeholders in the development of educational programmes.
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4

Manashchuk, N. V., N. V. Chorny, S. I. Boytsanyuk, and А. V. Chorny. "Educational and methodical support of the educational process from the periodontal disease cycle." PROBLEMS OF UNINTERRUPTED MEDICAL TRAINING AND SCIENCE 39, no. 3 (June 2020): 17–19. http://dx.doi.org/10.31071/promedosvity2020.03.017.

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Ukhanska, Oksana, Volodymyr Hladun, and Andriy Senyk. "Information System of Accounting for Methodical Work of the Department." Vìsnik Nacìonalʹnogo unìversitetu "Lʹvìvsʹka polìtehnìka". Serìâ Ìnformacìjnì sistemi ta merežì 10 (December 2021): 1–12. http://dx.doi.org/10.23939/sisn2021.10.001.

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Анотація:
An Information system for the analyzing the methodical work of higher educational institution department has been developed. It is established that the methodical work of the department is of great importance in ensuring the quality of educational activities of higher educational institutions, which provides in particular the availability educational and methodological support of the educational process and information systems for effective management. Given the important role assigned to the formation and development of the system of methodical work in the educational institution, the modern requirements and conditions of reforming and diversifying the system of higher professional education has been analyzed. Based on the general review of the methodical work of higher educational institutions department, has been revealed that the development of an applied software product for accounting and analysis of the methodical work of both an individual teacher and the department as a whole is relevant. The developed information system of analysis of methodical work of department allows analyzing the methodical work of both individual teachers and the department in general, to asses the quality of educational activities, documentation, and also provides diagnostics and monitoring of methodical work of department for different periods of time, comparison of teachers’ activities and preparation of recommendations for subsequent periods of work. The proposed information system allows to effectively manage the methodical work and to provide recommendations for planning, implementing and controlling the effectiveness of the strategy for improving the educational process and its methodical support. In particular, it is envisaged that the program includes such activities as: accounting for the methodical developments available in the department methodical cabinet with their reference to the name of the discipline; names and codes of the specialty; course; teachers-authors; lectures; study groups; the number of students in the group and general in the stream; the number of copies of educational and methodical literature; time of publication; taking into account the existing methodical developments within the virtual learning environment with their binding to the above parameters, as well as the time of the last editing; the number of lectures and students registered for the educational complex, student activity; accounting for existing methodical developments within the section “Electronic Library” of the department’s website with a separate link to the number of copies by users. The developed information system is being tested at the Department of Applied Mathematics of Lviv Polytechnic National University.
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������ and Olga Vasina. "Features of Competence System Standardization of the Methodists of Municipal Methodical Service in the Present Conditions of Education Development." Standards and Monitoring in Education 4, no. 5 (October 17, 2016): 61–63. http://dx.doi.org/10.12737/17153.

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The article contents the problems of the organization of present methodical service: the different interpretations of the activities, objectives, tasks, various forms of institutions offering information and methodological support of the educational process, regarding aspects of finance - state-owned, independent, low cost, as well as on the main activity - educational institutions of additional professional education or not. The article presents the results of the analysis of the structures and functioning of municipal methodical service of Russia. The difference in the interpretation of municipal methodical service determines the organization of the Methodist work blurring. The article offers solution to according problem by standardizing the professional activity of municipal methodical service, process of methodological support of educational activities, professional paths of Methodists based on standardization of Methodists competences. The article proposed a system of professional competence of the present Methodist of municipal methodical service.
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7

Сильченкова and Svetlana Silchenkova. "Forms and directions of pedagogical support." Socio-Humanitarian Research and Technology 2, no. 4 (December 3, 2013): 32–37. http://dx.doi.org/10.12737/2120.

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Considered the earliest forms of modern concepts of «educational support»: assistance provided to children, patronage, mentoring. The definitions of pedagogical support from the standpoint of system activity and system-structural approaches, these definitions are analyzed. The basic direction of educational support: psychologicaleducational, social-pedagogical, and valeologo-pedagogical. As a result, isolated and revealed a new direction pedagogical support — «information-educational support», identified its main stages: diagnosis, methodical, transformative, reflective.
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Kurok, Vira, and Tetyana Kondratenko. "EDUCATIONAL AND METHODICAL SUPPORT OF FUTURE TECHNOLOGIES TEACHERS’ ECONOMIC COMPETENCE FORMING." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 40, no. 2 (2019): 79–90. http://dx.doi.org/10.31376/2410-0897-2019-2-40-79-90.

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Якимова and N. Yakimova. "Methodical Support of Primary School Teachers: Problems and Prospects." Primary Education 4, no. 5 (October 18, 2016): 18–22. http://dx.doi.org/10.12737/22513.

