Akadēmiskais centrs
Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p.
Editor Linda Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1
CONTENTS
Preface (9-10)
Edmunds Vanags, Ņikita Bezborodovs, Līga Riekstiņa, Armands Zelčs, Lelde Ūlupe, Dana Skara, Ance Vecgrāve, Marta Celmiņa, Jurģis Strautmanis. Cognitive Abilities in Children with ADHD, Comorbid Epilepsy and Typically Developed Children (11-27)
Martins Priedols, Girts Dimdins, Viktorija Gaina, Veronika Leja, Ivars Austers. Political Trust, Attitudes, and Behaviour in Population and Politician Samples From Latvia (28-38)
Martins Priedols, Girts Dimdins. Confirmation Bias, Analytical Thinking, and Emotional Intensity in Evaluating News Headlines Online (39-52)
Inga Lubāne, Sandra Beatrice Sebre. True, Partly False, and False Testimony of Child Witnesses: An Assessment of Credibility (53-62)
Iveta Bikse, Uldis Pāvuls. Supervisor and Co-Worker Feedback Environment and Blue-Collar Employee Engagement (63-77)
Eva Gajdošová, Ala Petrulytė, Guna Svence. Social Emotional Health and Resilience of Teachers in the East European Countries (78-97)
Dace Medne. Digital Storytelling as a Resource for Reducing Students’ Emotional Burnout (98-107)
Marita Zitmane, Marija Vorkule. Should Influencers be Trusted? Analysis of Influencers’ Interaction with Children and Adolescents on Instagram and Youtube (108-120)
Elza Lāma. Unspoken Truths in Narratives of Contemporary Mothers Towards Their Mothers in Latvia (121-137)
Klinta Ločmele. Young People’s Media Literacy: Research and Possibilities of the Educational System (138-151)
Galina Robertsone, Inga Lapina. Digital Transformation in Higher Education: Drivers, Success Factors, Benefits and Challenges (152-168)
Lana Frančeska Dreimane, Zinta Zālīte-Supe. Teaching Interior Design in Augmented Reality (169-180)
Lana Frančeska Dreimane, Zinta Zālīte-Supe. Instructional Design Map for Immersive Fencing Training in Virtual Reality (181-193)
Tatiana Ginzburg, Linda Daniela. Looking for “The Best of all Worlds”: Using Different Teaching Formats in an English as an Additional Language Program (194-210)
Katrina Elizabete Purina-Bieza, Edīte Sarva. Types of Digital Learning Solutions Most Used by Educators in Latvia (211-226)
Sanita Litiņa, Anika Miltuze, Karīna Svētiņa. Factors Influencing Digital Competence: A Focus Group Study From the Perspective of the Medical College Students (227-241)
Ivana Đurđević Babić, Ivana Bestvina Bukvić. The Effect of Students’ Self-Reported Information and Informatics Literacy on Financial Literacy and the Use of Online Payment (242-252)
Linda Daniela, Hasan Selcuk. Digitalization of Higher Education and Response to Covid-19 Pandemic in Latvia (253-266)
Linda Daniela, Daiga Ivsiņa. On a Pathway Towards the Digitalisation of Higher Education: The Case of Latvia (267-280)
Rūta Girdzijauskienė, Liudmila Rupšienė, Eglė Pranckūnienė. Usage of Digital Learning Tools to Engage Primary School Students in Learning (281-290)
Julija Melnikova, Aleksandra Batuchina, Gita Šakytė-Statnickė, Gražina Šmitienė. The Benefits of Learning Analytics for Education: A Study of the Experiences of Teachers in Norway and Lithuania (291-302)
Rihards Erdmanis, Ivans Jānis Mihailovs. Teacher as a Subject Of Law in Legal Education Relationship (303-312)
Karīna Svētiņa, Sanita Litiņa. Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience (313-326)
Claudio A. Rivera, Marta Muižniece. What Determines Success in World University Rankings? Analysis of Internal Governance and State Characteristics of Top 800 Universities in Europe (327-344)
Oskars Kaulēns. Conditions for Effective Teachers’ Professional Development in a School as a Learning Organization (345-359)
