The article interprets qualitative and quantitative research data disclosing the detrimental effect of public information in the context of children rights’ protection. The empirical research is based on Social Acquisition Theory, presents the main statement – an individual learns social behaviour through observation. This theory especially emphasises the impact of environment, behaviour and personality’s factors and their general effect. It is dislosed that magazines for children play an important role in the process of child’s becoming a member of society and perceiving the surrounding reality. Referring to Social Constructivism Theory, media creates social meanings and presents them to the people who are creating their own social reality considering or not the symbolic media constructions. Therefore, media performs the function of social reality construction. The results of empirical research have revealed that negative public information is presented in the magazines for children: violent, erotic, detrimental to health and other negative information. The majority of information is erotic or contains obscene words, curses, gestures. KEYWORDS: childhood education, children rights, public information, qualitative, quantitative research methods. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.680
{"title":"PROTECTION OF CHILDREN RIGHTS AGAINST DETRIMENTAL EFFECT OF PUBLIC INFORMATION: CONTENT ANALYSIS OF MAGAZINES FOR CHILDREN","authors":"Rūta Šiaučiulienė, Kristina Jamontaitė","doi":"10.15181/ATEE.V1I0.680","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.680","url":null,"abstract":"The article interprets qualitative and quantitative research data disclosing the detrimental effect of public information in the context of children rights’ protection. The empirical research is based on Social Acquisition Theory, presents the main statement – an individual learns social behaviour through observation. This theory especially emphasises the impact of environment, behaviour and personality’s factors and their general effect. It is dislosed that magazines for children play an important role in the process of child’s becoming a member of society and perceiving the surrounding reality. Referring to Social Constructivism Theory, media creates social meanings and presents them to the people who are creating their own social reality considering or not the symbolic media constructions. Therefore, media performs the function of social reality construction. The results of empirical research have revealed that negative public information is presented in the magazines for children: violent, erotic, detrimental to health and other negative information. The majority of information is erotic or contains obscene words, curses, gestures. KEYWORDS: childhood education, children rights, public information, qualitative, quantitative research methods. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.680","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"59 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":"117077954","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 results of the research, carried out at the University, are presented in the article. They helped to clarify the attitude of lecturers and students towards the usage peculiarities of information and communication technologies in the study process. The following elements of study process were being analyzed: competencies, gained during the studies, application of learning methods, assessment methods of learning and achievements. The research revealed that the use of innovative methods and information and communication technologies in the study process are not sufficient. In order to achieve the quality in education, it is sufficient to develop lecturers' capacities to use information technologies, to encourage students to use the virtual learning environment. The research was accomplished using the Tuning methodology, a questionnaire survey and interview methods. 259 respondents participated in the research. KEYWORDS: innovative study methods, virtual learning/teaching environment. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.665
{"title":"THE USE OF INNOVATIVE STUDY METHODS AND ICT IN THE STUDY PROCESS: THE ATTITUDES OF LECTURERS AND STUDENTS","authors":"D. Baziuke, R. Girdzijauskienė, Sada Šliuzinskė","doi":"10.15181/ATEE.V1I0.665","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.665","url":null,"abstract":"The results of the research, carried out at the University, are presented in the article. They helped to clarify the attitude of lecturers and students towards the usage peculiarities of information and communication technologies in the study process. The following elements of study process were being analyzed: competencies, gained during the studies, application of learning methods, assessment methods of learning and achievements. The research revealed that the use of innovative methods and information and communication technologies in the study process are not sufficient. In order to achieve the quality in education, it is sufficient to develop lecturers' capacities to use information technologies, to encourage students to use the virtual learning environment. The research was accomplished using the Tuning methodology, a questionnaire survey and interview methods. 259 respondents participated in the research. KEYWORDS: innovative study methods, virtual learning/teaching environment. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.665","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"102 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":"122929419","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 understanding of a human development and consequently of the educational process in the contemporary Latvia’s pedagogy has the following accents: student’s activity in learning/teaching process; activity as a base for the development; all-round and harmonious development; individuality as the unity of qualities of the activity subject (Žogla, 2001a). As the present-day situation has most seriously affected such elements of the pedagogical process as study aims, didactic principles, study forms, methods and content, these elements were taken as criteria for the analysis of the classification of didactic models. In the contemporary Latvia’s pedagogy, the priority is given to the approaches where the stress is laid on human behavior (behaviorism), democratic organization of education (pragmatism), development of human personality (humanism) and epistemology of education (constructivism). This paper is concerned with approaches, their analysis within the paradigm of a contemporary pedagogy, as well as with the analysis of the classification of didactic models developed by I. Žogla (Žogla, 2001b, 2001c) and I. Maslo (Maslo, 2001) based on the criteria determined by the authors of the paper. KEYWORDS: pedagogical paradigm, pedagogical approach, didactic model, criteria for the analysis of didactic models, contemporary school. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.678
