Search

Time management for educational leaders has remained highly relevant to scholars, policymakers and practitioners. We analyzed survey responses from 98 public high school principals to examine the congruency between average total hours they worked per week against the sum total of the average hours worked per week in each of five distinct categories of leadership tasks. The observed congruence was 0.32, while Cohen’s kappa coefficient was 0.10. Female principals tended to underreport, and male principals tended to overreport, total work time. Principals with doctorate degrees exhibited higher congruence than those without, and overreporting was inversely related to highest degree. Principals in charge of large teaching staffs were more likely than their counterparts to be congruent and less likely to overreport total work time. Self-report appears to be an inaccurate method to measure time use among high school principals. If time use is a key component of the quality of principal leadership, more detailed and robust techniques for collecting time use data should be utilized in future studies.

Speaking is considered as a challenging skill to improve as it is a productive one which requires the learners to be unique and creative in the way they express themselves. Therefore, teaching speaking takes the attention of the researchers in the field of English language teaching. Therefore, the way “speaking” was integrated into the curriculum of a School of Foreign Languages in one of the state universities in Istanbul was investigated by the researcher to find out whether the speaking component of the program helped students improve their oral language proficiency and to learn both efficiency and sufficiency of it from the perspectives of the students as well as the instructors in that institution. For this purpose, eight students within the program were taken into five different speaking tests in five different weeks sequentially and were interviewed by the researcher afterwards. Additionally, six students who had taken this program of the school previously and were taking their departmental courses at the time of the study were also interviewed to give them the chance to reflect back on their past experiences as learners who applied the knowledge they had acquired from this school. Six different instructors working in this institution were also interviewed. One of them was also observed in her real class environment. Results showed that the program was found “efficient” in some aspects such as the importance given to “speaking” but there were some points that needed consolidation just like the materials.

The language, in the most basic sense, is a means of communication among people. Since the proper and effective use of people’s native language will shape the whole life of an individual, individuals are expected to have native language awareness. There is a strong bilateral relationship between the effective use of native language and native language awareness. All the teachers/preservice teachers and especially native language teachers/preservice teachers, who are role models as being instructors, are expected to have this awareness and help students to gain and transfer it to the future generations. By this motivation, this study aims to examine language awareness of preservice teachers, an example from Turkey. Through phenomenological design of the qualitative research methods, it has been aimed to reach this goal. Accordingly, the data were collected through semi-structured and structured opinion forms from 60 preservice teachers studying in a state university. In the study, it was seen that preservice teachers generally have this awareness. It has been revealed that the preservice teachers tend to correct their use of language that they think is wrong, they investigate the word they do not know the spelling when they are indecisive, and they mostly find it necessary to obey the language rules in multimedia. It was concluded that attention in the use of language emphasizes the negativities to be encountered in the dimension of providing social communication in daily life.

Although Goodman–Kruskal gamma (G) is used relatively rarely it has promising potential as a coefficient of association in educational settings. Characteristics of G are studied in three sub-studies related to educational measurement settings. G appears to be unexpectedly appealing as an estimator of association between an item and a score because it strictly indicates the probability to get a correct answer in the test item given the score, and it accurately produces perfect latent association irrespective of distributions, degrees of freedom, number of tied pairs and tied values in the variables, or the difficulty levels in the items. However, it underestimates the association in an obvious manner when the number of categories in the item is more than four. Towards this, a dimension-corrected G (G2) is proposed and its characteristics are studied. Both G and G2 appear to be promising alternatives in measurement modelling settings, G with binary items and G2 with binary, polytomous and mixed datasets.