Aurelija Daukšaitė-Kolpakovienė. Attitudes of English Students Whose Skills are Peer-Assessed (360-368)
Anita Auziņa, Silvia Benini, Ireta Čekse, Marta Giralt, Liam Murray. Foreign Language Teachers’ Activities to Develop Students’ Digital Citizenship Competences: Findings of the Dice. Lang Project (369-384)
Ala Petrulytė. Social Emotional Health and Psychological Resilience in the Sample of Lithuanian School Teachers (385-401)
Guna Svence, Ilze Briška. Teachers’ Social-Emotional Health and Resilience in Covid-19 Crisis: Latvian Sample (402-417)
Veronika Boleková, Henrieta Rolková, Silvia Majerčáková Albertová, Eva Szobiová, Erik Radnoti, Katarina Hennelová. Social-Emotional Health and Resilience of Teachers in Slovakia (418-434)
Indra Odiņa, Simona Semjonova. Promoting Teacher Resilience to Remain in the Profession (435-448)
Ģirts Dimdiņš, Anika Miltuze, Alise Oļesika. Development and Initial Validation of an Assessment Tool for Student Transversal Competences (449-463)
Romans Putans, Nora Jansone-Ratinika, Matiss Silis. Students’ Transversal Competence in International Business Studies: Mapping of Learning Outcomes and Curriculum Design (464-474)
Līva Goba-Medne. Learning Experience that Transforms Teachers’ Professional Activity: The Covid-19 Pandemic (475-486)
Jana Altenberga, Zanda Rubene. How to Learn Science Literacy? Overview of Most Topical and Researched Learning Approaches (487-498)
Dace Stieģele, Ilze Miķelsone. Pedagogical Supervision in the Higher Education Study Process (499-514)
Mustafa Kavak. University Students’ Perspectives Regarding Hybrid Learning During The Pandemic Times (515-532)
Inga Linde, Edīte Sarva, Linda Daniela. Teachers’ Beliefs and Preferred Approaches to Address Self-Regulated Learning Development for Their Students (533-546)
Tatjana Bicjutko, Liga Belicka. Implications of Student Linguistic Repertoires for Teaching English in University (547-559)
Vita Zelče. An Ideologized and a Realistic Discourse about Rural Latvian Teachers During the Stalinist Period: Analysis of the Content of the Newspaper “Skolotāju Avīze” and the Memoirs of Andrejs Dripe (560-575)
Baiba Kaļķe, Beāte Balandīna, Linda Kovaļevska. The Understanding of Academic Integrity in Primary Schools (576-592)
Agnese Mālere, Linda Mihno. Different Aspects of Education and Teaching Systems to Ensure High Achievement for 4th Grade Students and 15-Year-Olds (593-607)
Inese Barone. Using Qridi Program to Promote the Cooperation Between Teachers and Parents (608-622)
Liena Hačatrjana. Data of Students’ Skills and Academic Achievement Assessed During Covid-19 Indicate Risks for Inequality (623-636)
Anna Holberga. Lesson Planning and Organising Strategies for Maintaining Students’ Focus During Computer Science Lessons (637-649)
Evija Latkovska, Amanda Cine. Gamification Elements in English Lessons to Encourage Young Learners’ Communication in a Foreign Language (650-659)
Dace Kravale, Anita Helviga, Diāna Laiveniece. Understanding the Concept of Health Literacy in the Educational Environment: A Pilot Study (660-674)
Antra Leine. Typical Errors in Pupils’ Scientific Research Papers in Anglofone Literature Studies (675-685)
Önder Eryilmaz, Kayhan Bozgün. The Effect of Using Cartoons on Primary School Students’ Academic Achievement in Social Studies Courses in Turkey: A Meta Analysis Study (686-697)
Maruta Avotiņa, Elīna Buliņa, Guna Brenda Pogule, Agnese Zīlīte. The Impact on the Mathematics Curriculum for Grades 7–9 in the Competency-Based Approach in the Learning Process in Latvia (698-713)
Ilze Šūmane, Līga Āboltiņa. Subjective Perception of Literary Texts to Promote Text Comprehension in the Fifth Grade (714-725)
Ineta Helmane, Dagnija Vigule. Transformation of Mathematics Education Curriculum in Pre-School in Latvia (726-737)
