Pub Date : 2024-01-29DOI: 10.15388/actpaed.2023.51.3
Istiqomah As Sayfullooh, R. Rusdinal, H. Hadiyanto, Nesta Olivia, Agung Marhadi
In recent years, researchers have paid close attention to educational corruption. While numerous studies have investigated various forms of corruption in education, there has been a dearth of research that spans a wide range of countries and educational levels. Based on the findings of the previous decade, this study attempted to fill this research gap by undertaking a systematic review of various forms of corruption in education across countries and educational levels. Using a systematic literature review technique, this study assessed the prevalence of various forms of corruption in education, with a focus on bribery as the most commonly reported form across coutries. Furthermore, it showed that higher education institutions gained greater research focus regarding corruption and exhibited a diverse variety of corrupt activities compared to primary and secondary education. This review emphasised the significance of future research on corruption in elementary and secondary education, particularly on types of corruption other than bribery and mutually beneficial connections. This study contributed to the existing literature by enhancing our understanding of the many types of corruption in education and their prevalence across countries and educational levels. It also provided policymakers and educators with insights into how to establish effective tactics for eliminating corruption in education systems.
{"title":"The Unveiling the Faces of Corruption in Education: A Systematic Review of Various Forms of Corruption across Countries and Educational Levels","authors":"Istiqomah As Sayfullooh, R. Rusdinal, H. Hadiyanto, Nesta Olivia, Agung Marhadi","doi":"10.15388/actpaed.2023.51.3","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.3","url":null,"abstract":"In recent years, researchers have paid close attention to educational corruption. While numerous studies have investigated various forms of corruption in education, there has been a dearth of research that spans a wide range of countries and educational levels. Based on the findings of the previous decade, this study attempted to fill this research gap by undertaking a systematic review of various forms of corruption in education across countries and educational levels. Using a systematic literature review technique, this study assessed the prevalence of various forms of corruption in education, with a focus on bribery as the most commonly reported form across coutries. Furthermore, it showed that higher education institutions gained greater research focus regarding corruption and exhibited a diverse variety of corrupt activities compared to primary and secondary education. This review emphasised the significance of future research on corruption in elementary and secondary education, particularly on types of corruption other than bribery and mutually beneficial connections. This study contributed to the existing literature by enhancing our understanding of the many types of corruption in education and their prevalence across countries and educational levels. It also provided policymakers and educators with insights into how to establish effective tactics for eliminating corruption in education systems. \u0000 ","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"75 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486138","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.9
Jūratė Litvinaitė
Drawing on various sociological theories on the characteristics of work, profession, and service, the paper analyses the validity of the classification of teachers’ occupation as a profession, raising the question of what teaching is if not a profession. It also explores the trend of the changing social position of teachers’ professional activities in contemporary contexts. The introductory part of the article reveals the sociological content of the concepts of profession, work, and service. It explains what features allow these concepts to categorize various occupations. Based on Abbott’s (1988) analysis of the development of professions, it identifies the processes taking place in all professions causing them to lose their privileged status in society. The loss of status of professions is analysed through the concepts of professionalization, deprofessionalization, bureaucratization, and proletarianization. The characteristics of these processes are revealed based on various authors.Based on theoretical studies, the article analyses the results of empirical research conducted in the spring of 2023. The research ‘Teachers’ daily professional activities’ was designed using the photovoice method. The study involved 47 teachers with different professional experiences from different regions of Lithuania. The study revealed that teaching in contemporary contexts is experiencing all the symptoms of deprofessionalization and bureaucratisation, as well as intensive proletarianization of teaching: teachers are subjected to various forms of exploitation; alienation from the school and pupils is increasing, and teachers are being dehumanized. The article concludes with the discussion statements.
