The creation is an important reflection of internal and external world of pupil, expression of his or her individuality. When creating the child consciously or unconsciously expresses his or her feelings, an attitude towards the surrounding world, and what lies within the child: his or her feelings, experiences, thoughts, wishes, needs, objectives, dreams and fantasies. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. The pupils of 6th, 7th, 8th and 9th grades of Vilnius city schools have participated in survey. Total number of 186 pupils have been interviewed. The questions in questionnaire are related to real situation of technology subject in pupil‘s opinion while learning in a mixed or non-mixed group. 112 girls and 74 boys have participated in survey. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. This definition clearly intersects with the purpose of subject, objective, tasks and didactic provisions of technological education. The programme also lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also low valued (29,6%). The relatively large part of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. The girls need more time to learn in textile division, in order to be more feminine. Boys need to spend more time in the division of construction materials in order to become more masculine. The assessment of various technological programmes (nutrition, construction materials, textiles) in pupils‘ opinion
{"title":"Technologijų dalyko turinio kaita","authors":"Marijana Juralovič","doi":"10.15823/su.2018.20","DOIUrl":"https://doi.org/10.15823/su.2018.20","url":null,"abstract":"The creation is an important reflection of internal and external world of pupil, expression of his or her individuality. When creating the child consciously or unconsciously expresses his or her feelings, an attitude towards the surrounding world, and what lies within the child: his or her feelings, experiences, thoughts, wishes, needs, objectives, dreams and fantasies. Thus, the lessons of technology form the perfect environment to stimulate the creative origins of pupils and develop their creativity. The vertical questionnaire survey has been carried out in May – June 2017, in order to clarify the issues of technology subject while developing the technological competencies of different genders (boys and girls) having a direct impact on personal development, to find out the most evaluated programme of technology subject by pupils and the effect of learning according to one or another programme in a mixed or non-mixed group to learning motivation and wish to learn technology. The pupils of 6th, 7th, 8th and 9th grades of Vilnius city schools have participated in survey. Total number of 186 pupils have been interviewed. The questions in questionnaire are related to real situation of technology subject in pupil‘s opinion while learning in a mixed or non-mixed group. 112 girls and 74 boys have participated in survey. After having analysed the common programmes of basic technological education, it was found out that definition – “suitable for all pupils regardless of gender“ showed many didactic and psychological gaps of the programme, as well as serious objections to reality. This definition clearly intersects with the purpose of subject, objective, tasks and didactic provisions of technological education. The programme also lacks attention to pupil‘s growth as healthy personality. Therefore, in order to educate technologically literate, curious, thinking, creative, proactive, responsible and comprehensively healthy personality, it is necessary to consider the natural qualities of pupils, development of boys and girls age phases, psychological and physiologic meaning, flights and abilities, create the opportunities for all pupils (considering the gender) to learn various technologies. The carried out survey showed that the textile programme is the least valued by pupils (18,8%); the programme of constructional materials is also low valued (29,6%). The relatively large part of pupils (40,3%) think that learning motivation is stronger and the results are better during the learning of technology in a non-mixed group. Equal distribution of all programmes without dividing boys and girls by their gender, as specified in common programmes, is not logical. The girls need more time to learn in textile division, in order to be more feminine. Boys need to spend more time in the division of construction materials in order to become more masculine. The assessment of various technological programmes (nutrition, construction materials, textiles) in pupils‘ opinion","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121754249","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 current challenges of Lithuanian education system are reflected in the poor learning outcomes as indicated by national and international student achievement surveys: a relatively small number of Lithuanian students perform at the highest achievement levels in PISA and the average performance of 15-year-olds trails that of its Baltic neighbours (OECD, 2017). The influence of low socio-economic status of student families on disparities in learning outcomes is also a big concern for the country. The scientific research provides some insights into how student achievement could benefit if certain educational policies and practices were adopted. The works of Hattie (2009), Black and Wiliam (1998), Wiliam (2012) focus on effective feedback techniques and formative assessment strategies that are proved to contribute to high learning gains. In Lithuania students’ achievement surveys were carried out in 2014 and 2015, the results represent students’ perspective on how formative assessment is implemented at schools and what are the effects of some variables that are attributed to formative assessment on learning outcomes. In the article, national tendencies related to implementation of formative assessment based on survey results are discussed and compared to international trends. The analysis revealed that the use of formative assessment in Lithuanian schools is not effective enough to improve student learning. Policy makers should prioritize formative assessment policies and invest into teacher training. Keywords: formative assessment, effective feedback, assessment of student achievement.
