Pub Date : 2022-01-01DOI: 10.15804/tner.2022.70.4.14
Katarzyna Juszczyk-Frelkiewicz
South Korea is a country where gender inequality has been observed from the past to the present. Many studies point out that gender inequality in Korean society is a consequence of Confucianism which still exists in the social norms, structure and hierarchy of society and the mentality of contemporary Korean people. It causes that gender inequality remains strong not only in the job market but also in the gender division of homework and care work issues, particularly in the sphere of family life. The main object of this paper is to investigate the possibility of making marital relationships equal while women are economically active. To achieve the paper’s main goal, the statistical analysis was carried out with logistic regression on data from the Korean Longitudinal Survey on Women and Families in 2012 and 2020. The results indicated that despite the significant social and economic changes in Korean society, women’s activity in the job market did not introduce a significant change in the division of household duties among men and women, which shows women’s involvement in economic support of the family it does not make any significant changes to the aspect of equality in the relationship.
{"title":"Do Korean Women Should Work to Make the Marital Relationship Equal? Logistic Regression of Models on Data from the Korean Longitudinal Survey on Women and Families","authors":"Katarzyna Juszczyk-Frelkiewicz","doi":"10.15804/tner.2022.70.4.14","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.14","url":null,"abstract":"South Korea is a country where gender inequality has been observed from the past to the present. Many studies point out that gender inequality in Korean society is a consequence of Confucianism which still exists in the social norms, structure and hierarchy of society and the mentality of contemporary Korean people. It causes that gender inequality remains strong not only in the job market but also in the gender division of homework and care work issues, particularly in the sphere of family life. The main object of this paper is to investigate the possibility of making marital relationships equal while women are economically active. To achieve the paper’s main goal, the statistical analysis was carried out with logistic regression on data from the Korean Longitudinal Survey on Women and Families in 2012 and 2020. The results indicated that despite the significant social and economic changes in Korean society, women’s activity in the job market did not introduce a significant change in the division of household duties among men and women, which shows women’s involvement in economic support of the family it does not make any significant changes to the aspect of equality in the relationship.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152783","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.22.68.2.02
S. Juszczyk, Suwan Kim
Comparative empirical studies of digital exclusion have been conducted in Poland and South Korea. Surveys of students (including doctoral candidates) and in-depth interviews with academic teachers at selected universities and fields of study were used (N=135). The average differences in the opinions of Polish and Korean students are not statistically significant at the level of p
{"title":"Digital Exclusion in Poland and South Korea - A Comparative Analysis of the Phenomenon","authors":"S. Juszczyk, Suwan Kim","doi":"10.15804/tner.22.68.2.02","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.02","url":null,"abstract":"Comparative empirical studies of digital exclusion have been conducted in Poland and South Korea. Surveys of students (including doctoral candidates) and in-depth interviews with academic teachers at selected universities and fields of study were used (N=135). The average differences in the opinions of Polish and Korean students are not statistically significant at the level of p","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152963","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.2022.69.3.13
Jovenel B. Dadulla, Joel D. Potane
The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.
{"title":"Self-Concept and English Oral Proficiency of Senior High School Students","authors":"Jovenel B. Dadulla, Joel D. Potane","doi":"10.15804/tner.2022.69.3.13","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.13","url":null,"abstract":"The study intended to determine if self-concept predicts senior high school students’ English oral proficiency level. The correlational research design was used to describe the relationship of the variables. Forty (40) students were randomly chosen as a sample from the population. A self-concept questionnaire and an oral proficiency interview were administered. The data were analysed using frequency count, computation of mean, Pearson product-moment correlation, analysis of variance (ANOVA), and simple linear regression analysis. The findings revealed that the respondents have an above-average self-concept in the social and family dimensions. Further study showed that only the physical, psychological, academic, and family dimensions predict oral proficiency in the English language. On the contrary, it was statistically determined that the social dimension does not predict oral proficiency. With the study’s findings, it can be concluded that speech development programmes must be holistic to cater not only the communicative abilities of the students but also their affective domains. It could help improve the quality of English language education in the country in terms of oral proficiency development.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67151302","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.2022.69.3.17
Piotr Alfred Gindrich, Zdzisław Kazanowski
This study aimed to examine the relationship between self-concept and creative/ non-creative attitudes among undergraduate students majoring in special education. A total of 99 Polish university students participated in the study. A creative/non-creative attitude – the dependent variable was examined by a Creative Behaviour Questionnaire by Popek. Students’ self-concept (including self-esteem) – the independent variable was assessed with a Tennessee Self-Concept Scale by Fitts. The outcomes of the regression analysis proved that the strongest predictors were found for non-creative (reconstructive) attitudes. The personal barriers to developing students’ creative attitudes (concerning self-concept) were identified. The article contains conclusions in conjunction with practical implications.