{"title":"Deprofessionalization of teachers’ occupation: sociological analysis","authors":"Jūratė Litvinaitė","doi":"10.15388/actpaed.2023.51.9","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.9","url":null,"abstract":"Drawing on various sociological theories on the characteristics of work, profession, and service, the paper analyses the validity of the classification of teachers’ occupation as a profession, raising the question of what teaching is if not a profession. It also explores the trend of the changing social position of teachers’ professional activities in contemporary contexts. The introductory part of the article reveals the sociological content of the concepts of profession, work, and service. It explains what features allow these concepts to categorize various occupations. Based on Abbott’s (1988) analysis of the development of professions, it identifies the processes taking place in all professions causing them to lose their privileged status in society. The loss of status of professions is analysed through the concepts of professionalization, deprofessionalization, bureaucratization, and proletarianization. The characteristics of these processes are revealed based on various authors.Based on theoretical studies, the article analyses the results of empirical research conducted in the spring of 2023. The research ‘Teachers’ daily professional activities’ was designed using the photovoice method. The study involved 47 teachers with different professional experiences from different regions of Lithuania. The study revealed that teaching in contemporary contexts is experiencing all the symptoms of deprofessionalization and bureaucratisation, as well as intensive proletarianization of teaching: teachers are subjected to various forms of exploitation; alienation from the school and pupils is increasing, and teachers are being dehumanized. The article concludes with the discussion statements.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"27 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489460","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.5
Ugnė Supranavičienė, Genutė Gedvilienė
The perception and identification of leadership are continuously being researched. However, in recent times the need for leadership has become more apparent in organisations of all kinds. The everyday reality of the present day is forcing us to rethink all the truths and theories of leadership that have been defended so far. This paper aims to reveal the challenges of middle managers in organisation towards servant leadership competencies development. A qualitative research design was used to explore the competencies of middle managers. Data was collected from seven middle managers in one of the Lithuanian Railways organisation LTG Link. These managers participated in three competency development assessments (self-confidence, emotional intelligence and leadership assessments), following focus group discussion where they were reflected on leadership concepts in the organisation, how they perceive themselves in the organisation, how they recognise servant leadership competencies and what challenges are facing in order to bring servant leadership as a dominant leadership style in the organisation. Managers were asked to reflect in three competency development layers: the reflection of middle managers’ understanding of leadership and management; understanding of the relationships between middle managers and subordinates; and understanding of relationships between middle managers and their management. According to the research findings, there are challenges in all the layers for middle managers to develop servant leadership competencies. Current leadership conception in the organisation is focused on a manager-centric approach, where the main focus is on the manager not the subordinate, in the servant leadership concept there is an employee-centric approach. The organisation’s processes and procedures are constructed to control and constrain the decision-making of middle managers. There is no working competency development and support system in the organisation to guide middle managers to become servant leaders, this leads to a nonunified leadership competency concept in the organisation, where middle managers bring their own understanding without any background. Furthermore, the hierarchical organisational structure limits the motivation of middle managers to develop their servant leadership competencies.
对领导力的认识和识别一直在研究之中。然而，近些年来，各类组织对领导力的需求越来越明显。当今的日常现实迫使我们重新思考迄今为止所捍卫的所有领导力真理和理论。本文旨在揭示企业中层管理人员在仆人式领导能力发展方面所面临的挑战。本文采用定性研究设计来探讨中层管理人员的能力。数据收集自立陶宛一家铁路公司 LTG Link 的七名中层管理人员。这些管理人员参加了三项能力发展评估（自信心、情商和领导力评估），并在焦点小组讨论后反思了组织中的领导力概念、他们如何看待自己在组织中的角色、他们如何认识仆人式领导能力以及在组织中将仆人式领导作为一种主要领导风格所面临的挑战。要求管理人员从三个能力发展层面进行反思：反思中层管理人员对领导和管理的理解；理解中层管理人员与下属之间的关系；理解中层管理人员与管理层之间的关系。研究结果表明，中层管理者在培养仆人式领导能力的各个层面都面临挑战。当前组织中的领导理念侧重于以管理者为中心的方法，主要关注点是管理者而不是下属，而仆人式领导理念则是以员工为中心的方法。组织的流程和程序是为了控制和约束中层管理人员的决策而构建的。组织中没有有效的能力发展和支持系统来引导中层管理者成为仆人式领导，这导致组织中的领导能力概念不统一，中层管理者在没有任何背景的情况下各自为政。此外，等级森严的组织结构也限制了中层管理人员发展仆人式领导能力的积极性。
