Subjects -> EDUCATION (Total: 2309 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1959 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1959 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 2)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 3)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access   (Followers: 1)
21st Century Pedagogy     Open Access   (Followers: 7)
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access  
ABDIMAS ALTRUIS : Jurnal Pengabdian Kepada Masyarakat     Open Access  
Abdimas Toddopuli : Jurnal Pengabdian Pada Masyarakat     Open Access  
About Campus     Hybrid Journal   (Followers: 7)
Academic Medicine     Hybrid Journal   (Followers: 81)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 66)
Acción y Reflexión Educativa     Open Access   (Followers: 136)
Accounting & Finance     Hybrid Journal   (Followers: 41)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 16)
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 12)
Acta Científica : Ciências Humanas     Open Access  
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access   (Followers: 2)
Acta Paedagogica Vilnensia     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 84)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 49)
Action Research     Hybrid Journal   (Followers: 48)
Active Learning in Higher Education     Hybrid Journal   (Followers: 224)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 13)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 19)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 187)
Adult Education Quarterly     Hybrid Journal   (Followers: 94)
Advanced Education     Open Access   (Followers: 24)
Advances in Arts, Social Sciences and Education Research     Open Access   (Followers: 22)
Advances in Building Education     Open Access   (Followers: 6)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 38)
Advances in High Energy Physics     Open Access   (Followers: 27)
Advances in School Mental Health Promotion     Partially Free   (Followers: 13)
AERA Open     Open Access   (Followers: 11)
Africa Education Review     Hybrid Journal   (Followers: 26)
African Journal of Chemical Education     Open Access   (Followers: 6)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 9)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Hybrid Journal   (Followers: 14)
African Journal of Teacher Education     Open Access   (Followers: 4)
Agora     Full-text available via subscription   (Followers: 3)
AGORA Magazine     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 10)
Ainedidaktiikka     Open Access  
AKSIOMATIK : Jurnal Penelitian Pendidikan dan Pembelajaran Matematika     Open Access  
Al-Athfaal : Jurnal Ilmiah Pendidikan Anak Usia Dini     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access  
Al-Mudarris : Journal of Education     Open Access   (Followers: 5)
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access   (Followers: 1)
Al-Tanzim : Jurnal Manajemen Pendidikan Islam     Open Access  
Al.Qadisiya journal for the Sciences of Physical Education     Open Access  
Alberta Journal of Educational Research     Full-text available via subscription   (Followers: 2)
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alotrop     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 12)
Alteridad     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
AMC Journal     Open Access   (Followers: 21)
American Annals of the Deaf     Full-text available via subscription   (Followers: 16)
American Educational Research Journal     Hybrid Journal   (Followers: 190)
American Journal of Business Education     Open Access   (Followers: 17)
American Journal of Distance Education     Hybrid Journal   (Followers: 32)
American Journal of Education     Full-text available via subscription   (Followers: 203)
American Journal of Educational Research     Open Access   (Followers: 63)
American Journal of Health Education     Hybrid Journal   (Followers: 36)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 2)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access   (Followers: 1)
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 1)
Anargya : Jurnal Ilmiah Pendidikan Matematika     Open Access  
Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova     Open Access  
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 5)
Antistasis : An Open Educational Journal     Open Access   (Followers: 1)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 1)
Ápice : Revista de Educación Científica     Open Access  
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 11)
Aprender     Open Access  
AR-RIAYAH : Jurnal Pendidikan Dasar     Open Access  
Arabia     Open Access   (Followers: 1)
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban     Open Access  
Arabiyatuna : Jurnal Bahasa Arab     Open Access   (Followers: 1)
Archivos de Ciencias de la Educación     Open Access   (Followers: 1)
Arrancada     Open Access  
Ars Educandi     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 22)
Art Education     Hybrid Journal   (Followers: 2)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 4)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 22)
Asia Pacific Education Review     Hybrid Journal   (Followers: 13)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 25)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 17)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 30)
Asia-Pacific Science Education     Open Access   (Followers: 3)
Asian Association of Open Universities Journal     Open Access   (Followers: 2)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Asian Journal of Education and Social Studies     Open Access   (Followers: 1)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 17)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 3)
Asian-Pacific Journal of Second and Foreign Language Education     Open Access   (Followers: 9)
ASp     Open Access  
Assessing Writing     Hybrid Journal   (Followers: 18)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 166)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 46)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 3)
At-Ta'dib Jurnal Kependidikan Islam     Open Access   (Followers: 1)
At-Taqaddum     Open Access  
At-Turats     Open Access  
ATENA Didaktik     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access  
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Engineering Education     Hybrid Journal   (Followers: 3)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 5)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 7)
Australian Educational Researcher     Hybrid Journal   (Followers: 29)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 15)
Australian Journal of Career Development     Hybrid Journal   (Followers: 6)
Australian Journal of Dyslexia and Other Learning Difficulties     Full-text available via subscription   (Followers: 10)
Australian Journal of Education     Hybrid Journal   (Followers: 54)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 10)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 13)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 11)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 7)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 222)
Australian Journal of Teacher Education     Open Access   (Followers: 36)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 7)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 5)
Australian Screen Education     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 5)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 206)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 3)
Baltic Journal of Career Education and Management     Open Access   (Followers: 1)
Barn : Forskning om barn og barndom i Norden     Open Access  
Basastra : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
BC TEAL Journal     Open Access  
Becoming : Journal of the Georgia Middle School Association     Open Access   (Followers: 1)
Behavioural Sciences Undergraduate Journal     Open Access   (Followers: 2)
Beijing International Review of Education     Full-text available via subscription   (Followers: 1)
BELAJEA : Jurnal Pendidikan Islam     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 9)
Berkeley Review of Education     Open Access   (Followers: 11)
Beyond Behavior     Hybrid Journal   (Followers: 3)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 5)
Bio-Lectura     Open Access  
BIODIK : Jurnal Ilmiah Pendidikan Biologi     Open Access  
Bioeduca : Journal of Biology Education     Open Access   (Followers: 1)
Bioeduscience     Open Access   (Followers: 2)
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biomedical Engineering Education     Hybrid Journal   (Followers: 1)
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 1)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BISE : Jurnal Pendidikan Bisnis dan Ekonomi     Open Access  
Biuletyn Historii Wychowania     Open Access  
BMC Journal of Scientific Research     Open Access   (Followers: 6)
BMC Medical Education     Open Access   (Followers: 50)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
Bordón : Revista de Pedagogía     Open Access  
British (Jurnal Bahasa dan Sastra Inggris)     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 205)
British Journal of Educational Studies     Hybrid Journal   (Followers: 160)
British Journal of Educational Technology     Hybrid Journal   (Followers: 102)
British Journal of Music Education     Hybrid Journal   (Followers: 19)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 67)
British Journal of Special Education     Hybrid Journal   (Followers: 52)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 10)
Brock Education : A Journal of Educational Research and Practice     Open Access   (Followers: 1)
Brookings Trade Forum     Full-text available via subscription   (Followers: 4)
Buckingham Journal of Education     Open Access   (Followers: 3)
Bulletin De L' Association Thaïlandaise Des Professeurs de Français     Open Access  
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersaberes     Open Access  
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa em Educação     Open Access  
Cadmo     Full-text available via subscription  
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 3)