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On the basis of the analysis of requirements of the Federal state educational standard of primary education and its implementation problems the article justifies the necessity of methodical maintenance of primary school teachers. The article defines the content, principles, directions and forms of methodological support, its role in the conditions of the second-generation standard.
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Kovalenko, E. "DIAGNOSTICS OF TEACHERS AS A BASIC PRINCIPLE OF METHODOLOGICAL SUPPORT ORGANIZATIONS OF THE EDUCATIONAL PROCESS IN PRESCHOOL EDUCATIONAL INSTITUTION." Pedagogical education: theory and practice. Psychology. Pedagogy 2, no. 36 (2021): 77–83. http://dx.doi.org/10.28925/2311-2409.2021.3611.

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The article on the basis of elaboration of dictionaries, encyclopedias, reference books, etc. presents a definitive description of the basic concepts of research «diagnosis», «diagnosis», «diagnosis», «pedagogical diagnosis», «diagnosis of pedagogical activity» and describes the importance of diagnosing teachers as the main basis ofmethods. organizationoftheeducationalprocessintheinstitutionofpreschooleducation. Aretrospectivereview of the use of diagnosis in pedagogy in ancient Babylon and ancient China is presented, as well as the introduction of the use of testing by the English scientist F. Galton. The citation of normative-legal documents on education concerning the organization of methodical support on diagnostic bases is given. The results of elaboration of psychological and pedagogical researches on diagnosing in domestic and foreign pedagogy are presented (K. Ingenkamp, A. Belkin, V. Bondar, O. Bondarchuk, V. Galuzinsky, G. Yelnikova, S. Martynenko, M. Suntsov, Yu. Malovany , S. Sysoeva, V. Urusky, G. Tsekhmistrova, etc.). The classification of methods of diagnosing teachers (according to K. Starchenko) into three groups is given: 1) information-ascertaining (observations, conversations and interviews, questionnaires); 2) assessors (expert assessment, independent characteristics, self-assessment, filling in diagnostic cards); 3) productive (pedagogical analysis of the results of professional activity and testing). Based on the generalization of research by psychologists and teachers, the criteria for assessing the level of formation of competencies of teachers of preschool institutions are presented. Methodical recommendations on the use of diagnosing teachers as the main basis of methodical support of the educational process in preschool education are highlighted.
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Дисертації з теми "Educational and methodical support"

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Barylo, A. B., and G. I. Litvinenko. "Information-analytical subsystem methodical maintenance of educational process." Thesis, Sumy State University, 2009. http://essuir.sumdu.edu.ua/handle/123456789/16958.

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Грицюк, Мар'яна Іванівна. "The formation of educational-methodical competence in different disciplines teaching in medical schools." Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12387.

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3

Gulden, Jens [Verfasser], Ulrich [Akademischer Betreuer] Frank, and Stefan [Akademischer Betreuer] Eicker. "Methodical support for model-driven software engineering with enterprise models / Jens Gulden. Gutachter: Ulrich Frank ; Stefan Eicker. Betreuer: Ulrich Frank." Duisburg, 2013. http://www.seem-method.info/.

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4

Galan, Maribel. "Educational practices to support homeless students." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556873.

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This study intends to determine to what extent, if at all, the practices used in one urban school district in Southern California servicing high populations of socioeconomically disadvantaged students have on the academic achievement of students who are considered homeless under the McKinney-Vento Homeless Assistance Act. A quantitative analysis of the academic performance of homeless students in both English Language Arts and Mathematics on the California Standards Test was used. In addition, a survey was used to capture the perceptions of existing practices in schools. Interviews were conducted to gain the perceptions of site principals and district administrators to learn what they believe are the existing practices contributing to the academic performance of their homeless student population.

The following areas provided background and understanding of the academic needs of homeless students: (a) history of federal legislation (b) federal and state funding and national effort to end the cycle of homelessness (c) accountability for academic achievement (d) successful academic practices as well as the best practices to support the social-emotional needs of homeless students, and, (e) the perceptions of educators and administrators who work with students in homeless situations. Based on the research, the important factors to consider are the needed socialization and relationship-building component that provides homeless students with stability and a connection with the school as well as the teacher and staff awareness and sensitivity needed when working with homeless students.

The results demonstrated three significant areas to consider when educating homeless students; having an awareness of homeless students, accountability and monitoring of homeless students, and the social-emotional organizational practices in place to support these learners.

Recommendations included district level professional development focused on the special needs of homeless students as well as providing school principals with academic data on their homeless student population. Secondly, identifying homeless students in a web based data system for teacher review. Thirdly, site based professional development for both certificated and classified staff to provide strategies in working with student who face homelessness. Finally, to develop a district wide counseling partnership with outside consultants or city resources to allow for more on-site counseling services.

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Навчук, Ігор Васильович, та Галина Василівна Навчук. "Іnformation support of the educational process". Thesis, Сучасні підходи до вищої медичної освіти в Україні (з дистанційним під’єднанням ВМ(Ф)НЗ України за допомогою відеоконференц-зв’язку) : матеріали XIV Всеукр. наук.-практ. конф. з міжнар. участю, присвяченої 60-річчю ТДМУ (Тернопіль, 18–19 трав. 2017 р.) : у 2 т. / Терноп. держ. мед. ун-т імені І. Я. Горбачевського. – Тернопіль : ТДМУ, 2017. – Т. 1. – 211 с, 2017. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/12385.

