Vocational teacher training is at the heart of vocational education. The search for modernization of vocational teacher training leads to the incorporation of entrepreneurship education into vocational teacher training. However, little attention has been given to the context analysis of entrepreneurship education in vocational teacher training. The research question is as follows: what is the context for entrepreneurship education in vocational teacher training? The aim of the research is to analyze the macro-level context of entrepreneurship education in vocational teacher training underpinning elaboration of a hypothesis on the promotion of the development of vocational teachers’ entrepreneurship key competence within vocational teacher training. The present research involves a process of analysing the meaning of the key concepts entrepreneurship , entrepreneurship education , experience , competence , context and macro-level context . Moreover, the study demonstrates how the key concepts are related to the idea of “vocational teacher training”. Explorative research was employed. Interpretive research paradigm was used. The empirical study involved a focus group of five vocational education’s stakeholders from different European countries on September 23, 2014 in Brussels, Belgium. The findings of the research allow drawing the conclusions on the macro-level context of entrepreneurship education in vocational teacher training. Directions of further research are proposed. KEYWORDS: entrepreneurship, entrepreneurship education, experience, context, macro-level context, vocational teacher training, entrepreneurship key competence. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.939
{"title":"ENTREPRENEURSHIP EDUCATION IN VOCATIONAL TEACHER TRAINING: CONTEXT ANALYSIS","authors":"J. Melnikova, J. Zaščerinska","doi":"10.15181/ATEE.V2I0.939","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.939","url":null,"abstract":"Vocational teacher training is at the heart of vocational education. The search for modernization of vocational teacher training leads to the incorporation of entrepreneurship education into vocational teacher training. However, little attention has been given to the context analysis of entrepreneurship education in vocational teacher training. The research question is as follows: what is the context for entrepreneurship education in vocational teacher training? The aim of the research is to analyze the macro-level context of entrepreneurship education in vocational teacher training underpinning elaboration of a hypothesis on the promotion of the development of vocational teachers’ entrepreneurship key competence within vocational teacher training. The present research involves a process of analysing the meaning of the key concepts entrepreneurship , entrepreneurship education , experience , competence , context and macro-level context . Moreover, the study demonstrates how the key concepts are related to the idea of “vocational teacher training”. Explorative research was employed. Interpretive research paradigm was used. The empirical study involved a focus group of five vocational education’s stakeholders from different European countries on September 23, 2014 in Brussels, Belgium. The findings of the research allow drawing the conclusions on the macro-level context of entrepreneurship education in vocational teacher training. Directions of further research are proposed. KEYWORDS: entrepreneurship, entrepreneurship education, experience, context, macro-level context, vocational teacher training, entrepreneurship key competence. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.939","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122951047","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 presents the results of the study, which helped to clarify the pre-primary school teachers' attitude towards the importance of children's readiness for school. The data was collected, analysed and summarised referring to the following problem areas: the importance of a game for school readiness; planning and organisation of a game in a pre-primary education group; the role of the teacher in the process of a game; children's involvement into the process of a game, and what factors influence it; the types of games, applied in the process of education in preparing children to attend school; children's favourite and the least acceptable types of games, and the possible reasons for this choice; the characteristics of games‘ organisation, referring to the game‘s type, purpose and targeted application. KEY WORDS: pre-primary education, games, school readiness. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.943
{"title":"THE IMPORTANCE OF A GAME FOR SCHOOL READINESS: THE ATTITUDES OF PRE-PRIMARY SCHOOL TEACHERS","authors":"Sada Šliuzinskė","doi":"10.15181/ATEE.V2I0.943","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.943","url":null,"abstract":"The article presents the results of the study, which helped to clarify the pre-primary school teachers' attitude towards the importance of children's readiness for school. The data was collected, analysed and summarised referring to the following problem areas: the importance of a game for school readiness; planning and organisation of a game in a pre-primary education group; the role of the teacher in the process of a game; children's involvement into the process of a game, and what factors influence it; the types of games, applied in the process of education in preparing children to attend school; children's favourite and the least acceptable types of games, and the possible reasons for this choice; the characteristics of games‘ organisation, referring to the game‘s type, purpose and targeted application. KEY WORDS: pre-primary education, games, school readiness. