scholarly journals Effective Use of Learning Objects in Class Environments

2011 ◽  
pp. 493-514
Author(s):  
David Lake ◽  
Kate Lowe ◽  
Rob Phillips ◽  
Rick Cummings ◽  
Renato Schibeci
Keyword(s):  
School Environment ◽  
Teacher Selection ◽  
Learning Objects ◽  
Educational Environment ◽  
Construction Of Knowledge ◽  
Teachers And Students ◽  
The Individual ◽  
Effective Use ◽  
Selection Of Learning Objects ◽  
Selection Of

This chapter provides a model to analyse the effectiveness and efficiency of Learning Objects being used in primary and secondary schools by considering their place within that educational environment, paying particular attention to the manner in which they, like any resource, can aid or occlude productive interactions between teachers and students. It draws from a study of Australian and New Zealand schools that piloted the first release of Learning Objects from the Le@rning Federation. The chapter considers the place of Learning Objects within the overall systemic school environment, and in this environment, examines the individual classroom as the combination of tensions between the teacher’s needs, the students’ needs, and the potential available within the existing infrastructure. Within this framework, the chapter discusses the ways in which these three components interact during teacher selection of Learning Objects, students’ accession of Learning Objects in the classroom, and the use of the Learning Objects by students. It concludes by suggesting how students’ construction of knowledge can be enhanced through merging the capabilities of the resource with the needs of students and teachers.

AN EMPIRICAL STUDY OF THE TYPES OF SCHOOL EDUCATIONAL ENVIRONMENT IN THE SITUATION OF INCLUSIVE EDUCATION

2021 ◽  
Vol 53 (1) ◽  
pp. 66-75
Author(s):  
O. A. Belyaeva ◽  
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
School Environment ◽  
Personal Characteristics ◽  
Educational Needs ◽  
Educational Environment ◽  
Educational Process ◽  
Special Educational Needs ◽  
Social Significance ◽  
The Individual

The ideas of the article are based on the high social significance of discussing the practices of inclusive interaction in various spheres of life and ensuring the variability of approaches to the integration of children with special educational needs into the general education system. On the basis of the environmental approach in education, presented in the works of domestic and foreign authors, the basic principles are outlined and the general difficulties of the functioning of inclusive practice at the present stage are identified. The strategy of applying the vector approach to the examination and modeling of the environment of inclusive interaction and designing ways to improve it for the organization of psychological and pedagogical support of the educational process in school is justified. On the basis of the generalized results of the survey of teachers who organize the education of children with disabilities in non-specialized classes, the features and the type of relations that are currently developing in the joint education of schoolchildren with different educational needs during their integration into a single educational space are characterized. Using the methodology of psychological and pedagogical expertise of the school environment, the typification of the most characteristic influences exerted at modern schools on a child with a developmental disorder is carried out. The emerging dominant modality of the educational environment, its orientation to the development of relationships between teachers and peers, based on the priority of stimulating the activity of the individual with different degrees of manifestation of its freedom or dependence, is revealed. The article describes potential capabilities of each of the diagnosed types of environment in terms of its resources for ensuring freedom of choice of activities, stimulating activity, developing students' independence, and forming their personal characteristics. The diagnosed priority of creative and career-oriented orientation allowed us to draw conclusions about the currently established approaches to the inclusion of children with deviant development in the environment of normotypic peers.

CONDITIONS FOR IMPLEMENTING THE DEVELOPING POTENTIAL OF THE SCHOOL EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 65 (1) ◽  
pp. 290-293
Author(s):  
A. Aldabergenova ◽  
◽  
L. Sarsenbaeva ◽  
Keyword(s):  
Process Development ◽  
Educational Environment ◽  
Educational Process ◽  
Social And Emotional ◽  
Education Environment ◽  
Self Development ◽  
Teachers And Students ◽  
Age Patterns ◽  
The Republic ◽  
The Individual

The urgency of the problem of providing a developing educational environment in modern conditions is justified by the reform of the education system in the Republic of Kazakhstan. At all levels of education, it is necessary to create conditions for the development of the personality of the subjects of the educational process, taking into account age patterns. The article reveals the leading approaches to the study of the essence and provision of developing educational environment. As the theoretical basics of accepted socio-cultural approach of Vygotsky humanistic approach Maslow personality-oriented approach of I. A. Baeva, the ecological approach V. A. Asvina etc. Developing educational environment is considered as an environment conducive to the development and self-development at all levels of education. In the present article the condition of maintenance of the education environment: meeting the needs of the individual in communication and development, the development of adaptive abilities of students, prevention of delactovine, the development of psychological culture of teachers, the development of social and emotional intelligence of teachers and students, formation of skills of effective communication subjects of educational process, development of skills of intercultural communication etc.