{"title":"CHANGES IN THE CONTEMPORARY DIDACTICS IN LATVIA","authors":"Jelena Davidova, Irēna Kokina","doi":"10.15181/ATEE.V1I0.678","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.678","url":null,"abstract":"The understanding of a human development and consequently of the educational process in the contemporary Latvia’s pedagogy has the following accents: student’s activity in learning/teaching process; activity as a base for the development; all-round and harmonious development; individuality as the unity of qualities of the activity subject (Žogla, 2001a). As the present-day situation has most seriously affected such elements of the pedagogical process as study aims, didactic principles, study forms, methods and content, these elements were taken as criteria for the analysis of the classification of didactic models. In the contemporary Latvia’s pedagogy, the priority is given to the approaches where the stress is laid on human behavior (behaviorism), democratic organization of education (pragmatism), development of human personality (humanism) and epistemology of education (constructivism). This paper is concerned with approaches, their analysis within the paradigm of a contemporary pedagogy, as well as with the analysis of the classification of didactic models developed by I. Žogla (Žogla, 2001b, 2001c) and I. Maslo (Maslo, 2001) based on the criteria determined by the authors of the paper. KEYWORDS: pedagogical paradigm, pedagogical approach, didactic model, criteria for the analysis of didactic models, contemporary school. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.678","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"55 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":"125944619","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}
Location of extracurricular education, objectives thereof and organization of teaching in Lithuania in 1940-1990 are analyzed in the article on the basis of periodicals and other publications of the Soviet era. Informal education of children is a component of the educational system and is an integral part of formal education. Educational values are being developed especially effectively by these activities. The student participates in these activities voluntarily, one’s mental and physical work is combined and it is aimed to match one’s activities, needs and interests. By being more open to this environment, the student takes over easier and quicker the values which are being. Extracurricular activities were well developed and actively promoted during soviet period. Although these activities were very politicized, strictly regulated by the Communist party and local goverment authorities, it was available to all pupils and helped them to spend their leisure time in a meaningful way. KEYWORDS: extracurricular activities, Soviet period.
{"title":"PECULIARITIES OF CHILDREN‘S EXTRACURRICULAR ACTIVITIES IN LITHUANIA FROM 1940 TO 1990","authors":"Rasa Jautakytė","doi":"10.15181/ATEE.V2I0.656","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.656","url":null,"abstract":"Location of extracurricular education, objectives thereof and organization of teaching in Lithuania in 1940-1990 are analyzed in the article on the basis of periodicals and other publications of the Soviet era. Informal education of children is a component of the educational system and is an integral part of formal education. Educational values are being developed especially effectively by these activities. The student participates in these activities voluntarily, one’s mental and physical work is combined and it is aimed to match one’s activities, needs and interests. By being more open to this environment, the student takes over easier and quicker the values which are being. Extracurricular activities were well developed and actively promoted during soviet period. Although these activities were very politicized, strictly regulated by the Communist party and local goverment authorities, it was available to all pupils and helped them to spend their leisure time in a meaningful way. KEYWORDS: extracurricular activities, Soviet period.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"291 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":"132721550","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}
Social-pedagogical counselling is one of the key forms of social-pedagogical assistance. In dealing with the issues of quality educational assistance, the characteristics of pedagogical and psychological counselling and the problems of schoolchildren’s training and learning difficulties at different age stages are most frequently discussed. However, the characteristics of social-pedagogical counselling in the solution of other than learning social-pedagogical problems of risk group children receive insufficient attention. On the basis of the qualitative research outcomes, the article discloses the characteristics of the social-pedagogical counselling of risk-group children. The summary of the theoretical and empiric research proves that pedagogues and social pedagogues identify partly limited opportunities of social-pedagogical counselling when addressing the problems of risk group children. KEYWORDS: counselling, social-pedagogical counselling, risk group children.
