Contents
Dinara Bisimbaeva
Editorial: Following author guidelines or how to avoid desk rejection 6
Yerkhan Abduldayev, Talgat Zhussipbek, Yedil Nurymbetov, Akmarzhan Nogaibayeva
Teachers’ Perception of the Factors Influencing English Language Use in EMI Science Classroom: A Qualitative Study 10
Novita Dewi, Yustina Devi Ardhiani, Emanuel Sunarto, Anne Shakka
Unveiling Supervisor-Supervisee Relationships in Master’s Thesis Writing: Insights from Students’ Voices 23
Musa Nushi, Vida Khazaei
Gravity of EFL Learners’ Grammatical Errors: A Survey-Based Study of Teachers’ Perception 38
Irina Ivanova, Mikhail Rozhkov
Overcoming as a Factor of Self-Development 54
Lera Kamalova
Formation of Emotional Well-Being of Younger Schoolchildren Through Fairy Tale Therapy 70
Oksana Kokoreva, Natalya Peshkova, Svetlana Bashinova, Venera Khamdamova
The Conditioning of Understanding of Social Causality by Deaf Primary School Students on Family Characteristics 85
Sergey Mikheev
The Influence of Online Discussions on the Formation of Argumentation skills in Future Engineers 100
Maria Prokhorova, Lia Kozlova, Valentina Kravchenko
Design and Approbation of a Test of Diagnosing Students’ Ability to Innovative Entrepreneurial Activity “SINPRED” 116
Margarita Khusnutdinova, Alexandra Filipova
“Unpacking” Agency in the School Project: Prospects for a Participatory Approach 139
Journal Issue Number : 2
Editorial: Following author guidelines or how to avoid desk rejection
When a new manuscript is submitted, the editorial team of Education and Self Development carries out a preliminary assessment and checks it for compliance with the journal guidelines. In case of successful initial check, the manuscript is sent out for peer review. Unfortunately, the percentage of papers that are rejected by editors prior to review is quite high. In this editorial I want to discuss why it happens and how to avoid a desk reject.
One of the key reasons for rejecting a paper is inconsistency with the Journal’s scope. When such cases occur, we realise that an author has not done the groundwork and has not read the journal aims. Before submitting a manuscript, authors must visit a journal website, get familiar with its mission, identify the target audience, learn about the submission process, and even read through some published works. It is highly recommended to select a target journal reasonably in advance, and this choice should be solely based on the scope of a journal.
The second ground for rejection is when a manuscript does not follow journal guidelines. As with the scope, submission guidelines can be found on the journal website. I should point out that instructions for authors who are interested in submitting their works to Education and Self Development are available on our website in the tab ‘Submit an article’ (Author guidelines).
Teachers’ Perception of the Factors Influencing English Language Use in EMI Science Classroom: A Qualitative Study
This article explores the factors that affect the extent of students’ English language use in English-medium instruction (EMI) science classrooms. Semi-structured interviews were conducted with seven science teachers from private and public schools in Astana city, and thematic analysis was employed to analyze the qualitative data. The findings from the study highlight several factors that influence the extent of English language usage in science subjects, focusing specifically on the teacher factor. The teacher’s language skills and methods affect students’ English usage, with negative factors including Kazakh/Russian language use. The initial level of English is also important, such as the number of years of English language training and preparation for international exams. Understanding these findings can help inform strategies and interventions aimed at promoting and enhancing students’ English language usage in science subjects, ultimately improving their comprehension and academic performance.
Unveiling Supervisor-Supervisee Relationships in Master’s Thesis Writing: Insights from Students’ Voices
One of the issues that Master’s students frequently experience when writing their theses is how they view and communicate with their supervisors. This study aims to gain a comprehensive understanding of supervisor-supervisee relationships in Master’s thesis writing. The study’s objective is to explore Master’s students’ supervision practices, their interactions with supervisors, and their implications for humanistic education and holistic student development. Participants at a private university in Yogyakarta, Indonesia took the online survey using Google Forms, which contained questions about their thesis writing and other connected concerns. The accounts gathered from the 35 students who responded to the questions were processed as data and interpreted using Krippendorf’s qualitative content analysis and Polkinghorne’s narrative inquiry. The framework employed was intersectionality. The study reveals that the participants perceived supervisors as (1) affable and professional academic mentors, (2) intellectual partners, and (3) personal confidantes. The participants’ accounts may provide insight into the ideal supervisor-supervisee relationship. The supervisees’ perspectives suggest that supervisors’ triple roles assist students in managing relationships and promoting whole-person growth. Several implications for strengthening humanistic education and self-development are highlighted in the study, including supervisory responsibilities, cura personalis, emotional support, and holistic development. This study contributes to the existing literature by focusing on the often-overlooked perspectives of thesis students in Indonesia, particularly at the Master’s level.
