The objective of my project entitled “Creating my own text-book - I know what I want to learn and how” was to develop children’s awareness of a broadly defined ability to learn, through the creation of their own textbooks, which they would like to use at school. The main aim of the research described below was to gain an understanding of what children them-selves would consider to be an ideal textbook from which to learn, what they would really like to learn about, and what are their interests and needs in terms of learning at school. Twenty-seven pupils from the III-rd grade of primary school participated in the project. The educational project lasted five months. A basic assumption of the research was that pupils have their own personal knowledge with regard to the content of what they would like to be taught at school. Conclusions from the research were formulated on the basis of interviews carried out with the children and an analysis of the textbooks which they created. The results show that the pupils who participated in the educational project are able to describe what their ideal school textbook should be like. The objective of the present paper is to present the conclusions drawn from the educational project from the perspective of developing meta-learning skills in young, school-aged children.
The educational project CHOOSE MUSIC!, subtitled “for counselling and training for admission to higher education in music”, was created many years ago, at the initiative of Prof. Univ. PhD. Luminiţa Duţică, with the main purpose of creating a bridge between the pre-university and academic musical education (through pupils - students, pupils - university professors, etc.). Another special objective was to promote the image and opportunities existing at “George Enescu” National University of Arts of Iași. In this respect, inter-institutional partnerships were established between the Faculty of Interpretation, Composition and Theoretical Music Studies within “George Enescu” National University of Arts of Iași and numerous art high schools/colleges, especially from the regions of Moldavia (Suceava, Botoșani, Bacău, Piatra-Neamț, Iași, Bârlad and Galați). In this study we will go into more detailed aspects related to teaching and art activities made for this purpose, diverse and attractive, evidenced by: demonstration lessons of Music theory, Classical composition / jazz – easy listening, Musicology, Choral/Orchestral Conducting, MasterClass for aspects regarding the perception and graphic representation of the sounds, as well as the specific musical skills training (held by professors Luminiţa and Gheorghe Duţică), to which educational concerts, book launches, special meetings with teachers from the pre-university education, additional training with students for admission to the academic musical education in Iași (especially in the contest subject called Theory - Solfeggio –Melodic Dictation.
The present article aims to analyze the impact of artistic and educational projects from the perspective of non-formal education. This will be done with the help of a case study that brings forth the aforementioned elements in order to improve the educational standards of the students that participate in these projects. Also, here will be detailed the specific objectives of the projects in this category and the impact imprinted on the target groups as well as the implementation manners of the objectives themselves, by following the factors that stimulate creativity and the degree of young people involvement in this project.
The article analyzes the process of future teachers-philologists′ training in an innovative educational environment. The novelty of educational technology which includes the implementation of innovative ideas of modern education by introducing competencybased approach has been justified. It has been stated that the purpose of the students′ theatrical, cultural and educational project is the integration of knowledge, application of updated knowledge, acquisition of new knowledge. The attention has been focused on the basic tasks and functions of the students’ literary theater as the original educational innovation in solving the problem of improving the quality of teachers-philologists; creating a favourable academic atmosphere for disclosure of intellectual and creative potential of students, self-identity through art and aesthetic, educational, organizational activities. Interactive methods of forming harmonious personality, a citizen-patriot, a professional specialist, a teacher-innovatorby means of students′ literary theater have been shown. Based on the analysis of the transformation processes in the context of education in the Ukrainian and foreign experience and the results of the pedagogical experiment, we have concluded that the use of theatrical arts and theater pedagogy in the professional training is one of the effective ways of reforming the European education. “Added value” of a modernized Ukrainian University is a students′ literary theater, which provides participants of project’s creative activity with methods of mastering education standards and learning life-giving meaning. The model of I-concept of the future teacher-philologist called “Innovation Man of the 21st Century” has been offered.
The article focuses on a discourse of resilience and remembering and its interconnectedness in teaching contested historical narratives. History mainly consists of events, remembrance, narratives, rituals, discourses, and stereotypes which can facilitate or prevent resilience. Since such purposes are part of religious and values education, a multidimensional approach is needed, which combines historical, psychological, religious, sociological, educational and literary aspects in a kind of ‘grammar of remembrance’, in order to motivate and facilitate autonomous and supervised research with discussions and sharing of experiences in different projects. The aim of this conceptual study is to facilitate interdisciplinary research and educational projects concerning memory cultures and conflict management.
