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Adolescence is a biologically, psychologically and socially-charged and vulnerable period of life. The transition from childhood to adulthood influences young people’s emotions, behaviour and physical and mental health. In the introduction of the present paper, the possible background mechanisms and neurobiological explanations for this vulnerability are addressed. Then, recent national and cross-country data on the mental health of adolescents is presented. Health Behaviour in School-aged Children (HBSC), a World Health Organization collaborative international study, looks at indicators associated with mental and physical health as well as related psycho-social issues relating to young people aged 11–18, in four-year time periods, using a nationally representative sample. Keeping in line with theoretical foundations, data outlining Hungarian young people’s mental health in 2010 is presented. Results are compared to cross-national findings and changes revealed in health indicators pertaining to Hungarian adolescents are reported, too. Knowledge of mental health-related background factors and data characterizing adolescents will be able to help educators protect and promote adolescents’ well-being.
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Review of: Stephan Clift and Bjarne Bruun Jensen "The Health Promoting School: International Advances in Theory, Evaluation and Practice", 2005; by: Zolnay Fruzsina Lili
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This paper looks at experiences had with the introducing of formative assessment into Hungarian education. The paper is based on research that was carried out in 2010 within 22 primary schools, from three different locations, and with the involvement of their heads, teachers, 5th and 8th grade students. The data shows that although the experiences of students were quite positive, the introduction of formative assessment was unable to fully fit in with the objectives of the government, the result being that there was a combination of old and new types of assessment in 50% of the schools. The experiences of the research suggest that the reasons behind this relate to the way of introduction (the legal regulation tool) and a lack of support for – and being able to win over – teachers.
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The structural and content reform of teacher education – and especially the new one-semester-long practical training, its content elements and conditions of realization – are investigated. A detailed description of mentors‘ roles and the necessity of mentor-training is given, and the benefits and difficulties of the new forms of cooperation between schools and teacher training institutions are presented. Some basic and stable elements of reform are additionally emphasized (a change for which might place at risk the whole system). Also, some professionally disputable elements will be brought to light.
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Riga makes Latvian the only language of instruction in high schools, triggering accusations of violating minority rights from the Russian parliament.
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As a fundamental institution of educational system, a school holds a student in the very core of its activities. Everything planned, organized or managed as a part of educational program and work is directly or indirectly in the function of students' development and education. The best results in the development of communicative competences in students are accomplished through systematical educational work, pedagogically and didactically planned and realized. Through lecturing classes, as the most dominant module of educational work, students are being offered a way to develop and improve their communicative competence on a higher lever and in an adequate psycho-social environment, by learning from and being mentored by pedagogically expert lecturing staff. The results of numerous pedagogical and psychological studies are suggesting that communication between a teacher and a student is an important aspect of the quality of educational work, but also the indicator of psycho-social climate in the classroom. By monitoring the teacher-student communication, it is possible to determine the type of interpersonal relationship as well, and also the psycho-social climate that happens to be dominant in the class. The psycho-social climate in the class as one of the factors for development of students' communicative competence is highly dependent on the teacher's educational style. Various teaching styles (democratic, autocratic, anarchic, or permissive) and their influence on the development of communicative competences in students are being considered in this paper.
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Children’s poetry of the pre-Zmaj period does not occupy an important place today in the histories of children’s literature, anthologies of children’s poetry and primary school curricula. This paper illustrates that a more explicit didacticity of the pre-Zmaj poetry could help its revitalization and therefore analyzes the linguistic and stylistic means which are used to send a message to the reader (among them stylistically neutral means but also some stylistic operations and certain stylistic principles). The aim of this analysis is the identification of mechanisms which contribute to the educational value of the text and open up the doors of the educational process. The result of the inclusion of such directed interpretation in the classroom should be early awareness of ideological aspects of the written text and the awakening of a more critical relationship towards it.
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In this short article inspired by Korczak’s life and works I want to present my opinions and views as a teacher and a tutor, working with today’s youngsters. Can Korczak’s thoughts truly inspire today’s generation of teachers? Is there a chance to apply them in today’s school? All my thoughts and reflections are both from participant’s and observer’s point of view. In this paper I will refer to selection of Korczak’s works (such as his getto diary) and their academic interpretations. I will discuss issues of children’s democracy reflected in educational practice, utilize children’s rights perspective looking into processual understanding of oneself as an educator and as a human being, before trying to find deeper understanding of a child or a youth. I will tie Korczak’s ideas with my personal experiences, stressing out their potentiality for a more sensitive and empathetic school environment, where youths of today are already the adults of tomorrow, living here and now.
