Open Access journal ISSN (Print) 2585-7444 - ISSN (Online) 1339-4363 This journal is no longer being updated because: the publisher no longer provides RSS feeds
Abstract: Introduction: From the second half of the 20th century onwards, studies on the transfer effects of music learning have become increasingly common. Both in the domestic and international literature, we can read research with a solid scientific background that supports the transfer effects of music education on different aspects of life.Purpose: The aim of paper was to map the effect of learning music in childhood based on both the international and the Hungarian scientific literature.Methods: When analyzing the social impact of learning music in detail we distinguished five areas: 1. state of physical development, skillfulness, health; 2. cognitive skills; 3. personal development and emotional intelligence; 4. the role of compensating for deficit; 5. community building. In this study we present in detail the results of research studies in these fields.Conclusions: In our opinion music education institutions transmit several values and hidden curriculum to children the effect of which serves as a determining and formative factor throughout their whole lives. That is why it is important that, based on the research findings, teachers should be aware of it and consciously control it. In our view learning music can act as a supporting factor for the physical, spiritual and mental development of the children and apart from improving different areas of competence it can also influence their attitude to work. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: This article discusses a mentoring project that was aimed at improving the inclusive education practices of teachers.Methods: There were 10 mentors who were faculty members in science education and special education. Mentees were 59 teachers who have an inclusive student in their class or school. A qualitative approach was chosen.Results: Reported learning outcomes referred to changes in knowledge related to “Basic Concepts”, “Educational Support and Legislation”, “Assistive Technology”, and “Educational Accommodations”.Discussion: The results of this study points to the needs for more interdisciplinary collaboration studies in order to support teachers’ dealing with diverse students.Limitations: The results of the study are bound to the project duration and the place of the study.Conclusions: The current collaborative mentoring study has several contributions for teachers in terms of their knowledge and skills in implementing an effective inclusive education. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: The Roma Mentor Project has originally been the experimental educational model of Open Society Institute for multiply disadvantaged Roma and non-Roma youth in the period 2006-2013. Following the closure of OSI’s experimental and alternative educational projects, it has been run further, during the 2016/17 academic year, with the support of the Norway Grant, by the Bhim Rao Association (located in Northern Hungary).Purpose: The Roma Mentor Project aims to establish the pedagogical model of the intellectual Roma friend in order to effectively overcome the sociocultural disadvantages of the Roma and non-Roma children with multiply disadvantages.Methods: Throughout the program a Roma mentor may be a Roma intellectual, artist or well-known figure from the media, whose primary goal is to act as a role model for the Roma children through presenting their own personal and professional life, as well as to become a friend of the mentored.Conclusions: A mentor from Roma origins appears during the project as a Roma intellectual friend in multiply disadvantaged Roma and non-Roma children’s lives, which is especially true considering that the Roma mentor draws tools of socialization from Roma culture. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS).Methods: The sample of the study comprised of 357 teachers. In order to seek the answers to the research questions, correlational research models were used in addition to survey. The data was collected through implementation of two different instruments. These were Participation to PD Activities Questionnaire (survey) and Job Satisfaction (JS) Scale. These instruments were developed within the scope of the study.Results: The findings of the study could be summarized as follows: the teachers’ frequency of participation to peer coaching-based PD activities, participated PD activities, number of individualized and self-directed PD activities was at a lower level; however, the teachers restated that they experienced positive effects at higher or moderate levels from PD activities in their teaching practices. Within the scope of the existing study the hypothesis was tested that PD activities would increase the teachers’ job satisfaction and the findings were supported. It was seen that there was a positive relationship between the PD activities participated by the teachers and the teachers’ job satisfaction.Discussion: In the study it was noticed that more than one third of the participant teachers did not perform PD based peer coaching and observations, but more than one third of the teachers accessed virtual platforms and watched videos and related feed on lecturing and techniques for PD. In TALIS study done at OECD countries, it was noted that almost half of the teachers participated to peer coaching-based activities.Limitations: Data were collected from teachers that research is limited with teachers’ perceptions. Research is limited with teachers’ professional development activities and their job satisfaction.Conclusions: It was found out that very few teachers attended educational congresses to present their activities/scientific studies. Therefore, it might be recommended to improve teachers’ study skills in terms of scientific studies, and they might be encouraged to present their studies at conferences. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: In our current century, technology continues to exist in almost all domains of human life. In this day and age, technological changes and developments make a great contribution to the rapid production of information and easy access to it. As a result of rapidly developing and changing needs, it is considered essential to organize education in line with these needs and to incorporate technology within the education system. In the present study, it was aimed to identify the use of technology supported educational tools in general music education and their contribution to the process of music education.Methods: The convergent parallel design, which is one of the mixed research methods, was used in this study. Based on this particular point in mind, it was attempted in this study to establish the opinions of music teachers about the level of use of technology-supported educational tools in general music education through both closed-ended and open-ended questions. In this study, homogeneous sampling was used and it was attempted to reach out the teachers who taught general music knowledge in Turkey. The study group of the research was formed with 59 music teachers teaching at different institutions who agreed to participate in the study on a voluntary basis.Results: In line with the data obtained, it was concluded that teachers found themselves partially sufficient and willing to improve themselves in terms of using the technology-supported educational materials more effectively and efficiently in the process.Discussion: From the results of the research, it is seen that technology-supported applications are used especially in the listening and expression stages of the teacher, and it is preferred in the sampling, song teaching and showing and telling stages.In addition, it was determined that these applications were used by only 1 participant during the evaluation phase. It has been determined that technology-supported applications contribute positively to learning speed, permanent learning and the realization of more effective lessons. Throughout the music education process, which includes abstract concepts, the students' acquisition of the knowledge and making sense of this knowledge will contribute positively to their academic success. It is believed that it is essential to draw students' attention and include them effectively within the education process by getting them to gain new experiences. In this sense, it is crucially significant that teachers have the competence to use different applications in today's age of technology.Limitations: The research was limited to 59 music teachers who voluntarily agreed to work during the data collection process. The research was carried out in the spring term of the 2020-2021 academic year.Conclusions: In accordance with the findings obtained from the study, it was found that the participants utilized the technology-supported teaching tools especially in listening and lecturing, and they did not use these tools throughout the process. It was revealed that these tools had positive effects such as increasing students’ attention and contributing to their permanent learning, as well as negative effects such as the tendency (to expect everything to be handed to one on a silver plate) and reducing the teacher's remedial role. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: In the paper, the author maps the ways leading to human freedom. He sets out the criteria that should be taken into account in their selection. He also delineates the space where education could productively enter into the human emancipation process.Purpose: The aim of the paper is to thematize competences that need to be developed in order to enable the adepts of education to participate in human emancipatory process.Methods: The author uses explanatory method to expose the issue.Conclusions: The paper summarizes the assumptions and limits that need to be respected in order to make education a space for the cultivation of human sense for freedom. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: In Hungary, as in many parts of the world, a crisis situation has arisen with the start of the quarantine period associated with the coronavirus, which presented the education system with a serious challenge. Social inequality (also in terms of network access and device availability) was expected due to, that differences will only increase the gap in education. Digital connectivity and the digital environment became the main arena for students and faculty over the course of a weekend. That's a real question, of course, can we talk about real digital education during this period' Was online education effective or was it rather a blind spot'Methods: In our research, we examined it from the perspective of geography teachers, kindergarten teachers, and university students attending teaching courses learning and teaching „switching online” betweem March, 2020 and April, 2021 at the Eszterházy Károly Catholic University (then even EKE). Our sample consisted of 108 people. We used an online questionnaire study to assess students' experiences with the effectiveness of distance learning and the development of their digital competence, about the possibilities of implementing professional internships. We were looking for student answers to, how each segment of distance learning can be integrated into the normal education system. We compared our results with similar Hungarian and international research results.Results: Most students felt that online education was effective. The digital competence of students has evolved. Due to changed circumstances of traineeships, students could not gain enough experience, which could later affect their work.Discussion: The changes that have occurred can be highlighted as secondary benefits, this educational environment could be more sustainable in the future, than the traditional educational environment, however, the consequences of isolation cannot be ignored.Limitations: The research shows data valid only for Hungary.Conclusions: Consideration of the experience of students for the effectiveness of their education in the coming years. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition.Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy.Results: The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance.Discussion: The obtained results indicate that inquiry-based teaching can lead to better knowledge acquisition in students than traditional methods of teaching and so, it appears to be an efficient alternative.Limitations: The limits of the research study are given by the size and the composition of the research sample. The obtained results cannot be generalized to the entire population.Conclusions: The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching. PubDate: Mon, 12 Jun 2023 00:00:00 GMT
Abstract: Introduction: The study aimed to explore teachers’ general working conditions, job demands and resources, and teachers’ general well-being in four middle schools in the Southeastern U.S during COVID-19.Methods: The methodology for this study was qualitative. The sampling strategy was purposeful and comprised 15 educators. The data were collected utilizing two semi-structured interviews and documentation. The data analysis consisted of thematic analysis.Results: The study’s results revealed seven themes that emerged from the data: a) Changes in working conditions; b) teachers’ well-being and working conditions; c) perceived teachers’ new job demands and additional workload; d) emotionally draining job demands; e) perceived available job resources; f) perceived need for job resources; and g) strategies teachers used to cope with stress.Discussion: The lessons learned during the pandemic in these four organizations may assist leaders in designing new policies and avoid further deterioration of teachers’ well-being.Limitations: Access to the organization’s documentation and the sample size were limitations.Conclusions: The shift in job demands and job resources during the pandemic placed teachers at risk of emotional exhaustion and burnout. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: Among its contemporaries, the updated Bloom’s taxonomy is perhaps the most widely used cognitive process model. It is a categorization paradigm that emphasizes the cognitive levels beginning with remembering the information and progressing to more complicated levels such as producing the knowledge. Education psychologists want to assist instructors, policymakers, and curriculum creators in designing education that enables students to effectively retain, retrieve, and apply the selected content. Classifying information in a precise sequence that is durable in a person’s memory can aid learners in effectively storing, retrieving, retrieving, and using facts; otherwise, the whole learning process may be impeded. Thus, it is imperative that students acquire the fundamental knowledge prior to attempting to interpret current information to develop meaningful knowledge (Darwazeh, 2017). The purpose of this research was to determine the degree to which the updated Bloom’s taxonomy is included into the reading sections of EFL textbooks developed for Turkish high school students. According to the results of the research, the evaluated textbooks lacked the higher level cognitive abilities outlined in the updated Bloom’s taxonomy. Consequently, based on the results, certain hypotheses have been formulated to indicate how reading sections of textbooks now being written or to be published might reference the updated Bloom’s taxonomy.Methods: The objective of this research is to determine the degree to which EFL textbooks incorporate higher and lower level questions based on the updated Bloom’s taxonomy. In the study, the overall reading sections of the EFL textbooks were examined. In other words, the cognitive level of the reading passages was determined using the updated Bloom’s taxonomy. Consequently, the approach used in this study is descriptive content analysis in qualitative research. The updated cognitive levels of Bloom’s Taxonomy were referenced in the classification of reading questions in EFL textbooks.Results: The data indicate that the reading text questions did not target higher cognitive levels. Given that remembering is associated with working memory and short-term memory, it is doubtful that it can assess long-term memory. To reinforce knowledge in the long-term memory, it is necessary to engage higher cognitive processes. It is rare that learners of a foreign language would reinforce lexical, syntactical, and contextual knowledge unless they analyze or assess the corresponding information in the texts. Measuring mainly lower levels of cognition gives them with little data. Additionally, it is crucial to apply integrated activities while reading texts. Reading and writing, or speaking and listening, are examples of integrated tasks. Thus, reading text queries were unable to assist students in producing meaningful texts. Pure and concrete inquiries have just a superficial relationship to understanding.Discussion: The revised Bloom’s taxonomy is a useful and successful tool for reading classes. Therefore, EFL and ESL instructors, researchers, and textbook authors must use Bloom’s higher cognitive