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Selected Biblical Testimonies of Parental Relationships with Children: Theological and Educational Reflections
181-190Views:56The selected biblical testimonies offer a deep insight into the dynamics of parental relationships and their theological significance. Along with the theological significance, the entire education of a young person is also revealed. From exemplary models of faith to cautionary tales about neglecting fundamental educational values and leaving children to their own upbringing, the consequences are clearly visible. These testimonies are fundamental to the Christian understanding of spiritual formation and education. This article examines selected passages through exegetical and theological reflections, seeking to inform contemporary Christian parenting and educational practice.
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CHANGING PERSONAL CHARACTERISTICS THROUGH DIFFERENTIATED EDUCATION: DEVELOPMENT OF AREAS OF SELF-ESTEEM IN UPPER GRADE ELEMENTARY SCHOOL STUDENTS
21-42Views:454The central question of this longitudinal research (2006-2010) is whether differentiated education has positive effects on the self-esteem of upper-grade elementary school students. Sample: n = 354 persons (177 students in the examination group, 177 students in the control group), age: 10-14 years. Method: Coopersmith's Self-esteem inventory was applied before, after, and three times during the development (a total of 5 occasions of measurement). Result: the controlled and planned differentiated development has a significant impact on positive self-esteem and school achievement.
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THE IMPACT OF CONTINUOUS AND DIFFERENTIATED EDUCATION FOR FORMING OF COMMUNITY ATTITUDE IN STUDENTS OF SENIOR CLASSES
7-25Views:210Background and objectives: In longitudinal research (2006–2010) we examined the progression of upper elementary school students’ self-assessment, self-image, attitude toward community, and change in their anxiety level in order to find out to what degree carefully planned and continuously differentiated education influence these traits of students’ behaviour. In this present study, we address the change in their attitude toward the community. Method: We used the measurement tool developed by Hunyadyné and modified by Tóth for measuring the attitude toward the community (Appendix 1). Hypothesis: We assumed that as a result of differentiation the upper elementary school students’ attitude toward community will progress earlier and more effectively in the pilot than the control group (school community, the society; the class’ cohesion force, self-government’s role and competence, the function of public opinion, potential sociometric relation within the class, group activities). Results: The controlled and planned differentiated development made the areas of attitude toward community advance more in the pilot group than in the group going under only scarce differentiated development. We experienced significant differences in the scales of relation to the broader community, group activity, and class cohesion. Conclusions: Results justify that appropriate differentiated development has got an advantageous impact on attitude toward the community.
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TIME FOR TEACHERS AND STUDENTS TO TAKE MORE CONTROL OF LEARNING
85-90Views:290The article focuses on the idea that it is time that teachers and students take control of their own learning, that education must be transformed and aligned with the realities of the 21st century. One way to take ownership of our own learning is student-centered teaching and learning. In this process several elements are important: constructivist activities, metacognitive reflections, student and professor partnerships, collaborative/cooperative efforts, authentic assessments, active and on-going student engagement in the work to learn, explicit teaching of important skills, student control of at least some of their learning, peer and professor/teacher feedback, and learning-based, to a large extent, on student effort.