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.943","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114167114","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 research aim – identify the most significant moral factors of young athletes (14 year old adolescent boys). The survey was conducted at Klaipeda wrestling center, track-and-field center, Klaipeda city cycling center and “Verdene” progymnasium of Klaipeda city. The total number of respondents included in the sample N=79. Research methods - analysis of research literature, abstracting and systemization, questionnaire. Research findings revealed that more than half (66.7 %) of the research participants with little and greater sport-related experience (58.1 %) have already witnessed instances of unfair play and disapprove of it. Adolescents from both groups with different sport-related experience always attempt to be fair and play fair (52.8 % and 62.9 %). However, respondents willing to refer to themselves as sport-related role models came from a group with greater experience (62.8 %). It was identified that respondents from the both groups (41.7 % and 44.2 %) recognize and follow moral values. Results revealed that fair competition and intolerance to unfair play (58.2 %) and pursuit of a fair game (32.9 %) are the core moral factors influencing respondents the most. Having compared the results of 14 year old adolescents from different groups, it was identified that moral factors, motivating adolescents with different sport-related experience to engage in sports, are similar. However, such moral factors as fair competition (62.9 %) and ability to be a role model in sport (62.9 %), motivating adolescents to engage in sports are more significant to adolescents with greater sport-related experience than to respondents with less experience. KEYWORDS: Olympic values, moral factors, young athletes. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.940
{"title":"OLYMPIC VALUES OF PIERRE DE COUBERTIN AS MORAL FACTORS IN EDUCATION OF YOUNG ATHLETES","authors":"Asta Budreikaite, Šarūnas Jurčys","doi":"10.15181/ATEE.V2I0.940","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.940","url":null,"abstract":"The research aim – identify the most significant moral factors of young athletes (14 year old adolescent boys). The survey was conducted at Klaipeda wrestling center, track-and-field center, Klaipeda city cycling center and “Verdene” progymnasium of Klaipeda city. The total number of respondents included in the sample N=79. Research methods - analysis of research literature, abstracting and systemization, questionnaire. Research findings revealed that more than half (66.7 %) of the research participants with little and greater sport-related experience (58.1 %) have already witnessed instances of unfair play and disapprove of it. Adolescents from both groups with different sport-related experience always attempt to be fair and play fair (52.8 % and 62.9 %). However, respondents willing to refer to themselves as sport-related role models came from a group with greater experience (62.8 %). It was identified that respondents from the both groups (41.7 % and 44.2 %) recognize and follow moral values. Results revealed that fair competition and intolerance to unfair play (58.2 %) and pursuit of a fair game (32.9 %) are the core moral factors influencing respondents the most. Having compared the results of 14 year old adolescents from different groups, it was identified that moral factors, motivating adolescents with different sport-related experience to engage in sports, are similar. However, such moral factors as fair competition (62.9 %) and ability to be a role model in sport (62.9 %), motivating adolescents to engage in sports are more significant to adolescents with greater sport-related experience than to respondents with less experience. KEYWORDS: Olympic values, moral factors, young athletes. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.940","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134401666","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}
While a Bachelor of Arts in English provides students with critical writing, reading, and thinking skills, it often fails to provide them with the professional development training that will prepare them for a career in the Arts industry after graduation. This paper will address that failure by discussing the findings of a recent pilot course designed and implemented with the aim of teaching students the professional elements of literary production, publication, and editing. The pilot course integrated into its curriculum brief modules pertaining to the history of literary presses, the business designs associated with literary production, the dynamics of editorial board membership, and the practical side of literary publication, including copy-editing, formatting, printing, e-publication, marketing, and distribution. A primary course requirement was the complete production and publication of a literary journal that featured creative submissions by members of the University community. The purpose of the pilot course was to increase student motivation by offering the opportunity to construct a material object, the literary journal that, unlike the typical essay, would have a life beyond the classroom. The pedagogical innovations implemented in this course integrated technology into literary learning paradigms. KEY WORDS: innovatoin, english literature, motivation, publishing, collaboration, creative learning. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.942