aspects so that EFL students can reinforce texts at the lexical, syntactic, and contextual levels. Taking into account lower cognitive abilities, the most often utilized inquiry type concerned remembering, which includes definition, listing, memorization, recalling, and expressing the pertinent language and material. However, there are significant limits to memorizing dimension for language learners. This constraint may be overcome by including more cognitive elements. It is glaringly obvious that English instructors and textbook authors should include extra questions into reading texts so that foreign and second language English learners may build more productive abilities via reading text questions in line with the updated Bloom’s taxonomy. Due to the relationship between Bloom’s taxonomy and critical syllabus, it is possible to design a critical syllabus to obtain these competencies (Ordem, 2021).Limitations: This research is confined to the free EFL textbooks issued by the Turkish Ministry of National Education. In other words, only locally authored EFL textbooks are included in the research, as opposed to both locally and internationally published EFL textbooks. Consequently, future research should concentrate on a larger scope. Such an approach should consider the impact of locally authored textbooks and their comparison to textbooks published by international organizations, such as the British Council or Cambridge University Press. This is an important point to consider, as international publishers are likely to bring different perspectives on language learning, which may differ from that found in locally authored textbooks. Further, the research is exclusively confined to the Revised Bloom’s Taxonomy. Therefore, alternative cognitive categorization models should also be applied to assess course contents. This would provide a more comprehensive picture of the students’ learning outcomes, and enable the researchers to evaluate course effectiveness from multiple perspectives. Moreover, the utilization of other cognitive categorization models, such as Anderson and Krathwohl’s Taxonomy of Educational Objectives and SOLO Taxonomy, would help to provide a broader context of comparison to effectively evaluate the effectiveness of course.Conclusions: Revised Bloom’s taxonomy provides helpful and productive stages for EFL students to be creative while reading materials. Creatively approaching a text and its questions requires assembling, creating, designing, articulating, and writing. Evaluation, which involves assessing, debating, defending, judg... PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: Prospective science teachers must themselves first generate rather than simply using knowledge and they must be science literate must be science literate and abreas of the changes in industry if we want future generations to be and do the same. Therefore, the purpose of this study is to determine lifelong learning tendencies and scientific creativity levels of prospective science teachers and examine the correlation between these variables.Methods: In the study, correlational survey, one of the quantitative research methods, was used. The sample of the study was composed of 201 prospective science teachers studying at the 1st, 2nd, 3rd, and 4th years in a public university in Eastern Anatolia Region within the academic year 2019/2020. “Lifelong Learning Scale” and “Scientific Creativity Test” were used as data collection tools in the study. Independent samples t-test was used to compare the scale scores of the participants in terms of gender and age and ANOVA was used to compare them in terms of class level. In addition, Pearson’s Product-Moment Correlation Coefficient (r) analysis technique was used in order to examine whether or not there was a significant correlation between lifelong learning tendencies and scientific creativity levels of prospective science teachers.Results: The results of the study indicated that the prospective science teachers had high lifelong learning tendencies. No statistically significant difference was found between the Lifelong Learning Scale (LLS) total scores of female and male prospective science teachers. However, a statistically significant difference was found between the Scientific Creativity Test (SCT) total scores of male and female prospective science teachers and this difference was observed in favor of male teachers. Additionally, there was a positive and moderate correlation between the lifelong learning tendencies and scientific creative levels of the participants.Discussion: As a result of the study, it was observed that there was a moderate and positive correlation between lifelong learning tendencies and scientific creativity levels of the participants. High levels of lifelong learning were correlated with high levels of scientific creativity. Lifelong learning requires individuals to have some atypical knowledge, skills and competencies to cope with current life problems. In addition, it is recommended in the literature that individuals should have some competencies, such as searching information, accessing information and knowing the ways of reaching information in order to have lifelong learning skills. Therefore, it can be interpreted that scientific creativity skills of individuals, who integrate learning processes throughout their lives and have the mentioned competences, will also improve.Limitations: The limitations of the study are that the study included 201 prospective science teachers studying in a public university located in Eastern Anatolia Region and the number of male participants was less than the number of female participants.Conclusions: It is important for prospective teachers to do practices, which will improve their lifelong learning skills during their undergraduate education, in terms of scientific creativities. This is because scientific creativity and lifelong learning skills should be included in the science course in order for students to acquire sense of task, scientific perspective, and skills for controlling and regulating their learning. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: Assuming responsibility of learning and showing flexibility in case of changes and problems in learning could make this process more conscious and fruitful. This is significant, particularly at a time when traditional universities are increasingly moving into online education. To address the gaps in previous self-regulated learning and cognitive flexibility research, the current study examined the students’ perceived online self-regulated learning and cognitive flexibility, and looked into the probable relationship between them.Methods: The present study used mixed-research design. The data were gathered from 115 English-major students both quantitatively and qualitatively. The quantitative data were collected through two different scales as Online Self-regulated Learning Questionnaire (OSLQ) and the Cognitive Flexibility Scale. Two open-ended questions probing into both online self-regulation and coping skills of the students constituted the qualitative data.Results: The results revealed that online self-regulated learning and cognitive flexibility correlated positively although the relationship was found to be quite slight, and the students had online self-regulated learning and cognitive flexibility at relatively high level. Students also provided examples of online self-regulated learning strategies they used, and they presented probable solutions to their problems they experienced in improving their level of English.Discussion: Online self-regulated learning and cognitive flexibility, which were positively correlated, are likely to feed the language learning and improving processes since both variables could enable students to take decisions multidimensionally, without confining them to only one type of study skill. Higher level of cognitive flexibility which is associated with adapting to new situations and problem solving could help students to better manage their online learning. However, it should be noted that both self-regulation and flexibility require time and effort, and they are not products, but processes, in the journey of learning; therefore, they could be achieved through raising awareness, providing opportunities for students to self-direct their own learning and to cope with their problems, and undoubtedly instructors’ role-modelling. Higher self-regulation and cognitive flexibility could turn students into autonomous and lifelong learners.Limitations: The study was conducted among undergraduate students in Turkish context. The participants were English majoring students. It could also be carried out among non-English major students because self-regulation and coping skills should be supported in every department at tertiary level. The number of participants could be increased, and students in different departments or in different years of education could be compared. Different variables such as age, gender and language proficiency levels could be included into the study to measure the influences of various elements.Conclusions: Transition into online education at tertiary level brings both advantages and disadvantages; hence, it becomes a must to promote positive aspects and to minimize negative sides. Since online education necessitates more learner autonomy, students should be trained on how to use self-regulatory strategies in language learning. Likewise, such a change in learning setting could require students to be more cognitively flexible to be able to cope with probable difficulties and to expand their thinking skills. Thus, cognitive flexibility should be instilled into the curriculum. The last but not the least, the importance of taking responsibility of learning and seeking for alternatives in the face of problems should be reminded frequently. The study aimed to provide insights and implications for all stakeholders to consider self-regulation and cognitive flexibility in designing online courses. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: Textbook tasks are considered as tools for implementing, endorsing mathematical thinking and thereby creating chances for mathematics learning. Therefore, textbook tasks can potentially influence and structure the way students think and can serve to limit or to broaden their views of the subject matter with which they are engaged. Among the essential sources of textbook tasks include worked examples and exercises. Because these worked examples and exercises in the textbooks are mostly used by students either in the classroom or at home, they definitely affect students’ conceptual understanding of mathematics and may inspire students to work individually or collaboratively with their peers. Thus, given the importance of mathematical literacy for learning and understanding of math, one should investigate the chances students can have through it. This study aims to reveal the inclusion of the mathematical literacy demands in the fifth-grade mathematics textbooks from Turkey, Singapore, and Australia.Methods: Being qualitative in nature, the current study employed a document analysis method to examine the textbooks. The cycle of mathematical literacy processes, defined in PISA framework, was used as a framework during the analysis to investigate mathematical literacy demands.Results: Findings of the analysis of mathematical literacy demand in real life problems indicated that textbooks from all three countries had provided more