"ALEXANDRU PAPIU-ILARIAN" HIGH SCHOOL IN TÎRGU-MUREŞ, A PLACE FOR THE FORMATION OF GREAT PERSONALITIES

Author(s): Virgil Bui Simion / Language(s): Romanian / Issue: 13/2018

The present article refers to the importance that the "Alexandru Papiu Ilarian" high school in Tîrgu Mureş had in the preparation of the economic, political and cultural elite of Mureş County and the country. Established in 1919, high school has undergone various stages of development and is rightly called the Admiral ship of the Mures high school education. In Papiu high school, future philologists, lawyers, mathematicians, physicians, teachers, engineers, athletes and politicians were trained. All these graduates have brought the spirit of the Papiu with them in the country and abroad.

(Ne)viditeľní: transrodové deti na základných a stredných školách

Author(s): Sona Lutherová G. / Language(s): Slovak / Issue: 3/2016

The process of gender identity development in children and youth affects their daily life. With their very existence, transgender children confront the common notions of the majority about “right” boys and girls. There is a persistent pressure in different areas of social life and at schools they visit on preserving the cisnormative way of life. The study is based on a year-long research of transgender children and youth at elementary and secondary schools in Slovakia, with the support of the civic association TransFúzia. The research material consists of in-depth interviews with ten children and young people and interviews with the representatives and teachers from three selected secondary schools. The research results suggest that the self-realization of children in a school environment is influenced by various limits and barriers. These, however, arise not only from the official systemic framework for teaching and the education process in Slovakia, but also from individual notions and approaches by school authorities. The personal stories of seeking their own“self” of transgender children and youth therefore develop in different contexts and under different conditions. They present not only the specific situation of the members of this special minority, but create the image of the daily life of children and youth in a school environment.

(Nie)kwestionowane granice decyzyjności pedagoga w kształtowaniu obrazu świętości wśród dzieci?

Author(s): Anna Zellma / Language(s): Polish / Issue: 1/2017

A teacher’s work with children of preschool and early school age focuses on achieving the teaching and educational objectives, as well as those related to childcare. The tasks include, among others, supporting pupils in shaping the image of the world, recognising different values and criteria, as well as methods of choosing them, obtaining basic social skills, and shaping moral and religious attitudes. The educator is obliged to show the children universal values and ethical principles. They also have to present role models and motivate their pupils to imitate them. All of this fosters an image of sanctity among children. When it comes to making decisions regarding the shaping of the image of sanctity among children, the teacher is restricted by educational law, especially the core curriculum of general education, as well as the school’s curriculum. This restriction applies mainly to the objectives and content of teaching and education. However, in matters of methodology, the teacher has many possibilities for creative action. They may exceed the methodologies suggested by educational law and design their own teaching innovations. With regard to shaping the image of sanctity among children, of particular note are All Saints’ Day balls, Angel Days, educational games and activities, family fairs, saints’ parades, competition and stage productions.

2013 Fen Bilimleri Dersi Öğretim Programina İlişkin Öğretmen Görüşleri

Author(s): Sinan Muhammet Bekmezci,Özlem Ates / Language(s): Turkish / Issue: V. 16/3/2018

This study aims to identify teachers' views on the science course curriculum updated in 2013. Descriptive survey research was used in this study. The sample of the research consists of science teachers (n=208) and elementary school teachers (n=104) working in Manisa. As data collection tools, a survey and a semi-structured interview form were used. According to the findings, most of the teachers think that the curriculum is an integrated program with daily life experiences, is suitable for students to be science literate, enables students to develop positive attitudes towards science, provides teachers with a freer practice opportunity and enables students to use their life skills. On the other hand, a majority of teachers reported complaints about the curriculum on grounds that there are time constraints impeding program objectives and that it is unable to stimulate students’ curiosity about scientific and technological developments. It is expected that this study contributes to the literature and curriculum updating studies.

