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Students’ Motivations to Study Abroad: The Case of International Students at the University of Debrecen
76-81Views:2093Today there is a growing demand among international students to study in Hungary, more specifically with the launching of Stipendium Hungaricum program in 2013. The number of international scholarship holders increases each year, but till now, we have no significant research results about their study motivations, research has focused only on institutional perspectives (Kasza, & Hangyál 2018). The motivation of students is an important research field in higher education, particularly because there could be various factors to motivate students studying abroad. The motives can be categorised as intrinsic and extrinsic. Our research question is, what are the main intrinsic and extrinsic motivational factors that encourage students to study in Hungary? We performed 15 qualitative interviews among international scholarship holders on postgraduate levels. We gathered semi-structured interviews with the help of an interview scheme with five main questions. The investigated dimensions include the following: 1. introduction and context of interviewees, 2. Reasons for leaving the country of origin, 3. Reasons for country choice, 4. Preliminary knowledge about Hungary, 5. Personal expectations. After the data collection, we analysed texts with open coding process in which line by line and word for word was analysed (Khandkar, 2009). Then we were able to form a typology of motivations and we found subcategories within the intrinsic and extrinsic classification.
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Is it Worth Getting a Doctorate?
142-149Views:245PhD training is part of the global education competition. The number of doctoral students per 100,000 people is a feature that moves together with the scientific performance of a country. Thus, doctoral training is an important element of a country’s innovation, in which Hungary is lagging behind. We assume that the main reason for the limited amount of doctoral students in Hungary is the low level of individual demand for training which, in turn, is due to the fact that the academic career of doctoral students promises low earnings compared to the placement of university graduates in other spheres. The earnings test and life earnings analysis presented by the study support this assumption: the earnings of those entering academically qualified academic careers are significantly lower than those of graduates working in the corporate sector. Though there are limitations present which impede the generalizability of these results, it does call to attention important trends to be acknowledged in future research.
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Self-Study: Tensions and Growth in Graduate Teaching Assistant Development
14-22Views:368Graduate Teaching Assistant (GTA) development is an important undertaking for many higher education institutions in the United States. During the GTA preparation process, tensions can arise when the supervisor challenges GTAs by engaging in critical reflection and pushing them to advance their pedagogical skills beyond their comfort zone. Guided by Berry’s (2008) framework of tensions, this self-study aimed to answer the research question: How do tensions that arise during GTA development contribute to the professional growth of teacher educators and GTAs in their teaching? Self-study was the research method, and the data were analyzed using the strategy of inductive analysis and creative synthesis (Patten, 2002). This self-study reports five types of tensions: telling and growth; confidence and uncertainty; safety and challenge; valuing and reconstructing experience; and planning and being responsive. The findings explain how these tensions pushed the supervisor and the GTA to reflect on teacher preparation, manage challenges, and improve teaching. While tensions place teacher educators and novice teachers in uncomfortable positions, this study shows that reflections on and articulation of tensions in collaborative dialogues can help both discover aspects of their teaching that provide opportunities for growth and lead both to transform tensions into teachable moments.
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Characteristics of Teaching Community Capital - Focus on Teachers in Reformed Public Education Institutions
48-55Views:443The issue of the effectiveness of teaching is constantly at the center of research. "Teachers count", presents the OECD report (2005), which confirms the research of the day that the work of the teacher contributes significantly to the performance of students. The question is how to capture the factors that influence school performance. The focus of the examination of the theoretical background is on the professional capital theory, with the emphasis on the examination of social / teaching capital in addition to the human capital and decision capital components. Our research is based on a secondary analysis of a questionnaire among teachers working in Calvinist institutions in 2017. The focus of our interest is on identifying the characteristics (frequency) and content (agreeing with norms) of staff capital and the need for teachers to develop collaborative networking opportunities for future professional development.
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Exploring the Prerequisites for Transforming School as a Learning Organization
39-52Views:283The organization model has shifted from treating the workforce as machines to improving human centricworking environments. The Learning Organization is conceptualized as an organism that evolves through continuous learning to adapt with a constantly changing environment. School is a typical organization and many scholars argued to reconceptualize school as a learning organization. The Integrated Model of School as a Learning Organization (Kools & Stoll, 2016)) has been widely studied and tested in European schools, particularly in Wales. However, there is a gap in the research needed to understand the prerequisites of SLO transformation and thus to better prepare for reform. To explore the prerequisites of SLO, a researcher applies a qualitative approach to purposely collect secondary data from the eight empirical studies in Wales, Greece, Latvia, Spain, Bulgaria, Türkiye, and Italy. To conduct data analysis, a data coding strategy is employed to create the prerequisites and assign them to the main themes- System Level and School Level. To achieve the SLO transformation, the researcher then recommends a systematic reform that involves the education stakeholders, both at system level and at school level - to put forward the practice of the SLO seven actionoriented dimensions. Further meta-analysis research is recommended to widen the scope of conceptualizing antecedents of SLO transformation.
