Evaluation of the biology book for Sixth grade science (biology) according to the international education standards

2021 ◽  
Vol 28 ◽  
Keyword(s):  
International Education ◽  
Curriculum Evaluation ◽  
Scientific Research ◽  
Sixth Grade ◽  
Intermediate Grade ◽  
Education Standards ◽  
Biology Textbook ◽  
The Third ◽  
Field Biology ◽  
Descriptive Approach

The study aimed to evaluate the biology textbook for Sixth grade science (biology) according to the CFBT international education standards. To achieve the goal of the research, the researcher used the descriptive approach, where the researcher prepared a list of CFBT criteria, which consisted of two fields (scientific research - biology) and according to four main criteria and twenty sub-indicators for the first field (scientific research), 13 main criteria and 61 sub-indicators for the second field ( Biology), and in this study, the researcher found a lack of interest in the biology book for the third intermediate grade in the CFBT standards compared to the spoken percentage adopted by the researcher by the experts. Keywords: Curriculum evaluation - CFBT standards - Biology book- Sixth grade science (biology).

RUSSIAN DIASPORA. SUMMATION AND RESEARCH PROSPECTS

2020 ◽  
pp. 130-143
Author(s):  
Irina V. Sabennikova ◽  
Keyword(s):  
Soviet Union ◽  
Scientific Research ◽  
Soviet Period ◽  
The Third ◽  
The Soviet Union ◽  
Third Stage ◽  
Archival Documents ◽  
Significant Phenomenon ◽  
History Of ◽  
Methodological Principles

The historiography of any historically significant phenomenon goes through several stages in its development. At the beginning − it is the reaction of contemporaries to the event they experienced, which is emotional in nature and is expressed in a journalistic form. The next stage can be called a retrospective understanding of the event by its actual participants or witnesses, and only at the third stage there does appear the objective scientific research bringing value-neutral assessments of the phenomenon under study and belonging to subsequent generations of researchers. The history of The Russian Diaspora and most notably of the Russian post-revolutionary emigration passed to the full through all the stages of the issue historiography. The third stage of its studying dates from the late 1980s and is characterized by a scientific, politically unbiased study of the phenomenon of the Russian emigration community, expanding the source base and scientific research methods. During the Soviet period in Russian historiography, owing to ideological reasons, researchers ‘ access to archival documents was limited, which is why scientific study of the history of the Russian Diaspora was not possible. Western researchers also could not fully develop that issue, since they were deprived of important sources kept in Russian archives. Political changes in the perestroika years and especially in the period after the collapse of the Soviet Union increased attention to the Russian Diaspora, which was facilitated by a change in scientific paradigms, methodological principles, the opening of archives and, as a result, the expansion of the source base necessary for studying that issue. The historiography of the Russian Diaspora, which has been formed for more than thirty years, needs to be understood. The article provides a brief analysis of the historiography, identifies the main directions of its development, the research problematics, and defines shortcomings and prospects.

Social Position and Speaking Competence of Stuttering and Normally Fluent Boys

1974 ◽  
Vol 17 (4) ◽  
pp. 740-747 ◽  
Author(s):  
C. Lee Woods
Keyword(s):  
Elementary School ◽  
Social Role ◽  
Sixth Grade ◽  
Social Position ◽  
Peer Evaluation ◽  
Minor Importance ◽  
School Age ◽  
Peer Ratings ◽  
Elementary School Age ◽  
The Third

To assess the relation of social position to speaking competence and to determine the stuttering child’s awareness of peer evaluation, ratings of social position and speaking competence were obtained from 24 stuttering boys (12 mild and 12 moderate or severe) in each the third and sixth grade and from 562 of their normally fluent male classmates. Peer ratings, self-estimates of ratings, and reasons for certain ratings also were obtained. No significant differences between groups of stuttering boys were found. Upon comparison with fluent boys, stuttering boys both expected to be and were rated significantly poorer as speakers than were the normally fluent. No significant differences were found, however, between stuttering and fluent boys on social position measures, suggesting that whether or not an elementary-school-age boy stuttered was of minor importance in determining his social role among his peers.

scholarly journals Factors impacting on adoption of international education standards: an empirical study using factor analysis

2021 ◽  
Vol 5 (1) ◽  
pp. 25-44
Author(s):  
Adel BOULDJENIB
Keyword(s):  
International Education ◽  
Original Data ◽  
Economic Governance ◽  
Analysis Model ◽  
Accounting Profession ◽  
Education Standards ◽  
Factors Affecting ◽  
Econometric Approach ◽  
Political Economic ◽  
Ordinal Logistic Regression Model

The aim of this study is to determine the factors affecting International Education Standards (IESs) adoption, by using an econometric approach based on a sample of 64 Countries. To do that, data about legal, political, economic and cultural environment of each country was summarized using factorial analysis model. This model extracts four common factors from original data that’s likely to affect IESs adoption, those factors are legal, political and economic governance, opening of accounting profession to the outside world, initiative degree of the society, and accepting change and differences. The study concludes, using an ordinal logistic regression model (logit model), that legal, political and economic governance, opening of accounting profession to the outside world, initiative degree of the society has a significant effect on IESs adoption, while accepting change and differences have no effect.

