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Ross Gittell & Kathe Newman (2012) Activist Scholar: Selected Works of Marilyn Gittell. SAGE Publications, Inc
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Ross Gittell & Kathe Newman (2012) Activist Scholar: Selected Works of Marilyn Gittell. SAGE Publications, Inc
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In this study the volume’s editor outlines the alternatives regarding how the social sciences and humanities can describe the universes of different school subjects within a social context. Cultural studies examine different concepts of public culture in relation to the different proportions of subjects in a curricula. Policy analysers see school subjects as being connection points between educational policy and academic circles (pressure groups). For the science of science, school subjects mirror the competition taking place between different sciences and the paradigms existing within one science. For the sociologist looking at social inequalities, subject-specific school achievements are elements within a description of social group-specific school activity.
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In mathematics marks, three distinct but interconnected elements have been identified at grade 6 in primary schools. One is a student’s competency/knowledge based on government assessment; the second is the degree to which students adopt a school’s values, in other words, their attitude, diligence and general educational advancement levels; and, thirdly, there is the student’s social status, namely family circumstances, and gender. The model here reveals that mathematics marks are influenced by two different factors: firstly, there is the student’s overall level of academic advancement, which includes diligence - with this being the dominant factor, and which essentially favours girl students; secondly,the other way to understand maths marks is to depart from the social status of a student and take into account reading comprehension and knowledge of mathematics.The author demonstrates that among students performing at the same level, teachers tend to give better marks to girl students and to students who have a more favourable social status.
More...subject-based similarities and differences between characteristics of teachers, in a cross-national perspective
The paper focuses on subject-based characteristics of teachers’ in relation to their demographics, their contractual status, and also similarities and differences among teachers’ beliefs, attitudes and classroom practices; and there is a comparative perspective in that use is made of 23 countries. The analysis is based on data from the OECD’s first Teaching and Learning International Survey (TALIS), which was done in 2008 among lower secondary education teachers and principals. Our main finding is that subject-based differences in teachers’ demographic features strongly connect with the issue of whether there is a (relative) lack of teachers in a place or not. Major contractual differences that were found to exist between countries – and within countries – could mainly be explained not by the subject taught but by a teacher’s age; and while data does reveal some country-specific characteristics relating to teachers’ attitudes and practices, no focal domain specificity can be seen in any one country.
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This study examines whether the statement concerning Hungarian higher education that has been much quoted in the Hungarian media and which is to be found in recent government documents – claiming that higher education’s output does not meet social and economic needs and demands – is tenable. The study argues that claims such as Hungarian higher education trains too many people to get a degree and, in consequence, unemployment among people with a such qualification is high, that 50% of degrees are worthless (as there is no need for highly qualified people in certain fields) and that the quality of higher education is deteriorating at a fast pace, all of these are simply not true. The author attempts to find explanations for why the general public accepts these widely held views uncritically from some political and sociological perspectives.
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Only ten percent of students describe themselves as observant believers – that is, following the teachings of his/her denomination – which was the most distinctive factor between different groups of opinions revealed by the analysis. 61 percent of students belong to some kind of denomination, and 57 percent consider themselves believers to some extent (47% in its own way, 10% of which follow the teachings of his/her own Church). The value system had by non-religious students can be seen as an average. Apart from their lack of religious affiliation, there are no other distinguishing factors in relation to most students here. The group of university students who are religious to some extent can be divided to two groups based on different opinions held by them. The most important dimension of this separation is tolerance: the first group has an attitude of acceptance towards ethnic, social and cultural minority groups, while the second has a more exclusionary attitude. Tolerant religious students are more open and more susceptible to positive values than are their non-religious/less tolerant religious peers. Finally, also found was a fourth group of values: one tenth of students in Debrecen can be characterised as being very pessimistic, as having a negative psychological state and as being sceptical when it comes to positive values. The influence of the ‘spirit’ of the University of Debrecen can be seen in the difference between the older and younger students. In relation to a positive change, there is an indisputable role to be playing by someone’s maturing – though we should mention here that the university does orientate its students in the direction of more tolerance and having a stronger commitment to positive values.
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Béla Pukánszky shows the history of abstract theoretical formations on childhood in his study Child Ideologies and the Theoretical History of Pedagogy. He explores the evolution of three important ideologies concerning the child, from the medieval ages to the twentieth century: a child is prone to sin, and Original sin is connected with the idea of restrictive education; while its opposite is that a child is born good and, eventually, such a child, as the bearer of a better future, will be the savior of adults.
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The aim of this study is to analyze the value preferences of full-time students with the help of a regional database which extends itself over three countries (Hungary, Romania and the Ukraine). Beyond mapping students’ value systems, we seek to reveal how particular socio-cultural variables shape persons’ mental/cognitive structures and attitudes – for example, which group of students can be characterised as having predominantly material values, and which would have post-material values. Finally, we make an attempt to model the joint incidence of single values, and we then develop any components (for instance altruist, religious, self-centred-material etc.) with the help of a factor analysis.
