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АКТИВНИ И ПАСИВНИ ОБЛИЦИ РОДИТЕЉСКОГ АНГАЖОВАЊA У ДЕЧЈЕМ УЧЕЊУ/

Author(s): Jasmina Radojlović,Danijela Ilić-Stošović,Nela Đonović / Language(s): English Issue: 4/2015

There are many determinants of parental involvement. Parental involvement in children’s education can take a number of forms, both within the home and in school, suggesting that parental involvement is a very complex activity. The aim of this paper is to provide information about parental involvement in their children’s learning activities and schoolwork, as well as to provide information about a possible correlation between active and passive forms of parental involvement in Serbia. The method of this study is analytical and descriptive. Data collection for the survey was conducted during the first semester of the academic year 2011/12. This study is based on the data collected from 1,028 parents of 586 children aged 6.5-10.5, who attended two state elementary schools in Belgrade, Serbia. The results show a high level of parental involvement and correlation between active and passive forms of involvement. Parents report a high level of involvement in children’s education. Most parents report the passive form of involvement (encouraging children to study and to do homework), rather than the active form (provide help with the homework). The results may suggest that parental involvement is a general construct and that parents who are interested in their child’s education are involved both actively and passively. This can also suggest that children’s academic achievement in Serbia depends both on active and passive parental involvement and that a good measure of both can yield good results.

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SCHOOL COACHING - A NEW ROLE OF THE SCHOOL COUNSELOR OR A NEW PROFESSION?

Author(s): Dorina Sălăvăstru / Language(s): English Issue: XIX/2015

Emerged in the United States at the end of the 1990s and in France during the 1980s, coaching is a way to assist individual development, so that people exploit their potential and maximize their performances. Coaching has its roots in the field of sports; then it spread into the business world and private life. Over the last years, coaching entered school life as well. Less developed than business coaching, school coaching expresses the need for providing the student with individualized assistance in the context of the increase in school competition and in the context of goalsrelated pressure linked to performance. The present study aims to provide a comparative analysis of the roles of the coach and school counselor and brings up the possibility of the school counselor carrying out coaching. Also, a model of the fields of intervention for the school counselor is proposed.

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Assessing public speaking skills of future primary school teachers

Author(s): Dan Pătroc / Language(s): English Issue: 16/2015

Starting from some trivial and empiric observation on the quality of public speaking competencies within the professional group of Romanian primary school teachers, I have designed an evaluation grid in order to assess the public speaking skills of future primary school teachers. The results of this small exercise show that public speaking is far from being a trump in the hands of future teachers. From this perspective, this article is the equivalent of a plea for the introduction of public speaking classes in teacher training programs.

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О БОРБИ ЗА ОПСТАНАК УЧИТЕЉСКОГ ПОЗИВА У ПОГРАНИЧНИМ ПОДРУЧЈИМА

Author(s): Dragana R. Jovanović / Language(s): Serbian Issue: 1/2016

Zbornik radova „UČITELJ U POGRANIČJU ISTOČNE I JUGOISTOČNE SRBIJE“

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H. Nagy Péter: A képzelet tudománya. Praxeológiai bevezetés

Author(s): Patrik Baka L. / Language(s): Hungarian Issue: 2/2022

The chapters of the book focus on a phenomenon, question or problem of natural science, described in the sophisticated language of narrative writing, which does not trivialise complex questions, but at the same time is readable, by examining their appearance, modes and narrative-organising power in various literary and filmic works.

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Mérve vagyon: az egyházi iskolák néhány oktatásstatisztikai jellemzője

Author(s): Z. Attila Papp / Language(s): Hungarian Issue: 3/2022

The paper collects time-series educational statistics for church-run schools, and reviews some of their social and contextual characteristics and effectiveness. The study is based on a merged file of the National Competency Assessment, and reflects on the expansion of the church-run educational sphere in terms of regional and denominational statistics, and of school composition. One of the basic questions of the paper concerns how the expansion of the church-rum educational sphere strenghtens the process of regional segregation. The analysis also tries to compare state-run schools and church-run educational institutions in terms of their pedagogical added values.