{"title":"An Examination of the Relationship Between Self-concept and Creative/Non-Creative Attitude in a Sample of Polish University Students Who Major in Special Education","authors":"Piotr Alfred Gindrich, Zdzisław Kazanowski","doi":"10.15804/tner.2022.69.3.17","DOIUrl":"https://doi.org/10.15804/tner.2022.69.3.17","url":null,"abstract":"This study aimed to examine the relationship between self-concept and creative/ non-creative attitudes among undergraduate students majoring in special education. A total of 99 Polish university students participated in the study. A creative/non-creative attitude – the dependent variable was examined by a Creative Behaviour Questionnaire by Popek. Students’ self-concept (including self-esteem) – the independent variable was assessed with a Tennessee Self-Concept Scale by Fitts. The outcomes of the regression analysis proved that the strongest predictors were found for non-creative (reconstructive) attitudes. The personal barriers to developing students’ creative attitudes (concerning self-concept) were identified. The article contains conclusions in conjunction with practical implications.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152129","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.2022.70.4.10
Rebeka Štefánia Lukáčiková, Jana Duchovičová, Radka Teleková
The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.
{"title":"Preconceptions and Their Significance in Early Identification of Potential Giftedness in Preschool-Aged Children","authors":"Rebeka Štefánia Lukáčiková, Jana Duchovičová, Radka Teleková","doi":"10.15804/tner.2022.70.4.10","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.10","url":null,"abstract":"The subject of the study is preconceptions of pre-primary education children about the selected phenomenon of “learning”. We were interested in whether there are differences in children’s identified preconceptions regarding intellectual abilities. Identifying such a difference could be one indicator of giftedness that could also be useful in early educational diagnostics. The research design was mixed; data were obtained through semi-structured flexible micro-interviews made individually with 39 children. Conclusions of the research investigation point to a difference in cognitive and structural components of children’s identified preconceptions and a difference in terms of their intellectual abilities while confirming the diagnostic potential of children’s preconceptions to reveal giftedness also in children of pre-school age.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152434","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.2022.70.4.07
I. Przybylska
This article reports on data gathered during research on teachers’ emotional work. The author developed the Teacher Emotional Labour Scale (TELS) based on the verified theoretical model. The model is twofold and consists of intrapersonal and interpersonal dimensions of emotional labour. The research took place in public schools. The gathered data indicates that surveyed teachers developed different strategies for working with emotions. They use both deep and surface work. 1/3 of them declared not coping with work-related emotions, which has personal and interpersonal consequences.
{"title":"Between Requirements and Caring – Emotional Labour of Polish Teachers","authors":"I. Przybylska","doi":"10.15804/tner.2022.70.4.07","DOIUrl":"https://doi.org/10.15804/tner.2022.70.4.07","url":null,"abstract":"This article reports on data gathered during research on teachers’ emotional work. The author developed the Teacher Emotional Labour Scale (TELS) based on the verified theoretical model. The model is twofold and consists of intrapersonal and interpersonal dimensions of emotional labour. The research took place in public schools. The gathered data indicates that surveyed teachers developed different strategies for working with emotions. They use both deep and surface work. 1/3 of them declared not coping with work-related emotions, which has personal and interpersonal consequences.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67152611","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.22.68.2.10
Philippe Garnier
Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.
{"title":"Transforming to Teach in an Inclusive Paradigm","authors":"Philippe Garnier","doi":"10.15804/tner.22.68.2.10","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.10","url":null,"abstract":"Since the Declaration of Salamanca and the Convention on the Rights of Persons with Disabilities, we have moved to an inclusive paradigm with regard to school. Mainstream schooling has become the rule. Thus, teachers in regular classes must work with all students, including those with special educational needs. It is not easy; many teachers face dilemmas in accommodating all types of students in the same classroom. This conceptual paper proposes a framework based on Mezirow’s transformative learning for understanding the transformations in teacher pedagogy needed to work in an inclusive school. It can be used as a basis for developing training mechanisms to support teachers in their transformation to work in an inclusive school.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153319","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.22.68.2.07
E. Paprzycka, E. Mianowska, Katarzyna Walentynowicz-Moryl
The research presented in the article focused on negative prescriptive stereotypes of femininity and masculinity. The aim of the research performed was to identify definitions of non-femininity and non-masculinity of student women. The study was conducted using a diagnostic survey method and a self-completed survey questionnaire on a randomly selected sample of 1152 female students. Statistical processing was performed in the PS IMAGO statistical package. Analysis revealed that female students’ definitions of non-femininity and non-masculinity mainly reflect the traditional model of femininity and masculinity, but attitudes towards the obligatory validity of this model are waning.
