This is the English language contents page for E&SD 14(4)
Nick Rushby
Editorial: Editorial bias 6
Minnenur A. Galaguzova, Yuliya N. Galaguzova, Elena V.Moskvina, Yana S. Dikusar, Anastasia V. Shvetsova
Social rehabilitation of minor criminals. 10
Maryam Mahmoodi, Mojgan Rashtchi, Gholam-Reza Abbasian
Evaluation of In-service Teacher Training Program in Iran: Focus on the Kirkpatrick Model. 20
Nailya R. Salikhova, Martin F. Lynch, Albina B. Salikhova
The Associations Between Tolerance for Ambiguity and Internal and External Motivation in the Scholarly Activities of Doctoral Students. 39
Chancey Bosch, Alesha Baker, Joshua Baker
Using Open Educational Resources and Technology-Enhanced Learning for Teacher Professional Development in Ugandan Schools. 52
Alexey M. Petrov, Ksenia A. Volodina, Tatyana A. Belyaeva
The role of the psycho-physiological characteristics of a person in his professional development. 63
Marina N. Sharafutdinova, Nina A. Nizovskikh
Psychological readiness for management and self-control of behavior as components of the potential competitiveness of senior pupils. 72
E.Y. Vasilyeva, M.I. Tomilova
Assessment of communicative competence of residents. 81
Mark V. Pereverzev, Ilshat R. Gafurov, Valerian F. Gabdulсhakov
Using technologies to prepare graduates for careers in hospitality and tourism. 91
As is often the case, it was short article by another editor that started me wondering
about potential unconscious bias in the way the Education & Self Development editorial
team decides to accept the ‘best’ articles for publication, asks for revisions on others, and
rejects the remainder. In her article, Deborah Bowman (2019) reviews a fascinating account
of how the research into the causes of cholera went un-reported in the medical
literature of the day, because it conflicted with the long-held views of the majority of the
medical profession (see Johnson, 2006).
Social rehabilitation of juvenile delinquents plays an important role in maintaining public safety.
It requires special care and respect for the child’s unformed personality. This article summarizes
the experience of the Russian system of rehabilitation of juvenile offenders. It is emphasized that
the system is closed and standardized, which limits the possibilities of applying new technologies
in working with deviant and delinquent children. The goal of this study was to develop optimal
social technologies combining classical and innovative methods of rehabilitating juvenile offenders
and taking into account the specifics of closed institutions. The main research question was: what
new theoretical developments are effective in the rigid and inflexible conditions of these closed
institutions? Will they give steady positive results or does space itself block them? The pedagogical
experiment conducted by our research team is a unique attempt to go beyond traditional forms. It has
a classical scheme consisting of three successive stages: diagnostic, organizational, and evaluation.
Novelty is determined by the development and implementation of innovative technology to involve
juvenile offenders in voluntary activities in the following areas: environmental (development of
environmental awareness, planting trees and plants, caring for homeless animals, etc.), civil and
patriotic (design of exhibitions based on the results of search operations, care behind memorials,
the organization of festive concerts in for veterans), cultural and leisure (holding concerts, theatrical
performances, holidays for socially-unprotected categories of citizens). Volunteering promotes the
restoration of broken social bonds through self-awareness as a useful member of society. The use
of methods based on cognitive activity, creativity and creativity of children, the active involvement
of parents in the rehabilitation process, has achieved impressive results in learning, interpersonal
interaction, and most importantly – in self-awareness and self-presentation of children, which
society has traditionally become accustomed to writing off.
This study investigated the effect of in-service education and training (INSET) courses on grade
11 EFL teachers’ knowledge base employing Kirkpatrick’s four-level (reaction, learning, behavior,
result) evaluation model (Kirkpatrick & Kirkpatrick, 2006). To this end, the researchers designed
a study at four stages. At the first stage, a standardized questionnaire, English language teachers’
knowledge base (ELTKB), was administered to thirty 11th grade teachers to examine their views
regarding the INSET classes (reaction). Then ten teachers were interviewed, and their classes were
observed to explore to what extent the INSET courses had affected teachers’ perceptions and actual
job performance (learning). In the next step, 126 students filled in the students’ questionnaire (SQ)
regarding their perception of their teachers’ teaching performance in the English classes before and
after their attendance in INSET classes. At the final stage, the performance of the 126 students on
a language proficiency test was measured to study to what extent their teachers’ performance had
affected their achievement. The result of the ELTKB questionnaire, SQ, interviews, and observations
revealed the beneficial role of INSET classes in teachers’ reaction, learning, and behavior. Moreover,
the result of the program was positive since grade 11 students’ language learning improved after their
teachers’ INSET class attendance. This program evaluation can be illuminating for stakeholders,
policymakers, and curriculum designers.
The fluidity, variety and high speed of change of the modern world breed uncertainty and ambiguity.
This ambiguity is a consequence of freedom of choice, and the many alternatives with which a
person grapples. Ambiguity is both the condition and the subject matter of research activity. The
aim of the present study was to clarify the associations of tolerance for ambiguity with the type
of motivation (internal or external) for various types of academic activity carried out by doctoral
students in a university. Doctoral students (N = 227) from natural science departments at Kazan
University (Russia) identified their level of ambiguity tolerance (high and low). Results showed a
positive link between ambiguity tolerance and external motivation for various forms of universityrelated
activity and an inverse link with internal motivation. Doctoral students with a lower level of
ambiguity tolerance showed a higher level of internal motivation for their scholarly activities, that
is, avoidance of uncertainty served as a source of internal motivation for research-related activities.
