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Non-completed Studies: What Factors Affect Academic Success or Failure?
79-89Views:259The ratio of early school leavers is 12.5 in Hungary, which means 22nd place within the EU28. Early school leaving is an important issue in all European countries, because those who finished their studies after primary education are more likely unemployed and it causes problems for both them and the society. Higher educational drop-out also an important issue, although for other reasons than early school leaving. It is even more difficult to find precise data on this: we don’t know what proportion of the students is affected by this in Hungary. In this study I analyze the database of the Hungarian Youth Research 2016. This survey was conducted on a representative sample of 15-29 year olds, questioning 8,000 people, therefore, early school leavers and higher educational drop-outs should be found among the interviewees. The results show that early school leavers have significantly worse status both financial and cultural. Some of those who had finished only primary school think that they have successfully completed their studies. They answered that despite 18.3 percent of them have started a vocational training, which didn’t finish. Despite the expectations, not much is known about the higher educational drop-outs. 4.5 percent of the interviewees did not answer the question of whether they had completed their studies: they are probably the drop-outs, but we can just assume that. The results show that they have better cultural status than the others.
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Self-Study: Tensions and Growth in Graduate Teaching Assistant Development
14-22Views:267Graduate 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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International Trends of Remote Teaching Ordered in Light of the Coronavirus (COVID-19) and its Most Popular Video Conferencing Applications that Implement Communication
84-92Views:2249The global coronavirus pandemic that emerged at the end of 2019 and will reach its peak in 2020 has affected education systems worldwide and led to widespread, complete closure of schools, universities, and colleges. UNESCO estimates that a total of nearly 1.6 billion students worldwide have been affected by the closures of educational institutions. The indicator was the highest in the period from April 1 to April 5, when exactly 1,598,099,008 students were affected by the measures. This accounted for 91.3% of the world’s total learning community, with a total of 193 countries providing full nationwide remote teaching. In response to school clo-sures, UNESCO has proposed distance learning programs as well as open educational applications and platforms that have ena-bled schools and teachers to reach their students remotely and make online education easier (UNESCO, 2020). In addition to reviewing the recent literature and monitoring lockdown measures, the study also suggests a number of specific solutions.
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The Impact of Sport on the Health Related Quality of Life of Primary School Children
80-85Views:325By participating in some organized physical activities, even at school or in a sports association, children will have an impact on their intellectual, emotional and socialization abilities, as well as develop their motor skills and abilities. As a result, an athlete’s health will also be at a higher level and their Healthrelated quality of life (HRQOL) will change. In the survey, we were researching if there is a difference in the results of the HRQOL dimensions of lower-grade athletes and non-athletes at Ferenc Gál University’s Szarvasi Training Primary School and Training Kindergarten. In the cross-sectional study, 89 parents responded to questions in the Kidscreen-27 / proxy questionnaire, which asked about their child’s subjective quality of life and its relationship with sports. Based on the statistically processed data, it can be shown that young athletes have higher HRQOL values compared to their non-athlete counterparts in all dimensions. From this, we can conclude that sport has a positive impact on the health and well-being of athlete students, their relationships with family and friends, and their effectiveness at school.
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Digital Tools of Universal Music Education
60-66Views:415The purpose of this article is to present various solutions concerning music education aided by computer technologies. The article applies public music education. The author attempts to provide an answer to questions concerning the role of music teachers working with new media , which requires them to constantly improve and expand their skills. How are they able to utilise new technological achievements while at the same time blending them with well-proven, traditional methods of music teaching/learning, without falling prey to the dangers of modern media ? Any attempts at using innovative solutions are bound to cause numerous challenges for students, teachers, and the entire education system. However, the effects of such actions could contribute to the improvement of the quality of music education in society, which justifies the efforts. The intention of the author is attempt to look into the future on the basis of the existing data sources, analyses and global pedagogical trends and to search for theoretical and practical solutions, which may influence the formulation of the paradigms in modern music teaching.