scholarly journals The Renin Angiotensin System — Its Physiology and Role in Disease States

1983 ◽  
Vol 11 (4) ◽  
pp. 369-376 ◽  
Author(s):  
G. S. Stokes
Keyword(s):  
Renin Angiotensin System ◽  
Plasma Renin ◽  
Angiotensin System ◽  
Renin Angiotensin ◽  
Disease States ◽  
Electrolyte Depletion ◽  
Predominant Factor ◽  
The Individual ◽  
Effective Use ◽  
Selection Of

The renin-angiotensin system is one of a number of interlinked mechanisms regulating vascular resistance and blood volume. Under certain conditions it may become a predominant factor in maintaining vascular tone. Knowledge about these conditions (sodium depletion, mineralocorticoid deficiency, renovascular hypertension and iatrogenic hyperreninaemic states) is important for the safe and effective use of drugs which inhibit the renin-angiotensin system. Measurements of plasma renin activity are useful in the diagnostic assessment of hypertensive patients with hypokalaemia or evidence of renal artery stenosis. They may also have a place in the management of refractory or dialysis-resistant hypertension. Their use in the selection of antihypertensive therapy for the individual patient is controversial. Sequential measurements of plasma renin are helpful in analysing states of electrolyte depletion, and in titrating therapy for Addison's disease.

scholarly journals Cognitive dissonance among students in the conditions of online communications of modern educational environment

2020 ◽  
pp. 96-106
Author(s):  
Lidiya Vasilievna Kozilova
Keyword(s):  
Cognitive Dissonance ◽  
Communication Strategies ◽  
Educational Environment ◽  
Educational Process ◽  
Communication Process ◽  
Key Characteristics ◽  
Online Communications ◽  
The Individual ◽  
Subjective Level ◽  
Selection Of

The subject of this research is the educational environment of a pedagogical university, in the conditions of which the educational process is realized through online communications and characterized by the presence of phenomena of cognitive dissonance within the system of intersubjective relations. The authors views the features and assessments of discomfort of cognitive dissonance impeding students’ inclusion into the educational process. The assessments of cognitive dissonance are analyzed depending on its causes among the students of Bachelor’s and Master’s Degree. Attention is paid to perception of cognitive dissonance by the students as a lack of freedom of choice of the individual communication strategies, which on the subjective level is accompanied by feeling of indifference to the need for fulfilling the set assignments. The main conclusion consists in the thesis that the shift of pedagogical paradigm is accompanied by the phenomena of cognitive dissonance depending on its causes among the Bachelor’s students mostly relate to the absence of interest to online communications, inertness of feedback, and failure to understand the logic of the communication process itself. Among the Master’s Degree students there were no evidence of cognitive dissonance of any critical quantitative values. In quantitative regards, all of these indicators were below average, except such factors as the lack of freedom in selection of individual communication strategies. The scientific novelty consist in identification of the key characteristics and assessments of discomfort of cognitive dissonance impeding students’ inclusion into the educational process of modern educational environment.

scholarly journals Aggressiveness of Participants in Educational Relations and Psychological Safety of School Environment

2021 ◽  
Vol 18 (4) ◽  
pp. 708-730
Author(s):  
Igor V. Badiev
Keyword(s):  
School Environment ◽  
Psychological Safety ◽  
Family Satisfaction ◽  
Educational Environment ◽  
Sense Of Security ◽  
Teachers And Students ◽  
The Media ◽  
Teachers And Parents ◽  
The Relationship ◽  
Hostility Scale

The problem of aggression and violence in the educational space is currently quite serious. Illustrative examples of it are numerous publications in the media about acts of aggression exhibited by students against their peers and teachers, about the use of violence by teachers against their students, acute conflicts between the parents of students, sometimes leading to tragic consequences. In this regard, the works devoted to the problem of the psychological safety of the educational environment become very important. The purpose of our research is to identify the factors of psychological safety of the educational environment in the context of the aggressiveness of the participants in educational relations. The study involved 15 292 respondents, including 945 teachers, 6478 parents and 7869 students of grades 7-11 from 34 schools in Ulan-Ude. The following psychodiagnostic techniques were used: Cook - Medley Hostility Scale (CMHS); Questionnaire of Legitimized Aggression by S.N. Enikolopov and N.P. Tsibulsky; Bass - Perry Aggressiveness Questionnaire BPAQ (LA-44) in Russian adaptation by S.N. Enikolopov and N.P. Tsibulsky; questionnaire for students, teachers and parents Psychological diagnostics of the safety of the educational environment at school by I.A. Baeva. The empirical data obtained were subjected to correlation and factor analysis. As a result of the study, the following conclusions were formulated: (1) the psychological safety of students is associated with the peculiarities of the relationships between the teachers and students, between the parents of students and the school, between the parents and other students, between the parents and their children in the context of school education; (2) aggressiveness of students is associated with the level of aggression of their teachers and is not closely related to the level of aggression of their parents; (3) there is an inverse relationship between the aggressiveness of students and their sense of security in relationships with their teachers; (4) aggressiveness of teachers is associated with their satisfaction with the school. There are five areas of relationships that need to be taken into account when designing a safe educational environment: (1) the relationship between parents and students at school; (2) the relationships among teachers and accepted rules of conduct at school; (3) the relationships between teachers and students; (4) family satisfaction with school; (5) teachers satisfaction with the school.

