Relationship Between Students' School Success and Factors in the Context of the Family Environment

This paper discusses the framework in which the educational process takes place and the impact of family variables on student success. The aim of the research is to determine the basic characteristics of the connection between the contextual factors of the family environment and the school success of students, in the field of mathematics and the Serbian language. The research involved 300 teachers – 150 mathematics teachers and 150 Serbian language teachers, as well as 600 of their students. A descriptive method was used, and data were collected using a survey and scaling technique. For the success of students, the interest of parents in school and the success of students, the involvement of parents in school activities are more important than the overall conditions for learning and working at home. The grade in mathematics is conditioned by the general conditions for learning at home. However, only 6.1% of the dependent variable (mathematics grade) explains the independent variables. 9.3% of the variance in the assessment of the Serbian language was explained by the conditions for learning and working at home. Parents' interest in school explains 13.1% of the variance in mathematics. Parents' interest in school explains 14.3% of the variance of the grade in the Serbian language.

Motivation as the Basis for the Professional Language Competence Formation for Future Intelligence Officers of the Armed Forces of Ukraine

The paper highlights the main motivation aspects of military highly specialized language training of future intelligence officers of Ukrainian Armed Forces. The motivation resources for forming the professional foreign language competence of military students of higher military educational establishments are determined. The effective conditions for studying professional terminology as the basis for the skills of a future expert are specified. The necessity of organizing an effective training process of studying professional terms is substantiated with the aim of creating the most effective conditions for learning professional terms for terminology, the latter being the basis of professional communication. The algorithm for introducing highly specialized terminology is outlined in order to better comprehend and reveal the essence of the concept and structure of the terms. The emphasis is laid on the technique of introducing highly specialized terminology. Thus the process of foreign language classes organization makes it possible to master professional texts in the original. The authors maintain that main methods of rendering contemporary English military vocabulary (single- and multi-component terminology, abbreviations and shortenings, set terminological units, neologisms) into Ukrainian are as follows: lexical equivalent translation, transformation translation borrowing (transcription / transliteration), descriptive translation, loan translation and others. The difficulties in rendering military vocabulary of the NATO publications are related to the pragmatic aspects of translation.

The effect of classroom acoustic conditions on literacy outcomes for children in primary school: A review

Literacy skills are essential for success in today’s society. However, classrooms often have suboptimal acoustic conditions for learning. The goal of this review was to synthesize research assessing the effect of different classroom acoustic conditions on children’s literacy. A comprehensive search of four online databases was conducted in August 2021. The search term was classroom AND (noise OR reverberation OR acoustics) AND (reading OR spelling OR writing OR literacy). Eighteen papers were deemed relevant for the review plus an additional seven from their references. The types of acoustic conditions that have been assessed, the types of measures used to assess literacy, and the effect of the acoustic conditions on children’s reading, writing, and spelling outcomes are discussed. Suggestions for the classroom acoustic conditions needed to ensure appropriate literacy development and areas for future research are also considered.

Grade Retention Practices in Primary Education in Timor-Leste: A Case Study

<p>Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at that same grade level the following year (Jimerson, 2001; Owings & Kaplan, 2001; Wynn, 2010). Grade retention has always been practised in primary education in Timor-Leste. This study investigates rationales behind grade retention practice in grade 1 primary education in Timor-Leste. A qualitative case study was use to investigate the mechanisms teachers use to retain or promote a student. Teachers‟ beliefs about grade retention, their efforts to prevent students from being retained, and factors that may inhibit students‟ learning are explored. Six teachers and four principals from six primary schools in two districts participated in this study. Analysis of data that were collected by using semi-structure interviews and studying documents relating to the practice of grade retention revealed that grade retention has been inconsistently practised amongst the participating schools in Timor-Leste. Despite having poor classroom conditions for learning and low teacher qualifications, teachers continue to retain low achieving students due to their beliefs that grade retention improves students‟ learning. This study suggests that classroom conditions need to be improved, and teachers‟ qualifications need to be upgraded in order to increase student learning while reducing grade retention.</p>

Grade Retention Practices in Primary Education in Timor-Leste: A Case Study

<p>Grade retention is the practice of requiring a student who has been in a given grade level for a full school year to remain at that same grade level the following year (Jimerson, 2001; Owings & Kaplan, 2001; Wynn, 2010). Grade retention has always been practised in primary education in Timor-Leste. This study investigates rationales behind grade retention practice in grade 1 primary education in Timor-Leste. A qualitative case study was use to investigate the mechanisms teachers use to retain or promote a student. Teachers‟ beliefs about grade retention, their efforts to prevent students from being retained, and factors that may inhibit students‟ learning are explored. Six teachers and four principals from six primary schools in two districts participated in this study. Analysis of data that were collected by using semi-structure interviews and studying documents relating to the practice of grade retention revealed that grade retention has been inconsistently practised amongst the participating schools in Timor-Leste. Despite having poor classroom conditions for learning and low teacher qualifications, teachers continue to retain low achieving students due to their beliefs that grade retention improves students‟ learning. This study suggests that classroom conditions need to be improved, and teachers‟ qualifications need to be upgraded in order to increase student learning while reducing grade retention.</p>

