This paper endeavors to ascertain the prevailing classroom management styles of instructors as well as the prevailing instructor-student relationship in a Philippine higher education institution. It   employed mixed methods of quantitative and qualitative methods of research to investigate the line of inquiry. A total of thirty faculty members and three-hundred students sampled from the population were the sources of data for the quantitative component of the study while eighteen students were selected as informants for the FGD to gather qualitative data. Findings showed that a great deal of authoritative classroom management style is being adhered by instructors while the students manifested a moderate level of connectedness and anxiety towards the classroom management styles of their instructors. Variables such as civil status, years of teaching experience, and level of educational attainment spelled differences on the classroom management styles instructors. It was uncovered that the different classroom management styles of instructors were attached with positive and negative labels and typifications. Implications of this study will serve as a reference to better prepare classroom managers of 21st-century college classrooms.

This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students’ perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students’ perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students’ learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student’s perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners’ perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.

This study has experimentally tested how the introduction of simulations, adapting the experience of higher educational institutions of the United States, including the elements of gamification, in the training course Professional Foreign Language stimulates the educational activity of students at higher educational institutions of Ukraine students’ educational activity  through the involvement and creation of activity for constructive competition and cooperation, stimulation of interests and motives, maintaining cognitive attention of students and encouraging feedback. To carry out this research, a script, a methodology for arranging the simulation Coffee Import-Export Procedure was developed. To process the collected statistical information, Covariance-based Structural Equation Modeling (SEM) software, including two-way ANOVA for Mixed Measures, was used, and the Textalyzer software was used to process the answers of the experimental group’s students to the open-type questions. It was found out, that the simulation model Coffee Import-Export Procedure with elements of gamification develops value-motivational, cognitive and activity-reflective components of educational activity of students, develops self-education skills, which are included in the list of key life and career Skills of the 21st Century, moving the formation of competences of self-education from minor to dominant positions, forms the model of future professional activity of students. The scientific and practical results of this research can be used in the practice of corporate training of company’s personnel, professional training of future specialists in management, international business, organizational psychology, law, etc., as well as for the organization of professional training for people with limited access to higher professional education or for those who needs retraining.

This descriptive and correlational study investigated the effects of using PSPP in learning Statistics on students’ attitudes and performance. The respondents of the study were 200 Grade 11 Senior High School students who were enrolled in Probability and Statistics subject during the Second Semester of School Year 2018-2019. The respondents were randomly selected from those classes across the different academic strands that used PSPP in their Probability and Statistics subject through stratified random sampling. The results revealed that the students have favorable attitudes towards learning Statistics with the use of the PSPP software.  The students became more interested and engaged in their learning of statistics which resulted to an improved academic performance.

The current study aimed to adopt and assess the psychometric properties and measurement invariance of Grit-S among Omani and American students (N = 487) using Exploratory Factor Analysis (EFA) and Multi-Group Confirmatory Factor Analysis (CFA). The scale’s construct validity was estimated by investigating its associations with achievement goal orientations (AGOs). EFA results suggested that a two-factor solution (i.e., perseverance of effort [G_PE] and consistency of interest [G_CI]) was the best factorial structure, explaining 47.74% and 51.02% of the variance in the Omani and American samples, respectively. The factors had good reliability coefficients in the two samples. Related to the intercultural differences, G_PE explained more variance among Omanis (31.02%) relative to American sample, whereas G_CI explained a larger proportion of variance among Americans (36.86%) compared with Omani sample. The first level of measurement invariance, configural invariance, was not supported, necessitating the investigation of the other levels of measurement invariance using a new sample. Grit correlated positively with mastery and performance-approach goals (r = .29 and .12, respectively) and negatively with avoidance goals (r = -.25), supporting the scale’s construct validity. These findings showed that Grit-S scale can be used as valid and reliable assessment tool to assess student interest and perseverance in the academic context in Arabic/Omani and American cultures.

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own “school moral education plan” and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.

The article analyzes the evolution of pedagogical systems and the practice of universities in the world. The work reveals the essence and main structural components of the university education, as a special institution of higher education, designed to become a systemic solution to the problem of management and development of teacher education. The model presented by us includes the following components: education, as a platform for transferring innovative solutions into practice; Mega-Science -a system of research collaborations that provides advanced solutions to global problems; technologies -research constructs according to the Lego principle, generating local problem-solving based on a cluster; implementation -a system of investment decisions on the implementation of developments in the practice of activity; innovation is a system for the formation of products open to use that stimulate the development of education. The paper presents the main results of these developments, conclusions are made about the need to form a university of education as a special system operating within the framework of the concept of open pedagogical education and aimed at creating a federal scientific and educational hub of global importance for reproduction and the formation of human capital in scientific, engineering activities, the generation of new solutions in the field of training and development of teaching staff in.

