Abstract Introduction: From the aspect of the success of an organization and its competitiveness in the market, human capital has a crucial role to play. Therefore, universities should offer their students study programs corresponding with the needs of the labour market and to adjust their graduate profiles to the current requirements. Purpose: The authors of the paper present a project carried out by DTI University in Dubnica nad Váhom, Slovakia. The aim of the project is to design a functioning model which could help update the management graduate profile in the context of Industry 4.0. The focus is on the theoretical background of the project and the research tools applied especially at its first stage. Methods: At the first stage of the project, a research on the key factors will be carried out. At the second stage, based on the obtained results, key aspects of the management graduate profile will be formulated and subsequently, a model having the potential to synchronize expectations, opportunities and finances will be designed and verified. Conclusion: Based on the results, changes in the management study programme with the ambition to be implemented in the marketing strategies of both private and public universities will be suggested.
{"title":"Identification of Key Management Graduate Profile in the Context of Industry 4.0","authors":"Gabriela Rozvadský Gugová, Silvia Barnová","doi":"10.2478/atd-2020-0023","DOIUrl":"https://doi.org/10.2478/atd-2020-0023","url":null,"abstract":"Abstract Introduction: From the aspect of the success of an organization and its competitiveness in the market, human capital has a crucial role to play. Therefore, universities should offer their students study programs corresponding with the needs of the labour market and to adjust their graduate profiles to the current requirements. Purpose: The authors of the paper present a project carried out by DTI University in Dubnica nad Váhom, Slovakia. The aim of the project is to design a functioning model which could help update the management graduate profile in the context of Industry 4.0. The focus is on the theoretical background of the project and the research tools applied especially at its first stage. Methods: At the first stage of the project, a research on the key factors will be carried out. At the second stage, based on the obtained results, key aspects of the management graduate profile will be formulated and subsequently, a model having the potential to synchronize expectations, opportunities and finances will be designed and verified. Conclusion: Based on the results, changes in the management study programme with the ambition to be implemented in the marketing strategies of both private and public universities will be suggested.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116679491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The aim of this study is to examine children’s moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning among the children aged 5-7. Methods: In this study, which aims to examine how the logical thinking skills differ according to the children’s moral reasoning process, a survey design approach was used. Participants were 92 children aged 5 (female N=13, male N=14) and aged 6 (female N=17, male N=18), aged 7 (female N=17, male N=13). The data collected from the moral and logical reasoning tasks were analyzed in two steps. At the first step the answers of the participants were scored. At the second step their justifications were categorized. To test out hypotheses we used two general linear models to examine the age effects of Age (5-7 years) and Reasoning (equality, ownership, merit, opportunity) on children’s evaluations of the vignette characters’ actions. Age-related changes in children’s evaluation and their logical reasoning skills related to initial distribution and transfer status were analyzed by the variance analysis. Results: Based on the findings of the study it can be stated that the children in the age group of 6-7 evaluated negatively the reward distribution based on the outcomes due to their concerns about the inequality in the opportunities and the violation of the principle of equality. The findings of the study indicate that there is no significant difference in children’s logical thinking skills depending on their age. As a result of the study, it is found that although there is no direct relationship between the moral and logical reasoning processes of children, the children who can reject the AC type inference predominantly emphasize the principle of equality. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning much more frequently emphasize the principle of equality in moral reasoning process. Discussion: Research indicates that children aged around 5 consider the reward distribution based on the outcomes fair. Older children, on the other hand, evaluate the inequalities in resource distribution as unfair. These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair. The children’s approval or disapproval of the transfer varies based on their reasoning processes. They support transfer if they emphasize the principle of equality, but they do not support it if their focus is on the principle of ownership. Older children are found to have a commitment to the principle of equality, and the difference between the 5-year age group and the 6-7-year age group i
