The results of the initial diagnosis of parents’ readiness for a social and educational partnership with a rural school considering features of modern parents

Описана проблема формирования готовности родителей к социально-образовательному партнерству с сельской школой. Подчеркнута актуальность исследования готовности сельских родителей к социально-образовательному партнерству, его значение на уровне государственной политики и общества. Обоснован выбор критериально-диагностического аппарата для проведения начальной диагностики на этапе констатирующего этапа эксперимента, который представлен критериями, показателями и методиками. Представлены результаты диагностики участников констатирующего этапа эксперимента: контрольная группа – родители школьников МБОУ «Верх-Катунская средняя общеобразовательная школа» и МБОУ «Малоугреневская средняя общеобразовательная школа»; экспериментальная группа – родители школьников МБОУ «Сростинская средняя общеобразовательная школа им. В.М. Шукшина» и МБОУ «Лесная средняя общеобразовательная школа» (Бийский район, Алтайский край). Проведенный анализ помог выявить уровень сформированности готовности родителей к социально-образовательному партнерству на начальном этапе эксперимента и приступить к реализации формирующего этапа. Авторы отмечают значение социально-образовательного партнерства как главного ресурса взаимодействия между современными родителями и сельской школой, учитывая при этом внутренние и внешние факторы, влияющие на партнерские отношения между субъектами образовательных отношений. The problem of formation of parents' readiness for social and educational partnership with a rural school is described. The relevance of the study of rural parents' readiness for social and educational partnership, its importance at the level of state policy and society is emphasized. The choice of a criterion-diagnostic apparatus for conducting initial diagnostics at the stage of the ascertaining stage of the experiment, which is represented by criteria, indicators and methods, is justified. The results of diagnostics of the participants in the initial stage of the experiment are presented: control group - parents of schoolchildren of "Verkh-Katunskaya secondary school" and "Malougrenevskaya secondary school"; experimental group - parents of schoolchildren of "Shukshin Srostki secondary school" and "Lesnaya secondary school" (Biysk region, Altai Territory). The analysis helped to identify the level of parents' readiness for social and educational partnership at the initial stage of the experiment and to begin the implementation of the formative stage. The author notes the importance of social and educational partnership as the main resource of interaction between the modern parents and the rural school, taking into consideration internal and external factors affecting the partnership relationship.

'[T]he Sound of the Bell Amidst the Wilds': Evangelical Perceptions of Northern Aotearoa/New Zealand Maori and the Aboriginal Peoples of Port Phillip, Australia, c.1820s-1840s

<p>This study investigates evangelical missionary perceptions of northern Aotearoa/New Zealand Maori and the Aboriginal peoples of the Port Phillip district of New South Wales, Australia, during the 1820s-1840s, a period when evangelical humanitarianism was at its height and European racial thinking was in a particularly formative stage. The thesis uses three case studies: the Church Missionary Society missionaries George Clarke and the Reverend William Yate in northern Aotearoa/New Zealand, and the Wesleyan Missionary Society missionary the Reverend Francis Tuckfield in the Port Phillip district of New South Wales, Australia. Clarke, Yate, and Tuckfield's perceptions of the indigenous peoples they sought to 'save' are explored through an examination of journals, letters to missionary society secretaries in London, personal correspondence, and in the case of Yate, evidence presented to the ' House of Commons' Select Committee on Aborigines (British Settlements)' and his published Account of New Zealand (1835). Particular attention is paid to how these men's perceptions changed over three key stages: prior to arriving in their respective mission fields, the initial period following their arrival, and after a significant period of residence. Evangelical missionary endeavour in both Aotearoa/New Zealand and Australia is compared in this thesis because in the early nineteenth century these two places were part of a common Tasman world. The similarities in evangelical experiences in the Tasman world during this period reveal an evangelical community within which ideas and information flowed freely. Comparative exploration of evangelical perceptions of northern Maori and the Aboriginal peoples of Port Phillip reveals that adaptation and evolution occurred through missionaries' experiences. Evolution of evangelical ideas is revealed in missionary encounters with a number of non-European populations, which further shaped missionary ideas about those they sought to 'save'. Adaptation of evangelical ideas is reflected in the different evangelical experiences in Aotearoa/New Zealand and Australia. These differences, most significantly the opposing experiences of success in Aotearoa/New Zealand and failure in Port Phillip, Australia, indicate that evangelical views of non-Europeans were not static, but rather they were altered as a result of experience.</p>

'[T]he Sound of the Bell Amidst the Wilds': Evangelical Perceptions of Northern Aotearoa/New Zealand Maori and the Aboriginal Peoples of Port Phillip, Australia, c.1820s-1840s

