The present paper is based on a survey conducted in the framework of the research project “The impact mechanisms of education development interventions” funded by the Hungarian Scientific Research Fund (OTKA). Data was collected from almost 600 schools participating in various EU funded education development programs. Our study aimed at investigating the impact of organisational features of schools on the impact of education development programs. Two groups of variables were analysed: those measuring the impact of development interventions and those measuring the extent to which schools can be described as knowledgeintensive organisations. The second group of variables was composed from several primary variables. The analysis of the connections between the two groups of variables shows that the impact of development 108interventions is significantly higher in those schools that demonstrate the characteristics of knowledge-intensive organisations.
Keywords: schools as knowledge-intensive organisations, schools as learning organisations, educational development, curriculum implementation, EU funded development programs
This study focuses on the implementation problems of EU funded educational development interventions aimed at developing teaching and learning in school education. Its purpose is to summarize the conclusions emerged from the theoretical phase and the literature reviews of the research project entitled “The impact mechanisms of education development interventions” funded by the Hungarian Scientific Research Fund (OTKA). It analyses the implementation problems of policy interventions and development programs in general, and those related to curriculum development in particular, placing the latter in the general context of curriculum theory. The study examines the EU funded educational development programs in Hungary in a theoretical framework of curriculum implementation.
Keywords: curriculum, curriculum implementation, educational development, implementation, educational changes, EU funded development programs
The current article provides an overview of the context in which the Special Needs Education Doctoral Programme was started in 2010 at the Faculty of Psychology and Education at the Eötvös Loránd University of Budapest. Furthermore, the paper provides a comprehensive description of the structure of the BA, MA and Ph.D. programmes. The author also emphasizes the importance of the development of special needs education science in the process of framing the doctoral programme. In addition, the article presents the main characteristics of the modular qualification structure, describes the areas of the interdisciplinary knowledge content, lists the scientific approaches and methods employed, and identifies the key elements of the process by which the students become researchers (such as theoretical knowledge building, planning and research, research management, research methodology, ethics, criteria for the publication of research results). The author shows various forms of collaboration between supervisors and Ph.D. students and numerous ways in which personalized learning paths are planned and supported. The article also presents the practical implications of the five-year long accreditation period, of the faculty’s participation in the qualifications development project (SROP 4.2.2.) and the role of the international relations of the Bárczi Gusztáv Faculty of Special Needs Education in the doctoral programme.
Keywords: doctoral programme, qualification levels, modular qualification structure, researcher in
formation, special needs education science, disability science
The article discusses the theoretical background of inclusive research and presents a specific meta-analysis on its methodological implications. Furthermore, the scope of the current paper is to gain a better understanding of the present methodology and its future directions in the research on disadvantaged individuals. By using the Delphi-method, a qualitative prediction was formulated in collaboration with professionals who have relevant knowledge in the field, and individuals directly affected by the questions involved. The feedback questionnaire technique allowed participants to actively engage in the deveopment of the research instrument. Building on the prelimanary results a Likert scale questionnarie was developed and used in the second stage of the Delphiinquiry. The scientific implication of the research is that it serves as a basis for further investigation using inclusive methodology in research involving disadvantaged groups.
Keywords: inclusive research, particpatory research, Delphi-method, disadvantaged groups, disability,
This paper focuses on the conditions of participatory and emancipatory research with people with disability. In the first part of the article, similarities and differences among various inclusive research approaches are described. Methods of action research, participatory research, and emancipatory research are compared and contrasted, with a special focus on participation and empowerment. The second part of the paper includes a discussion of the benefits and challenges of participatory research with typically developing children and with children with special needs. Children and young people, regardless of their disability, like to be involved in decisions about questions and issues of their own life. If research is well-planned and strategies are individualized, then participatory research can be successfully used with children with and without special needs. Results from previous research show that children are able to contribute new ideas and creative thoughts to research projects on healthcare, education, technology, and childhood.
Keywords: emancipatory and participatory research, participation, children with special needs
This paper focuses on the conditions of participatory and emancipatory research with people with disability. In the first part of the article, similarities and differences among various inclusive research approaches are described. Methods of action research, participatory research, and emancipatory research are compared and contrasted, with a special focus on participation and empowerment. The second part of the paper includes a discussion of the benefits and challenges of participatory research with typically developing children and with children with special needs. Children and young people, regardless of their disability, like to be involved in decisions about questions and issues of their own life. If research is well planned and strategies are individualized, then participatory research can be successfully used with children with and without special needs. Results from previous research show that children are able to contribute new ideas and creative thoughts to research projects on healthcare, education, technology, and childhood.