{"title":"Fairness in Resource Distribution: Relationship between Children’s Moral Reasoning and Logical Reasoning","authors":"Derya Can, Veli Can","doi":"10.2478/atd-2020-0021","DOIUrl":"https://doi.org/10.2478/atd-2020-0021","url":null,"abstract":"Abstract Introduction: The aim of this study is to examine children’s moral reasoning and logical reasoning processes and the relationship between these two mechanisms. In the present study the focus is on the relationship between the factors such as fair sharing, equality, merit, ownership, opportunity in the resource allocation and logical reasoning among the children aged 5-7. Methods: In this study, which aims to examine how the logical thinking skills differ according to the children’s moral reasoning process, a survey design approach was used. Participants were 92 children aged 5 (female N=13, male N=14) and aged 6 (female N=17, male N=18), aged 7 (female N=17, male N=13). The data collected from the moral and logical reasoning tasks were analyzed in two steps. At the first step the answers of the participants were scored. At the second step their justifications were categorized. To test out hypotheses we used two general linear models to examine the age effects of Age (5-7 years) and Reasoning (equality, ownership, merit, opportunity) on children’s evaluations of the vignette characters’ actions. Age-related changes in children’s evaluation and their logical reasoning skills related to initial distribution and transfer status were analyzed by the variance analysis. Results: Based on the findings of the study it can be stated that the children in the age group of 6-7 evaluated negatively the reward distribution based on the outcomes due to their concerns about the inequality in the opportunities and the violation of the principle of equality. The findings of the study indicate that there is no significant difference in children’s logical thinking skills depending on their age. As a result of the study, it is found that although there is no direct relationship between the moral and logical reasoning processes of children, the children who can reject the AC type inference predominantly emphasize the principle of equality. Although there is no significant relationship between moral reasoning and logical reasoning processes, it can be said that children with higher levels of logical reasoning much more frequently emphasize the principle of equality in moral reasoning process. Discussion: Research indicates that children aged around 5 consider the reward distribution based on the outcomes fair. Older children, on the other hand, evaluate the inequalities in resource distribution as unfair. These findings support the results of the study suggesting that older children consider inequal source distribution both at the first case and at the transfer cases unfair. The children’s approval or disapproval of the transfer varies based on their reasoning processes. They support transfer if they emphasize the principle of equality, but they do not support it if their focus is on the principle of ownership. Older children are found to have a commitment to the principle of equality, and the difference between the 5-year age group and the 6-7-year age group i","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116756555","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Lukáč, Lenka Danková, Slavomíra Stašková, Marek Meheš, Zuzana Kudlová
Abstract Introduction: Education is an important tool for improving many aspects of life, including socio-economic status or well-being. The paper is aimed at monitoring the financial literacy of pupils in Eastern Slovakia. Methods: The contribution will contain the results of the survey. We analyse in detail the theoretical definition of financial literacy, strategy and measures of the state administration bodies in the field of improving financial literacy of more than 2000 pupils. Results: The result of the research paper is an analysis of the achieved data and their characteristics. Discussion: This part of the research paper deals with the areas of financial literacy of pupils in Slovakia. Education is an important tool for improving many aspects of life, including socio-economic status or well-being. Limitations: Participants of the electronic questionnaire participated in the answers according to the activities and projects prepared by a particular elementary school. Conclusion: Higher life expectancy, pension reforms, the availability of a more comprehensive range of financial products and services mean that the ability to make well-informed financial decisions is increasingly considered an important life skill. If a school fails at certain points during a child’s study, it is assumed that this will have a negative long-term impact on the child’s life in the future, as ending a school without sufficient qualifications can lead to difficulties in ensuring equal participation in the financial, civil and social aspects of modern society. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.
