Author: Lucia Pašková
Year of publication: 2017
Source: Show
Pages: 117-131
DOI Address: https://doi.org/10.15804/tner.2017.48.2.09
PDF: tner/201702/tner20170209.pdf

Streszczenie:

The article deals with the subject of students’ mental health, which has been so relevant in  recent years. It is based on Furlong’s concept and theory of socio-emotional health. We tried to discover relations between dimensions and their indicators of socio-emotional health and subjective happiness with orientation to Slovak secondary school students. We used the Social-Emotional Health Survey questionnaire, version for adolescents (SEHS-S), and our results solidly confirmed a positive relationship between experiencing happiness and dimensions of socio-emotional health.

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Author: Stanisław Juszczyk
Author: Yongdeog Kim
Year of publication: 2017
Source: Show
Pages: 132-143
DOI Address: https://doi.org/10.15804/tner.2017.48.2.10
PDF: tner/201702/tner20170210

Streszczenie:

Culture affects our perception of self, our communication styles, and how we are educated or choose to educate the members of our society. Cultural differ- ences affect teaching and learning styles. Educational strategies and practices in Asian and Western countries seem to be in contrast with each other, like their cultures. Although both cultures recognize education as an important tool towards life and educational success, each of them has a specific view on how educational goals could be achieved. The purpose of the qualitative study was to look at how culture impacts on education of a chosen East-South Asian country as well as of a European country. The South-East Asian coun- tries, characterized as Confucian heritage cultures, have regularly topped the international league tables, such PISA, TIMMS and PIRLS, for a few years. The main subject of analysis were the culture and education of Poland and South Korea.

Confucian heritage cultures culture in education South Korean Poland

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Author: Bolu-Steve Foluke Nike
Year of publication: 2017
Source: Show
Pages: 144-153
DOI Address: https://doi.org/10.15804/tner.2017.48.2.11
PDF: tner/201702/tner20170211.pdf

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This study was aimed at surveying the need for HIV-VCT services in secondary schools. Descriptive survey method was used in this study. The target popula- tion of this study comprised all in-school adolescents in Kwara State. Samples of 300 respondents were selected for the study. The purposive sampling technique was used in selecting in-school adolescents between ages 12 and 20. These adolescents were stratified based on age, religion and gender. Through a simple random sampling technique, one hundred respondents were selected from each of the senatorial districts (Kwara North, Kwara Central, Kwara South) in Kwara State. The instrument used was the Need for HIV Voluntary Counselling and Testing Services in Secondary Schools Questionnaire (NHVCTSS). Results of this study revealed that there was no significant difference in the need for HIV- VCT services in secondary schools on the basis of gender and age. However, a significant difference was found on the basis of religion and school type. As such, it was recommended that counsellors should be trained in the basic concepts of HIV as a compulsory component of their professional curriculum to facilitate capacity in HIV-VCT services.

human immunodeficiency virus secondary school voluntary counselling in-school adolescents

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Author: Anikó Fehérvári
Author: Tamás Híves
Year of publication: 2017
Source: Show
Pages: 154-166
DOI Address: https://doi.org/10.15804/tner.2017.48.2.12
PDF: tner/201702/tner20170212.pdf

Streszczenie:

Hungarian educational policy took a  sharp turn in 2010, after the change of regime. The study analyses how pupil/parent preferences and enrolment chances have changed since 2000 in secondary education. The core of the study are KIFIR databases. Their task is to conduct secondary admission processes and to register applications. We have also used the data of the national com- petence survey to investigate the relationships between social background and student performance. While the strong government policy prefers vocational training, students and parents tend to turn away from it. However, the chances to enter secondary school have decreased, thus reducing the chances to enter higher education.

private school tracking secondary school equity

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Author: Maciej Bernasiewicz
Year of publication: 2017
Source: Show
Pages: 167-176
DOI Address: https://doi.org/10.15804/tner.2017.48.2.13
PDF: tner/201702/tner20170213.pdf

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This paper indicates how practice (treatment, social work) may benefit from the application of notions deriving from symbolic interactionism and Situational Action Theory. I conducted interviews with therapists from a day care treatment centre. The centre offers educational assistance and counselling to children and youth aged from three to eighteen. In the article I present four methods of treatment of children and youth at risk (including juvenile offenders), which I draw from the analysis of in-depth interviews. The professionals who would benefit from applying the ideas presented in the article are probation offi cers, social workers, counsellors, street workers, and therapists.

