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В статье раскрываются организационные и содержательные возможности педагогического вуза, способствующие профессиональному становлению молодых педагогов. Описаны подходы двух университетов к организации наставничества. В Набережных Челнах одним из механизмов наставнической деятельности является постдипломное сопровождение молодых специалистов. В качестве примера особенностей организации наставничества в Томске приведен опыт совместной работы в центре квазипрофессиональной деятельности, где студенты могут осуществлять профессиональную деятельность по организации предшкольного образования, свои первые профессиональные пробы под руководством преподавателей-наставников. В статье представлены результаты анкетного опроса выпускных групп Набережночелнинского и Томского государственных педагогических университетов в сравнительном контексте. Полученные результаты опроса респондентов из разных вузов могут ориентировать педагогическое сообщество на работу по консолидации коллегиальных усилий для создания и реализации совместных проектов, программ, мероприятий.

This research featured the psychodiagnostics of extremist tendencies in school environment. Extremism is a dangerous international phenomenon that can take many forms, especially on the Internet. Students prone to extremism should be detected as soon as possible and be subjected to a proper psychological correction in order to prevent illegal actions in the future. The detection procedure requires a set of reliable psychodiagnostic tools. The present research objective was to study the extremist tendencies of students and describe them in the context of socio-psychological maladjustment. The express screening of extremist tendencies was based on an authentic questionnaire, which included the following criteria: loneliness, signs of depression, dehumanization of the other, declaration of one’s own superiority, attraction to violence, and antisocial sentiment. The empirical study involved 157 high school students of Vladivostok (Russia), of whom 29 demonstrated extremist tendencies. Other techniques included G. Eysenck's EPI personality questionnaire, R. Cattell's 16-factor personality questionnaire (form C), Cook-Medley hostility scale, A. Ellis's method of diagnosing irrational attitudes, and Twelve Archetypes+ projective method developed by R. V. Kadyrov and T. V. Kapustina. Nonparametric Mann-Whitney U-test (≤0,05) and STATISTICA 10.0 were used for statistical processing. The results obtained revealed the state of crisis and social maladjustment of students prone to extremism, who may choose radical and violent actions to cope with this state. The developed method proved to be a sensitive and reliable tool for diagnosing extremist tendencies in the context of socio-psychological maladjustment in school environment.

Italian American Pentecostalism and the Struggle for Religious Identity by Paul J. Palma is a comprehensive exploration of the historical and theological aspects of Italian Pentecostalism. The book traces the origins of the movement in the early 20th century in Chicago and its subsequent spread across North and South America. It also delves into the doctrinal foundations and practices of Italian Pentecostal churches. The author highlights the richness and diversity of the religious experiences of Italian immigrants and emphasizes the global network that these early converts were able to build. While the book provides valuable insights, some weaknesses are noted in the analysis of the movement's roots and the lack of critical questioning of its claims. [Extracted from the article]

The article focuses on the impact of the COVID-19 pandemic on educational disparities and the need for in-school tutoring as a strategy to address learning loss and close the education disadvantage gap in the UK. It discusses the importance of intentional, structured, and sustainable tutoring as part of school strategy and emphasizes the significance of tutor-teacher dialogue, tutor autonomy, and strong subject knowledge and pedagogical skills for effective tutoring implementation.

In this article I present a theoretical model of how relationships among members of groups of knowledge workers shape the way new epistemic technologies, which are tools that play a central role in the ongoing construction of knowledge, are encountered. In particular, I theorize about how status differences influence interactions among group members. These interactions shape whether users engage in questioning practices, which involve examining the embedded assumptions within the technology, or accepting practices, where users trust the technology's outputs without seeking to understand the assumptions that may influence their content. I then consider the consequences of these practices on the novelty of knowledge outcomes. Because knowledge work continues to rely upon increasingly complex epistemic technologies, I suggest that the salience of status differences is of central importance to the production of new and updated knowledge. [ABSTRACT FROM AUTHOR]

An introduction is presented which discusses articles in the issue on topics including the influence of self-talk to skilled basketball players, the needed self-talk research on elite athletes, and the comparison of self-posed interrogative questions with control and declarative self-talk.

This study examines the use of trap questions as indicators of data quality in online surveys. Trap questions are intended to identify respondents who are not paying close attention to survey questions, which would mean that they are providing sub-optimal responses to not only the trap question itself but to other questions included in the survey. We conducted three experiments using an online non-probability panel. In the first experiment, we examine whether there is any difference in responses to surveys with one trap question as those that have two trap questions. In the second study, we examine responses to surveys with trap questions of varying difficulty. In the third experiment, we test the level of difficulty, the placement of the trap question, and other forms of attention checks. In all studies, we correlate the responses to the trap question(s) with other data quality checks, most of which were derived from the literature on satisficing. Also, we compare the responses to several substance questions by the response to the trap questions. This would tell us whether participants who failed the trap questions gave consistently different answers from those who passed the trap questions. We find that the rate of passing/failing various trap questions varies widely, from 27% to 87% among the types we tested. We also find evidence that some types of trap questions are more significantly correlated with other data quality measures. [ABSTRACT FROM AUTHOR]