For many educational engineering projects running in Universities, a data acquisition system is a key component. Buying a system from the market is a viable option but many times the cost of it is prohibitive for the low budgets of University projects. This paper investigates the idea of implementing an own data acquisition system with use in small educational projects. Together with the advantage of cost reduction, an own implementation is an engineering exercise in itself, providing learning opportunities for the student. The paper presents first the results of a market scan for development platforms which can be used and then an example implementation of a simple data acquisition system using a low cost development platform. The performance of the implemented system is measured and presented. The main purpose of this paper is to encourage students and young researchers to implement their own tools, using this learning experiences along the way of meeting the project targets.
Why and how is the Gestalt theorists’ concept of productive thinking particularly suitable for being applied to the educational question of how student motivation can be encouraged, thus providing an important condition for self-regulated, intrinsically motivated learning?
An answer to this question has been sought using an approach to the fostering of text comprehension ability, based upon the features specific to productive thinking, originally identified by and .
Firstly, these specific features are dealt with and their educational implications compared with those deriving from the definitions of problem-solving used most frequently in educational research. Secondly, an analysis is made of the process by which the features specific to productive thinking are turned into the conditions for a kind of text analysis suitable for designing an instructional project aimed at enhancing text comprehension ability and, at the same time, encouraging intrinsic motivation and self-regulation on the part of the learner. Thirdly, an educational project centred on the thinking-aloud poor reader is described, where thinking aloud and reflection–response are combined in order to guarantee the maximum level of intrinsic motivation. In the concluding section, the most important features of the project are discussed in relation to reciprocal teaching and scaffolding.
This paper explores the many facets of Rennard Strickland’s comparison between Sir William Blackstone, author of the 1765–69 Commentaries on the Laws of England, and Felix Cohen, architect of the 1942 Handbook of Federal Indian Law. It consists of a side by side analysis of both authors’ master works, political and educational projects, as well as general contribution to jurisprudence. It reveals that despite the stark differences between Blackstone’s work on the English common law from his professorship at Oxford in the late eighteenth century, and Cohen’s endeavors on the US federal law concerning Native Americans as a civil servant at the turn of the 1940s, there are remarkable similarities in the enterprises of legal scholarship the two jurists took on, the larger political projects they promoted, and their role in the development of legal thought. The idea that “Felix Cohen was the Blackstone of Federal Indian Law” has stylistic appeal and could have been little more than a gracious way to celebrate Cohen. An in-depth comparative examination of legal history and jurisprudence however corroborates and amplifies the soundness of the comparison.
EXTEND project is aimed at modernizing approaches to teaching engineering disciplines in Russia and Tajikistan, increasing quality of education and possibilities of employment for young engineers, students’ motivation and making engineering education attractive. Modern universities carry out not only professional training of students, but also prepare competitively capable personnel who can survive and thrive in modern free market relations, accompanied by a variety of forms of ownership and competition. International educational projects are relevant as they supply universities with international experience and job possibilities. Therefore, foreign languages competence is of key importance for engineers of future generation, and is a means of forming professional, communicative, linguistic and cultural competences. Success of teaching foreign languages depends not only on teachers’ skills, but on carefully selected and elaborated didactic materials as well. EXTEND project team exchange ideas and experience that result in fruitful discussion of issues concerning elaborating new courses to improve engineering education. International teams, which include EXTEND project participants from European, Russian and Tajik higher educational institutions will carry out the task. Project EXTEND is an open kind of consortium, which implies that members from partner countries subordinate to its leader and share joint responsibility for commitments of the consortium.
Football Talent-Nurture after the 1989-1990 Political Transformation in Hungary
Hungarian football used to be in the first line of the international arena but for the last five decades a steady and strong setback has been a characteristic feature. The main purpose of this paper is to discover the major problems related to the education of young players and to make suggestions to improve the current situation. The study is based on a research in which three different but complementary methods, called "triangulation" were used: fieldwork, content analysis and in-depth interviews. The results show that although sport had always been the area which served political interests, this situation has dramatically changed after 1989-1990. Since then moral and economic crisis could be observed and this has resulted in the collapse of the Hungarian football. Concerning the talent care program there is no a common educational project for young players. This could be explained by the lack of cooperation between professionals who believe that they have different professional and financial interests and act accordingly. In conclusion it can be stated that success could only be reached if politics and the central budget were be independent and the cooperation between decision makers and experts in football were stronger. The unskilled managers and coaches responsible for the education of young players should be exchanged for real professionals.