Gravity of EFL Learners’ Grammatical Errors: A Survey-Based Study of Teachers’ Perception
The present study investigates 110 EFL teachers’ perception of the gravity of ten types of grammatical errors made by EFL learners in terms of acceptability. Moreover, it examines the relationship of age, gender, academic degree, years of teaching experience, and the highest level taught with the teachers’ judgements. Results revealed that the teachers’ evaluations form a hierarchy in which errors are placed at different gravity levels in accordance with their level of acceptability. Moreover, the three variables of academic degree, years of teaching experience, and the highest level taught had a positive correlation with the teachers’ evaluations. This study suggests that teachers should make their evaluations systematic, treat errors in accordance with their priority, and become aware of the factors that contribute to evaluations of grammatical errors.
Overcoming as a Factor of Self-Development
The article analyzes the results of a study aimed at studying overcoming as a leading factor that ensures self-development of the individual and actualizes the need to use pedagogical tools in modern educational practice that contribute to the formation in children and young people of the perception of overcoming difficulties as an opportunity for personal growth. The relevance of studying the problem of self-development and its procedural component is due to various reasons: the new socio-cultural reality, which predetermined the rapid pace of self-development as a condition for the competitiveness of the individual; a high level of motivation of the younger generation to achieve success as a result of self-development; the unpreparedness of modern children and youth to overcome obstacles on the way to achieving the goal; the presence of psychological barriers blocking readiness for self-development. The conclusions are based both on the results of a theoretical analysis of modern scientific literature and on the results of our surveys. Empirical research methods were survey methods presented by the author’s tools. The study involved 2474 students aged 11-16 living in the Moscow, Yaroslavl, Kostroma and Kaluga regions. The study included the design and testing of the technology of pedagogical support for self-development of adolescents in additional education in a situation of overcoming difficulties, the implementation of which makes it possible to form adolescents’ readiness for self-development, helps to build up individual experience of successful overcoming through the purposeful formation of adaptive coping strategies. The conclusion is made about the effectiveness of the implementation of technology in the conditions of additional education, as well as the possibility of dissemination of the received pedagogical experience in educational organizations of various types and types.
Formation of Emotional Well-Being of Younger Schoolchildren Through Fairy Tale Therapy
The psychological and emotional well-being of children is one of the most discussed problems in modern scientific research.
In studies of domestic psychologists, it was found that 37% of children have increased and 16% of children have high general school anxiety. Studying at school, worries about grades and performance are the main reason for increased anxiety among schoolchildren.
One of the conditions for the development of a child’s personality is emotional well-being, which can be developed through fairy tale therapy. The fairy tale therapy method allows for the development of the emotional well-being of children, since it uses the metaphorical resources of fairy tales and creates conditions for maintaining a stable emotional-positive state and life satisfaction.
The paper sets out to experimentally test the effectiveness of using fairy tale therapy in the formation of the emotional well-being of schoolchildren.
The diagnostics selected were: 1) test tasks “The Magical Land of Feelings” (authors: T.D. Zinkevich-Evstigneeva, T.M. Grabenko, D.A. Frolov); 2) SAN test questionnaire (V.A. Doskin’s method).
A fairytale therapy program “My Emotions” was created to develop the emotional well-being of elementary school students. The study showed a positive growth trend in the number of children in the experimental group demonstrating emotional well-being, a sense of joy, motivation to study and communicate with peers. The developed program for fairy tale therapy “My Emotions” can be used by primary school teachers to develop the emotional well-being of children in extracurricular activities, and for the professional training of teachers and psychologists.