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Labour Market Characteristics of Helping Professionals
66-75Views:235In 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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The Evolving Concept of (Language) Assessment Literacy. Implications for Teacher Education
120-130Views:452Language teachers’ assessment knowledge and skills have received considerable attention from language assessment researchers over the past few decades (Davison & Leung, 2009; Hill & McNamara, 2012; Rea-Dickins, 2001; Taylor, 2013). This seems to be linked to the increased professionalism expected of them in classroom-based assessments. However, teachers seem to face a number of challenges, including how large-scale standardized language exams influence their classroom assessment practices. Teachers’ assessment literacy, therefore, needs to be examined in order to explain their assessment decisions. In this paper, we review the concept of (language) assessment literacy, how it has evolved and how it is conceptualized currently. Recent interpretations seem to reflect a multidimensional, dynamic and situated view of (language) assessment literacy. Implications for teacher education are also highlighted by presenting research findings from studies that explored teachers’ and teacher candidates’ assessment literacy in various educational contexts. As a result, we can identify some common patterns in classroom assessment practices as well as context-specific training needs. Finally, we make a recommendation for tackling some of the challenges language teachers are facing in relation to classroom-based assessment in the Hungarian context.
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Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study
43-57Views:111The paper focuses on the intergenerational mobility processes in Hungarian higher education over the past decade. Its purpose is to explore these processes and to analyse the differences between the fields of study. The second-generation mobility theories, which serve to be the theoretical background of this paper, focus on the differences between income, education, occupational groups and social classes in connection with status attainment and mobility. Among the mobility theories relating to higher education, theories analyzing inequalities are studied, to discover whether they are found in Hungarian higher education („Maximally Maintained Inequality”, MMI and the theory of „Effectively Maintained Inequality”, EMI). The analysis also covers the „dynastic effects” related to mobility, whether they strengthen or weaken intergenerational processes. The database of the analysis is the Graduate Career Tracking System 2010-2021.
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The Effects of Family Background on the Processes of Foreign Language Learning in Hungary
87-97Views:309In Hungary, the academic achievement of schoolchildren is very strongly influenced by their family background, a statement often quoted in connection with PISA surveys (Róbert, 2004). Although the effects of family background have mostly been studied in connection with key competences, it is easy to see that they are also likely to influence foreign language learning, possibly to an even greater extent (Csapó, 2001). The aim of our paper is to provide an overview of theoretical and empirical findings related to the family background of Hungarian schoolchildren on different aspects of language learning: language choice, individual differences and success in language learning. We hope to provide a meta-analysis of empirical studies and their results, however it needs to be noted that their number is relatively scarce. We would also like to inspire future studies exploring similar, under-researched topics. Research into the effects of family background is imperative, as it appears to play a pivotal role in ensuring equal opportunities in language education.
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A Survey of the Vision of Future the Members of the Football Academies have at the Academies in the Capital City and in the Provinces
97-107Views:166Although research into various dimensions of Hungarian football academies has become more intensive over the recent years, there is still a wide range of questions and problems to be addressed, most of which can be identified in the educational-pedagogical dimensions of the academies. Our present research concentrates on the players of 3 academies in the provinces and 3 in the capital city (N=560). As a method of the research, we opted to use an inventory to collect the answers of the players (Rábai, 2021). We interviewed them about the way they imagine their future and their responses were, at each question, analysed in a comparison of the provinces and the capital. We assumed that there were considerable differences between the two groups, based upon the review and findings of the relevant literature. We found significant differences between the answers of the players of the two groups of academies, primarily in the aspirations to achieve vocational qualifications (p=0,039), the students’ views about their prospects of a professional career (p=0,000) and a career abroad (p=0,047) (Rábai, 2021). Our findings suggest that the majority of the young football players we contacted have a largely positive vision of their future. It especially applies to the students of academies in the capital city. In a number of their responses, students in the capital city provided answers that were highly confident.
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A Comparison of the Educational Methods of Zoltán Kodály and his Student, Klára Kokas
47-52Views:406After the presentation of Klára Kokas’ pedagogical methods and her own invented musical activities with children, I shall try to compare these methods with Zoltán Kodály’s music educational practices and innovations to emphasize the continuity and discontinuity of Hungarian music educational practice. Kokas centered her pedagogical concept on children’s creativity, human relations, acceptance of and complete attention paid to others. This world view and ideology was constructed around a child-centered sensitivity, music being her primary pedagogical resource. The goal of this paper is to explore the main elements and characteristics of Klára Kokas’s pedagogy, which were revolutionary and new in the fields of personality development, music and complex art education. I will draw out those elements, which show similarity between his work and Kokas’s, then I will point out those components in which Kokas offered excess for personality development. The main elements of this concept is music, dance improvisation, motions, imaginative stories, visual arts, painting and drawing, but it’s most important component is that very specific and intimate relation, which connected her to the children. My purpose is to highlight the contours of the Kokas’ pedagogy. In my comparative research I mention the reform pedagogical elements of the Zoltán Kodály’s concept, and I seek the common and different elements of their music educational ideas and innovations. The importance of her beliefs and moral convictions in the art of education will be outlined then.
