Te role of taboos and trust in relation to school violence and bullying

In the present paper, partial results of a case study carried out in a secondary vocational and vocational technical school in Budapest in connection with school violence and bullying and related taboos and students’ trust in adults working in the school are to be presented. In these topics we could rely mainly on international literature, which shows that the establishment of interpersonal trust (between students and adults) can have a positive effect on students confiding in school staff when experiencing school or personal problems. The results of the case study including documentary analysis, student and teacher questionnaires, interviews with school staff and a focus group interview with teachers show that in the examined school there is no relation between the perceived level of the different types of violent behaviour and the fact that students make signs to adults when they get to know that somebody has become the victim of bullying or of a violent act. Nevertheless, we found connection between honest and open environment in relation to discussing issues in connection with violent behaviour and students confiding in staff and reporting problem behaviours. It can also be seen that the headmaster has a key role in the chain of reporting. The examination of the micro-context from several different perspectives made it possible to gain deeper insight into certain areas the conscious approach of which can have an effect on the long-term prevention of school violence and bullying.

Keywords: school violence, trust, honesty, taboos

 

11
Oct 2016
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Creativity and public education – A critical analysis of the conceptualizations of creativity in the National Core Curriculum

In the past 20 years the role of creativity in education has increasingly been recognized. The development of students’ creativity is now seen as a potential enabler of economic, social and individual growth in several countries around the globe. The curriculum can have a major effect on nurturing creativity in schools. The research re – ported in this paper aimed at exploring and critically analysing the conceptualizations of creativity in the Hungarian National Core Curriculum (HNCC) using content analysis. The content analysis focused on the frequency, lo – cation and sematic context of the word creativity and its synonyms in the HNCC. Findings revealed that creativ – ity is a recurring element of the HNCC, however, its incidence varies greatly across the tasks and values, subject groups and education levels of the curriculum. Creativity is recognized as an area to be developed across all subject groups and education levels, the predominant place of creativity in the HNCC, however, is still in the art-related subjects. Moreover, four subject groups do not mention creativity at all: Man and society, Man and Nature, Our earth-The Environment, Foreign languages. Creativity is not defined in the curriculum and only a few subjects offer conceptualizations. In Arts and Mathematics creativity enhancement is supported by detailed development tasks. It is concluded then, that a more coherent and consistent conceptualization is needed across the curriculum.

Keywords: creativity, creativity and education, nurturing creativity, curriculum, National Core Curriculum, content analysis

 

11
Oct 2016
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Speech Terapist Education in Hungary

The speech therapist education in Hungary has more than a hundred years history. During this time was made a lot of structure and content reforms. The education institutes want to suit to the legal requirements and the labor requires. Thereby they want to assuring the training of professionals who can stand with their theoretical and practical knowledge in everyday life and moreover they have ability to acquire new knowledge, self-service training. The study focused on the current outstanding of speech therapist education. It summarizes the training facilities and the further education opportunities.

Keywords: speech therapist education, further education, master study, qualification exam

10
Jul 2016
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Meta-analysis of School Violence and Bullying Prevention Programs

In the present study, the characteristics of interventions aiming to prevent school violence and bullying are to be presented, as well as the learning points of research carried out in connection with their effectiveness. Since school violence and bullying have continuously been on the agenda, the paper analyses international research investigating the efficiency of programs for preventing and reducing violence, and their adaptability to the school environment. As a starting point, the concepts of violence and bullying are defined, and then the key aspects are discussed, which need to be considered during the elaboration of such programs. It is underlined that although in relation to violence, attention used to be focused on the individual (child, pupil), today, several researchers see the school as an important setting, where this phenomenon can be investigated and interventions aiming violence prevention can be successful. They tend to emphasize that during the process lasting from planning through implementation to evaluation, perceptions and interests of stakeholders need to be taken into consideration. Research results also indicate that the treatment of pupils should be devoted special attention, not to do harm to victims of abuse, but to safely reach people and groups who are concerned by violence by any means. Getting to know violence and bullying prevention programs and works analysing these interventions can assist professionals to appropriately design, introduce and evaluate programs on the local level.

Keywords: school violence, school bullying, intervention programs

10
Jul 2016
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Qalitativ Analysis of Ego-centered Networks

The study draws the attention to the analysis of Ego-centered networks that is one of the research areas of network science. It presents the features of unstructured network cards. Building up on the method of Hierarchical Mapping Technique it confers possible functions of the structured and standardized and structured and unstandardized network cards in research that is based on Ego-centered networks. This study enhances the possible functions of methodological triangulation in empirical research and demonstrates particular techniques that might be relevant in qualitative and mixed method research.

