Evidence-based education studies

In the theory of pedagogy, an uncertainty associated with the content of the term of individualization of education has existed for a long time. Various authors define and use the term of individualization in a variety of senses, often having not nuanced, but fundamental differences. The situation is partly aggravated by the fact that the term is not directly defined in the legislation of the Russian Federation, and the term definition in the Russian Pedagogical Encyclopedia practically borrowed from the Soviet Pedagogical Encyclopedia is incomplete from a historical and methodological point of view. In this paper, by analyzing the stages of development of the idea of ​​individualization of education, the author formulates the content of the term of individualization to solve the problem of existing discrepancies in the definition of this term and the content of individualization in education. The difference in the content of the term of an individual approach and individualization of education is highlighted. The author considers the history of the development of the idea of ​​individualization by the method of historical periodization using the historical-genetic approach, which allows considering the trend towards individualization in education as a dialectical alternative to the traditional teaching system from the moment of the birth of the concept of an individual approach in learning. The creation of the first individualized teaching method by E. Parkhurst, the Dalton plan, is presented as the result of the development of the idea of ​​individualization in education. Obviously, the results obtained do not create a new understanding of the term of individualization in education, but only substantiate scientifically the use of this term with a certain methodological content, which is already used by some educators. The content of the term of individualization in education proposed in the paper allows excluding the existing duplication and confusion of concepts in this area.

In order to investigate the impact of rural school support on teachers’ sense of efficacy, how rural school support affects teachers’ sense of efficacy, and whether there is a significant difference in the impact of different school support situations on teachers’ sense of efficacy, a study was conducted in rural schools in a region of Heilongjiang Province. The study found that: (1) there is a significant positive correlation between teacher efficacy and rural school support. (2) Rural school support and its elements have a significant independent effect on teachers’ sense of efficacy. (3) Different levels of rural school support have different impacts on teachers’ sense of efficacy, and high levels of school support have a greater impact on teachers’ sense of efficacy. In order to improve rural teachers’ sense of efficacy, rural schools need to optimize the structure of the school support system and strengthen the construction of the teacher team; secondly, they need to improve the institutional support to enhance teachers’ sense of efficacy; and thirdly, they need to pay attention to the role of professional support on teachers’ sense of efficacy. Based on this, the improvement of education quality and equity can be promoted through the enhancement of teachers’ sense of efficacy.

The debate about the capabilities and limitations of the cognitive unconscious continues since the term first appeared in scientific discourse. Researchers pay special attention to the processes of reading and related semantic processing, since it is typically believed that they occur exclusively consciously. Cognitive psychology has accumulated impressive empirical material that questions the current state of affairs. Studies in the paradigms of artificial grammar learning, word superiority effect, subliminal priming provide sufficient grounds to assume the ability of the cognitive unconscious to process semantic material. In the present experimental study, the author clarify the forms of manifestation of the cognitive unconscious when processing text material, namely, words written from right to left (inversions) and meaningless letter combinations. The participants perform a mnemonic task to recognize previously presented stimuli in a series of fillers. It is supposed that stimuli with a hidden semantic component – inverted words – will have an advantage in the speed and frequency of recognition, compared to meaningless letter combinations, and fillers will be recognized more slowly and less often than previously presented relevant stimuli. The desired effects were not detected, but a classic result for cognitive psychology is observed – correct answers are given faster than erroneous ones, and correct recognition of inverted stimuli occurs faster than all, which, albeit indirectly, indicates unconscious semantic processing. There are reasons to believe that the hypothesis could not be experimentally confirmed due to the use of the original research paradigm. The author plans a study using the classic subliminal priming paradigm to re-test the hypotheses put forward.