The Conditioning of Understanding of Social Causality by Deaf Primary School Students on Family Characteristics
The most important natural condition for the social development of the personality of any child is full-fledged interpersonal communication, which is impossible without the elementary skills of a cause-and-effect analysis of a problem situation of interaction based on an understanding of social causality, identifying causal relationships between the actions of individuals in the process of joint activity and communication. The process of developing an understanding of social causality in a child with hearing impairment has its own specifics. These children have difficulty mastering the logical connections and relationships between phenomena, events and people’s actions. This hinders both their adequate assessment of others and the formation of an understanding of social causality. There is a relationship between the emotional, moral and social development of deaf children and the characteristics of the parental family. In families where both the child and the parents have hearing impairments, emotional relationships develop that are close to those that are typical for hearing families. In contrast, hearing parents cannot develop the same successful relationship with their children. Thus, the focus of our attention is the conditionality of the understanding of social causality by deaf junior schoolchildren by the characteristics of the family. Based on the foregoing, the purpose of the study is to analyze the influence of the characteristics of a family with deaf and hearing parents on the general level of development of a child’s understanding of social causality, which will optimize this process in a family and educational organization.
The paper presents the results of our own experimental study, containing a qualitative analysis of empirical data. It has been established that the impoverishment of understanding of social causality in deaf children with hearing parents is largely due to the inability of adult hearing people to provoke small deaf children to emotional communication. Deaf elementary school students raised by deaf parents are relatively more socially adapted and have a greater level of development of understanding of social causality than deaf elementary school students from families of hearing parents.
The results of the study can be used as a basis for purposeful correctional and developmental work with deaf junior schoolchildren and their families to develop an understanding of social causation.
The Influence of Online Discussions on the Formation of Argumentation skills in Future Engineers
The paper presents the results of empirical research on the effectiveness of online discussions (OD) as a tool for forming argumentation skills among technical university students. On the one hand the actuality of the research is conditioned by the significance of discussion-based training of modern technical specialists under conditions of networking and socio-technical transformation of engineering activity. On the other hand, this problem is not elaborated in the domestic, pedagogies and also contradictory and poorly studied aspects in the foreign one. The results of the present study are important for scientifically substantiated methodological implementation of new approaches to engineering training under conditions of digitalization of education and increased requirements for discussion and information competence of a modern technical specialist. The research was conducted on the basis of two Novosibirsk universities and covered 350 second – and third-year students in “construction” and “automation and computer engineering” baccalaureate specialties. The analysis of the OD results conducted in VLE “Moodle” using “debate” (synchronous discussion) and “forum” (asynchronous discussion) methods showed that inclusion of online-discussions in to the educational process of technical universities improves argumentation skills of future engineers by 20-30 %. The data obtained at the stages of the forming and control experiment let us reveal a higher efficiency of asynchronous forms of online-discussions in comparison with synchronous ones. Their advantage is to 28,68 %, depending on the formed component of argumentation. Based on the results of the study recommendations were given to teachers to improve the effectiveness of social interaction of students during OD, including the feasibility of replacing debates with synchronous discussion methods, more focused on the joint search for solutions.
Design and Approbation of a Test of Diagnosing Students’ Ability to Innovative Entrepreneurial Activity “SINPRED”
Due to the need to ensure economic growth and improving competitiveness of the Russian economy, the development of youth innovative entrepreneurship is relevant for our country. This requires not only the implementation of appropriate educational programs, but also selection of young people for admission on the basis of an effective assessment of their abilities and readiness to create an innovative business. The goal of the investigation is to design and test psychodiagnostic method that solves the problem of prompt assessment of students’ ability to innovative entrepreneurship. The test SINPRED is elaborated on the basis of the authored by Prokhorova and Belokon model of psychic determinants of effective entrepreneurial activity, connected with innovations. The test contains: instruction, 56 statements, the agreement with which the testee expresses on a seven-rank scale; key of primary data processing; normalized points (stens), worked out for two groups of testees (women and men); manual on processing and interpretation of diagnostics results. For empirical foundation of the methodics indices of students’ behavior, singled out by 5 experts, are used. Verification of discriminatory power, internal consistency, reliability of the test is carried out on the sampling of 180 students. 152 students comprise the sampling for evaluating of methodics validity. For defining the test factor structure and its standardization the results of 308 students questioning are utilized. It is revealed that the created test possesses a high level of discriminatory power and test-retest reliability. All test assignments are correlated with each other. The scales of the methodics have a sufficient level of validity. During the test approbation significant differences between women and men are unveiled on four primary scales: leadership, creativity, nonconformity, early entrepreneurial experience. The acquired differences additionally confirm discriminatory power and criteria validity of the test, and also indicate perspective of scientific investigations, that uncover peculiarities of determination and molding ability to innovative entrepreneurship, conditioned by sex.
