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MATHEMATICAL STATISTICAL BACKGROUND OF SELF-CONTROLLED EFFECTIVENESS STUDY OF DEVELOPMENT PROGRAMMES
65-75Views:168This paper offers methodological guidance to the mathematical-statistical analysis of self-controlled (pre-test - development - post-test type) effectiveness studies of development programs written for children who need special treatment. After summarising the basic terms we show what kind of commands can be given to a downloadable free software (it is the R language), and how we can interpret the results of statistical calculations done by the software.
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MATHEMATICAL STATISTICAL BACKGROUND OF ONE SAMPLE, CRITERIUM ORIENTED EFFECTIVENESS STUDY OF DEVELOPMENT PROGRAMMES
69-78Views:139This paper offers methodological guidance to the mathematical-statistical analysis of criterium-oriented effectiveness studies (in case of examining one sample, when we compare the observed values to a criterium value of a development plan) of development programs for children who need special treatment. We provide practical help to choose the adequate mathematical-statistical test for examining differences in the case of one sample (see: Abari et all, 2015), to create commands for R statistical software, as well as to the interpretation of R results.
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MATHEMATICAL STATISTICAL BACKGROUND OF ONE SAMPLED LONGITUDINAL STUDY OF DEVELOPMENT PROGRAMMES
63-72Views:143This paper offers methodological guidance to the mathematical-statistical analysis of one sampled longitudinal study of development programs. After summarising the basic terms we: a) show a simple algorithm to choice adequate statistic tests, b) present R commands of these statistic tests (note: R is a downloadable free software), and c) give suggestions about how we can interpret the results of statistical calculations done by this software.
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MATHEMATICAL STATISTIC BACKGROUND OF EFFECTIVENES STUDIES WHICH COLLECT DATA FROM AN EXPERIMENTAL AND A CONTROLL GROUP ONLY ONCE
73-82Views:106One kind of effectiveness study of developmental programs compares results of an experimental group and a control group (when the data collecting happened only once). This paper offers methodological guidance to choose, apply and interpret adequate mathematical statistic analysis of these studies. Using R environment (this is a downable free software) is recommended to compute statistical results.
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OPPORTUNITY, CHALLENGE OR OBSTACLE? THE INTEGRATIONAL FUNCTIONS OF PUBLIC EDUCATION - INTERNATIONAL OUTLOOK AND HUNGARIAN SITUATION
5-21Views:152In 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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STRUCTURES OF DATABASES FOR IMPACT STUDIES OF DEVELOPMENT PROGRAMMES IN A FREE STATISTICAL SOFTWARE: IN THE SOFTWARE ’R’
37-47Views:141In order to carry out effectiveness study of the development programs (e.g. education, children with special needs) based on mathematical-statistical methods, the following factors are important: 1) you need some basic mathematical definitions (Math et all., 2015), 2) a statistical software (e.g.: the ’R’) at a reasonable price, 3) some experience in working with this software. The ’R’ is free downloadable software (that can be applied in mathematical-statistical calculations too) which can be a very useful instrument of research of children who need special treatment. This paper provides a practical solution in connection with the last two factors and introduces language ’R’ and its possibilities.
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CREATIVE TEACHING OF ASTRONOMY IN PRESCHOOL AND PRIMARY EDUCATION
53-68Views:100The article presents a study of the relevance of the application of creative methods of teaching astronomy in preschool and primary education in Uzbekistan, especially in the context of the modern development of science and technology. During the study, methods for creative teaching of astronomy were developed and described, aimed at shaping children’s ideas about the modern scientific astronomical picture of the world. The article analyzes the results of pedagogical experiments, which proved that creative teaching of astronomy significantly increases children’s interest in science and contributes to the development of their creative thinking and potential. The main principles of creative teaching of astronomy in preschool and primary education are games, experiments, communication, creativity, and the use of various visualization tools. These methods and principles help children to better understand the theory and scientific facts and enable them to participate in activities. Thus, this article can become the basis for the development of new methods and approaches to teaching astronomy in preschool and primary education, as well as for improving the effectiveness of existing methods.