It has been well documented that oral language skills are precursors of the development of written abilities, meaning that improving oral language skills, e.g. vocabulary, listening comprehension, could have positive effects reading comprehension. The main aim of the present study was to analyze the effect of a training program focused on four components of comprehension ability provided in listening or written modality on first-graders’ reading and listening comprehension. The training programs were implemented by school teachers as part of the class’s normal school activities, under the supervision of experts. Their efficacy was compared with the results obtained in a passive control group. Our results showed that both the training programs produced positive effects on listening and reading comprehension (by comparison with a passive control group), and that the gains in reading comprehension were maintained at a five-month follow-up. Findings demonstrated specific improvements in listening comprehension with the listening modality program, as well as an improvement in the modality not directly trained. A similar cross-modality effect was found from the written modality training group, therefore confirming the strict relation between oral and written abilities. Reading comprehension performance of first graders can be improved with activities provided in listening and written modality. Hence, it is possible to enhance reading comprehension even before decoding and fluency in reading are acquired.

E-learning has become a viable mean to both Massive Open Online Courses (MOOCs), and Small Private Open Courses (SPOCs). Research has shown that the quality and effectiveness of these types of courses depend largely on the contextual factors that may impact the design and development of online courses. This study highlights a design framework for a SPOC offered at Sultan Qaboos University. It employs a design-based research methodology, which is a systematic research approach aimed to improve instructional practices through iterative analysis, design, development, and implementation to produce contextually-sensitive design principles. The sample of this study consists of a diverse group of subjects including instructional designers, subject-matter experts, as well as students. The findings illustrate the importance of contextual logistics that need to be considered in the design and development of SPOCs. The findings also highlight the importance of the DBR as a suitable research methodology for similar developmental studies.

This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers’ altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers’ Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.

This study examines the effects of the SCAMPER technique-based educational activities in the simple machines unit of a science lesson on students' academic achievement, motivation and attitude. The study examines the effects of the simple machines unit activities in the science lesson through a paired quasi-experimental design, which is one of the quantitative research methods. The sample group of the research consists of 33 eighth-grade students studying in a middle school in the Ortaköy district of the Aksaray province in 2018–2019. The research uses simple random sampling method. The experimental group was given SCAMPER-based activities in the simple machines unit for 4 hours a week with a total of 16 hours, and lessons were conducted with the control group in line with the curriculum. To collect data within the framework of the research, the 'attitude scale towards science lesson', scale for 'students' motivation towards science learning' and 'simple machines unit achievement test' were used. As a result, when compared to the control group, there was a significant difference in the academic achievement and motivation of the experimental group who performed SCAMPER-based activities in the simple machines unit of the science lesson. There was no significant difference between the attitude scores of the experimental and control group as a result of the study.

Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21st century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.

This research aims to reveal the first-year experiences of social studies teachers who have just started their profession in the public sector. Also, it aims to reveal what awaits teachers in the school environment and the current experiences of teachers at the beginning of the profession. Case study design, one of the qualitative research designs, was used in the study. The study group of the research consists of 34 social studies teachers working in secondary schools affiliated to the Ministry of National Education (Turkey) in the districts of Ankara. Participants were selected on an equal basis from all districts of Ankara province. Purposeful sampling, one of the non-random sampling methods was used in determining participants. In addition, criterion sampling was also used in the purposeful sampling phase. The obtained data were subjected to the content and descriptive analysis. As a result of the research, following the latest changes and developments and developing their basic knowledge and skills seems important for teachers who started their profession in the public sector. The multidisciplinary of the social studies branch, attractivity, and the fact that there are no alternatives comes to the fore in teachers' decision-making process to become social studies teachers. In addition, teachers participating in the research suggested to new teachers that they should master their fields, maintain their personal development, get to know the target group, and maintain strong communication in school.

