Education Politics, Language Politics, Educational Language Politics between 1945–1989

After the Second World War, the fact that Hungary had been occupied by the Soviet Union and centralized by this empire had an effect on the foreign language teaching system. No subjects were taught in German, French or English any more, and the opportunities to learn these languages as individual subjects had been restricted as well. The Russian language which had not been taught before became a compulsary subject. Closed language politics and foreign language teaching politics was in force until the changing of the political system in 1989. This paper is going to describe the Hungarian-Russian bilingual schools in the economic, social and political contexts of the 1945-1989 period – relying on source and document analyses. I am going to highlight the constantly changing spheres of educational language politics in the context of the changing social and political situations. I am also going to describe the relevant pedagogical ideals.

Keywords: public education politics, educational language politics, political control, Russian language teaching, bilingual schools

31
Dec 2020
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Marketing in higher education: Evaluation criteria for websites based on the Hungarian and international literature

Information on higher education institutions today is primarily sought online. University and college websites are not only sources of information; they are also means of self-presentation and marketing communication. Their structure and tone determine what users think of an institution (Middleton, McConnell and Davidson, 1998; Kent and Taylor, 2002; McAllister-Spooner, 2009). The link between higher education institutions and their users is an opportunity for these institutions and a basic requirement from the perspective of website users. The purpose of our literature review is to explore the dominant approaches and methods of international and domestic research on website analysis focused on higher education institutions. The multiple foci of the research are reflected in the fact that researchers on the subject have evaluated web pages based on different units, thus creating a variety of models, sets of criteria, and schemas. After reviewing the research, based on the most important evaluation criteria for web pages, we have created a market-based system of criteria – credibility, interactivity, content, information, attractiveness, and design – integrated with the Conceptual Framework of University Website Quality (WEBQUAL) set up by Khawaja and Bokhari (2010). We have summarized this in a model of marketing elements on educational institution websites. Based on a review of topic-specific research trends, it is possible to determine whether the interface that a visitor encounters promotes or hampers (a) the „sale” of a product, such as training, on the supply side and (b) its „purchase” on the demand side. The way this complex system is built, how well it performs and is managed, and how adaptive it is to internal and external changes may make the institution attractive and inspire prospective students, proving that it is both good and worthy of being associated with this community.

Keywords: education, marketing, higher education, website research

31
Dec 2020
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Educators about Their Problems and Mistakes

The majority of the occuring problems are solved by the educators themselves. One reason for this is that they consider the problem a mistake, and the mistake is attributed with their own professional insecurity. Problem are generally attributed with the new teachers who lack experience. Solving a problem is not based on deep reflectivity and cooperation of the taff, but transmitting the responibility to someone in a higher position.

Keywords: competence of the educators, solving a problem, handling mistakes, institutional trust, human capital

31
Dec 2020
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Educational Innovation and Systematic Learning in Higher Education, Tracking the Bologna Movement at ELTE with Action Research

The functions of higher education are going through essential changes: a new approach of learning, new tasks for the educators and new systematic operation have occured. This paper is going to describe those milestones which have been laid down by the Institute of Education at the Department of Pedagogy and Psychology at ELTE to adapt to the Bologna system. The action research from 2006 to 2011 in connection with the Pedagogy BA was systematic learning, because the members of the system produced the kind of social learning which was not the summation of the individuals living next to each other, and the result is not independent from these people, but new common quality.

Keywords: action research, student organization, educational programme-innovation, Bologna system

31
Dec 2020
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Managing master teachers’ reflectivity and leadership role

The Hungarian model of teacher’s career path has four grade based on teachers’ activities. Creating the new master teacher level with leader profile has indicated a new type of profession in the system of public education. This research focuses on reflectivity and managing role of master teachers with leader profile, whom earned their master teacher status during the pilot period of the implementation of the new teacher appraisal system. 813 teachers’ documents were analyzed (general and partial plans) as well as the contents of professional career paths and summarizing analysis and the content of reflections (N=119). The results described in this paper draw our attention to that the reflective thinking of managing master teachers’ does not support the change of their pedagogical or managerial culture. Reflective thinking is not a cognitive strategy for them. Reflectivity helps only solve their daily problems instead of supporting long-term, adaptive problem solving and strategy making. According to the results of the research 3 types of manager role can be described. The executing manager type is the most dominant.

Keywords: reflection of leaders, Hungarian master teacher level, content analysis

31
Dec 2020
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Research aspects of equity pedagogy in the education process

Our objective is to reveal the multifaceted causes of inequality of opportunity in entry-level students, as well as the utilization of equity pedagogy measures in order to reduce or diminish such causes. Equity pedagogy as a pedagogical safety net is an on-demand differentiated additional pedagogical support with the ultimate goal of approaching or reaching equality across the students. The main objectives of this study are to reveal the misfunctioning processes in this endeavour, and to articulate some proposals.

Keywords: inequality of opportunity, opportunity, fair equality of opportunity, equity pedagogy

31
Dec 2020
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Action research and educational experiments: similarities and differences

This study compares the methods of education science research: action research and educational experiments. Their common starting point is the implementation and analysis of a planned effect in education. Besides several similarities and parallels, the most striking difference lies in the basic versus applied research approaches, and in the multiple research cycles which characterize action research. The study describes the nationwide and international publication history and options, and claims that action research may be well implemented in various levels of teacher education.

Keywords: action research, educational experiments, basic research, applied research

31
Dec 2020
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(Magyar) A kéttannyelvű oktatás hazai megvalósítása és fenntartása

31
Dec 2020
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(Magyar) Nekrológ

31
Dec 2020
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(Magyar) Vámos Ágnes-emlékszám

31
Dec 2020
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