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DEVELOPMENTAL RESULTS OF KINDERGARTEN AGE CHILDREN WITH PHYSICAL HANDICAPS DURING CONDUCTIVE EDUCATION
55-69Views:143Conductive education (CE), a method suitable for habilitating/rehabilitating individuals with motor disorders caused by damage to the central nervous system has now become known all over the world. The practice has proved its effectiveness and thus it has been established outside Hungary as well. Several international studies have examined the effectiveness of CE (Rochel and Weber, 1992; Bairstow, 1993; Reddihough, 1998; Blank and von Voss, 1996–2001). Research has revealed that in order to exactly measure the performances of people with disabilities we need rather complex measurement tools. Thus it has become necessary to elaborate a measurement tool that is suitable for measuring changes in the performances of individuals with cerebral palsy (CP) objectively and at the same time reflect the approach of CE. One of the fundamental aims of the criteria referred to by the author as “Criteria for monitoring children with cp under conductive education” (CMCP) was to clearly specify the object of observation and to render the observation of its elements easier. With the help of the CMCP observations of children’s condition and development can be registered in 54 main categories. Moreover, the amount of assistance can be monitored and registered in 42 subcategories and the time factor in a further 41 subcategories while studying motor actions and activities. Thus after completing the monitoring criteria altogether 137 different findings will be available on every child, providing the opportunity of graphic depiction as well. Those applying the criteria will be able to register comprehensive, complex observations. Monitoring can be effected in the natural group environment without removing the children from their usual surroundings. The study presents a comparative analysis of 67 children.
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THE ASCEND PROJECT: THE HUNGARIAN RESARCH REPORT OF AN INTERNATIONAL EXAMINATION
43-52Views:105Our experience was that the social participation and active citizenship of young people with disabilities were low in Hungary. It was difficult to involve young people with disabilities in advocacy work at the national or EU level, because they did not recognize discrimination. The other problem was that they were not aware enough of the anti-discrimination systems that protect them. In many cases, they were skeptical about the effectiveness of anti-discrimination systems. We wished to explore and expand their knowledge of the democratic and anti-discrimination systems operating in their country (Hungary, Romania, Bulgaria, Czech Republic, and Slovakia) Central and Eastern Europe. We also wanted to increase their trust in these systems. This was one of the main pillars of the one-year Ascend program locally lead by The National Federation of Organisations of People with a Physical Disability (in short: MEOSZ) In Hungary, the main goal of the study was to examine the phenomenon of discrimination and anti-discrimination in education. In the Hungarian part of the research, we used qualitative methods (focus group interviews, mind maps) for examination.
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THE OXIPO GAME COLLECTION FOR DEVELOPING COGNITIVE ABILITIES
63-73Views:1190This study is a presentation of the first phase of a complex research project which aims to present the theoretical background of a new game collection (based on OxIPO model). We have compiled a game collection to improve cognitive abilities in early childhood. Concerning cognitive abilities, Affolter's (1972), Sindelar's (1994) and others' earlier developmental approaches took into account visual, auditive or motoric (inter) modalities of perception, however, we believe we need a more complex model to cover the full capability. Within the framework of the OxIPO model (Mező, 2002, 2016), learning is interpreted as an information processing process. In the OxIPO model (Field, 2002, 2016), Learning = Organization x (Input + Process + Output) allows us to control and systemize not only the input modalities but also the output modalities and also to interpret some cognitive abilities in the process phase. We have created a game-collection based on six input (visual, auditive, kinesthetic, olfactory, gustatory, and tactile) modalities and five cognitive abilities (perception, attention, memory, conceptual thinking, problem-solving thinking) and three output (visual, auditive, motoric) modalities. The outcome of the six input modalities and the five target abilities and the three output modalities there are 90 different games that can be described by the OxIPO model. In the future, we would like to prove with empirical studies that this game collection can be used for testing and developing 90 independent cognitive abilities. On the other hand, we need to prove that these cognitive abilities indeed influence the daily lives of children and their effectiveness.