Factors affecting the knowledge of Chuvash language amongst school students in Russia
This paper empirically studies the impact of socioeconomic status (SES) and type of settlement on the knowledge of the Chuvash language in the Chuvash Republic, Russia. In addition to presenting our survey results of 2,848 school students from September, 2012 to October, 2013, this research uses logit regressions to test the effect of social class, family income, parental education, rural origin, ethnicity, parental language proficiency, population size and distance to the capital city (Shupashkar/Cheboksary) on Chuvash language knowledge. In contrast to most of the previous literature, we do not analyze the effect of migration on language; the surveyed children were usually born in Chuvashia, Russia. Our findings suggest that high SES (embodied principally in children’s lack of rural origin), has a negative impact on Chuvash. Children living and studying in bigger towns and cities, and near the capital, are less likely to have a good Chuvash knowledge. These results are robust to different indicators of the key explanatory variables and econometric methods.
This paper focuses on the psychological aspects of poverty, in particular, the relationship between poverty and individual psychological characteristics. We analyzed a number of studies that make it possible to formulate hypotheses about the relationship between different types of poverty and components of self-perception, basic individual values of the person and features of economic decision-making. We emphasize the need for empirical research in order to test these hypotheses and identify possible new directions for research within the psychology of poverty.
In this article we empirically study the impact of socioeconomic status and population size on the use of the Tatar language at home in Tatarstan, Russia. We use two analytical subsamples, the first one includes 709 pupils with Tatar ethnicity, and the second adds pupils reporting two ethnicities, Tatar-Russian. Based on econometric methods, principally logistic regressions, and controlling for the grade in the Russian language class, school characteristics, psychological attributes, health issues, family structure, and gender, we found a negative significant effect on the use of Tatar, that is, children from families with better material conditions, and those who live in bigger cities, are more likely to use Russian. Although Tatar seems to be well protected thanks to local language policies after perestroika, we found some warning signs for the reformulation of public policies for the maintenance and development of minority languages in Russia
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.