<p>This study investigates evangelical missionary perceptions of northern Aotearoa/New Zealand Maori and the Aboriginal peoples of the Port Phillip district of New South Wales, Australia, during the 1820s-1840s, a period when evangelical humanitarianism was at its height and European racial thinking was in a particularly formative stage. The thesis uses three case studies: the Church Missionary Society missionaries George Clarke and the Reverend William Yate in northern Aotearoa/New Zealand, and the Wesleyan Missionary Society missionary the Reverend Francis Tuckfield in the Port Phillip district of New South Wales, Australia. Clarke, Yate, and Tuckfield's perceptions of the indigenous peoples they sought to 'save' are explored through an examination of journals, letters to missionary society secretaries in London, personal correspondence, and in the case of Yate, evidence presented to the ' House of Commons' Select Committee on Aborigines (British Settlements)' and his published Account of New Zealand (1835). Particular attention is paid to how these men's perceptions changed over three key stages: prior to arriving in their respective mission fields, the initial period following their arrival, and after a significant period of residence. Evangelical missionary endeavour in both Aotearoa/New Zealand and Australia is compared in this thesis because in the early nineteenth century these two places were part of a common Tasman world. The similarities in evangelical experiences in the Tasman world during this period reveal an evangelical community within which ideas and information flowed freely. Comparative exploration of evangelical perceptions of northern Maori and the Aboriginal peoples of Port Phillip reveals that adaptation and evolution occurred through missionaries' experiences. Evolution of evangelical ideas is revealed in missionary encounters with a number of non-European populations, which further shaped missionary ideas about those they sought to 'save'. Adaptation of evangelical ideas is reflected in the different evangelical experiences in Aotearoa/New Zealand and Australia. These differences, most significantly the opposing experiences of success in Aotearoa/New Zealand and failure in Port Phillip, Australia, indicate that evangelical views of non-Europeans were not static, but rather they were altered as a result of experience.</p>

The role of instilling moral values in primary schoolchildren

The aim of this study was a comprehensive coverage of the effectiveness of instilling moral values in the education of primary schoolchildren for their further update. The following tools were used for the collection and processing of statistical data: scientific literature review, survey results, questionnaires for parents, generalization of theoretical and empirical data, diagnostic methods (direct and indirect pedagogical observation, unfinished sentence technique, game activity, icon exercises, analysis of moral and ethical situations, independent characteristics), statistical methods of calculation. The online utility Text Analyzer was used to process open responses from parent questionnaires. The introduction of individual, group, as well as training forms of work, discussion, feedback techniques, games and art methods into the educational process of primary school has provided positive changes in instilling moral values in students. The interaction of family and school contributed to the development and improvement of parents’ pedagogical knowledge and skills. The levels of moral values in primary schoolchildren in experimental groups after the completion of the formative stage of the experiment significantly exceed the indicators of control groups.

Economic aspects of telemedicine

Introduction. For the recent years telemedicine (TM) has been actively integrated into daily life, and its growth was especially significant during COVID-19 pandemic. However, its economic component has its own specificities depending on the health financing system. The aim of this article is to analyze reasons of economical inefficiency of TM technologies in different health financing systems and to determine its further development path in economic terms. Results. It’s not justified to expect cost reduction of health care after integrating TM technologies into medical practice. In private health-care system TM technologies in the form of TM consultation aren’t cost-effective for beneficiaries. Representatives of private clinics use TM as a part of lead generation. From private clinics’ point of view, it’s cost-effective to use distant monitoring technologies integrated into programs of patients’ management. It’s economically appropriate to apply all varieties of TM including TM consultation on the voluntary health insurance (VHC) system. However, due to the low prevalence of VHC in Russia we can’t expect significant growth of TM in Russia based on using this sector. Conclusions. TM technologies require financing in its formative stage, implementation, development and further functioning phases.

Employee motivation and job performance: a study of basic school teachers in Ghana

Motivation as a meaningful construct is a desire to satisfy a certain want and is a central pillar at the workplace. Thus, motivating employees adequately is a challenge as it has what it takes to define employee satisfaction at the workplace. In this study, we examine the relationship between job motivation factors and performance among teachers of basic schools in Ghana. The study employs a quantitative approach on a sample of 254 teachers from a population of 678 in the Effutu Municipality of Ghana, of which 159 questionnaires were duly answered and returned (representing 62.6% return rate). Using multiple regression and ANOVA, the study finds compensation package, job design and environment and performance management system as significant factors in determining teacher’s motivation in the municipality. Thus, these motivation factors were significant predictors on performance when regressed at a decomposed and aggregated levels. These findings support the self-determination theory, more specifically on the explanations advanced under the controlled and autonomous motivation factors. Significant differences were also observed in teachers’ performance among one of the age cohorts. The study urges the municipal directorate of education to make more room for young teacher trainees and interns who are at the formative stage of their careers to be engaged to augment the experienced staff strength. More should be done to make the profession attain some level of autonomy in the discharge of duty to breed the next genre of innovative educators in the municipality.