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In 2006 and 2007 we undertook qualitative research and we studied youth cultures with regional aspects in North-East Hungary. The expansion of education provides opportunities for more and more students to take part in higher education – and this affects the character of youth cultures; we can observe those processes in Hungary too, which were a peculiarity in Europe beforehand. We have been able to establish via interviews experiences that there are generational differences and, because of these, generational problems can be found among youth cultures. As in 1999 there are many paradoxes and contradictory explanations, and this is why it is important to make use of semantic interviews when doing research into young people. Our interviewees had a very narrow social network; the smaller the town they live in, the smaller the social capital they have. The conscious developing of social capital is not a characteristic of college or university students – thus, they become lonelier in the mass education system. Relations with their parents have a stability as the main emotional and material support comes from them; young people have a respect for their parents – so they are not revolters, and if they mentioned a model for their life it was their parents’ life.
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The institutionalization of Hungarian secondary school teacher training was characterized by the so-called ’dual system’. In parallel with the formation of modern European Nations there was also the development of a profession or ’craft’ – for secondary school and elementary school teachers – which created two different types of pedagogical knowledge. The professionalization of teaching professions and a dual system of teacher training showed similar traits. This process occurred under the influence of national traditions but additionally took on board Central European tendencies. The professional ‘socialization’ of teachers for different types of school was also differentiated on the basis of the same sort of rationale. The institutionalization of various types of school was characterized by there being a separation of management and organization of state schools, an elite system and mass education. This talk, one concentrating on the type of elite schools (secondary school) and teachers, will analyze what established secondary school teachers’ training was like – and it will also look at a new type of teachers’ profession; I will be focusing on this complex process and analyzing the events of the 19th and early 20th centuries.
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The culture of teacher training for mass education and for secondary schools is completely different in terms of the type and content of a school’s curriculum. The teacher training system for academic secondary schools has applied several science-based disciplines at the university level. The merit and value of school subjects has come precisely from this scientific approach. In contrast, the value of college-level teacher training for mass education has focused on the “needs of the pupil”, which was further helped by the use of psychology. In the Bologna reform process, the anti-scientific, pedagogical-psychological professional lobby group, supported by ministerial policy, saw that the college-level teacher training values and structures were incorporated into the university, master level system – albeit amid opposition by representatives of traditional science. In the name of mass education, this antielite group claimed an overwhelming victory – and this created a new culture of public education within the context of organizational transformation. Upon being trained in the newly-created system, teachers are now gradually replacing their fellow teachers, i.e. those who handle traditional science-based subjects. This progress will be analyzed step by step in this paper.
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Géza Sáska (Introduction) says that school aggression can easily be explained by the process of educational expansion. In the expansion/massification process new student groups are accessing the educational organisations with their new (and as yet unacceptable) cultures of ‘school conflict management’. Challenged by these new attitudes in the classroom and the school—teachers with their traditional classroom management feel themselves incapable. Educational policy makers are incapable either. Bounded by political and partisan ideologies they can preach only ‘zero tolerance’ and/or ‘co-education’.
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András Veres points out the connections between aggressions and insensitivity both in the family and in the school. Aggressions in the family are complicated to study because of the traditional patterns and hierarchy of the Hungarian families. In a long historical process, families lose their influence in the socialisation process (late XIXth century) while schools take over the role of conveying the hierarchical structure of the community and the society. As the history goes on, schools will also lose their respective role in conveying social hierarchy. This phase of the change can be experienced in the present day growth of school aggression.
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„Abreu, Laurinda & Sandor, Janos (eds.): Monitoring Health Status of Vulnerable Groups in Europe: Past and Present“. Pécs, 2006, Compostela Group of Universities & Phoenix TN, European Thematic Network on Health and Social Welfare. 332 p. [European Issues]
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The article presents the model of „cultural transmission of gender stereotype” by which the huge disparity of women toward men studying humanities and social sciences as well as men toward women studying technology and sciences could be explained. The model was tested using the data collected from 1373 students (681 women) of the first year of technology or science (n = 637) and humanities or social sciences (n = 700). Selection of a field of studies was explained by using the logit function to combine dependent variable with the following predictors: (1) the impact of parents; (2) the impact of teachers; (3) an egalitarian vs. sexist attitude of respondents; (4) parents’ expectations; (5) teachers’ expectations; (6) students’ expectations about themselves; (7) amount of time dedicated to learning math; (8) amount of time dedicated to learning native language; (9) results of the high school final exam in math (and entrance exam to college at the same time) and (10) results of the high school final exam in native language (and entrance exam to college at the same time), separately for the group of women and men. The obtained results are discussed in the light of stereotyping and stigmatization theories, and interpersonal expectation effects which occur in various social and demographic groups.
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The study concerns the issue of the legal admissibility of employing university teachers on the basis of agreements of the civil law in order to conduct classes. This problem concerns, above all, private higher education institutions which due to the financial specificity are trying to reduce the labour cost of teachers by replacing the contract of employment with the civil law employment. The attraction of agreements of the civil law for the employers in comparison to contracts of employment is, above all, an effect they have in the sphere of the social insurance. The legislator admitted both the employers and people who look for work, freedom in the sphere of choice concerning the legal basis of the employment, however this is not tantamount to the full autonomy in this respect. The article indicates what conditions must be fulfilled in order to employ the university teacher under an agreement of civil law in accordance with the law, as well as it mentions the types of agreements which can be applied.
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