European Journal of Contemporary Education

854-867

Authors: Tatyana P. Afanasyeva,Valentina V. Krylova, Irina M. Logvinova, Yuri S. Tyunnikov

Improving the quality of school education is one of the most important directions in the development of the education system of the Russian Federation, requiring interrelated changes in all components of the pedagogical systems of schools: goals, content of educational programs, educational technologies, forms of control of educational activities, methods of assessing its results.The implementation of systemic innovations by schools is faced with a lack of readiness for innovative activities among the majority of teachers. Being the subjects of educational activity, teachers have not yet become the subjects of its development determining the content and form of the processes of school development.Therefore, a key factor in the success of systemic changes in schools is their timely and high-quality methodological support aimed at creating a set of conditions that ensure the inclusion of teachers in innovative activity as its subjects, and increasing their readiness for systemic changes within the framework of this activity.The authors present a structural-functional model of methodological support for the implementation of systemic innovations by schools. The model integrates the activities of methodological structures of all levels of management of the general education system and public and professional associations of educational workers to solve the problems of methodological support for the systemic development of schools.These tasks include identifying support needs, finding and creating the necessary tools and methods for this, ensuring access to them, and supporting their use. А systemic nature of methodological support is ensured through the development and implementation of a program for the consistent solution of all its tasks in the areas identified in the model (organizational and managerial, scientific and methodological, informational, educational, expert and advisory) for each stage of system innovation.An assessment of the changes that have taken place in regional systems of methodological work in recent years has revealed their innovative potential, which can be used in the modernization of methodological activities on the basis of a structural-functional model of methodological support for the systemic development of schools as a normative one.

879-887

Authors: Tamara Chernikova, Eduard Sokalskiy, Valentina Boluchevskaya, Olga Shutova

The problem of successful adaptation of foreign students is considered from the perspective of strengthening the international status of not only Russian education, but also the government as a whole. Two sides of the adaptation – psychological (generalized) and socio-cultural (expressed) – were studied on 397 foreign students from southern Russian universities using diagnostic tools designed on A.L. Sventsitsky “Self-assessment of psychological adaptability”, and the scales “Cultural commitment to the country” and “Social commitment to the country” from S.V. Frolova’ questionnaire. Spearman’s rank correlation coefficient was used for statistical data processing. Psychological and socio-cultural adaptation were considered in the relation “isolation – identification” (V.I. Slobodchikov) and found a correlation ρ<0.01. According to the results, students from far abroad showed impoverished psychological adaptability with high demands for the success of socio-cultural adaptation. Assistance in its achievement from university teachers will occur when they will combine academic work with solving problems of educational and professional as well as social and communicative content. Students from the neighboring countries demonstrated an interconnected set of claims for successful socio-cultural adaptation, focusing on social ties and moving away from cultural ones. In this regard, the work of teachers is required to ensure the positive dynamics of intercultural relations with the involvement of the traditions of interethnic good-neighborliness in the territory of the southern region of Russia. Professional development programs for teaching staff should take into account the difference in cultural distance, manifested through the difficulties of a linguistic, cooperative, national, confessional nature.

897-911

Authors: Arturo García-Santillán, Lizzeth Navarro-Ibarra, Violetta S. Molchanova, Dalia Lizeth Quijano Castro

In the majority of the countries, have exposed the need for people to have a higher level of financial education, which translates into better habits for saving and investing, in addition, they will have better decisions for the management of their personal finances which is translates into financial well-being, therefore, the aim of this work was to evaluate the financial literacy of high school students about saving habits, budgeting and credit; as well as, identify if it differs by gender. To do this, the hypothetical-deductive method is used, based on the seminal works of Bernheim, Garrett and Maki (2001) and Lusardi and Mitchell (2011). The sample is non-probabilistic by self-determination, therefore 256 students from four institutions participated in the Veracruz context, were surveyed. For the data descriptive analysis, in order to describe the main frequencies in each saving, credit and budget indicator, the cross table’s procedure was carried out. To test hypothesis about gender differences, one-way ANOVA and Levene's test was applied. The main findings show slight differences between gender in some fundamental aspects of saving, credit and the use and management of the budget.

