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Pandemic and Education
1-10Views:804The emergence and rapid spread of the Coronavirus in the spring of 2020 has fundamentally changed our lives. The most important change has been the attempt to minimise face–to–face contacts everywhere in order to keep the epidemic under control. Public gatherings were banned, shopping malls were closed, and sporting events were also cancelled. As COVID–19 spread as easily among children as among adults, schools could not escape the restrictions. During the first wave of the epidemic, institutions had to switch to emergency remote education (ERE) at very short notice, which presented a number of problems for all participants. These problems and experiences of the switch should be collected at all levels of education, as they not only help to prepare for similar situations, but may also lead to conclusions that can be used to make the methods and solutions of classroom–based teaching more motivating, more effective or even more efficient. In this paper, we review both the challenges of the transition and the possible implications for the future teaching–learning process by reflecting on the lessons learned.
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The Epistemic Cultures of the Digital Humanities and Their Relation to Open Science: Contributions to the Open Humanities Discourse
1-7Views:211The epistemic cultures approach exposes the different ways knowledge production channels are built up among the various fields of study. In revealing these differences, the fragmentation of science can be clearly seen. Digital humanities is one such field. It is an inter- and transdisciplinary field, composed of diverse epistemic cultures and marked by distinct knowledge production practices. In the current landscape of scholarly communication, namely the open science paradigm, open practices have been at the forefront of conversation and research. The discourse’s true focus, however, is more along the lines of the epistemic cultures of the hard sciences, meaning that it does not fully consider other domains of knowledge. Thus, through a literature review, this study aims to frame the digital humanities’ epistemic cultures in the discourse of open science. The conclusion is, a conversation needs to be had specifically about the openness of knowledge, also considering other epistemic cultures’ diversity of scholarly communication practices. This would include the humanities. While simultaneously opening up this discourse, it is considered that digital humanities can also contribute to its consolidation.
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Scouts' and educational stakeholders' perceptions of integrating scouting methods into formal education
98-109Views:520Scouting 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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The Mentoring’s Role among Alumni Students of István Wáli Roma College for Advanced Studies of the Reformed Church
36-52Views:245Colleges for Advanced Studies (CASs) are the oldest institutionalized talent development initiatives of higher education in Hungary (since 1895). The Act CCIV of 2011 on National Higher Education initiated the creation of a national network of denominational Roma CASs. In a CAS, students live in a dormitory, build a strong community, get scholarships and support from tutors and mentors. Important elements of Roma CASs are the following: religious education, social responsibility for society, and Roma identity empowerment (Godó et al., 2019; Kardos, 2013; Charta, 2011). In this study, we examined alumni (ex-university students) of a Roma CAS in Debrecen. Among other things, we were interested in how they relate to the mentoring process, how they feel about it, and how mentoring is perceived in their own lives. We are also interested in what types of mentors are mentioned and whether there is any form of mentoring in their current activities. Method of our research: qualitative interview analysis. Semi-structured interviews were conducted in 2018 with 17 alumni selected by snowball method. According to our results, the former students named 2 types of mentors who were next to them: layman and professional mentors, or they themselves can be typed as mentors on the basis of the following: layman mentors (layman persons involved in mentoring activities) and professional mentors. We consider it important to emphasize the role of the pastor in a Reformed institution, who has also been promoted to the professional mentoring category. In addition, our goal is to investigate the characteristics of networking patterns that emerge around specialist college students.
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The Dimensions of Parent-School Partnership
98-101.Views:100Bibliography of the reviewed special issue: Pusztai, G., & Engler, Á. (Eds.) (2020). Value-Creating Pedagogy in School and Family. Kapocs, Special Issue. Maria Kopp Institute for Demography and Families (KINCS).