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Midekso, Dida. "Advances in educational support for software design methods." Thesis, Teesside University, 1990. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.290435.

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Hubley-Little, Tamara. "Educational reorganisation and collegial support : a case study." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4251/.

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Using grounded theory methodology, the case study explores fourteen teachers’ experiences of educational reorganisation. Although the study identifies three distinct groups varying in the support offered for the demerger of Midtown High School, teacher resistance to the change is minimal. A variety of reasons for this are offered, including the nature of the teaching culture. Camaraderie and jocular relationships characterise the ethos that provides a positive experience for the teachers of the site. The study recognises the value of the supportive teaching culture in its ability to reduce stress. Leadership by the principal and a cycle of student to student-teacher to teacher reinforces the supportive teaching culture and ensures its continuance despite inherent communication problems. However, teacher-leaders dissatisfied with the status quo initiated the demerger. Within the second series of semi-structured interviews, the study reveals an improvement in communications and greater teacher empowerment as a result of effective leadership offered by the new principal. However, during the change process, the effect of the reorganisation upon the teaching culture and teacher-leaders was notable. Teacher-leaders who experienced stress during educational reorganisation lost the ability to function in their leadership roles. This affected the collegial relationships of the junior site staff and individual teacher's ability to cope. Teachers with an internal locus of control experienced significant stress when expectations were not met. In arriving at these assertions the role of the teaching culture was central. The effective teaching culture not only relies on effective leadership offered by administrators and teacher-leaders but also collegial relationships that are supportive and jocular in nature. The case study reveals that such a teaching culture, despite its limitations, is a valuable asset to the educational organisation.
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Bournes, Stephen Derrick. "Transforming the Underperforming| Principal Perceptions of Support in Turnaround Schools." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10640877.

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Research on turnaround schools suggests that school districts have had limited success in effectively turning around underperforming schools including how districts support turnaround principals. Furthermore, the research makes an explicit connection between the success of a turnaround, the principal, and district support. Absent from the literature is how turnaround principals experience this support. In this qualitative study, I examine the experiences of turnaround principals and their perceptions of the district support provided them. My research questions are: “How do turnaround principals experience district support? What do struggling and successful principals say about the support process?” The primary data collection method consisted of interviews of 20 turnaround principals, 10 who were successful and 10 who were struggling. The data was analyzed using inductive thematic analysis, and the following themes emerged: distributed leadership, self-efficacy, and capability and capability development. There were five major findings: 1) There is an interrelationship between self-efficacy, capability development, locus of control, and the success of turnaround principals; 2) Turnaround principals want differentiated support from central office; 3) Successful turnaround principals employ distributed leadership practices; 4) Both successful and struggling turnaround principals need social-emotional support from central office; and 5) The capacity of the district’s central office to support turnaround principals is crucial.

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Domers, Ted M. "How do principals create a working environment to support teacher retention?" Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746345.

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The high rate of turnover for K–12 teachers, especially those working in urban schools, is well documented. Accompanying this research is a range of interventions to limit teacher movement and thus create more cohesive and effective schools. While the role of the principal is recognized as a critical element in teacher retention, few studies explore how principals see their roles in impacting teacher retention. To examine this question and propose practical solutions to better support teachers and principals, this study examines a range of structures in schools that principals might use to shape their school’s culture and provide better supports for their teachers.

Through a survey, case study, and interviews, the study assesses the working conditions in schools and its implications for teacher retention in a large urban school district. In doing so, the study uses a mixed-methods approach to analyze the intersection of the nature of the teaching occupation, working conditions of schools, causes of teacher turnover, and the principal’s role. The findings that emerge from the data offers a fresh perspective to consider the ways in which principals can consider their influence, involvement, and position to support teachers and influence the working environment of a school.

The recommendations from the study seek to honor the complexities inherent in a school organization, given the tremendous range of responsibilities bestowed upon teachers and principals. They are relevant to a range of stakeholders in K–12 educational communities, including researchers, policymakers, and practitioners.

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Johnson, Bridget A. "Teacher support teams: a school-based strategy for the provision of education support services and health promotion." Thesis, University of the Western Cape, 1997. http://etd.uwc.ac.za/index.php?module=etd&amp.

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Книги з теми "Educational and methodical support"

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Tkacheva, Viktoriya. Psycho-correction work with families of children with disabilities. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24759.