{"title":"LITERARY EDUCATION IN PRACTICE","authors":"Shoshannah Ganz, Adam Beardsworth","doi":"10.15181/ATEE.V2I0.942","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.942","url":null,"abstract":"While a Bachelor of Arts in English provides students with critical writing, reading, and thinking skills, it often fails to provide them with the professional development training that will prepare them for a career in the Arts industry after graduation. This paper will address that failure by discussing the findings of a recent pilot course designed and implemented with the aim of teaching students the professional elements of literary production, publication, and editing. The pilot course integrated into its curriculum brief modules pertaining to the history of literary presses, the business designs associated with literary production, the dynamics of editorial board membership, and the practical side of literary publication, including copy-editing, formatting, printing, e-publication, marketing, and distribution. A primary course requirement was the complete production and publication of a literary journal that featured creative submissions by members of the University community. The purpose of the pilot course was to increase student motivation by offering the opportunity to construct a material object, the literary journal that, unlike the typical essay, would have a life beyond the classroom. The pedagogical innovations implemented in this course integrated technology into literary learning paradigms. KEY WORDS: innovatoin, english literature, motivation, publishing, collaboration, creative learning. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.942","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127066527","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 problem of accessibility of education. Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country’s or region‘s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralization of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiary, education decentralization and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimization that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalized and poor citizens. KEYWORDS: social justice, education accessibility, social stratification. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.944
{"title":"SOCIAL JUSTICE IN EDUCATION: ACCESSIBILITY ASPECT","authors":"Kęstutis Trakšelys","doi":"10.15181/ATEE.V2I0.944","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.944","url":null,"abstract":"The article analyzes the problem of accessibility of education. Education accessibility has become of great relevance in the European Union in recent decades, when the attention has been paid to its integral influence in shaping social, cultural, economic and political situation. Education accessibility enhances each country’s or region‘s intellectual potential and promotes integration into the economic competitiveness of the area, not only in the context of the European countries, but also in international forums. This decade, all EU member states launched a decentralization of education management by promoting employment and reducing unemployment. In the Republic of Lithuania, on the basis of the principle of subsidiary, education decentralization and responsible management are under implementation; schools, municipal and state functions are redistributed, municipality responsibility to education accessibility has increased. The priority direction of education reform in the Republic of Lithuania is the development of infrastructure, i.e., the reorganization of the network of education services and the optimization that would guarantee access to learning. Education accessibility is particularly relevant for socially marginalized and poor citizens. KEYWORDS: social justice, education accessibility, social stratification. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.944","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124723645","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 presents the research results of the project ‘Development of Senior Pupils’ Musical Creativity Using Musical Computer Technologies (MCT)’ (No. MIP-13081), which was carried out by groups of scientists and financed by Science Council of Lithuania. In the introductory part of the article the concept of creativity is presented, the factors influencing it are discussed together with the possibilities of MCT in development of musical creativity. The main part of the article introduces the methodology and the results of the research on the development of senior pupils’ musical creativity using MCT in a music lesson. During the research 20 music lessons conducted by 10 music teachers were observed. The research revealed that the greatest influence on senior pupils’ musical creativity had the experience in application of MCT. Pupils who accumulated some experience were given freedom of creation. Meanwhile education of the ones who did not have it, was planned consequently presenting creative tasks from the simple ones ( f.e. create rhythmic accompaniment) to quite complex tasks (to create a musical composition consisting of several parts). Evaluation criteria in most cases were not named, though in the process of creation pupils were provided with suggestions on how to improve their musical compositions. Most often the Magix Music Maker programme was used for creation. KEY WORDS: musical creativity, musical computer technologies (MCT), music lesson. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.941
