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Aptariami mokinių gebėjimai suprasti gimtąja kalba skaitomo teksto esmę, detales, interpretuoti, rasti argumentus, daryti išvadas; analizuojama, kaip tie gebėjimai atsiskleidžia nelygu teksto tipas, kurie veiksniai šiems gebėjimams daro reikšmingą įtaką. Tiriamoji medžiaga – 3 Vilniaus ir 2 mažų miestų 120 mokinių atsakymai į sociolingvistinį klausimyną ir teksto supratimo testo atliktys. Atlikta kokybinė atsakymų analizė, vėliau taikyti aprašomosios ir išvadų statistikos metodai. The objective of the research was to find out whether the specific reading abilities (to understand the essence of a text, to understand important details, to interpret, to find arguments, to draw conclusions) of Lithuanian eleventh-grade students are equally well developed and whether different abilities manifest equally irrespective of the type of the text. The paper also sought to provide insights as to which sociolinguistic factors have a significant impact on the reading skills of the students. The research material consists of answers of 120 students to the sociolinguistic questionnaire as well as performance results of the reading skills test, which have been analysed using the methods of descriptive statistics and conclusion statistics. The regression analysis has also been carried out. Analysis of the results revealed that the students have best developed the ability to understand important details and find arguments, and most of all they lack ability to properly interpret the thoughts of the text and draw conclusions. In terms of all abilities, a descriptive text was the easiest for the students, and a narrative text was seen by the students as the most complex. Statistically the results of the students from small towns did not differ significantly from the results of Vilnius students (p = 0,247). Statistically, the overall reading test results of the male students are significantly lower than those of the female students (p

The present study was aimed at investigating whether student-teacher relationship plays a role in the link between social competence and involvement in bullying in the 1st grade. Subjects were 408 Lithuanian 1st graders, 225 girls and 183 boys. Analysis of results using structural equation modeling releaved that bullying behavior was directly predicted by learning-related social competence, while interpersonal social competence was linked to bullying behavior via student-teacher closeness. Bullying victimization was linked to learning-related social competence via student-teacher relationship conflict. This work was supported by the Research Council of Lithuania under Grant No. MIP-003/2015

The present study was aimed at investigating aspects of social functioning linked to academic achievement in the 1st grade. Subjects were 380 Lithuanian 1st graders, 211 girls and 169 boys. Social factors measured included student social competence, student-teacher relationship, and popularity in class. Regression analysis revealed that learning-related social competence – ability to take directions - was a strongest predictor, accounting for 28.7% of variance in academic achievement

Surveys on education intended to test student learning achievement often analyse which educational environment factors have the biggest impact on student achievement. Determination of such factors and assessment of their impact is important in order to control the change in student achievement. Most surveys showed that student achievement is influenced by economic home environment factors, and student’s socio-economic status. The purpose of this article is to analyse impact of socio-economic home environment of Lithuania’s students on learning achievement. Lithuania is a country of limited economic resources. Therefore, it is interesting to analyse whether student’s home socio-economic environment has the same significant impact on learning achievements of Lithuania’s students as the results of surveys in other – and often more rich – countries show. Moreover, it is important to analyse which specific aspects of home environment have stronger or weaker impact on student achievement. Quantitative approach was used for the research. Survey and test were used for data collection.

The topic of a journal editorial article is inspired by the radio programme and discussion in FB groups. Primary school teachers and student parents split into two groups. Some of them are for going back to primary school student achievement evaluation by marks. The others think that descriptive evaluation suits very well for this age students and shows real child’s achievements, individual progress. The latter are sure that Lithuania goes in the right way, the way that progressive Scandinavian countries have chosen. An interview with a primary school teacher-expert, reveals difficulties which primary school teachers encounter evaluating students’ progress. Also, descriptive evaluation necessity is emphasized both for the student and parents, and teacher.