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In the educational-methodical manual deals with theoretical and conceptual frameworks, practical methods and techniques of psychological assistance to parents and other relatives of a child with disabilities. The quality of teaching materials presented United by a common concept three technologies of psychocorrectional work with families of children with disabilities: methods of psychological assistance to families raising children with disabilities V. Tkachova; technology differentiated approach in the psychological work with parents of children with disabilities, developed by E. V. Ustinova; technology "Mozart" a systemic approach to family therapy N. P. Bolotova. A teaching manual is addressed to psychologists, speech pathologists and other professionals working in the system, both General and special education, in social assistance centres for families and children, rehabilitation centres, health institutions which support the families raising children with disabilities. The book can be useful for teachers of preschool and school educational institutions, use of inclusive forms of education, and representatives of parent and of public associations.
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Rowh, Mark. Opportunities in educational support careers. Chicago, IL: VGM Career Books, 2001.

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3

Great Britain. Further Education Unit. Support costs for special educational needs. [London]: Further Education Unit, 1989.

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4

Fletcher-Campbell, Felicity. LEA support for special educational needs. Slough: NFER, 1993.

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5

DeStefano, Joseph. Education reform support today. Washington, D.C: United States Agency for International Development, 2006.

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6

NEPI Support Services Research Group. Support services. Cape Town: Oxford University Press/NECC, 1994.

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7

Farmer, Lesley S. J. Collaborating with administrators and educational support staff. New York: Neal-Schuman Publishers, 2007.

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8

Cutt, James. Support systems for learning: Finance. Victoria: British Columbia Royal Commission on Education, 1988.

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9

Perth & Kinross Council. Education & Children's Services. Support for learning in Perth and Kinross: A guide to policy, procedures, services and provision. Perth: Perth & Kinross Council, 2000.

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10

Bryer, Fiona, and Wendi Beamish, eds. Behavioural Support for Students with Special Educational Needs. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7177-6.

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Частини книг з теми "Educational and methodical support"

1

Shahbazova, Shahnaz N. "Creation the Model of Educational and Methodical Support Based on Fuzzy Logic." In Studies in Fuzziness and Soft Computing, 317–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06323-2_20.

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Yeravdekar, Vidya, and Nidhi Piplani Kapur. "Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic." In Knowledge Studies in Higher Education, 111–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_7.

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AbstractThe pandemic has forced all educational institutions to grapple with challenges. Throughout this time Symbiosis International University (SIU) in India has been proactive in leading change not only at the university but also in K-12 schools. While the university transitioned to virtual teaching and learning, a methodical approach was laid out in assisting its eight elementary and senior secondary schools in both urban and rural areas, through the Symbiosis Schools Central Directorate (SSCD), to adapt to the needs of a public health crisis. While connectivity challenges continue to haunt schools, especially in rural areas, training and capacity building of K-12 teachers and administrators by university professors and experts has been a saving grace in navigating the pandemic.The focus of this case is understanding the parallels and the partnership between SIU and its K-12 schools. It reflects a bottom-up approach in dealing with the pandemic where Symbiosis Society, the non-profit organization that has established the schools as well as the University, invested in teacher capacity building at its elementary and secondary schools through its Symbiosis Schools Central Directorate (SSCD) in both rural and urban areas to ensure continuity of teaching and learning while adapting to this new normal. The investment in teacher capacity building has enabled the leadership to address the emerging circumstances, stimulate momentum to create or demand needed change at their institutions, inspire peer learning, and foster innovation in strategy and practice for the greater benefit of its stakeholders including students and parents.This case study reflects on SIU experiences in dealing with the dynamic circumstances such as training and capacity building with respect to supporting teachers in developing skills to adapt their content to virtual mode, blended learning, and integrating Collaborative Online International Learning (COIL) into the curriculum. In addition, SIU had to counsel students and parents to adapt to this new way of learning. SIU’s experience encompasses a coordinated approach of working with internal and external stakeholders to develop a response to the crisis, short-to-medium-term strategic planning in the face of uncertainty, exploring technology solutions, partnership management, and effective communication processes with its stakeholders. Special emphasis has been put on ensuring the mental and physical wellbeing of the learner, constant communication and guidance to parents, and virtual activities to promote community engagement to mitigate the loss of physical social interactions at this crucial time.
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Glushenko, Sergey, Sergey Shcherbakov, Vera Grechkina, and Nadegda Misichenko. "Educational-Methodical Developments Projects Management Based on Fuzzy Logic." In Advances in Intelligent Systems and Computing, 320–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64058-3_40.

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Krause, D., and S. Eilmus. "Methodical Support for the Development of Modular Product Families." In The Future of Design Methodology, 35–45. London: Springer London, 2011. http://dx.doi.org/10.1007/978-0-85729-615-3_3.

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Loxley, William A. "Donor Support for Educational Research." In International Handbook of Educational Research in the Asia-Pacific Region, 1151–64. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-3368-7_79.

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Bullinger, H. J., D. Fischer, and K. Wörner. "Rapid Product Development - methodical support for a creative product development." In Rapid Product Development, 477–86. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6379-2_48.

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Ennis-Cole, Demetria. "Diagnosis and Support." In Educational Communications and Technology: Issues and Innovations, 41–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15374-8_4.