{"title":"RISK GROUP CHILDREN: CHARACTERISTICS OF THEIR SOCIAL-PEDAGOGICAL COUNSELLING","authors":"I. Klanienė, G. Šmitienė","doi":"10.15181/ATEE.V2I0.646","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.646","url":null,"abstract":"Social-pedagogical counselling is one of the key forms of social-pedagogical assistance. In dealing with the issues of quality educational assistance, the characteristics of pedagogical and psychological counselling and the problems of schoolchildren’s training and learning difficulties at different age stages are most frequently discussed. However, the characteristics of social-pedagogical counselling in the solution of other than learning social-pedagogical problems of risk group children receive insufficient attention. On the basis of the qualitative research outcomes, the article discloses the characteristics of the social-pedagogical counselling of risk-group children. The summary of the theoretical and empiric research proves that pedagogues and social pedagogues identify partly limited opportunities of social-pedagogical counselling when addressing the problems of risk group children. KEYWORDS: counselling, social-pedagogical counselling, risk group children.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"6 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":"130525150","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}
On the basis of an analysis of scientific literature, international and Lithuanian documentary, the article researches the problematic question whether narrative pedagogy can respond to the challenges of modern education. In order to fulfill the challenges arising to the society, a need occurs to focus on narrative pedagogy that enables the creation (occurrence) of communities of learning teachers, which are characterized by learning from each other, learning with others, learning for others, learning to analyze how we learn (meta-learning), responsibility for self-growth and the growth of colleagues. The essence of narrative pedagogy is the story which can be a powerful mechanism for transformation, learning and interpretation of personal experience. Also the article analyzes the characteristics of narrative pedagogy: A Community of Story-Sharing, A Means of Identity Formation, Moving From "Lived" Stories to "Living" Stories, A Liberating Practice. KEYWORDS: narrative, narrative pedagogy, modern education.
{"title":"MODERN EDUCATION AND NARRATIVE PEDAGOGY","authors":"Agnė Juškevičienė, Rasa Nedzinskaitė","doi":"10.15181/ATEE.V2I0.642","DOIUrl":"https://doi.org/10.15181/ATEE.V2I0.642","url":null,"abstract":"On the basis of an analysis of scientific literature, international and Lithuanian documentary, the article researches the problematic question whether narrative pedagogy can respond to the challenges of modern education. In order to fulfill the challenges arising to the society, a need occurs to focus on narrative pedagogy that enables the creation (occurrence) of communities of learning teachers, which are characterized by learning from each other, learning with others, learning for others, learning to analyze how we learn (meta-learning), responsibility for self-growth and the growth of colleagues. The essence of narrative pedagogy is the story which can be a powerful mechanism for transformation, learning and interpretation of personal experience. Also the article analyzes the characteristics of narrative pedagogy: A Community of Story-Sharing, A Means of Identity Formation, Moving From \"Lived\" Stories to \"Living\" Stories, A Liberating Practice. KEYWORDS: narrative, narrative pedagogy, modern education.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"98 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":"131401113","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}
Many researchers agree that sample size has a two-fold role in research: sample size is inter-connected with statistical analysis of the data and generalisation. Therefore, sample size has attracted a lot of research efforts in all the research fields including educational research. However, little attention has been given to the analysis of factors that influence sample size in educational research. The research question is as follows: what factors influence sample size in educational research? The aim of the research is to analyze factors that influence sample size in educational research underpinning elaboration of a new research question for further studies in educational research. The present research involves a process of analysing the meaning of the key concepts statistical analysis , generalisation , population, sample, measurement procedures, probability sample, information-oriented sample, case and factors . Moreover, the study demonstrates how the key concepts are related to the idea of “sample size”. Explorative research was employed. Interpretive research paradigm was used. The empirical study involved four experts from different countries in February - April 2013. The findings of the research allow drawing the conclusions on factors that influence sample size. Directions of further research are proposed. KEYWORDS: generalization, population, sample, sample size, measurement procedures, probability sample, information-oriented sample, case, factor. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.659