924-942

Authors: Yuliya M.Gruzina, Marina A.Ponomareva, Liliya V.Prikhodko, Khvicha P.Kharchilava

Currently, one of the most important factors of functioning and development of world society at the present stage is youth, which makes up about a fifth of the population of Russia and 18% of the world's population. Youth plays an important role as a factor of social change, renewal, initiative, energy in the implementation of reforms and changes. Self-realization and self-organization of youth is possible on the basis of youth enterprises that contribute to the formation of their mentality, increase the level of their culture, the implementation of conceived projects and ideas, as well as aspirations. One of the priority directions of the development of universities is international activity, which must be an obligatory part of the education of specialists in various professional fields, who can know their way around foreign and domestic technologies freely and are competitive on the labour market. Russian universities are cooperating with international universities increasingly, what was caused by transitioning to the Bologna education process, Russia's entry into the WTO, the expansion of international cooperation. The article considers the directions of development of research cooperation of Russian and foreign youth enterprises; presents the best practices of cross-border interaction of youth enterprises; reviews the ways of development of research cooperation of Russian and foreign youth enterprises; analyses the system of criteria and algorithm of effective cooperation in the development of Russian and foreign youth research enterprises; suggests methodological recommendations for the competitive selection of Russian satellite universities as basis for research with the participation of youth.

958-968

Authors: Fatemeh Khonamri, Mahsa Soleimani, Hedviga Tkacova, Zita Jenisová

The purpose of the present empirical research was to investigate the effects of peer assessment on students’ oral presentation of short stories. With the attempt to investigate the effectiveness of peer feedback, a quantitative research study was conducted. The participants were selected randomly from groups of an 8-group class taking 'Oral Reproduction of Short Stories Course' at the University of Mazandaran. Students' interactions were recorded fully in research groups so that the transcription could be used for the analysis of the data. To be able to decide whether there were any changes in student' oral performance after the treatment, they participated in a pretest at the beginning of the term and a posttest at the end of the term and the results were subjected to paired sample T-test analysis in order to investigate the changes, if any. By analyzing the data, it was observed that the students were mainly concerned with giving feedback on gestures, eye contact, tone of voice and sometimes pronunciation. Grammatical and lexical errors seemed to be fewer than other types by peers. However, an analysis of their written feedback in the form of a checklist showed that they did think there were some inadequacies but refused to say so orally. In the comparison of the pre and posttest results, significant changes were observed after the treatment, and the P value was (sig = 0.03) which meant that there was a significant difference between students’ pre- and posttest performance.

981-986

Authors: Yvonne Otubea Otchere, Erika Primo, Jacob Owusu Sarfo

Globally, there is a surge in the cases of cyberbullying. Our study explored the concept of cyberbullying and its effects on the psychosocial health of students in Accra, Ghana. We collected semi-structured interviews from six students (three females and three males) who have past lived cyberbullying experiences. From our thematic analysis, six major themes emerged:(1) forms of cyberbullying, (2) reasons for engaging in the act of bullying, (3) effects of cyberbullying, (4) strategies for coping with cyberbullying, (5) perpetrators and victims of cyberbullying, and (6) prevention of cyberbullying. The results also showed that the most common cyberbullying types were in the forms of posting nudes, revenge porn, and rude comments. Perpetrators of cyberbullying did so for fun, revenge, insecurities, jealousy, power-play, and transfer of emotions. Also, victims of cyberbullying often experience mental health problems like depression, suicidal thoughts, anxiety, paranoia and avoidance. We also observed that the victims use emotional support and rational (problem-solving) coping strategies, while bullies adopt revenge coping. Regarding participants’ perception of cyberbullying prevention, all participants agreed that cyberbullying could be reduced or prevented by creating awareness and ensuring social media responsibility. Our study has implications for policy, psychological interventions, and further research in Ghana.

1003-1012

Authors: Elena A. Sorokoumova, Elena I. Cherdymova, Elena B. Puchkova, Larisa V. Temnova

This article is aimed at the analysis of the features of the ecosystem of the digital educational environment. As a research method the testing method was used, which allows to effectively determine the complex of personal determinants of the personality of a pupil as a subject of educational activity, which are important for his psychological safety when using digital educational technologies and digital educational products. The article describes the peculiarity of the current stage of development of the practices of using digital educational technologies and digital educational products in the school educational process. The authors analyzed the psychological and pedagogical foundations of standardization of digital educational products and digital technologies in the educational environment of the school. The authors of the article – for the first time – investigated the digital education ecosystem and identified psychological and pedagogical requirements for the use of digital educational products and digital technologies in the educational process. The following psychological and pedagogical requirements are defined: compliance of digital educational technologies and digital educational products with a zone of child's immediate development; taking into account the leading activity in each age period when using digital educational technologies and digital educational products; taking into account specific psychological neoplasms of students at each age stage; taking into account the need for compliance of digital educational products and digital technologies with students' self-knowledge through understanding and finding personal meanings; the safety of digital educational technologies and digital educational products for the physical, psychological and social health of participants of the educational process.