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Harris, Helen. "Managing support." In Addressing Special Educational Needs and Disability in the Curriculum: Geography, 103–10. 2nd edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315457772-7.

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Clarebout, Geraldine, Jan Elen, Lai Jiang, Griet Lust, and Norma A. Juarez Collazo. "Support Device Usage." In Handbook of Research on Educational Communications and Technology, 519–26. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3185-5_40.

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Dolan, Chris. "Governing the Soul: The Theoretical Support of Michel Foucault." In Educational Leadership Theory, 39–63. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3086-9_3.

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Тези доповідей конференцій з теми "Educational and methodical support"

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Trushnikov, Denis Yurievich, and Iraida Mikhailovna Dolgikh. "A model of educational activity methodical support and the implementation of Federal State Educational Standard of general education." In IX International Research-to-practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113158.

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Samigullina, Galina Savelievna. "Program-methodical support of occupational retraining "Pedagogical education: geography teacher"." In XI International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-117276.

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Kuklina, Svetlana, and Alexandra Kirillovykh. "Textbook as Didactic-methodical Support for Foreign Language Education at Universities." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0541.

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Lubyanova, A. I. "Program and methodical support of legal education of children of senior preschool age." In IX International symposium «Humanities and Social Sciences in Europe: Achievements and Perspectives». Viena: East West Association GmbH, 2016. http://dx.doi.org/10.20534/ix-symposium-9-109-113.

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Nosov, Konstantin, and Lubov’ Tarasova. "The Analysis of Activity of the Teacher of Engineering Geometry in the Conditions of the Digital Educational Environment." In 31th International Conference on Computer Graphics and Vision. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/graphicon-2021-3027-745-753.

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In article some aspects of activity of the teacher of engineering geometry in the conditions of remote work in the digital educational environment are considered. On the example of one of stages of work of the teacher of engineering geometry - check of the individual graphic tasks performed by students, the arising problems connected with "digitalization" of the geometric- graphic training in technical college are discussed. Data on the sequences of actions at the organization of "classical" process of training and training in the digital educational environment are compared and examples of algorithms of actions in the conditions of the digital educational environment are given. Also, between these two processes significant differences in the methodical and organizational formats connected first of all with differences in submission of information and financially technical support of these processes are detected. And in connection with a significant change in information and material content of discipline an engineering geometry the conclusion about the shift of priorities in acquisition by teachers of engineering geometry of necessary competences is drawn. On the example of the analysis of expenses of working hours and material inputs on technical support, the process of verification of individual graphic tasks, positive and negative sides of digitalization of the geometric-graphic training in technical college are considered.
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Obizhaeva, Marina. "Points of support for Serbian grammatical scholarship at the turning point from religious education to universal education." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.21.

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The report is devoted to the refl ection of Serbian gram-marians on the metalanguage. Тheir task was to quickly create mandatory textbooks as part of the Sagan reform on the Habsburg lands. In particular, the report demonstrates how Vuyanovsky and others manages to integrate the Sla-vonic authoritative content into the German educational template.
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Kramer, Klaus-Dietrich, Annedore Söchting, and Thomas Stolze. "Fuzzy Control Teaching Models." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3422.

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Many degree courses at technical universities include the subject of control systems engineering. As an addition to conventional approaches Fuzzy Control can be used to easily find control solutions for systems, even if they include nonlinearities. To support further educational training, models which represent a technical system to be controlled are required. These models have to represent the system in a transparent and easy cognizable manner. Furthermore, a programming tool is required that supports an easy Fuzzy Control development process, including the option to verify the results and tune the system behavior. In order to support the development process a graphical user interface is needed to display the fuzzy terms under real time conditions, especially with a debug system and trace functionality. The experiences with such a programming tool, the Fuzzy Control Design Tool (FHFCE Tool), and four fuzzy teaching models will be presented in this paper. The methodical and didactical objective in the utilization of these teaching models is to develop solution strategies using Computational Intelligence (CI) applications for Fuzzy Controllers in order to analyze different algorithms of inference or defuzzyfication and to verify and tune those systems efficiently.
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Savchenko, O. F., and I. P. Dobrolyubov. "AUTOMATION OF THE DEVELOPMENT OF DIAGNOSTIC SYSTEMS FOR ASSESSING THE POWER OF TRACTOR ENGINES." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.105-110.

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The article proposes a methodological approach to create a system of automation of the development of diagnostic systems for assessing the power of tractor engines, increasing their efficiency in solving the task of operational control of the energy parameters of the machine-tractor fleet in production conditions. The development phases in the form of methodical, organizational, information, software and technical support units are described. The method of constructing a logical scheme of the development algorithm is presented, formalizing the process of solving interconnected problems while synthesizing different structures of technical and software tools based on a set of mathematical models. The application of the methodology in the creation of a computer model of the two-mass system engine-working machine and the system of automation of the energy monitoring of the tractor park is shown.
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Zeiler, Wim, Perica Savanovic, and Emile Quanjel. "Integral Design: The Reflective Morphological Overview." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34384.

