GIS-Based Approach for the Analysis of Geographical Education Paths

This paper presents a new geospatial approach, and a proposal to study the geographic educational path of individuals or social groups identified by researchers using a Geographic Information System (GIS) and spatial statistics. A scheme of research proceedings has been proposed, including obtaining data from various sources (including surveys and other sources, e.g., from the university and OpenStreetMap), their proper preparation and categorisation into one geodatabase on the GIS system, followed by visualisation and the calculation of statistics. The whole research procedure was carried out in GIS. The results can be useful for detecting patterns of educational paths in different countries and social groups, and comparing them. Indirectly, they can be used to study mobility, and to indicate the spatial range of studied schools. The study was carried out among a group of students of geoinformation at the University of Lodz. Visualization and analysis of their geographical educational path showed that most of them attended schools close to where they lived, indicating low mobility during their education. The results obtained may be relevant to the “spatial turn” in education research.

Exploring Strategies to Strengthen Re-Engagement Through Second Chance Education for Early School Leavers

This survey is a qualitative analysis of written interviews of teachers (n= 367) working in Second Chance Schools, an educational institution consisting of structures operating inside and outside detention facilities in Greece. In particular, it examines teachers' proposals for reforms that will increase the socio-economic integration prospects of second-chance learners, who make up a population of former early school leaver and prisoners. This research provides a focused assessment of the inclusive teaching and learning offered by school second education. The results highlight the need for reforms in the structure and operation of second-chance structures that operate inside and outside detention centers, enhancing the training-labor market connection and creating a competitive working profile, and also the need of establishing equivalent to second-chance structures at all levels of education from primary to upper secondary to ensure a seamless educational path to entry into higher and vocational education institutions.

"Historical Path in Mathematical Games": A Didactic Laboratory Activity Dedicated to Upper Secondary School Students

In this work we intend to share an educational path on mathematical games developed in the last classes of the high schools that participate to the research-project Mathematical High School Project, a project elaborated by the research group in mathematics education of the Department of Mathematics of the University of Salerno (Italy) and dedicated to scientific high school students. The "Historical path in mathematical games" is a didactic laboratory activity dedicated to students of the last year of scientific high schools. The researchers collaborated with the teachers of the schools and carried out an interdisciplinary path on puzzles and logic games invented or reworked by important mathematicians of the last two centuries. Through these themes that were scientific, historical, artistic, musical, literary ones, connections have been created thank to the presentation of texts, images, paintings, drawings, musical and literary pieces.

Electronic services in development a personal educational route

The purpose of the article is the analysis of the experience of creating individual educational routes using electronic services. A survey was conducted among teachers of higher education institutions on the use of the most effective electronic services. The study involved teachers from 1 to 4 grades and the age range of 18 to 22 years. The results determinedq that electronic services play an important role in the creation of an individual educational path, expand the training opportunities of students and contribute to the development of skills and competencies that are important for a competitive specialist.

Pratiche mediali, social media e influencers nella formazione e nell’espressione identitaria dei bambini: una ricerca esplorativa

With the spread of social media, we witnessed the multiplication of web’s figures such as influencers and content creators. The pupils in the last years of primary schools (9-11 years old), engaged in a complex task of defining their own identity, are strongly exposed to entertainment contents conveyed by social networks and online video platforms. The present exploratory study, which involved 173 students from a primary school in Emilia-Romagna Region (Italy), aims to investigate the role of social media and influencers in the formation and expression of the identities of children, highlighting a universe little known and only superficially explored by teachers and adults with educational roles. The contribution has the twofold objective of: investigating children’s practices related to social networks (in particular those based on video content such as YouTube, Twitch, TikTok, Instagram and Snapchat) to offer an overview of the situation in an age group increasingly targeted by these social networks; making a reflection on how much the figures of content creators and influencers play a role in the identity formation of children in 4th and 5th year of primary school. The results lead to new research questions and educational path to make teachers and parents more aware of this issue.