{"title":"Formuojamojo vertinimo raiška Lietuvos mokyklose: ką rodo nacionaliniai mokinių pasiekimų tyrimai?","authors":"Irena Raudienė","doi":"10.15823/su.2018.22","DOIUrl":"https://doi.org/10.15823/su.2018.22","url":null,"abstract":"The current challenges of Lithuanian education system are reflected in the poor learning outcomes as indicated by national and international student achievement surveys: a relatively small number of Lithuanian students perform at the highest achievement levels in PISA and the average performance of 15-year-olds trails that of its Baltic neighbours (OECD, 2017). The influence of low socio-economic status of student families on disparities in learning outcomes is also a big concern for the country. The scientific research provides some insights into how student achievement could benefit if certain educational policies and practices were adopted. The works of Hattie (2009), Black and Wiliam (1998), Wiliam (2012) focus on effective feedback techniques and formative assessment strategies that are proved to contribute to high learning gains. In Lithuania students’ achievement surveys were carried out in 2014 and 2015, the results represent students’ perspective on how formative assessment is implemented at schools and what are the effects of some variables that are attributed to formative assessment on learning outcomes. In the article, national tendencies related to implementation of formative assessment based on survey results are discussed and compared to international trends. The analysis revealed that the use of formative assessment in Lithuanian schools is not effective enough to improve student learning. Policy makers should prioritize formative assessment policies and invest into teacher training. Keywords: formative assessment, effective feedback, assessment of student achievement.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128531372","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}
Integrated family support, emotional therapy and integrated practice are heterogeneous areas. One goals of family therapy or complex assistance can be, for example, improving the functioning of the family at various levels; Strengthening mutual understanding and emotional support from family members; Ability to solve problems and develop problem solving strategies in different life situations. Family Assistance is designed to help parents better understand their child’s needs and behavior, including positive socialization scenarios for a happy and healthy life. The sample is comprised of X-city teachers working according the pre-school curriculum and social educators, social workers, special educators and psychologists – those working with children, working in families and therefore particularly concerned with child well-being. During the study, 40 subjects were interviewed. Following the presentation of the Four-habit model of Positive Communication by the researchers, it was asked to highlight the steps to be taken to strengthen the competencies of teachers and child care professionals. The analysis of child welfare reveals that Lithuanian laws are not harmonized with the UN documents, the Convention on the Rights of the Child, there is no monitoring and information collection and evaluation system. Keywords: positive communication, complex help, model of four habits in positive communication.
{"title":"Pozityviosios komunikacijos scenarijus formuojant keturių įpročių modelį","authors":"Giedrė Kvieskienė, Sigita Burvytė","doi":"10.15823/su.2018.50.18","DOIUrl":"https://doi.org/10.15823/su.2018.50.18","url":null,"abstract":"Integrated family support, emotional therapy and integrated practice are heterogeneous areas. One goals of family therapy or complex assistance can be, for example, improving the functioning of the family at various levels; Strengthening mutual understanding and emotional support from family members; Ability to solve problems and develop problem solving strategies in different life situations. Family Assistance is designed to help parents better understand their child’s needs and behavior, including positive socialization scenarios for a happy and healthy life. The sample is comprised of X-city teachers working according the pre-school curriculum and social educators, social workers, special educators and psychologists – those working with children, working in families and therefore particularly concerned with child well-being. During the study, 40 subjects were interviewed. Following the presentation of the Four-habit model of Positive Communication by the researchers, it was asked to highlight the steps to be taken to strengthen the competencies of teachers and child care professionals. The analysis of child welfare reveals that Lithuanian laws are not harmonized with the UN documents, the Convention on the Rights of the Child, there is no monitoring and information collection and evaluation system. Keywords: positive communication, complex help, model of four habits in positive communication.","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125421545","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}