        1 2 3 4 5 6 7 8 | Last

Similar Journals
Journal Cover
Acta Paedagogica Vilnensia
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1392-5016 - ISSN (Online) 1648-665X
Published by Vilnius University Homepage  [38 journals]
  • Parent in Prison: Understanding the Child’s Needs in Educational
           Institutions

    • Authors: Katarina Dadić, Martina Horvat, Una Matea Mikulić
      Pages: 174 - 184
      Abstract: The departure of a parent to serve a sentence of imprisonment affects the change of a family’s climate, which can be divided into three groups: (a) changes in daily life navigation and activity; (b) changes in parent-child relationships; and (c) changes in financial circumstances. The abrupt change that a child experiences can lead to the development of externalized and internalized behavioral problems, as well as changes in student academic achievement due to lack of motivation and concentration. Since the school is an educational institution that provides children with secondary socialization opportunities, it has an important role in supporting students whose parents are serving prison sentences. This paper presents research suggesting that stigmatizing students whose parents are in prison can bring shame, discomfort, and withdrawal to themselves. Considering that there are no clear suggestions on how the primary school should act when the parent goes to prison, the authors of this paper propose guidelines on minimizing the harmful consequences on socioemotional development and academic success of students whose parents go to prison.
      PubDate: 2023-01-31
      DOI: 10.15388/ActPaed.2022.49.12
      Issue No: Vol. 49 (2023)
       