scholarly journals SOCIO-CULTURAL CONDITIONS OF EDUCATIONAL ENVIRONMENT DEVELOPMENT

2019 ◽  
Vol 7 (4) ◽  
pp. 1137-1142
Author(s):  
Ekaterina Aleksandrovna Aleksandrova ◽  
Irina Viktorovna Rudenko ◽  
Mikhail A. Kolesnikov ◽  
Venera Valerievna Garipova ◽  
Sergye V. Kuznezov
Keyword(s):  
Goal Setting ◽  
Educational Environment ◽  
Self Organization ◽  
Educational Institutions ◽  
Educational Systems ◽  
Current Process ◽  
Cultural Conditions ◽  
Teachers And Students ◽  
Selection Of

Purpose: The article conducts the study socio-cultural conditions of educational environment development. Methodology: The criteria for assessing the quality of synchronization actions of heads of educational institutions are determined as well as the criteria for assessing the quality of inter-agency cooperation and self-organization of actors of educational systems and the cooperation among themselves. Result: We found out that the current process of educational environment development is in crisis at the level of goal-setting; selection of approaches and principles, forms, methods, and means; selection of criteria for the effectiveness of actors’ activities. Applications: This research can be used for universities, teachers, and students. Novelty/Originality: In this research, the model of socio-cultural conditions of educational environment development is presented in a comprehensive and complete manner.

scholarly journals Individualisation of Education in Terms of E‑learning: Experience and Prospects

2019 ◽  
pp. 1753-1770 ◽  
Author(s):  
Iuliia V. Vainshtein ◽  
Victoria A. Shershneva ◽  
Roman V. Esin ◽  
Mikhail V. Noskov
Keyword(s):  
Learning Experience ◽  
Educational Environment ◽  
Individual Characteristics ◽  
Further Education ◽  
Web Based ◽  
Education Practice ◽  
Electronic Environment ◽  
E Learning ◽  
The Individual ◽  
Selection Of

The problem of individualisation in education in terms of e-learning remains relevant despite a lot of research done in the area. The present article is intended to review existing education practice individualisation in e-learning and to determine the prospects of development of adaptive e-learning courses that provide the student with an individual educational environment content which focuses on the individual characteristics of students. The authors arrive at the conclusion that building an individual educational trajectory in the adaptive e-learning course has a significant advantage in organising education in the electronic environment for both the student and the teacher. The main feature of these courses becomes the selection of educational content that best matches the individual abilities, needs and needs of the student in an electronic environment. The results of the research are universally applicable and can serve as a basis for organising adaptive web-based teaching not only for mathematics, but also for other disciplines in institutions of secondary, higher and further education

scholarly journals Positive School Climate (A Theoretical Empirical Conspectus)

2015 ◽  
Vol 5 (1) ◽  
pp. 68-73 ◽  
Author(s):  
Jana Hanuliaková ◽  
Silvia Barnová
Keyword(s):  
School Climate ◽  
Social Group ◽  
School Environment ◽  
Educational Environment ◽  
School Life ◽  
Objective Reality ◽  
Teachers And Students ◽  
Positive School Climate

AbstractA school climate is the product of a specific social group. It influences the work of both teachers and students; it is a reflection of the objective reality in schools. It is experienced, evaluated and perceived by the actors of school life subjectively. In agreement with the current approaches to education (neuropedagogy, neuroscience), the importance of a positive school climate is accentuated. It is a part of school environment in the emotional, social and physical contexts. We put an accent on the interconnection and mutual determination of the climate and some selected determinants - inappropriate behaviour, interaction and safe educational environment. Nowadays, the notion of the school climate is joined with the adjective “optimal”. Based on the undertaken research, we make a conspectus of empirical findings which are related to school environment and school climate.

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