{"title":"Exploring the Quality of Pupils’ Financial Literacy","authors":"J. Lukáč, Lenka Danková, Slavomíra Stašková, Marek Meheš, Zuzana Kudlová","doi":"10.2478/atd-2020-0029","DOIUrl":"https://doi.org/10.2478/atd-2020-0029","url":null,"abstract":"Abstract Introduction: Education is an important tool for improving many aspects of life, including socio-economic status or well-being. The paper is aimed at monitoring the financial literacy of pupils in Eastern Slovakia. Methods: The contribution will contain the results of the survey. We analyse in detail the theoretical definition of financial literacy, strategy and measures of the state administration bodies in the field of improving financial literacy of more than 2000 pupils. Results: The result of the research paper is an analysis of the achieved data and their characteristics. Discussion: This part of the research paper deals with the areas of financial literacy of pupils in Slovakia. Education is an important tool for improving many aspects of life, including socio-economic status or well-being. Limitations: Participants of the electronic questionnaire participated in the answers according to the activities and projects prepared by a particular elementary school. Conclusion: Higher life expectancy, pension reforms, the availability of a more comprehensive range of financial products and services mean that the ability to make well-informed financial decisions is increasingly considered an important life skill. If a school fails at certain points during a child’s study, it is assumed that this will have a negative long-term impact on the child’s life in the future, as ending a school without sufficient qualifications can lead to difficulties in ensuring equal participation in the financial, civil and social aspects of modern society. Education is an important tool for improving many aspects of life, including socio-economic status or well-being.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129275935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The historical conditions that have developed over the centuries, as well as the migration processes of the 19th and 20th centuries, have determined the multi-ethnic composition of the country’s population. Georgia, as a post-Soviet country, has been transitioning from totalitarianism to democracy for the last few years. The country is in the process of developing into an open, civil society; the modern concept of human-free development, the new principles and values of a civil society and the priorities of public consent placed the problem of ensuring the creation of tolerance in the foreground. Therefore, it is important to define the place and role of national minorities in modern social life. The aim of the article is to determine the problems of non-Georgian general education schools in the educational space of Georgia and develop the necessary recommendations for the solution of these problems. The object of the study is non-Georgian-language public schools in the territory of Georgia, where the teaching and learning processes of the representatives of national minorities is underway. Purpose: The study will discuss the current situation in non-Georgian language general education schools. We will present the recommendations that we think will have a positive impact on the development of non-Georgian language educational institutions in the current education reform. Methods: The article examines the situation in the state regarding the issue of general education of national minorities, international experiences, problems and the means of solving them. Through surveys, in-depth interviews, focus group, data collection, organisation, analysis and synthesis, attention was paid to three problematic issues. These were as follows: 1. low motivation of the students in non-Georgian language schools; 2. low level of knowledge of the state language among the students; 3. textbook availability in non-Georgian language schools of Georgia. Conclusion: A content analysis was used to draw common conclusions. From the in-depth study of the materials, specific recommendations have been made regarding the effectiveness. The policies that were implemented in relation to the national goals of general education in national minorities are less result-oriented and need to be improved.
{"title":"General Education Policy in Minority Schools in Georgia","authors":"Giorgi Momtselidze","doi":"10.2478/atd-2020-0028","DOIUrl":"https://doi.org/10.2478/atd-2020-0028","url":null,"abstract":"Abstract Introduction: The historical conditions that have developed over the centuries, as well as the migration processes of the 19th and 20th centuries, have determined the multi-ethnic composition of the country’s population. Georgia, as a post-Soviet country, has been transitioning from totalitarianism to democracy for the last few years. The country is in the process of developing into an open, civil society; the modern concept of human-free development, the new principles and values of a civil society and the priorities of public consent placed the problem of ensuring the creation of tolerance in the foreground. Therefore, it is important to define the place and role of national minorities in modern social life. The aim of the article is to determine the problems of non-Georgian general education schools in the educational space of Georgia and develop the necessary recommendations for the solution of these problems. The object of the study is non-Georgian-language public schools in the territory of Georgia, where the teaching and learning processes of the representatives of national minorities is underway. Purpose: The study will discuss the current situation in non-Georgian language general education schools. We will present the recommendations that we think will have a positive impact on the development of non-Georgian language educational institutions in the current education reform. Methods: The article examines the situation in the state regarding the issue of general education of national minorities, international experiences, problems and the means of solving them. Through surveys, in-depth interviews, focus group, data collection, organisation, analysis and synthesis, attention was paid to three problematic issues. These were as follows: 1. low motivation of the students in non-Georgian language schools; 2. low level of knowledge of the state language among the students; 3. textbook availability in non-Georgian language schools of Georgia. Conclusion: A content analysis was used to draw common conclusions. From the in-depth study of the materials, specific recommendations have been made regarding the effectiveness. The policies that were implemented in relation to the national goals of general education in national minorities are less result-oriented and need to be improved.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127353074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction.