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Big Brother Mentoring in the Let's Teach for Hungary Program
114-141Views:232The number of mentoring programs within the framework of schools is increasing both internationally and domestically (Raufelder & Ittel, 2012; Fejes et. al., 2009). Besides traditional mentoring, the role of peer mentoring (Miller, 2002) has also come to the fore in recent years. In our study, we focus on cross-age peer mentoring (Miller, 2002; Sipe, 2005), where older youth mentor younger youth. One example of this in Hungary is the Let's Teach for Hungary (LTHMP) mentoring program, where undergraduate students mentor primary school students. In our research, we studied mentors at the University of Debrecen who had completed at least two semester-long cycles in the program. We were curious about how the COVID-19 pandemic period affected mentoring, so we examined the transition of a mentoring program based on a personal meeting to online mentoring, and its pivotal points, advantages, and disadvantages. As a method, we used qualitative interview analysis, during which we worked with semi-structured interviews, recorded in the spring of 2020 and 2021 – during the global pandemic situation – with a total of 50 mentors. The content analysis of the interview texts was performed based on the codes formulated based on the theory, and the emic codes emerged in the interviews (Creswell, 2012). Our results show that mentors can be grouped into different types based on their attitudes towards online mentoring. Overall, the digital transition has been a big challenge. The biggest problem was the lack of equipment. The issue of age has been also an important factor in terms of the sense of digital comfort. We noticed the phenomenon of Big Brother Mentoring and the importance of chameleon mentors. Our research, which can fill a gap, highlights both the challenges and benefits of online mentoring. In addition, we can also contribute to the effective and successful operation of the Let's Teach for Hungary Mentoring Program.
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Correlation Between Educational Performance, Family Background and Settlement Type in Covasna County, Romania
62-69Views:238In social sciences, a more sophisticated way of examining students' school performance, based on the combination of school and family factors, is becoming increasingly popular. Important indicators of schools operating in a given territorial and societal context can be obtained both at student and institutional levels if territorial characteristics are included. In our research we examine the correlation between family background and performance, and investigate the settlement type where the proportion of students from low SES schools is the highest. At the same time we are also curious whether there is a greater chance of resilience in smaller communities. Our results show that the majority of students from low SES schools study in small settlements, but resilience is clearly not more typical in smaller communities.
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The Situation and Chances of Roma students in Secondary and Tertiary Education in Hungary
26-35Views:247Addressing student drop-out or early school leaving has long been a major challenge for education policy makers at both national and international levels. This phenomenon affects all levels of education and has a profound impact on those classes of society that are economically and socio-culturally disadvantaged. This is particularly the case of the largest minority group in Hungary, the Roma, and its roots go back to primary education. Since the 1990s, so from the change of the regime, a positive tendency could have been observed in the completion of primary education, but in secondary school graduation and in obtaining a higher education degree they are still far behind the non-Roma population. In the current study, we identify causes of their learning failures, and we also present a selection of study grants that are available to young Roma students and support them to achieve higher levels of education. We also highlight the difficulties faced by those Roma youth, who have origins in traditional communities but obtain higher educational degrees.
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Wind Bands for Hungarian Community Music
90-97Views:168The scholarly study of community bands as music communities can be considered a relatively young trend even on an international level. Despite this fact, there is more and more research done on the potential effects they may have on society and music education. Our national literary records on wind bands, however, are mainly focused on their historical background and their legacy in the military. Thus, there is an insufficient amount of information provided on the aspects of sociology and pedagogy. Besides the literary comparison done in our research, we also study the resupply of our national bands in music schools, using available data from the the 2016/2017 Statistical Yearbook of Public Education. This paper serves mainly as a tool of problem identification, laying the groundwork for further researches done in this area.
