School construction in Chechnya during the 1920s – 1936s

This article is dedicated to the question of eradication of illiteracy among school-age population of Chechnya during the 1920 – 1936. The author explores the role of religious figures in education; the cohort of students and construction of schools in the cities and rural areas; the arrangement of school curriculum, creation of alphabet, and solution of the problems with professional personnel shortage; as well as the system of dropouts and grade repetition. The republic is currently experiences one of the most difficult periods in its history. The leadership of the Chechen Republic is doing everything possible to ensure that education is evaluable to every resident. The reference to the historical experience of school construction allows reconstructing the severely deformed educational processes. The scientific novelty consists in studying the problem from the perspective independent of the Marxist-Leninist outlook upon the educational processes. The government, supporting the atheistic worldview, set the task to build a new personality, with no presence of religion what so ever, whose mentality would be all about building the Communism and fight the Capitalism. As of today, religion is an integral part of every Chechen; simultaneous secular and religious education has a positive impact upon personal becoming. Emphasis is placed on the fact that there were very few girls in the schools. This indicator has remained consistent for virtually the entire period of school reform in Chechnya.

Pandemic, Humanity and Education

Learning is a series of activities designed to enable the learning processto occur in students. The implication is that learning habits must bedesigned, developed, and managed creatively, dynamically by applying amulti-approach to create a conducive atmosphere and learning process forstudents. One way to develop learning is to apply multiple intelligences andinvasion of learning.The level of student achievement is determined by curriculum types. Ifthe student's chosen teaching style does not fit the teaching practice or thelearning environment, the results may be negative behavioral reactions anddiminished student engagement. If the conflicts between learning styles andteaching styles persist, and there is no effort to deal with them, students canexperience physical, mental, and emotional problems. The weak students insome subjects may be due to non-parallel learning styles and teaching styles.This indicates that not all teaching methods are considered successful fromthe viewpoint of teachers' pedagogy compatible with students' expected orfavored teaching. Goodnaugh (2001) found out that the learningenvironment is not likely to weaken students' motivational orientation. Theskill of learners who do not dominate orientation-introduced-intelligenceled to chore-chored learning sessions. Leaving the intelligence orientation isa prerequisite for the development of a learning environment conducive tolearning. In shaping educational missions, curriculum creation, andpedagogy, more than ten nations incorporate the concepts of multipleintelligences. According to Hopper and Hurry (2000), the multipleintelligence approach emphasizes their own discovery and comprehension ofthe students in their learning process.Multiple intelligences are referred to by people who occur in nature asvarious abilities, talents, or skills (Armstrong, 2000). There are eight (8) different kinds of intelligence studied in this study, as outlined by Gardner(1993, 1999): verbal-linguistic, logical-mathematical, visual-spatial, musical,interpersonal, intrapersonal, kinaesthetic, and naturalistic.

Ecological parks educational environment usage at Biology lessons in schools (on the example of N.A. Avrorin Polar-Alpine Botanical Garden-Institute)

The paper is devoted to the search of alternative ways to update school Biology curriculum. Creation of educational environment at the premises of ecological parks is considered to be an innovative and promising prospective approach that meets contemporary demands and follows central developmental trends of society. Based on the results of practicing Biology teachers poll, we give an expediency analysis of engaging ecological parks educational opportunities for school lessons. According to available data as well as based on the structure and the content of biological education prescribed for secondary school, the authors program Kola Land nature has been developed. The content of our program is an addition to the General program line Biology for 6-9 classes created by V.V. Pasetchnik, it matches the themes of a school Biology course: Biology as a science of vital nature, Cellular structure of organisms, Plant kingdom, Diversity of fauna, Ecosystems. Effectiveness evaluation of the authors educational program Kola Land nature was realized in the ecological park of N.A. Avrorin Polar Alpine Botanical Garden Institute. The obtained data confirm that the program usage as an addition to the basic school Biology course improves the level of its mastering by students.

What’s the Purpose of Higher Education? Proposing Meso-Level Operationalizable Superordinate Strategic Goals for Higher Education Developing the Higher Education Strategy Model and Metrics (HESM & M)

This conceptual paper looks into the question of what purpose and which superordinate strategic goals can be identified for higher education. Because of the large variety of different purposes and goals in the existing literature, there’s a need for integrative models and frameworks that help to manage the complex challenges which higher education is facing in an increasingly complex world. Based on the theoretical perspective of Service Dominant Logic (SD-logic), a holistic higher education strategy system model is presented, allowing higher education decision makers and managers a better understanding and consequently the measurement of strategical higher education goals. Irrespective of the branch of study, the HESM can be used as a decision-making aid in operative tasks regarding curriculum creation and optimization of teaching and learning contents.

Juan Angel Chávez's Winded Rainbow

This chapter outlines the manner in which the work of Chicago-based artist Juan Angel Chávez was exhibited at a university art gallery and served as the platform for an educational outreach program that investigated issues of immigration, place, language, materiality, and environmental sustainability within a global culture. Working closely with both an Associate Professor of Art Education and the gallery's Senior Curator, two graduate teacher candidates in Art Education generated student-initiated learning experiences based on a model of curriculum creation developed and taught by visual arts educators in New South Wales (NSW), Australia. The curator and graduate students implemented a local arts grant that enabled groups from secondary schools and a homeschool program to tour the gallery's exhibition of Chávez's work, participate in workshops in their classrooms, and exhibit their own artwork at the gallery.

Curriculum creation: Reflection as a tool for enhancement

Reflection plays an important role in the development of new courses and curriculum. Professional skills development is the focus of two newly developed and required courses, one of which uses reflection as a primary pedagogical practice. These foundational courses are scaffolded by design. The scope of this presentation will be on the first of these two courses, designed for students entering the university environment and serving as early exposure to the field. Presenters will share the role that reflection played, and continues to play, in the development of these courses. One assignment, a product of this reflection, will serve as a focus of this presentation. It was developed to challenge students to consider past experiences and how they might apply to the development of their professional skills, both now and in the future. Peer review and feedback sessions serve as another instructional tool to facilitate this critical thinking process.The first focus of this presentation will be on continual instructor reflection on course and curriculum design as a method for enhancing the pedagogical approach, instruction, and assignments, and it will continue to play a role in the assessment of course outcomes. The second focus will be on the role that critical reflection plays as a pedagogical practice in course design and classroom instruction. Session attendees will be asked to reflect on their pedagogical practice and the role reflection has played in their approach to classroom learning.