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Számít a fenntartó? Egyházi „kisgimnáziumok” és felvételizőik

Author(s): Eszter Berényi / Language(s): Hungarian Issue: 3/2022

This paper scrutinizes the position of church-run schools among early selective grammar schools, and – based on the analysis of survey results – the attitudes and practices of the applicants to these schools. The results highlight some important differences between applicants to church-run and to other schools in terms of the main social functions attributed to schooling, the reasons for application, and the practices during the months of preparation to the entrance exams.

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„Hová tűntek a magyar gyerekek?” Egyházi és vákuumiskolák egy kelet-magyarországi régióban

Author(s): János Zolnay / Language(s): Hungarian Issue: 3/2022

Based on two detailed empirical data collection, this paper aims to contribute to understanding the phases of the process of transferring public schools to the churches, and their impact on local education quasi market in a region in Eastern Hungary. The first denominational school required students and teachers to adhere to strict religious doctrinal standards. During the second phase, public schools initiated their transfer to the church in order to be able to select their pupils in the admission process. The religious character of those schools and the faith of students and teachers are pure formalities. In the third period, the process has been constrained by the educational logistical interests of the dominant Calvinist church in the region. The Calvinist diocese only decides to take over or establish new schools if they do not compete with existing Calvinist schools. Since the nationalization of public education, a public policy vacuum emerged at the local level and the significant increase in the proportion of church schools has not changed this situation.

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Az egyházi oktatás hatása a fiatalok vallásosságának alakulására

Author(s): Gergely Rosta,Gabriella Pusztai / Language(s): Hungarian Issue: 3/2022

The share of church-run educational institutions in the Hungarian education system has gradually increased over the past three decades, while the proportion of churchly religious people decreased and those, who identify as religious on their own way increased in younger cohorts. Therefore, the increase in the number of denominational schools has led to an increase of the proportion of student from non-religious families in church-run schools. Previous research has shown a slight positive effect of denominational schools on students’ religiosity. In the present study, we examine the impact of denominational schools on the religiosity and value preferences of their alumni. For the analysis, we used the Hungarian Youth 2016 database, we compared denominational school students with their non-denominational peers. Our results suggest that religious upbringing is the most powerful factor supporting religiosity, and denominational schools have a significant positive impact on the religious identity and communal religious practice of their alumni, however they seem to have no significant effect on the content of their religious belief and their value preferences.

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A sokféleség mint rejtett dimenzió egyházi iskolás diákok narratíváiban

Author(s): Eszter Kodácsy-Simon,Etelka Seres-Busi / Language(s): Hungarian Issue: 3/2022

In studies about the aims and characteristics of church schools it is increasingly important to listen to the students’ voices as active and constructive factors of the schools. In the present exploratory research, we interviewed 37 students who had recently graduated from a church school or who are graduating in the current academic year. Interviewees were asked to recall stories that reveal their perceptions about the defining characteristics of their schools and what they identify as the schools’ hidden purposes and messages. A key concept that emerged by the end of the analysis was the aspect of „diversity, plurality”. Students mentioned these notions as activating factors for their personal resources such as dealing with life issues or shaping their own worldviews and belief systems. The paper presents the connections of the core category and the meanings students assign to it.

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The Role of Law in the Development of Parental Culture (with Particular Emphasis on the Principle as an Educational Leader

Author(s): Katarzyna Jadach / Language(s): English Issue: 60/2022

RESEARCH OBJECTIVE: To show the role of law in shaping parental culture.THE RESEARCH PROBLEM AND METHODS: The influence of law on the formation on parental culture based on the analysis and synthesis of the output of pedagogical, legal and management sciences.THE PROCESS OF ARGUMENTATION: The starting point for the discussion is the claim that the main educational actors must work together as partners. I argue that, based on the idea of partnership, parental culture is an important element of building relationships between school and home. I also examine the legal, social and political conditions for the functioning of a public school and the dual model of education management that is currently implemented in Poland. Legal solutions are seen as factors that can interfere with the process of community involvement. For this reason, I look at a solution that has been proposed in the science of law (pedagogy of law): the use of the educational impact of law through legal education among parents. The final part indicates the areas in which the school principle as an educational leader can exert influence.RESEARCH RESULTS: To determine the possibility of applying the pedagogical approach of community involvement in schools. This solution is based on the findings of legal sciences on the development of civil and responsible society, represented by parents of students.CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The recommendation emphasizes the importance of the legal context of community involvement.