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At the Crossroad of Cultures: Education and Identity of Hungarian Deaf Learners in Romania
68-78Views:196Deaf people living in ethnic-national minority situation form a social group whose members have multiple cultural backgrounds. Starting from interpretations which are viewing the deaf child as a member of a distinct cultural and linguistic minority, I studied the education of Hungarian deaf pupils in Romania graduating from the Hungarian Special School in Cluj/Kolozsvár/Klausenburg, with particular regard to the relationship between formal and informal language use in school, communication culture and identity. Methodologically the research is based on life path interviews with Hungarian Deaf Special School graduates, family case studies of two or three generation deaf families and structured interviews with experienced educators. The research results reveal that the educational practice of the concerned educational institution strengthens the pupils' identity awareness and sense of belonging to the Hungarian nation in two distinct, still interconnected ways: on the one hand, through oral language acquisition, nursing the oral Hungarian language skills, and on the other hand through cultivating the Hungarian Sign Language embedded in the deaf culture within the learner community. Nowadays, the conditions and modalities of exercising this role are changing in several respects. The positive educational effects achieved so far can be reinforced and strengthened by educational policies based on the recognition and cultivation of cultural diversity, in all its complex and multifaceted manifestations, including the peculiar needs of ethnic minority deaf learners.
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APPetite for Something New: The Katona József Library’s Mobile Application
35-44Views:150The Katona József Library of Bács-Kiskun County has always placed great emphasis on reaching out to all age groups. In order to achieve our goal, we need to be informed and up-to-date with the latest trends and to be present on as many virtual platforms as possible. That’s why, at the beginning of 2021, a few enthusiastic librarians of our institution thought that a library mobile app could be the next important milestone in our continuous development and renewal. All this experimentation and testing has finally paid off: the Katona József Library’s mobile app is available on the Google Play Store from Autumn 2021. It’s no secret that our primary goal with our entirely self-developed, in-house app was to target young people, perhaps the hardest-to-reach age group for libraries. So, in addition to creating content specifically for teens (book reviews, games), we also wanted the look and feel of the app to be coherent and dynamic. Of course, we did not want the app to replace our library’s website, but to provide content that could be enjoyed on a smaller screen. As the application is easy to navigate and use, so that older people who are generally less familiar with the digital world will have no problems using it. For those who are a little apprehensive, one of our tutorials promoting the app will give them all the help they need to become a confident user. So what does our library app do? In addition to the Programme Guide, there is a dedicated menu with a regularly updated document guide. And with our ever-expanding thematic video selection, you can watch videos of our library programmes at any time. Of course, a library mobile app would be useless without a Catalogue menu, so webOPAC is also just a click away. With our Virtual Tour, which is unique among national library mobile apps, you can even take a look around our library from the comfort of your own home, sitting in your armchair. Games were also included in the app. We have thought of games for all ages, with four to four games for children, teens and adults. Puzzles are mainly related to the world of books, but there are also some puzzles on local history. We hope that our innovation will live up to our expectations and will appeal to a wider audience than just young people. Our aim is to ensure that our application remains a popular and constantly renewing service in the long term.
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Tablets in Hungarian Primary Schools: An Empirical Study of Institution-level Application
29-37Views:342The increasing interest in introducing tablets into education as well as many countries’ education policies (see Digital Education Strategy) support the integration of the above-mentioned mobile devices (Mulet, van de Leemput & Amadieu, 2019). Accordingly, several governments are presently procuring or have already supplied a significant number of students with these devices (Tamim et al., 2015). Similar to most international large-scale initiatives, there are remarkable variances in tablet-supported education. The different school conditions (infrastructure, framework, human resources) result in the diversity of technological integration. In our research, in order to learn more about the infrastructural conditions at schools’ institutional levels, with online questionnaires we examined 145 primary schools using tablets in their education. We were looking to answer the following, questions: (1) what kind of infrastructural conditions are characteristic of the different institutions? (2) What kind of differences in infrastructural conditions are there between the schools in different settlements? To sum up the results, we can observe significant differences in the number of tablets, their hardware, accessories and software, along with differences in internet access and the regulation thereof.
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Women in the Blind Spot: Review of Invisible Women
164-165Views:134Bibliography of the reviewed book: Perez, C. C. (2019). Invisible Women: exposing data bias in a world designed for men. Abrams Press.