Keywords: ego-centered networks, networkcards, Hierarchical Mapping Technique, methodological triangulation, Qualitative Structural Analysis

10
Jul 2016
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Integration in the Hungarian Education System

The issue of integration in the education system is in close connection with the democratic principles of equal opportunities, the groups of learners starting their studies with disadvantages and insufficiencies, the professional- political movements mobilized in their interests, the methodical innovation based on the approach of inclusion, together with relevant scientific and practical experience. In the following study I will only touch upon the areas that surround the context of educational integration, whereas I intend to highlight in detail the experience of the Hungarian program that aims at enabling underprivileged children and learners to perform successfully in the education system. I would like to point out that there is a well-tested integrational model in public education that has been scrutinized by scietific research projects. By outlining these research results, we will be able to observe what kind of conclusions we may draw and what sort of opportunities we may expect in connection with the pedagogical practice of mutual inclusion implemented by educational integration. The experience will show the details of the practical implementation of the model, whereas the opportunities may open new horizons for the requirements in the focus of our present day educational policy. As a result, they may establish a complex and preventive system of measures in order to prevent early dropout and at the same time they may increase the number of resilient students and institutions.

Keywords: integration in the education system, inclusion, hungarian integrational model in public education, equality, equity

05
Apr 2016
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Individual study pathways in Copenhagen. Part II.

In my recent study I introduce how the Youth Guidance Centre of Copenhagen (hereafter YGCC) and the Copenhagen Youth School System (hereafter CYSS) work on a daily basis, primarily, through the lens and stories of participants who work and study there, pointing out why the length of time dropouts/at-risk students spend at CYSS is considered a turning point. For analysis purposes 20 interviews have been used which were conducted with the following stakeholders: school leaders, teachers, guidance counsellors, a psychologist, policy makers and former students who were given impetus to take up studies, and then returned to education and/or to the world of work thanks to the student-centred education, encouraging learning environment and to the intensified guidance counselling applied at YGCC. In addition, we could gain a deeper insight into the characteristics of an institutional network that adapts flexibly to the needs of students and of a local community by introducing four exceptional settings namely YGCC, CYS, Byhojskolen- City School, Nye Veje- New Pathways. At the end of the study I make some suggestions based upon the Danish good practices regarding reducing early school leaving which might be taken into consideration by Hungarian authorities.

Keywords: individual study pathways, student-centred pedagogy, encouraging learning environment, student-teacher relationship, cross-sectoral cooperation, intensified guidance effort

24
Dec 2015
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Joint Degree Programmes in Continuing Education – Curriculum Development in International Education

development processes in an international environment. The paper gives some insights to the difficulties as well as some positive aspects of the curriculum development process at the European level. Moving from the single institutional process view to a multilateral curriculum development perspective, the main critical factors of the development process are discussed. Central questions such as market, topical and institutional fits are the basic elements of this approach. Further questions are relevant for the design, such as: How can prior experience with curriculum development processes at partner universities be used? How should the links between input and output be managed during the development phase? How is the market for specific curricula analysed – or in some cases created? This paper explores a theoretical management approach to combining input- and output-based curriculum design in continuing education. Finally, the practical relevance of the new approach is discussed based on a curriculum development case study at the Danube University Krems from the perspective of a coordinator for the European “Higher Education Management and Development” LLL Framework project.

Keywords: curriculum development, joint Master’s programme, competence-based programme development, international curriculum, market orientation, needs analysis, competence matrix

24
Dec 2015
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Adult learning and comfort feeling

The empirical research presented in this study focuses on the effects of formal and non-formal learning on learners’ comfort feeling in the context of adult education. Offering an interpretation framework for data analysis, comfort feeling was divided into two parts: general and learning comfort feeling. Both notions were struc – tured around the following dimensions: existential and mental aspects, time structure and social contacts. Besides, learning comfort feeling contained a fifth dimension: knowledge. The results of the research are presented from three points of view. Firstly, we present our findings and data in the light of other international and Hun – garian research concerning general comfort feeling. Secondly, we focus on the positive and negative effects of adult learners’ formal and non-formal learning comfort feeling. Thirdly, we provide a description of the relationship between adults’ general and learning comfort feeling.

Keywords: adult learning, general comfort feeling, learning comfort feeling, existential safety feeling, mental safety feeling, time structure, social contacts, knowledge

Subjective and objective indicators in health status research

Research on health status shows that health is influenced by several factors. Most of the international and Hun – garian literature on health status explore the subjective indicators based on self-rating, therefore there is comparatively less emphasis on research papers relying on objectively measured data. Hereafter, the Hungarian and international literature on subjective and objective data analysis will be reviewed in a thematic manner. Our own research was conducted exploring the characteristics of subjective and objective health rating. To measure subjective indicators, we used the WHO WBI 5, the WHO BREF 26 and a self-made questionnaire – tested in 2010 on a similar sample. The objective data were retrieved using the Inbody 720 Body Composition Analyzer. After having compared the subjective and objective information, it can be concluded that the subjective and objective data do not overlap in most cases. On the basis of all this, it can be stated that research works relying merely upon subjective information do not necessarily provide a realistic picture about the general health status in a given population.

Keywords: health promotion, subjective health status, objective health status, workplace

16
Oct 2015
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