The purpose of the study was to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “Ukrainian language (for professional purposes)” provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook “Ukrainian for Special Purposes” was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver the language course to the students majoring in literature and language teaching.

Projection in education is one of the important bases for the implementation of the sustainable and crucial strategies to ensure the development of national education, including Vietnam. As a country in Southeast Asia with the distinctive characteristics of culture and history, Vietnam has the certain advantages and disadvantages in the development of education. In this study, the projection of Vietnamese students of each school level in the period of 2015 – 2035, was referred in comparison with the projection of the teacher resource in all school levels as one of the conditions for the basic educational development in Vietnam. The study was conducted using an integrated projection in education’s formula, combined with a census (birth rate - for students; the number of teachers from Department of Education and Training’s reports, the pedagogy students prepare for graduation - for teachers) from 32 provinces and cities of Vietnam and analyzed on the rate of population change over the years. The results showed that the shortage of the teacher resource (especially the preschool teachers) and the erratic increase in the number of the children born in the good years according to the Eastern concept were the anxious issues when developing Vietnamese education and integrating into the global development trend.

The concept of low carbon education is one solution to provide knowledge to students related to low carbon behavior. The purpose of this paper is providing an extensive bibliometric literature review on 'low carbon education'. Articles found by Publishing or Perish (PoP) software with the Google Scholar database. There were 55 out of 97 articles found from Google Scholar data base ranging from 2014 to 2019 analyzed in this study. The chosen references were then managed using a referencing manager software namely Zotero. After managing the database, this study classified and visualized it using VOSviewer software. Overall, this review provides an appropriate reference point for further research on 'low carbon education'.

The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors’ keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations “A Time for Telling”, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.

University attempts to respond to globalization to build international trust by conducting internationalization as the bridge of their selected strategies. The efforts needed to build international trust are promotion strategies. This study aims to elaborate the effective promotion strategies in Jenderal Soedirman University, Indonesia. The data were collected by some deep interviews, observation, and documentation. The result shows that the promotion strategies includes, first, the university’s direction to be recognized globally by a strong vision, international accreditation for its study programs, and being the center of special studies. Second, the university publicizes the university’s programs, activities, excellence, and uniqueness through printed or online media, foreign institutions, and individuals. Third, the university initiates international collaborations with foreign universities and institutions by building good interpersonal communication, forming teams for international collaborations, initiating activities to build trust among individuals, and getting involved in international events. Last, the university offers scholarships for foreign students to increase inbound students.

The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to see which results are more effective in improving students' thinking skills between the two learning models applied. The two models are Problem Based Learning (PBL) and Aptitude Treatment Interaction (ATI) models. This research method uses quasi experimental method with a posttest only control test design not control group. This study uses two group subjects with two experimental classes. The analysis of the data used the hypothesis testing of the non-correlated 2-sample t-test. Based on the research results obtained Aptitude Treatment Interaction (ATI) models have a better effect on students' creative thinking abilities compared to Problem Based Learning (PBL) models.

This research aims to develop open ended-based worksheet in improving students' high-level thinking skills on static fluid materials. The method used in this research is Research and Development (R&D) with 3 steps namely, the initial stage, then the design and development of the product, and finally the product testing. The data analysis technique for product effectiveness is with the main field trials, namely (1) N-gain analysis, (2) paired t-test, (3) ANCOVA, and finally (4) effect size test. From the test results obtained information that conducted 10 students showed the results of the development worksheets obtained the average worth of development products by 90% this value is included in the very high category, while the student response of the average of 88% and also the readability response of 89% in the very high category. In the results of the n-gain analysis also show the value is0.70, that mean medium category. From the results of this study, it can be concluded that worksheets based on open ended can improve students' higher-order thinking skills. So, in further development we suggest that open ended-based on worksheet is not only applied to static fluid material, but also in other materials.

Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their integration. Previous research indicates a positive and significant correlation between teachers' self-efficacy and their attitudes toward the teaching profession. Our study included three hypotheses: 1) teachers' pedagogical applications serve as mediators for the relationship between teachers' self-efficacy and their attitudes toward the profession; 2) participating in a professional development school (PDS) training program interacts with teachers' self-efficacy in predicting their attitudes toward the profession; and, 3) participation in a PDS training program will positively affect the two variables. A close and open-ended questionnaire was replied by 300 novice teachers, some of whom participated in the PDS program and others who did not. Findings indicate that the relationship between teachers' sense of self-efficacy and their attitudes towards the teaching profession was partially mediated by: applying constructivist pedagogical practices; matching to differences between learners; collaboration between fellow teachers; accountability; planning and teaching management; and academy-community relationships. Participation in a PDS program was not found as a moderator variable for this relationship, but novice teachers who participated in this program had a significant higher sense of self-efficacy and more positive attitudes towards the teaching profession. Findings are important for designing novice teacher training programs with an emphasis on the implementation of specific pedagogical practices.

This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

The objective of the study was to study the perceptions of student teachers and educators of an educational cluster as a tool for improving the professional competence of future educators, and to identify the cluster-related tools to be used to improve the professional competence of future educators. The project evaluation checklist for experts, a questionnaire for participants in the experiment, a semi-structured interview questionnaire to conduct with focus group respondents were used for collecting data. Data were processed using content analysis technique and SPSS Statistics v24 package. The study is quantitative, based on subjective evaluations of study participants and representatives of educational clusters, and does not aim at evaluating students’ achievements. Two simulation models of the educational cluster (“Cluster Educational Initiative” and “Cluster of Educational Opportunities for Educators 2.0”) and four educational activities for educators (discussion "Agglomeration of Subjects, Educational Institutions: Realities and Prospects”; online conference “Ukraine-Brussels - Sharing Experience in Education”; an educational tour to Finland for teachers, parents and managers in the field of education; the exchange of four teachers from two schools) was a key result of this study. It has been found that the creation of clusters for improving the professional competence of future educators and their professional advancement is now part of national education policy in Ukraine and in the world. The tools of this form of organization of educational activity are competence-oriented and aimed at deepening professional experience, development of competences of realization of life-long education, creation of own public image.

The purpose of this research is to experimentally evaluate how the “flipped classroom” model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students’ critical thinking skills and improved their academic performances and what students’ perceptions of this model are. The learning environment used a multimedia-based textbook entitled “Business skills through English”. This was experimental research which used a mixed-methods approach. Students’ critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students’ critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the “flipped classroom” model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students’ critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.

In the last decade, learning from computer-supported collaborative technologies has been combined with social media (SM) and this has gotten a lot of attention. Also, there is a growing body of literature that suggests that SM is gaining a lot of attention because it has the perceived pedagogical affordances that could be used as a potential tool for teaching and learning. These perceived pedagogical affordances allow people to interact, communicate, collaborate and share resources among others. Most of the studies published on SM in education have focused on higher education (colleges and universities) with a relatively small body of literature on secondary education. Despite the wide use of SM in education, its benefits are still not clear across studies. We conducted a systematic literature review using the EBSCOhost database. Screening of abstracts and full texts resulted in the selection of 10 papers for the review. Seven approaches to using SM in learning in high schools have been identified: (1) interaction, (2) information dissemination, (3) communication, (4) collaboration, (5) teaching, learning, and resource sharing, (6) socialization, and (7) entertainment. Most of the articles claimed that the educational use of SM has a strong positive effect on social skills, but the evidence presented was rather weak. Subject-specific outcomes were not in focus in using SM in education. All studies followed a constructivist philosophical perspective. Based on this we provide a theory-based scenario for using SM in learning social skills and subject-specific outcomes.

Some evaluation has been carried out in Vocational High Schools (VHSs), but most of it focuses on the documents or passive data rather than the processes happening in VHSs. Thus, this research focuses on the evaluation of VHS performances where the process is initiated with identifying the constructs and developing the instruments of performance evaluation for VHSs with Technology and Engineering expertise programs. Based on the problems found in the field, before conducting the evaluation, the researcher needs to, at first, develop the instrument of evaluation through three stages of development. The first stage is analyzing the concepts related to the evaluation by examining the factors affecting VHS performances. In the second stage, instrument development and instrument analysis (content validation) are conducted with the help of experts. The third stage is performance evaluation in VHSs located in Yogyakarta. The evaluation employs a set of instruments developed by the researchers. This research has produced a set of instruments for performance evaluation, which can be used extensively in VHSs. Based on the evaluation, it is found that the aspects of general management and academic management of the VHSs being studied are considered “Good”.