{"title":"Pre-Service Elementary Teachers’ Knowledge of Students: The Case of Subtraction","authors":"Sumeyra Dogan Coskun","doi":"10.2478/atd-2020-0025","DOIUrl":"https://doi.org/10.2478/atd-2020-0025","url":null,"abstract":"Abstract Introduction: Although there is ambiguity about the elements of teacher knowledge, all researchers accept that being able to anticipate what errors can be made, the reasons for and the strategies to overcome these errors, in short, the knowledge of students is important for student achievement. In this study, knowledge of students refers to being aware of students’ possible errors and underlying reasons for these errors and knowing how to overcome these errors. Based on this consideration, the purpose of this study is to investigate pre-service elementary teachers’ knowledge of students on the subtraction topic. Methods: Considering the purpose, the data were collected from 118 pre-service elementary teachers who were enrolled in a four-year Elementary Teacher Education program via a task-based questionnaire related to the topic of subtraction and semi-structured interviews following the questionnaire. The task-based questionnaire included three completed incorrect subtraction tasks and was prepared considering the related literature and the elementary school mathematics curriculum of Turkey. Each task in the questionnaire contained a different type of error. The pre-service elementary teachers’ answers to the task-based questionnaire were categorized as correct, partially correct, wrong, or no answer by means of categorical analysis. The pre-service elementary teachers who gave correct and partially correct answers to the tasks were asked to participate in the second part of the study to learn their possible strategies to overcome the errors made in the tasks. Results: As a result of the quantitative and qualitative analysis of the pre-service elementary teachers’ responses, it was found that their knowledge of students for subtraction is limited. Specifically, although the pre-service elementary teachers were partially able to identify the errors in the first and second task, they were not able to identify the error in the third task. Furthermore, they were better able to determine a more commonly occurring subtraction error compared to the uncommon ones. The pre-service elementary teachers could not identify the underlying reasons that led the students to the errors. They could not explain what conceptual knowledge related to the topic of subtraction the student lacked that resulted in the errors. As the pre-service teachers did not attain these reasons, they were not able to provide strategies to overcome these errors different than restating the rules or procedures to overcome students’ errors. Discussion: Only being able to identify the errors is not enough to make the instruction effective. Teachers also need to know and provide a rationale for why the errors happen and how to overcome them (Even & Tirosh, 1995). Contrary to this statement, the pre-service elementary teachers in this study could not attempt to understand the students’ thinking or could not explain the reasons behind students’ errors with the notion of subtraction.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127927419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey. Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature. Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance. Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey. Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.
{"title":"An Anthropocentric Evaluation of the New English Language Teaching Program for Lower Secondary School in Turkey","authors":"Ahmet Erdost Yastıbaş","doi":"10.2478/atd-2020-0020","DOIUrl":"https://doi.org/10.2478/atd-2020-0020","url":null,"abstract":"Abstract Introduction: The earth has entered a new geological epoch: the Anthropocene. The Anthropocene demonstrates how human activities have changed the world negatively by causing several environmental issues such as global warming. Therefore, it has become an important problem for people. Education should be reconsidered according to the new epoch to deal with it. There is a trans-disciplinary call for this issue. In relation to this call, the present study has aimed to evaluate the new English language teaching program (ELTP) for lower secondary school (5th, 6th, 7th, and 8th grades) in terms of the Anthropocene in Turkey. Methods: The present study was designed as a qualitative study. The data collection tools were the new ELTP for lower secondary school and the 5th, 6th, 7th, and 8th-grade English language course books prepared according to the new program. The data were analyzed through documentation analysis. Triangulation and thick descriptions were used to make the study trustworthy. Results: The documentation analysis of the data has showed that there are six themes related to the nature in the new ELTP for lower secondary school: theme 9 (the animal shelter) in the 5th grade; themes 4 (weather and emotions) and 9 (saving the planet) in the 6th grade; themes 4 (wild animals) and 9 (environment) in the 7th grade; theme 10 (natural forces) in the 8th grade. The learning outcomes and language skills of each theme were prepared according to the contents of the themes. Theme 9 in the 5th grade shows how human activities can affect the environment positively. Theme 4 in the 6th grade indicates how the environment can affect people. The rest demonstrate how human activities have affected the nature negatively and how people can save the nature. Discussion: Theme 9 (saving the planet) in the 6th grade, themes 4 (wild animals) and 9 (environment) in the 7th grade, and theme 10 (natural forces) in the 8th grade explain how several environmental issues have occurred owing to human activities, how these issues have affected the nature and human lives negatively, and how people can deal with these issues. Theme 9 (the animal shelter) in the 5th grade informs students about how human activities can affect the nature positively, and theme 4 (weather and emotions) in the 6th grade about how the environment can affect people. Through these themes, the new ELTP for lower secondary school can enable English language students to understand that people are a part of the nature, have the power to change the environment, and can live with the environment in balance. Limitations: The curriculum evaluation is only related to the new ELTP for lower secondary school (5th, 6th, 7th, and 8th grades) in Turkey. Conclusion: The Anthropocentric evaluation of the new ELTP for lower secondary school has shown that it can raise English language students’ awareness of the relationship between people and the nature and their effects on each other.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117010296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.
