The Intention of Graduating Vocational High School Students to Continue Their Studies: the Results of a Pilot Measurement

Continuing education decisions are influenced by a number of social and individual factors, whether we think of continuing education after primary school or high school. The branching point in the Hungarian school system is post-primary education, as this can determine the entire school career and future of students. Based on the admission databases of the Office of Education, significantly fewer students apply and gain admission from vocational training leading to higher education than from grammar schools. The aim of our study is to explore the motives of graduating vocational high school students to continue their higher education and also the motives of not to study further. To examine this, we prepared a self-developed questionnaire, with the help of which graduating vocational high school students’ motivation for further learning, self-selection and their family background factor. The pilot measurement involved 105 graduating vocational high school students. The paper-based questionnaires were completed in the fall of 2019. In our analysis, we used multivariate statistical methods and set up a logistic regression model to predict further learning. Our results indicate that the affective factors we examined significantly influence the intention of vocational high school students to continue their education.

Keywords: vocational high school, further learning, further learning motivation

31
Dec 2021
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Good, Better, Public Good – Principles and Collisions: the Case of Tuition Fees in England and in Germany

At first sight, tuition fee seems a simple factor requiring student contribution but looking closely one might discover it is a hugely influental factor with an effect on the whole educational process. Tuituion fee influences the work between the student and the academic and the teaching profession itself as well. In the present study, we examine the effects of the compulsory student obligation being present in English higher education since 1998 in the light of the higher education processes observed in Germany. The author examines the phenomena that have developed in England as a result of tuition fees, relying on the concepts of sociology of professions. The analysis shows that tuition fees not only impose a financial burden on enrolling students but are also accompanied by higher expectations of students, a change in the role of the academics and a transformation and deterioration of the relationships between different actors in higher education. The changes observed in English higher education can provide important lessons for all countries where the privatization of higher education is taking place, with the introduction of a significant amount of student contribution being initiated.

Keywords: tuition fee, England, Germany, teacher profession, tertiary education

31
Dec 2021
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Lajos Simon Rokonai. Social Environments, Informal Learning Settings in the First Half of His Life

The study presents the first phase of the life of Lajos Simon Rokonai, who is remembered by the grateful young people (“levente”) of Bakony as a leader, patron and pastor, as immortalised on a marble memorial plaque. Few sources are available about the Cistercian monk teacher who voluntarily accompanied the 800 young men („levente”) from Zirc to Germany on 28 February 1945. This article attempts to build on fragments of facts, small potsherds, and to supplement them with social, cultural and mental history. The justification for the approach chosen is provided by the concept of agencies of socialization (Giddens, 2006), which refers to groups or social contexts that can be considered as the scenes of socialization and enculturation. Giddens always sees socialization as a structured environment that leads the individual to participate in social practices within a certain framework. Giddens argues that more than one of these agencies may play a role at different stages of an individual’s life, in fact there are as many agencies of socialization as there are groups or social situations in which people spend a significant part of their lives (Giddens, 2006, pp. 143–147). Socialization effects are accompanied by informal learning, so the impact of a given framework depends not only on the time spent in it, but also on the intensity of participation, the individual himself and the extent to which he reflects on his own informal learning (Horváth H., 2011b, 2019). The main locations of Rokonai’s life are known, so by examining these scenes of socialization we can obtain additional information to the fragmented biography. Here we can search, in these frameworks, for the impressions and character-shaping influences that the Cistercian monk teacher valued/experienced during his interactions with them. From the small facts, inferences and probabilities thus obtained, we try to outline Rokonai’s human, pedagogical-monastic traits.

Keywords: Simon Rokonai, institution of the „levente”, agencies of socialization, informal learning, Cistercian

31
Dec 2021
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Politics, the Policies and Science of Education in Socialist Yugoslavia in the 1950s, -60s and -70s

This paper examines the milestones of Yugoslavian education policy from the perspective of formative social and political events. It reviews the major pedagogical and political/ideological events that had a major impact on public education. Following the Second World War, ideological shifts within the federal republic were always in line with the interest of the party (KPJ) and its leader, Josip Broz Tito – the constitution, the legislative framework, and the education system were all crafted accordingly. The decentralizing, and later centralizing policies are presented through the overview of secondary literature, and through primary sources, including legal and political documents as well as the state-mandated curricula used in the 1950s and the 1970s, of which a comparative analysis is carried out.

Keywords: Yugoslavia, self-governance, education policy, education reform

31
Dec 2021
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Narrative interview in pedagogical research

The aim of this study is to present the methodology of narrative research, which has spread significantly in a wide range of different disciplines in the previous decades. Following the theoretical review, the study undertakes to illustrate the applicability of the narrative method through many examples within qualitative pedagogical research. Finally, two pedagogical studies are presented that offer multiple dimensions of analysis for the analysis of narrative interviews. In terms of their topic and narrative analysis methodology, the examples of diverse pedagogical research show that the applicability of the narrative interview technique provides a versatile opportunity for researchers and opens a wide horizon for getting to know and understand pedagogical existence.

Keywords: qualitative pedagogical research, narrative, narrative approach, narrative research, narrative interview

Defining social science literacy

The paper aims to define social science literacy, present its characteristics and the main tendencies of social science education in Hungary. The summary outlines the domains of social science education through the historical changes of social science education and the analysis of Man and society content area in the different versions of the National Core Curriculum. Based on the review of the literature and curricula the following conclusions can be made. Although social science education focuses on the past and the present as well, history education dominates the area. Social science literacy is complex, consisting of historical and social science knowledge, values, attitudes and skills which promote the development of students’ differentiated social science perspective and democratic citizenship. The definition of social science literacy advances the role of social science education, promotes better understanding of the domain and supports further research.