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

The aim of this study is to examine the motivation levels and future expectations of preservice teachers studying in Mathematics and Science Teaching Departments comparatively. The population of study consisted of preservice teachers studying at Mathematics and Science Teaching Departments at Education Faculties of Mehmet Akif Ersoy University and Akdeniz University. The sample consisted of 470 preservice teachers. In research, the correlational survey model was used. Research data were collected with "Adult Motivation Scale" and "Future Expectations Scale". In data analyzing, statistics package program was used. Accordingly, t-test was used for variables with two categories and One Factor Analysis of Variance (ANOVA) was used for more than two categories. Sheffe multiple comparison test was used if it was significant. Pearson Correlation was used to determine whether there is a significant relationship between preservice teachers' motivation levels and future expectations. According to analysis results, motivation levels of preservice teachers were found to be high. Likewise, it was concluded that preservice teachers' expectations for future were highly positive. In preservice teachers' motivation levels and expectations for future, gender, major, type of high school they graduated and major satisfaction they study were found to be effective.

En este ensayo se realiza un análisis de la presencia de Fidel Castro Ruz en Sancti Spiritus, provincia situada en el centro de la Isla de Cuba, su llegada junto a los rebeldes, en la caravana de la victoria, el 6 de enero de 1959, a la ciudad y el recibimiento que el pueblo espirituano le hace. Además, se presentan las ideas esenciales de su discurso, ese día, desde el balcón de la antigua Sociedad El progreso, hoy biblioteca provincial Rubén Martínez Villena; también se expone el impacto y las experiencias de los participantes en ese acto. Del mismo modo, se muestra el retorno de Fidel a la ciudad, para hacer frente a la conspiración trujillista en el Escambray, en agosto de 1959, y para verificar las obras de la Revolución en el territorio, sobre todo aquellas que le dan cumplimento a las promesas hechas en el conocido Programa de la Revolución o programa del Moncada “La Historia me Absolverá”. Igualmente se presenta el tributo que el pueblo espirituano le rindiera al invicto comandante a partir de su fallecimiento, el 25 de noviembre de 2016, así como el homenaje durante “la caravana al reverso”, o sea el paso de sus cenizas rumbo a Santiago de Cuba, por la provincia espirituana. Del mismo modo se muestra el retorno de Fidel a la ciudad, para hacer frente a la conspiración trujillista en el Escambray, en agosto de 1959, y para chequear las obras de la Revolución en el territorio, sobre todo aquellas que le dan cumplimento a las promesas hechas en el conocido Programa de la Revolución o programa del Moncada “La Historia me Absolverá”. Igualmente se presenta el tributo que el pueblo espirituano le rindiera al invicto comandante a partir de su fallecimiento, el 25 de noviembre de 2016, así como el homenaje durante o “la caravana al reverso”, o sea el paso de sus cenizas rumbo a Santiago de Cuba, por la provincia espirituana.

En este artículo analizamos el Discurso del 6 de julio de 1877 escrito por Ezequiel Montes Ledesma, uno de los liberales menos estudiados del siglo XIX, pese a sus importantes contribuciones a la implementación del proyecto reformista que, entre otras cosas, permitió la consolidación del Estado laico mexicano. Sin embargo, su actividad política ha sido relegada a un segundo plano por la historiografía tradicional y sus obras aún no han despertado el interés de los investigadores. Precisamente, entre su numerosa producción destaca este discurso que presentó ante el pleno de la Suprema Corte de Justicia y con el cual no solamente obtuvo una resolución favorable para la solicitud de amparo de Faustino Goribar sino que, además, sentó las bases para la justificación del régimen tuxtepecano que recién había ascendido al poder. Por esta razón, el objetivo central de este trabajo consiste en examinar dicho alegato, utilizando para ello los principios de la hermenéutica jurídica y, de este modo, comprender los recursos retóricos utilizados por Montes. Finalmente, la hipótesis que sustenta nuestro trabajo consiste en demostrar que, en sus inicios, el movimiento tuxtepecano que llevó a Porfirio Díaz a la presidencia fue interpretado por Ezequiel como el último intento para lograr que se respetara a cabalidad el texto original de la Constitución Federal de 1857, pues esta había sido modificada en diferentes ocasiones por las administraciones anteriores, las cuales no dudaron en recurrir al uso de las facultades extraordinarias.