The article deals with the peculiarities of the application of the knowledge of mathematics in real life situations of students with moderate special needs who study in senior forms of mainstream schools. The research data have been collected applying quantitative approach. By the method of questionnaire survey it has been investigated how students with moderate special educational needs who study in 8-10 forms of mainstream school are able to apply possessed knowledge of mathematics in real-life situations and solving problems of practical character, the peculiarities of their functional mathematical literacy have been assessed. The results of the research have shown that the level of functional mathematical literacy of the majority of students with moderate special educational needs who have participated in the pilot research is not sufficient, the knowledge of mathematics is not strong, students lack practical abilities and perception how and where possessed knowledge could be applied in everyday activity.

This study examined teacher perceptions of social competence and school adjustment in a Lithuanian sample of 403 elementary school children followed from the 1st to the 2nd grade. All children were aged 7 or 8 years in the 1st grade. The teacher–reported school adjustment indicators measured concurrently in the 1st and 2nd grade included academic achievement, student–teacher relationships, and school anxiety. Results indicated that in the 1st and 2nd grade both interpersonal and learning-related aspects of social competence as reported by teachers were significantly correlated with all aspects of teacher-assessed school adjustment measured in this study. Further analysis using structural equation modeling revealed that both aspects of social competence together accounted for about a third of variance in academic achievement in the 1st and 2nd grade. Learning-related social competence alone accounted for a similar amount of variance in student–teacher conflict, while interpersonal social competence was moderately linked to social anxiety in school and student–teacher closeness.

Straipsnyje analizuojama dabartinėje švietimo sistemoje aktuali mokinių pažangos ir pasiekimų vertinimo tema, suvokiama kaip ugdytinio savivertę sąlygojantis veiksnys. Mokinių neformaliojo muzikinio ugdymo pažangos ir pasiekimų vertinimas išgyvena savotišką stagnacijos laikotarpį, kai besikeičiančių edukacinių paradigmų akivaizdoje dvejojama, kokią vertinimo strategiją pasirinkti, kokius elementus procese užčiuopti ir pan. Reflektyvus ir kritinis susiklosčiusios situacijos įvertinimas suponuoja prielaidą, jog egzistuojanti vertinamoji aplinka muzikos mokykloje gali neigiamai paveikti mokinio savivertės formavimą(si), skatinti ugdytinio bejėgiškumo jausmą, socialinę atskirtį, vengimą bendrauti, drovėtis atkaklumo, abejoti savimi ir pan. This article analyzes the topic of educational system assessing the progress and achievements of pupils which is understood as the factor directly influencing self-esteem of a learner. The assessment system of the non-formal musical education is believed to be experiencing a certain stagnation period when, in the background of changing educational paradigms, there are some doubts concerning the choice of evaluation strategies and the omission of certain elements etc. A reflective and critical assessment of the current situation presupposes that the existing assessment environment in musical schools may negatively affect the formation of self-esteem of a pupil, enhance learner’s feeling of helplessness, social exclusion, avoidance to communicate, shame of persistence, self doubts etc.

Straipsnyje, vadovaujantis kūrybinių darbų rašymo (teksto struktūros, teksto turinio, kalbinės raiškos, raštingumo) kriterijais, analizuojami Lietuvos 4 klasės mokinių pasakojimo ir laiško rašymo pasiekimai. Straipsnio autorė yra ES struktūrinių fondų projekto „Standartizuotų mokinių pasiekimų vertinimo ir įsivertinimo įrankių bendrojo lavinimo mokykloms kūrimas“ lietuvių kalbos testų rengėjų darbo grupės vadovė, todėl publikacijoje panaudota projekte įgyta patirtis. Išanalizavus empirinio tyrimo rezultatus galima teigti, jog 2011 metais 4 klasės mokiniams pavyko pasiekti itin aukštus laiško, kai detaliai nurodyta rašymo eiga, rezultatus – net daugiau nei penktadalio laiško rašymo darbų priskirta aukštesniam lygiui. Pasakojimo rašymo rezultatai gerokai prastesni, nes net daugiau nei pusės tyrime dalyvavusių mokinių pasiekimai buvo pakankamai žemi, atitinkantys patenkinamą arba nepatenkinamą pasiekimų lygį. The article discusses the issue of Lithuanian fourth-formers’ narrative and letter writing achievements according to the creative-writing (the structure of the text, the content of the text, linguistic expression and literacy) criteria. The research was carried out in 2011 in various Lithuanian schools and was financed by the EU structural funds (the project “Creation of standardized instruments for pupils’ achievements’ assessment and self-assessment applied in secondary schools, the author of the article was the manager of the Lithuanian tests’ for the fourth-formers creators’ work group), therefore, the project-based experience has been used in the publication. Having analyzed the results of the empirical research, it can be stated that in 2011 fourth-formers managed to achieve very high results in letter writing when the details of the writing process were given. More than one-fifth of the works of writing the letter were attributed to a higher level. The narrative writing results were significantly worse, as achievements of more than one half of the researched were rather low and met the satisfactory and unsatisfactory level of achievements.