{"title":"Organizacijos viduriniosios grandies vadovams kylantys tarnaujančiosios lyderystės kompetencijų ugdymo iššūkiai","authors":"Ugnė Supranavičienė, Genutė Gedvilienė","doi":"10.15388/actpaed.2023.51.5","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.5","url":null,"abstract":"The perception and identification of leadership are continuously being researched. However, in recent times the need for leadership has become more apparent in organisations of all kinds. The everyday reality of the present day is forcing us to rethink all the truths and theories of leadership that have been defended so far. This paper aims to reveal the challenges of middle managers in organisation towards servant leadership competencies development. A qualitative research design was used to explore the competencies of middle managers. Data was collected from seven middle managers in one of the Lithuanian Railways organisation LTG Link. These managers participated in three competency development assessments (self-confidence, emotional intelligence and leadership assessments), following focus group discussion where they were reflected on leadership concepts in the organisation, how they perceive themselves in the organisation, how they recognise servant leadership competencies and what challenges are facing in order to bring servant leadership as a dominant leadership style in the organisation. Managers were asked to reflect in three competency development layers: the reflection of middle managers’ understanding of leadership and management; understanding of the relationships between middle managers and subordinates; and understanding of relationships between middle managers and their management. According to the research findings, there are challenges in all the layers for middle managers to develop servant leadership competencies. Current leadership conception in the organisation is focused on a manager-centric approach, where the main focus is on the manager not the subordinate, in the servant leadership concept there is an employee-centric approach. The organisation’s processes and procedures are constructed to control and constrain the decision-making of middle managers. There is no working competency development and support system in the organisation to guide middle managers to become servant leaders, this leads to a nonunified leadership competency concept in the organisation, where middle managers bring their own understanding without any background. Furthermore, the hierarchical organisational structure limits the motivation of middle managers to develop their servant leadership competencies.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488380","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.8
Renata Jukić, Emanuela Ham
The aim of this paper is to examine teachers’ stress and free time as a space for coping with stress. When teachers experience negative emotions such as anxiety or frustration due to some form of their work, this is referred to as teacher stress. Research shows that teachers’ reported stress levels continue to increase. Free time is a space where teachers can use external support and personal resources to mitigate the negative effects of teacher stress. From a pedagogical point of view, it is therefore important to design quality free time to prevent and reduce teacher stress and improve teacher well-being.
{"title":"Teacher Stress and Free Time as a Space for Dealing with Stress","authors":"Renata Jukić, Emanuela Ham","doi":"10.15388/actpaed.2023.51.8","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.8","url":null,"abstract":"The aim of this paper is to examine teachers’ stress and free time as a space for coping with stress. When teachers experience negative emotions such as anxiety or frustration due to some form of their work, this is referred to as teacher stress. Research shows that teachers’ reported stress levels continue to increase. Free time is a space where teachers can use external support and personal resources to mitigate the negative effects of teacher stress. From a pedagogical point of view, it is therefore important to design quality free time to prevent and reduce teacher stress and improve teacher well-being.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"21 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487784","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.1
Seyfullah Gül, Eyup Artvinli
Volunteers are tremendous resources in space and time scale with their global footprints, qualifications, and scopes. However, volunteers are often ignored, especially in dealing with disasters. This study has been carried out to identify the basic problems that will shape the future education of volunteers working in disasters, based on real-life case studies. In this study, a qualitative case study method was used to focus on the activities completed by volunteers in the event of a disaster, and therefore reveal the problems which are experienced by volunteers. The data has been collected through participant observation and semi-structured interviews. Descriptive analysis was used to analyze the data. According to findings six themes of (1) participation, (2) quality, (3) attitude, (4) impact, (5) problems and (6) suggestions are determined as being related to the activities of volunteers who respond to and deal with disasters. The findings also indicate that although volunteers can easily join volunteer organizations in Türkiye, there are problems arising from disaster victims, volunteer organizations and volunteers. Consequently, whilst volunteers in Türkiye are important actors in dealing with disasters, it is thought that volunteers can be utilized much more and at a qualified level in the fight against disasters.