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The paper presents the results of the survey of influence of family and residence hall environment in secular and faith schools on students’ values, value orientations and behaviour. The survey was conducted on a random sample of 867 secondary school students in BiH cities. A transverse empirical research was conducted with the main objective to determine the students’ value hierarchy and the distribution of value orientations depending on the type of school (secular and faith schools) and the type of residence hall environment (faith school dormitories and other student residence halls), relations between students’ value orientations and family sociodemographic factors, religious family and personal self-identification, and relations between value orientations and examined student behaviours and styles of spending free time. We found a significant difference in students’ value orientations depending on the type of school, family factors and religious self-identification of the family. Value orientations are a predictor of behaviour and styles of spending free time. The direction and strength of the predictive relationship between a specific value orientation and individual behaviours and styles of spending free time vary.
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The article presents the results of the small-scale (220 responses) research conducted in 2015 on the final-year secondary school students from south-west Poland. The students were asked to write a story they would tell to a foreign visitor who would come to Poland and want to know the history of Poland. The stories were written at school during one lesson period (45 minutes). The analysis concentrates on the types of narratives (from just enumeration of facts, to more coherent narratives with certain dominating motives, such as the martyrdom of Poland or her victories), areas covered (political, military, social, cultural history), and phenomena (persons, events, processes) sełected. The findings are confronted with the results of earlier research on historical consciousness of the Polish youth conducted by Janusz Rulka, Łukasz Michalski and Krzysztof Malicki. Considerable continuity of interests and attitudes of the young people has been observed.
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The article discloses the innovative approach to training and education of children and youth, which is based on the humanization of education, integrated education and polyart education. Humanization of education is considered in the article on both sides. 1) Reliance on pedagogical traditions of Russian science and education based on the concept of a free, humane, spiritual, creative personality, capable to self-determination and self-realization. The origins of these ideas are in the theoretical works of great scientists (K. Ushinsky, Leo Tolstoy, S.Frene, V.Sukhomlinsky) and philosophers (M. Bakhtin, Yu.Lotman). 2) Integration of humanities and methods of natural history. The impetus for the revival and the pedagogical model of humanization’s creation is a desire to overcome formal, abstract learning process, introducing a broad education into the cultural space where culture performs corrective function in the development of science.
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Considerations around the school education of six-years old children on the background of questions about the barriers blocking solution difficult as it turns out, the problem of the future of man and society. There are many reasons why we still do not find a solution to the needs of man in twenty-first century. This paper is an attempt to analyse the different forms of fear adults with children: against inequality, imperfection, against various existential difficulties, against the threat of loss of childhood. Fears of this type are revealed in conversations, argumentations performed on a stage play about the future of education, behind the scenes and are transferred uncritically to reality as its hoaxes, creating the appearance of serious debate.
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The paper discusses educational systems and multicultural and multiethnic identities, with a special reference to the educational system of Belgium. (Multicultural) identities and the interests of the society are formed through the mutual relations in a certain (historical) context. This relation is clearly reflected in the educational system that with its organisational and content-related dimension strives to maintain the cultural identity of a certain country. The realisation of this important task is relatively simpler in the countries that, tentatively, are ethnically monocultural while the problem is more complex in the countries that are ethnically multicultural, such as Bosnia and Herzegovina. The European education and educational systems, such as that of Belgium, offer good conceptual and content-related frameworks that can serve to those countries that have multiethnical population, that is multiethnical and multicultural identities. School helps the students to identify and to implement in the everyday life the values of Belgium, the special value being that people are born free and equal in their rights and duties regardless of their social and geographic origin, sex or religion.
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Music as a non-verbal communication with its elements (rhythm, harmony, melody) is one of the most effective tools to inspire children’s imagination and creativity, and one of the most important tools for developing intelligence at a younger age. The aim of this paper is to explore the influence of music on elementary school pupils inspired by Mozart’s effect through Fibonnicci’s spatial test and to provide an insight into the changes of the activity and alertness of respondents upon completion of the tasks set.
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