[...] Straipsnio tikslas – atskleisti Lietuvos bendrojo lavinimo mokytojų nuostatas vertinant mokinių pasiekimus taikyti vertinimą mokymuisi. Straipsnyje, analizuojant mokymosi rezultatų vertinimo ir vertinimo, skirto mokymuisi, koncepcijas, naudojamas mokslinės literatūros analizės metodas. Teigiama, kad mokymosi rezultatų vertinimas yra toks vertinimas, kuris vyksta po mokymosi proceso ir stengiasi nustatyti, kaip sekėsi mokytis, t.y. mokytojas moko, o po to testuoja. Po testavimo mokytojas ir klasė eina pirmyn, palikdami mokinius, kuriems nepasisekė ir kurie kažko neišmoko per tam tikrą numatytą laiką. Vertinimas mokymuisi į vertinimo procesą įtraukia mokinius. Kai mokytojas vertina mokymosi įgalinimui, jo naudojamas vertinimas būna tęstinis procesas, suteikiantis svarbią grįžtamąją informaciją mokiniui, kurią jis žinodamas gali tuoj pat ištaisyti savo mokymosi spragas ar pakreipti mokymąsi tinkama linkme. Straipsnyje atskleidžiama, kad ugdymo procese yra svarbus tiek mokymosi rezultatų vertinimas, tiek vertinimas, skirtas mokymuisi, tačiau pastarasis yra žymiai galingesnis vertinimo įrankis, jei norima skatinti mokinių mokymąsi. Straipsnyje analizuojamas tyrimas buvo atliktas 2007 m. lapkričio ir gruodžio mėnesiais. Taikant atsitiktinės atrankos metodą buvo atrinkta 50 mokyklų iš įvairių Lietuvos regionų, kuriose ugdymas yra organizuojamas lietuvių kalba ir kuriose mokosi 9-12 klasių mokiniai. Viena mokykla tyrime dalyvauti atsisakė. Siekiant nustatyti bendrojo lavinimo mokyklų mokytojų nuostatų vertinant mokinių mokymosi pasiekimus taikyti vertinimą, skirtą mokymuisi, buvo sukurti: struktūruotas klausimynas 9-12 klasėse dirbantiems mokytojams ir struktūruotas klausimynas 9-12 klasių mokiniams. Mokytojų klausimyną sudarė 11 teiginių, atskleidžiančių mokytojų nuostatas į mokinio vaidmenį ugdymo procese, po 8 teiginius, koduojančius mokytojų nuostatas ugdymo procese taikyti mokymosi rezultatų vertinimą arba vertinimą, skirtą mokymuisi, 3 teiginiai, apibūdinantys pamokose naudojamą vertinimo modelį ir klausimų blokas kontekstinei informacijai surinkti. Teiginius respondentai vertino Likerto ir rangine skale. Mokinių klausimyną sudarė 11 teiginių, atskleidžiančių mokinių nuostatas į mokinio vaidmenį ugdymo procese ir klausimų blokas kontekstinei informacijai surinkti. Šiuos teiginius mokiniai turėjo įvertinti naudodami 5 balų Likerto skalę. Mokinių ir mokytojų nuostatas į mokinio vaidmenį ugdymo procese atskleidžiantys teiginiai buvo vienodi tiek mokytojams, tiek mokiniams skirtuose klausimynuose. Tuo siekta turėti galimybę palyginti mokytojų ir mokinių atsakymus. Tyrimo klausimynai į mokyklas buvo siunčiami paštu. [...] Assessment of students’ achievements can have two aims: to identify what students have or have not learnt or to provide them with information about how to improve their learning. What goals teachers formulate when choosing one or another form to assess students’ achievements depends on their competence and attitudes in relation to the teaching and learning process and the paradigms of teaching and learning. The article aims to answer the following questions: why is assessment for learning important for learning in the modern educational process and what are the attitudes of the teachers of Lithuanian comprehensive schools to apply assessment for learning in educational process? The problem is addressed in three parts of the article: the first part analyses the concepts of assessment of learning and assessment for learning and reveals the importance of assessment for learning; the second part presents the methodology of the research on teachers’ attitudes when assessing students’ achievement to apply assessment for learning; the third part presents the results of performed research, discussion and insights for further research.