30 години катедра „Предучилищна педагогика”

Author(s): Radka Gaydova / Language(s): Bulgarian / Issue: 2/2014

47-а национална конференция на учителите по химия

Author(s): Editorial Board Chemistry. Bulgarian Journal of Science Education / Language(s): Bulgarian / Issue: 5/2017

5/1/1961 Tarihli ve 222 Sayılı Öğretim ve Eğitim Kanununda Değişiklik Yapılmasına Dair Kanun Teklifine Yönelik Basında Yer Alan Görüşlerin İncelenmesi

Author(s): Cumhur Günkör,Cennet Göloglu / Language(s): Turkish / Issue: 2/2017

The aim of this study is to analyze the opinions of columnists, universities and unions about Law Proposal for the Amendment of the Law on Primary Education and Some Laws, publicly known as 4+4+4. The research is in the form of qualitative research and data are collected through the method of document review. The universe of the research constitutes the relevant corner writings, educational unions and university views. A large number of codes were extracted from the comments on the related law changes and these codes were collected and interpreted in the categories determined by the researcher. As a result, it is understood that the relevant changes have taken place without the necessary preparation, consensus and sharing, and will lead to widespread problems in the future.

5–8 klasių mokinių sveikos gyvensenos žinios, įgūdžiai ir įpročiai, taikant informacijosmotyvacijos-įgūdžių modelį

Author(s): Vida Gudžinskiene,Jurate Cesnaviciene / Language(s): Lithuanian / Issue: 2/2014

Currently, institutions of general education are creating preconditions for every learner to acquire knowledge on healthy lifestyle, as well as to develop correspondent skills and habits. The aim of the present article is to define the knowledge, skills and habits of healthy lifestyle of 5-8th form learners by applying the Information-Motivation-Behavioural Skills model. The research aim is concretised by the following objectives: to define the Information-Motivation- Behavioural Skills model and to identify the knowledge on healthy lifestyle of 5-8th formers, as well as to reveal the subjective evaluation of health-promoting skills and habits. Pursuing to answer the aforesaid tasks, analysis of scientific literature and empirical research, which included anonymous questionnaires for 5-8th formers of comprehensive schools (N=817: 48.7% of girls and 51.3% of boys), have been conducted. The data were processed applying the computer programme SPSS Statistics 16.0 for ‘Windows’. The following methods of mathematical-statistical analysis were applied for the analysis of the collected data: descriptive (percentage frequencies) and analytical (Pearson Chi-Square test) statistics. The Information-Motivation-Behavioural Skills (IMB) model validates the combinability of information (as the initial and essential factor of the competence of health protection and promotion), personal and social motivation (as a second important factor), and skills and habits (as a third factor) in developing health protection and promotion competence at the junior stage of adolescence. The empirical research reveals that the knowledge of more than one half of learners about health and healthy lifestyle may be defined as insufficient; whereas more than a half of research participants, i.e. 5-8th form learners, do not demonstrate firm skills of healthy lifestyle: they do not attach sufficient attention to their daily diet, physical activity, have harmful habits, whereas the knowledge on personal hygiene does not always comply with correspondent behaviour. Therefore, despite the fact that the development of learners’ competence of health protection and promotion complies with the Information-Motivation-Behavioural Skills model and creates preconditions for learners to develop positive changes in their behaviour in terms of healthy lifestyle, it is assumed that different learners need to determine only sufficient and some superficial knowledge on the issues of healthy lifestyle and condition insufficient development of health-promoting habits. It would be expedient for researchers to define the motivation of learners to acquire knowledge on healthy lifestyle and develop skills and behaviour changes in terms of the links between the acquired competences of health education and promotion.

8. Sınıf Merkezi Sınavlardaki Matematik Sorularının TIMSS-2015 Bilişsel Alanlarına Göre Analizi

Author(s): Ahmet Delil,Bahar Yolcu Tetik / Language(s): Turkish / Issue: V. 13/4/2015

In this study, 435 Turkish 8th grade High School Entrance Examination (LGS), Level Determination Examination (SBS), Middle Schools Selection and Placement Examination (OKS), and Transition From Elementary to Middle School (TEOG) mathematics examination questions of the years 1998-2015 are classified and compared in terms of TIMSS-2015 cognitive domains. Document analysis is used in order to collect and evaluate the data. Findings reveal that, of the items between years 1998-2015, 29% are in knowing, 58% in applying and 13% in reasoning cognitive domain. The results are discussed in the light of Turkey’s performances in the past years’ TIMSS technical reports. Due to the dramatic changes in cognitive domains of the questions year by year, it is concluded that there was no framework that is followed by the high stakes test developers concerning 8th graders in Turkey, but there must be.