Inicia el primer mes del año dos mil veintiuno (2021) y con ello el presente número de la revista Debates por la Historia, que desde su trinchera intenta aportar ideas sustantivas, a través de los artículos que difunde, con el firme propósito de dar a conocer qué es lo que hace el pasado a las personas y qué hacen con el pasado los historiadores y quienes se dedican a incursionar en este terreno disciplinar. Ellos, con la mira puesta en el escenario futuro, aspiran a la construcción de una nueva sociedad acorde a los tiempos, en los cuales las luchas pasivas o activas siguen presentes en las distintas sociedades del orbe, por la ancestral desigualdad económica, por la distribución inequitativa del poder concentrado en los partidos políticos mayoritarios, en donde la democracia se ha convertido en la intolerancia de las mayorías, debido a la tolerancia de las minorías (Beltrán, 2004); en sí, estamos en busca de una sociedad más armónica y comprometida con los valores mundanos de los hombres y las mujeres.

La finitud de los seres humanos es lo que hace interesante la escritura y el reconocimiento de la complejidad y la contradicción en su interacción en el mundo social es la constante aparente que los caracteriza, convirtiéndose en los dos elementos fundamentales de la investigación que comienza en 2014 y se extiende hasta 2020, con el objetivo imperante de interpretar, por medio del análisis hermenéutico del discurso, la vida dentro de la institución escolar de los profesores con 50 años o más de servicio dentro de la Secretaría de Educación Pública del Estado de Hidalgo (SEPH). En ese trayecto se lograron dos entrevistas con el profesor Gordiano Vite Ortega sobre las que gira el escrito. Estos relatos se habían quedado en la mera transcripción, hasta que por des fortuna de su muerte, ocurrida el 27 de enero de 2018, apuró el tratamiento analítico desde una perspectiva cualitativa, por considerarse la más acertada en el tratamiento de los fenómenos de tipo social, como son la vida y obra educativa de este personaje. Los resultados que aquí se muestran, se centran en los relatos de vida que se rescatan por medio de la técnica de la historia oral, en tanto que se reconoce que los investigadores “somos la fuente que tenemos delante y la conocemos personalmente” (Portelli, 2016, p. 34). El rescate del discurso se logró por medio de la técnica de entrevistas a profundidad, para rescatar sus experiencias de 1949 a 1956 en dos vertientes: a) como estudiante de secundaria y normalista en el espacio arquitectónico de la ex hacienda denominada El Mexe donde se ubicó geográficamente la Normal Rural “Luis Villarreal” y, b) su incorporación al magisterio hidalguense desde 1956 hasta su muerte en el mes de enero de 2018. Se trató de seguir la metodología de un relato de vida con la directriz de relatos triangulados, siendo el punto de trípode el life history, pero complementado con los testimonios de otras personas, fuentes documentales, transcripciones o archivos relacionados con la vida en cuestión. Los resultados que aquí se muestran, se centran en su vida como estudiante del Mexe Hidalgo desde 1949 a 1956 y su incorporación al magisterio hidalguense desde ese año y hasta su muerte en el mes de enero de 2018. Se trató de seguir la metodología de un relato de vida con la directriz de relatos triangulado siendo el punto de trípode el life history, pero complementado con los testimonios de otras personas, fuentes documentales, transcripciones o archivos relacionados con la vida en cuestión. Todo el proceder enmarcado en una perspectiva cualitativa por considerarse idonea para tratar los fenomenos sociales.

En este documento se revisan las funciones didácticas y políticas de un libro de texto dentro de la política pública conocida como “Educación Popular”, la cual formó parte del proyecto de nación puesto en marcha por los carrancistas y el grupo Sonora, cuyos integrantes conformaron la facción constitucionalista de la Revolución mexicana. El análisis de un texto escolar como Veracruz. Libro de lectura permite explorar las posibilidades que ofrece una fuente novedosa para estudiar procesos sociohistóricos trascendentes, de la talla de una reforma educativa, la cual implicó innovaciones pedagógicas, cambios políticos y debates ideológicos. Para fines de esta investigación y desde la perspectiva de un libro de texto, se lleva a cabo un acercamiento a la apuesta constitucionalista en el estado de Veracruz por transitar de una “Instrucción Pública” a una “Educación Popular” durante el periodo 1915-1932, que por ahora es un tema poco trabajado en la historiografía local de la educación. La propuesta analítica se centra en dos dimensiones: una histórico-política y otra pedagógica, esta última se desglosa bajo los siguientes ejes: 1) programática y curricular, 2) instrumental, 3) ideológica cultural y 4) documental.