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First Generation Students in the Hungarian Higher Educational System
53-65Views:231The first part of the study attempts to summarise the most frequently used and cited theories and empirical findings in the field of first generation students. The specialist literature has identified those factors (cultural background of family, parents’ special attitude toward learning, the features of the time-budget etc.) which can generate a disadvantageous situation within the higher education system for these students. However, the presence of this group is a significant indicator of the openness of a society and social mobility, and a more careful analysis of this population may reduce the drop-out rate, as well. During the empirical analysis two databases were used (Eurostudent VI, Hungarian Youth Research 2012 and 2016). Our results draw attention to the process of social closure and the decreasing chance of attending higher education for young people from lower social groups. This unfavourable shift can mirror the relatively closed features of Hungarian society, but at the same time it can make the distances among social groups more rigid.
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Investigation of Resilience among Teachers and in Teacher Education
24-36Views:320In recent decades, we have witnessed an increasingly widespread and complex use of the concept of resilience. The aim of the present study is to present a holistic concept of resilience that, thanks to its systems theory basis, can be applied very well in educational sciences, including research on teacher training, the institutional environment of teachers, their well-being at work, professional development, or even in the analysis of practical pedagogical situations. The dynamic interactive model of resilience (Shafi, & Templeton, 2020) allows for the examination of the resilience of learners, teachers and the institution, and even the examination of students, educators and teacher training institutions involved in teacher training. In the second part of the study, we present resilience development programs that have proven to be effective in teacher training and further training (BRiTE, ENTREE), which, with their complexity, are well suited to the dynamic interactive model of resilience discussed above.
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Students in Hungarian Higher Education and Their Perception of Dificulties During Their Studies
101-113Views:229Our research aims to examine the recruitment of students who experience difficulties with learning during their higher education studies and the motives behind their career choices, as well as the correlation of these factors with student persistence. The topicality of the problem stems from the diversity of students as a result of the expansion of higher education, as well as the increasing proportion of reading comprehension and other learning difficulties that can hinder individuals' progress in the labour market. Previous research has linked problems in learning in higher education to underdeveloped skills. However, we hypothesize that the occurrence of difficulties during students' studies and careers is determined by career choices, which are influenced by social background. While in higher education the social status differences of the family background already seem to disappear, the origin also affects the higher education career. To test the viability of this assumption, statistical methods were used to analyze the CHERD-Hungary database PERSIST -2019. In the case of difficulties and low persistence, we found a relationship with the career choice patterns of the students studied, especially with family factors influencing career choice and students' interest in their current education. One of our most important findings is that students who experience difficulties during learning can be divided into two groups. One group is characterized by low social status indicators, participating in low prestige and high risk fields of education, and there are specific cultural disadvantages in the background of their difficulties. The other group includes students who come from a higher-status family and concentrate on higher-risk but more prestigious courses, characterized by above-average selectivity and a higher risk of dropping out.
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Information and Trust in Parent-Teacher Cooperation – Connections with Educational Inequality
19-28Views:621There is an ongoing debate on how parents and the cooperation between parents and teachers contribute to educational inequality. In this study, the assumption that information and trust in parent–teacher cooperation mediate the effects of parent socioeconomic status (SES) on student achievement in mathematics and instruction language (German) was examined. The effects of information and trust on achievement were assumed to be mediated by parent self-efficacy expectation in German. The hypotheses were tested using a sample with 1001 students from 4th to 6th grade and their parents in Swiss primary schools using questionnaires and achievement tests at the beginning and the end of a school year. Results from structural equation models with longitudinal data showed that parent trust and parent self-efficacy expectation fully mediated the effect of SES and student achievement in language instruction but not in mathematics. Information did not correlate with SES nor with student achievement, but with trust. Parental trust in the cooperation with teachers affected achievement in both mathematics and German. The model combines the research on parental involvement with the research on educational inequality in school. Teachers need to establish trust in cooperation with low-SES parents to reduce educational inequality in school.