Straipsnyje pabrėžiama mokymosi mokytis kompetencijos formavimo(si) svarba siekiant įgyvendinti visą gyvenimą trunkančio mokymosi idėjas, analizuojamas aukštesniųjų klasių mokinių ir pirmo kurso studentų požiūris į veiksnius, darančius poveikį šio fenomeno vystymuisi ir plėtotei. Mokymosi mokytis kompetencijos ugdymo(si) prioritetai išryškinami Europos Sąjungos ir Lietuvos Respublikos švietimo dokumentuose, mokslo darbuose, kuriuose gilinamasi į savarankiško, savivadaus, savireguliuojančio, autonominio mokymosi, padėjusio pamatus mokymosi mokytis idėjų atsiradimui ir plėtrai, problemas. Todėl tyrimo metu buvo svarbu išsiaiškinti, kaip mokymąsi mokytis užsienio kalbos mokymosi pagrindu supranta aukštesniųjų klasių mokiniai ir pirmo kurso studentai, taikytas kokybinis tyrimas pateikiant atviro tipo klausimą: „Man atrodo, kad mokymasis mokytis yra ..., nes ...“. Tyrimo metu, kuriame dalyvavo įvairių Lietuvos universitetų studentai (356) ir įvairių Lietuvos mokyklų mokiniai (333), nustatyta, kad respondentai mąstydami apie mokymąsi mokytis užsienio kalba, šį mokymąsi sieja su įvairiais mokymo(si) proceso aspektais. Analizuojant tyrimo rezultatus išryškėjo 5 kategorijos (perkeliamieji gebėjimai; efektyvi priemonė; ieškojimas, atradimas, tobulėjimas; strateginis, prasmingas mokymasis; nereikalingas dalykas), kurios buvo konkretizuojamos 12 subkategorijų. Vadinasi, mokiniai ir studentai mokymąsi mokytis sieja su efektyvia priemone, padedančia pagerinti pasiekimus ir taupančia mokymosi laiko sąnaudas; refleksijos, tobulėjimo priemone, menu The article emphasizes importance of the (self-)development of learning-to-learn competence for implementation of lifelong learning ideas, analyses attitude of senior pupils and first-year students towards factors affecting the development of this phenomenon. Priorities of the (self-)development of learning-to-learn competence are highlighted in educational documents of the European Union and the Republic of Lithuania, research works addressing problems of individual, self-directed, self-regulating, autonomous learning which laid foundations for emergence and development of learning-to-learn ideas. Therefore, during research it was important to find out how learning to learn on the basis of learning a foreign language is understood by senior pupils and first-year students, qualitative research was applied by providing open questions: “It seems to me that learning to learn is ... because ...”. Research, which involved students (356) of various Lithuanian universities and pupils (333) of various Lithuanian schools, found that, when thinking about learning to learn a foreign language, respondents associate this learning with various aspects of the teaching (learning) process. The analysis of research results revealed 5 categories (transferable skills; efficient tool; search, discovery, development; strategic, meaningful learning; unnecessary thing) which were defined concretely by 12 subcategories. Consequently, pupils and students associate learning to learn with an efficient tool helping to improve achievements and saving learning time; with a means of reflection, development, art