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Integral Building Design is done by multi disciplinary design teams and aims at integrating all aspects from the different disciplines involved in a design for a building such as; archtitecture, construction, building physics and building services. It involves information exchange between participants within the design process in amounts not yet known before. To support this highly complex process an Integral Building Design methods is developed based on the combination of a prescriptive approach, Methodical Design, and a descriptive approach, Reflective practice. Starting from the Methodical Design approach by van den Kroonenberg, a more reflective approach is developed. The use of Integral Design within the design process results in a transparency on the taken design steps and the design decisions. Within the design process, the extended prescriptive methodology is used as a framework for reflection on design process itself. To ensure a good information exchange between different disciplines during the conceptual phase of design a functional structuring technique can be used; Morphological Overviews (MO). Morphology provides a structure to give an overview of the consider functions and their solution alternatives. By using this method it is presumed that it helps to structure the communication between the design team members and a such forms a basis for reflection on the design results by the design team members. This method is used in the education program at the Technische Universiteit Eindhoven and was tested in workshops for students and for professionals from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). Over 250 professionals participated in these workshops.
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Kanev, Valeriy. "Solution Modeling in System Coordination of Objectives and Resourcing Linear Business Processes." In Contemporary Issues in Business, Management and Education. Vilnius Gediminas Technical University, 2017. http://dx.doi.org/10.3846/cbme.2017.104.

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The paper deals with the analytical approach to reaching compromises in coordinating objectives and resourcing business processes, algorithms and software for generating strategies – compromises for situational analysis. Unlike traditional schemes it is suggested using a vector-mode display to analytically manage both resources in a risk-tolerant way and signaling event occurrence dates in a technologically practicable schedule of a net model. Model-methodical support of linear business processes realization programs can be used for the algorithmic control of objectives coordination and resourcing when controlling program realization of linear engineering, e.g. highway and oil-and-gas pipeline engineering, railway and power lines engineering, etc., i.e. engineering of technologically one-type objects linearly allocated in space. The experimental calculations based on actual construction programs confirmed the model construction adequacy, practical usefulness of the modeling results and modeling solutions in the system coordination of objectives and resourcing linear business processes.
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Звіти організацій з теми "Educational and methodical support"

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Tarasov, Alexander F., Irina A. Getman, Svetlana S. Turlakova, Ihor I. Stashkevych, and Serhiy M. Kozmenko. Methodological aspects of preparation of educational content on the basis of distance education platforms. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3857.

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The urgency of application of technologies and means of distance learning in educational process of higher educational institutions is designated. The growing frequency of using cloud services and electronic textbooks in mobile and distance learning is noted. The importance of building educational environment is highlighted, where the key element is e-learning resources in digital form, including structure, subject content and metadata about the course. For higher educational institutions, the need for methodical support for the preparation of educational content on the basis of distance education platforms is determined. The experience of using the free distance education platform Moodle within the framework of the higher educational institution Donbass State Engineering Academy is considered. Methodical aspects of training content preparation on the basis of distance education platforms on the example of MoodleDDMA system are given. The General structure of the distance course and an example of evaluation of test tasks of the distance course (module) on topics are considered. An example of the presentation of the course on the basis of distance education platform MoodleDDMA is given. Conclusions about the experience of using the Moodle distance education system at the Donbass State Engineering Academy from the point of view of teachers and students are drawn. The perspective directions of researches and development of the Moodle distance education platform in completion and expansion of educational materials by multimedia elements and links, and also creation of the application for mobile devices for possibility of more effective use of the platform are allocated.
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Shalatska, Hanna, Olena Zotova-Sadylo, Olexandr Makarenko, and Larysa Dzevytska. Implementation of E-assessment in Higher Education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4466.

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The purpose of the study is to develop the methodical recommendations for test-designers to cope with challenges of organizing on-line assessment process. In order to achieve this goal we have to reveal the strengths and weaknesses of e-assessment activities based on analysis of the universities practice. To find out students’ attitude to the issue of the study we have drawn up the questionnaire. The survey results confirm that e-assessment is rated as priority activity by learners thanks to individual approach to teaching/learning process, easily accessible and fast feedback, as well as interactive methods of implementation. Reviewing practical experience of Kryvyi Rih National University (KNU) and Donetsk Law Institute of the Ministry of Internal Affairs of Ukraine (DLI) and summarizing statistical data of the survey we have developed methodical support for designing e-assessment activities which involves: to determine intended recipients and the purpose of testing; select appropriate instruments and e-platform; specify forms of feedback; clarify the tasks; provide knowledge base for operating e-tests etc. Despite plenty of studies in this domain the test-designers and test-takers face to typical difficulties while operating e-assessment, and there is lack of research providing methodical practicalities in this field. To address learners’ and lecturers’ needs we have developed the methodical recommendations, which might be used in the drafting of e-assessment tests for students of different specialisms.
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Lavrentieva, Olena O., Lina M. Rybalko, Oleh O. Tsys, and Aleksandr D. Uchitel. Theoretical and methodical aspects of the organization of students’ independent study activities together with the use of ICT and tools. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3244.