{"title":"Volunteers Experiences for the Future of Disaster Education: Empowering Communities, Addressing Challenges, and Charting a Resilient Future","authors":"Seyfullah Gül, Eyup Artvinli","doi":"10.15388/actpaed.2023.51.1","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.1","url":null,"abstract":"Volunteers are tremendous resources in space and time scale with their global footprints, qualifications, and scopes. However, volunteers are often ignored, especially in dealing with disasters. This study has been carried out to identify the basic problems that will shape the future education of volunteers working in disasters, based on real-life case studies. In this study, a qualitative case study method was used to focus on the activities completed by volunteers in the event of a disaster, and therefore reveal the problems which are experienced by volunteers. The data has been collected through participant observation and semi-structured interviews. Descriptive analysis was used to analyze the data. According to findings six themes of (1) participation, (2) quality, (3) attitude, (4) impact, (5) problems and (6) suggestions are determined as being related to the activities of volunteers who respond to and deal with disasters. The findings also indicate that although volunteers can easily join volunteer organizations in Türkiye, there are problems arising from disaster victims, volunteer organizations and volunteers. Consequently, whilst volunteers in Türkiye are important actors in dealing with disasters, it is thought that volunteers can be utilized much more and at a qualified level in the fight against disasters.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487920","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.6
Jovita Starkutė
In the context of organizational culture, in order for organizations to be adaptive, to develop adaptability in daily activities, it becomes important to look for solutions on how to systematically adapt to constantly changing conditions in the organization and help organizations to become more adaptive. However, it is not easy, and it becomes a problem, because adaptability in educational institutions is systemic and it is one of the processes of organizational culture. Therefore, the aim of the article is to reveal the expression of the trait of adaptability and its constituent indicators (creating change, organizational learning and customer focus) in the study of organizational culture in general education schools based on the internationally recognized Denison Organizational Culture Survey (DOCS). The results of the study revealed that educational institutions of Lithuania pay great attention to organizational learning, however, there are challenges in the creating change and customer focus fields of organizational culture.
{"title":"Lietuvos bendrojo ugdymo mokyklų organizacinės kultūros adaptyvumo charakteristikos raiška","authors":"Jovita Starkutė","doi":"10.15388/actpaed.2023.51.6","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.6","url":null,"abstract":"In the context of organizational culture, in order for organizations to be adaptive, to develop adaptability in daily activities, it becomes important to look for solutions on how to systematically adapt to constantly changing conditions in the organization and help organizations to become more adaptive. However, it is not easy, and it becomes a problem, because adaptability in educational institutions is systemic and it is one of the processes of organizational culture. Therefore, the aim of the article is to reveal the expression of the trait of adaptability and its constituent indicators (creating change, organizational learning and customer focus) in the study of organizational culture in general education schools based on the internationally recognized Denison Organizational Culture Survey (DOCS). The results of the study revealed that educational institutions of Lithuania pay great attention to organizational learning, however, there are challenges in the creating change and customer focus fields of organizational culture.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"78 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140485925","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 research seeks to contribute to a deeper understanding of intercultural dimension of internationalisation of higher education and intercultural learning through perception of educators, policy-makers, representatives of civil society sector in Italy and Ukraine. We have attempted to study if internationalisation has operated a shift towards qualitative learning objectives, making universities to focus on intercultural learning within the internationalisation process. For educators the growing presence of debates on intercultural issues has posited a series of challenges on preparing interculturally competent graduates. Methodology used consisted semistructured interviews of the selected experts in both countries. Findings indicate that intercultural dimension of internationalisation can intwine appropriately with the goals of higher education however analysis showed that qualitative outcomes of internationalisation process are rather underestimated at national and institutional levels in both countries. The study underscores the critical importance of integrating intercultural dimensions into the internationalisation of higher education, revealing distinct approaches in Italy and Ukraine, advocating for collaborative efforts between academia and civil society to enhance intercultural awareness and competences, and emphasising the positive potential for a transformative evolution in the future.
{"title":"Intercultural Dimension of Internationalisation of Higher Education and Intercultural Learning in Formal and Non-formal Education: The Experts’ Views from Italy and Ukraine","authors":"Iryna Sikorska, Massimo Pendenza, Mykhailo Goncharenko, Nataliia Myroshnychenko, Serhii Rtyshchev","doi":"10.15388/actpaed.2023.51.4","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.4","url":null,"abstract":"This research seeks to contribute to a deeper understanding of intercultural dimension of internationalisation of higher education and intercultural learning through perception of educators, policy-makers, representatives of civil society sector in Italy and Ukraine. We have attempted to study if internationalisation has operated a shift towards qualitative learning objectives, making universities to focus on intercultural learning within the internationalisation process. For educators the growing presence of debates on intercultural issues has posited a series of challenges on preparing interculturally competent graduates. Methodology used consisted semistructured interviews of the selected experts in both countries. Findings indicate that intercultural dimension of internationalisation can intwine appropriately with the goals of higher education however analysis showed that qualitative outcomes of internationalisation process are rather underestimated at national and institutional levels in both countries. The study underscores the critical importance of integrating intercultural dimensions into the internationalisation of higher education, revealing distinct approaches in Italy and Ukraine, advocating for collaborative efforts between academia and civil society to enhance intercultural awareness and competences, and emphasising the positive potential for a transformative evolution in the future.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489857","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.12
Juozapas Labokas
This article focuses on the alienation manifested in the field of the teacher-student relationship. The study uses Morinaj, Hadjar and Hascher’s (2020) quantitative-diagnostic instrument for determining the level of alienation, with the help of which participants experiencing 2 high and 2 low alienation in relation to teachers were selected from the studied population of twelfth graders (n=227). The latter were invited to a qualitative semi-structured interview. The aim of this study was to better understand the problem of alienation in the student–teacher relation, discuss and reflect on the possibilities of the diagnostic instrument and reveal the experiences of (non)alienation of four research participants. It was found that the participants interpreted the statements of the instrument differently, giving different answers, which could potentially distort the results of the diagnostic study. The revealed diversity of pedagogical experiences showed that alienation is an individual and multifaceted phenomenon, thus it is meaningful to supplement further alienation research with a qualitative methodological perspective.
