Innovations in Education

Introduction. In the second half of the XIX – first quarter of the XX centuries, a significant theoretical
and practical contribution to pedagogical science and educational practice was made by a prominent
regional figure of education, Russian teacher Alexander Alekseevich Krasev (1844-1921). The purpose
of the article is to assess his scientific and practical heritage and contribution to the development of
education in the Russian province, using the example of the Simbirsk and Vyatka provinces.
Materials and methods. The purpose of the study is achieved through the use of the comparative
method and the method of retrospective analysis, regional and axiological methodological approaches,
which made it possible to identify the value content in the practical and theoretical work of A. A. Krasev.
Results. A. A. Krasev led the preparations in Vyatka province for the World Exhibition in Paris (1900).
It ended with the triumph of Vyatka education and the awarding of gold medals to both A. A. Krasev
himself and the educational institutions subordinate to him. His scientific and journalistic works became
a notable event in Russian pedagogical science at the time. He invariably took democratic positions,
adhered to the ideas and views of K. D. Ushinsky and other progressive Russian teachers of the XIX
century. During the period of A. A. Krasev's tenure as director of public schools in 1888-1902, the
number of students and the number of public schools in the Vyatka province increased significantly.
Discussion. In the works of A. A. Krasev, the most important problems of public education are raised
and, to a certain extent, resolved. They are revealed by the author in books published in a number
of cities (St. Petersburg, Moscow, Vyatka, Simbirsk), and this, in turn, indicates the relevance and
significance of their content.
Conclusion. A. A. Krasev entered Russian history as a talented theoretical teacher, publicist and
prominent organizer of education. His legacy is deep and diverse, and undoubtedly deserves further
study by modern historians of education and pedagogy.

La realidad virtual tiene actualmente el potencial de producir transformaciones significativas en la enseñanza y el aprendizaje de la geometría. Los estudios realizados hasta el momento constatan las mejoras que produce el uso de esta tecnología en la motivación y la confianza en el aprendizaje, la visualización, las habilidades espaciales y el compromiso interactivo de los estudiantes. No obstante, hay una demanda de estudios empíricos sobre su integración efectiva en las aulas y su repercusión a nivel curricular. En esta línea, en el equipo de investigación sobre el software de realidad virtual inmersiva NeoTrie VR venimos llevando a cabo experimentos de enseñanza en diversos niveles educativos, bajo el paradigma de la Investigación de Diseño. En esta ponencia exponemos los principales beneficios obtenidos, los retos afrontados y las líneas de trabajo futuro.

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El presente articulo da cuenta del analisis efectuado sobre los primeros avances realizados en el marco de un Proyecto de Investigacion cuyo objetivo es determinar si, en la Facultad de Ciencias Economicas de la Universidad Nacional de Jujuy, es factible y conveniente la implementacion de las  aulas virtuales en las materias  que integran las curriculas de las carreras de grado a los efectos de desarrollar el proceso educativo bajo la modalidad de ensenanza Blended-Learning. Los resultados parciales obtenidos requirieron de la exploracion, la descripcion, la explicacion y la comprension de las condiciones existentes en el citado contexto tomando como categorias de analisis a: la Unidad Academica, los docentes y los estudiantes. El relevamiento de datos cuanti-cualitativos, su organizacion e interpretacion a traves del analisis estadistico (descriptivo e inferencial, parametrico y no parametrico) y cualitativo permitio obtener un diagnostico inicial sobre la posibilidad de considerar...

This article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” These included: (1) institutional interests in advancing “humanizing” pedagogy; (2) Black activists’ interests in operating a community-controlled school for students of color in West Philadelphia; and (3) teachers’ interests in balancing their commitments to “humanizing” instruction and a surrounding community with different educational priorities. We highlight two instances where the frictions between these uses of “innovation” became pronounced in the WPCFS—debates over “free time” and the 1973 teachers’ strike. These incidents clarify...

Cet article vise à présenter les innovations dans le domaine de l’éducation sur le long terme de l’histoire humaine. Le mot innovation signifie essentiellement quelque chose de nouveau. Innovation signifie essentiellement nouveauté. Le mot innovation désigne une idée, une méthode ou un objet créé et qui ne ressemble guère aux standards antérieurs. L'innovation peut également être définie comme le fait de faire plus avec moins de ressources, en permettant des gains d'efficacité dans les processus, qu'ils soient productifs, administratifs ou financiers, ou dans la fourniture de services. L’innovation peut survenir soit par une action parfaitement planifiée, soit par un simple hasard. Or, empiriquement, il apparaît que peu d’innovations naissent du hasard. La plupart des innovations en matière d’éducation, en particulier les plus réussies, sont le résultat d’une recherche consciente et intentionnelle d’opportunités d’innover. Les innovations en matière d'éducation peuvent être classées en deux grands groupes : a) l'innovation radicale ou de rupture, qui se caractérise par la recherche incessante de quelque chose de nouveau qui conduit à la rupture et à l'effondrement des paradigmes antérieurs ; et, b) l'innovation incrémentale ou l'innovation par processus d'amélioration continue, qui se caractérise par une recherche d'amélioration constante et progressive.