Pastaraisiais metais Lietuvos bendrojo lavinimo mokyklose vyksta įvairūs pokyčiai. Ne visus juos galima laikyti teigiamais ir efektyvinančiais sistemos veikimą. Vykstantys pokyčiai skatina natūralų domėjimąsi jais. Būtina ne tik fiksuoti esamą padėtį, bet ieškoti būdų, kaip optimizuoti pokyčius bei juos valdyti. Ugdymas - sudėtingas, daugialypis reiškinys, kurio tyrinėjimai taip pat sudėtingi ir kompleksiniai.Šiame straipsnyje analizuojama Lietuvos bendrojo lavinimo mokyklų aukštesniųjų klasių moksleivių pozicija aktualiais ugdymo klausimais: pasirengimo bei mokymo(si) proceso vertinimas, švietimo sistemos trūkumų ir privalumų identifikavimas ir kt. Atskleidžiama, kaip Lietuvos bendrojo lavinimo mokyklų moksleiviai vertina esamą švietimo sistemą mokytojų teikiamų žinių kokybę bei gebėjimą paruošti moksleivius tolimesnėms studijoms universitetuose ar kitose aukštosiose mokyklose. Pristatomi respondentų atsakymų į atviruosius klausimus, „content" analizės rezultatai. The aim of research is to ascertain, how Lithuanian comprehensive school students value Lithuanian education system, what its advantages and disadvantages they discern and what recommendations they present for its improvement. The research data were expressed in writing. The received answers of the respondents were coded. The most frequently recurring notional units were grouped until initial groups were found, called sub-categories. In the second stage the sub-categories were combined into categories. The qualitative research data were processed using content analysis, when essential characteristics are distinguished in the information base. The obtained verbal data base, referring to conventional content analysis methods, was analysed in three stages: Multiple answer reading; The search of semantical ly related answers and "key" words; The interpretations of notional units. To guarantee the reliability of data analysis, the distinction of notional units and subsequent grouping was carried out independently by two researchers. The results of quantitative analysis were analysed and announced earlier (Lamanauskas, Railiene, 2010b).In recent years secondary education stage students feel a considerable amount of stress because of constant changes taking place in educational process. The essential education system advantages in respect of students are these: good preparation of students, acquisition of knowledge, good theoretical preparation, also good preparation for further education; free general education; a possibility to choose subjects according to demands and a wide choice of them. The choice of students' individual learning plan in the 11 - 12th forms is determined by: intention to study and to acquire a desirable profession, hobbies, having been acquired by students up to 11th form, the desire to know more. Also, the students choose the subjects which they are good at, and reject those which are difficult for them. Students pay rather big attention to teachers' qualification, learning atmosphere and to material basis available in comprehensive school. The essential disadvantages in respect of students are these: too big learning load and pace at school, students are overloaded with work, expensive education in general, especially higher education, very high fee for studies, poor practical preparation, too much attention for conveyance of information; annual changes, there is no stability, nobody knows what novelties are expecting next year, never-ending reforms. They are especially worried about reconstructions in higher schools as well. In students' opinion, more attention at school should be paid to the development of students' creativity. Also, a very important thing is the implementation of the newest technologies into the education process.