“Unpacking” Agency in the School Project: Prospects for a Participatory Approach
School has become more project-oriented. There is tremendous potential for student agency here. Children’s agency can be revealed through a participatory approach to childhood sociology.
The analysis model is based on the principles of participatory methodology and interpretive reproduction by Corsaro. Three groups of variables are identified: the subjectivity of the child, the balance of power between the child and the adult, and the joint creativity of the participants.
The empirical basis of the study is the “Green School” case, implemented online with the participation of five schoolchildren and one teacher from the Khabarovsk Territory. Observation, interviews, focus groups, and text analysis were used for the monographic analysis of the “case”.
In a space of “equal participation”, where students and a teacher are co-participants and co-researchers, children’s agency can be disclosed. Children maximally expresses themselves through free choice, gaining personal experience in the process of making decisions. Responsibility arises not as an “obligation”, but as a motivation for learning: “how can we do it to make it better”. The results of this work can be used by educators in organizing project-based research activities for students, utilizing sociological methods adapted to the study of children.
E&SD 18(2) June 2023
Contents
Dinara Bisimbaeva
Editorial: The Manuscript Submission Process in Editorial Park 6
Priyatno Ardi, Titik Lina Widyaningsih, Utami Widiati
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program 10
Ana Carolina Porto, Ricardo Slavov, Maria Alzira Pimenta
Teacher Professional Development and Media Education in a Virtual Learning Environment 27
Anastasia Belolutskaya, Svetlana Vachkova, Evgeny Patarakin
The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices 37
Alexander Veraksa, Darina Nechaeva, Anastasia Yakushina
The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies 56
Lyubov Vozelova, Evgeniya Morgun
Nomad Education in the Yamal-Nenets Autonomous Okrug: Problems and Potential 69
Anton Konovalov
Methodical Competence Deficits of Vocational Training Teachers 81
Diana Koroleva, Anastasia Andreeva, Tatiana Khavenson
Shock Innovation: Conceptualisation of Digital Transformation in Education during the Covid-19 Pandemic 100
Nataliya Lebedeva
Stereotypes as a Possible Predictor of Women’s Underrepresentation in STEM: STEM Stereotypes Questionnaire Development 118
Roman Nagovitsyn
Predicting Student Employment in Teacher Education Using Machine Learning Algorithms 133
Ekaterina Ponomarenko, Yulia Krasavina, Olga Zhuykova, Ilya Okhotnikov
E-learning Issues in Online Marathon Application for Teaching a Foreign Language to Hard of Hearing Students 149
Galina Simonova, Anastasia Luchinina, Nadezhda Kostyunina, Liliia Latypova
Students’ Creativity: Possibilities of a Mixed Consortium Model 164
Editorial: The Manuscript Submission Process in Editorial Park
Any scholarly journal undergoes changes at some point of its development. The updates can be large-scale and deal with the journal’s strategy, editorial policy or structure, or they can address technical issues. Whatever transformational processes are taking place, the journal’s activity is never void of them. In this editorial I want to focus on the E&SD transition onto a new platform and the submission process in this system.
Education & Self Development has been using the Editorial Park system for about ten months. Over this course of time, the editors and reviewers have gained first-hand experience of working with the new platform. Similar to OJS, the Editorial Park enables editors to manage all processes from the moment when the journal receives a manuscript to the publication stage. The system’s interface is user-friendly. However, the software is not localized. Thus, authors cannot switch to the Russian language, if necessary. Though the submission process does not pose serious challenges, there are some specifics that I would like to highlight here. The submission process involves five steps or stages that require consistency. Initially, authors are supposed to fill out a checklist. One should realise that the formal completion of the checklist can result in a desk rejection. We strongly encourage authors to check our guidelines before submitting a paper.