This article aims to present the innovations that have occurred in education throughout the history of humanity. Innovation means novelty. The word innovation refers to an idea, method or object that is created and that bears little resemblance to previous standards.. Innovation can also be defined as doing more with fewer resources, by allowing efficiency gains in processes, whether productive, administrative or financial, or in the provision of services. Innovation can occur either through a perfectly planned action or by simple chance. However, empirically it has been found that few innovations arise by chance. Most innovations in education, especially the most successful ones, have resulted from a conscious and intentional search for opportunities to innovate by introducing something new. Innovations in education can be classified into two large groups: a) Radical or Disruptive Innovation, which is characterized by the incessant search for something new that leads to the rupture and breaking of previous paradigms; and b) Incremental Innovation or Innovation through a Process of Continuous Improvement, which is characterized by a constant and gradual search for improvement.

Este artigo  tem por objetivo apresentar as inovações em educação que ocorreram ao longo da história da humanidade. Inovação significa em síntese novidade. A palavra inovação se refere a uma ideia, método ou objeto que é criado e que pouco se parece com padrões anteriores. Inovação pode ser também definida como fazer mais com menos recursos, por permitir ganhos de eficiência em processos, quer produtivos quer administrativos ou financeiros, quer na prestação de serviços. A inovação tanto pode ocorrer por meio de uma ação perfeitamente planejada quanto por simples acaso. No entanto, empiricamente verifica-se que poucas inovações surgem do acaso. A maior parte das inovações em educação, em especial as mais bem-sucedidas, resultaram de uma busca consciente e intencional de oportunidades para inovar introduzindo algo novo. As inovações em educação podem ser classificadas em dois grandes grupos: a)    Inovação Radical ou de Ruptura que se caracteriza pela incessante busca de algo novo que leva a ruptura e quebra de paradigmas anteriores; e, b)      Inovação Incremental ou Inovação por Processo de Melhoria Contínua que se caracteriza por uma busca de aperfeiçoamento constante e gradual.

Un approccio innovativo che inserisce la "A" di arte nel sistema STEM, con l'idea che le arti possano costituire un ponte tra le materie scienti che e quelle umanistiche per fornire ai giovani competenze interdisciplinari e trasversali utili agli studi e alla vita.

This paper describes a method for analysing the learning processes that take place in a computer-supported collaborative learning (CSCL) environment. The approach is based on tracking the interactions between learners and tutors. Keeping track of meaningful events serves three main purposes: evaluation of the quality of the process, monitoring students' performance in real time and the assessment of individual learning performances. The results can be of benefit to course designers, tutors/instructors and researchers involved in collaborative learning experiences. The method is based on a five-dimensional model that includes a participative, an interactive, a social, a cognitive and a teaching dimension. Each dimension can be analysed through a set of indicators obtained by tracking course participants' behaviour within the learning environment. Examples of significant indicators, drawn from the literature and the authors' field experience, are discussed for each dimension. The paper also proposes a taxonomy of the data needed to obtain the described indicators. Finally, possible directions for further research are outlined.

A tipikus fejlődésmenetű diákok tanulói teljesítményeiről számos szakirodalom készült, akár fenntartói, akár különböző iskolatípusokban végzett vizsgálatokat tekintve (például Elder–Jepsen 2014; Hegedűs 2020), az atipikus fejlődésmenetű gyermekek eredményeit viszont ehhez képest kevesebbszer vizsgálják. Ezért tanulmányunk célja a különböző fenntartású intézményekben, illetve tagozaton tanulók Országos kompetenciamérés (OKM) eredményeinek vizsgálata a családi háttér, a tagozat és a fenntartó figyelembevételével. Ehhez a 2019. évi 10. osztályos OKM adatbázist elemezzük, külön vizsgálva az integráltan tanuló tanulási zavarral (3029 fő), illetve a beilleszkedési, tanulási, magatartási zavarral (BTMN) küzdő (4284 fő) gyermekek, valamint az ezekbe a kategóriákba nem tartozók (76 438 fő) adatait a normál tantervű, a bizonyítottan nyelvi és az emelt óraszámú tagozatokon az állami, az egyházi, illetve az alapítványi és egyéb fenntartású intézményekben. Eredményeink szerint a bizonyítottan nyelvi tagozaton tanulók teljesítménye a legalacsonyabb értékeket mutató normál tantervű és a legmagasabb átlagokat adó emelt óraszámú tagozatok között helyezkedik el mindhárom vizsgált tanulói csoportnál. A fenntartóknál kisebb arányban igazolható, hogy az egyházi intézményekben tanulók eredményei a legmagasabbak a tanulási zavarral, illetve a BTMN-nel küzdők esetében, mint ahogy az a szakirodalomban a tipikus fejlődésmenetű tanulóknál kimutatható volt.
There is a large literature on students’ achievement of pupils with typical development, both in terms of maintenance and in different school types (e.g. ELDER–JEPSEN 2014; HEGEDŰS 2020), the achievement of atypical children is less examined. Therefore, the aim of our study is to analyse the results of the National Competency Measurement (NCM) taking into account family background, grade and maintainers. We analyse the 2019 10th grade NCM database, separately the data on students with learning disabilities (3029 students) and with integration, learning and behavioural difficulties (ILBD) (4284 students) in integrated learning, as well as those not belonging to these categories (76438 students) in the normal curriculum, intensive foreign language learning classes, and classes with increased number of lessons by the state, church, foundation and other institution maintainers. Our results show that students’ achievement in the intensive foreign language classes are between the lowest in normal curriculum and the highest in the intensive curriculum in all three student groups. As for the maintainers, there is less evidence that the results of students with learning disabilities and ILBD are higher at the church maintained schools than has been shown in the literature for pupils with typical development.