En torno a la historia y la educación. Campos y travesías (Cervera-Delgado, y Andrade-Figueroa, 2020) es un libro colectivo por, al menos, dos aristas: porque surge en el Seminario Nacional de Historia de la Universidad y la Educación que, desde hace 23 años, tiene como sede la Universidad Michoacana de San Nicolás de Hidalgo (UMSNH) y al que se han sumado desde hace 21 años investigadores, profesores y estudiantes de la Universidad de Guanajuato (UG). El Seminario también tiene integrantes de otras instituciones como la Universidad Nacional Autónoma de México (UNAM); lo es también porque se trata de una coedición entre las dos universidades primeramente mencionadas.

This article tries to highlight main characteristics of the metaphysical frame of Marxist pedagogy. At first, it is important to see that the concept of ideology alone (in the question regarding totalitarian ideologies) presupposes a very specific metaphysic, i.e. metaphysic of the representing subject and subject of representations-ideas. In such a metaphysic a specific decision about humanity of man as well as worldliness of the world is introduced in the form of re-presentation and objectifying. How the humanity of man is understood? Is there not, under the political rhetoric of ideologies (totalitarian and not- -totalitarian) a deeper common ground hidden, as our reference to the metaphysics of the subject was supposed to indicate? Insofar as upbringing in the European tradition has a sense of bringing man up to his own humanity, there is an implicit concept of human being in every concept of education. And insofar as man is not only an object in the world but also the “subject for the world” (Husserl), every such concept is arising from the correlation man-world. We would like to look more closely at the conditions of this correlation man-world in 20th century.

The Socialist society had a clear idea on an education and on a direction of the development of children as the future generation. Children were expected to become physically and morally developed citizens according to the requirements of the then government in power. Even though the governing political representation promoted the claim that social problems were a capitalist advancement and had no place in the socialist society, the opposite was true. The idea of the perfect society without social problems was only a political bubble, bursting of which, besides other areas, was very quickly manifested also in lives of some children and youth in a form of a delinquency. The contribution aims to describe the activities of social workers and social curators of the national committees in terms of a social and post-penitentiary care for difficult youngsters in Slovakia in the 1970s.

The Norden Associations (föreningarna Norden) were established in 1919 with the intention of promoting understanding and cooperation between the Nordic countries. The definition of “Norden” was negotiated from the very beginning, and Icelandic and Finnish associations were not established until the 1920s. Promoting understanding and cooperation was very much considered an educational effort, and Norden was imagined within educational efforts sponsored by the associations. In this regard, the associations had predecessors in the Nordic schoolteacher meetings that dated back to the age of Scandinavism in the middle of the nineteenth century. The Norden Associations created special school boards in the 1920s in order to both promote a more Nordic approach in some subjects—mainly language, geography, and history—and to promote cooperation between the countries, with the youth as the catalyst for a more Nordistic future. This article looks into how the Norden Associations imagined a Nordic school, in which a Nordic sentiment was established, and how this imagination related to the reality of the nationalistic school and to ideas of broader international cooperation, between which the “Nordic idea” has always been sandwiched. The article shows how the methods used effectively hindered the imagination of Norden and the “Nordic idea” beyond the scope of cooperation between nations.