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Анотація:
In the article the possibilities and classification of ICTs and tools that can be used in organizing students’ independent study activities of higher education institutions has been explored. It is determined the students’ independent study activities is individual, group, collective activity and is implemented within the process of education under the condition of no pedagogy’s direct involvement. It complies with the requirements of the curriculum and syllabus and is aimed at students’ acquisition of some social experiences in line with the learning objectives of vocational training. The analysis of the latest information and technological approaches to the organization of students’ independent study activities made it possible to determine the means of realization of the leading forms of organization for this activity (independent and research work, lectures, consultations and non-formal education), to characterize and classify the ICTs and tools that support presentation of teaching materials, electronic communication, mastering of learning material, monitoring of students’ learning and cognitive activity, such as ones that serve for the sake of development and support of automated training courses, systems of remote virtual education with elements of artificial intelligence, which implement the principle of adaptive management of learning and the organization of students’ independent study activities. The paper provides the insight into the essence of the conducted investigation on the assesses of the effectiveness of ICTs and tools in the process of organizing students’ independent study activities.
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Astafieva, Mariia M., Oleksii B. Zhyltsov, and Volodymyr V. Proshkin. E-learning as a mean of forming students' mathematical competence in a research-oriented educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3896.

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The article is devoted to the substantiation of approaches to the effective use of advantages and minimization of disadvantages and losses of e-learning as a mean of forming mathematical competence of students in the conditions of research-oriented educational process. As a result of the ascertaining experiment, e-learning has certain disadvantages besides its obvious advantages (adaptability, possibility of individualization, absence of geographical barriers, ensuring social equality, unlimited number of listeners, etc.). However, the nature of these drawbacks lies not as much in the plane of opportunity itself as in the ability to use them effectively. On the example of the e-learning course (ELC) “Mathematical Analysis” (Calculus) of Borys Grinchenko Kyiv University, which is developed on the basis of the Moodle platform, didactic and methodical approaches to content preparation and organization of activities in the ELC in mathematics are offered. Given the specifics of mathematics as a discipline, the possibility of using ELCs to support the traditional learning process with full-time learning is revealed, introducing a partially mixed (combined) model. It is emphasized that effective formation of mathematical competence of students by means of e-learning is possible only in the conditions of research-oriented educational environment with active and concerned participation of students and partnership interaction. The prospect of further research in the analysis of e-learning opportunities for the formation of students’ mathematical competence, in particular, research and investigation tools, and the development of recommendations for the advanced training programs of teachers of mathematical disciplines of universities are outlined.
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Nechypurenko, Pavlo P., Viktoriia G. Stoliarenko, Tetiana V. Starova, Tetiana V. Selivanova, Oksana M. Markova, Yevhenii O. Modlo, and Ekaterina O. Shmeltser. Development and implementation of educational resources in chemistry with elements of augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3751.

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The purpose of this article is an analysis of opportunities and description of the experience of developing and implementing augmented reality technologies to support the teaching of chemistry in higher education institutions of Ukraine. The article is aimed at solving problems: generalization and analysis of the results of scientific research concerning the advantages of using the augmented reality in the teaching of chemistry, the characteristics of modern means of creating objects of augmented reality; discussion of practical achievements in the development and implementation of teaching materials on chemistry using the technologies of the augmented reality in the educational process. The object of research is augmented reality, and the subject - the use of augmented reality in the teaching of chemistry. As a result of the study, it was found that technologies of augmented reality have enormous potential for increasing the efficiency of independent work of students in the study of chemistry, providing distance and continuous education. Often, the technologies of the augmented reality in chemistry teaching are used for 3D visualization of the structure of atoms, molecules, crystalline lattices, etc., but this range can be expanded considerably when creating its own educational products with the use of AR-technologies. The study provides an opportunity to draw conclusions about the presence of technologies in the added reality of a significant number of benefits, in particular, accessibility through mobile devices; availability of free, accessible and easy-to-use software for creating augmented-reality objects and high efficiency in using them as a means of visibility. The development and implementation of teaching materials with the use of AR-technologies in chemistry teaching at the Kryvyi Rih State Pedagogical University has been started in the following areas: creation of a database of chemical dishes, creation of a virtual chemical laboratory for qualitative chemical analysis, creation of a set of methodical materials for the course “Physical and colloidal chemistry”.
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Mintii, I. S. Using Learning Content Management System Moodle in Kryvyi Rih State Pedagogical University educational process. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3866.