opportunities for the competencies of two mathematical literacy processes, formulating and employing, while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life, which is the third process in the cycle; therefore, most of the real-life problems in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Moreover, textbooks from all three countries provided more chances for experiencing mathematical literacy processes in to-be-solved questions rather than worked examples.Discussion: In general, textbooks from all three countries have included a small portion of the problems relating real life. Related literature also proves evidence for lack of real-life opportunities in the mathematics textbook tasks. Moreover, textbooks from all countries had provided more opportunities for the competencies of formulating and employing while a small portion of these problems requires higher level cognitive skills to interpret/evaluate their mathematical solutions and make decisions for real life. These results are not in accordance with the mathematics education calls voiced in national and international standards of mathematics education: Raising individuals with both mathematical thinking and reasoning skills and a useful foundation of mathematical knowledge and skills needed in all areas of life. Most of the real-life questions in the textbooks could not provide the chances for completing the whole mathematical literacy cycle. Textbooks’ weaknesses in their inclusion of MLP may also cause impediments in the development of students’ skills of handling the problems that they confronted in daily life.Limitations: The present study only included one textbook from each country while these textbooks were representing the authenticity of the other textbooks in these countries. Moreover, this study examined the opportunities of mathematical literacy only provided in the textbooks while the actual implications of these opportunities may differ across classrooms in these countries.Conclusions: Students’ inappropriate practices with the real-life problems may cause them to not successfully solving these kinds of problems. Instead, employing more real-life problems in the classroom activities may result in higher student understanding. Moreover, examples and tasks from daily life are helpful to provide students with meaningful contexts and enable students to relate to their familiar experiences. The absence of providing necessary problem-solving opportunities in a range of different types in the textbooks may cause students to not solve specific types of problems. Moreover, textbooks should also include these problem-solving opportunities to construct students’ conceptual appreciations of problem structures. Thus, one implication this study can make is that Singaporean and Australian textbook creators should include more sufficient practices of the whole MLP cycle in their problems to make sure students acquire the principal latent components of the problems. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: This research aims to determine what makes children feel happy and unhapy at school, the determinants of their subjective well-being, and by using this information it attempts to develop recommendations for the ongoing process which is characterized by uncertainty and stress and for education due to the crisis created by COVID-19 and some implications for future research.Methods: This is a qualitative study using a phenomenological approach. The study group of the research consists of 34 primary school students in the 3rd and 4th grades (between the ages of 8-11) during the first term of 2019-2020 school year. A semi-structured interview form including three open-ended questions was used as data collection instrument. The data were analysed with descriptive analysis technique.Results: As a result of the study, the main determinants of children’s happiness were found as the relationships which they established with their friends and teachers and their academic achievement. Also, it was revealed that students made references to creating more time for courses such as physical education, music, art, etc. and more free time at school and renewal of school fixtures in order to contribute to their happiness.Discussion: Considering the students’ opinions about what makes them happy/unhappy at school and the factors that can contribute to their happiness, it can be argued that what is important for children’s happiness at school is their relationships with their friends and teachers. This finding of the research has itself an utmost importance in the current process which the children experience either limited or no relationship with their peers and teachers due to the COVID-19 crisis. Accordingly, this research discusses the children’s happiness within the framework of the researches that prompt us to rethink about students’ happiness in an atmosphere of stress and uncertainty.Limitations: Although the qualitative method used in this study provided a profound picture of the views of students about what makes them happy/unhappy at the school, its limited sample constitutes an impediment to generalize it to all students in Turkey and the whole participants of the research.Conclusions: Considering what makes students happy and unhappy in schools in that research, we can argue that even the existence of schools alone, as the main grounds of social relationships, can be considered as a means of happiness in the current process. Nevertheless, future research should aim to determine what makes children happy in a process which the students are deprived of all facilities which the schools provided. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: The purpose of this study was to examine the relationship between lifelong learning (LL) and attitudes towards the teaching profession (ATTP) of pre-service teachers. LL and ATTP of pre-service teachers were compared in terms of gender, perceived success level and reading frequency variables.Methods: This correlational study was conducted with 515 pre-service teachers from a faculty of education located in Turkey’s Central Anatolia Region. “Lifelong learning tendency scale” and “Attitude toward the teaching profession scale” were used as data collection tools.Results: The results of the study showed that there was a positive and statistically significant correlation between pre-service teachers’ LL and ATTP. Gender, perceived success level and reading frequency are variables that affect LL and ATTP of pre-service teachers.Discussion: Pre-service teachers’ LL and ATTP provide important tools for improving teacher quality and learning quality of students, making it an indispensable integral part of the teaching profession in developed countries.Limitations: This study focused on pre-service teachers. A similar study can be designed with teachers and instructors. The quantitative research method was used in this study. A detailed examination with qualitative data was not carried out, which can be considered a limitation.Conclusions: It was revealed that the LL level of pre-service teachers was high and the ATTP level was very high. Being female affects LL and ATTP levels of pre-service teachers positively. Another result of this study is that the more successful pre-service teachers perceive themselves to be, the more lifelong learning tendencies they have. The more frequently pre-service teachers read books in daily life, the more their lifelong learning tendencies and attitudes towards the teaching profession increase. The results of this study revealed that there was a moderate, positive and statistically significant correlation between LL and ATTP. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: The current development of the world economy defined as the Fourth industrial revolution (Industry 4.0) is rather determined by a larger social change caused by the interconnection of the physical, virtual, and social worlds. It affects the market of products, production factors, sectors, services, education, research, social systems, the labour market, the education, and specialization, including the legal framework, and the use of digital technologies for production and education purposes.Purpose: The aim of the literature review will be the description and analysis of Industry 4.0, which are digitization and the application of digital technologies, associated with new emerging jobs in the circular economy, artificial intelligence, cloud computing, development, sales of products and services and the focus on human resources, as Industry 4.0 requires new standards regarding Education 4.0. Methods: The study, analysis, evaluation and comparison of selected scientific papers and research reviews of international organizations (European Union, OECD, etc.) related to Industry 4.0 and Education 4.0 resulted in the need for a significant transformation of education and labour markets, because of newly emerging professions demanding new profiles of graduates.Conclusions: Calls for changes in the educational structure and new qualifications will be formulated regarding the Slovak economy by 2030. A successful transition to Industry 4.0 paradigm requires the linkage between industrial policy and educational, scientific, technical and innovation policies. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: The purpose of this paper is to contribute to the international history of community culture and culture-based adult learning through showing the initiatives of a Post-Socialist country through introducing some initiatives from 1950, without claim for completeness. Additions to the History of Community Culture and Culture-based Adult Education and Learning in Hungary.Purpose: Our questions include how the political and legal environment, and the spread of the mass media influenced the cultural activities and the community culture, and what culture-based adult learning initiatives and activities can be identified in the area of culture.Methods: To its realization we chose horizontal and vertical analysing viewpoints. The horizontal viewpoint of our investigation is the linearity of timeline, while the vertical analysing viewpoint is the characteristics of political and legal environment having influence on culture-based adult education (cf. non-formal and informal cultural learning) and showing the work of some significant personalities, through synthetizing archive sources and literature background.Conclusions: The changing of the regime brought reform on this area, too, it basically changed the profession and the training as well: the community culture builds on local initiatives and active participation, includes the training, creating artistic, informational activity of the citizens, based on their self-activities. PubDate: Wed, 15 Feb 2023 00:00:00 GMT