In this article, a methodology for utilizing eight Thinking Maps that are linked to a cognitive taxonomy will be explored. Firstly, the various taxonomies focusing on cognitive processes will be elaborated upon, namely Bloom's Taxonomy as well as Barret's Taxonomy that is used in the education system. Following this, the article will explore the questioning strategy that links questions to either taxonomy and how this strategy is currently employed in classrooms worldwide. A section then elucidates the eight Thinking Maps and what types of thought processes are associated with each map. A methodology will be discussed that links the eight Thinking Maps to verbs that are all associated with the previously mentioned taxonomies. Finally, an adaptive systematic methodology will be elaborated upon, linking to the information processing theory. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Eurasian Education & Culture is the property of Ayse Burcu Ulusoy and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The issues of rational antihypertensive therapy in pregnant women are always extremely relevant, since high blood pressure in a pregnant woman is associated with serious risks for a mother and a fetus. The aim of the study: To determine the knowledge and preferences of physicians in the management of pregnant women with arterial hypertension. Materials and methods: A multicenter study was conducted in 2018-2021 using an anonymous questionnaire among 411 doctors from 8 regions of Russia. Results and discussion: The levels of knowledge and preferences of specialists in the issues of diagnosing and formulating a diagnosis of arterial hypertension and preeclampsia in pregnant women, prescribing basic and additional drugs for the treatment and prevention of hypertension were revealed, and the degree of compliance with the current clinical guidelines was assessed. Conclusion: Due to the insufficient level of knowledge of specialists, it is required to pay increased and special attention to this problem, strengthen control over compliance with clinical guidelines, and introduce it into postgraduate recommendations and continuing education programs. [ABSTRACT FROM AUTHOR]

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to discuss teacher training defending an emancipatory and humanizing perspective. Through a bibliographic review based mainly on Freire's writings, Adorno and the legislation on teacher training, it makes a brief presentation of the legal aspects related to teacher training. It carries out the discussion of the principles of an emancipatory and humanizing education from the concepts brought by Paulo Freire and proposes the problematization regarding the crisis of teaching authority. From the discussion, it is clear that during initial training - and also continuing education - the questioning of issues involving the crisis of teaching authority and the search for means of overcoming it occurs, so that it goes beyond technical training, thus providing greater teaching autonomy. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An interview with Alexandra Daisy Ginsberg, an artist is presented. She discussed the various meanings of the term "speculation" and its association with financial speculation, highlighting the critical framework and questioning approach she adopts in her artistic practice. She shared insights into her latest artwork, Pollinator Pathmaker, which raises questions about designing for non-human species and the role of art in addressing the ecological crisis.

This paper describes the findings of a study that examined the questions elementary education teacher candidates (TCs) posed while facilitating a number talk or a discussion about a word problem with elementary school students. The TCs in this study were undergraduates participating in a practice-based mathematics pedagogy/methods course designed to provide multiple experiences unpacking, planning, and rehearsing pedagogies focused on eliciting students' mathematical thinking. Recordings of the TCs facilitating a discussion were analyzed using two different frameworks: question types from the National Council of Teachers of Mathematics (NCTM) Principles to Action and components of eliciting students' thinking. Findings indicate varied levels of questions across participants, but showed that some TCs were able to pose question types aimed at effectively eliciting students' mathematical thinking. Implications for future studies include further examination about how to increase TCs' enactment of effective questions in classrooms after practice-based teacher education activities. [ABSTRACT FROM AUTHOR]

This paper opens out some philosophical questions on the accelerated use of technology in our teaching environments as a result of the global pandemic and it considers the ongoing implications for education. Revisiting some of the work of Martin Heidegger and his questions concerning technology in conjunction with what I call a dialogical approach to teaching and learning, this paper explores how we can create and think with technologies to consider the possibilities and limitations of technological use in our educational contexts. Furthermore, it reflects on some questions that we may need to address for pedagogical care and responsibility as we move toward a future of learning. [ABSTRACT FROM AUTHOR]

Explicit-reflective nature of science (NOS) instruction has demonstrated a positive impact on student learning. Although explicit-reflective NOS instruction often consists of questions that draw students' attention to NOS ideas, there are few recommendations in the science education literature about how the form of these questions might inform NOS educational methods and pedagogy. While some questions in the literature simply point students' thinking in a general direction, other questions require students to justify particular NOS ideas, or prompt them to choose between two positions. Given that NOS questions often seem to differ in the degree to which they direct student thinking, this study sought to examine the nature of student responses to different question types. Data was collected through writing. Four different versions of a reading were created with questions related to scientific method. Each version included a different question type: three drawn from Gallagher and Aschner's (1963) category system (evaluative, convergent, and divergent), and a general question that did not reference NOS. Readings were randomly distributed to 285 sixth grade students. Responses were analyzed using the provisional codes: normative, descriptive, misconception, off-topic. Using a Chi-squared test of independence and corresponding percentages, clear and statistically significant differences were observed in student responses to different question types. Drawing on the data from this study, convergent questioning seems more suited to the purpose of guiding students to an accurate conception of NOS, while divergent and evaluative NOS questions may make better assessment questions. [ABSTRACT FROM AUTHOR]