In the Europe of the European Union, policies and programmes on the social inclusion of millions of Euros have been presented for years in different countries, with a greater concentration in the countries of the South and neighbouring countries. This issue is of concern to state, regional and also local governments. The strategies proposed are also multilevel. It is the latter that have the most complicated role since they are the ones that are closest to the problem. For this last level of public administration, the main obstacle is the lack of resources, becoming clearly dependent on European, national and autonomous funds. The analysis of the plans guides us as to which aspects are the most important. This is the case of Barcelona, because it is an example of inclusive support measures and teamwork on a European and international scale. A theoretical model derived from the analysis of the theory and the results of the application of the different social policies of inclusion through training is presented, in which the leader has a determining role and a new actor is incorporated into the traditional models.

Artykuł ma na celu ukazanie tradycyjnych i współczesnych dylematów i paradoksów obecnych w zawodzie nauczyciela oraz zwrócenie uwagi na znaczenie rozwoju twórczego potencjału uczniów. Rola zawodowa i status nauczycieli ulega ciągłym przeobrażeniom, m.in. na skutek zmieniających się nieustannie realiów życia. Nauczyciel powinien nie tylko przekazywać gotową wiedzę, lecz uczyć jej zdobywania, wskazywać różne strategie uczenia się, rozwiązywania problemów, kierować wszechstronnym rozwojem uczniów, zwracać szczególną uwagę na rozwój osobowości i społecznych wartości wychowanków. Obecnie potrzebujemy zwłaszcza skutecznych działań edukacyjno-wychowawczych, mających na celu kształtowanie człowieczeństwa uczniów. Chodzi o ideę wyrażoną w greckiej paidei, a następnie w Powszechnej Deklaracji Praw Człowieka z 1948 r., polegającą na tym, że w nauczaniu i wychowaniu chodzi o wszechstronny rozwój człowieka, możliwie pełne urzeczywistnianie jego potencjału osobowego, wyposażanie go w niezbędną całościową wiedzę o świecie i o nim samym. Chodzi zatem zarówno o kształtowanie kultury osobistej ucznia i wychowanka, jak i o skuteczne wprowadzenie go w historycznie ukształtowaną kulturę oraz w świat uniwersalnych wartości, w tym wartości humanistycznych. I wreszcie – o udane przysposobienie go do życia indywidualnego i społecznego. Innymi słowy w tej idei chodzi o ukształtowanie człowieka o bogatej duchowości i rozbudowanej kreatywności, samodzielnej i krytycznej umysłowości oraz rozbudzonej wrażliwości moralnej i humanistycznej. Obecnie potrzeba nowoczesnej myśli pedagogicznej na miarę wielkich konstrukcji teoretycznych czołowych twórców „nowej pedagogii” ubiegłego stulecia, takich jak myśl pedagogiczna Johna Deweya, Stefana Szumana, Zygmunta Mysłakowskiego czy koncepcji edukacji permanentnej Bogdana Suchodolskiego.

Este artículo analiza la importancia de los viajes de estudios de los sistemas penitenciales. Respecto a los viajes y a los viajeros, hay muchos estudios en la historia de la educación, lo que resulta en tesis, disertaciones, eventos y publicaciones acerca del tema, lo que muestra la diversidad de visiones, caminos y abordajes. Sin embargo, hay pocos estudios en el campo de la historia educacional, específicamente sobre informes de viajeros y la importancia de ellas para la comprensión de instituciones correccionales y penales. El desafío de este artículo es señalar la contribución de los viajes para el proceso de reforma de los sistemas penitenciales en países como Brasil., Este artigo analisa a importância das viagens de estudo dos sistemas penitenciários. Em relação a viagens e viajantes, existem muitos estudos na história da educação, resultando em teses, dissertações, eventos e publicações sobre o assunto, mostrando a diversidade de visões, caminhos e abordagens. No entanto, existem poucos estudos no campo da história educacional, especificamente sobre relatórios de viajantes e a importância disso para a compreensão de instituições correcionais e penais. O desafio deste artigo é indicar a contribuição das viagens para o processo de reforma dos sistemas penitenciários em países como o Brasil., This article discusses the importance of travel to the study of prison systems. With regard to travel and travelers there are many studies on the history of education, resulting in theses, dissertations, events and publications on the subject, showing the diversity of views, ways and approaches. However, there are few studies in the field of history of education specifically on the reports of travelers and the importance of them to a compression of correctional and penal institutions. The challenge in this article is to indicate the importance of travel to the reform of prison systems in countries like Brazil., CABÁS, Выпуск 24 2020, Pages 49-63