After the collapse of communism, the post-communist countries had to transform their economic and social systems, democratize the political system, etc. The post-communist countries had to demonstrate their ability and potential to create strong social security system (social model), thereby ensuring the welfare for its citizens. The newly created social models had to rely on a certain notion of prosperity, while the state had to take care of the implementation of the welfare regime, formulate the methods and measures that are necessary for the achievement of the welfare state. There are many attempts at understanding, evaluating and describing the social (welfare) models and their development in post-communist states. Case studies and comparative studies of several countries are used most commonly. Some of the researchers attempt to put the postcommunist model into the traditional typology of G. Esping-Andersen’s three models – liberal, conservative and social democratic. However, there is a growing consensus, that the postcommunist states have the features of all three models, are unique and therefore form a separate model. Taking this into account, the aim of this paper is formulated – to identify and analyze social model of post-communist states. G. Esping-Andersen’s classification of welfare regimes is considered to be the main and most prevalent in the scientific community, however, many countries have different features of all G. Esping-Andersen’s types and do not match just one of the models exactly. It is for this reason that the typology of G. Esping-Andersen has received a lot of criticism of its rigor and therefore there are many attempts to correct, adjust or extend this typology, usually by adding one or more models. One of these attempts applies to the search for a post-communist model. The analysis of social models proves that the social policy of post-communist countries does not reflect any type of G. Esping-Andersen’s typology and is so mixed and specific that it should be considered as a separate post-communist model. The post-communist countries are characterized by a lower level of economic and social development, high levels of corruption, high migration rates, social inequality, lower levels of social protection, etc. It was determined that the welfare system of the post-communist states was influenced by three factors: the legacy of the past, the influence of the West and political reforms. The legacy of the past is, above all, communist experience, although it has been proven that the origins of the development of social models and welfare of the post-communist countries backs to the German and Austro-Hungarian empires. The influence of the West is mostly connected to the European Union (because states had to meet strict requirements and make social, economic and political changes in order to become the members of EU) and other international organizations (such as World Bank, International Monetary Fund). Political refor
{"title":"Pokomunistinių valstybių socialiniai modeliai","authors":"Giedrė Svirbutaitė-Krutkienė, Raimundas Dužinskas","doi":"10.15823/su.2018.16","DOIUrl":"https://doi.org/10.15823/su.2018.16","url":null,"abstract":"After the collapse of communism, the post-communist countries had to transform their economic and social systems, democratize the political system, etc. The post-communist countries had to demonstrate their ability and potential to create strong social security system (social model), thereby ensuring the welfare for its citizens. The newly created social models had to rely on a certain notion of prosperity, while the state had to take care of the implementation of the welfare regime, formulate the methods and measures that are necessary for the achievement of the welfare state. There are many attempts at understanding, evaluating and describing the social (welfare) models and their development in post-communist states. Case studies and comparative studies of several countries are used most commonly. Some of the researchers attempt to put the postcommunist model into the traditional typology of G. Esping-Andersen’s three models – liberal, conservative and social democratic. However, there is a growing consensus, that the postcommunist states have the features of all three models, are unique and therefore form a separate model. Taking this into account, the aim of this paper is formulated – to identify and analyze social model of post-communist states. G. Esping-Andersen’s classification of welfare regimes is considered to be the main and most prevalent in the scientific community, however, many countries have different features of all G. Esping-Andersen’s types and do not match just one of the models exactly. It is for this reason that the typology of G. Esping-Andersen has received a lot of criticism of its rigor and therefore there are many attempts to correct, adjust or extend this typology, usually by adding one or more models. One of these attempts applies to the search for a post-communist model. The analysis of social models proves that the social policy of post-communist countries does not reflect any type of G. Esping-Andersen’s typology and is so mixed and specific that it should be considered as a separate post-communist model. The post-communist countries are characterized by a lower level of economic and social development, high levels of corruption, high migration rates, social inequality, lower levels of social protection, etc. It was determined that the welfare system of the post-communist states was influenced by three factors: the legacy of the past, the influence of the West and political reforms. The legacy of the past is, above all, communist experience, although it has been proven that the origins of the development of social models and welfare of the post-communist countries backs to the German and Austro-Hungarian empires. The influence of the West is mostly connected to the European Union (because states had to meet strict requirements and make social, economic and political changes in order to become the members of EU) and other international organizations (such as World Bank, International Monetary Fund). Political refor","PeriodicalId":303026,"journal":{"name":"Socialinis ugdymas","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128184057","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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