Straipsnyje atskleidžiama mokinių ir studentų mokymosi mokytis kompetencijos ugdymo(si) aktualumas ir svarba siekiant visą gyvenimą trunkančio mokymosi. Lyginami aukštesniųjų klasių mokinių ir pirmojo kurso studentų požiūriai į jų kompetencijas įžvelgti mokymosi svarbą, planuoti, organizuoti, vertinti ir analizuoti mokymąsi. Nustatyti abiejų grupių respondentų mokymosi mokytis kompetencijos raiškos panašumai ir skirtumai. Išryškinti studentų pranašumai planuojant mokymosi laiką ir pasirenkant tinkamą mokymuisi aplinką, o mokinių – taikant įvairias bendradarbiavimo formas mokantis. A noticeable interest has been observed in the formation of learning to learn competence in both the documents of educational policy and in scientific sources, where the importance of this process is highlighted, which is treated as a lifelong learning activity. Therefore, the need to reveal different learners' ability and preparation to learn how to learn becomes comprehensible. Thus the research problem could be expressed by the question if there exists differences between higher grade schoolchildren's and first year students' learning to learn competence, what complementary parts of this competence are more developed within the two groups of the respondents. To fulfill the objective of the research - to reveal and to compare the level of learning to learn competence of higher grade schoolchildren and first year students, the following research tasks have been defined: 1) to determine differences between schoolchildren's and students' competence of planning and evaluation of learning 2) to analyze the priorities of organizing learning of both groups of respondents 3) to reveal differences of the respondents' viewpoints on the perception of the importance of learning to learn and emotional learning experience. The research data revealed some statistically relevant differences between the development of schoolchildren's and students' learning to learn competence, although in the author's opinion these differences do not have essential influence on the development of this competence. Most significant changes were determined in the schoolchildren's and students' ability to organize learning. Students' priorities are evident: creation of a suitable learning environment and preparation for learning. Besides, it became obvious that schoolchildren are better at applying various communication forms in learning. It has become clear that students are able to have a deeper insight into personal importance of learning, whereas schoolchildren demonstrated higher self-confidence and courage to communicate in a foreign language.

Straipsnyje aptariami šiuolaikinės mokyklos pedagogų požiūriai į mokytojo kompetencijos sklaidą, išryškinama, kaip mokytojo kompetencijų raiškos atitinka šiuolaikines kompetencijos sampratas. Atliktas empirinis tyrimas taikant kokybinį metodą. Tyrimo dalyviai atsakė į atvirą klausimą „Manau, kad mokytojo kompetenciją labiausiai atskleidžia...“. Buvo atlikta gautų atsakymų turinio analizė. Tyrime dalyvavo 538 pedagogai, atsakymus į klausimą pateikė 489 respondentai. Nustatyta, kad pedagogai mokytojo kompetenciją dažniausiai sieja su bendravimu, ugdymo procesu, mokytojų pasirengimu, mokytojų asmenybe, mokymosi rezultatais. Apibendrinant tyrimo duomenis kompetencijos struktūriniu rakursu matyti, kad bendrame kontekste mokytojai apima visus kompetencijos dėmenis, kartu ir vertybines nuostatas, o mokinių pasiekimai nėra svarbiausias pedagogo kompetencijos parametras. Vertinant duomenis pagal kompetencijų skirstymą turinio atžvilgiu, remiantis Lietuvos nacionalinės kvalifikacijų sąrangos metmenimis, akivaizdu, kad jos iš dalies apima funkcines, pažintines ir bendrąsias kompetencijas. Remiantis „Mokytojo profesijos kompetencijos aprašu“ matyti, kad mokytojai svarbiomis kompetencijomis labiau linkę laikyti bendrąsias (bendravimo, komunikacines) ir profesines (aplinkų kūrimo, mokymosi proceso valdymo) kompetencijas, o bendrakultūrinių ir specialiųjų beveik nenurodo. Mokytojų kompetencijos dažnai yra fragmentiško pobūdžio, apibendrintu požiūriu atliepiančios kompetencijos struktūrą, bet nepakankamai plėtojančios jos turinį. Todėl pedagogų kompetencijų ugdymas yra aktuali problema, nuo kurios savalaikio sprendimo priklauso šiuolaikiškų ugdymo tikslų įgyvendinimas. The importance of competences attached to teacher's profession is gaining better perception in the context of the 21st century challenges. Teacher competences are often associated to learning / teaching achievements, communication, teacher knowledge and teacher personality. These are the highest contours of teacher competences. Encoding the research data according to categories, they are ranked in the following order: communication, education process, and teacher's preparedness, personality and achievements. It was observed that communication and achievements are often linked with school learners, whereas personality is related to an educator. The content of categories shows that teachers refer to classical paradigm of education, which is grounded on direct contribution of an educator to school learners' learning. New education technologies and learners achievements are presented only episodically. Structural generalisation of the research data revealed the fact that teachers include all the elements of competence in the general context; however, only one respondent refers to them all jointly. The research confirms the vitality of competence structure and its reality. In terms of content, the attitudes of teachers are more similar to the conception of competences presented in the 'Outline of the national qualifications framework of Lithuania', where personal, social and ethic competences are distinguished. Teacher competences are often of fragment character and reflect the structure of competence in a more general way with insufficient escalation of its content. Therefore, education of competences is becoming an urgent problem, whose timely solving may positively affect implementation modern goals of education.