  • Editorial Board and Table of Contents

    • Authors: Irena Stonkuvienė
      Pages: 1 - 7
      Abstract: -
      PubDate: 2022-12-30
      Issue No: Vol. 49 (2022)
       
  • Perspective of Teachers on Their Competencies for Inclusive Education

    • Authors: Dita Nimante, Maija Kokare
      Pages: 8 - 22
      Abstract:  The purpose of this paper is to share findings about teachers’ perceived competencies for inclusion based on data gathered from 1590 (N = 1590) teachers representing 69 mainstream schools of Riga municipality using a survey. In answering the research questions on how teachers perceive themselves, if they have the necessary competencies for implementation of inclusive education, and what is missing, the results showed teachers self-reporting that despite the lack of specific qualification for inclusive education, they have the necessary competencies for inclusion. Teachers indicated that they have a slightly higher level of general competence; however, there is room for improvement in both general and specific competencies for inclusive education. Two of the most important specific competencies for inclusive education that they lack are the “implementation of an inclusive and supportive learning process for everybody by differentiating and adapting the curriculum” and a “timely identification of pupils’ difficulties in the learning process.” The findings reveal the challenges, problems, and limitations that would arise in providing high quality inclusive education to meet the needs of all learners. Despite the fact that teachers perceive that they have certain competencies for inclusive education, the majority of teachers do not feel comfortable and confident in practice in the inclusive classroom. Answers to the other research question revealed a connection between teachers’ age, teaching experience, education, and teachers’ perception of general competencies for inclusive education. A connection was revealed between teachers’ age, teaching experience, and teachers’ perception of specific competencies for inclusive education. Based on the results, suggestions for further research and implications for practice are discussed.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.1
      Issue No: Vol. 49 (2022)
       
  • Developing Teachers’ Soft Skills within the New Educational Paradigm:
           Competences, Values, Indicators, Results

    • Authors: Viktoriia V. Sydorenko, Oksana Dzhus, Roman V. Kozenko, Olena A. Ivanenko, Tetiana M. Zavadska
      Pages: 23 - 42
      Abstract: This paper deals with theoretical models of soft skills development in teacher education. The immediate purpose of this consideration is to develop a model for the development of a teacher’s soft skills as a competent, innovative, motivated, and competitive specialist in the labor market in the present time. The role of soft skills in the process of professional development of employees in all organizations has been increasing in recent times. However, the importance and necessity of teachers’ soft skills and, therefore, their formation among students studying in pedagogical areas are not yet adequately realized by many participants in the educational process. This paper examines the concept of soft skills and identifies the importance of these skills for the development of a specialist in the pedagogical field. In addition, a comparative analysis of hard skills and soft skills was conducted, and their components, namely competences, values, and behavioral indicators were evaluated. An analysis was conducted to assess the labor market needs for new qualifications. This made it possible to design a model of the modern teacher with skills reflective of their real environment. The results of this study can be further used in the improvement of lifelong learning and adult education.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.2
      Issue No: Vol. 49 (2022)
       
  • Promoting Pre-service Teachers’ Domain-general Metacognition

    • Authors: Ilze Briška, Gunta Siliņa-Jasjukeviča
      Pages: 43 - 55
      Abstract: The current study explores the possibilities of promoting the prospective teacher’s domain-general metacognition in the university study process.
      The aim of the study is to investigate which content of reflection is more relevant for effective enhancing teacher education students’ domain-general metacognition.
      To reach the aim, the structure of metacognition is analysed; metacognition (MC) components are interpreted from the perspective of transformative learning to define the indices for the domain-general metacognition; a set of open-ended sentences is constructed for reflection which includes all components of MC; and the significance of different sentences for providing the students’ domain-general metacognition is proved in a mixed-methods study.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.3
      Issue No: Vol. 49 (2022)
       
  • Beginner Teachers’ Encounters with the Reality of Education: Case of the
           “Teach First Lithuania!” Program