Situational Action Theory symbolic interactionism treatment children at risk equal treatment

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Author: Katja Depolli Steiner
Year of publication: 2017
Source: Show
Pages: 179-189
DOI Address: https://doi.org/10.15804/tner.2017.48.2.14
PDF: tner/201702/tner20170214.pdf

Streszczenie:

The aim of this study was to propose a  classification of teachers’ burnout patterns. For this purpose, a qualitative analysis of different burnout patterns shown in a  sample of Slovenian primary school teachers was performed. Respondents’ burnout scores were obtained via the MBI-ES. Eight distinct burnout profiles emerged from the analysis, indicating that the territory between the positive and negative endpoints of teacher burnout is complex. The findings of the study could be used as a framework for future research regarding teacher burnout and for designing interventions for its amelioration.

burnout profiles burnout patterns primary school teachers teacher burnout

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Author: Alina Szczurek-Boruta
Year of publication: 2017
Source: Show
Pages: 190-200
DOI Address: https://doi.org/10.15804/tner.2017.48.2.15
PDF: tner/201702/tner20170215.pdf

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In the study, the author refers to R. Kwaśnica’s concept of two rationalities and to P. Bourdieu’s constructivist structuralism. She assumes that the teacher’s activity takes place within the limits of two (adaptive and emancipatory) rationalities in a specific “field”, with a particular social, cultural and human capital, and with a developed habitus which determines educational practice. A research report is presented. This is done in the form of a record of the current state and socio-civilizational changes which have influenced teachers working in the southern part of the Polish-Czech borderland. Research results show both the continuity and change of the teacher’s behavior and activity from the perspective of social time and social change. They allow for a closer insight into the structure of pedagogical activities and their effects. The strategy of lon- gitudinal comparisons was applied. Diagnostic polling and the interview were used along with the (repeatable) panel method. The studies were conducted in time spans (1998, 2008, 2016) and they concerned the measurement of the teacher’s perception of the “other” learner in class, self-reflection upon the role applied by the teacher, and the teacher’s competences. The obtained research results allow for discovering the characteristics of the teacher’s habitus, for understanding the mechanisms of its functioning and for the effective design of educational activity.

habitus educational activity rationality Borderland

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Author: Heri Retnawati
Author: Sudji Munadi
Author: Janu Arlinwibowo
Author: Nidya F. Wulandari
Author: Eny Sulistyaningsih
Year of publication: 2017
Source: Show
Pages: 201-212
DOI Address: https://doi.org/10.15804/tner.2017.48.2.16
PDF: tner/201702/tner20170216.pdf

Streszczenie:

The objective of this study was to identify teachers’ diffi culties in implementing thematic learning in elementary schools. The study was phenomenology-type qualitative research. Data were collected through interviews followed by focus group discussion; the focus group discussion involved 15 elementary school teachers from eight provinces that had implemented Curriculum 2013. The data were analyzed by means of Cresswell’s steps. The results of the study showed that teachers encountered obstacles in selecting appropriate problems and themes within thematic, scientific and problem-based learning and in managing time for project-based learning. The availability of learning facilities was still limited. The problems found at the assessment stage was the teachers’ capacity in selecting appropriate techniques, in creating good instruments and in formulating clear assessment criteria.

elementary schools thematic learning teachers’ difficulties

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Author: Manja Podgoršek
Author: Alenka Lipovec
Year of publication: 2017
Source: Show
Pages: 213-223
DOI Address: https://doi.org/10.15804/tner.2017.48.2.17
PDF: tner/201702/tner20170217.pdf

Streszczenie:

Knowing one’s own level of knowledge is an important characteristic of an individual. It enables individuals to objectively evaluate their abilities and properly adapt to their advantages and disadvantages. In this paper, we present the results of the empirical research, where pre-service teacher students had to perform self-assessment after their seminars and mathematics classroom performance. We compared their self-assessments to their teachers’ assess- ments. Results show that the students’ self-assessments on average deviate from their teachers’ assessments. We also noticed that the Dunning-Kruger effect is present both for seminars and mathematics classroom performance. The students that received low assessment scores from their teacher provided too high self-assessment scores.

mathematics classroom performance seminar paper self-assessment mathematics

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Author: Klopota Yevheniі
Author: Klopota Olga
Year of publication: 2017
Source: Show
Pages: 227-236
DOI Address: https://doi.org/10.15804/tner.2017.48.2.18
PDF: tner/201702/tner20170218.pdf

Streszczenie:

The article contains results of the experimental analysis of cooperation pecu- liarities of young people with different vision levels (blind, visually impaired, with normal vision). Greater focus is placed on the statement that serious vision disorders depending on their kind and grade make the process of verbal and especially non-verbal means of communication mastering much more compli- cated. It has been established that young people with serious vision disorders have a low level of integration into social groups, are not active enough in com- munication, avoid close relationships with those who do not have any vision problems. The authors argue in favour of the importance of blind and sighted people’s cooperation activity provision as an obligatory condition for the development of psychologically proper communication and for the formation of social maturity of a personality, regulating its process of social integration.

blind and visually impaired people visual deprivation communicative activity interpersonal cooperation communication integration

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