Suchergebnisse

It is investigational as in a modern cultural situation a self-education gives an opportunity to social independence and independence of personality. It is marked that the mod- ern system of education is oriented to activity of personality, on independence in the choice of subjects and time of mastering of information. It is shown as a democratic type of or- ganization of self-education deprives personality of dependence and allows to go out her on the new level of spiritual freedom in realization of creative potential.

Theoretical and empirical research which was provided a study of influence of psychological and pedagogical characteristics of students as a separate socio-age group on their activity in self-education. Theoretical analysis of potential opportunities for activating students self-education due to age and social aspects of their lives are carried out. Empirical study of goals and motives, life plans, awareness of personal and professional "self-concept" of humanities students showed high interest in self-education in the vast majority of students against the background of partial formation of motivation for personal and professional self-development and generally low awareness of their own characteristics. The positive influences on the self-education of students of humanities faculties of the following psychological and pedagogical factors are revealed: conscious life creation; activity in self-development; ability of self-actualization, self-organization and self-regulation of own development; formation of a humanistic worldview. Тo enhance the self-education of students with purposeful use of this factors can affect the overall quality of future professional trainings.

Katz & Lazarsfeld in PERSONAL INFLUENCE present data on the 'characteristics that distinguish self-designated influentials from others who do not see themselves in that role,' but their is not specifically extended to businessmen. A national probability sample of 1,059 businessmen was asked: Are you more likely or less likely than others in your circle of business acquaintances to be asked your views on national issues? They were questioned further as to their alt's toward pol'al & econ problems of national scope & the extent of their activities relating to these issues. Contrary to expectations no bias in the direction of inflating the number of self-designed influentials was indicated. The extent of reported activities was consistently related to the likelihood of self-designation as an influential. C. M. Coughenour.

The main purpose of this study was to determine the validity and reliability of the Physical Education Teachers' Physical Activity Self-efficacy Scale (PETPAS), developed by Martin and Kulinna (2003), in a Turkish setting, and to test if there are any differences according to gender
and teaching experience of Turkish PE teachers. The Turkish version of the PETPAS was administered to 227 physical educators from 3 cities in Turkey. Exploratory factor analysis showed that the scale consists of 4 dimensions, as does the original. Cronbach's alpha was .86, and both the Equal-Length
Spearman Brown split-half coefficient (r = .72) and Guttman's split-half coefficient (r = .73) showed good results. The independent t test results revealed that there were significant gender differences in space, time, and institution subscales. One way ANOVA
results also indicated that student and space subscales significantly differed according to teaching experience of the PE teachers. These results indicated that the PETPAS is a valid and reliable scale for Turkish culture.

AbstractBackgroundReciprocal relationships exist between motor competencies, physical activity and self‐concept.AimsUsing a structural equation model, this study examined whether these relationships also appear in children with intellectual disabilities, how they can be validly measured, and if there are differences between children with and without intellectual disabilities.Materials & MethodsData from a cross‐sectional research project involving 121 children with intellectual disabilities and 1721 without intellectual disabilities were analysed.ResultsThe results demonstrate that reciprocal relationships also apply to children with intellectual disabilities and can be elucidated if inverse items are omitted.DiscussionChildren with intellectual disabilities have less developed motor competencies and are less physically active but have a higher general self‐concept compared to children without intellectual disabilities. The sport‐related ability self‐concept of both groups is comparable.ConclusionsThe results are broadly consistent with extant research and illustrate that the development of motor competencies, physical activity and self‐concept in children with intellectual disabilities must be encouraged.

This paper presents a new initiative called the Localisation Education Activity Programme (LEAP). It has been set up within the Localisation Research Centre (1) (LRC) at the University of Limerick, under the auspices of Centre for Next Generation Localisation (2) (CNGL), a government sponsored Centre for Science, Engineering and Technology in Ireland.Localisation is the adaptation of digital content to a combination of language and culture, called locale . In this article we describe the two main pillars of LEAP which are i) courses run in conjunction with the Irish Centre for Talented Youth (3)(CTYI) and ii) the Primary School Localisation Toolkit, consisting of a toolkit which offers a suite of educational activities and a teacher assistance toolkit. The main goal of LEAP is to use localisation related concepts at primary schools (ages 7 – 12) in order to help students and teachers overcome obstacles resulting from cultural diversity.

The aim of this article is to assess the effectiveness of Polish higher education didactic activity in the academic year 2014/15 in the context of demographic changes and internationalisation of higher education. The research was conducted using the SBM-Min and SBM-Max models of non-parametric DEA method, based on the CSO data. Depending on the chosen model the value of revenues from educational activities or the number of teachers was assumed as the expenditure of a higher school, and the number of students or graduates as the effects. The results indicate that the majority of the examined units were more effective in the model SBM-Max than SBM-Min. A group of public higher education institutions is effective and consistent with each other to a considerable extent.