    • Authors: Indrė Lebedytė-Mečionienė
      Pages: 56 - 68
      Abstract: Beginning teachers are confronted with certain established norms, power relations, cultures and systems in schools and in education in general at the beginning of their careers. They are in a constant field of tension and can be much more sensitive to observing and questioning standards than those who have been operating in that system for a long time. In order to maintain a critical and change-oriented approach, it was chosen to describe the ideas of critical pedagogy and to analyze teachers’ experiences through this prism. Nine beginners in teaching from “Teach First Lithuania” were interviewed about their encounters with the reality of education and the choices that followed. The findings of the study revealed the prevailing hierarchical relationships in the school (often based on fear or tension); the prevalence of various types of falsification – when documents do not correspond to reality; orientation to the curriculum, standardized tests, and exams; the formation of academic classes and the “norm” of labeling – phenomena that form the habitus of the weaker and contribute to social reproduction in education. For all participants in the study, the relationship with the students is the most important, but teachers who are still teaching admit that results became very significant (due to pressure from parents, administration, and society). Staying in public schools is most motivated by a sense of appreciation, good relationships with colleagues, and commitment to students. Decisions to abandon teaching are most motivated by a heavy workload and lack of freedom.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.4
      Issue No: Vol. 49 (2022)
       
  • School Evaluation for Quality Improvement as The Gaze

    • Authors: Jelizaveta Tumlovskaja, Jonas Ruškus
      Pages: 69 - 82
      Abstract: Within this paper, the authors examine the school performance quality assessment system in Lithuania from the standpoint of pedagogical staff who find themselves in the status of the assessed. The philosophical concept of The Gaze is used for the interpretation of the results of a quantitative and qualitative survey. The concept of the Gaze, as conceptualized by Sartre and Foucault, helps to understand the sense of tension between freedom and control as experienced by pedagogical staff who find themselves in the status of the assessed. The authors, by applying principles of phenomenological interpretative analysis and descriptive statistics, examine the process of school performance quality assessment as experienced by teachers. The informants identify themes such as stress, distress, work simulation, and creativity restrictions. The authors conclude that school performance quality assessments do emerge as the Gaze, and furthermore as a dilemma of communication known as the Double Bind, when at the same time contradictory objectives are held, and a regressive state of stress and distress is generated as a result. On the bases of results of their research, the authors suggest that the actual school performance quality assessment system in Lithuania must be fundamentally improved by applying the empowering consultancy approach, while measures of quality assessment should be focused on objective indicators of school performance quality assessment.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.5
      Issue No: Vol. 49 (2022)
       
  • Competences of Heads of Schools in the Current Terminology of Education in
           Latvia

    • Authors: Mārtiņš Driksna, Baiba Kaļķe
      Pages: 83 - 97
      Abstract: This study examined competences of heads of schools when acquiring the current terminology of education in Latvia. In the school year 2020/2021 schools in Latvia implemented new approach to learning by introducing the curriculum reform called “Introducing the competence approach in the instructional content “Skola 2030”. The event led to several changes in the curriculum as well as an addition of various new terms to be used when introducing the reform to schools; therefore, to successfully implement the reform heads of schools have to fully understand the new curriculum and terms. The aim of this research paper was to study what the necessary competences of heads of schools are when acquiring the current terminology of education.
      To achieve the objective, analysis of theoretical literature, scientific research and statistics were performed; a survey for heads of schools was developed and conducted; the results of the study were compiled.
      In the empirical part it was clarified which were the necessary competences of heads of schools that related to acquiring, using, and passing on the terminology of education.
      The study found that in the acquisition of the current education terminology the most important competences are social competence, methodological competence, self-competence and their subcompetences.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.6
      Issue No: Vol. 49 (2022)
       
  • Virtual Learning Environments: Modeling a New Learning Policy Strategy

    • Authors: Sergejus Neifachas, Tomas Butvilas, Kristina Kovaitė
      Pages: 98 - 114
      Abstract: The paper examines the modelling dimension of the virtual teaching/learning environment and its implementation practices. Changing trends of the educational processes become apparent; thus, it is necessary to reflect and justify the contours of modeling the virtual educational environment. When looking for new ways of conceptualizing teaching/learning strategies, it is especially important to understand the inclusive, enabling context of the open learning spaces, to adequately assess the content elements and to predict the possible characteristics of their expression in the context of inclusive and sustainable economy. In this paper, the process of modeling the virtual learning environment is analyzed using reflexive approaches. It is stressed that the aim of the new education policy strategy is to create learning environments that enable people of different talents and interests to receive appropriate learning, adapt to different life situations and goals, and reconcile, say, formal learning and self-education. Qualitative data is presented along with both teachers’ and educational experts’ attitudes.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.7
      Issue No: Vol. 49 (2022)
       
