Explore the vast range of titles available.

Judo is currently the most practiced combat sport in the world. There is no doubt of its importance for children, adolescents, adults, and seniors. However, due to its inherent complexity, coaches tend to place greater or lesser emphasis only on one of its multiple domains during the judoka formative years. The present study presents a novel developmental approach signaling Judo as an excellent way for physical, motor, educational, and health development across the lifespan. In this study, we consulted 23 Judo coaches, aiming to clarify the relevance and adequacy of the domains (Competitive, Health, Technical-Tactical, and Philosophical-Educational) and phases of the proposed model. Our findings showed that the model contents—physical, motor, educational, and health—are entwined with its four domains, which were considered of utmost importance by experts in the development of judokas. We, therefore, contend that our model is essential to better understand the growth and development of young judokas. Also, it may be a useful tool for Motor Development experts.

This article presents the impact of digital teaching method in the form of Rosetta Stone program on the quality of English language acquisition. The study involved 320 third-year students who study in the People’s Republic of China. Group B post-assessment results show an increase in scores on the four assessment criteria: reading, listening, writing, and speaking after the Rosetta Stone intervention. Reading skills increased by 33.6%, listening by 26.0%, writing by 48.6%, and speaking by 20.5%. Students from group B who were additionally Rosetta Stone users had a 7.4% higher average achievement rate than the control group, which proves the effectiveness of the program in the context of English language learning. Correlations were calculated between the cumulative score of the specific criteria and the general criteria as well as the individual assessment categories, all correlations were positive, weak, medium, or strong.

The ideas and principles of synergistic and fractal approaches make up methodological provision for the research. An important role is also given to methods of system analysis, mathematical and visual modeling, experimental and statistical methods. The methodological basis of the article is a synthesis of synergistic and fractal approaches. The purpose of the article is theoretical underpinning and development of effective didactic mechanisms for enhancing pedagogical synergy in mathematical education by improving the key components of pedagogical process on the basis of the fractal approach. The article presents all stages of a technology for enhancing pedagogical synergy in mathematical education on the basis of the fractal approach. As a didactic mechanism of pedagogical synergy, the authors propose a set of teaching objectives and professionally oriented tasks correlated with an interdisciplinary fractal-organized base of key mathematical concepts, as well as a system for monitoring/assessment of students’ knowledge on the basis of fractal methods.

Previous research on adaptive learning successfully demonstrated that use of Intentional Model for Educational Processes Guidance has gained popularity in Intelligent Tutoring System. Within this context, the novelty of this version of Intentional Model of Pedagogical Process Guidance (IMPPG) is the effectiveness use of Cognitive Trait Model to be aware of different traits of learner. The proposed model leads to generate an individualized learning for each learner by selecting the most appropriate pedagogical process according to the actual preferences of the tutor and the cognitive traits of learner. In fact, this model couples the pedagogical intention with the pedagogical strategies and provides a multitude of paths between learner intentions. Based on the cognitive traits of the individual learners and the corresponding pedagogical method or the individual teaching style, the ITS adopts the proposed model to adaptively support the tutor to achieve his/he intention through the selected strategy. This model has been experimented and assessed with tutors and students learning spreadsheet management in a first-year studying in applied license’s degree in Business English and applied license’s degree in Education. The first results show that the intentions and the strategies selected by our model were relevant according to students’ needs and tutors’ preferences. In the initial tests, the process model has met what was expected, however, more studies with experiments must be carried out. The primary results are reported and discussed in the paper; several lessons learned from the experience and potential improvements are also included.

The Roms are the most numerous minority group in Europe, a people without a parent state, and potentially an important factor in determining cultural policies and in the implementation of the educational process in the context of national states. On the territory of today‘s Republic of Croatia, they have been present for more than seven centuries. For the time being, the Roms in the Primorje-Gorski Kotar County are not encompassed by systematic research and there is indeed a need for a well-established scholarly knowledge about this segment of the population.

