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Problem statement. A method of cyclic education at a university is proposed. The aim of the study is the search for answers to the questions of what is meant by this concept, and how the cyclic learning method differs from others. Methodology. The learning outcomes of students of technical universities and work results of teachers who taught subject of mathematics using information technology and interactive teaching methods are analyzed. The use of information technology in mathematics classes during cycle training at a technical university was evaluated. Results. The author considers comprehensively justified and list all the priorities of the cyclic method of teaching in higher education institutions. The main aspects of interactive methods, their types, the results of using them are described, as well as specialty of applying these methods in the classroom and in the independent work of students. Conclusion. With the cyclic method of teaching, students become active participants in the educational process, learn to use and put into practice various sources of information.

The construction of the double first-class university is significant in China's higher education. However, the question of whether students' abilities are better developed at double first-class universities remains unanswered. Based on data from the 2019 Shaanxi University Graduates' Employment and Entrepreneurship Quality Tracking Survey, we categorized universities into double first-class and non-double first-class. This study examined the effect mechanism of institution type on students' ability development using propensity score matching and student engagement's mediating effect on this relationship using the bootstrap estimation. The results demonstrated that students at double first-class universities exhibited significantly better core skills, research capabilities, and self-awareness and globalization abilities than those at non-double first-class universities. The students' research capability development varied the most among the institution types. Additionally, student engagement played an active mediating role in the relationship between institution type and ability development. [ABSTRACT FROM AUTHOR]

This study explored student engagement typology in Chinese universities and examined variations in the ability development across student types. Using data generated by a survey study covering 8461 undergraduate students at 53 Chinese universities, this research applied latent profile analysis to construct a Chinese student engagement typology. We divide students into three types: actively engaged students, passively engaged students, and insufficiently engaged students. We then examined the relationships between student engagement types and cognitive and non-cognitive abilities and explored the differences in these relationships across educational contexts. We found that actively engaged students developed competencies best and that the effects of student engagement types on ability development varied by institution types and subject areas. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Library & Information Science is the property of Anhui University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: The objective of this study is to explore the influence of family capital (including family economic capital, family cultural capital and family social capital) on the academic achievement (including ability development, academic performance and self-concept) of first-generation college students. Methods: The questionnaires are based on the CFPS (China Family Panel Studies) database and tailored to the specific circumstances. Data was collected from 1524 first-generation college students from five universities in Liaoning Province. SPSS 23.0 and AMOS 24.0 were used to analyze the data. Results: Family economic capital significantly predicted ability development (standardized regression coefficient = 0.198, P < 0.001) and academic performance (standardized regression coefficient = 0.220, P < 0.001); Family cultural capital significantly predicted ability development (standardized regression coefficient = .114, P < 0.001), academic performance (standardized regression coefficient = 0.217, P < 0.001) and self-concept (standardized regression coefficient = 0.160, P < 0.001); Family social capital significantly predicted academic performance (standardized regression coefficient=0.084, P < 0.01) and self-concept (standardized regression coefficient = 0.156, P < 0.001). Conclusion: Family capital can significantly affect the academic achievement of firstgeneration college students. To bridge the gap of academic achievement caused by family capital for first-generation college students and promote class mobility, special attention should be paid to the internal actions of students in higher education fields, the connection between different fields should be strengthened, and humanistic care for disadvantaged groups should be implemented. [ABSTRACT FROM AUTHOR]

The educational informatization ability of English major normal school students is the endogenous variable that drives the reform of English education system, and it is also the key to drive the development of education modernization. Training and improving the educational informatization ability of English majors is a brand-new ability requirement under the information technology. In order to better adapt to the new teaching environment and improve the effectiveness of education, based on the characteristics of English major and the basis of students, the system of cultivating the educational informatization ability of English major normal school students should be constructed by integrating the information technology background. Based on the background of the application of information technology, this paper puts forward some strategies for the construction of the educational informatization competence training system for English majors.

Copyright of Journal of Information Science & Technology Association/Joho no Kagaku to Gijutsu is the property of Information Science & Technology Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Intangible Capital is the property of Omnia Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)