All this was done. In all spheres of life, it has begun to be declared how “own” differs from “foreign”, i. imposed by the Kremlin and Russia. The culturists were immediately heard by the people, who were rapidly reborn as a nation. The bodybuilders believed in courage and sincerity. The nation woke up in an information blockade!
{"title":"Politinė kultūra po 32 metų. Civilizacinio nuosmūkio „POLITINĖ KULTŪRA“","authors":"Arvydas Juozaitis","doi":"10.15823/SU.2020.54.6","DOIUrl":"https://doi.org/10.15823/SU.2020.54.6","url":null,"abstract":"All this was done. In all spheres of life, it has begun to be declared how “own” differs from “foreign”, i. imposed by the Kremlin and Russia. The culturists were immediately heard by the people, who were rapidly reborn as a nation. The bodybuilders believed in courage and sincerity. The nation woke up in an information blockade!","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122246972","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}
. The COVID-19 pandemic unexpectedly changed the conditions of working and studying. It was mandatory in Lithuania to adhere to a personal isolation to protect yourself from the threatening spread of the virus in March–April 2020. Then schools, universities, vocational training centres, kindergartens and other educational institutions quickly adapted to the changed working conditions and switched to the provision of distance learning services. The aim of this article is to analyse the challenges faced by school communities in the transition to distance learning, and to provide good practice examples and insights for improvement. The survey was conducted using the School Barometer method. survey covers the following topics: information flow and information provision from policies, school authorities, schools, school leadership and teachers; reactions to the school lockdown caused by the COVID-19 crisis; perceived stress due to the COVID-19 crisis; students’ current situations at home; care and tutoring for students during the school lockdown by parents and school staff; digital teaching and learning, including demands, resources and practices; the role of school leadership and collaboration; the roles, motivations and competences of school staff; the demands, expectations and wishes of and for parents, students, school staff, school leadership, school authorities and the school support system.
{"title":"Distance learning during the COVID-19 pandemic: School barometer Lithuania","authors":"Danguolė Bylaitė-Šalavėjien","doi":"10.15823/SU.2020.54.4","DOIUrl":"https://doi.org/10.15823/SU.2020.54.4","url":null,"abstract":". The COVID-19 pandemic unexpectedly changed the conditions of working and studying. It was mandatory in Lithuania to adhere to a personal isolation to protect yourself from the threatening spread of the virus in March–April 2020. Then schools, universities, vocational training centres, kindergartens and other educational institutions quickly adapted to the changed working conditions and switched to the provision of distance learning services. The aim of this article is to analyse the challenges faced by school communities in the transition to distance learning, and to provide good practice examples and insights for improvement. The survey was conducted using the School Barometer method. survey covers the following topics: information flow and information provision from policies, school authorities, schools, school leadership and teachers; reactions to the school lockdown caused by the COVID-19 crisis; perceived stress due to the COVID-19 crisis; students’ current situations at home; care and tutoring for students during the school lockdown by parents and school staff; digital teaching and learning, including demands, resources and practices; the role of school leadership and collaboration; the roles, motivations and competences of school staff; the demands, expectations and wishes of and for parents, students, school staff, school leadership, school authorities and the school support system.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128595668","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}
Life quality is defined not only as a good emotional condition of a person, but also as his/her adequate social status in the society and physical environment. Different aspects of life quality are analysed by a number of scholars (Campbell, Converse, & Rogers, 1977; Sen, 1993; Hollar, 1996; Felce, 2000; Veenhoven, 2000, 2001; Yuan, 2001; Noll, 2002; Galloway, 2006 and others). Lithuanian authors also pay attention to the conception of life quality (Bagdonienė, 2000), links link the life quality and regional competition (Cerniūtė, 2001), analyse the influence of human health on life quality (Rėklaitienė & Juozulynas, 2003; Jatulienė, Cepienė, Kalibatas, & Juozulynas, 2003), as well as conduct research on youth life quality (Bartkutė, 2005), children’s socialization and adult life quality (Kvieskienė & Kvieska, 2012). Scholarly literature does not provide a single conception of life quality; there is a disagreement regarding the assessment methodology of life quality; as well as different assessment criteria are presented. There is no unanimous answer to the question what components and areas of life quality assessment are. The problem is that a more exhaustive social research on the assessment of the links between life quality and childhood experiences has not been conducted yet. The aim of the research is to present the links between human life quality and childhood experiences from the social standpoint on the basis of the research results. The following objectives are posed for the attainment of the aim: 1. To make a theoretical review of the assessment of the links between life quality and childhood experiences from the social standpoint; 2. To reveal the links between life quality and childhood experiences from the social standpoint. The following methods of data collection were applied: scientific literature analysis and interview. The methods of data analysis included open-ended questions used in the interview. The answers were analysed employing content analysis. The research results demonstrated that self-assessment of the quality of social life is related to childhood experiences in the social sphere. Childhood experiences are associated with other persons, which directly determines the development of social skills and life quality experiences in social sphere. Keywords: life quality; childhood experiences, links, self-assessment, social life quality.