The difficulties associated with the use of pedagogical technologies are primarily caused by the inability of teachers to navigate the abundance of proposed methods and technologies for working with students and to identify those that will be most effective in the context of a particular educational situation. [...]we believe it is necessary to select the most frequently used pedagogical technologies, as well as to show the special importance of using the most effective ones as a condition for successful training of high school students. First of all, we note the general positive attitude of teachers to \"technologies of training and education\": 95 % of teachers are familiar with this concept, they believe that technologies are necessary and they need to be developed. 51 % of teachers indicated that they understand the technology of teaching and upbringing as a set of methods, tools and techniques using TSO, aimed at achieving the planned results. 53 % of teachers said that learning technology is a teacher's activity in the classroom. Along with the decrease in the weight of teaching in learning, the didactic attitude will fade away, becoming more and more mediated, until it completely turns into a cognitive attitude». [...]scientists put forward four fruitful ideas: * There is a withdrawal of training in the exercise; * Teaching takes the form of independent cognitive activity; * Self-education becomes the most important task of training; * The didactic attitude is replaced by the cognitive attitude. According to the indicated approach in conditions of profile training, the most popular are technologies that, first, allow to organize independent work of students in mastering the content of professional education, as it requires new forms of organizational development (the priority act of modular techniques and score-rating evaluation of educational achievements of pupils).

This qualitative interpretive study explored teachers’ perceptions on the coherence between policy and practice on integrating ICT in teaching and learning in selected Zimbabwean primary schools in Harare district. Phenomenology was adopted as the research design because of its emphasis on subjective meanings already present in the social world. The population comprised a total of 244 teachers at the five participating schools. A sample of 10 teachers was purposively drawn comprising five males and five females. Data were collected through semi-structured in-depth interviews, focus group discussions and lesson observations. Interpretive Phenomenological Analysis was used for data analysis. Themes were generated from participants’ transcripts. The study established a lack of coherence between policy and practice as most schools lacked skilled teachers, adequate gadgets, and infrastructure to facilitate the integration of ICT in classroom pedagogy. In addition, participants’ also highlighted lack of wide consultation between policymakers and stakeholders before policy was enacted and tossed out for implementation. There was lack of willpower from teachers to implement the policy despite being mandated to do so in their everyday teaching. The study recommends that the Ministry of Primary and Secondary Education should consult widely before enacting policies that will eventually have far-reaching consequences on education. The ministry should also mount in-service training workshops at all levels to capacitate teachers. In addition, the Ministry of Higher and Tertiary Education Science Innovation and Technology Development should improve the ICT curriculum for teachers’ colleges to enable pre-service teachers to acquire requisite knowledge and skills that will allow them to competently utilise ICT in teaching and learning.

The connection between the pedagogical process and certain spatial characteristics of elementary schools, as a designed and constructed physical environment is studied. By observing the school premises as a complex dynamic field, the starting hypothesis is that the appropriate physical environment model is derived based on the needs and activities of school children and teachers in the pedagogical process. The physical environment factors that may affect the quality of modern pedagogical process are defined by systematizing specificities of analysed categories, logic factorization and conducted questionnaire and by mapping key attitudes on the existing space of elementary schools. The factors are: the functional organization of elementary school space, its structure, size, extensibility, mobility, flexibility and (dis)continuity. Implementation of these factors in the design of elementary schools aims to create a physical environment that offers a range of transitional forms of the realization of different activities in the pedagogical process.

The article discusses the paradigm of social interaction in the context of its relevance to modern pedagogical research. It identifies the heuristic capabilities of this paradigm for the study of the most topical problems of modern education. It analyses the main pedagogical situations of social interaction that need to be considered when enhancing the teaching effectiveness of the educational process. The authors of the article rely on sociological and anthropological studies in which the situational and interactive approach to the analysis of socio-cultural issues is dominant. The article can be seen as one of possible methodological approaches to the further intensification of pedagogical research of modern education.

Purpose Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project? Design/methodology/approach The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis. Findings The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data. Practical implications The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning. Originality/value The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.