{"title":"PECULIARITIES OF DEVELOPMENT OF SENIOR PUPILS’ MUSICAL CREATIVITY USING MUSICAL COMPUTER TECHNOLOGIES (MCT) IN A MUSIC LESSON","authors":"Sandra Rimkutė Jankuvienė","doi":"10.15181/ATEE.V2I0.941","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.941","url":null,"abstract":"The article presents the research results of the project ‘Development of Senior Pupils’ Musical Creativity Using Musical Computer Technologies (MCT)’ (No. MIP-13081), which was carried out by groups of scientists and financed by Science Council of Lithuania. In the introductory part of the article the concept of creativity is presented, the factors influencing it are discussed together with the possibilities of MCT in development of musical creativity. The main part of the article introduces the methodology and the results of the research on the development of senior pupils’ musical creativity using MCT in a music lesson. During the research 20 music lessons conducted by 10 music teachers were observed. The research revealed that the greatest influence on senior pupils’ musical creativity had the experience in application of MCT. Pupils who accumulated some experience were given freedom of creation. Meanwhile education of the ones who did not have it, was planned consequently presenting creative tasks from the simple ones ( f.e. create rhythmic accompaniment) to quite complex tasks (to create a musical composition consisting of several parts). Evaluation criteria in most cases were not named, though in the process of creation pupils were provided with suggestions on how to improve their musical compositions. Most often the Magix Music Maker programme was used for creation. KEY WORDS: musical creativity, musical computer technologies (MCT), music lesson. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.941","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124563107","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 presents a research aimed to determine externality – internality and causal attribution style peculiarities and links among 1 st and 4 th form gymnasium students. During the research it was determined that girls are more internal personalities than boys, also there was determined a statistically significant connection between student externality – internality and causal attribution style, i.e. with the increase of internality events are interpreted in a more optimistic way. It was determined, that externality – internality does not differ among 1 st and 4 th form gymnasium students, and there are mostly internal personalities. There were no statistically significant causal attribution style differences determined among 1 st and 4 th form gymnasium students and among boys and girls. KEY WORDS: locus of control, externality, internality, causal attribution style. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.938
{"title":"RESEARCH OF 1ST AND 4TH FORM GYMNASIUM STUDENT EXTERNALITY – INTERNALITY AND CAUSAL ATTRIBUTION STYLE PECULIARITIES AND LINKS","authors":"Laimis Bakševičius, Vykinta Korsakienė","doi":"10.15181/ATEE.V2I0.938","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.938","url":null,"abstract":"The article presents a research aimed to determine externality – internality and causal attribution style peculiarities and links among 1 st and 4 th form gymnasium students. During the research it was determined that girls are more internal personalities than boys, also there was determined a statistically significant connection between student externality – internality and causal attribution style, i.e. with the increase of internality events are interpreted in a more optimistic way. It was determined, that externality – internality does not differ among 1 st and 4 th form gymnasium students, and there are mostly internal personalities. There were no statistically significant causal attribution style differences determined among 1 st and 4 th form gymnasium students and among boys and girls. KEY WORDS: locus of control, externality, internality, causal attribution style. DOI: http://dx.doi.org/ 10.15181/atee.v2i0.938","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"315 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120948927","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 of Z generation parents education through andragogical systems. Generation Z refers to those individuals who were born in the decade following the widespread emergence of the World Wide Web, from the mid-1990’s to the early 2000’s. Most of Generation Z comprises the children of Gen X, although some may be children of later Baby Boomers. Generation Y and Generation Z are often combined and share many characteristics, most notably a savvy with technology and a comfort-level with the global world. However, Generation Z will likely show some strong consumer-oriented differences from Generation Y because of the age of these individuals during periods of economic recession. Four trends are likely to characterize Generation Z as consumers: a focus on innovation; an insistence on convenience; an underlying desire for security, and a tendency toward escapism. Each of these