This paper addresses efficiency in educational systems and explores ways to make educational
systems more efficient. Starting from the conceptual framework of the education production
function, we analyze the inputs, outputs, and transformation process that occurs. Key inputs
include: family background, endowments, learning capacity, funding of educational systems, class
size, teacher quality, and the integration of information and communication technology (ICT).
Next, we explore the primary methodology used to measure efficiency in educational systems.
Specifically, we investigate the non-parametric frontier estimation technique Data Envelopment
Analysis, which is widely utilized for evaluating educational efficiency. Finally, we present pathways
toward achieving more efficient educational systems.
JEL-classification: I21; I28
Keywords: Education efficiency; Education production function; Resource allocation.

Egy oktatási intézmény népszerűségét, teljesítményét az intézmény különböző jellemzői határozzák meg, például az intézmény által kínált oktatási lehetőségek, az oda bekerülő tanulók teljesítménye, versenyeztetési, tehetséggondozási, illetve felzárkóztatási tevékenységek. Mindezek a jellemzők a következő években hatással vannak arra, hogy kik és miért választják az adott intézményt, ezért érdemes megvizsgálni, hogy milyen iskolaválasztást befolyásoló tényezők alapján választják a diákok az adott oktatási intézményt. A tanárok szemszögéből azért lehet fontos az ilyen irányú vizsgálat, hogy megismerjék az általuk tanítandó diákok bázisát, motivációit. Tanulmányunkban ezek alapján a "Némettanulás, illetve-tanítás Hajdú-Bihar és Szabolcs-Szatmár-Bereg megyében 2018-2019" című kutatás tanulói (890 fő), illetve tanári (100 fő) adatbázisa segítségével azt vizsgáljuk, hogy milyen középiskola-választási tényezők befolyásolták az adott intézményben való továbbtanulást. A tanulói eredményeket összehasonlítjuk a tanári válaszokkal, hogy megtudjuk, mennyire ismerik a tanulóikat ebből a szempontból. Az adatok vizsgálatát SPSS programmal végeztük, amely segítségével két-és háromdimenziós variancia-analízist készítettünk. Ezekhez az alábbi változókat vontuk be: tanított/tanult idegen nyelv, az intézmény fenntartója, valamint ötfokú Likert-skálán értékelt, középiskola-választásra vonatkozó állítások. Tanulmányunkban az alábbi három hipotézist vizsgáljuk meg. (1) A nyelvtanárok válaszai megegyeznek a tanulókéval, vagyis ismerik a középiskola-választás háttérokait. (2) Az eltérő idegen nyelvet tanulók, illetve tanítók válaszai idegen nyelvenként különböznek egymástól. (3) Fenntartónként eltérő, hogy milyen tényezők befolyásolták a tanulók középiskola-választását. Eredményeink szerint az első hipotézis nem igazolódott, a második és a harmadik igen, és összességében a tanárok válaszai között kevesebb szignifikáns összefüggést találtunk, mint a tanulóknál.
The popularity and achievement of an educational institution is determined by its various characteristics, for example the institutional educational opportunities, the students’ achievement, competition, talent development and catch-up activities. All of these characteristics have an impact on who and why chooses a particular institution in the following years. So, it is worthwhile to examine the influence factors of the school choice, based on which students choose the given educational institution. From the teacher’s point of view, this type of research is important to get to know the base and motivations of the students they teach. In our study, we use the database of students (890 people) and teachers (100 people) in the research „Learning and teaching German in Hajdú-Bihar and Szabolcs-Szatmár-Bereg Counties 2018-2019”. We examine what secondary school selection factors influenced further studies in the given institution. The results are compared with the teachers’ responses to see how well they know their students from this viewpoint. The data was analyzed with SPSS program, with which we created two- and threedimensional variance analyses. The following variables were included: taught/learned foreign language, the maintainer of the institution, and variables of the secondary school choice, which were evaluated on a five-point Likert scale. In our study, we examine the following three hypotheses. (1) The answers of the language teachers are the same as their students, so they know the background of the secondary school choice. (2) The students’ and teachers’ answers of different foreign languages differ from on another for each foreign language. (3) The influence factors of secondary school choice differ from one maintainer to another. According to our results, the first hypothesis was not confirmed, the second and third were confirmed. We found less significant correlation between the teachers’ answers than in the case of the students’.