{"title":"Perceived Teachers’ Justice and Perceived Teachers’ Authority","authors":"Radka Čopková","doi":"10.2478/atd-2020-0026","DOIUrl":"https://doi.org/10.2478/atd-2020-0026","url":null,"abstract":"Abstract Introduction: The presented study discusses the issues of teacher’s authority, its building and maintaining in the context of teacher’s justice. The main question to be answered is how high school students perceive teachers as authorities in relation with their perception of teacher’s justice. Purpose: The aim of the present article is the identification of the relationship between perceived teachers’ justice and perceived teachers’ authority among Slovak high school students. Methods: 159 Slovak high school students (120 males and 39 females) have participated in our study. Their average age was 17.2 years. The students have attended 3 kinds of high school - technical (49.7%), services (31.4%), and general (18.9%). Two questionnaires were administrated - Teacher Justice Scale (Dalbert & Maes, 2002) and Measurement for Omnisicient Authority Beliefs (Zhou, 2007). Data were examined by Pearson correlation, t-test and ANOVA. Results: The results have shown the significant positive relationship between perceived teachers’ justice and perceived teachers’ authority. No gender differences were identified. There are significant differences in general perceived teacher’s authority among secondary school students depending on their specialization - technical, services and grammar. Discussion: Results of the study support previous findings of Cseri (2013) and Gavora (2007) who point out the importance of teachers’ justice in building positive learning environment that support students’motivation to learn. Limitations: The proportion of male and female participants was not equal. Also the proportion of participants divided by school specialization was not equal. Conclusion: Accessing students fairly is not an easy task for any teacher, since perception of oneself as righteous may differ greatly from the perception of this apparent righteousness by individual students, who naturally dispose interindividual differences. It is extremely important that teachers pay attention to this fact not only at secondary schools but at all levels of the educational system, which is one of the basic pillars of public administration.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124669618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction: This research aims to determine the humour behaviours of school administrators according to teacher perception and to reveal the relationship between humour behaviours and school climate. Methods: The research was carried out in a survey model. The data of the study were obtained from 221 primary school teachers working in Ankara and Aksaray provinces via a questionnaire created online. Regression analysis technique was used to determine the relationship between variables. Results: According to the results of the research, school administrators showed relatively more positive humour (producer-social humour and affirmative humour) behaviours. In terms of climate, it is seen that the perception of a positive school climate (supportive and intimacy based school climate) is higher than the negative ones. When the relationships between the variables were examined, it was seen that there was a definite increase in the school climate with the school administrator using humour positively. With the rise in the use of refusing or sarcastic humour, there was an adverse increase in school climate. Discussion: According to these results, it can be argued that humour behaviours of school administrators are an essential determinant in the context of creating a positive school climate in schools. Limitations: Data from the sample of the study were collected through online questionnaires. Therefore, this research has no claim of generalisability. Conclusions: Therefore, it is necessary to increase the knowledge and sensitivity of school administrators on how to use and manage humour.