trends are discussed in turn below. Priority education accrues to the family as the overriding social institute where people suffer first and most important socialization. Other public structures, socialization is a little later. Families with no auxiliary Institute, seeking to create and maintain the existing structures and relations in the country, while the main condition for realizing human potential, is an institution which has unique features, a significant impact on personality formation and social development. The family, as the first social institutions, has a major impact on children's education, but the child started attending an educational institution care for the child's education and upbringing are reduced. Parents stop to be interested in their child problems, achievements, then disposing of education and training to function in an education institution. Is commonly observed that few parents communicate with teachers, educational institutions are reluctant to participate in community life. The family as an institution leads to pre-school children's education office complexity. Development of parental rights and obligations appears from the need for them to find a qualified educational assistance to children's education area. Therefore, educational institutions are addressing both issues of parental education, development of formal models micro studying. In this way, it allows parents to learn the same environment in which nurtures and their children. This is consistent with parents' needs, helping them with teachers to address Z generation children's educational development issues. At the same time pre-school institutions is enhanced by both parents, as adults group, a personal interest in education in general, as well as orientation to the pre-school modernization. This article deals with andragogical system provided to parents to parents' engagement in school life, suitable for a child learning to create a climate, the motivation to maintain in order to make appropriate learning and life conditions. Andragogical means of encouraging parents to be
{"title":"Z GENERATION PARENTS EDUCATION THROUGH ANDRAGOGICAL SYSTEMS","authors":"Kęstutis Trakšelys, Dalia Martišauskienė","doi":"10.15181/ATEE.V1I0.671","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.671","url":null,"abstract":"The article discusses of Z generation parents education through andragogical systems. Generation Z refers to those individuals who were born in the decade following the widespread emergence of the World Wide Web, from the mid-1990’s to the early 2000’s. Most of Generation Z comprises the children of Gen X, although some may be children of later Baby Boomers. Generation Y and Generation Z are often combined and share many characteristics, most notably a savvy with technology and a comfort-level with the global world. However, Generation Z will likely show some strong consumer-oriented differences from Generation Y because of the age of these individuals during periods of economic recession. Four trends are likely to characterize Generation Z as consumers: a focus on innovation; an insistence on convenience; an underlying desire for security, and a tendency toward escapism. Each of these trends are discussed in turn below. Priority education accrues to the family as the overriding social institute where people suffer first and most important socialization. Other public structures, socialization is a little later. Families with no auxiliary Institute, seeking to create and maintain the existing structures and relations in the country, while the main condition for realizing human potential, is an institution which has unique features, a significant impact on personality formation and social development. The family, as the first social institutions, has a major impact on children's education, but the child started attending an educational institution care for the child's education and upbringing are reduced. Parents stop to be interested in their child problems, achievements, then disposing of education and training to function in an education institution. Is commonly observed that few parents communicate with teachers, educational institutions are reluctant to participate in community life. The family as an institution leads to pre-school children's education office complexity. Development of parental rights and obligations appears from the need for them to find a qualified educational assistance to children's education area. Therefore, educational institutions are addressing both issues of parental education, development of formal models micro studying. In this way, it allows parents to learn the same environment in which nurtures and their children. This is consistent with parents' needs, helping them with teachers to address Z generation children's educational development issues. At the same time pre-school institutions is enhanced by both parents, as adults group, a personal interest in education in general, as well as orientation to the pre-school modernization. This article deals with andragogical system provided to parents to parents' engagement in school life, suitable for a child learning to create a climate, the motivation to maintain in order to make appropriate learning and life conditions. Andragogical means of encouraging parents to be","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115141447","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}
Šarūnė Magelinskaitė Legkauskienė, Albina Kepalaitė, V. Legkauskas
