Жарияланымдар / Публикации
Постоянный URI для этого сообществаhttps://cris.qyzpu.kz/handle/123456789/2
Просмотр
2 результаты
Результаты поиска
- Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, PECULIARITIES OF COMMUNICATIVE LEADERSHIP COMPETENCE(Kazakh National Pedagogical University, 2024-09-01); Ж.Н. БисенбаеваThis article discusses the features of communicative competence, which is an integral part of modern leadership, ensuring successful interaction in a diverse and rapidly changing environment. Leaders with high communication skills can adapt to the challenges of the time, maintain a high level of team motivation, and achieve their goals. The authors explore the key aspects and characteristics of leaders' communicative competence. It is crucial for successful team management in a globalized and culturally diverse environment. In addition, the paper presents the main components of communicative leadership competence, analyses the works of domestic and foreign scholars on leadership competence, studies modern views of communicative leadership competence, and considers the leadership competence of future teachers of English. It is known that communicative leadership competence is an integral part of the professional training of future teachers of English. High communicative skills allow teachers to interact effectively with students and colleagues, create a positive and productive learning environment, and contribute to their personal and professional growth.Цитирования (OpenAlex) 1Цитирования (OpenCitations) 2 - Некоторые метрики заблокированы вашиминастройками согласия
Тип записи:Публикация, Differentiated Instruction in Inclusive English Classrooms: an Umbrella review(Al-Farabi Kazakh National University, 2026-06-20); ; In inclusive educational settings, learners exhibit diverse levels of readiness, abilities, and learning preferences, necessitating the use of flexible and adaptive instructional approaches. This umbrella review synthesizes evidence from systematic reviews and meta-analyses examining the effectiveness of Differentiated Instruction (DI) in inclusive English language classrooms. This study aims to analyze how differentiated instruction-encompassing content, process, product, and learning environment-affects students’ learning outcomes in inclusive English classrooms. Methodologically, the study adopts an umbrella review design conducted in accordance with PRISMA guidelines and the Joanna Briggs Institute (JBI) methodology. Relevant systematic reviews and meta-analyses were retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases and critically appraised to ensure methodological rigor. The findings indicate that differentiated instruction has a positive impact on learners’ grammar, reading, speaking, and writing skills, as well as on student motivation, classroom engagement, and social integration. Content and process differentiation demonstrate the most consistent effects across studies. The value of this study lies in identifying the most effective differentiation strategies for inclusive English language classrooms. The results offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance inclusive and learner-centered English language education. Keywords: inclusive education, differentiated instruction, English language teaching, umbrella review, systematic review.