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THE IMPACT OF CONTINUOUS AND DIFFERENTIATED EDUCATION FOR FORMING OF COMMUNITY ATTITUDE IN STUDENTS OF SENIOR CLASSES
7-25Views:108Background 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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OPPORTUNITY, CHALLENGE OR OBSTACLE? THE INTEGRATIONAL FUNCTIONS OF PUBLIC EDUCATION - INTERNATIONAL OUTLOOK AND HUNGARIAN SITUATION
5-21Views:150In our paper, those international processes are studied which determine the role and effectiveness of public education in the international and Hungarian context. We try to examine what globalization processes the school fits into; what positive or negative confirmation the interventions cause in the education system. In the Hungarian situation besides the segregation and integration, the selectivity of the education system can be also seen and is also shown in the study. The paradigm shifts in public education, the role of the inclusive school are presented through the Hungarian integration efforts. To sum up, an implemented integration program is also introduced where the experts’ efforts are put in the center of the topic.
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PATTERNS OF STARTING A FAMILY AMONG YOUTH
31-40Views:115More radical changes can be observed when we examine the demographical characteristics of our country. On the one hand, the number of marriages has reduced since 1990 and the number of singles and divorced have increased. People get married and have children later and the number of births is reduced. In our theme, we examined the attitudes which are related to choosing a partner and having children among the youth (15-19 years old) who live in Nyíregyháza. Our data were compared with the results of the national youth research. Our result shows a definitely pro-marriage and child-centered local, young society. According to our results, most of the respondents prefer having two children. Only some of the respondents (5%) would not like to have a baby. Nowadays most singles imagine that they will get married in the future.
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DEVELOPING MOTIVATION IN A DIFFERENTIATED EDUCATIONAL PROGRAM FOR CHILDREN AGED 10-14
67-78Views:107Students’ effective motivation is an important requirement from modern education. The main objective of the survey is to examine the motivation of 10–14-year-old students participating in differentiated development. We hypothesize that the motivation to maintain high levels of employment differentiation promotes more efficient and effective knowledge acquirement. Sample: 5-8 classes, examining a total of 354 (177 experimental and 177 control group) students. Method: Using the longitudinal method I followed up how the motivation of students brought under a pilot group and developed in a differentiated way is changing for four academic years. I also measured the motivation of a control group where no differentiated development was carried out. The motivation was measured by the Kozéki-Entwistle learning motivation questionnaire. Results: Results show that in the pilot group there was a considerable positive change in all the three important motive groups (follower, inquirer, performer), while the control group did not produce the same. The efficient learning was advanced considerably by the high level of motivation in the pilot group. Discussion: Differentiated development has got a positive impact on learning motivation.