Напрями формування та використання доходів місцевих бюджетів

У статті обґрунтовано основні завдання та проблеми у формуванні доходів, їх використання органами місцевого самоврядування і запропоновано напрями їх вирішення. Досліджено фінансову децентралізацію, податковий потенціал регіонів України. Розкрито поняття самостійності місцевих бюджетів.Substantiate the main tasks and challenges and suggested directions for their solution in the formation of revenues and their use by local governments. Investigate the financial decentralization, fiscal capacity of regions of Ukraine and the independence of local budgets

Preparing pre-service teachers to integrate technology into K-12 instruction: Evaluation of a technology-infused approach

The quality of how technology is addressed in teacher education programs is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education program were evaluated. In line with studies on the development of pre-service teachers’ technological, pedagogical and content knowledge, two important enablers were distinguished: 1) teaching practice to enact what was learned in teacher education institution as well as to receive feedback from students on this enactment and 2) modeling of teacher educator and teachers in school. Both enablers might ask for further development of knowledge and skills of both teacher educators and school teachers

Non Satis Scire : to know is not enough : e-Assessment of student-teachers’ competence as new teachers

In teacher education programmes, text-based portfolios are generally used to assess student-teachers’ competence as new teachers. However, striking discrepancies are known to exist between the competencies reflected in a written portfolio and the competencies observed in actual classroom practice. Multiple assessments should be used to provide a more valid assessment of student-teachers’ competence as new teachers. Technology can support this kind of multiple and flexible ways of assessment. In a Research & Development project, four types of e-assessments were designed, implemented and evaluated in 27 interventions in 13 post-graduated teacher education programs in the Netherlands. Teacher educators reported positive outcomes of the interventions in terms of new procedures, materials and tools. No significant effects were found of the implementation of the four types of e-assessments on the evaluation by either teacher educators or student-teachers. A possible explanation for this absence of effects might be teething problems of the interventions implemented