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Elementary Art School of Folk Dance and Music in the Context of Regional Culture-Oriented Schools in Slovakia
16-26Views:290In the study, we present the basic goals, content, strategies and organisational forms of education of the Elementary Art School of Folk Dance and Music in Ružomberok. The basic information about the school is supplemented with the ideas of its founder and the school principal, as well as the photo documentation of this school environment. We analyse this school model in the broader context of elementary regional culture-oriented schools, which began to develop in Slovakia after 1989. In connection with the school reform in 2008, the educational content of such schools was transformed and defined in the State Education Programme in the subject of Regional Education and cross-cutting topic Regional Education and Folk Culture. In addition to other alternative and innovative educational programmes in Slovakia, the regional culture-oriented school represents a domestic model of education, which is based on the historical and cultural peculiarities of individual regions of Slovakia. Despite the uniform name, each school with this orientation can have a unique character expressed in its school curriculum.
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Criteria determining school choice among the ethnic minority high school students
17-25Views:190In our paper we sought for the answer to the question: based on which motives do students from various types of high schools (in our case, denominational or non- denominational school) make their choice of educational institution? The target group of our research consists of the 9th and 11th grade students of Harghita County’s denominational (Roman Catholic, Reformed, Unitarian) schools and the non-denominational ones added to them. All in all, eight high schools got into our sample. We conducted a survey by questionnaire, the sample including 1,064 people. We analyzed the decision criteria formed based on motives behind the decision (primary and secondary effects) on the one hand, and followed the decision making process on the other. The non-denominational sector is often chosen by the elite- and institution-oriented student group, who has great expectations of the institution, e.g. - top of the line standards of education, outstanding achievement indicators, prestige of the institution, local reputation. According to the clusters created from the motives, the value- and community-oriented student group, as well as the one following the orientation of the peer group, can be found in significantly higher proportion in denominational schools.
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Foreign Language Interpretation in Teaching Soloist Singing
75-89Views:126The problems of singing in the original language have become a special feature of the soloist training in the Central and Eastern Europe. The linguistic aspects of soloist training is put to the test by international expectation that regards authentic singing in the original language as a natural part of professional efficiency. In this present paper we are looking for the answers to two questions. First, we examined what factors determine the choice of the language for vocal interpretation. Our second goal is to give an overview of a specific segment of today’s Hungarian students’ population in higher education. We examined institutional, personal and curricular components for perfecting singing in the original language. The empirical study field of our research was Hungary’s higher education institutions of music in the 2016/17 term. Our researches were based on two methodological techniques. Among the higher education instructors of solo singers we conducted structured interviews and students from six higher educational institutions with this profile were the respondents of our questionnaire. The quantitative analysis of the research unequivocally represented the stronger demand of students for the training of linguistic interpretation. Our empirical research showed that the language efficiency of the solo singer students does not meet professional expectations. Pronunciation, comprehension, vocabulary, command of language and intonation are not utilized while singing and using the mirror effect of singing in a foreign language does not help perfect language knowledge either.
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Gender Differences Among Teacher Education Students in Light of a Pilot Study
80-93.Views:75This paper aims to present the measurement tool designed to examine gender differences among teacher education students and the results obtained during the research. The theoretical section of the paper describes teachers’ and parents’ influence on children’s gender role attitudes, gender socialization and career orientation. To prepare the questionnaire, we analyzed the Hungarian and international literature and built on the results of our previous qualitative research. We grouped our questions into three dimensions: (1) gender socialization in the family, (2) parental involvement, (3) gender socialization at school and career orientation. According to our results, gender-neutral toys were more often chosen by male students’ parents, and mothers were more involved in their children’s school activities than fathers, setting higher expectations as well. Teachers and parents, especially mothers, played an important role in students’ career choice. In addition, students perceived that teachers handled them differently depending on their gender in terms of the evaluation of their academic progress and behavior as well as the frequency of compliments and punishment.