{"title":"Žmogaus socialinio gyvenimo kokybės įsivertinimo ir vaikystės potyrių sąsajos","authors":"Sigita Burvytė","doi":"10.15823/su.2018.04","DOIUrl":"https://doi.org/10.15823/su.2018.04","url":null,"abstract":"Life quality is defined not only as a good emotional condition of a person, but also as his/her adequate social status in the society and physical environment. Different aspects of life quality are analysed by a number of scholars (Campbell, Converse, & Rogers, 1977; Sen, 1993; Hollar, 1996; Felce, 2000; Veenhoven, 2000, 2001; Yuan, 2001; Noll, 2002; Galloway, 2006 and others). Lithuanian authors also pay attention to the conception of life quality (Bagdonienė, 2000), links link the life quality and regional competition (Cerniūtė, 2001), analyse the influence of human health on life quality (Rėklaitienė & Juozulynas, 2003; Jatulienė, Cepienė, Kalibatas, & Juozulynas, 2003), as well as conduct research on youth life quality (Bartkutė, 2005), children’s socialization and adult life quality (Kvieskienė & Kvieska, 2012). Scholarly literature does not provide a single conception of life quality; there is a disagreement regarding the assessment methodology of life quality; as well as different assessment criteria are presented. There is no unanimous answer to the question what components and areas of life quality assessment are. The problem is that a more exhaustive social research on the assessment of the links between life quality and childhood experiences has not been conducted yet. The aim of the research is to present the links between human life quality and childhood experiences from the social standpoint on the basis of the research results. The following objectives are posed for the attainment of the aim: 1. To make a theoretical review of the assessment of the links between life quality and childhood experiences from the social standpoint; 2. To reveal the links between life quality and childhood experiences from the social standpoint. The following methods of data collection were applied: scientific literature analysis and interview. The methods of data analysis included open-ended questions used in the interview. The answers were analysed employing content analysis. The research results demonstrated that self-assessment of the quality of social life is related to childhood experiences in the social sphere. Childhood experiences are associated with other persons, which directly determines the development of social skills and life quality experiences in social sphere. Keywords: life quality; childhood experiences, links, self-assessment, social life quality.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116641147","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}
Anotacija. Šiuolaikinės šeimos modelis ir jį atitinkančios vertybės yra prieštaringos. Straipsnyje nagrinėjami vaikų turėjimo ir sąmoningo tėvystės ar motinystės atsisakymo prieštaravimai. Pateikiami duomenys apie internetinės pažinčių sistemos „Darni pora“ dalyvių požiūrį į šeimos konsteliacijas. Tyrimo rezultatai parodė, kad dauguma jaunesnio amžiaus žmonių norėtų kurti šeimą, kurioje sutuoktiniai augina bendrus biologinius vaikus. Vyresniame amžiuje lengviau pripažįstama dalyvavimo partnerio (-ės) vaikų ugdyme galimybė. Vaikų turėjimo motyvai yra nevisuomeniniai. Tėvystės ar motinystės atsisakymo motyvai remiasi prioriteto suteikimu kitiems poreikiams: profesinės karjeros, materialinės gerovės sukūrimo ir pan. poreikių patenkinimo pirmenybe, nenoru keisti įprastą gyvenimo būdą. Dalis sąmoningai atsisakančiųjų tėvystės ar motinystės stigmatizuoja negalinčiuosius (-iąsias) turėti vaikų dėl medicininių priežasčių, priskiria jiems / joms neigiamas savybes.
