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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Drama and Pedagogy; Current Issues Regarding Drama in Education

Drama in education: is it a way of learning through action? Does it embody social integration or inclusion? Is it a young and engaged discipline aiming to develop multicultural education and the concept of pluralism and democracy in schools? Is it both a system of education and a criticism of the current education system at the same time? Does it provide a stage for social participation? It would appear that Hungarian educational practice has not yet utilized the problem-based learning potential of drama. We should take into consideration the fundamentals of learning theories of drama. Daily educational practice, as well as several national and international studies, shows how effective drama can be. The success of its educational applications is based on the personal skills and strategies of the drama teacher. The facilitator can help the participants share and understand their experiences on personal and social levels. This paper is intended to show the diversity of contemporary applied drama and makes reference to international trends and expertise.

Keywords: drama in education, applied drama, problem-based learning, drama-based research, arts-based intervention

10
Jul 2016
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Visual Communication: the Dominant Form of Communication in the 21st Century in Contemporary Arts, Science and Visual Education

Those changes that put visuality in the foreground against verbality started in the 20th century. As a conse – quence, attitudes towards pictures, visual information and visuality had significantly changed. The complex processes and elements of visual understanding and communication drew attention to the need for understanding and analysing visual thinking, visual language and visual education. Visual communication is an approved, but still an evolving discipline. Although its significance and relevance in everyday situations and in education and science is undoubted. An urgent need emerged to clarify the conceptual framework of visual communication since it became part of the national curriculum. This study focuses on the conceptual background of visual communication, and reveals its position in contemporary arts, science and visual education.

Keywords: visual communication, contemporary arts, infographics, visual language, visual education

10
Jul 2016
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Media Education and Motion Picture at a Crossroads Again

Early school leaving (ESL) can be costly for the individual, and for the society. Not just in economic terms, but also in terms of low self-esteem, and the risk of social exclusion. ESL can be viewed as an individual drop-out issue, or as an issue related to a range of push-out factors. The article has a focus on the potential role of career guidance, and in particular on the aspect of developing career management skills in combating ESL. No single initiative or policy will provide the end solution to ESL: early school leaving is a complex issue, a ‘wicked problem’. Three approaches are suggested: prevention which seeks to combat the causes of ESL; intervention which addresses emerging difficulties at an early stage, and seeks to prevent them from leading to ESL; and compensation which aims at offering guidance and opportunities for education and training for those who have interrupted their education.

Keywords: media education, media literacy, digital turn

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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Relationships between pre-school musical abilities and DIFER skills

Relationships between pre-school musical abilities and DIFER skills The paper explores relationships between musical abilities and basic skills necessary for successful school-based learning. Participants of the study were 198 children from the second year (ages 4-5) and 146 from the third year (ages 5-6) of kindergarten. For the ex – ploration of musical abilities a test was developed that focuses on musical abilities comprising the components of music listening. The explicit and the implicit level of musical abilities were investigated separately. For the assessment of basic learning skills, the DIFER Program Package was used. Relationships with gender and family background were also analyzed. Results show that musical abilities are related to basic skills assessed by DIFER. In the second year of kindergarten all DIFER-skills correlate significantly with musical abilities on the explicit level, with rhythm-clapping after listening as well as with interval- and melody singing. In the third year of kindergarten, however, basic skills are related to the implicit level of musical abilities (discrimination after listening). The strongest correlation between DIFER-skills and musical abilities was found for rhythm perception. The largest explanatory strength of musical abilities – both in the second and third years – was exhibited by the composite in-dex of DIFER skills. Only few gender differences were found in both musical abilities and DIFERskills, but the relationship between musical abilities and basic learning skills are stronger for girls. Also, for children of lower-educated parents correlations between musical abilities and basic learning skills are stronger than for children whose parents have higher education. Our results suggest that targeted improvement of musical abilities during the kindergarten years might exert a positive transfer-effect on the development of basic learning skills. Music education can be an effective aid to learning, especially for children of lower-educated parents.

Keywords: musical abilities, DIFER-skills, pre-school

Teaching visual culture (and then doubting it)

Teaching visual culture is driven in large part by what could be best described as a will to see. This can be under – stood in part as a supposed natural desire to see; to see things in particular ways, and to know things through specific practices of looking. The will to see is inherently self-justifying and tied tightly to the presupposition that the more we see, the more knowledge we gain. But what happens when students don’t see? In this article, the promise of visual culture studies is advanced and at the same time made problematic through doubt. Using concepts from psychoanalytic theory, an argument is made that teaching visual culture is stained by the unconscious, engaging the unknown, unfixed, anxious, uncertain, and absent subject.

Kulcsszavak: art and design education, psychoanalytic theory, visual culture

05
Apr 2016
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Perceptions of the changes in the Finnish art education curriculum

In this article, I discuss the need for curriculum changes in Finnish art education and how the new national curriculum for visual art education has tried to respond to contemporary artistic, social, cultural, and educational conditions. I describe the major changes in the Finnish National Core curriculum for art education in the future, and contemplate the possibilities of the boundary breaking phenomenon-based learning for the long-term plans in the future and beyond. The need for a shift in art education evolves from social changes and reflects contemporary art and cultural practices. I describe how the change from a mono-cultural society to a relatively multicultural society has been slower in Finland than in many other European countries, and how celebrated notions of Nordic democracy and equality are not as untainted by colonial legacies as is often assumed. I continue to discuss how increasing cultural diversity requires action from art educators.

Kulcsszavak: art and design education, curriculum design, phenomenon-based learning

05
Apr 2016
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Becoming A/r/tography

This article explores moments of becoming a/r/tography. A/r/tography is a research methodology, a creative practice, and a performative pedagogy that lives in the rhizomatic practices of the in-between. Resisting the tendency for endless critique of past experience and bodies of knowledge, a/r/tography is concerned with the creative invention of concepts and mapping the intensities experienced in relational, rhizomatic, yet, singular events. Considering several recent research projects, this article explores what it means to be becoming a/r/tography. Rather than asking what an art education practice means, the question becomes what does this art education practice set in motion do? There can be no being a/r/tography without the processes of becoming a/r/tography.

Keywords: art and design education, arts based research, A/r/tography

05
Apr 2016
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