Study of the value attitude towards the Homeland in primary school children

Introduction. The formation of a value attitude in the younger generation towards their Homeland, a sense of patriotism, as well as pride in their Homeland is the basis of the statehood of any country. This problem is especially acute in modern conditions, characterized by a large-scale rethinking of traditional values, the formation of new ideals, and spiritual and moral guidelines. Objective: to study the value attitude towards the Homeland in children aged 8-9 years. Materials and methods. The study was conducted on the basis of secondary schools in Nizhny Novgorod and the Nizhny Novgorod region (Russian Federation), the sample consisted of 316 students aged 8-9 years. The χ2-Pearson criterion was used to statistically evaluate the effectiveness of formative influences. Research results. Based on the theoretical analysis of current research and their own experience, the authors determined the criteria for developing the value attitude of children to the Homeland: awareness of the concept of "Homeland", moral categories, as well as inclusion in social activities. The data of the ascertaining stage showed that only 22.2% of the respondents have a high level of formation of the value attitude towards the Homeland. A significant number of students' answers (77.8%) testifies to the lack of the necessary knowledge regarding the Homeland. This necessitated the organization of purposeful activities aimed at forming a value attitude towards the Homeland among primary school students. As part of the formative stage, the following content lines were implemented: "Russia is my Homeland", "Native land", "I am a patriot of my country", "Father's house", "Culture and traditions of my people". Discussion and conclusion. For the first time, the value attitude towards the Homeland has been purposefully diagnosed among schoolchildren of 8-9 years old. Empirically, the results were obtained, reflecting the peculiarities of awareness of the concepts of "Homeland", "small homeland" by younger schoolchildren. The dynamics are most pronounced in terms of the indicators "Awareness of the concept of "Homeland" and "Involvement in active social activity" (χ2= 91.77; p<0.001).

Training Future Physical Education Teachers for Professional Activities under the Conditions of Inclusive Education

According to the concept of developing inclusive education, the process of introducing inclusion in schools has been intensified. This is due to the training of physical education teachers to work with children with special educational needs during specially organized courses, whose fragmentation has not greatly increased the level of teachers’ qualifications. The research aims to scientifically justify theoretical and methodological foundations, develop and experimentally verify the methodology of training future physical education teachers for professional activities under the conditions of inclusive education, taking into account the specifics of their psychological, theoretical and practical readiness for it. Pedagogical conditions for training future physical education teachers for professional activities under the conditions of inclusive education are defined as follows: prioritizing the content of programmes and teaching methodology; improving the content, forms, methods and means required to master normative, psychological, pedagogical and correctional theoretical and practical and scientific foundations of inclusive education, as well as didactic and correctional and developmental technologies during the classes dedicated to professional teaching methodologies; consolidating professional knowledge and practical skills of students based on the simulation modelling and reflection on pedagogical experience of future physical education teachers under the conditions of inclusive education with the relevant update of the content of teaching placements. The experimental work involved 444 students majoring in physical education and sport (222 students in the experimental and the control groups). Given the summarized data of final tests, it becomes clear that the students in the EG tend to have a high level of such readiness (at the ascertaining stage – 28.6%, at the formative stage – 47.0%, the difference being 18.4%). The results of the experiment prove the effectiveness of introducing the developed methodology of training future physical education teachers for professional activities under the conditions of inclusive education.

CONSEQUENCES OF COVID-19 IN HIGHER EDUCATION. ONLINE OR PRESENTIAL TEACHING?

The coronavirus crisis has led to a succession of urgent changes in the field of university education. At Universidad Rey Juan Carlos (URJC), during the first half of 2020, teaching was adapted to the online modality, learning methodologies were transformed and online evaluation was implemented. The university already had a digital platform, although the change had to deal with certain obstacles as some professors and/or students lacked the adequate technological means or did not have the necessary digital skills to abruptly adapt to the new context. When facing next academic year planning, the 2020-21, in the specific case of the Faculty of Legal and Social Sciences (FCJS), which hosts 57% of the total number of students at the URJC, it was necessary to draw the new scenario in which it was decided to return to the classrooms according to a hybrid system. Teachers and students have noted the importance of classroom teaching due to advantages such as the richness of the study environment and university life with all its implications. Given the diversity of the degrees taught at the FCJS, we conclude that online teaching enables interaction between teacher and student but limits the development of certain skills of students in key aspects of this formative stage. Resumen La crisis del coronavirus en el ámbito de la educación universitaria ha dado lugar a una sucesión de cambios urgentes en la Universidad Rey Juan Carlos (URJC). Durante la primera mitad del 2020 se adaptó la docencia a la modalidad online, se transformaron las metodologías docentes y se llevó a cabo la evaluación online. La universidad contaba ya con una plataforma digital, aunque el cambio no estuvo exento de obstáculos ya que algunos profesores y/o alumnos carecían de medios tecnológicos adecuados o bien no contaban con las habilidades digitales necesarias para adaptarse de forma abrupta al nuevo contexto. Para afrontar el siguiente curso 2020-21, en el caso concreto de la Facultad de Ciencias Jurídicas y Sociales (FCJS), que acoge al 57% del total de estudiantes de la URJC, hubo que planificar el nuevo escenario en el que se optó por el regreso a las aulas según un sistema híbrido. Docentes y estudiantes han constatado la importancia de la docencia presencial por ventajas tales como la riqueza del entorno de estudio y la vida universitaria, con todas sus implicaciones. Dada la diversidad de los grados que se imparten en la FCJS, concluimos que la docencia online posibilita la interacción entre docente y estudiante, pero limita el desarrollo de ciertas habilidades de los estudiantes en aspectos clave propios de esta etapa formativa.