{"title":"FACTORS THAT INFLUENCE SAMPLE SIZE IN EDUCATIONAL RESEARCH","authors":"A. Ahrens, J. Zaščerinska","doi":"10.15181/ATEE.V1I0.659","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.659","url":null,"abstract":"Many researchers agree that sample size has a two-fold role in research: sample size is inter-connected with statistical analysis of the data and generalisation. Therefore, sample size has attracted a lot of research efforts in all the research fields including educational research. However, little attention has been given to the analysis of factors that influence sample size in educational research. The research question is as follows: what factors influence sample size in educational research? The aim of the research is to analyze factors that influence sample size in educational research underpinning elaboration of a new research question for further studies in educational research. The present research involves a process of analysing the meaning of the key concepts statistical analysis , generalisation , population, sample, measurement procedures, probability sample, information-oriented sample, case and factors . Moreover, the study demonstrates how the key concepts are related to the idea of “sample size”. Explorative research was employed. Interpretive research paradigm was used. The empirical study involved four experts from different countries in February - April 2013. The findings of the research allow drawing the conclusions on factors that influence sample size. Directions of further research are proposed. KEYWORDS: generalization, population, sample, sample size, measurement procedures, probability sample, information-oriented sample, case, factor. DOI: http://dx.doi.org/ 10.15181/atee.v1i0.659","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"4 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":"125595234","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}
Rasa Braslauskienė, Elena Brazauskienė, Reda Vismantienė
Possibilities of resocialisation of minors in contemporary foster homes are analysed in the article by emphasizing this as a complex integral process which aims to distract wards from criminal behaviour through effective impact of education and surveillance. Attention is drawn to cognition of the social reality, identification of primary socialisation problems of a child, their scientific cognition, prevention, development of a child’s responsibility for his acts, importance of legal education in order to avoid application of the child’s average care measures and assurance of the ward’s welfare. The research data disclosing the most important problems of resocialisation, approach of specialists to actual possibilities of optimisation of this process are presented. It is attempted to respond to the following problematic questions with reference to the research results: how to make the process of ward resocialisation more effective by applying measures of minimum care, how to avoid repeated crimes? KEYWORDS: children foster homes, minors, criminal acts, resocialisation.
{"title":"POSSIBILITES OF RESOCIALISATION OF MINORS IN FOSTER HOMES: APPROACH OF FOSTER HOME SPECIALISTS","authors":"Rasa Braslauskienė, Elena Brazauskienė, Reda Vismantienė","doi":"10.15181/ATEE.V1I0.634","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.634","url":null,"abstract":"Possibilities of resocialisation of minors in contemporary foster homes are analysed in the article by emphasizing this as a complex integral process which aims to distract wards from criminal behaviour through effective impact of education and surveillance. Attention is drawn to cognition of the social reality, identification of primary socialisation problems of a child, their scientific cognition, prevention, development of a child’s responsibility for his acts, importance of legal education in order to avoid application of the child’s average care measures and assurance of the ward’s welfare. The research data disclosing the most important problems of resocialisation, approach of specialists to actual possibilities of optimisation of this process are presented. It is attempted to respond to the following problematic questions with reference to the research results: how to make the process of ward resocialisation more effective by applying measures of minimum care, how to avoid repeated crimes? KEYWORDS: children foster homes, minors, criminal acts, resocialisation.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130416532","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}
Elena Brazauskienė, Rasa Braslauskienė, Alvida Kilienė, Julijus Brazauskas
The issue of inaccuracies of social perception of younger school-age children is discussed in the article. Such peculiarities of current globalized public life as information context of the child personality’s dispersion are emphasized. Attention is drawn to connections, errors of a child’s psychosocial development peculiarities and social perception, distinguished in the process of education. The data of the research carried out show that during the process of education values conveyed by literature, folklore, and works used for personal development are perceived ambiguously. Children understand requirements established for them in the process of education, correspondingly interpret semantic content of works conveyed to them, however, by acting independently they integrate the knowledge acquired, values conveyed, models of behaviour grafted in the experience available related with truths promoted by commercial medias presenting peak experiences. The research results encourage paying attention to formation of the value system of younger school age children, possibilities of correction of the social perception. KEYWORDS : social perception, younger school-age children, folklore.