  • Strengthening Student Engagement in Learning Through Use of Digital Tools

    • Authors: Rūta Girdzijauskienė, Aida Norvilienė, Gražina Šmitienė, Liudmila Rupšienė
      Pages: 115 - 130
      Abstract: This paper analyzes teaching and learning in the context of the implementation of digital technology in educational practices. On the basis of the data obtained from focus group discussions and creative workshops with primary school teachers, ways are identified to recognize and strengthen student engagement in learning through the use of digital tools, based on artificial intelligence and integrating learning analytics. As evidenced by the analysis of the research data, students’ cognitive, emotional, and behavioral engagement in learning increases due to the use of digital learning tools. To support and strengthen student engagement, teachers need to rethink their habitual educational practices, anticipate the barriers to engagement caused by digital technologies and the ways of coping with them, make use of digital tools for personalized and in-depth learning, and apply effective means to manage classrooms and interactions between students.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.8
      Issue No: Vol. 49 (2022)
       
  • Teaching Primary School Students Reflection on Learning: Opportunities in
           Lithuanian Language Textbooks

    • Authors: Rasa Kulevičienė
      Pages: 131 - 146
      Abstract: In Lithuania, the enablement of primary form students to reflect on learning, and especially during lessons of the Lithuanian language, is little investigated. Therefore, this paper discusses what possibilities are provided by student books on the Lithuanian language Taip and Pupa in this process. The method of thematic analysis was used for the analysis of the said student books. The research revealed that student books from the series Taip include high-quality instruments to achieve this aim, i.e., questions for children’s reflections, open-ended sentences, starting from form 1. Even though these elements remain the same in particular forms throughout an entire school year, a teacher can employ them for different purposes. It was also found that high quality instruments included in the Lithuanian language student books Pupa, i.e. questions on reflecting about learning, are introduced respectively from form 2. Like in student books on the Lithuanian language Taip, instruments for particular forms are the same for an entire school year. The research also revealed that instruments presented in student book series on the Lithuanian language Taip and Pupa are highly valuable, as teachers have the possibility to empower school students to reflect on learning during Lithuanian language lessons in many various aspects, such as cognitive, sensitive, and emotional activities, the problem and value of learning, decision-making, etc.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.9
      Issue No: Vol. 49 (2022)
       
  • Ecopedagogy – Dehumanisation or Humanisation: P. Freire and Z.
           Bauman

    • Authors: Julija Tuleikytė
      Pages: 147 - 158
      Abstract: This paper analyzes whether Paulo Freire’s critical pedagogy, which Freire defines as humanization, can be ecopedagogy, and if ecopedagogy is humanization. The text addresses the question of the actuality of Freire’s critical pedagogy and inquires whether it responds to such contemporary questions as the relation between the human being and the planet, or whether it, in a modern manner, prioritizes free human agency before the environment. As an instrument, a comparison is used of Paulo Freire’s and Zygmunt Bauman’s conceptions of phenomena encompassed by dehumanization and humanization. After an analysis of the social critique suggested by the thinkers in the aspect of dehumanization, a conclusion is made that ecopedagogy is humanization in the Freirean critical pedagogy sense, and Bauman’s social conception can serve as an example for a contemporary re-inventing of Freire’s critical pedagogy.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.10
      Issue No: Vol. 49 (2022)
       
  • A Curriculum in the Post: A Reading of the First Foreign Language Sixth
           Grade Curriculum through a Posthumanist Lens

    • Authors: Rūta Gajauskaitė
      Pages: 159 - 173
      Abstract: This paper looks at how the ontological and epistemological premises of posthumanism allow educators to reread a curriculum. Document analysis reveals the current grade 6 first foreign language curriculum in Lithuania as being, in Deleuzian terms, a striated, exhaustive, and positivist one. It is also ridden with tension to meet both the naturally arising learners’ interests and standardized learning outcomes. Posthumanism, which invites educators to look at the curriculum rhizomatically, allows for different kind of learning – defined through thinking, becoming, and affirming.
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.11
      Issue No: Vol. 49 (2022)
       
  • About the collective monograph of Vilnius University researchers
           “(Im)measurable educational efficiency and productivity”

    • Authors: Loreta Žadeikaitė
      Pages: 185 - 188
      Abstract: -
      PubDate: 2022-12-30
      DOI: 10.15388/ActPaed.2022.49.13
      Issue No: Vol. 49 (2022)
       
 
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