For those with high ambiguity tolerance, more external stimuli (reward, constraint) were needed to
motivate the person for research. Moreover, at high levels of ambiguity tolerance the direction of
the associations changed and becomes a positive link between internal motivation and ambiguity
tolerance. The results should be taken into account in the organization of higher education.
Remote areas with technological, environmental, and human barriers to education lack the innovative
practices to provide sustainable, consistent, and meaningful resources and training for educators.
Stakeholders, including investors, organizations, leaders, administrators, teachers, students, and
communities benefit from effective research-based strategies that limit the barriers and empower
new generations of educational inputs and outputs, citizens of the global community. This research
examined the effectiveness of an innovative approach combining concept, software, and hardware to
deliver teacher professional development. A quantitative, relational, non-parametric design reported
a significant increase in personalized professional development using open educational resources
and a content access point. This study established a relationship between the variables and moved
the research community forward toward causal evidence for innovative educational practices.
An important element in the professional development of the individual is professional selfdetermination.
It is important for a teenager to make his own choice, not the choice of his
surroundings. Identifying a predisposition to a particular profession will allow a person to decide
on her choice. We assume that it is possible to reveal the professional predisposition by studying
the psycho-physiological characteristics of a person, namely the frequency-specific characteristics
of the electroencephalogram of the brain. The paper analyzes the results of a pilot study aimed at
identifying professional predispositions through psychophysiological studies of the professional
skills and aptitudes of students in various fields; statistically significant correlations between
electrophysiological indicators, neuropsychological parameters and professional development are
described. Based on a theoretical analysis of the work on this topic, the idea arose of the need to
conduct a full-scale study on the study of the psycho-physiological characteristics of a person in
various professional fields and with different levels of academic achievement.
The study analyzed the indicators of alpha, beta, theta and delta rhythms during the subjects
performing tasks (exam, laboratory work, etc.), which are based on the GEF. The study revealed the
possibility of studying the professional inclinations and inclinations of students in various fields of
professional activity using a single methodology, which is based on the study of the EEG activity of
the brain.
The authors conduct a comparative analysis of the concepts «psychological readiness for
management» and «self-control of behavior», considering them as necessary and interrelated
components in the structure of the potential competitiveness of senior pupils. An empirical research
using the test-questionnaire of psychological readiness for management in a modification of M.N.
Sharafutdinova (PRM-S) and the questionnaire “Style of self-control of behavior” of V.I. Morosanova
conducted on a sample of senior pupils (n = 315). Numerous statistically significant connection of
components of psychological readiness for management and styles of self-control were revealed.
All indicators of psychological readiness for management are connected with the general level
of self-control of senior pupils. Statistically significant correlation were discovered between the
general level of self-control and such components of psychological readiness for management as
“achievement orientation”, “analytical thinking”, “initiative”, and “conception thinking”. The results
show that such values-based orientations of a senior pupils as his striving for work’s high results, a
versatile analysis of his actions, a tendency to use all the existing possibilities of the current situation
to achieve a goal, as well as many other values in the field of management, organically connected
with the ability of senior pupils for self-control of behavior.
The problem of assessing the communicative competence of future doctors at all stages of training
in a medical university is one of the most relevant in the theory and practice of medical education in
Russia. The article reveals the basic principles of building a methodology for integrated assessment
of the communicative skills of students and residents on the basis of multilateral assessment. The
basic (universal) communication techniques for the doctor are determined – active listening,
asking questions, advising and motivating patients, and an explanation, which include a number of
communication skills required by the doctor.
The study examined and analyzed self-assessment (n = 132) and expert evaluation (n = 100) of
communicative competence among residents, as well as the subjective perception of the data
obtained by the residents. The results of self-assessment and expert assessment of communicative
competence showed that self-assessment of all communication techniques that make up the core of
communicative competence is statistically significantly lower than the expert assessment (p< 0.001).
It is shown that the method of multilateral assessment ensures the development of reflexivity and
motivation of residents to improve communication skills.
The relevance of the problem at issue in the article is due to the need to develop multifunctional
competence of future managers of hotel and touristic system: these managers face tough competition
for jobs, have to know modern information and communication tools, hotel and tourism business,
that is, have multifunctional competences. However, universities still do not have a single integrative
(interdisciplinary) basis for training such specialists, there is no package of training information
and technical means, strategies and technologies of training, sound organizational and pedagogical
conditions.
The purpose of the study: basing on the analysis of organizational and pedagogical conditions for
training specialists for professional activities in the sphere of hotel service and tourism to determine
the content, structure, features for developing multifunctional competence of future specialists.
The research methodology is based on the concept of key competence. This methodology involves
systematization, classification of significant (key, resultant, autonomous, etc.) problems; developing
on this basis the matrix of significant problems and defining the overall strategy, technology
management process of professional development.
The novelty of the research is that the matrix of significant problems of master’s training of future
specialists for working in the sphere of hotel service and tourism has been developed; strategies and
technologies for developing their multifunctional competence have been defined.
The results of the study are implemented in the form of content, structure and organizational and
pedagogical conditions for the preparation of future specialists to work in the sphere of hotel and
tourism services.