The adaptation process of Alternative Augmentative Communication (AAC) systems to disabled children is an interdisciplinary and highly knowledgeable decision-making endeavor. The work reported here is part of a project aimed at creating tools for training teachers in the complex and delicate diagnostic and adaptation process of AAC systems. The first version of a computer system was developed comprising: (a) a declarative knowledge-base focusing on knowledge about cases (66 case-variables divided into seven data categories, e.g., type of impairment, cognitive performance, motor skills) and knowledge about AAC systems; (b) a communication module (built upon the casevariables) allowing the trainee to enter data about actual cases; and (c) procedural knowledge for generating communication-system-adaptation recommendations based on the actual data. The system was evaluated for fifteen real cases, by comparing its recommendations with human experts' recommendations. The computer system produced, for all cases but two, the same recommendations as the human experts did. In the two remaining cases the AAC system recommended as second priority by the computer system matched the recommendation of the human experts. An analysis of the cases showed that these two were transitional (different AAC systems fit for different reasons) and complex, and even then the system's reliable recommendations reflected the flexibility and sensibility of its knowledge-base and adaptation procedures. Based on these results our next goal is to add tutorial and coaching features to the system to be used in special education training programs.

Laboratory assessments in science education involves authentic and complex tasks that align with the goals of contemporary educational objectives. However, there is a notable dearth of studies specifically addressing teachers' practices in laboratory-oriented assessment, particularly in comparison to the extensive research conducted on other facets of the science curriculum. Consequently, this paper presents a study that examines the laboratory-focused assessment methods of science teachers, focusing on the adoption of formal assessment tasks, informal assessment strategies, and scoring tools for evaluating laboratory-related knowledge and skills. Utilizing a quantitative design, 114 secondary school teachers from three urban educational districts in Selangor, a state in Malaysia, participated in a survey. The findings revealed that science teachers predominantly embraced teacher-centric assessment approaches, rather than methods that promoted student engagement and peer learning. Furthermore, the findings highlighted a significant reliance on traditional, cognitivelyoriented assessment tasks and the integration of real-time informal assessment strategies that provided immediate feedback for corrective actions. In contrast, time-intensive and cumulative assessment formats were less frequently adopted. The frequent use of checklists and rubrics indicated a structured approach to scoring. These findings emphasized the need for a more diverse and holistic assessment approach, one that extends beyond traditional methods to incorporate strategies that enhance critical thinking, practical skills, and student engagement. The implications of these findings are profound, affecting professional development and training as well as the provision of adequate resources and support, which are crucial for advancing the quality of science education.

Note. This book is the result of the projects "Improving the quality and accessibility of education in modernization processes in Serbia" (No. 47008) and "From encouraging initiative, cooperation and creativity in education to new roles and identities in society" (No. 179034), financially supported by the Ministry of Education, Science and Techological Development of the Republic of Serbia (2011-2019). CIP-Каталогизација у публикацији Народна библиотека Србије, Београд

Parte de una preocupacion en inicio personal, sobre la utilizacion y rendimiento de los estudiantes en campus virtual. La evidencia durante la docencia de que el estudiante no posee las competencias en el uso de las TIC que se le presupone, da pie a este proyecto. A fin de poder conocer si esta tendencia no solo respondia al alumnado de Ciencias de la Educacion, optamos por un proyecto multidisciplinar e interuniversitario, con un objetivo comun ?Como estamos utilizando campus virtual? ?Como lo usan nuestros estudiantes? La asistencia de alumnos invidentes a nuestras facultades y conociendo las posibilidades que ofrecen las TIC para la adaptacion de materiales, organizamos un seminario con personal de la ONCE, donde pudimos descubrir lo que nos queda para llegar a hacer un campus virtual accesible. A lo largo de este articulo mostramos las herramientas que hemos descrito y las posibilidades que campus virtual ofrece para la evaluacion, no solo de los estudiantes, sino para una mejor...

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es la unidad encargada del diseño y aplicación de las pruebas que se aplican a casi la totalidad de los postulantes a los estudios universitarios. En el presente artículo se describe el proceso de construcción de estos instrumentos y se presenta una reflexión general a partir de la experiencia obtenida y los nuevos retos en el ámbito de la evaluación de habilidades en la formación universitaria.

Aquest article fa un lIeuger exercici de reflexió al voltant del concepte de "pedagogia social» 1. Un exercici que neix d'una metatora ("aire de família») que utilitza Wittgenstein en les seves Investigacions filosófiques: "Considera ara, per exemple, els processos que anomenem 'jocs'. Vull dir jocs en qué s'usen escaquers, jocs de cartes, jocs de pilota, jocs de competició esportiva, etc. Qué hi ha de comú en tots ells? No diguis: 'Ha d'haver-hi quelcom que els sigui comú, sinó no s'anomenarien 'jocs'; sinó mira si hi ha quelcom comú a tots ells. Perqué, si te'ls mires, tot i que no veuras res que els sigui comú a tots, veuras, en canvi, semblances, parentius, i en veuras una bona colla. Com ja ha quedat dit: no pensis, sinó mira!-(...) I el resultat d'aquesta consideració fa així: veiem una xarxa complicada de semblances, que se superposen i s'encreuen mútuament. Semblances a gran i a petita escala.