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Attendance of Pop and Classical Music Concerts among the Hungarian Youth
67-74Views:345In this paper we wanted to give a comprehensive picture of capital theories from a theoretical point of view, looking at it from several angles. In our empirical study, we analyzed the Hungarian Youth Research 2016 database, which was recruited Hungarian youth aged 15-29. The study was conducted with several variables in mind, mapping the influence they have on the attendance of classical and pop music concerts. We took into account the gender, age, place of residence of the respondents, the highest level of education and looked at the frequency of the concert attendance by counties and regions. Our results show that many variables influence the frequency of attendance at concerts by both genres.
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Educational poverty in Italy: concepts, measures and policies
1-10Views:925In recent years in Italy, as a result of the initiative by the NGO Save the Children Italia and of the government action, we have witnessed the success of the notion of “povertà educativa”, as an effective way to indicate severe inequalities in education across the country. Firstly, the aim of this paper is to shed light on the different concepts and measures of educational poverty in socio-economic literature, in order to highlight specific and innovative aspects of this idea. Moreover, the paper intends to scrutinize Save the Children’s proposal in order to monitor and tackle educational poverty as well as to show how the action of the NGO has influenced the development of Italian recent government policies against child and educational poverty.
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The Pedagogy of Witness. An Anthropological-Kreygmatic Perspective by Zbigniew Marek SJ & Anna Walulik CSFN – the Reflective Challenge for Education
111-115Views:257Review of the book The pedagogy of witness. An anthropological-kreygmatic perspective, by Zbigniew Marek SJ & Anna Walulik CSFN
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Present to Anyone on Any Devices? The Conflict Between Telework and Family Life for Teachers and Researchers of Helping Professions
35-41Views:235The study examined the digital work experiences of academics in human services professions (teachers, doctors, health workers, and clergy). Answers to the following question were sought after: What are the patterns related to digital work? How does work-life or family conflict (WLC) affect teleworking? It was hypothesized that digital work generates WLC. Quantitative international data were collected by the Research and Development Centre for Higher Education (CHERD–H) at the University of Debrecen in 2023, across five countries (Romania, Slovakia, Hungary, Serbia, and Ukraine). A subsample of 315 academics involved in caring professions was collected and principal component analysis, ANOVA, and correlation tests were performed using the SPSS statistical program. The subsample included 114 male and 193 female teachers, 33 of whom were Romanian. Perceptions of advantages and disadvantages dominated the digital work patterns. In addition, a "digital super-power" component was identified. The ANOVA test showed that Romanian academics had a significantly higher average in perceiving disadvantages compared to others. Academics working minimal hours were considerably more open to seeing the benefits of digital technology than those with longer working hours. According to the correlation test results, there was a negative relationship between the level of WLC and the perception of technology benefits: those who detected digital advantages had lower WLC values, while those who recognized disadvantages had higher WLC values.
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Third Culture Kids: Growing Among Worlds by David C. Pollock & Ruth E. Van Reken
161-163Views:879Bibliography of the reviewed book: Pollock, D., & Reken, R. (Revised Edition 2009). Third Culture Kids: Growing Among Worlds. Nicholas Brealey Publishing.
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Labour Market Characteristics of Helping Professionals
66-75Views:346In Hungary, considerable efforts have been made in recent years to analyse the career paths of higher educational graduates, which have highlighted the need for field-specific and training-specific analysis. In this context, our research concentrates on a special training segment, focusing on the position of young professionals working in occupations helping the function of the society. Previous research focused only on the professionalization of the different occupations and the recruitment was examined from institutional and regional aspects. However, during the statistical analysis we examined the social recruitment base and the labour market situation of social pedagogy graduates in the Graduates 2012 (Frissdiplomások 2012) national database. The novelty of our work lies in the comparison of those who graduated in social work, pedagogy and andragogy in full-time programs. The most important result of our quantitative analysis is the statement that the differences in the composition of the group are strongly explained by the regional location of the institutions providing the training. In terms of horizontal and vertical congruence, the values of the humanities group are the most unfavourable.