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Horizontal Segregation as a Consequence of Hidden Curriculum in Primary School
112-119Views:232Much of the special literature deals with examining textbooks, and during their analyses the underrepresentation of women in the world of teaching aids always comes out. The National Curricula (1995, 2003, 2007, 2012, and the new draft of the NC) serve as the basis for writing textbooks, thus it would be worth starting the examination of horizontal segregation according to gender here. In the current study, the goal is to identify and to map theoretical dimensions. This research introduces female education and stereotypes of women in Hungary, their theoretical background as regards horizontal segregation according to gender, and also introduces „hidden curriculum”. Horizontal segregation according to gender in higher education is easily seen, the goal of this study, however, is to examine its presence in primary school education through the teaching of three subjects: music, history, and physics. This dissertation is the first step in the research which furthers the mapping of the theoretical background.
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Social Mobility through Education: Lifelong Learning and the Roma-Minority in Selected Central and Eastern European Countries
58-69Views:174Education plays a central role in supporting or impeding social mobility (Bourdieu & Passeron, 1974; Fend, 1980, 2006). The disadvantaged social and economic situation of the biggest part of the Roma minority (not only) in Central and Eastern Europe is usually seen as the main reason for their low educational attainment and success. And vice versa: the poor educational results are considered the main reason for their social deprivations. Therefore, education and lifelong learning have become the main strategy for improving their situation, especially since the ´Europeanization of the Roma issue` (Ram, 2015) through the European Union. Today, Education and lifelong learning are now the centre of EU-policies for achieving political and economic goals, like economic growth and social cohesion (Óhidy, 2008, 2009). This article analyzes the problems faced by and opportunities presented to the Roma people in selected Central and Eastern European countries, problems and opportunities arisen in the years up until 2020, regarding social mobility through education. In its analysis, this paper focused on the similarities. The article is based on 5 country studies from 2019, written by experts from the Czech Republic, Hungary, Poland, Romania and Slovakia (see Óhidy & Forray, 2019). The study uses the evidence from the country studies from Markéta Levínska, Dana Bittnerová & David Doubek, 2019 (Czech Republic), Julianna Boros & Eszter Gergye, 2019 (Hungary), Agnieszka Swietek & Wiktor Osuch, 2019 (Poland), Aurora Adina Colomeischi, 2019 (Romania) and Rastislav Rosinsky, 2019 (Slovakia) to explore the similarities in challenges, to increase the participation and success of Roma people.
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Social Integration of the Former Transcarpathian Students of the Balassi Institute
82-89Views:182In 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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The Impact of Secondary School Students’ Perceived Parenting Values on School Choice
37-43.Views:90The target group of our quantitative research is comprised of secondary school students from Szeklerland (Romania). A multistage sampling was used: in the first stage students from all denominational schools were included, then students from the assigned non-denominational schools, while in the second stage we included students from the 9th and 11th grades (N=1927). A questionnaire was used as a data collection instrument. We were interested to find out which educational sector boasted most prominently the dimensions of autonomy and conformity values and whether they correlate with the decision-making process regarding the choice of school type.
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Tools Supporting the Measurement of Fair Play in Sport
75-79Views:201In 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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Primary School Extracurricular Music Activities in Covasna and Harghita Counties
36-46Views:476Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map the extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.
Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live. -
Attendance Without Presence: Measuring Cognitive Class Avoidance Among Students
71-82Views:243While 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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The Influencing Factors of Dropout and Persistence of Central European Hungarian Minorities in Higher Educational Institutions
90-98Views:194The statistics show that minority Hungarians’ education and participation in higher education, lags far behind the majority of society in Central Europe. Furthermore, we also know that the smaller the community, the more educated they are. The explanation for this could be, those who are less educated are more prone to assimilate. As a result, the existential question from these minority groups comes down to the growth of their level of education, a condition of which is university students’ acquisition of diplomas. Those factors deserve more scrutiny, in their identification, that increase the chances of getting a diploma. The goal of our study is (1) to identify the students who are persistent and at risk of dropping out, (2) to define the risk factors, and (3) at the same time to uncover the protective/ supporting factors as well. The theoretical background for our research was constituted by the institutional integrational model. The database used for this study contains data collected during a survey of Hungarian students from four different countries in Central Europe (IESA 2015, N= 2017). We found from our research that though the effect of intergenerational connections among students at Central European minority schools proved significant, the effect of place of residence, of settlement type, and of relationships within the family was even stronger.
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Third Culture Kids: Growing Among Worlds by David C. Pollock & Ruth E. Van Reken
161-163Views:512Bibliography of the reviewed book: Pollock, D., & Reken, R. (Revised Edition 2009). Third Culture Kids: Growing Among Worlds. Nicholas Brealey Publishing.