Today, in the globalized world of the 21st century, the issue of leadership is topical and particularly important, hence it is not surprising that it is extensively analyzed in numerous publications. The role and significance of leadership primarily result from the fact that it has a great impact on the achievements of teams and companies, relations between people, their motivation to work, their openness to changes and new challenges, and a vision of the future development of the company.The theoretical part of the article first explains the concept of leadership and its significance, and next describes multiculturalism as a challenge for contemporary leadership in the context of managing intercultural teams. The empirical part presents the methodology of the study and the results obtained, which are followed by conclusions and recommendations.The research described in the article (ten telephone interviews) was conducted with international companies among managers who work with culturally diverse teams. At this stage the research is preliminary, and the author intends to conduct an in-depth study among managers of multinational companies in Poland and Spain that will investigate the role of leadership in managing multicultural teams.The main aim of the article is to demonstrate the importance of leadership in managing multicultural teams. Considering this aim, the following research question was formulated: How do Polish managers employed in multinational companies define leadership and how do they perceive the role of leadership in managing multicultural teams?

CABÁS, Выпуск 24 2020, Pages 175-183

In the years 1841–1854 the Benedictine Beda Dudík (1815–1890) worked as a teacher at the Episcopal Institute of Philosophy in Brno and then at the Higher Grammar School in Brno. As a teacher and a supporter of a development of the Czech national movement in Moravia he strove for the introduction of teaching of the Czech language and literature in the Moravian church education. He succeeded in his efforts and the Court study commission and the Episcopal ordinariate in Brno permitted teaching of the Czech language within the school curriculum of the Institute of Philosophy. For the successful completion of the teaching, Dudik compiled a textbook for his students about history of the Czech language and book writing and he intended to publish it in print at “Matice česká” in Prague. The textbook was approved successfully in a censorship procedure; however, it was not finally published in print due to disagreements with the authors of the compiled works. Nevertheless, it was significant for the development of national efforts in Moravia and it, first and foremost, revealed the young Beda Dudík as a great supporter of the then minority Czech national movement in Moravia, which changed later when he left his pedagogical experience in favour of his better-known historiographical, official and diplomatic practice.

W zmiennym świecie i w bezprecedensowych sytuacjach nauczyciele stają przed nowymi wyzwaniami. Takim wyzwaniem stała się obecnie konieczność podjęcia nauczania zdalnego. Wielu z nich odczuwało z tego powodu presję oraz dystans wobec wykorzystywania narzędzi cyfrowych. Jedyną drogą było jednak stawienie czoła nieznanym obszarom oraz dostosowanie się do wymagań cyfrowego świata i cyfrowych tubylców-uczniów.Skuteczne prowadzenie nauczania na odległość, w atrakcyjnych dla uczniów formach, oznacza konieczność stałego doskonalenia własnych kompetencji tak, by chociaż w pewnym stopniu nadążyć za dynamiką zmian rzeczywistości.Wiosną 2020 roku pandemia COVID-19 wymusiła zmiany w każdej dziedzinie ludzkiej działalności, odciskając piętno także na działaniach edukacyjnych. Mimo problemów związanych z zawieszeniem zajęć w ramach tradycyjnego nauczania, wiele przeszkód udało się nauczycielom pokonać. Stan ten uwydatnił jednak sporo edukacyjnych słabości, a biegłe stosowanie nowoczesnych technologii w procesie dydaktycznym okazało się piętą achillesową wielu z nich. Pewne jest jednak, że niezależnie od tego jak proces edukacyjny będzie zorganizowany w przyszłości, umiejętne prowadzenie nauczania z wykorzystaniem komputera i Internetu stało się jednym z niezbędnych wymogów stawianych nauczycielom. Pewne jest też, że w wyniku konieczności szybkiego dostosowania się do zmian, mimo szeregu negatywnych konsekwencji, wielu nauczycieli przełamało lęk przed stosowaniem narzędzi cyfrowych i z powodzeniem będzie je nadal wykorzystywać w swojej pracy.