{"title":"What is (Non-)Feminine and What is (Non-)Masculine? Negative Prescriptive Gender Stereotypes of Young Women in Poland - Between Change and Return to Traditional Patterns","authors":"E. Paprzycka, E. Mianowska, Katarzyna Walentynowicz-Moryl","doi":"10.15804/tner.22.68.2.07","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.07","url":null,"abstract":"The research presented in the article focused on negative prescriptive stereotypes of femininity and masculinity. The aim of the research performed was to identify definitions of non-femininity and non-masculinity of student women. The study was conducted using a diagnostic survey method and a self-completed survey questionnaire on a randomly selected sample of 1152 female students. Statistical processing was performed in the PS IMAGO statistical package. Analysis revealed that female students’ definitions of non-femininity and non-masculinity mainly reflect the traditional model of femininity and masculinity, but attitudes towards the obligatory validity of this model are waning.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153607","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.22.68.2.08
Štefan Petrík, Zlata Vašašová
The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.
{"title":"Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions","authors":"Štefan Petrík, Zlata Vašašová","doi":"10.15804/tner.22.68.2.08","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.08","url":null,"abstract":"The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153653","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}
Pub Date : 2022-01-01DOI: 10.15804/tner.22.68.2.14
K. Sántha, Edit Gyeszli
The paper discovers the presence of abduction in teachers’ activities and emphasises the role of trichotomous systems (abduction, deduction, induction) in discovering human reality. The paper focuses on the presence of abduction in education sciences research, and its main goal is to detect abduction in teaching activities and classroom interaction. Abduction is a type of reasoning requiring philosophical, logical, and psychological background, distinct from induction and deduction, and it contributes to a viewpoint in social research that strives to make research in human reality easier to understand. The qualitative study involved explores the presence of abduction in teachers’ communication based on unstructured observation. The observation was carried out in a primary school. The objects of observation were the Geography, Art, and PE classes of the same teacher. The data of the class observation were recorded verbatim. The records were processed using an inductive, data-driven method after the classes. The reliability of the process was ensured by intracoding. The results of the observations reflect the presence of abduction in classroom interaction. The results showed that abduction appeared in the Geography, Art, and PE classes observed, and every class witnessed right and wrong abductive conclusions. The paper is relevant to anybody interested in the appearance of abduction in education sciences research and aims at completing the arsenal of tools available for analysing teachers’ activities.
{"title":"Abduction in Teaching: Results of a Qualitative Research","authors":"K. Sántha, Edit Gyeszli","doi":"10.15804/tner.22.68.2.14","DOIUrl":"https://doi.org/10.15804/tner.22.68.2.14","url":null,"abstract":"The paper discovers the presence of abduction in teachers’ activities and emphasises the role of trichotomous systems (abduction, deduction, induction) in discovering human reality. The paper focuses on the presence of abduction in education sciences research, and its main goal is to detect abduction in teaching activities and classroom interaction. Abduction is a type of reasoning requiring philosophical, logical, and psychological background, distinct from induction and deduction, and it contributes to a viewpoint in social research that strives to make research in human reality easier to understand. The qualitative study involved explores the presence of abduction in teachers’ communication based on unstructured observation. The observation was carried out in a primary school. The objects of observation were the Geography, Art, and PE classes of the same teacher. The data of the class observation were recorded verbatim. The records were processed using an inductive, data-driven method after the classes. The reliability of the process was ensured by intracoding. The results of the observations reflect the presence of abduction in classroom interaction. The results showed that abduction appeared in the Geography, Art, and PE classes observed, and every class witnessed right and wrong abductive conclusions. The paper is relevant to anybody interested in the appearance of abduction in education sciences research and aims at completing the arsenal of tools available for analysing teachers’ activities.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153680","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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