Information communication and its role in pedagogical communication and cooperation

The relevance of the research is due to the problem of forming the level of effective communication skills with the active development of innovative technological tools that allow creating conditions for more successful cooperation in the pedagogical environment. The purpose of the article is to develop a model of the organization of information communications within the pedagogical process. The leading method for the study of this problem was testing developed by M.V. Matyukhina to study the motivational component of students with the identification of its main parameters, which allow us to determine the parameters for creating conditions to improve the educational process and increase the interest of students to it. The developed model will allow to enrich the educational process with information, create conditions for learning a foreign language, allow to get acquainted with effective trends in teaching various subjects in other regions, which dictates its practical importance for education and society.

DEVELOPMENT OF PROFESSIONAL SKILLS OF A TEACHER IN TRAINING IN CONDITIONS OF DISTANCE LEARNING

The article presents an analysis of the peculiarities of the development of professional skills of teachers of the Ukrainian language and literature in the intercourse period in distance learning, in particular in the training “Modeling of the Ukrainian language lessons on the basis of activity approach in the digital educational environment”. Due to the clear construction of the distance course, administration is provided, knowledge is gained by studying theoretical material, information literacy of teachers and opportunities for their use of digital technologies for self-education, self-development, research and united learning tasks, self-control, arranged activities of participants in small groups, synchronous and asynchronous communication, etc. It was found that the training focuses not only on digital technologies that we use as tools for modeling electronic content, but also on pedagogical aspects, which are expressed in the methodology of modeling the Ukrainian language lesson on the basis of activity approach, organization of space for functioning in conditions of distance learning, etc. The distance training course consists of five modules, which are filled with teaching materials and digital tools. This format helps to create conditions for learning, communication and partnership. The subjects of classes are modelled taking into account the current needs of the teacher and provide the performance of creative projects and credit tasks by him. Positive experience in the use of training as an educational trajectory of professional self-realization and development of pedagogical skills of a teacher in the system of postgraduate pedagogical education by distance learning is presented.Keywords: training, distance learning, competence, professional skill, activity approach, postgraduate pedagogical education, educational process, intercourse period.

Features of teaching Ukrainian as a foreign language

The purpose of the research is in establishing efficiency and determination of features of teaching Ukrainian as a foreign language. The main hypothesis is that involving a number of learning approaches-based activation and intensification of students' activities and the component of intercultural education increases success, reduces the range of difficulties and problems faced by students in the process of learning Ukrainian as a foreign language. The leading method in the study is the method of experiment. Auxiliary to the pedagogical experiment gave methods of observation and questionnaires. Statistical methods were used to evaluate the results of the experiment. The promising direction in the future is the direction of research attention and activities on the ways of forming skills and abilities of Ukrainian as a foreign language, the process of forming communicative competence, which involves creating favorable didactic and psychological conditions for learning foreign languages.

‚Influenc­­­ing‘ – ein Modell religionspädagogisch reflektierten Handelns?

With the changes in the world we live in, the conditions for learning change. Children and adolescents have access to orientation opportunities in the media, which they can approach independently. Digital environments call for a rethinking of educational theory and teaching practice in terms of content and didactics. In the contexts of YouTube and Instagram, Influencing has developed as a new factor in market, opinion and personality formation. In order to understand peer learning on social media, two classical learning theories can be applied. In the context of communication science and media pedagogy, influencing is based on an update of the conception of parasocial relationship. Technological aspects have to be taken into account. The article concludes with a media pedagogical assessment and religious pedagogical perspectives for educational practice and research.

A Study of English Phonetic Teaching Strategies From the Perspective of Embodied Cognition

The mastery of language is inseparable from obtaining phonetic knowledge, and forming correct pronunciation is one of the necessary conditions for learning languages. Good English pronunciation can promote the learning of listening and speaking. English phonetic knowledge is so abstract to grasp that in primary schools, combining the characteristics of children’s cognitive development, English teachers should mobilize students’ body and mind to learn together, and construct embodied teaching situation to guide students to form standardized pronunciation gradually through the process of interaction between their body and environment. So that students will lay a solid phonetic foundation for their oral communication in the future, and the comprehensive development of their comprehensive English quality will be promoted.