Purpose: The purpose of this study is to analyze the impact of the incubators on entrepreneurial processes in Turkey.

Methodology: We divided incubators in the sample universe into four different categories that are business based, university-private based, university-based and municipality incubators. We deciphered semi-structured and the face-to-face interviews, which were conducted in the incubation determined by the expert opinion, and interpreted the findings in the light of the purpose of the study.

Findings: We can conclude that there is a significant increase in the number of incubation centers and startups in Turkey where incubators help develop startups by providing advisory and administrative support services.

Conclusion: In general, the financial reasons and the need for convenient access make this criterion a vital one. However, it is also significant in terms of its proximity to the business center and the transportation network of the city, and its high accessibility for mentors.

El trabajo visibiliza cómo es significada por el alumnado una experiencia de innovación docente en la universidad que despliega el proceso enseñanza-aprendizaje desde las ideas del construccionismo social (Gergen, 2015). Sus valoraciones fueron abordadas desde una perspectiva emic (San Martín, 2014), empleando el software de análisis cualitativo ATLAS.ti7.  El alumnado (26) expresa que ha vivido una experiencia educativa inusual, siendo la flexibilidad la cualidad que reconocen como clave de la misma, en consonancia con propuestas pedagógicas comprometidas con la co-construcción del conocimiento. Los significados dados por el alumnado revalorizan la educación presencial, el aula es el lugar en el que se produce un aprendizaje inusual y un boom de ideas, subrayando su utilidad como espacio relacional que nutre la creatividad colaborativa.  Emergen desafíos que invitan a la reflexión acerca de cómo seguir diseñando propuestas de innovación educativa en la universidad desde la generaci...

School-level inefficiencies and mismanagement can have serious repercussions for human resource development and labor market outcomes. This paper investigates the extent and consequences of existing technical inefficiency of schools with respect to their resource- and people-management aspects at a cross-country level across Organisation for Economic Cooperation and Development (OECD) and the Middle East and North Africa (MENA) regions. It employs a non-radial Data Envelopment Analysis (DEA) alongside a second stage Tobit regression model using datasets in the latest Trends in International Mathematics and Science Study (TIMSS) 2019. The analysis covers 5164 schools across 26 countries. In the first stage of DEA analysis, it is evident that technical inefficiencies exist similarly across schools of both OECD and MENA nations, irrespective of the method used for efficiency calculation. While availability of educational resources is a necessary condition for improving learning outcome...

The article is devoted to an evaluation of school staff teaching and education experiences in an intercultural environment. A part of the MiCREATE project is presented, consisting of forty four interviews and six focus group interviews with thirty-seven teachers and other school staff from educational institutions across Poland, and more consistently in Krakow. A brief overview of the findings is presented, focused on contemporary shortcomings in diversity teaching, opportunities to enhance intercultural perspectives in education and child-centered approach. The findings are then compared with past and other existing studies to identify similarities and differences. This will be helpful in planning further research activities and shaping intercultural policy in Polish education.

The quality of supervisory relationships has a significant impact on research students' ability to successfully attain their goals. One risk factor is contrasting expectations of the role of the supervisory team. We report a case where we became aware firstly, that a student may have different expectations to us (as supervisors) relating to the level of independence that we expected from them and secondly, that we had unwittingly enabled a passive approach which masked the student's ability. We subsequently describe a strategy we developed, based on the use of 'safe words,' for ensuring that the student's contributions took centre stage during supervisory meetings. Also considered is how this practice allowed us to make a more accurate assessment of their abilities as well as enabling us to form recommendations to help the student develop their ideas more independently.

Research in the field of education plays a pivotal role in developing evidence-based practices in teaching and improving the quality of education. However, research conducted in recent years has highlighted the unwillingness of teachers to benefit from scientific studies. This study set out to assess whether Research Evidence-Based Practices in Science Teaching (EBPST) influences the teaching practices of student teachers and their attitudes towards education research. Mixed methods research design was used in this study. The study was conducted through Quasi-experimental methods and focus group interviews. The data were collected with the "Teachers Attitude Scale towards Educational Research (TASTER)" and focus group interviews. Participants of the study included 106 third-year undergraduate student teachers. The experimental group applied EBPST during their teaching, while the control group applied existing traditional teaching at primary schools. The Quantitative findin...