{"title":"Rengimasis tėvystei ir motinystei – šeimos pagrindas","authors":"Kęstutis Ralys","doi":"10.15823/su.2018.05","DOIUrl":"https://doi.org/10.15823/su.2018.05","url":null,"abstract":"Anotacija. Šiuolaikinės šeimos modelis ir jį atitinkančios vertybės yra prieštaringos. Straipsnyje nagrinėjami vaikų turėjimo ir sąmoningo tėvystės ar motinystės atsisakymo prieštaravimai. Pateikiami duomenys apie internetinės pažinčių sistemos „Darni pora“ dalyvių požiūrį į šeimos konsteliacijas. Tyrimo rezultatai parodė, kad dauguma jaunesnio amžiaus žmonių norėtų kurti šeimą, kurioje sutuoktiniai augina bendrus biologinius vaikus. Vyresniame amžiuje lengviau pripažįstama dalyvavimo partnerio (-ės) vaikų ugdyme galimybė. Vaikų turėjimo motyvai yra nevisuomeniniai. Tėvystės ar motinystės atsisakymo motyvai remiasi prioriteto suteikimu kitiems poreikiams: profesinės karjeros, materialinės gerovės sukūrimo ir pan. poreikių patenkinimo pirmenybe, nenoru keisti įprastą gyvenimo būdą. Dalis sąmoningai atsisakančiųjų tėvystės ar motinystės stigmatizuoja negalinčiuosius (-iąsias) turėti vaikų dėl medicininių priežasčių, priskiria jiems / joms neigiamas savybes.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"51 9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124535465","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}
The article discusses the intellectual heritage of Professor Bronislovas Bitinas in the context of contemporary education and social situation in Lithuania. Prof. B. Bitinas is one of the most prominent contemporary educology scholars who holds the degrees in humanities, social sciences and mathematics and has a wide scientific interest in multi-ethnicity, his scientific activity was mainly related to diagnostics and methodology of educational research, education theory and education, deep analytical and systematic thought. His contribution both to the training of pedagogues and to the field of science of pedagogy is not only prominent, but also special. This is revealed by abundant and original fundamental works, which consolidate the basic ideas of mathematical statistics and methodology in educational science. Based on the results of many years of theoretical and empirical research, the works define the fundamentals of scientific knowledge and scientific research of educational objects, which describe specific aspects of educational reality and help to establish the science of education in the modern system of sciences. Keywords: Bronislovas Bitinas, hodegetics, education science.