Development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of pupils' educational results

The problem and the aim of the study. The implementation of educational programs in different subjects of modern school, including mathematics, is based on the principles of personalized learning, the active use of digital technologies and means of interactive interaction to ensure a high level of mathematical education. The purpose of the article is to investigate the features of the development of a personalized model of teaching mathematics by means of interactive novels to improve the quality of educational results. Research methods. The theoretical analysis and generalization of scientific literature on the problems of improvement of the quality of mathematical education, of the personalization of education by digital technologies, of the didactic role of the visual interactive literature as a kind of computer games, are applied. The main methodological principle of the study is determined by the key condition of personalized learning. That is the freedom of students to choose their educational path. The empirical methods were used: observation, analysis of the results of work with AXMA Story Maker application (answer selection, number of attempts to find a solution and of publications read). The study involved 121 7th-grade pupils of school №11, Kirov. In the experiment, the Fisher criterion was used to process the results. Results. The members of the experimental group were involved in the study of mathematical theory, solving of the tasks according to their personalized educational path in the interactive AXMA Story Maker space. Personalization is supported by self-selection of the pupil's response in a non-linear visual novel environment. Statistically significant differences between the experimental and control groups in terms of the level of educational results were revealed (φcrit = 1.64 <φemp = 2.964). In conclusion, the features that should be considered when designing a personalized model of teaching mathematics by means of interactive novels are summarized: correlating the didactic goal and the result of educational research work in a non-linear environment, choosing a plot for a visual short story, considering the text component and the personalized trajectory of cognition etc.

Performance evaluations and junior auditors’ attitude to audit behavior: a gender and culture comparative study

Purpose The purpose of this paper is to shed light on factors leading to unethical acts committed by auditors from a cultural and gender perspectives. It investigates differences in junior auditors’ attitudes towards audit behavior when a performance evaluation (PE) is anticipated. The objective of this study is to aid academicians and audit executives in developing new models of PE and internship programs that should mitigate dysfunctional behavior. Design/methodology/approach A survey adapted from Big Four companies’ performance appraisal templates was administered to junior accountants who have completed their internship programs and their external audit course at accredited universities in Lebanon and the USA. Several statistical tests were conducted to analyze the relationship between the different variables. Findings This paper shows how PE affects junior auditors’ attitudes to dysfunctional audit behavior (DAB). From a cultural standpoint, American auditors express more negative views towards DAB than their Lebanese counterparts. This paper also demonstrates that female auditors are less inclined towards DAB than male auditors. Originality/value Previous studies on the topic have been mostly conducted in developed countries with a scarcity of studies examining multiple countries. This study focuses on two different cultural contexts, a developed country, the USA and an emerging country, poorly represented in the literature, Lebanon. This paper also observes variances between male and female auditors in DAB when expecting a PE. The originality of this paper stems from its concurrent examination of the impact of gender and culture on DAB by using a sample of less-experienced auditors at the end of their educational path.

Zmiany środowiska edukacyjnego uczniów – powszechność, uwarunkowania i konsekwencje w lokalnym systemie edukacji

Some students experience unexpected, systemically unanticipated changes in their educational environment, such as changing schools or class, or perhaps repeating a year. Such educational pathways are labelled as ‘discontinuous’. They are recognised as disruptions in the educational settings and considered to be risk factors which may impinge on school achievement, behaviour, or overall well-being of a child. In this paper, we discuss the scale of the problem among eighth-graders from Ostrołęka, its probable causes, with particular emphasis on a family situation, and consequences, taking into account the maths and Polish language end-of-year test results in the seventh grade. The study has shown that changes disrupting the educational path carry a risk of greater school difficulties, especially in the case of maths (lower achievement, even when family characteristics relevant to the analysed relationship are controlled for). Therefore, it is important to take care – as much as it is possible – of the continuity of students’ educational environment, e.g. by reducing changes to those that are absolutely necessary (e.g. it should be carefully considered whether the changes in class composition between the third and fourth grade are necessary).