BACKGROUND: Chronic pain is a common patient complaint in primary care, yet providers and patients are often dissatisfied with treatment processes and outcomes. OBJECTIVE: To assess provider satisfaction with their training for and current management of chronic pain in community clinic settings. To identify perceived problems with delivering chronic pain treatment and issues with opioid prescribing for chronic pain. DESIGN: Mailed survey to primary care providers (PCPs) at 8 community clinics. RESULTS: Respondents (N =111) included attendings, residents, and nurse practioners (NPs)/physician assistants (PAs). They reported 37.5% of adult appointments in a typical week involved patients with chronic pain complaints. They attributed problems with pain care and opioid prescribing more often to patient-related factors such as lack of self-management, and potential for abuse of medication than to provider or practice system factors. Nevertheless, respondents reported inadequate training for, and low satisfaction with, delivering chronic pain treatment. CONCLUSIONS: A substantial proportion of adult primary care appointments involve patients with chronic pain complains. Dissatisfaction with training and substantial concerns about patient self-management and about opioid prescribing suggest areas for improving medical education and postgraduate training. Emphasis on patient-centered approaches to chronic pain management, including skills for assessing risk of opioid abuse and addiction, is required.

Напечатано по распоряжению Академии Наук СССР Непременный секретарь академик В. Волгин Главный редактор академик А. Е, Ферсман Зам. главного редактора В. Н. Васильев Ответственный редактор А. И. Ш а с т о в Технический редактор Г. А. Стратановский Ученые корректоры И. А. Щерба и С. М. Шнейдер Сдано в набор 26 января 1934 г.-Подписано к печати 15 августа 1934 г. 272 стр. + 3 карт. Формат бум. 72 X ПО см.-17 5 /8 печ.. л.-48182 зн. в бум. л. Ленгорлит № 14799-Тираж 2475-АНИ № 24.-Заказ № 480. 2-я типография Изд-ва Леноблисполкома и Совета. Ул 3-го Июля, 55 СОДЕРЖАНИЕ Стр. С. А. Никитин. Типы песков Каракалпакских Кзыл-кумов и пути их хозяй ственного использования • A. С. П о р е ц к и й. Геоботанические районы Каракалпакских Кзыл-кумов и пер спективы их использования 35 Ф. Н. Русанов. Растительность дельты Аму-дарьи и ее хозяйственное значение. 50 К. А. Муравлянский. Кормовые ресурсы Каракалпакских Кзыл-кумов ... 60 И. П. Герасимов и Е. Н. Иванова. Почвы Каракалпакии и их хозяйственная характеристика 66 М. Г. Давидовский. Земли древнего орошения Каракалпакии и перспективы их освоения • 77 B. В. Цинзерлинг. Комплексное решение водно-хозяйственной проблемы в Кара калпакской республике 89 Инж. Семенов. Материалы к вопросу борьбы с дегишем К. Д ж а н д е р к и н. Перспективы социалистического животноводства ККАССР. .. Г. М. Давидовский. Севообороты для коллективных хозяйств ККАССР. .. У вали ев. Состояние лесов ККАССР H.A. Воронцовский. Энтомофауна Каракалпакии, ее роль и значение в сель ском хозяйстве. .. . • B. И. Ь?ертегов. Культурная революция в ККАССР П. П. Иванов. Материалы к изучению истории каракалпаков C. Е. Мало в. Каракалпакский язык и его изучение А. Боровков. Об очередных вопросах изучения каракалпакского языка .... Ибадуллаев. Новые правила орфографии каракалпакского языка А. А. Г н е д е н к о. Ближайшие задачи Каракалпакского научно-исследователь ского института 222 Замечания по докладам секций 247 ОТ РЕДАКЦИИ Настоящее издание является результатом работ I конференции Академии Наук СССР по изучению производительных сил Каракалпа кии, состоявшейся 18-25 марта 1933 г. в Ленинграде. II том трудов конференции включает в себя материалы пленума конференции и ее секций: сельского хозяйства, водного хозяйства и национальной культуры.

Az erőforrások közül egyedül az emberi erőforrások képesek tevékenységük megtervezésére, megszervezésére, saját és mások teljesítményének befolyásolására, valamint szükség esetén a korrekciók végrehajtására. A szervezeti döntésekben egyrészt meghatározó szerepe van annak, hogy milyen a menedzserek felkészültsége, képzettsége, tapasztalata, milyen képességekkel, kompetenciákkal rendelkeznek (Zoltayné, 1997); másrészt fontos tényezője a vezetők teljesítményének, hogy milyen szervezetekben, milyen körülmények között dolgoznak, illetve mennyire elégedettek helyzetükkel. Jelen tanulmány célja a különböző szintű vezetők elégedettségének vizsgálata a Szerencsi Mezőgazdasági Részvénytársaságnál.