Lana Frančeska Dreimane, Elīna Vītola. Development of Emotion Regulation by Integrating Mindfulness Praxis in Early Childhood Education (738-755)
Patrīcija M. Keiša, Manuel J. Fernández González. Teacher’s Role and Attitude During Socratic Conversations for Moral Education at High School (756-770)
Gunta Siliņa-Jasjukeviča, Aīda Rancāne. Cultural Literacy: Conceptual Issues of Selecting Content of Tradicional Cultural In Education (771-784)
Agnese Slišāne, Alise Oļesika. Entrepreneurial Skills – a Pathway to Sustainable Social Innovations? (785-799)
Anna Kvelde, Indra Odina. The Notion of Sustainable Team in Educational Institution (800-815)
Andrejs Geske, Rita Kiseļova, Olga Pole. Quality of Education in Latvian Municipalities and State Cities – Results of International Studies and State Examinations (816-829)
Zenta Anspoka. Some Aspects of Teaching Latvian Grammar at School (830-840)
Baiba Moļņika. Drama Education for Violence Prevention: Approaches and Challenges (841-854)
Ligita Stramkale. The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature (855-870)
Lolita Selvaha. Design Thinking: Logic or Creativity (871-880)
Kristine Kampmane, Andrejs Geske, Antra Ozola. The Influence of Family Socioeconomic Status on Students’ Self-Beliefs in Large Scale Studies (881-896)
Svetlana Surikova, Manuel Joaquín Fernández González. Theoretical Insights and Parents’ Views about Family-School Collaboration for Character Education in Latvia (897-914)
Ilze Vilka. Promotion of Listening Skills in Preschool Children with Phonological Insufficiency (915-931)
Sarmite Tubele. Personalized Content in the Intervention Process – a Key to the Success in Speech Therapy for Pre-Schoolers (932-941)
Oscar R. Lozano, Eirini Tzovla. Inclusive Education of Children with Rare Diseases. The Credible Project (942-950)
Linda Daniela, Arta Rūdolfa, Astra Rūdolfa, David Brown, Karel Van Isacker. Inclusive Education in India and Bangladesh – Preliminary Results (951-963)
Silvia Nuere, Esperanza Macarena Ruiz Gómez, Laura de Miguel Álvarez. Sketch as a Tool of Thought in Art and Science (964-988)
Austra Celmiņa-Ķeirāne, Māra Urdziņa-Deruma, Austra Avotiņa, Inguna Karlsone. Freehand Sketching as Part of the Curriculum in Latvia. 1920–1940 (989-1003)
Santa Katkeviča, Aina Strode. Projection Mapping Method in Advertising Design (1004-1015)
Linda Zulmane. Communication and Loneliness in Student Environment Nowadays and in Andrievs Niedra’s Prose (1016-1027)
Skaidrīte Lasmane. Including the Emotional Potential of Literature in Post-crisis Education (1028-1041)
Laura Ardava-Āboliņa. 30 Years after the Barricades of January 1991: Media Event for the Transfer of Collective Memory and Knowledge of History (1042-1049)
Irina Kuzmina-Rimša, Rihards Parandjuks. Analysis of Tennis Training Opportunities in the System of Latvian Sport Education (1050-1060)
Agris Galvanovskis, Pauls Gustavs Miglinieks, Rihards Parandjuks. Impact of Sound on the Performance of Basketball Free Throw (1061-1072)
Staņislavs Olijars, Mareks Raihs, Rihards Parandjuks. Technical Preparedness and Feasibility of Different Levels of Biological Maturity Football Players (1073-1083)
Anastasija Ropa. Sustainability of Equestrian Physical Activities During Covid-19 Pandemic (1084-1094)
Petrea Renato Gabriel, Bîrgovan Sergiu Cătălin, Chirazi Marin, Făgăraș Pia Simona. Internal Communication and Management by Obiectives in Sports Profile Institutions (1095-1105)
Edgars Oļehnovičs, Artūrs Laizāns, Aija Kļaviņa, Juris Porozovs, Viktors Veliks, Kārlis Freivalds. Development of the Application to Promote Daily Physical Activities in Adolescents (1106-1119)
Juris Dzelme. Quality as a Tool for Managing Education (1120-1135)
Publisher: University of Latvia Press
© University of Latvia, 2022