The educational benefits of „Draw a Person with disability” test

The aim of the research is to reveal the hidden dimensions of attitudes towards disability with projective drawing tests. Encountering with someone with disability can be an overwhelming experience in which a wide range of intrapersonal conflict can be present. Thus, it is difficult to express these encounters with verbal narratives, especially, because expressing negative feelings and thoughts about disability are against the social norms and rules. Authors studied 116 drawings: they asked different professionals and examined the emerging patterns in the light of related literature. There were different categories established according to the personal engagement of the author of the drawing from the schematic stick-figure to the complex and symbolic narratives. The authors identified many signs associated with different stereotypes of disability, such as social isolation, subordinated, childlike or equal social status, roblem-centered or person- centered approach. Because of the complexity and different layers of a drawing the narrative of the author is necessary to understand the picture. The main benefit of this test for educators and researchers is to providing opportunity to express someone’s attitude towards disability in its complexity and helps to reveal and verbalize hidden or difficult narratives as well.

Key words: projective drawing test, attitude measurement, disability, disability awareness

15
Jun 2018
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Access to Higher Education for persons with disabilities in Scotland

Within the broad field of disability studies, this paper specifically focuses on the enablers and barriers, students with disabilities face in access to higher education. The paper showcases the Scottish consultation regarding fitness to practice and access to higher education which is substantially different from many practices. The consultation has a special significance because it can be interpreted as a paradigm shift in the practice of providing access for people with disabilities to higher education. The main difference in the Scottish consultation that fitness to practice has been considered as a social barrier in access to higher education. The investigation of fitness to practice focused on the disability equality duties, questioning if it does discriminate against people with disabilities. This paper presents the main elements of the Scottish consultation, including the antecedent of the statutory changes (what has generated the legislative changes) and briefly summarizes the changes of the legislation. The paper includes a brief overview of the Hungarian literature where similar dilemmas have been raised. As a conclusion, the Scottish approach to access to higher education essentially can be interpreted which follows the human-rights based approach to disability, and fundamentally different from the practice commonly used today in most countries, where determination of fitness to practice is essentially based on medical, health-based information (medical model of disability).

Key words: access to higher education, students with disabilities, fitness to practice

15
Jun 2018
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PED-QCA Innovation for Hungarian Educational Research

The study offers a domestic innovation for the methodology of the Qualitative Comparative Analysis (PED-QCA). It highlights, that the test structure provided by the QCA offers a possibility for a selection free optimization, that might be able to open new possibilities to understand the pedagogic reality. This process might be assisted by PED-QCA which is based on the functional principles of the crisp-set QCA (csQCA) and could open possibilities for the pedagogical interpretation of the more adequate fuzzy set QCA (fsQCA) methodology.

Keywords: PED-QCA, Qualitative Comparative Analysis, software-developing

14
Apr 2018
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Mapping 10 to 14-year-old students’ foreign-language comprehension, composition skills and strategy use

Foreign-language reading comprehension and writing-composition have been several times at the focus of Hungarian and international research. Our study combines these two areas complementing with domain specific strategy-use. Literacy tasks play dominant roles in the teaching of foreign languages. The question arises, however, how strategy use is related to these tasks and what the connections are between the results of reading comprehension, writing and strategy use, and how strong the impact of foreign language attitudes and grades is on these areas. In our study, we seek answers to these questions. Our empirical research was carried out with primary-grades students (10-14 years) using online tests and questionnaires. The survey was conducted via the eDia system, the students completed their tests and questionnaires in their own school, in two teaching lessons. According to the results, the students’ reading and writing test results separated from their strategy uses. Reading and comprehension strategies were applied to the same extent during the phases of the text comprehension process, but in the case of writing and composition strategies, strategy use was emphasized during the course of writing. There was a strong, significant relationship between writing and reading techniques. The correlations between variables have shown that strategy use had a strong correlation with the English language grade and attitudes and the impact of these variables on test scores is significant. Our results also show that the attitude towards language learning is determinative for both learning outcomes and the strategy use. Our research has also confirmed that embedded and explicit teaching of strategy use during language learning can help to improve both text comprehension and composition skills.

Keywords: language learning strategies, language acquisition, foreign language literacy

14
Apr 2018
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Terminological framework related to school aggression – a possible conceptualization

The study focuses on the interpretation lying behind the different expressions connected to the topic of school aggression, because in Hungarian there is no unified terminology; the relation between the individual terms is not clear. The terms are in relation with each other, but are not equivalent. The differences between them grasp concrete behavioural particularities which are important both for researchers and for practitioners, any professional communities. Especially because terminology interpretations based on individual experience and beliefs can misguide research and specific school prevention activities. The objective of the paper is to join the professional discourse along with accepting that there are professional communities which use terminology unlike ours just like ones that use similar terminology to the one used here. In the study, the interpretation of the expressions aggression, violence and bullying are discussed.