{"title":"Bronislovo Bitino intelektinis palikimas hodegetikoje","authors":"Giedrė Misiūnienė","doi":"10.15823/SU.2018.07","DOIUrl":"https://doi.org/10.15823/SU.2018.07","url":null,"abstract":"The article discusses the intellectual heritage of Professor Bronislovas Bitinas in the context of contemporary education and social situation in Lithuania. Prof. B. Bitinas is one of the most prominent contemporary educology scholars who holds the degrees in humanities, social sciences and mathematics and has a wide scientific interest in multi-ethnicity, his scientific activity was mainly related to diagnostics and methodology of educational research, education theory and education, deep analytical and systematic thought. His contribution both to the training of pedagogues and to the field of science of pedagogy is not only prominent, but also special. This is revealed by abundant and original fundamental works, which consolidate the basic ideas of mathematical statistics and methodology in educational science. Based on the results of many years of theoretical and empirical research, the works define the fundamentals of scientific knowledge and scientific research of educational objects, which describe specific aspects of educational reality and help to establish the science of education in the modern system of sciences. Keywords: Bronislovas Bitinas, hodegetics, education science.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123787965","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}
The article analyzes the possibilities of the application of the Functional Behavior Assessment methodology in changing the problem behavior of a child with an autism spectrum disorder. The participant of the study is a 4-year-old child diagnosed autism who has intense problem behavior. In the course of the study: 1. Semi-standardized interview was conducted to collect primary extended data on problem behavior. Interview questionnaire consisted of 35 questions out of 9 blocks; 2. Two direct observation protocols were created in order to collect data on problem behavior; 3. The plan for the problem behavior correction was elaborated, as well as a monitoring protocol, which is designed to track the number of episodes of problem behavior and determine the change in behavior. The in-house Behavioral Intervention Plan includes methods such as manipulating antecedent events that reduce the likelihood of problem behavior and increase the probability of desired and alternative replacement behaviors); DRA (Differential Reinforcement of Alternative Behavior); DRI (Differential Reinforcement of Incompatible Behaviors); punishment. The individual in-class Behavioral Intervention Plan includes methods such as manipulating antecedent events that decrease the likelihood of problem behavior and increase the probability of desired and alternative replacement behaviors; DRI (Differential Reinforcement of Incompatible Behaviors); DRA (Differential Reinforcement of Alternative Behavior). Summarizing the results of the research, it can be stated that: 1. Functional Behavior Assessment can be used in Lithuanian conditions when choosing educational methods for changing the problem behavior of a child with autism spectrum disorder. However, the application of this method requires additional knowledge, time and energy costs; 2. Behavioral intervention plan, which includes educational methods aimed at changing the problem behavior of a child with autism spectrum disorders, allows an effective and rapid reduction in the number of episodes of problem behavior. In order to improve the effectiveness of education, methods aiming at development alternative acceptable behavior and complementary skills should be included in the curriculum. Keywords: autism spectrum disorder, functional behavior assessment, problem behavior, behaviors, behavioral function.
{"title":"Ugdytinio, turinčio autizmo spektro sutrikimą, probleminio elgesio keitimas pritaikant funkcinio elgesio vertinimo metodiką","authors":"Valdonė Indrašienė, Eglė Kairelytė-Sauliūnienė","doi":"10.15823/SU.2018.03","DOIUrl":"https://doi.org/10.15823/SU.2018.03","url":null,"abstract":"The article analyzes the possibilities of the application of the Functional Behavior Assessment methodology in changing the problem behavior of a child with an autism spectrum disorder. The participant of the study is a 4-year-old child diagnosed autism who has intense problem behavior. In the course of the study: 1. Semi-standardized interview was conducted to collect primary extended data on problem behavior. Interview questionnaire consisted of 35 questions out of 9 blocks; 2. Two direct observation protocols were created in order to collect data on problem behavior; 3. The plan for the problem behavior