{"title":"Investigation of School Administrators’ Humour Styles and School Climate according to Teacher Perceptions","authors":"F. Şahin, H. Tabak","doi":"10.2478/atd-2020-0019","DOIUrl":"https://doi.org/10.2478/atd-2020-0019","url":null,"abstract":"Abstract Introduction: This research aims to determine the humour behaviours of school administrators according to teacher perception and to reveal the relationship between humour behaviours and school climate. Methods: The research was carried out in a survey model. The data of the study were obtained from 221 primary school teachers working in Ankara and Aksaray provinces via a questionnaire created online. Regression analysis technique was used to determine the relationship between variables. Results: According to the results of the research, school administrators showed relatively more positive humour (producer-social humour and affirmative humour) behaviours. In terms of climate, it is seen that the perception of a positive school climate (supportive and intimacy based school climate) is higher than the negative ones. When the relationships between the variables were examined, it was seen that there was a definite increase in the school climate with the school administrator using humour positively. With the rise in the use of refusing or sarcastic humour, there was an adverse increase in school climate. Discussion: According to these results, it can be argued that humour behaviours of school administrators are an essential determinant in the context of creating a positive school climate in schools. Limitations: Data from the sample of the study were collected through online questionnaires. Therefore, this research has no claim of generalisability. Conclusions: Therefore, it is necessary to increase the knowledge and sensitivity of school administrators on how to use and manage humour.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126954414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction:This paper presents the results of a survey on excellent teachers conducted in Hungary in 2018. The main question of the study was how pedagogical talents can be characterised by competences and personality traits according to effective teachers and their colleagues. Furthermore, what effective teachers think about their own competences and characteristics, as well as how that is related to their beliefs of pedagogical talents was tested. Methods:The online questionnaire method was applied in the research. The sample involved effective teachers (N=92) of high-risk students (N=25) and of gifted students (N=43), as well as supervisor teachers (N=24) who were selected by judgment sampling. The control group of teachers (N=76) had similar characteristics to the sample as they were matched by the type of institution and geographical location. The data was processed using SPSS software. Results:The excellent teachers’ beliefs about pedagogical talents showed differences in many ways. Excellent teachers of high-risk students had the most child-centred view. Not only did they pay attention to students’ needs while planning and organizing lessons, but they also found the students’ feedback important, much more than other subsamples. They also said in high proportion they can handle the challenges related to the societal level of their work. Among all the sub-samples, they indicated most frequently that excellent teachers should be happy, initiative and practical. Supervisor teachers unanimously indicated that good teachers should be highly cooperative and also that excellent teachers should be friendly and flexible. It turned out from the research that excellent teachers of gifted children used significantly fewer teaching methods than the other group. Among all sub-samples, they were the ones who found the competences of “developing student groups and communities” the least important. The data showed that the teachers in this sub-group felt less able to adapt to the changes related to the societal level of their work. The words “theoretical”, “isolated”, “serious”, „distant” appeared in a significantly higher proportion among these teachers when speaking about pedagogic talents in general. These words were frequently used when spoking about their own characteristics. Discussion:The results of the excellent teachers of high-risk students and supervisor teachers showed similarity in many regards. Both groups seemed to be methodologically well-prepared, and able to give varied enjoyable lessons, as well as to develop student communities; and to carry out continuous reflective practice. Excellent teachers of gifted students focused on academic knowledge much more than other sub-groups. They also planned and managed their lessons differently. The background of this phenomena could be that their students’ knowledge and motivation is more homogenous. Limitations:Although the size of the sample was not representative, the study confirmed an
{"title":"Teachers’ Views about the Characteristics of Pedagogical Talents","authors":"Judit Orgoványi-Gajdos, Edina Kovács","doi":"10.2478/atd-2020-0011","DOIUrl":"https://doi.org/10.2478/atd-2020-0011","url":null,"abstract":"Abstract Introduction:This paper presents the results of a survey on excellent teachers conducted in Hungary in 2018. The main question of the study was how pedagogical talents can be characterised by competences and personality traits according to effective teachers and their colleagues. Furthermore, what effective teachers think about their own competences and characteristics, as well as how that is related to their beliefs of pedagogical talents was tested. Methods:The online questionnaire method was applied in the research. The sample involved effective teachers (N=92) of high-risk students (N=25) and of gifted students (N=43), as well as supervisor teachers (N=24) who were selected by judgment sampling. The control group of teachers (N=76) had similar characteristics to the sample as they were matched by the type of institution and geographical location. The data was processed using SPSS software. Results:The excellent teachers’ beliefs about pedagogical talents showed differences in many ways. Excellent teachers of high-risk students had the most child-centred view. Not only did they pay