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Digital Creativity Development in an E-learning Environment – A 3D Design Project
49-54Views:212During the pandemic, arts disciplines had to seek new paths for creation to continue visual skills development outside the studio. ICTs offer a natural tool set for individual and collaborative work and sharing online. 3D design and the development of digital creativity can represent new directions for Hungarian art education and its major discipline called Visual Culture. With this tool, visual art education can proceed on the bumpy road to teach the visual language of the 21st century. Certainly, technological focus is not the only option for progress in art education. Nevertheless, if we look for possible directions for renewal, we cannot ignore the use of software products that support visual creativity,and are becoming more and more easily available, simpler and free of charge. This paper focuses on the pedagogical possibilities of 3D printing. We present an experimental program with secondary school students aged 16 years, that started and ended face-to-face and was partly realised online. As the project manifests a creative synergy of Visual Culture and Information Technology disciplines that may be of interest for art and ICT educators as well.
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Assessing Children’s Mastery Motivation using the Dimensions of Mastery Questionnaire (DMQ): Theoretical and Practical Consideration
90-93Views:141Bibliography 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 -
Conflicts in Physical Education Classes - A Systems Theoretical Analysis of the Teacher’s Perspective
11-20Views:203This article presents the results of a systems theoretical analysis of conflicts in physical education classes from the teacher’s perspective. Building on the state of current research, a theoretical model to analyse the development and management of sport related conflicts in the school setting is elaborated. This model is used to examine written assignments collected at university seminars on conflicts in a German sport institute. At these seminars, sport science students submitted 40 detailed descriptions of conflicts in physical education classes, which were either collected through an interview or experienced directly in their role as teachers. The empirical material is analysed using qualitative content analysis. Based on a fictive case that is developed for exemplification purposes, all collected cases are considered against the background of the developed model. It differentiates between trivial, stable, slightly, and highly escalated conflicts and examines suitable management strategies. The study concludes that trivial conflicts are common in physical education classes, that teachers use different strategies to manage them, and that this issue is dealt with differently at the organisational level. This preliminary model can be improved through further empirical research that compares different school forms and levels of education at the national and international level.
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New Possibilities in Cultural Consumption. The Effect of the Global Pandemic on Listening to Music
1-15Views:663In this study, we address the impact of COVID-19 on classical music concerts. New forms of cultural consumption and their convenience have raised the question as to whether concert halls will still be needed in the future, and whether the audience will take on the extra time and effort to be present in person at a musical artistic event. In an analysis of international surveys, we formed an accurate picture of music listening habits in the period before and during the pandemic. We also administered a survey, completed by 134 music teachers. Although the findings cannot be generalised to society as a whole, the respondents in the sample are well acquainted with the artistic setting and possess sufficient prior experience, so their opinion is relevant to the topic. Despite the convenience of the online space and the rich selection of art available, the interviewed music teachers will still prefer live music events, which offer them a more profound experience.
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Spirituality and Concept of ’Child’ in Kokas Pedagogy for Children with Special Educational Needs
11-16Views:347Klára Kokas was a music teacher and music psychologist (1929-2010). Her method is based on music, motion and manual arts, therefore it can be defined as a form of reform pedagogy, otherwise it is called complex art pedagogy. The main elements and characteristics of Klára Kokas’s pedagogy were revolutionary new ideas in the fields of personality development, and music education – compared to the practices of reform pedagogy trends in the 20th century Europe and the United States (Pukánszky-Németh, 1996). The main elements of this concept are music, dance improvisation, motion, imaginative stories, visual arts, painting and drawing. However, its most important component is the very specific and intimate relation, which connected her to children. This distinctive feature of the Kokas-method is hard to teach. Klára Kokas approached to people with problems, suffering and disabilities, especially to marginalized and disadvantaged children with utmost empathy. She struggled to develop the social-cognition skills and affectionate behavior of the handicapped children through her own invented musical method.Her writings reflected her relationship with God, namely the presence of Him which can be felt behind the scenes. His name was mostly unspoken, yet when she named Him, it was to reveal that God was always in her mind, like in her words and musical activities too.The goal of this paper is to search and frame that text corpus, which can outline the spirituality of Klára Kokas with the aim of drawing up her relationship with God and children – according to her publications, writings, essays, books, short-film compilations, movie archives and interviews (Kokas, 1992; 1999; 2002; 2007; 2012; 2013). The contours of her spirituality from her teachings, manuscripts and publications couldn’t be attributed to any religious denomination. Also, to be presented are her notions about youth and teenage spirit and a unique relation with the world, her own students, the talents, the music and the holiness: the spirituality of Klára Kokas. The importance of beliefs and moral convictions in the art of education will be outlined.A single paragraph of about 150-200 words maximum. For research articles, abstracts should give a complete overview of the work. We encourage authors to use the following style of abstracts: background, methods, results and conclusion. The abstract should give an objective representation of the article.