correction was elaborated, as well as a monitoring protocol, which is designed to track the number of episodes of problem behavior and determine the change in behavior. The in-house Behavioral Intervention Plan includes methods such as manipulating antecedent events that reduce the likelihood of problem behavior and increase the probability of desired and alternative replacement behaviors); DRA (Differential Reinforcement of Alternative Behavior); DRI (Differential Reinforcement of Incompatible Behaviors); punishment. The individual in-class Behavioral Intervention Plan includes methods such as manipulating antecedent events that decrease the likelihood of problem behavior and increase the probability of desired and alternative replacement behaviors; DRI (Differential Reinforcement of Incompatible Behaviors); DRA (Differential Reinforcement of Alternative Behavior). Summarizing the results of the research, it can be stated that: 1. Functional Behavior Assessment can be used in Lithuanian conditions when choosing educational methods for changing the problem behavior of a child with autism spectrum disorder. However, the application of this method requires additional knowledge, time and energy costs; 2. Behavioral intervention plan, which includes educational methods aimed at changing the problem behavior of a child with autism spectrum disorders, allows an effective and rapid reduction in the number of episodes of problem behavior. In order to improve the effectiveness of education, methods aiming at development alternative acceptable behavior and complementary skills should be included in the curriculum. Keywords: autism spectrum disorder, functional behavior assessment, problem behavior, behaviors, behavioral function.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125122641","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}
This paper analyzes the key challenges that include the establishment of good adult learning arenas through personalization and partnership across multisectoral and multifunctional boundaries, and the personalization abilities. Adults and educational organizations have to be active partners in and contributors to sustainable development. Sustainable organizations, NGOs need to be regarded as credible and inovative partners and not as “recipients” of information or tools. There is a need to examine local adult learning systems and clarify roles and responsibilities, as well as to indicate ways for efficient cooperation of sectors. Keywords: personalized learning, education inovation, sustainability, Lithuanian College of Democracy, Bronislovas Bitinas.
{"title":"Personalizuoto ugdymosi inovacijos ir sumanioji komunikacija","authors":"Giedrė Kvieskienė, Vytautas Kvieska","doi":"10.15823/SU.2018.01","DOIUrl":"https://doi.org/10.15823/SU.2018.01","url":null,"abstract":"This paper analyzes the key challenges that include the establishment of good adult learning arenas through personalization and partnership across multisectoral and multifunctional boundaries, and the personalization abilities. Adults and educational organizations have to be active partners in and contributors to sustainable development. Sustainable organizations, NGOs need to be regarded as credible and inovative partners and not as “recipients” of information or tools. There is a need to examine local adult learning systems and clarify roles and responsibilities, as well as to indicate ways for efficient cooperation of sectors. Keywords: personalized learning, education inovation, sustainability, Lithuanian College of Democracy, Bronislovas Bitinas.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132170076","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}
The social and educational novelty of this study is determined by the fact that in Lithuania, in essence, this is a very relevant research, with the introduction of critical awareness of disability, has not yet been sufficiently investigated from the perspective of disabled researchers. The article analyzes the identity of disabled researchers, creating knowledge about disability. The experience of disabled researchers and the reasons preventing researchers with disabilities from engaging in research processes through the development of knowledge are revealed. The critical theory is also important for the interpretation of the identity of the disabled. Knowledge is discussed in the context of the concept of awareness rising, how awareness and knowledge about the very disability grows through experience. The findings and experiences of the research carried out by the disabled researchers are presented, which creates preconditions for further development of the research on the disabled researchers. Keywords: disability, critical awareness, identity.