Keywords: social science education, history education, citizenship education

04
Oct 2021
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The Connection between the Well-Being of Students and the Professional and Psychological Well-Being of Educators/Women

The study called Learning Compass by OECD gave a brand-new aspect to learning at school via aiming to reach well-being. The authors think that the unknown system of conditions of the complex and uncertain life in the future needs transformative competencies, which can leave to well-being if they are well developed and operated. In the active learning process, based on the international research on educational policy, teachers are considered to play a significant role, and at the same time, they indicate the needed changes in the role of teachers. They assume that to make this changed role of teachers the main element is their well-being. To prove it we have brought studies on female teachers’ – mostly we pick research on female teachers because they are the majority in the education field – professional and psychological well-being afterward we have introduced several interpretations of the concept. Before solving the problem of the educational field, it is worth reviewing the different dimensions and understandings of well-being; the way we can put them into dialogue; the usefulness of the outcomes of the research via the more punctual and rich reading of the concept as operating tools for everyday activities. For that aim, we introduce some approaches. Moreover, we put emphasis on the claim that female teachers’ well-being is in close contact with the students’ well-being; accordingly, it is crucial to support teachers’ professional and psychological well-being for the aim of the quality learning process and the goal aimed to achieve in 2030.

Keywords: understandings of well-being, student well-being, professional well-being, psychological well-being, female teachers, Learning Compass

04
Oct 2021
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Meeting Cultures and Languages in the Classroom – Rethinking Aronson’s Method

Prejudices unconsciously influence the actors in school life, and may unintentionally hinder opportunities of equal access to learning, because teachers speak ‘another language’, use other language codes which many children are unable to decipher. By adapting and re-thinking the Aronson mosaic method, our research team has developed an innovative circular classroom learning model that creates opportunities for the validation of different aspects in teaching. The study seeks answers to the following questions: Which aspects of the Circular Learning method make it possible to compensate for cultural and linguistic differences? What factors can make peer-to-peer education effective from the children’s perspective? We studied mutual learning and teaching by peers in spring 2018, when 284 children and 74 trained adult observers took part in the process. We studied the complex pedagogical and educational process in 30 classes in 3 schools, in 4 times 45-minute activities in each class, factors that reinforce the validity of the research and its results. We processed the quantified answers of Children and Adults Assessment Forms in two ways. 1) An R Statistical Program and SPSS Statistical Program in which test groups were compared with a two-sample t-probe. Correlation calculations were performed using the Spearman correlation coefficient at alpha = 0.05 significance level, which we corrected through Holm’s method for multiple hypothesis testing. 2) We processed the answers of both children and adults by qualitative content analysis. The learning organization procedures used in our research model create opportunities for children from different cultures, with different mother tongues and of very different socio-economic status (diversity) for learning, equal access to knowledge (equity), cooperation with each other, and equality, as well as mutual understanding (sustainability). Currently in Hungary and worldwide, developing the ability of children to integrate into another person’s way of thinking is of great importance. Ensuring the perspective of others, in addition to the effectiveness of learning, is a significant factor in developing empathy.

Keywords: Circular Learning method, peer- to-peer education, perspective, children’s voices

04
Oct 2021
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Three international studies on student well-being: A conceptual comparison

In the last decade, there has been growing research interest in children’s well-being. This is especially true for studies in the context of education, school. The main purpose of the study is to provide a comprehensive picture of the possible research dimensions of students’ subjective well-being. To this end, the study compares the framework for the analysis of student well-being of three international surveys (ISCWeB, HBSC, PISA), as well as the dimensions of student well-being examined in recent surveys. All three international surveys use a multidimensional framework for the analysis of student well-being so that many common areas appear in their data collection (overall life satisfaction, emotional state, psychological well-being, family life, friendships, school life, health status, subjective and objective body image). The results of the comparison show that the questions related to well-being in the surveys are not fully the same in all cases, in several cases only content and functional matching is possible. Besides, the age of the students surveyed, and the context of issues related to student well-being also differ in these surveys. There is a difference in the number of questions or items related to dimensions, in the scales of the given answer options, as well as in the time intervals that are questioned. Nevertheless, our study is a first step in the direction of exploring a more reliable and valid picture of students’ well-being in a later analysis, especially about Hungarian characteristics, based on the results of these international surveys.

Keywords: student well-being, well-being dimensions, international comparison, ISCWeB, HBSC, PISA

The Mentor-based Assistance of the Further Education and Professional Development of Experienced Teachers to Reduce the Drop-out of Students

Pupils’ early school leaving, drop-out and fighting against thereof are major internationally recognized educational policy problems. Teacher learning and professional development are of paramount importance in this respect, as many studies have proven that the quality of teaching is the main factor influencing the effectiveness of education (Hattie, 2003; McKenzie et al., 2005; Barber & Mourshed, 2007; Cohran-Smith, 2010). Therefore teachers’ professional development and learning (and their individual and organisational aspects) are increasingly researched topics of the international educational science as well as the Hungarian educational science. Mentoring and mentoring support can play a role in supporting the professional development and learning of teachers beyond the early stage of their careers – which, however, is not yet a common practice in Hungary. According to the results of the research, the experienced teachers, who teach in those Hungarian primary schools which are most affected by drop-out, recognize that the reason for the drop-out is mainly the lack or insufficiency of students’ motivation, for the improving of which the use of new learning organization methods (such as cooperative methods, gamification) are crucial. Many of these teachers would like to offer their professional learning and development to prevent or reduce student drop-out. Because they believe that to learn these procedures the fastest and most effective way possible is to observe them in practice, many would accept and find mentoring helpful in their learning, provided certain individual/personal, as well as organizational conditions are met.

Keywords: drop out/early school leaving, professional learning and professional development of teachers, mentor, mentoring

13
Jul 2021
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