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Conflicts in Physical Education Classes - A Systems Theoretical Analysis of the Teacher’s Perspective
11-20Views:450This 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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The Mentoring’s Role among Alumni Students of István Wáli Roma College for Advanced Studies of the Reformed Church
36-52Views:420Colleges 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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Values as a connecting bridge between religiosity and volunteering
154-161Views:95Numerous studies examine behaviours associated with religiosity, including volunteering, which shows a positive correlation especially with collective religious practice. This effect may also derive from character development and value transfer associated with religiosity, based on certain studies. However, factors originating from religious community may be the primary drivers of this positive association. In our paper, we examine Schwartz's four higher-order value dimensions as mediators between religiosity and volunteering. Using the European Social Survey 2023/24 database (N=42,489), we applied a mediation analysis in which individual-level effects of religiosity can be identified through indirect, value-mediated pathways, while effects originating from religious community can be identified through direct effects. Our results support the mediating role of values between religiosity and volunteering. However, the value-shaping effects of religiosity overall reduce the likelihood of volunteering, as religiosity primarily promotes conservation values, which in turn decrease the probability of volunteering. In contrast, our mediation model revealed a direct positive association between religiosity and volunteering. Based on our findings, religiosity contributes to higher volunteering behaviour primarily through the reinforcement of mutually supportive networks and prosocial norms, as well as through the provision of formal frameworks for volunteering in religious communities. Our future plans include incorporating more control variables into the model, which may nuance our results to date.
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Fair Data: History and Present Context
45-53Views:798In this paper, we discuss FAIR Data, why it exists, and who it applies to. We further review the principles of FAIR data and how they are managed in research centers. We also discuss the types of problems that researchers encounter, and what an information professional can do to assist them. At present, the vast majority of centers subscribe to the FAIR principles. However, both center and researcher face the arduous task of understanding, managing, and implementing the model. They must know data formats and standards. For a correct description and to facilitate data retrieval and interoperability, they must know about different types of metadata schemas. They must know about digital preservation and specific aspects of knowledge and information management. In addition, there are also ethical issues, intellectual property, and cultural differences. All these controversies translate into extra workload for researchers, who only get a return in the form of citations. It is critical to note that these information professionals can play a key role in the proper management of research data, and can help achieve the objectives described in the principles: making data findable, accessible, interoperable, and reusable.
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Family-School Partnership in Supporting Level 4 Students at a Community Education and Training College
52-59Views:286Family-school partnership is essential for achieving quality school and academic performance to level 4 students at a Community Education and Training (CET) College. The partnership comprises the ability of families and schools to provide holistic support and guidance to students as they progress toward independence and becoming responsible community members themselves. However, this is not prevalent in the majority of CET centres, particularly those in low-income communities (Madzinga, 2021). This study explored the role of different stakeholders within the CET Colleges in enhancing family-school partnership and supporting level 4 students. The current study intends to assist schools/centres with strategies that could be used by the centres to involve families and communities to enhance the academic performance of students in the CET College. This study was underpinned by the interpretivism paradigm. Data was gathered using semi-structured individual interviews. Epstein's model of school, family, and community interaction served as the foundation for the study. The idea was deemed appropriate for this study because it promotes parental and family involvement through mutual collaboration among many stakeholders. The findings of this study show that families want to be involved in their children's education, but they don't have the time owing to various commitments.
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Strengthening family–school partnerships through research, training and innovation: Reflections from the MTA‑DE‑PARTNERED program
71-84Views:132This study presents the comprehensive findings of the MTA-DE-PARTNERED research and development program, which ran from 2021 to 2025, and aimed to explore and develop the theoretical, empirical, and practical dimensions of family-school partnerships. Within the framework of Epstein’s model of parental involvement, the research examined parents’ educational and learning-support activities at home, school–parent communication, volunteering, participation in decision-making, and community building. Analyses based on a review of the literature, large-scale questionnaire surveys, interviews, and case studies show that patterns of parental involvement are influenced by the child’s achievement, school type, school sector, and social background. The MTA-DE-PARTNERED program placed a strong emphasis on improving teacher training, recognizing that teachers’ preparedness and attitudes play a key role in the quality of the partnership. During the development phase, we created an evidence-based collection of best practices, a university toolkit, and an innovative educational board game based on cooperative. The board game aimed to support the positive development of asset-based attitudes among students and teachers through the simulation of various parental involvement scenarios. The results of the impact assessments suggest that the board game significantly contributes to the development of reflective thinking, a multi-perspective approach, and partnership-centered attitudes. This study shows that strengthening family-school collaboration requires systemic, research-based, and training-related innovations that will, in the long term, contribute to the improvement of student achievement and the development of pedagogical culture.