Keywords: aggression, violence, bullying, conceptual framework

20
Dec 2017
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Representation of civic and noble girls in the age of Millennium

In my paper I attempt to examine the child image and child perception of upper middle class and nobility, regarding to the girl representation of painting for company, in the age of dualism. I focus on Vastagh György, Innocent Ferenc and László Fülöp. In my analyses I follow my methodical frameworks which I explained in my book (Támba, 2017, pp. 79–122.). The structure of the image analyzes is represented by the iconographic and iconological model of Erwin Panofsky (1955) and the Mietzner-Pilarczyk (2013, p. 36) author’s version, and the method of exploring the ways of revealing social consciousness and experience are provided by Norbert Schneider, the social and anthropological aspects of the analysis are given by Sztompka (2009), Goffman (1956) and Collierand Collier (1986, pp. 185–195). In my thesis I try the answer the question: how the painters expressed the child’s concept, and what kind of symbols, self-representation tools, life motifs, life metaphors helped in the creating process (see Goffman, 1956, pp. 10–14).

Keywords: iconography, childhood history, history of girls’ education

20
Dec 2017
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The phylogeny of qualitative pedagogical research methodology in Hungary by means of four educational research journals between 2011 and 2015

This study aims to fit into the row of papers investigating the phylogeny of qualitative pedagogical research methodology in Hungary and continues the endeavor initiated in Sántha’s studies in 2009 and 2016. Issues of four Hungarian educational research journals (Iskolakultúra, Új Pedagógiai Szemle, Magyar Pedagógia, Pedagógusképzés) published between 2011 and 2015 have been investigated aiming the revelation of the current state of qualitative pedgogical research methodology in Hungary. The study also intends to point out the connections between the Hungarian and international qualitative trends. Studies have been processed by qualitative content analysis following combined (deductive and inductive) logics and the text corpora have been investigated with the hierarchy of main and subcodes. The results have been sorted out into three groups: articles concerning the theoretical background of qualitative studies, empirical studies analysing the applicability of qualitative methods and reviews. This study aims to contribute to the aspirations emerging for the systematization of the Hungarian qualitative pedagogical research methodology.

Keywords: educational journals, qualitative research methods, qualitative content analysis

The Use of Digital Storytelling in Teaching of Science-related Contents

There is an increasing need in the education for integrating technology-based practices into the curriculum. Digital Storytelling is a new method, that allows students to combine storytelling and usage of ICT-tools in the learning process, it provides an opportunity for students to create multimodal narratives. Students learn not only how to use digital techniques, but also to create unique stories, that avoke attention and interest among their classmates in a powerfully way, and provide an effective communication about the main topic in the classroom. Most of the examinations has been implemented related subjects like language arts, literature and history. The advantages of the method has been increasingly used as well as related developing of critical thinking, problem solving and language learning skills (Chun-Ming et al. 2011, Yang, Wu, 2012, Abdel-Hack, Helwa 2014) such as enhancing motivation (Abdolmanafi-Rokni, Qarajeh 2014) and learning achievement (Smeda et al. 2014). The aim of this paper is to present how digital storytelling can be used as a creative method among high school students in geography lessons. Quantitative and qualitative instruments, including digital story evaluation rubric were implemented to examine, what kind of strategies students used to select images and informations to design and create their digital stories, and how they used their ICT-tools to meet technical attributes of digital stories. The main question of our examination was if there is a causal relationship between the individual learning characteristics of students like cognitive style or digital literacy and their willingness and engaging to use digital storytelling as learning tool. The findings from the analysis of students-produced stories revealed that students did well in their projects.

Keywords: digital storytelling, cognitive style, digital competence, methodology

29
Jun 2017
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Innovatív tanulás és tanítás: miért fontos ez a 21. századi oktatásban

A cikk egyrészt kísérletet tesz a tanári tanulás és szakmai fejlődés jelenleg folyó kutatásainak feltárására, valamint ennek összekapcsolására azzal, hogy milyen változások szükségesek a 21. század iskolájában. A tanulmány a tanárok felgyorsult tanulási folyamatáról számol be innovatív tanulási környezetben, amely megköveteli az együttműködést, a kísérletezést és a saját mindennapos gyakorlat folytonos megkérdőjelezését. A tanulmány következtetése az, hogy szükség van a sikeres pedagógiai és technológiai innovációk gyakorlatának terjesztésére, a tanári tanulás további ösztönzésére annak érdekében, hogy jobb eredményeket érjünk el a jövő társadalmában a jövő iskoláiban a jövő tanulóinál.

Keywords: tanári tanulás, tanárok szakmai fejlődése, innováció, változás az oktatásban, 21. századi készségek

29
Jun 2017
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The establishment and development of a system of physical training in Kazakhstan army

The paper describes the stages and chronology of physical training system development in the Republic of Kazakhstan Army. Close connection between the system of physical training and the development of the armed forces of the Republic of Kazakhstan was shown. Also, the opinion on the nature and organization/management of physical training changes with time, depending on the development of the country’s military doctrine. The main stages of physical training system development were determined on the basis of the appropriate regulatory documents analysis.

Keywords: Republic of Kazakhstan, military doctrine, armed forces, physical training, sports, periodization, military personnel, service manual

29
Mar 2017
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