{"title":"Neįgaliųjų kaip tyrėjų identiteto konstravimas: kritinio sąmoningumo ugdymas","authors":"Irmina Beneševičiūtė","doi":"10.15823/su.2018.06","DOIUrl":"https://doi.org/10.15823/su.2018.06","url":null,"abstract":"The social and educational novelty of this study is determined by the fact that in Lithuania, in essence, this is a very relevant research, with the introduction of critical awareness of disability, has not yet been sufficiently investigated from the perspective of disabled researchers. The article analyzes the identity of disabled researchers, creating knowledge about disability. The experience of disabled researchers and the reasons preventing researchers with disabilities from engaging in research processes through the development of knowledge are revealed. The critical theory is also important for the interpretation of the identity of the disabled. Knowledge is discussed in the context of the concept of awareness rising, how awareness and knowledge about the very disability grows through experience. The findings and experiences of the research carried out by the disabled researchers are presented, which creates preconditions for further development of the research on the disabled researchers. Keywords: disability, critical awareness, identity.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127264349","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}
Naujausi tyrimai atskleidžia, kad socialinių ir emocinių kompetencijų ugdymas prisideda prie asmeninės ir visuomeninės gerovės kūrimo (EBPO, 2015). Straipsnyje pristatomas praktinis ir teorinis socialinių bei emocinių kompetencijų vertinimo pagrindimas. Analizuojama mokslinė literatūra, nacionaliniai svietimo dokumentai, sudarantys prielaidas sėkmingai vertinti mokinių socialines ir emocines kompetencijas. Tyrėjai patvirtina, kad vienas stipriausių faktorių, darancių įtaką sėkmingam mokymuisi, yra individualios pažangos vertinimas. Nors mokyklose socialinių ir emocinių kompetencijų vertinimas yra santykinai naujas reiskinys, literatūroje galima rasti teiginių, patvirtinancių, kad jis galėtų remtis formuojamojo vertinimo principais. Straipsnyje apžvelgiamos D. Wiliamo (2011) pasiūlytos 5 formuojamojo vertinimo strategijos, kurias tikslingai taikant būtų sudarytos sąlygos mokiniams siekti geresnių rezultatų. Esminiai žodžiai: socialinių ir emocinių kompetencijų vertinimas, formuojamasis vertinimas, bendrųjų kompetencijų vertinimas.
{"title":"Mokinių socialinių ir emocinių kompetencijų vertinimas kaip sėkmingo vaiko mokymosi prielaida","authors":"Irena Raudienė","doi":"10.15823/su.2018.12","DOIUrl":"https://doi.org/10.15823/su.2018.12","url":null,"abstract":"Naujausi tyrimai atskleidžia, kad socialinių ir emocinių kompetencijų ugdymas prisideda prie asmeninės ir visuomeninės gerovės kūrimo (EBPO, 2015). Straipsnyje pristatomas praktinis ir teorinis socialinių bei emocinių kompetencijų vertinimo pagrindimas. Analizuojama mokslinė literatūra, nacionaliniai svietimo dokumentai, sudarantys prielaidas sėkmingai vertinti mokinių socialines ir emocines kompetencijas. Tyrėjai patvirtina, kad vienas stipriausių faktorių, darancių įtaką sėkmingam mokymuisi, yra individualios pažangos vertinimas. Nors mokyklose socialinių ir emocinių kompetencijų vertinimas yra santykinai naujas reiskinys, literatūroje galima rasti teiginių, patvirtinancių, kad jis galėtų remtis formuojamojo vertinimo principais. Straipsnyje apžvelgiamos D. Wiliamo (2011) pasiūlytos 5 formuojamojo vertinimo strategijos, kurias tikslingai taikant būtų sudarytos sąlygos mokiniams siekti geresnių rezultatų. Esminiai žodžiai: socialinių ir emocinių kompetencijų vertinimas, formuojamasis vertinimas, bendrųjų kompetencijų vertinimas.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121971522","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}
With rising demand for international education in Europe, today more higher education systems have become active in attracting international students. Hence, players in the global higher education market are highlighting their advantages in the higher education marketplace to become more competitive. As Lithuania has an ambitious desire to double the number of international students by 2025, this exploratory study analyses the important factors that will help to better target international students and put emphasis on the challenges to be refined in national education policies.
{"title":"Evaluation and drives of international student mobility across European Union countries","authors":"Simona Biveinytė, R. Dužinskas","doi":"10.15823/su.2018.13","DOIUrl":"https://doi.org/10.15823/su.2018.13","url":null,"abstract":"With rising demand for international education in Europe, today more higher education systems have become active in attracting international students. Hence, players in the global higher education market are highlighting their advantages in the higher education marketplace to become more competitive. As Lithuania has an ambitious desire to double the number of international students by 2025, this exploratory study analyses the important factors that will help to better target international students and put emphasis on the challenges to be refined in national education policies.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124036371","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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