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Social Integration of the Former Transcarpathian Students of the Balassi Institute
82-89Views:310In the present study, we examine the social integration of former Transcarpathian students who participated in the university preparatory training of the Balassi Institute. Social integration plays a major role, both among mobile students settling in the destination country and in the sending country. Despite the fact that Hungarian students from Transcarpathia have the same linguistic and cultural background as their motherland, their integration into Hungarian society is often hampered: migration often involves giving up home connections, and the success of building new ones is unpredictable. Successful adaptation to the social environment of the destination country is not always an automatic mechanism. Our research was conducted using a questionnaire method. In the survey, we sought to answer the question of where the former Transcarpathian students participating in the preparatory training of the Balassi Institute settled after completing their studies and how they managed to integrate into the society of their place of residence. We compare the social integration of people returning to Transcarpathia, settling in Hungary and living abroad. In summary, we would like to present the results of the survey.
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Tools Supporting the Measurement of Fair Play in Sport
75-79Views:381In the course of our work so far, we have repeatedly emphasized the loss of morality and value in societies, which has an impact on all areas of life (including sport). Today, we are far from the original values of sport and the ideals of Baron Coubertin; fair play as pure play. Among the ethical issues of sport, special attention should be given to two extremes: fair play and doping. In our study, we aimed to review the available literature related to the topic of fair play in both the domestic and international setting. In selecting the processed research, our main goal was to present results that are useful for Hungarian educational science, including specific, internationally validated fair play attitude surveys and educational programs. Our current study is the first theoretical partial result of a larger-scale research, which includes the Hungarian adaptation of the presented tests.
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Scouts' and educational stakeholders' perceptions of integrating scouting methods into formal education
98-109Views:955Scouting is a non-formal learning environment which implies a form of learning that is “less organised than formal learning, but still consists of planned activities and educational objectives. It is also seen as being more concerned with action, and learning by doing from experience; and more holistic, with a particular focus on developing social and emotional skills” (Bridwell et.al., 2015: 27). The Scouting Method used relies on the concept of experiential learning or learning by doing and combines it with other educational elements such as the symbolic framework, team or patrol system, gamification elements such as the badge system (Christians 2018) and active learning or personal progression so that each young person is “consciously and actively involved in his or her own development” (WOSM 1998: 47). The present paper aims to explore scouts' and educational stakeholders' (teachers and scout teachers) beliefs and opinions regarding scouting methods and the way these methods could be integrated into the formal learning environment. Qualitative and quantitative methods of analyses were used to examine and interpret the results gathered through an online questionnaire. Results show that all respondents have a positive attitude towards scouting and the methods used within their activities and they would encourage others to join the association. Even school subjects have been identified which could serve as bridging points between non-formal and formal educational situations.
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Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
71-82Views:464While the term “school absenteeism” refers to a student’s withdrawal from the reach of classroom instruction, we explicitly opt for the term “class avoidance.” Existing studies on this phenomenon have primarily dealt with unauthorized physical absence from class. However, in our contribution, we extend the scope to cognitive absence. The behavior of students who are physically present but cognitively disengaged has largely been neglected in educational research thus far. This deficit stands in contrast to the widely accepted importance of cognitive activation in the classroom. The core of our contribution consists in the presentation and the construct validation of a newly developed scale for measuring cognitive class avoidance (inattention in class). We evaluated this measurement instrument in a cross-sectional study with a sample of 171 seventh- to ninth-grade students (M = 14.3 years, SD = .94). Our data confirmed a theoretically founded g-factor model. The results of the analysis point to a limited prevalence of cognitive class avoidance. Such forms of behavior were significantly more frequently reported by boys than by girls, however.
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Teacher Work and Job Satisfaction among Romanian Lower Secondary Teachers
93-100Views:481The purpose of this paper is to provide an empirical based understanding of the Romanian context of teacher work, which provides an opportunity to identify characteristics considered to affect teaching activities and gives a basis for planning and conducting other research on teachers working conditions. The paper is based on authors' research which is a secondary analysis of Teaching and Learning International Survey (TALIS) 2013 database. The database contains the survey responses of teachers of lower secondary education (ISCED 2) and the principals of their schools. During the investigation cross/tables, cluster analysis, linear and logistical analyses were used. Based on our research results, we can see that the factors attributed both to the individuals and to the elements of pedagogical culture show a strong correlation with the characteristics of the teaching and the satisfaction with the teaching. Considering the factors attributed to the individuals, professional development and the total career time is the most influential factor of job satisfaction and teacher’s self-efficacy. Among the variables included in the school culture dimension, the effectiveness of teacher work, the disciplined atmosphere, the values of student/teacher relationships and the positive effects of teacher-teacher relationships indicated satisfaction and self-efficacy.