STUDENT’S INDIVIDUAL EDUCATIONAL PATH: THE ESSENCE AND KEY ASPECTS OF ORGANIZATION

The article reviews the essence of an individual educational path, defines its peculiarities, and provides its theoretical justification for higher education pursuers. The author researches the legislative basis that secures students’ right to learn following an individual educational path. The analysis encompasses various approaches to understanding the notion of an “individual educational path” and the international practice of individualizing education in higher educational establishments. It focuses on the main principles to follow when developing an individual educational path for students. Also, it describes an interconnection between the individualization of education and the scientific research activities performed by the students.The actuality for in-depth study of this topic is caused by numerous social factors that promote a higher school reform. One of the grounds for the reform is the need to individualize higher education, which can make the quality of training specialists meet the new social and professional reality. The principle of individualized education is implemented through a free choice of types, forms and paces of pursuing education, of academic disciplines and their levels, of learning methods and media. The students’ search of conditions and ways to follow individual educational paths is becoming an important business line for Ukrainian universities. By choosing, building and following an individual educational path, a student is able to develop the universal and professional competences that are highly demanded in modern society.The conducted research proves that an individual educational path allows a student to fulfill their own individual needs, master the competences necessary for the future professional activities, which would make them stand the competition on the labour market.The author insists that a student’s individual educational path should be explored in the widest extent possible, whereas mastering competences is mandatory both for starting a career, and for pursuing further professional path. The individualization of education requires building a straight-line logical system with the main aim being a student and an effective organization of educational work therewith.Key words: individual educational path, individualization of education, higher education, student, individ-ual education plan, individual approach. У статті розглянуто сутність індивідуальної освітньої траєкторії, визначено її особливості та теоретично обґрунтовано доцільність побудови для здобувачів вищої освіти. Досліджено законодавчу базу, що закріплює право студентів на навчання за індивідуальною освітньою траєкторією. Проаналізовано різні підходи до трактування поняття «індивідуальна освітня траєкторія» та міжнародний досвід індивідуалізації навчання в закладах вищої освіти. Також акцентовано увагу на основних принципах, яких варто дотримуватися під час розроблення індивідуальної освітньої траєкторії студентів. Описано взаємозв’язок індивідуалізації навчання та наукової діяльності здобувачів освіти.Актуальність поглибленого вивчення цієї теми викликана низкою соціальних чинників, що стимулюють реформування вищої школи. Однією з підстав реформ є необхідність індивідуалізації вищої освіти, що може забезпечити відповідність якості підготовки фахівців новим соціальним і професійним реаліям. Принцип індивідуалізації навчання реалізується через вільний вибір видів, форм і темпу здобуття освіти, навчальних дисциплін та рівня їхньої складності, методів і засобів навчання. Пошук умов і шляхів реалізації індивідуальних освітніх траєкторій студентів стає важливим напрямом діяльності українських університетів. Вибір, побудова та реалізація індивідуальної освітньої траєкторії дають змогу здобувачу освіти розвивати саме ті універсальні та професійні компетентності, які мають попит у сучасному суспільстві.В ході дослідження доведено, що індивідуальна освітня траєкторія дає студенту можливість реалізувати свої індивідуальні потреби, опанувати необхідні для майбутньої професійної діяльності компетентності, які забезпечать йому конкурентоспроможність на ринку праці.З’ясовано, що індивідуальну освітню траєкторію студента потрібно розглядати в максимально широкому сенсі, оскільки оволодіння компетентностями є необхідною умовою і для старту кар’єри, і для продовження професійного шляху. Для індивідуалізації навчання потрібно вибудувати чітку та логічну систему, в якій головним орієнтиром є студент, а також ефективна організація навчально-виховної роботи з ним.Ключові слова: індивідуальна освітня траєкторія, індивідуалізація навчання, вища освіта, студент, індивідуальний навчальний план, індивідуальний підхід.

Educational Approximations Between Preschool and Primary School: The Perspective of Kindergarten and Primary School Teachers

This article aims to understand how a group of preschool and primary school teachers view the process of educational transition between these two educational contexts, considering the consequences that these moments have on the children's school career and on their own personal and social experience, and that teachers play a key role as links between both. Methodologically, this research is based on the collection of information through a questionnaire survey, with open and closed questions, filled in by 20 preschool educators and 20 primary school teachers from the Autonomous Region of the Azores, Portugal. The collected data were analyzed quantitatively and qualitatively. The results obtained allow us to conclude that there are specific differences in the way preschool teachers and primary school teachers look at educational transition, although both consider it as an important aspect of the children's educational path, highlighting the need for a closer relationship between both in the construction of a process that is intended to be continuous and smooth. Received: 8 April 2021 / Accepted: 5 June 2021 / Published: 8 July 2021