Appreciative Collaborative Reflection to Catalyze Indonesian EFL Teachers’ Identity Configuration in a Teacher Professional Education Program
Collaborative reflection helps teachers make meaning of their professional selves. For this reason, the infusion of appreciative inquiry into collaborative reflection can strengthen the formation of teacher identity. This case study aimed to investigate how appreciative collaborative reflection catalyzed the configuration of EFL teachers’ professional identities during a three-month offline teacher professional education program in Indonesia. Three EFL teachers attending the professional education program and belonging to the same group during the reflection activities took part in the current study. During the activities, the three participants showed an interpersonal bond within the group. Data in the form of narratives were obtained through a semi-structured focus group discussion with the participants. A thematic analysis was conducted to discover the data’s emerging themes regarding the affordance of the reflection in accelerating teachers’ professional identity formation. The findings revealed that appreciative collaborative reflection catalyzed teachers’ professional identity configuration through recollections of professional experiences, equal engagement and interconnectedness, and positivity. The data-led, personal, collaborative, and appreciative reflection fostered the cultivation of positive personal selves. It is necessary that identity-related reflections be incorporated into teacher professional development programs to help teachers cultivate and purify their professional calling.
Teacher Professional Development and Media Education in a Virtual Learning Environment
The digital and media environment has brought new challenges that demand the development of specific skills to face them. Teachers are aware of the importance of using technology and social networks in educating new generation. However, they do not feel prepared to provide media education. The issue of education in values still receives less attention than necessary. The aim of the study is: to develop a Teacher Professional Development (TPD) program that allows participants to be better prepared to work with media education, focused on the Ideology and Values dimension. Research methods: to develop the TPD in the LMS it will be necessary: 1st. definition of educational objectives related to media education, focused on the Ideology and Values dimension; 2nd. To carry out a survey of media products that can promote reflection, analysis, synthesis and discussion that will be transformed into Digital Learning Object-DLO, instructional components that can be reused in different contexts and accessed through the Internet; 3rd. selection of didactic strategies, using the DLO, to be developed to reach the objective. Conclusions and recommendations: The design of the TPD program, in the LMS, with a playful perspective and active participation of teachers, enables the organization of classes and activities online using various resources in the form of a learning object.
The Connection of the Digital Learning Component with the Development of Preschool and School-age Children: A Review of Research and International Educational Practices
The relevance of the research is due to the increasing popularity of online learning and the lack of scientifically based criteria for analysing and designing new programs. The article provides an overview of international research and teaching practices on the following topics: the impact of Internet use on the mental development and academic results of children aged 5-12 years; the relationship between the use of various digital learning tools and the formation of various components of cognitive and communication development; the influence of the digital component of learning on students ‘ academic achievements; teaching children the basics of programming in order to form their computational thinking. In this study, the numbers of paperes related to the digital transformation of preschool and primary education were identified. The number of such articles for Scopus was 1709, and for Web of Science 984. Term maps were visualized in the period 2000–2020. The three clusters for Web of Science relate to the Internet, gaming learning applications, and computational thinking. After that, we analysed 60 sources that most fully represent these three clusters. The paper draws the following conclusions: to date, most studies are based on comparing the significance of the psychological and pedagogical effect of traditional training and education with the active use of digital technologies. There are few studies comparing different types of digital environments and online educational technologies; conflicting data on the impact of digital media and online technology on educational outcomes suggests that development of psycho-pedagogical typology of mechanisms for online learning that would take into account the peculiarities of interaction between child, teacher and digital environments, is urgently relevant; today, we have a fairly large array of data on the positive impact of digital gaming environments on the formation of creative abilities.
The Influence of Music Classes on the Regulatory Functions and Language Abilities of Children Aged 5-12: The Review of Research Studies
Nowadays, most children attend supplementary classes. This research attempts to review and summarize the results of 14 international studies on the influence of music lessons on children aged 5-12. The paper considers the influence of music lessons on the development of regulatory functions and language abilities. The authors conclude that music lessons have a significant influence on the regulatory functions of children, especially on inhibition and working memory. The relationship between language and music classes highlighted in numerous studies are discussed. With prolonged daily music lessons, children can develop vocabulary and phonological awareness.