scholarly journals Recognition of International Education in Japanese Teachers

2017 ◽  
Vol 5 (2) ◽  
pp. 53 ◽  
Author(s):  
Masami Yoshida
Keyword(s):  
International Education ◽  
School Environment ◽  
Geometric Mean ◽  
Intercultural Education ◽  
Multiple Comparison ◽  
Geometric Means ◽  
Suburban Areas ◽  
The Third ◽  
Questionnaire Method ◽  
Multiple Comparison Procedures

Education for international understanding in Japan was focused to develop its own national identity as well as to recognize its coexistence through intercultural education. Then, we have investigated the opinions of Japanese school teachers in terms of their recognition of the necessary content to introduce school instruction of intercultural education using a questionnaire method. In the questionnaire, 14 items of three principles were extracted from the criteria of UNESCO (United Nations Educational, Scientific, and Cultural Organization). For analyzing the collected data, the geometric mean was used. Subsequently, a one-way ANOVA test and multiple-comparison procedures were conducted. By including teachers in suburban areas in Japan, we obtained 123 valid responses. All items showed a necessary level of geometric means, and particularly items of the first principle “respect cultural identity” and items of the second principle “provide knowledge for participation” showed statistically significant positive necessity levels. However, an answer of “I have never thought” increased in the third principle “provide a chance to contribute” that was closely related to present world concern of global citizenship education and statistically was not significant. From the result of the multiple-comparison procedures of the second principle and the third principle, seven pairs of statistically different items were extracted. Then, we discussed the enhancement between Japan and UNESCO and influence of school environment in Japan.

scholarly journals Three unknown letters of Filaret Kolessa

Ethnomusic ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 158-169
Author(s):  
Vasyl Koval ◽  
Keyword(s):  
Textual Analysis ◽  
Multidisciplinary Approach ◽  
Scientific Research ◽  
Comprehensive Investigation ◽  
The Third ◽  
Spiritual Culture ◽  
Good Material ◽  
Depth Study ◽  
Object Of Study ◽  
The Invisible

Three unknown letters of Filaret Kolessa are the object of research in this sci- entific investigation: the first letter addressed to the “Reverend Father Dean” dated December 30, 1944, the second one to “Dear Friend Mykhailo Bardak, Master in Rudnyky” – January 14, 1945, and the third to “Her Excellency Mrs. Benefactress”, without a date. A letter from his wife Maria is also considered. Seemingly, it would be enough just to publish them. But these letters are being a good material for systematic scientific research and comprehensive investigation of traditional spiritual culture, its carriers, connoisseurs and researchers, etc. Therefore, these messages deserve de- tailed textual analysis. Summarizing the results, it should be noted that even a superficial systematic scientific research opens wide opportunities for further more detailed (in-depth) study 166 of the invisible at first sight conclusions laid down in the object of study. This means, that a multidisciplinary approach should also be applied to the obtained scientific conclusions, which could be joined by interested specialists from different areas: in this case not only ethnomusicologists, but also folklorists, historians, biographers, theologians, and finally, Kolessa-scholars.

Chinese Students' Learning Strategies in Learning Spanish as a Second Language

2020 ◽  
pp. 129-141
Author(s):  
María del Carmen Azpiroz
Keyword(s):  
Individual Differences ◽  
International Students ◽  
International Education ◽  
Learning Strategies ◽  
Chinese Students ◽  
Recipient Country ◽  
Approaches To Learning ◽  
Spanish Speaking ◽  
The Third ◽  
L2 Spanish

Since the beginning of the 21st century, international education has grown at an extraordinary rate, and even countries like Uruguay, which has not been a recipient country of a significant flow of international students, has experienced an important increase of students from other countries and cultures. L2 Spanish learners from several Chinese universities travel to a Spanish-speaking country in the third year of their major to attend Spanish and culture lessons during two academic semesters. The aim of increasing the knowledge of Chinese approaches to learning is part of the interest of researchers and teachers in expanding their understanding of individual differences in learning. This chapter summarizes the research carried out at Universidad ORT Uruguay that focuses on identifying and understanding L2 (Spanish) strategies to learning.

Positivist Philosophy

2021 ◽  
pp. 23-43
Keyword(s):  
Scientific Research ◽  
Quantitative Methodology ◽  
The Third ◽  
Research Paradigms

This chapter introduces the reader to positivist philosophy which underpins much of quantitative methodology and designs in research. The chapter is divided into five sections. The first section discusses the origin of scientific research and the rejection of metaphysics in research. The second section describes the key tenets of positivist philosophy while the third section distinguishes positivist philosophy from other research paradigms. The gaps in positivist philosophy and the paradigm war that led to the emergence of interpretive and pragmatist philosophies are highlighted in detail. The characteristics of interpretivist and pragmatist philosophies are partly discussed in sections four and five.

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