Abstract: Introduction: Violence is a very complex and particular concept and it is difficult to make a precise definition, since acceptable and unacceptable behaviour patterns for each society vary according to social norms, time and value judgments of what harms that society. School violence results in students’ loss of concentration, poor academic success, bunking of courses, and depression. Violence is a global problem, solution depends on an integrated approach in which educators, parents and learners work together. Considering negative consequences of violence, reduction or even prevention of violence at school will not only increase quality of education and training, but also support education process to become more productive. The aim of this review is to examine studies on school violence in literature, to determine causes of violence at school and present suggestions for solutions. This type of study may also have the potential to shed light on future work on violence in schools. For this reason, the purpose of this study is to examine the studies on violence at school and to present a review on violence prevention.Purpose: The aim of this study is to examine the studies on violence at school in the literature and to compile the measures that can be taken to reduce violence in line with the recommendations stated in these studies. Violence is defined psychologically or physiologically as the unintentional negative action or force.Methods: Considering the criteria of the study as a result of the preliminary examination, 66 articles were excluded and 42 articles were included in the study. Content analysis method was used to analyse the studies. First of all, data were coded and themes were formed. In order to confirm themes and codes researcher and a co-observer studied together.Conclusions: As a result of the evaluation of studies on violence at school, the themes of gender inequality, personal factors, school organization and evaluation were reached. In studies conducted to prevent violence in the educational environment, it is stated that it is important to listen to students, to value students, to understand them, to provide a democratic environment in the school, to take measures in accordance with the different dynamics that direct the school, and to establish a strong bond between the school and the society and stakeholders. Suggestions of studies to prevent violence at school are explained in the themes of understanding, teachers’ dedication, acting together, collecting, recording data, early intervention, teacher training programs, positive school environment, improving students’ personal skills. PubDate: Tue, 15 Nov 2022 00:00:00 GMT
Abstract: Introduction: The present research aimed to review the qualitative aspects of communication between children and their caregivers. We focused on the presence of quality indicators, on the strategies we encounter in influencing language acquisition in the interaction between children and early childhood educators.Methods: We examined the diversity, awareness and efficiency with which educators use communication tools and techniques in various preschool education situations for children under 3 years of age. In the empirical survey of day-care interactions a questionnaire was based on the evaluation and observation of questionnaire responses.Results: The emotional and motivational basis of language acquisition is formed by the toddler’s social inclinations and attachment needs, as well as social inclinations, with his environment playing a prominent role in changing these processes.Discussion: These interactions provide a framework for language acquisition, where in the classic case language acquisition is not guided, but takes place through everyday situations, through participation in authentic communication situations. The axiom is that language skills develop in language use.Limitations: The questionnaire was validly completed by 60 people. The data collection concentrated on the region of southern and northern Transdanubia in Hungary. Although not in national terms, this offers the opportunity to evaluate and reflect on the situation at the regional level.Conclusions: The professional communication and competent language development activity of educators’ results from the interplay of scientific-theoretical knowledge, implicit empirical knowledge, competence-oriented procedures PubDate: Tue, 15 Nov 2022 00:00:00 GMT
Abstract: Introduction: The aim of this research is to design a tool (a scale) for measuring the quality of life of university students and to copy down its validity, use and reliability on six-dimension academic achievement: it touches family life quality, social life quality, personal happiness, life satisfaction and mental health.Methods: 963 male and female students from the Faculty of Social Sciences, Department of Psychology, for the academic year 2018/2019 were exposed to the application of the model (factor analysis) and the reliability coefficient was reached by using Roland and Kettmann equation (.773) and Spearman-Brown (.776) and Cronbach’s Alpha (.629).Results: The feedbacks show that this tool for measuring ‘Quality of University Student Life’ is characterized and described as a good degree of stability.Discussion: When using “factor analysis” tool, we conclude that the exit dimensions focus on two basic axes: the first axis related to public health, quality of education, Family life, life satisfaction, and mental health. The second one consists of the quality of social life and personal happiness. Since these results have given a good degree to some extent, we were commended for working in favour of this tool (a scale) to judge the life quality of university students majoring in psychology faculty at the university.Limitations: The research and the questionnaire of the tool were applied to a group of psychology students at the national level which includes 963 male and female students with a percentage of 23.98%.The questions of this tool were tested on a sample of 963 students at the national level who were randomly chosen from various disciplines of master’s degree in psychology. Research was conducted during the academic year 2018/2019.Conclusions: The targeted instrument designed in this research which is “the factor analysis” has achieves a good validity and stability and has driven to two basic scales. PubDate: Tue, 15 Nov 2022 00:00:00 GMT
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