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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Current issues concerning the label market (re)integration of people with disabilities in the context of adult education – Part 2.

Examining the training opportunities for disabled adults is justifiable for several reasons. The economic activity of the disabled people is very low, their employment is significally lower than the employment indicators of the society’s majority and the employment data from the European Union average. The low employment rate of the target group can be explained by their relatively low qualification. The role of adult education therefore – both in training and in terms of over- and training forward – is very dominant. The most important step for their 98 English abstracts 2016/4. English abstracts integration to the labour market is the improvement of their employment, which can be reached primarily by their integration into the training. For this, the accessible educational-training infrastructure, special trained experts, providing increased personal, material and methodological conditions are essential. During in my work and my research it was clearly demonstrated that interpretation problems can be experienced in the legal obligation’s implication and providing equal access is solved only in rare cases. The main cause of this, the adult education institutions does not have the physical conditions for the effective training for the disabled people and preparedness of the experts at these institutions are deficient in the area providing equal access. We can highlight from the EU and other international organizations’ lifelong learning concept that the adult education should serve for both economic and social goals.

Keywords: special andragogy, people with disabilities, reduced capacity to work, adult education, multiculturalism and adult education

29
Mar 2017
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Congruence/incongruence between qualification and occupation based on Hungarian and international research results

The matching between qualification and occupation has been investigated in some Hungarian and international research in the last years, taking into accounts the level and field of qualifications. The vertical and horizontal congruence/incongruence test research can be divided into two groups according to the size of population. One group consists of studies that have examined employees for all levels of qualifications, while the other group comprises the research to the employment of graduates. Based on research results incongruent employment is a common phenomenon in most European countries both vertically and horizontally. However, real mismatch can pose a problem, when the employees cannot utilize their skills. Possibly such curriculum is needed that will satisfy the needs of the labour market for transferable skills and specific knowledge as well.

Keywords: congruence, horizontal mismatch, vertical mismatch, higher education, labour market, research results

29
Mar 2017
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