Purpose-The purposes of this research are twofold: (a) to conduct content analysis of current literature to specify the differences between business and entrepreneurship education in order to identify competences (learning outcomes) acquired by students; (b) to explore the specifics of business education in Georgia. Methodology-Primary data were collected though conducted a semi-structured questionnaire survey among 205 students of 10 Georgian universities. Findings-Surveyed students: (1) agree that entrepreneurs play a leading role in modern economy; (2) partly agree that entrepreneurship environment and opportunities in the country are good and developing oriented; (3) disagree that in observed universities education programs provide sufficient knowledge, skills and motivation to become entrepreneurs and to start own business. Conclusion-Georgian universities have to improve academic programs, focusing on entrepreneurship education in order to shift education close to a new reality. University business incubator is one of the models of effective cooperation between businesses and universities.

as learning environments in which heterogeneous communities get together to ex-change knowledge through discussion and put it into practice through actual contri-butions to software development, revision and testing. This has encouraged tertiary educators to attempt the inclusion of participation in FLOSS projects as part of the requirements of Software Engineering courses, and pilot studies have been con-ducted to test the effectiveness of such an attempt. This paper discusses two pilot studies with reference to several studies concerning the role of learning in FLOSS projects and shows how using FLOSS projects as E-learning tools has a potential to increase the quality of the software product.

С переходом государственных высших учебных заведений в рыночные условия хозяйствования, с возникновением и развитием частных ВУЗов нередко возникают проблемы, связанные с оценкой профессионального образования студентов. В условиях интеграции системы высшего и среднего специального образования в рыночные отношения старые методики оценки  знаний претерпевают крах. Это связано с тем, что эти методики образованы на старых приемах обучения типа «лекция-семинар»; оценки знаний на основе зачетов, дифференцированных зачетов, а также экзаменов на четырех оценочных параметрах (неудовлетворительно, удовлетворительно, хорошо, отлично). К сожалению, знания студентов об информационных и инновационных технологиях, использование ими арсенала ИНТЕРНЕТ ресурсов при выборе интересных тем для написания рефератов, курсовых, дипломных проектов; их инициатива в разрешении спорных вопросов и умение находить нестандартные решения невозможно оценить с помощью старых методик, так как они не отвечают требованиям современности. В связи с этим остро возникает проблемы разрешения этих несоответствий с помощью новых методик обучения и оценки профессиональной пригодности.

is in the process of transforming itself from a teaching-based college to a student-centered organization. Faculty-led teams are a critical element in this transformation. With active support from its faculty union, Fleming has reduced its administrative ranks by one-third and created a host of teams led by faculty members. In this conference presentation, Fleming staff review the following topics: (1) the background and context that led to the redesign of the college in 1995; (2) the principles behind the model supported by both management and the faculty; (3) the importance of teams and consensual decision-making in a learning-centered college; (4) a case study of the experience of one academic center from the viewpoint of its leader (also a faculty union executive member); (5) support staff roles; and (6) accountability measures such as key performance indicators and 360-degree performance evaluation. (AS)

This article reports the analysis carried out with regard to the fi rst advances performed within the framework of a research project with the aim of determining if at the Faculty of Economic Sciences, National University of Jujuy, whether it is feasible and suitable to implement virtual classrooms in the subjects that are part

Note. This book is the result of the projects "Improving the quality and accessibility of education in modernization processes in Serbia" (No. 47008) and "From encouraging initiative, cooperation and creativity in education to new roles and identities in society" (No. 179034), financially supported by the Ministry of Education, Science and Techological Development of the Republic of Serbia (2011-2019). CIP-Каталогизација у публикацији Народна библиотека Србије, Београд

Az ezredfordulót követő társadalmi, gazdasági problémákra számos területnek választ kell adnia, így az oktatásnak is. A globalizációs folyamat során a tudásgazdaság tekintetében megfigyelhető, hogy a nemzetközi innovációs rendszerek fejlődést mutatnak (Archibugi & Filippetti, 2015; Fazekas et al., 2018). Azonban az alkalmazkodás azon országok számára jelent jelentősebb kihívást, amelyek ipara, oktatási stratégiája kevésbé innovatív, és e területek szereplőinek kooperációs képessége gyengébb (Inzelt & Csonka, 2018). A 21. század tudásalapú gazdaságának oktatása, illetve a versenyképes társadalom érdekében az oktatás valamennyi szereplőjének kiemelt feladata, hogy olyan kompetenciákat alakítson ki, amelyek segítségével a munkapiac minden szektora számára korszerű, nyitott szemléletmódot érvényesítő, kooperációra képes munkavállalók válhatnak a fejlődés mozgatóerőjévé. Mindez az oktatási tartalom és a struktúra megújulását igényli. Ennek köszönhetően az innovációs politikák egyre inkáb...

Blockchain irrumpe en el escenario educativo ofreciendo alternativas de mejora sobre ciertos procesos administrativos, como son el reconocimiento de identidad del usuario, la validación no mediada de certificados académicos, o la utilización de contratos inteligentes, entre otras novedades. Ciertas crónicas futuristas auguran que-gracias a Blockchain-se desarrollará una transformación de la arquitectura del sistema educativo en su conjunto y una sinergia sin precedentes entre docentes, instituciones y ámbitos formales y no formales de educación. Si bien los avances son incipientes y los trabajos académicos escasos, existen indicios claros sobre la potencialidad de Blockchain en su aplicación administrativa, y resultan interesantes (a la par que desafiantes) algunas iniciativas educativas basadas en el modelo de las plataformas tecnológicas multilaterales. Es preciso advertir, sin embargo, sobre el escaso aporte que conlleva la aplicación de tecnología en la dimensión pedagógica, y sobre la incertidumbre que se cierne sobre las pretensiones revolucionarias de las prospectivas más extremas, que pronostican más caudal de transformación que el que la tecnología pareciera ofrecer.