Keywords: emancipatory and participatory research, participation, children with special needs
Teachers are the key figures of a fair and effective education of the more and more diverse student population. However, teachers’ classroom behaviour is to a great extent influenced by their own educational beliefs. Before the present research there has been no study to reveal Hungarian teachers’ beliefs about intercultural education and the impact these have on their classroom behaviour. Therefore, we carried out a multiple-method-research (triangulation) on this topic among teachers from Budapest. First, we ran focus group sessions, then we carried out a questionnaire study, and finally we took and analysed video records of the lessons of culturally sensitive teachers. In the present article we introduce how teachers’ intercultural beliefs were related to their cooperation patterns with parents of immigrant and Roma background. According to the teachers’ interpretations, the core elements of multicultural education are the acceptance of the immigrant or minority students’ otherness, the striving for an effective high level education for the sake of the integration, because that – apart from the students’ own efforts – requires a sensitive support. However, teachers feel that they face a number of problems during these processes. In case of the immigrant parents, the main problem is the gap in the communication between parents and teachers; whereas, in case of Roma families, teachers feel that the parents are not approachable. However, teachers not only reported about their personal problems and strategies, but also about the controversial institutional strategies of their school in relation to student diversity.
Keywords: teachers’ beliefs, teacher-parent cooperation, student diversity, intercultural education, educational institutional strategies
The paper presents some definitions of multicultural education and claims that deficit pedagogy as a part of multicultural education is not just out-of date, but because it reconstructs social-ethnic and gender etc. inequalities, it contributes to the reinforcement of social hierarchies. The study also discusses cultural concepts, some theories and practices that try to synchronize school and family cultures (e.g. culturally responsive teaching, funds of knowledge for teaching and narrative approaches). It suggests that the notion of family should be redefined and the use of family history method could help Hungarian teachers, too, to discover their students’ multigenerational histories and the symbolic world they live in.
Keywords: multicultural education, culture, culturally responsive teaching, family histories and narratives
Our study with participation of more than 300 teachers from Budapest aimed to explore the meanings of multicultural education as seen by these teachers. We also measured their attitudes toward multicultural education and pointed out different correlates of these attitudes. Our findings show that besides the fact that the majority of the various elements of intercultural/multicultural education as represented in the literature can also be found to some degree in the interpretations of teachers in our sample, a significant part of the answers remains rather descriptive: they refer to the cultural differences and the co-teaching of the different cultures as well as to giving information and building knowledge about other cultures. A non-neglectable amount of answers, however, goes beyond the descriptive level mentioned above: they refer to the acceptance of the culturally different. This level is considered ethnorelative, or the starting point of multicultural attitudes in the literature. Three factors proved to be predictors of attitudes toward multicultural education: 1) basic dimensions such as values and authoritarianism, 2) relations to the Other and the out-group members as well as affects and anxiety experienced during interaction with them, and 3) diversity experiences during childhood and in the family (whether they spoke foreign languages) as well as during the teaching career (ratio of students from other countries, experiences with students with different backgrounds).
Keywords: teachers in Budapest, attitudes toward multicultural education, values, diversity
This research paper focuses on one of the most important actors of adult higher education: part-time students. The focus of academic enquiry is on the barriers to participation amongst part-time learners. The problem of adult learners’ participation in higher education (HE) is quite exciting and very up-to-date because the number of part-time students – after reaching its peak in the middle of 2000s years- started to decline. Since then the number of adult learners has been decreasing. Therefore, it is worth researching those adult learners who have already started their HE studies. An on-line survey among part-time students was carried out at the University of Debrecen and at the College of Nyíregyháza (n=1151). The goal was to reveal the obstacles to participation in HE. The research assumed that paying for tuition fee and other costs are the most important barriers to participation. As a result of the analyses six deterrent factors were identified 1.) learning, 2.) organization of studies, 3.) the perception of being old, 4.) workplace, 5.) money and 6.) family. The analyses proved that tuition fee and other educational costs are the most important barriers to participation.
Keywords: higher education, adult learning, part-time learners, regional research, participation, barriers