Straipsnyje aptariama vertybinių nuostatų svarba ugdant kompetencijas, gilinamasi į mokytojų vertybinių nuostatų įgyvendinimą ugdymo procese. Ji atskleidžiama per mokytojų savijautos mokykloje kokybinę ir kiekybinę analizę. Ryškinama, kokios vertybinės nuostatos daugiausia įkūnijamos kasdienėje veikloje, į ką daugiausia reikėtų kreipti dėmesį, siekiant tobulinti mokytojų vertybines nuostatas. Competence development is an urgent problem, which is closely related to value principles of teachers. The article analyses materialisation of teacher value principles in the process of education. The study is based on researches into teachers' self-feeling applying quantitative / qualitative data analysis. The findings show that teachers' valuebased principles have very weak links with supreme values that emphasise personality education: they focus on such components of education process as learning motivation, achievements, learners' work, assessment, teaching load, etc. Though it can be concluded that supreme values are important for the majority of educators, they function at the generalised level and remain in the position of accidental factor in education. The employment of new education technologies, competence of school principles and learning motivation also raise a certain concern. Its low level is an outcome not only of psychological, social, economic, political and other factors but also of personal and subject- related attitudes that directly actualise learning. The contours of teachers' value-based principles are not clearly denned: a) more focus is laid on gnostic values but they are not named; b) the picture of moral values is even more vague; c) aesthetic values are not revealed in the educational process at all. The level of educator's value principles is not enough to ensure a complete full-value education and development of school learners' competences, where a particular place would be allotted to personal and ethic values. Therefore, the initial objective is to evoke educators' value-based attitudes to enable them to meet the education challenges.

Straipsnyje analizuojami pradinių klasių mokytojų požiūris į statistinių gebėjimų ugdymą. Siekta išsiaiškinti, kaip jie vertina mokymo priemonių statistikos užduotis, pateikimo aiškumą. Anketomis norėta sužinoti, kaip mokytojai vertina mokinių motyvaciją atliekant užduotis, išsiaiškinti, kokie pagrindiniai statistiniai gebėjimai yra akcentuojami, su kokiais sunkumais susiduria mokiniai ir mokytojai ugdymo procese The article analyzes attitudes of primary school teachers towards development of statistical skills at school. The author has sought to establish teachers’ viewpoint on statistical exercises included in training materials, clarity of their presentation. Questionnaires were used to determine teacher’s assessment of pupils’ motivation in solving exercises, to identify which key statistical skills are emphasized, what difficulties do pupils and teachers face during educational process.

Apie mokinių žinių ir gebėjimų santykį ugdymo procese diskutuojama ne vienerius metus. Bendrieji švietimo dokumentai akcentuoja gebėjimų pirmumą žinių atžvilgiu. Valstybinių egzaminų metu tikrinami mokinių reprodukavimo, t.y. žinių taikymo, ir produkavimo, t.y. problemos sprendimo, analizavimo, interpretavimo, vertinimo gebėjimai. Gimtosios kalbos testu (kalbos užduočių dalis) tikrinami mokinių reprodukavimo gebėjimai Discussions about the ratio of pupils’ knowledge and skills in the educational process have been going on for a number of years. General educational documents focus on priority of skills as compared to knowledge. State examinations check pupils’ skills of reproduction, i.e. application of knowledge, and production, i.e. problem solving, analysis, interpretation and evaluation. The mother tongue test (linguistic tasks) are used to check reproductive skills of pupils.