{"title":"INACCURACIES OF CHILDREN’S SOCIAL PERCEPTION: CONTEXT OF ESTABLISHMENT OF VALUES CONVEYED BY FOLKLORE","authors":"Elena Brazauskienė, Rasa Braslauskienė, Alvida Kilienė, Julijus Brazauskas","doi":"10.15181/ATEE.V1I0.635","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.635","url":null,"abstract":"The issue of inaccuracies of social perception of younger school-age children is discussed in the article. Such peculiarities of current globalized public life as information context of the child personality’s dispersion are emphasized. Attention is drawn to connections, errors of a child’s psychosocial development peculiarities and social perception, distinguished in the process of education. The data of the research carried out show that during the process of education values conveyed by literature, folklore, and works used for personal development are perceived ambiguously. Children understand requirements established for them in the process of education, correspondingly interpret semantic content of works conveyed to them, however, by acting independently they integrate the knowledge acquired, values conveyed, models of behaviour grafted in the experience available related with truths promoted by commercial medias presenting peak experiences. The research results encourage paying attention to formation of the value system of younger school age children, possibilities of correction of the social perception. KEYWORDS : social perception, younger school-age children, folklore.","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130237253","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}
Schoolchildren‘s safety at school as a condition for quality education. The present article examines the attitude of pupils from Forms 5 to 12 who live in families of different social characteristics towards safety at school. To disclose the attitudes towards safety at school of pupils coming from families of different social characterictics, a written survey method was chosen for the empirical research. 2, 064 pupils of Forms 5 to 12 in Lithuanian comprehensive schools participated in the written survey. The pupils‘ survey covered the following aspects: the feeling of safety; the experience of relations with teachers and peers; and the experience of being subjected to humiliation by peers and teachers because of the social and finacial situation of one‘s family or its lifestyle. As proved by the research outcomes, pupils‘ safety at school was related to the social characteristics of their families and parents‘ social illnesses. The research outcomes brought out the following trends: the better was the parents‘ social status, the safer was the financial and social situation of the family, and the safer the pupils felt at school. KEYWORDS: pupils, quality education, social characteristics of family, safety, school
{"title":"SCHOOLCHILDREN VIEW OF SAFETY AT SCHOOL AS A PRECONDITION OF QUALITY (SELF-) EDUCATION","authors":"I. Klanienė, G. Šmitienė","doi":"10.15181/ATEE.V1I0.636","DOIUrl":"https://doi.org/10.15181/ATEE.V1I0.636","url":null,"abstract":"Schoolchildren‘s safety at school as a condition for quality education. The present article examines the attitude of pupils from Forms 5 to 12 who live in families of different social characteristics towards safety at school. To disclose the attitudes towards safety at school of pupils coming from families of different social characterictics, a written survey method was chosen for the empirical research. 2, 064 pupils of Forms 5 to 12 in Lithuanian comprehensive schools participated in the written survey. The pupils‘ survey covered the following aspects: the feeling of safety; the experience of relations with teachers and peers; and the experience of being subjected to humiliation by peers and teachers because of the social and finacial situation of one‘s family or its lifestyle. As proved by the research outcomes, pupils‘ safety at school was related to the social characteristics of their families and parents‘ social illnesses. The research outcomes brought out the following trends: the better was the parents‘ social status, the safer was the financial and social situation of the family, and the safer the pupils felt at school. KEYWORDS: pupils, quality education, social characteristics of family, safety, school","PeriodicalId":409755,"journal":{"name":"Education in a Changing Society","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127314696","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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