attention to students’ needs while planning and organizing lessons, but they also found the students’ feedback important, much more than other subsamples. They also said in high proportion they can handle the challenges related to the societal level of their work. Among all the sub-samples, they indicated most frequently that excellent teachers should be happy, initiative and practical. Supervisor teachers unanimously indicated that good teachers should be highly cooperative and also that excellent teachers should be friendly and flexible. It turned out from the research that excellent teachers of gifted children used significantly fewer teaching methods than the other group. Among all sub-samples, they were the ones who found the competences of “developing student groups and communities” the least important. The data showed that the teachers in this sub-group felt less able to adapt to the changes related to the societal level of their work. The words “theoretical”, “isolated”, “serious”, „distant” appeared in a significantly higher proportion among these teachers when speaking about pedagogic talents in general. These words were frequently used when spoking about their own characteristics. Discussion:The results of the excellent teachers of high-risk students and supervisor teachers showed similarity in many regards. Both groups seemed to be methodologically well-prepared, and able to give varied enjoyable lessons, as well as to develop student communities; and to carry out continuous reflective practice. Excellent teachers of gifted students focused on academic knowledge much more than other sub-groups. They also planned and managed their lessons differently. The background of this phenomena could be that their students’ knowledge and motivation is more homogenous. Limitations:Although the size of the sample was not representative, the study confirmed an","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126677589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Introduction:In the proposed paper, the key findings of the national project “School Open for Everyone” are presented. The research focused on the conditions and preparedness of schools for inclusive education. As a part of the project, an investigation into first-grade teachers’ attitudes towards and opinions on the education of pupils with special educational needs in primary schools was carried out. Methods:In the research, the qualitative phenomenological method based on the grounding theory was applied. The sample consisted of 218 female teachers with a minimum of 20% of disadvantaged students in their classroom. Results:The main findings show that the teachers’ opinions and attitudes towards inclusive education are positive and they appreciate their cooperation with specialists in schools. The research revealed some barriers to the realization of inclusive education - e.g. the disadvantaged children’s poor school attendance or their general unpreparedness for school. Discussion:In their suggestions, the respondents did not come up with any new, revolutionary or creative ideas. Therefore, searching for solutions should not be limited to teachers’ suggestions, but inspiration should be found in examples of good practice from abroad and in the activities of creative teachers and movements. Limitations:Having “only” a homogenous sample of first-grade teachers can be perceived as a limit, but it is balanced by the fact that these teachers represent the children’s first contact with schools and with people outside their families. Conclusions:The key findings show that teachers have positive attitudes towards the concept of inclusive education, but they call for more favourable conditions ensured by the state and the respondents proposals were located externally. The findings revealed a number of new or growing problems to be immediately dealt with and an urgent need for changing our school system.
{"title":"Interviews with Teachers about Inclusive Education","authors":"M. Zelina","doi":"10.2478/atd-2020-0012","DOIUrl":"https://doi.org/10.2478/atd-2020-0012","url":null,"abstract":"Abstract Introduction:In the proposed paper, the key findings of the national project “School Open for Everyone” are presented. The research focused on the conditions and preparedness of schools for inclusive education. As a part of the project, an investigation into first-grade teachers’ attitudes towards and opinions on the education of pupils with special educational needs in primary schools was carried out. Methods:In the research, the qualitative phenomenological method based on the grounding theory was applied. The sample consisted of 218 female teachers with a minimum of 20% of disadvantaged students in their classroom. Results:The main findings show that the teachers’ opinions and attitudes towards inclusive education are positive and they appreciate their cooperation with specialists in schools. The research revealed some barriers to the realization of inclusive education - e.g. the disadvantaged children’s poor school attendance or their general unpreparedness for school. Discussion:In their suggestions, the respondents did not come up with any new, revolutionary or creative ideas. Therefore, searching for solutions should not be limited to teachers’ suggestions, but inspiration should be found in examples of good practice from abroad and in the activities of creative teachers and movements. Limitations:Having “only” a homogenous sample of first-grade teachers can be perceived as a limit, but it is balanced by the fact that these teachers represent the children’s first contact with schools and with people outside their families. Conclusions:The key findings show that teachers have positive attitudes towards the concept of inclusive education, but they call for more favourable conditions ensured by the state and the respondents proposals were located externally. The findings revealed a number of new or growing problems to be immediately dealt with and an urgent need for changing our school system.","PeriodicalId":113905,"journal":{"name":"Acta Educationis Generalis","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114872412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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