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Egységesítés és egyénítés a tanulási rendszerekben

Author(s): István Bessenyei / Language(s): Hungarian Issue: 4/2022

The study starts from the premise that in the mass education of modern industrial societies there has been a dramatic increase in the tension between the performance of learning systems and the ever-increasing and differentiating tasks they are called upon to perform. Learning systems have been confronted with the increasing difficulty of managing the growing gap between system needs and increased individual needs. The paper asks the question: is there a method of management and pedagogy that can ensure coherence while at the same time taking into account the differences between learners and the individual needs of students? The study shows that this objective has been successfully achieved in a system that prescribes only (or mainly) the expected outcome, but leaves the implementation largely to the autonomous actors of the system.

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Az esettanulmány-módszer alkalmazási lehetőségei a magyar közoktatásban

Author(s): Zsolt Ábrahám,Domonkos Erőss / Language(s): Hungarian Issue: 4/2022

The paper reviews the application of the case method in Hungarian public education through a specific framework. The research answers two key research questions: first, which subjects in the national curriculum can adopt the case method, and second, how can this adaption of the new teaching methodology can be implemented in Hungary? Six subjects or groups of subjects were studied using the evaluation framework containing seven assessment criteria. Hungarian literature, history, geography and the so called value-based subjects (ethics or divinity and ethics) are the most suitable for the application of the case method in public education.

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Indigenous Knowledge Revitalisation: Indigenous Māori Gardening and its Wider Implications for the People of Tūhoe

Author(s): Natasha Tassell-Matamua,Teina Boasa-Dean,Marie McEntee / Language(s): English Issue: 1/2023

The revitalisation of Indigenous knowledges is vital to the emancipation of Indigenous peoples worldwide, as well as an increasingly essential component of environmental sustainability. The re-establishment of traditional communal gardening practices and their associated rituals is part of such revitalisation efforts in Aotearoa|New Zealand. We document recent efforts to re-establish the knowledge and practice of communal gardens and the related ritual of māra tautāne in an Indigenous Māori community – Te Māhurehure – in the Rūātoki Valley, Bay of Plenty, Aotearoa|New Zealand. We discuss that, beyond food provision, such revitalisation has a concentric influence of revitalising a range of other Indigenous knowledges for this community.

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Toi Taiao Whakatairanga: Tukanga: Processes of Navigating the Interface between Art Curation/Research, Forest Ecologies and Māori Perspectives

Author(s): Mark Harvey,Molly Mullen,Nick Waipara,Sophie Jerram,Ariane Craig-Smith / Language(s): English Issue: 1/2023

What processes are involved in navigating the interface between mātauranga Māori/Māori knowledge frameworks, Western arts, and science perspectives when working to raise public awareness of the plant diseases kauri dieback and myrtle rust? This paper explores how our collaborative project, Toi Taiao Whakatairanga (uplifting the environment through the arts), attempts to do this, focusing on what we have learned about our tukanga (processes). Our project consists of a mixed group of Māori and Pākehā, curators, arts researchers, social scientists and a biological scientist. We are commissioning Māori artists to respond to the ecological threats of kauri dieback and myrtle rust and to encourage public awareness in some form. Underlying the project are the aims to generate new understandings of how the arts can support mana motuhake (self-determination) for Māori and communities in relation to these plant pathogens.

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Edukacja europejska w nauczaniu podstaw przedsiębiorczości

Author(s): Marta Rojewska / Language(s): Polish Issue: 6/2020

Polish society knows relatively little about European education; hence the public discourse often calls for the introduction of the so-called European education to the Polish school, which on the one hand would be education “about Europe”, and on the other hand, education “for Europe”. While “education about Europe” does not require an explanation of its purpose, the second one sure does: it should be teaching aimed at developing pro-European attitudes. The aim of this article is to show that European education can be and should be an element of teaching the subject “Education for Entrepreneurship” in secondary schools, although it is not provided for subject’s core curriculum. The first part analyzes the arguments justifying the need to include elements of European education in the content of “Education for Entrepreneurship”, including the analysis of the core curriculum of general education for general secondary and technical secondary schools. The second part contains a synthetic analysis of the “European” content that can be or should be implemented within this subject. The third part was devoted to the methods, didactic aids and tools that can be used during “European lessons” in lessons of “Education for Entrepreneurship”.

