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ENHANCING EAP LEARNERS’ VOCABULARY ACQUISITION: AN INVESTIGATION OF INDIVIDUAL SMS-BASED REPORTING ACTIVITIES

100%
Arifani Y., Hidayat N., Mulyadi D., Wardhono A.
Teaching English with Technology
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2020
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vol. 20
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issue 5
125-146
EN
This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners’ general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.
2

ОРГАНІЗАЦІЙНІ АСПЕКТИ УПРАВЛІННЯ ІНДИВІДУАЛЬНИМ НАВЧАННЯМ РОЗУМОВО ВІДСТАЛИХ ДІТЕЙ

100%
Коваленко Л.
Педагогічні науки: теорія, історія, інноваційні технології
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2014
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issue 6(40)
266-273
EN
This paper deals with the problem of individual children with learning disabilities. The problem of individual children with mental and physical disorders are one of the most pressing in the theory and practice of special pedagogy. This is especially the growing number of children attending school and educational services are obtained through individual learning. The author investigates the individual study of the problem of children in educational practice, defines the quality control of individual student learning at special school. The study of the content and results of examinations by the specialists state departments of education of the individual forms of teaching in secondary schools, which are carried out in recent years in a number of cities in Ukraine (Vinnitsa, Kremenchug, Lviv, Kharkiv and others) are shown. Difference was found in the content of individual control over the organization of training of mentally retarded students in different regions of Ukraine, revealed common problems. The features of monitoring of individual teaching mentally retarded students on the basis of a separate special school are described. The results of monitoring specialists departments of education and school administration status of individual students with special educational needs in different regions of Ukraine are systematized. Based on the results of the comparative analysis of theoretical and practical material the author develops and gives the guidelines for the organization and monitoring of individual teaching mentally retarded students at different levels of government: at the regional level and at the institutional level. The timing of work, responsibility and content of work is determined. It is noted that the enclosed recommendations on the organization and monitoring of individual forms in secondary schools will be useful to the practitioners and administration of educational institutions engaged in the provision of educational services for individual learning. The author believes that the introduction of the developed guidance for the organization and monitoring of individual training of mentally retarded students will allow for coordination of the department of education of the district administrations for options of individual learning.
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Edukacja domowa – szansa czy zagrożenie we wczesnym kształceniu dziecka?

75%
Juszczyk-Rygałło J.
Edukacja Elementarna w Teorii i Praktyce
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2014
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issue 4(34)
121-136
PL
W artykule porównano dwie formy edukacji: formalną, czyli szkolnoinstytucjonalną i naturalną, nazywaną rodzinno-środowiskową. W tradycyjnym szkolno-instytucjonalnym modelu pedagogicznym pełną odpowiedzialność za proces wychowania i efekty kształcenia ponosi nauczyciel, który kieruje całym procesem szkolnej edukacji. Stosowane metody i techniki nauczania w tym modelu koncentrują się na przekazywaniu wiedzy w trybie podawczym, w kierunku od nauczyciela do ucznia. Praktyka ta ukształtowała się w połowie XIX wieku pod wpływem ówczesnego pruskiego wzorca cywilizacyjnego. Natomiast kształcenie dzieci w środowisku rodzinnym stanowiło przez wiele stuleci główną formę edukacji w społeczeństwach różnych krajów. Ponowne odrodzenie się i rozwój edukacji domowej nastąpił na przełomie lat siedemdziesiątych i osiemdziesiątych minionego wieku i był konsekwencją dyskusji na temat alternatywnego szkolnictwa, samorządności i obowiązku szkolnego, jaka przetoczyła się w połowie XX wieku. Obecnie edukacja domowa jest praktykowana w stosunku do dzieci w wieku przedszkolnym i wczesnoszkolnym, rzadko natomiast dotyczy okresu adolescencji. Jest ona organizowana przez rodziców i opiera się na wspólnej aktywności rodziców i dziecka. W artykule przedstawiono umiejscowienie edukacji domowej w polskim i międzynarodowym ustawodawstwie. Określono także rzeczywiste i społeczne okoliczności oraz powody, dla których rodzicie decydują się na nauczanie dzieci w warunkach domowych. Omówiono wady i zalety nauczania indywidualnego, które jest prowadzone w środowisku domowym, a w którym odpowiedzialność za prawidłowe kształcenie dziecka przejmują rodzice. Przedstawiono również uwarunkowania edukacji domowej w kształceniu wczesnoszkolnym.
EN
This article discusses two forms of education: formal education, which is school-based and institutional, and natural education, in the sense of home schooling, which is environmental in character. As far as the traditional models of school-based and institutional education are concerned,full responsibility for the process of education and its effects must rest with the teacher, who manages the entire process of school teaching. Methods and techniques applied within this model focus on transferring knowledge by conveying it through teachers, so that they can feed pupils with information. Such a practice was established in the middle of the 19th century, under the influence of Prussian civilizational models, which were prevalent at that time. Even so, educating children in the family environment had previously constituted the leading form of teaching in various societies for many centuries. Also, a rebirth and some further development of home schooling took place in the late 1970s and early 1980s. This was a result of discussions about alternative schooling, self-governance and compulsory education, held in the mid-20th century. Currently, home schooling is practised in relation to children at preschool and early school ages, but rarely extends to the period of adolescence. It is organized by parents and is based on the active mutual involvement of parents and their child. The article shows where home schooling stands in relation to Polish and international legislation. It also defines the real social circumstances, together with the reasons, that determine parents’ decisions when they opt for home schooling. It discusses the advantages and disadvantages of individual learning conducted in the home environment, where responsibility for the appropriateness of a child’s development rests with the parents. Finally, it presents the conditions affecting home schooling during the period of early school education.
4
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Применение соответствия Галуа для анализа данных в информационных системах

51%
Kozlov S.
Path of Science
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2016
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vol. 2
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issue 3(8)
5.19-5.26
RU
В статье рассматриваются вопросы анализа данных в информационных системах. Автором раскрыты возможности применения соответствия Галуа для выявления характерных особенностей структуры информационной системы. Рассмотрена специфика использования соответствия Галуа для анализа контента информационных систем с использованием инвариантов теории графов. Проанализированы аспекты внедрения математического аппарата соответствия Галуа для исследования взаимосвязей между элементами адаптивной обучающей информационной системы индивидуального тестирования.
EN
The article deals with the data analysis in information systems. The author discloses the possibility of using Galois compliance to identify the characteristics of the information system structure. The author reveals the specificity of the application of Galois compliance for the analysis of information system content with the use of invariants of graph theory. Aspects of introduction of mathematical apparatus of Galois compliance for research of interrelations between elements of the adaptive training information system of individual testing are analyzed.
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