Nomad Education in the Yamal-Nenets Autonomous Okrug: Problems and Potential
In the Yamalo-Nenets Autonomous Okrug, the project “Nomad Education” has been implemented since 2010, aimed at solving the issues of accessibility of education for children of tundra people in the conditions of family, industrial nomadic camps. For 10 years, the attitude towards nomadic education has changed dramatically, in connection with which the paper presents an analysis of the effectiveness of nomadic education in teaching children of indigenous peoples in the Yamal-Nenets Autonomous Okrug based on a study of the opinions of the nomadic population. This information can be the impetus for the improving the quality of education in nomadic areas. The purpose of the publication is to identify the problematic issues of nomadic education and determine the prospects for the project.
The study involved 622 respondents from the indigenous population in 7 municipalities (districts) of the Yamalo-Nenets Autonomous Okrug. Statistical analysis was carried out using the Statistica 10 and SAS JMP 11 software packages. The results of a survey of the nomadic population on the effectiveness of teaching children in the system of nomadic education are presented. Nomadic education was assessed, risks and potential were identified. The most active supporters of nomadic education were reindeer herders, which is primarily due to the specifics of their nomadic life. Among the main factors affecting the quality of learning of children of the nomadic population, there is a shortage of qualified teachers who speak their native languages and are willing to work in the extreme conditions of nomadic life. Research materials can be useful to methodologists and teachers implementing the project “Nomadic Education” both in the Yamalo-Nenets Autonomous Okrug and in other territories of the Russian Arctic.
Methodical Competence Deficits of Vocational Training Teachers
The labor market today, more than ever, needs effective and highly qualified personnel ready to work in conditions of turbulence and uncertainty, and therefore teachers who are able to provide appropriate training for such personnel. However, the professional competences level of vocational training teachers does not always ensure the required quality. Therefore, it becomes important to organize a continuous monitoring system of the educational sphere and the labor market, which makes it possible to timely diagnose professional deficits of teaching staff and organize educational activities to eliminate them.
The purpose of the article is to determine the reasons for the emergence of teachers’ professional deficits in organizations of the secondary vocational education system, to propose ways to overcome these deficiencies based on the identified educational needs of teachers.
The study of professional deficiencies of vocational training teachers is implemented based on the competence approach, the concept of vocational education and the theory of professional deficits. The main method for collecting primary data was a questionnaire survey (n = 589).
The groups of professional deficiencies of vocational training teachers in the field of methodical competence were identified (the use of modern forms and methods of organizing vocational and pedagogical training; the use of modern pedagogical, including digital technologies; creating conditions for the personal and professional students’ development; control and assessment).
The research materials are an illustration of the experience of organizing monitoring of the educational sphere. The revealed level of vocational training teachers’ professional competence and specific deficiencies in methodical literacy will be useful for state bodies and other organizations of the vocational education system when developing a set of educational measures aimed at improving the professional competences of pedagogical staff for the vocational pedagogical education system.
Shock Innovation: Conceptualisation of Digital Transformation in Education during the Covid-19 Pandemic
The article considers the transition to distance learning in the context of COVID-19 pandemic as innovation. In particular, it shows that the spread of innovation in an extremely fast and compressed way does not fit the classical model of innovation diffusion by Rogers. Based on the results of the analysis, the authors supplement the innovation theory with a model of shock innovation which aims to describe the phenomenon of momentary transformations. For that reason, a comprehensive and extensive description of innovation diffusion was narrowed down to three key characteristics and linked to three levels (micro-, meso- and macro-). The narratives of school principals which have been extracted from the interviews (N=10) were compared with the characteristics of this three-levels model. The analysis revealed that a shock innovation is characterized by the fact that (1) the initial impulse has a source, external to the system, (2) requiring an obligatory response (forced change); (3) manifested by an innovative “breakthrough” due to the extreme mobilization of the resources; and (4) “densification” of traditional innovative processes for the diffusion of innovation at three levels – individual (micro), group (meso-) and systemic (macro-). The discussion highlights the aspects of the identified characteristics that should be taken into account in designing the strategies of schools’ development, as well as bridging the gaps in the educational system caused by the pandemic.