1027-1041

Authors: Al-Zoubi H. Zohair, Maberah Shooroq, Darawsha Najwa, Bany M. IssaHytham

The study aimed to identify situational positional leadership and its relationship with the motivation of achievement in the city of Amman, from the point of view of teachers. It used the descriptive research method with a sample of 445 teachers, collecting information first on situational leadership second on the motivation of achievement. The findings indicated that the principals exercised a high level of situational leadership. It also showed that there were no significant differences in the level of situational leadership by gender, qualifications, and years of experience, while the results showed that there are statistically significant differences in the level of participative leadership in favour of female teachers. The results show that high school teachers' motivation for achievement in the first Directorate of Education of Amman was high. There are statistically significant differences in the level of motivation of achievement by gender in favour of females. Also, there are statistically significant differences in teachers’ motivation of achievement by qualifications, in favour of science teachers. At the same time, there are statistically significant differences in the level of teachers’ motivation of achievement by years of experience, in favour of teachers with 5-10 years of experience. Finally, the results show a positive correlation between the degree of situational leadership and the level of teachers’ motivation of achievement. The authors recommend arranging courses for principals to inform them of the importance, objectives, and dimensions of situational leadership and focusing on the directive leadership style based on providing instruction and guidance.

1048-1056

Authors: Aleksandr A. Cherkasov, Sergei N. Bratanovsky, Ludmila G. Zimovets, Larisa A. Koroleva

This work explores the system of public education in Volyn Governorate in the period 1796–1917. This part of the work examines the timeframe 1886–1900.Use was made of the Memorandum Books for Volyn Governorate for the period 1889–1901, which contain information about the numbers of educational institutions and students in the region. In terms of educational institutions, the books contain data pertaining not only to schools under the purview of the Ministry of Public Education but also institutions run by the Ecclesiastical and other departments. Normally, the publishing of data on schools other than those under the purview of the Ministry of Public Education took place when the network of schools run by the Ministry lacked development. The authors’ conclusion is that the system of public education in Volyn Governorate in the period 1886–1900 continued to develop in the light of the incorporation of this region into the Russian Empire. The region had large German and Jewish communities, which set up ethnic schools offering a mother tongue curriculum in competition with the region’s ethnic Russian schools. The period under examination was a particularly vibrant one for the region’s lower educational institutions, especially those in the countryside, where the number of educational institutions increased 11 times, making the countryside a center for workforce training. Overall, the period 1885–1900 was a time when primary and lower education became accessible to virtually all residents in the governorate, including in its capital, uyezd cities, and countryside.

1068-1076

Authors: Sergey I. Degtyarev, Vitaliy N. Korol, Lyubov G. Polyakova

This paper aims to explore the characteristics of the pedagogical process in educational institutions within the USSR’s State Labor Reserves (SLR) system during Ukraine’s economic recovery following its liberation from German occupation. The study is based on materials from the Central State Archive of the Higher Regulatory and Administrative Authorities of Ukraine, the Central State Archive of the Public Associations of Ukraine, and several Ukrainian regional archives. An insight is provided into the key characteristics of the educational process in institutions within the Labor Reserves system. The process of training a young workforce in the SLR schools comprised the following key components: industrial training, instruction in special technical and general disciplines, citizenship training, and physical or military education. The primary focus was on enabling a person to gain some practical experience via industrial training, which took up the lion's share of the time. It may be argued that putting students undergoing practical training to work was essentially a way to exploit them for free labor.The study helped identify some of the key characteristics of educative work and student leisure in the Labor Reserves schools. The organization of extracurricular activities for youth in the Labor Reserves schools was based on paramilitary education. Student leisure activities were to have ideological and patriotic connotations. The authorities in charge of the SLR system generally frowned upon, and sought to counter students spending their free time informally.