The COVID-19 pandemic has profoundly affected every facet of human life worldwide. Its spread has significantly restricted outdoor human activities. COVID-19 is an infectious disease caused by coronavirus 2, leading to severe acute respiratory syndrome (SARS-CoV-2). The pandemic had a substantial impact on the daily lives of all student communities, including those in universities. Therefore, this study aims to assess the extent of COVID-19's influence on university students, investigating its correlation with their life activities and mental health. For this study, the researchers employed a descriptive survey research method, adopting both purposive and multi-stage sampling techniques to suit the study's objectives and nature. Data collection was carried out using self-made questionnaires, GAD-7, and PHQ-9 scales. The self-made questionnaire, along with the GAD-7 and PHQ-9 scales, were administered to 150 students at Ravenshaw University, Cuttack, Odisha. This sample included 100 students from general courses, 50 from professional courses, and 67 at the undergraduate level, with 83 at the postgraduate level. The collected data underwent analysis using percentage analysis and the coefficient of correlation (r). The results of the study indicate that COVID-19 has had adverse effects on students' education, social lives, and mental health. Moreover, the study reveals a negative correlation between education and depression, daily life activities and mental health, and future plans and the mental health of university students. In contrast, it was observed that there is a moderately positive correlation between university students' social life activities and their mental health.

This paper presents brief results of the analysis of educational potential dynamics and its relation with development of regional labour markets. The educational potential is described by the structure of the economically active population with different levels of education. The aim of the research was to study the impact of the educational potential of the economically active population on the development of regional markets in Central and Eastern Europe (CEE). Authors used for research the Eurostat data for

Yüksək keyfiyyətli təlim nəticələrinin əldə edilməsi üçün effektiv yeniliklərə ehtiyac çoxdur. Təhsildə innovasiyalar tədris və təlim praktikasının təkmilləşdirilməsində, eləcə də şagirdlərin və valideynlərin maraqlarının təmin olunmasında mühüm amildir. Məqalədə məktəbdə yeniliklər üçün bazanın yaradılması və həyata keçirilməsi, texnoloji innovasiyaların effektivliyinin artırılması və təhsil sistemində mütərəqqi yeniliklərə əsaslanan transformasiyalardan bəhs olunur. İnnovasiyaların həyata keçirilməsi üçün əlverişli şəraitin yaradılması təhsilin keyfiyyətinin artırılmasında mühüm amildir. Belə şəraitdə tədrisdə əhəmiyyətli dəyişiklik baş verir, bu da şagirdin daha yaxşı öyrənməsinə və öyrəndiklərini mənimsəməsinə səbəb olur. Məqalədə ölkəmizdə fəaliyyət göstərən innovasiyalı təhsil müəssisələrindən biri kimi populyarlıq qazanmış Dünya Məktəbində təhsilalanların sürətlə dəyişən əmək bazarına hazırlanmasına kömək məqsədilə yeni tədris metodlarının əhəmiyyətindən, onların tədrisə müsbət təsirindən, təhsilalanların yaradıcılıq və problem həlletmə bacarıqlarının inkişaf etdirilməsindəki rolundan danışılır.

Doctoral education represents an important path for entry into the global research community. At the same time, doctoral degrees contribute to modern societies by aiming to produce competent researchers. Being a successful doctoral supervisor adhering to global requirements involves several qualities. For example, having research capabilities, being knowledgeable in and across disciplines, understanding diverse cultures, language sensitivity, cultivating interpersonal relationships, exercising mentoring/guidance skills and having appropriate knowledge of unique national and institutional doctoral regulatory systems.

The EdLead project included several knowledge-generating events and activities. One was an international scientific conference entitled 'Challenges and dilemmas of professional development of teachers and leaders in education' , organised in Belgrade in 2015. This event contributed to the birth of the idea to produce a collection of analytical national case studies presenting the state of the art and recent developments in school leadership in various countries. Many potential contributors were contacted, particularly in southern and

E tanulmány "A helyi innovációk keletkezése, terjedése és rendszerformáló hatása az oktatási ágazatban" c. kutatás ("Innova kutatás"-OTKA/NKFIH azonosító: 115857) keretei között készült (a kutatás weblapját lásd itt: http://www.ppk.elte.hu/nevtud/fi /innova/bemutatas).

Cet article présente les résultats d'une étude réalisée auprès de quatre écoles secondaires d'une localité catalane pendant la période allant de 1996 à 1998. Cette étude a appliqué la théorie du dispositif pédagogique de Basil Bernstein à l'analyse du traitement de la diversité au ...