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How good are the students practicing the Collaborative Problem-Solving Skills in Mathematics-Based Task? (A Case of Indonesia)

Author(s): Ikhfan HARIS,Arfan ARSYAD,Muhammad SARLIN / Language(s): English Issue: 31/2022

This study aims to assess the collaborative problem-solving skills of junior high school students on the subject of mathematics using the teaching approach of collaborative problem-solving. The student’s skill in collaborative-problem solving will be the main focus of this study due to this skill is one of the important required skill regarding the Indonesian 2013 curriculum demands. In addition, collaboration-problem solving skill is a mandatory skill that must be given to students in facing global competition. Collaborative problem-solving skills are one of the 21st century skills that not only prioritize knowledge of cognition but must also be together with social attitudes that will make success in a work group. This research was conducted at SMP Negeri 2 Telaga, State Junior High School in Gorontalo Province, Indonesia and was carried out in the academic year 2020/2021. The research method used was a survey with a quantitative approach. The instruments used in data collection were tests. The results showed that the student’s skills were still relatively moderate in using collaborative problem-solving skills, namely building and managing mutual understanding with the value of 11,682, taking action approaches or strategies to solve problems (10,219), and building and managing team organizations with 12,854.

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Instructional Strategies in Developing Critical Thinking Skills in Non-Formal Secondary Education in Tanzania

Author(s): Tulia Michael,Abdon Kimario Éphrem / Language(s): English Issue: 31/2022

This study examined the contribution of instructional strategies in developing critical thinking skillsin non-formal secondary education in Tanzania. The study was carried out in Kinondoni Municipal council in Tanzania. Qualitative approach with phenomenology design was employed in this study. The study sample comprised 36 learners and 8 teachers that make total of 44 participants. The study used purposeful sampling to all participants. Methods used to collect data in this study were interviews, focused group discussions and observations. This study employed thematic analysis to analyze the data. The study findings indicated that there was limited use of instructional strategies had showed to have little contribution of developing critical thinking skills among learners. These strategies include lecture, questions and answers, oral presentation, group discussion and problem- solving that had low contribution in developing critical thinking among learners in non-formal secondary education. The study further revealed that most of the people who were teaching were not qualified to be teachers; this lead also to very low contribution of developing critical thinking among learners. The study recommends that teachers should use adequate interactive instructional strategies that may have great contributions in developing critical thinking among learners such as questions and answers strategy, group discussion, oral presentation, problem solving, research activities, field work, exposing learners to libraries, provisional of triggering questions, puzzling questions and promoting self-independent learning.

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The Contribution of Classroom Assessment Techniques in Developing Problem-Solving Skills in Non-Formal Secondary Education in Tanzania

Author(s): Tulia Michael,Abdon Kimario Éphrem / Language(s): English Issue: 31/2022

This study aimed to explore the contribution of assessment techniques in developing problem- solving skills among learners in non-formal secondary education in Tanzania. Qualitative approach with phenomenology design was employed in this study. 32 learners and 8 teachers that made 40 participated in this study. The interviews, focused group discussion and observation were methods used to collect data. Purposive sampling was employed to all participants in this study. The study findings revealed that the assessment techniques used by teachers had little contribution in developing problem-solving skills among learners. The study findings revealed that teachers aimed at enabling their learners achieve high marks in their examinations and not focusing on developing problem-solving skills. Another study finding showed that assessment techniques used by teachers were mostly based on cognitive domain rather than on psychomotor and affective domains. The study recommends that teachers should use the assessment techniques with the aim of enabling their learners attaining good grades as well as attainment of problem-solving skills to enable them solve challenges they face in their day- to day life.

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Obraz szkół publicznych oraz placówek niepublicznychw opinii pracujących tam nauczycieli

Author(s): Joanna NOWAK-GOŁĄB / Language(s): Polish Issue: 31/2022

The article is related to the functioning of public and non-public institutions in Poland - special attention was paid to primary schools. The most important theoretical issues were presented, referring to the available publications. The article presents the results of own research conducted in the school year 2021/2022 among teachers working in public and non-public primary schools in one of the Małopolska cities. 48 teachers participated in the research - 24 working in public schools and 24 teachers working in non-public institutions. The questions posed in the research allowed us to obtain information on, among others, what differences in work in public and private schools are perceived by teachers, what is the offer of these schools, what is the hourly working time of teachers, what benefits are perceived in a specific place and what difficulties they encounter . The article is of a theoretical and research nature.

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