While intelligence is often posited to be the primary factor contributing to academic achievement, previous studies have identified a wider range of contributing factors, including learning motivation, social competence and school anxiety. However, studies of links between these factors and academic achievement in primary school remain few and far between, even though academic achievement in primary school represents a strong predictor of academic success in later years. Thus, the purpose of the present study was to assess the importance of learning motivation, school anxiety, and social competence for academic achievement of the first grade pupils. Subjects in the present study were 395 first-graders (172 boys and 223 girls) attending 14 large schools in the second largest city of Lithuania. Academic achievement in native language and mathematics was measured by means of a 5-point Likert scale completed by teachers. Learning motivation was assessed using the 14-item Elementary School Motivation Scale developed by Guay et al. (2010). School Anxiety Scale developed by Lyneham et al. (2008) was used to measure school anxiety. Social competence was assessed by the 29-item Primary School Social Competence Questionnaire developed for the present study. Results revealed that of the three variables studied, social competence was the strongest predictor of academic achievement for both boys and girls. There was also a significant negative link between academic achievement and school anxiety. Surprisingly, learning motivation was only weakly linked to academic achievement for boys, while for girls this link had no significance. KEYWORDS: primary school, academic achievement, learning motivation, school anxiety, social competence. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.677
虽然智力通常被认为是影响学习成绩的主要因素，但之前的研究已经确定了更广泛的影响因素，包括学习动机、社交能力和学校焦虑。然而，这些因素与小学学业成绩之间的联系的研究仍然很少，即使小学的学业成绩是以后几年学业成功的一个强有力的预测指标。因此，本研究的目的是评估学习动机、学校焦虑和社会能力对一年级小学生学业成绩的重要性。本研究的研究对象为立陶宛第二大城市14所大型学校的395名一年级学生(172名男生和223名女生)。母语和数学的学业成绩采用教师完成的5分李克特量表进行测量。学习动机采用Guay et al.(2010)开发的14项小学动机量表进行评估。使用Lyneham et al.(2008)开发的学校焦虑量表来测量学校焦虑。社会能力的评估采用本研究编制的29项小学社会能力问卷。结果显示，在研究的三个变量中，社交能力是男孩和女孩学业成绩的最强预测因子。学业成绩和学校焦虑之间也存在显著的负相关。令人惊讶的是，学习动机与男孩的学业成绩只有微弱的联系，而对女孩来说，这种联系没有意义。关键词:小学，学业成绩，学习动机，学校焦虑，社会能力。DOI: http://dx.doi.org/ 10.15181/atee.v1i0.677
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In this article the dolphin assisted therapy is presented as an innovative method of learning for children with disabilities. The historical overview of dolphin assisted therapy is introduced. Currently it has received the legal recognition in Lithuania and expanded to family-centered programs. Newly developed dolphin assisted therapy program can be integrated into the education process of the child with disabilities as well as the whole family system. The aim of this article, then, is to focus on the dolphin assisted therapy as the classic form of animal assisted therapy, and to analyse how the dolphin assisted therapy has gained its current status as an innovative learning method for children with disabilities and their family members in Lithuanian society. Research methods . Qualitative research was conducted with content analysis. Ten families raising children with cerebral palsy participated in the research. The research results brought to the light that educational sphere supports families’ wishes to visit dolphin assisted therapy, educators highlight the experiental aspect of the whole family. The research results are important for constructing the collaborative joints of educational sphere and dolphin assisted therapy. KEYWORDS: learning with animals, dolphin assisted therapy, children with disabilities. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.666
{"title":"DOLPHIN ASSISTED THERAPY: INNOVATIVE LEARNING FOR CHILDREN WITH DISABILITIES","authors":"B. Kreivinienė, J. Perttula","doi":"10.15181/ATEE.V1I0.666","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.666","url":null,"abstract":"In this article the dolphin assisted therapy is presented as an innovative method of learning for children with disabilities. The historical overview of dolphin assisted therapy is introduced. Currently it has received the legal recognition in Lithuania and expanded to family-centered programs. Newly developed dolphin assisted therapy program can be integrated into the education process of the child with disabilities as well as the whole family system. The aim of this article, then, is to focus on the dolphin assisted therapy as the classic form of animal assisted therapy, and to analyse how the dolphin assisted therapy has gained its current status as an innovative learning method for children with disabilities and their family members in Lithuanian society. Research methods . Qualitative research was conducted with content analysis. Ten families raising children with cerebral palsy participated in the research. The research results brought to the light that educational sphere supports families’ wishes to visit dolphin assisted therapy, educators highlight the experiental aspect of the whole family. The research results are important for constructing the collaborative joints of educational sphere and dolphin assisted therapy. KEYWORDS: learning with animals, dolphin assisted therapy, children with disabilities. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.666","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123214479","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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