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Increasing Motivation among Language Learners through Individualized Assessment
1-13Views:279An extensive body of research has shown that motivation is integral to successful and sustained language learning (Carreira, 2005; Cheng & Dornyei, 2007; Crookes & Schmidt, 1991; Dornyei, 1994; Ehrman, Leaver, & Oxford, 2003; Gardner, 2005; Matsumoto & Obana, 2001; Yang, 2008; Yu & Watkins, 2008). Maintaining student motivation in all aspects of language instruction, particularly assessment, can be challenging for multiple reasons, including learner differences, access to technology, and, most recently, reactions to pandemic learning. Instructors therefore face the challenge of creating assessments that not only evaluate students’ performance but also promote their ability and desire to learn. Based on the results of an action research project, this article highlights the benefits of two types of individualized assessment used to improve students’ motivation while evaluating their performance: work cycle projects and a course portfolio. Using qualitative data collected from student reflective statements, I argue, first, that the ability to choose assessment topics and types motivates students to focus closely on course content and work creatively; these choices ultimately improve their desire to learn course material more than traditional assessment types. Second, encouraging learners to utilize and reflect on their strengths using a portfolio as a form of assessment allows students to understand their strengths and weaknesses and empowers them as learners, thereby improving their motivation.
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“Narrating” Bodies. Physical “Reflexive” Activities between Gender Images and Socio-pedagogical Processes - Research on the Yoga’s Representations
21-27Views:158This article intends to offer a reflection on how reflexive physical activities can support a socio-pedagogical approach to educating about gender diversity through media communication. We use the term “reflexive” to refer to all those activities aimed at enhancing the person and his relationships, self-realization, selfknowledge, and self-improvement: in other terms, a circuit of bodily experiences that determine bodily knowledge as a social construction (as described by Connel, 2005). These activities focus mainly on ethical purposes, rather than on performative ones. An example of such disciplines can be considered the practice of yoga which is a currently growing phenomenon both in Europe and in the United States. Yoga is practiced today in the USA by 35.2 million adults, by over 2.5 million people in Italy, and is garnering scientific interest in its contributions to balanced, healthy growth of children and adults. The World Health Organization, in its global action plan on physical activity 2018-2030: More Active People for a Healthier World, calls it a means to improve health. The diffusion of these disciplines responds to a personal and social search for meaning that weighs especially heavily on highly secularized Western culture. This diffusion also portrays a media phenomenon, whose images and messages validate and reinforce capitalist ethics. From this point of view, the “mediated” representation of sports bodies appears to apply to the world of consumers. The images of women practicing yoga, oriented toward alternative values rather than beauty and sexuality, are above all confirmed by the purchase of goods and services that are not related to outward personal appearance. Using the results of an analysis carried out in 2021 of two main international yoga magazines, we are going to discuss the role of yoga as a “reflexive” physical activity and its pedagogical potential oriented to the body as a “primary place of experience”, not just a consumer item, but also a tool for education about gender diversity.
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Attendance of Pop and Classical Music Concerts among the Hungarian Youth
67-74Views:188In 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.