8. Sınıf Öğrencilerine Pisagor Bağıntısının Adidaktik Bir Ortamda Öğretimi

Author(s): Kardelen Günes,Menekse Seden Tapan Broutin / Language(s): Turkish / Issue: 1/2017

This study aims to study the process by which students pass to construct the Pythagorean theorem in adidactic situations in the light of didactic situations theory. The theory of didactic situation, proposed by Brousseau (1998), was experimented to be introduced and analyzed within an adidactic learning environment. Qualitative research methods were used in the research that was conceived as a case study. In this context, classroom observation made and lessons were recorded by video. The study was conducted in the Söğütlü district of Sakarya in the fall semester of the 2015-2016 school year with 27 students who are final year college students. A descriptive analysis method was used to analyze the data. As a result of this study, it is shown that students can construct the Pythagorean relationship by passing through the stages of adidactic situations.

80 години от рождението на педагога Никола Георгиев Попниколов

Author(s): Trifonka Popnikolova / Language(s): Bulgarian / Issue: 2/2012

8th Grade Content Evaluation Of Citizenship And Democracy Education Course Book

Author(s): Yavuz Topkaya,Zafer Tangülü,Ahmet Uyaniker,Bayram Yilar / Language(s): English / Issue: 05/2015

The aim of this study is to evaluate the course book of Citizenship and Democracy Education in terms of Social Studies teachers’ views. Among quantitative research methods, scanning technique is used in this study. The study is conducted on 75 Social Studies teachers working in Hatay and Niğde in 2013-2014 academic year. A survey which is developed by Güven (2010) about the course book of 8th grade Citizenship and Democracy Education is applied for Social Studies teachers and SPSS 16.0 statistic program is used for analyzing the data. According to data, it is obtained that 8th grade course book of Citizenship and Democracy Education is sufficient enough in many aspects. However, it is inferred from the data that educational attainments fail to develop scientific thinking method and they also fail to lead students to research and to observe, concepts are not suitable for students’levels, preparatory work is unable for students to think enough, information fails to structure in mind and finally assessment and evaluation questions are insufficient for determining information, ability, attitude and values.

93 години ПГГСД „Николай Хайтов“ – гимназия с традиции, доказана във времето

Author(s): Maria Georgieva,Maia Rogashka / Language(s): Bulgarian / Issue: 6/2017

This text presents the opportunities given by the “Nikolay Haitov” Vocational School for education and integration to students from different ethnic groups and with different educational needs. The text shares school’s experience in education and training of pupils from minorities and those with special educational needs.

A Short Presentation on Human Cognition

Author(s): Onutz Sanda / Language(s): English / Issue: 1/2017

This article proposes to explain the human cognition in a concise manner for those who are not pundits in the field. Our mind is a very complex mechanism, capable of processing acquired information rapidly and on multiple levels. A good understanding of the details of these processes has been the subject matter of many disciplines. Despite the fact that remarkable results have been obtained by inter-disciplinary studies, cognition is only partially understood. However, the cognitive mechanisms are essentially the same in any domain of knowledge be it mathematics, music, linguistics and so on.

A 2009-ben és 2010-ben érettségizett romániai magyar diákok továbbtanulása

Author(s): János Márton / Language(s): Hungarian / Issue: 1/2012

The article is a synthesis of two research projects (ones done in 2009 and 2010) that focus on further education for Hungarian language high school graduate students from Romania. The applied research method can be seen as a unique tool for Romania as the researchers (by using questionnaires) have gathered data from the schools and other relevant sources directly (e.g. using Facebook). The aim of these research projects was to identify the main school tracks and further learning paths that might be followed by minority students. The article therefore answers questions like: What can minority students do after their finishing high school in their mother tongue? Do they continue their studies in their mother tongue or in the official (Romanian) language? The article’s readers can also gain close insight into the territorial distribution of minority student participation within the Romanian higher education system.

A 2015-ös lengyel PISA-eredmények és ami mögöttük van

Author(s): Kristóf Velkey / Language(s): Hungarian / Issue: 2/2018

The study presents the recent results and changes of Poland’s PISA results, and the possible reasons and uncertainties behind it. According the PISA 2012 results, Poland’s education system continually improved, and became one of the best performers in Europe. This optimism was contradicted by the declining 2015 results and the current whole-system education reform. Besides the presentation of the Polish PISA results, the paper discusses the problems of comparability between the 2015 and the older PISA editions, as the change to computer-based assessment could be the main reason behind the lower results.