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The article analyzes the results of the survey of 75 lecturers on using learning content management system (LCMS) Moodle in the educational process. It is defined that more than 75% of the respondents use LCMS Moodle. The lecturers up to 30 or over 60 years old, with up to 3-year-work experience in Universities need methodic assistance. Textual e-learning resources are widely used in developed courses while video and audio are not used enough. LCMS Moodle is mostly used during exams or tests and student work, and using LCMS Moodle should be intensified in lectures, laboratory and practical classes. Among the most demanded resources are label, page, file, URL, book, assignment, attendance, glossary, quiz. Thus, the popularization of other resources is identified as one of the most important. An action plan how to improve LCMS Moodle usage: increasing the IT competencies of both teachers and students – planned long-term courses “IT in full-time (blended) learning”; seminars, consultations, (group and individual forms) both on general issues, and according to the specificity of the specialties; methodic handouts and recommendations; improving logistics; improving logistical support – ensuring constant access to the Internet, updating and equipping computer classrooms; creating of transparent, predictable and attractive for authors content of the regulatory framework.
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Iatsyshyn, Anna V., Valeriia O. Kovach, Yevhen O. Romanenko, Iryna I. Deinega, Andrii V. Iatsyshyn, Oleksandr O. Popov, Yulii G. Kutsan, Volodymyr O. Artemchuk, Oleksandr Yu Burov, and Svitlana H. Lytvynova. Application of augmented reality technologies for preparation of specialists of new technological era. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3749.

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Анотація:
Augmented reality is one of the most modern information visualization technologies. Number of scientific studies on different aspects of augmented reality technology development and application is analyzed in the research. Practical examples of augmented reality technologies for various industries are described. Very often augmented reality technologies are used for: social interaction (communication, entertainment and games); education; tourism; areas of purchase/sale and presentation. There are various scientific and mass events in Ukraine, as well as specialized training to promote augmented reality technologies. There are following results of the research: main benefits that educational institutions would receive from introduction of augmented reality technology are highlighted; it is determined that application of augmented reality technologies in education would contribute to these technologies development and therefore need increase for specialists in the augmented reality; growth of students' professional level due to application of augmented reality technologies is proved; adaptation features of augmented reality technologies in learning disciplines for students of different educational institutions are outlined; it is advisable to apply integrated approach in the process of preparing future professionals of new technological era; application of augmented reality technologies increases motivation to learn, increases level of information assimilation due to the variety and interactivity of its visual representation. Main difficulties of application of augmented reality technologies are financial, professional and methodical. Following factors are necessary for introduction of augmented reality technologies: state support for such projects and state procurement for development of augmented reality technologies; conduction of scientific research and experimental confirmation of effectiveness and pedagogical expediency of augmented reality technologies application for training of specialists of different specialties; systematic conduction of number of national and international events on dissemination and application of augmented reality technology. It is confirmed that application of augmented reality technologies is appropriate for training of future specialists of new technological era.
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KUZNETSOVA, GALINA, ALYONA TOLMACHEVO, and NATALYA KOLESOVA. EDUCATIONAL AND METHODICAL GRANT FOR TEACHERS OF THE PRESCHOOL EDUCATIONAL ORGANIZATIONS "PSYCHOLOGY AND PEDAGOGICAL MAINTENANCE OF INTERACTION WITH FAMILIES OF PUPILS WITH DISABILITIES OF HEALTH". ChIPPKRO, 2020. http://dx.doi.org/10.12731/psikhologo-pedagogicheskoe-soprovozhdenie.

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Syrovatskyi, Oleksandr V., Serhiy O. Semerikov, Yevhenii O. Modlo, Yuliia V. Yechkalo, and Snizhana O. Zelinska. Augmented reality software design for educational purposes. [б. в.], December 2018. http://dx.doi.org/10.31812/123456789/2895.

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Анотація:
In the process of researching the problem of training future informatics teachers to use augmented reality technologies in education, the tasks were solved: 1) a historical and technological analysis of the experience of using augmented reality tools for developing interactive teaching materials was performed; 2) the software for the design of augmented reality tools for educational purposes is characterized and the technological requirements for the optional course “Development of virtual and augmented reality software” are defined; 3) separate components of an educational and methodical complex for designing virtual and augmented reality systems for future informatics teachers have been developed. У процесі дослідження проблеми професійної підготовки майбутніх учителів інформатики до використання технологій доповненої реальності в освіті розв’язані завдання: 1) виконано історико-технологічний аналіз досвіду застосування засобів доповненої реальності для розробки інтерактивних навчальних матеріалів; 2) схарактеризовано програмне забезпечення для проектування засобів доповненої реальності навчального призначення та визначено технологічні вимоги для факультативу «Розробка програмних засобів віртуальної та доповненої реальності»; 3) розроблено окремі складові навчально-методичного комплексу із проектування систем віртуальної та доповненої реальності для майбутніх учителів інформатики.
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Davydovsky, F. N., and E. A. Velichko. The educational-methodical manual on the organization of extracurricular independent work of students in the preparation of reports, essays and presentations. Moscow: Liters: Samizdat, 2019. http://dx.doi.org/10.18411/dv-2019-educational-methodical-manual.

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