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Assessing the Role of the Coach in Terms of Dropping out from Youth Sports
66-74Views:490Much of international research deals with the subject, so we can say that probably one of the most important issues in the field of youth education today is to explore the causes of early drop-out from organised sport. The aim of this essay was to test our self developed measurement tool and gain insight into what coaches see as causes of dropping out within their own sport and what percentage of this phenomenon is experienced in their field. The main question for us is, why junior athletes between the age of 13–16 are dropping out of competitive sports, what role the coach’s personality has (in this), and what other reasons might the phenomenon have. In our enquiry, we sought to find out the opinion of coaches of team sports such as handball, football or icehockey, in addition to individual sports, like athletics and karate. In the research, we used only certain parts of the interviews during the analysis, paying special attention to the coaching attitude, the coach-athlete relationship, and the ways of motivation and methods used by the coach. The results confirmed that the causes of dropout should be sought for in the dimensions which we set up earlier. In the respect of the exploratory nature of the study, we cannot draw far-reaching conclusions, but we certainly consider it as a good starting point for our further research.
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Parent-Teacher Communication from the Perspective of the Educator
13-24.Views:2253Several, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.
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From Ukraine to Hungary: A Specific Case of Student Mobility
101-103Views:188Bibliography of the reviewed book: Pallay, K. (2024). Mobility, career development, integration. Mobility, career development, integration. Students of the Balassi Institute in Transcarpathia]. University of Debrecen Centre for Higher Education Research and Development (CHERD).
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The Vehicle for Bringing Positive Education Into the English-As-A-Foreign-Language Classroom: Task-Based Language Teaching
80-89Views:258The purpose of this article is to provide an overview of the distinctive features of interventions, tasks, and exercises. It is intended to lay theoretical ground to a forthcoming dissertation which is based on action research using positive psychology-based tasks designed or adapted for the secondary English-as-aforeign-language classroom. Therefore, it is essential to first understand the theoretical underpinnings of task-based language teaching and define certain key concepts as well as find the features that distinguish interventions, tasks, and exercises from each other in the language learning classroom. Since literature sometimes refers to these concepts in an interchangeable manner (cf. Seligman et al., 2005; Seligman et al., 2009; Gregersen et al., 2014), an attempt will be made in this theoretical paper to compare them, and then to provide a framework for task descriptions to be used in the dissertation project which is intended to be convergent with current theory and practical enough for teachers.
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An Analytical Review of Cross Cultural Child-Rearing and Care Practices: A Special Reference to India
7-18Views:800Child-rearing is an individualist, social and cultural process. This paper proposes that Child-Rearing has invariable characteristics and huge diversity. It has been considered that cultural perspective may contribute to the understanding of such multiple forms of child-rearing. The present paper provides an analytical account of dominant factors of child-rearing and caring. The factors selection is done by reviewing the articles which have either more than 50 Google scholar citations or are indexed in top-class journals. It also aims to ascertain whether or not Indian child-rearing intrinsically has something different in its practices and which child-rearing patterns are global and common among all the countries. This article took majorly dominating factors in the area of child-rearing and provided a qualitative comparative account of India especially in relation to the world. Some factors are individualistic as parental attitude and the parent-child relationship. But the study found that corporal punishments, socialization and cultural factors have a strong impact on child-rearing. Altogether these factors affect the cognitive skills of children. The study will give a critical overview of child-rearing patterns in India and across the globe, which would be helpful for policymakers to create new policies and act accordingly.
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Assessing Children’s Mastery Motivation using the Dimensions of Mastery Questionnaire (DMQ): Theoretical and Practical Consideration
90-93Views:249Bibliography of the reviewed book: Morgan, G. A., Liao, H.-F., & Józsa, K. (Eds.) (2020). Assessing Mastery Motivation in Children Using the Dimensions of Mastery Questionnaire (DMQ). Gödöllő: Szent István Egyetem.
http://www.staff.u-szeged.hu/~jozsa/DMQbook.html -
Teachers’ Practices in Fostering Children’s Critical Thinking at Pre-Primary Level in Kongwa District
1-9Views:324Critical thinking skills is one of the most important 21st century skills and one of the most vital indicators of the quality of education children are receiving. In enhancing these important skills, it is very important to unfold teachers’ practices in fostering children’s critical thinking skills. Therefore, this study investigated teachers’ practices in fostering children’s critical thinking skills in pre-primary level in the Kongwa District of the Dodoma Region, Tanzania. The study employed a qualitative research approach with a phenomenography research design. The total sample of the study was 35 respondents, selected through the criterion purposive sampling technique. Data were collected through in-depth interviews and classroom observation. Data analyses were done through the thematic analysis framework of Braun and Clarke (2021). The findings revealed that teachers’ practices which include teachers’ preparations, the use of instructional strategies, social activities, teaching and learning materials, and creating classroom learning environment helps children to think critically. The study recommends the quality assurers should maintain monitoring and supervision of teachers’ classroom practices in promoting the critical thinking skills of children.