A BEAUTIFUL LIFE AS AN END OF EDUCATION

Author(s): Christoph Teschers / Language(s): English / Issue: 6/2017

Following the theme of a conference held in Christchurch, New Zealand in 2016, this article explores the notion of “enabling students to live a beautiful life” as a possible end of education. A distinction is made between short-term, contextual aims in education and overarching, encompassing end(s) of education. Following Dewey, educational aims are considered to be manifold and to change over time within a socio-cultural context, whereas a proper end of education, if such a thing exists, could be seen as “the best possible realization of humanity as humanity.” Drawing further on the work of R. S. Peters, who contests the existence of any final end of education other than education itself, it can be seen that proposing such an end can be a challenging undertaking. Nevertheless, this article argues for a possible humanistic end of education, building on Schmid’s philosophical concept of the art of living in conjunction with the German notion of Bildung and Aristotle’s concept of phronesis, consolidating Peter’s and Dewey’s positions. An argument is made that a, if not the end of education would be to support every person as much as reasonably possible to develop their own art of living and live a good and beautiful life. Resulting implications for schooling, curricula and education systems are explored to show how education understood in such way transcends theory into practice.

A Case for a ‘Big Picture’ Re-Orientation of K-12 Australian Catholic School Religious Education in the Light of Contemporary Spirituality

Author(s): Graham Rossiter / Language(s): English / Issue: 2/2015

This is the second of two articles that argue a case for a ‘big picture’ re-orientation of Australian Catholic school K-12 religion curricula. The first article considered that there has been such a great change in the landscape of contemporary spirituality that the traditional framework of religious meanings within which Catholic school religion curricula are written is out of synch with the meanings that inform contemporary spiritualities. A proposed responsive change in orientation suggests that more prominence needs to be given to the critical interpretation and evaluation of cultural meanings, while not neglecting the more traditional aim of giving young Catholics meaningful access to their religious heritage. The apparently different estimates of spirituality for children and adolescents also need to be taken into account. If many of the pupils in Catholic schools will never become actively involved in parishes when they grow up, then religious education needs to offer more than familiarising them with Catholic theology and religious practice; it also needs to equip them with skills to address the spiritual and moral issues they will encounter in life. Attention is given to what this entails in both content and pedagogy, at primary and secondary levels.

A Case Study of a Therapeutic Inclusive Secondary School (TISS) in Enugu, Nigeria

Author(s): Njideka Ifeoma Okoroikpa / Language(s): English / Issue: 1/2019

This paper is a case study on the Therapeutic Inclusive Secondary School (TISS) in Enugu State, Nigeria-West Africa. The aim of the study is to investigate all issues affecting the learning conditions in the TISS. This study is guided by nine research questions that are to be answered with descriptive statistics; simple percentages as well as mean and standard deviation. The study employed the case study research design with a study population comprising 40 respondents. A purposive sampling technique was used to collect data with the Therapeutic Inclusive Education Questionnaire (TIEQ), which is a structured questionnaire, interviews, and observations to elicit information from the respondents. A test of internal consistency, using Cronbach’s Alpha method, yielded a reliability index of 0.88. The results of the findings, among others, reveal that the respondents had a positive attitude to a greater extent towards inclusive education. It was also found that the friendly nature of the learning environment towards students with special needs enhances student learning. The researcher recommends, along with other related suggestions that parents and the community should be encouraged to be involved by the promotion of more awareness programs.

A Design-Based Approach to Course Planning and Development

Author(s): Antti RIssanen,Kalle Saastamoinen / Language(s): English / Issue: 2/2018

The aim to refine education often leads to changes to curriculums, and the planning and implementation of educational changes can be approached in methodological and process-oriented ways. This study investigated how Bologna process and local needs lead to a new implementation. Case material presents how courses were planned for the Department of Military Technology at the NDU. The data was gathered from three courses related to science and technology, and a design-based research (DBR) concept guided the project. Specifically, work from 2007 to 2017 was examined, including preplanning and educational DBR cycles used to plan six courses, and team of different disciplines worked on the project. The purpose of planning courses was to construct a new science, technology, engineering, and mathematics (STEM) education program for officers’ education; the aim was to offer officers adjustable but well planned, student centred, and interactive instruction. In principle, course planners were aware of the generic skill profile of the officer profession. Knowledge of STEM education from an earlier curriculum was provided to the officers by regular teachers. The use of a modern learning material portal (LMP) was considered for a student-centric teaching approach. Moodle was utilised, and a systematic student evaluation of teaching (SET) was conducted to assess the success of implementing the planned courses. DBR-framed approach gave useful guidance for the project. In the course development feedback from students offers necessary evidence but requires support from other sources for genuine and innovative educational re-engineering.