Modern models of prevention and correction of learning difficulties in the work of school support services in foreign countries

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Analysis of the theory and practices of overcoming learning difficulties has shown that the existing pedagogical and psychological approaches are not effective enough. They do not take into account the connection between learning and development processes. More productive is the approach of cultural-historical psychology, which considers education as a developmental process. This approach can be used to create an effective system of diagnostics, prevention and correction of learning difficulties. The model of such pedagogical activity includes three levels of individualization of learning: from individual planning of lessons to individual lessons for correction of psychological problems, and it was presented in this study.

Learning Difficulties: Diagnosis, Prevention, Overcoming

Isaev,

Margolis

2023

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Senior School Students’ Low Perfomance: Teachers’ Beliefs

Tursunbayeva,

Tazabek,

Chsherbakov

2023

The article presents the results of a study that explores the teachers’ beliefs concerning low-performing senior schoolchildren in one of the regions of Kazakhstan. Until recently, the issue of low-achieving students was largely absent from the agenda of secondary education and has not got attention from Kazakhstani researchers. A case study methodology was applied as the principal research method, facilitating an in-depth examination of teachers’ belief systems concerning low-performing students. 22 high school and first-year college teachers participated in a qualitative study in May and June 2022. We analyzed teachers’ ideas about low-achieving students within an ecological framework using an inductive thematic analysis of individual interviews and focus group discussions. We identidied the categories of teachers’ individual, in-school and systemic beliefs. These beliefs collectively contribute to the conceptualisation of a low-performing students, their educational trajectories, and their potential for success or failure in life.

Diagnosis of Learning Difficulties in the Field of Social Adaptation in Younger Schoolchildren

Egorenko,

Lobanova,

Radchikova

2023

The work is the result of studying the difficulties in teaching younger schoolchildren in the field of social adaptation. The materials of an empirical study obtained on a sample (N=2030) of students aged 9-11 years in various regions of the Russian Federation (Republic of Tatarstan (20,5%), Lipetsk Region (16,5%), Volgograd Region (20,0%), Chuvash Republic (22,4%), Samara Region (20,5%)) are presented. The method "Strengths and difficulties" by R.N. Goodman (SST) was used, which allows to assess behavior, emotional sphere and relationships with peers, the method of self-assessment and the level of claims by Dembo-Rubinstein modified by A.M. Prihozhan and the Scale of apparent anxiety CMAS by J. Taylor in the adaptation of A.M. Prihozhan. The results obtained make it possible to say that the difficulties of establishing cooperative or friendly relations with peers, rejection by peers, aggressiveness towards others, irritability, difficulty or unwillingness to follow the rules of behavior are the most characteristic for younger schoolchildren. In girls of primary school age, emotional difficulties come to the fore, i.e. they are more susceptible to stress and its manifestations, anxiety and fears, while girls are more prone to manifestations of voluntary behavior designed to benefit another person and society as a whole, adherence to generally accepted rules, attentiveness to others.