{"title":"(Ne)susvetimėjimas Lietuvos mokyklose: keturių abiturientų atvejų analizė","authors":"Juozapas Labokas","doi":"10.15388/actpaed.2023.51.12","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.12","url":null,"abstract":"This article focuses on the alienation manifested in the field of the teacher-student relationship. The study uses Morinaj, Hadjar and Hascher’s (2020) quantitative-diagnostic instrument for determining the level of alienation, with the help of which participants experiencing 2 high and 2 low alienation in relation to teachers were selected from the studied population of twelfth graders (n=227). The latter were invited to a qualitative semi-structured interview. The aim of this study was to better understand the problem of alienation in the student–teacher relation, discuss and reflect on the possibilities of the diagnostic instrument and reveal the experiences of (non)alienation of four research participants. It was found that the participants interpreted the statements of the instrument differently, giving different answers, which could potentially distort the results of the diagnostic study. The revealed diversity of pedagogical experiences showed that alienation is an individual and multifaceted phenomenon, thus it is meaningful to supplement further alienation research with a qualitative methodological perspective.","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"72 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140486159","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.10
Barbora Petrů Puhrová
The study deals with parental involvement in the child’s home preparation. The qualitative research with parents of primary school pupils showed the parental homework attitudes and conditions, and reflected changes and strategies in home preparation during pandemic times. Regardless of any pandemic, the results showed differences in homework management; nevertheless, parental help directs to achieve independence and responsibility for the child’s learning, no matter the pandemic.
{"title":"Tėvų dalyvavimas vaikui ruošiant namų darbus: „Turiu padėti savo vaikui nepaisydamas jokių COVID-19“","authors":"Barbora Petrů Puhrová","doi":"10.15388/actpaed.2023.51.10","DOIUrl":"https://doi.org/10.15388/actpaed.2023.51.10","url":null,"abstract":"The study deals with parental involvement in the child’s home preparation. The qualitative research with parents of primary school pupils showed the parental homework attitudes and conditions, and reflected changes and strategies in home preparation during pandemic times. Regardless of any pandemic, the results showed differences in homework management; nevertheless, parental help directs to achieve independence and responsibility for the child’s learning, no matter the pandemic. ","PeriodicalId":36797,"journal":{"name":"Acta Paedagogica Vilnensia","volume":"13 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488213","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 : 2024-01-29DOI: 10.15388/actpaed.2023.51.7
Inese Lūsēna-Ezera, Gunta Siliņa-Jasjukeviča
The approach of the school as a learning organisation was updated in the world with rapid changes in teaching and learning processes, in the governance of educational institutions and learning content and learning outcomes. Introducing, promoting and strengthening the approach of schools as learning organisations can also be observed in the field of education in Latvia. The learning organisation approach is based on cooperation between different parties to achieve common learning goals. In order to introduce, implement and strengthen the changes initiated in education in Latvia, it is necessary not only to develop cooperation between the different stakeholders, including the cooperation between the educational institution and its founder, particularly the municipality, but also to understand whether all stakeholders, especially municipalities, fully understand the approach of the school as a learning organisation when facilitating educational institutions to become learning organisations. The aim of the study was to find out the practice of the school as a learning organisation approach in education institutions in Latvia from the perspective of Latvian local governments. It was find out that the implementation of Latvian education policy in the context of school as a learning organisation in local governments does not take place within a single, unified system. It was identified that the obstacles or difficulties identified by local governments in the implementation of school as a learning organisation are applicable both at the level of education policy planning, at the whole-school level and at the school management level, furthermore, modelling and growing learning leadership is one of the weakest dimensions of the school as a learning organisation in educational institutions.
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