Recenzja książki: S.J. McKinney, R. McCluskey (eds.), A History of CatholicEducation and Schooling in Scotland. New Perspectives,London 2019: Palgrave Macmillan, pp. 207.

Sumergirnos en las actas y presupuestos del Archivo Histórico Municipal de Sevilla nos ha permitido conocer mejor la situación de la educación primaria en la ciudad tras la caída del Antiguo Régimen. Las dificultades presupuestarias, la falta de escuelas, el desconocimiento de las leyes, la Comisión Local fue advertida de la obligación de pagar a los maestros, describen un panorama desolador. La baja valoración de la educación se pone de manifiesto junto a una orientación favorable a las clases privilegiadas que dominaban el ayuntamiento y detraían fondos para mantener los conventos desamortizados., Immersing ourselves in the acts and budgets of the Municipal Historical Archive of Sevilla has allowed us better understand the situation of primary education at the city after the fall of the Old Regime. Budgetary difficulties, lack of schools, ignorance of the laws, the Local Commission was warned of the obligation to pay teachers, describe a devastating situation. The low valuation of education is evident along with a favorable orientation to the privileged classes that dominated the city council and withdrew funds to keep convents confiscated., CABÁS, Выпуск 24 2020, Pages 94-115

The paper is a historical-educational study that aims to survey changes in conceptual foundations of educational thought in the 1940s and their form at the beginning of Communism. It was a complicated period with several overlapping ideological levels: the ideas of the interwar democratic Czechoslovakia “retired”, the national socialist ideology of the Slovak state was established in the situation of the war, and the Marxist-Leninist ideology, which was fully implemented after the Communist coup in 1948, was being gradually shaped. The change of direction in the educational thought and in its foundations is demonstrated mainly through two leading figures of pedagogy of the given period: Juraj Čečetka (1907–1983), the first Slovak professor of pedagogy and Ondrej Pavlík (1916–1996), the creator of the socialist pedagogy and education. The first part of the paper focuses on a broader socio-political context that suggested changes in ideological orientation of educational thought in the 1940s, the second part of the paper discusses educational thought in the 1950s when only the socialist variant can be considered. The study is based on source literature of both mentioned representatives of the period and on existing research of their work (Krankus, Kudláčová, Faktorová, Valkovičová, Wiesenganger) and life (Mihálechová, Michalička, Londáková).

El aumento de investigaciones sobre métodos lectoescritores ha motivado que nos introduzcamos en el estudio de una de las metodologías utilizadas en su proceso de enseñanza y aprendizaje: Aprendizaje basado en proyectos. A través de este artículo, presentamos un proceso reflexivo sobre interrogantes y respuestas que justifican la hipótesis de partida centrada en la habilidad de los discentes para aprender a leer y escribir en sus primeros años de escolarización no obligatoria. Así, los trabajos escolares hechos por una niña de Educación Infantil, cuadernos y dibujos serán usados como fuentes documentales, The increase in research on literacy methods has led us to introduce ourselves to the study of one of the methodologies used in their teaching and learning process: Project-based learning. Through this article, we present a reflective process on questions and answers that justify the starting hypothesis focused on the children ability to learn to read and write during their early childhood education. So, schoolwork done by a child´s education girl, notebooks and drawings will be used as documentary sources., CABÁS, Выпуск 24 2020, Pages 3-23

En 1970 se daban en Santander un cúmulo de circunstancias que hicieron que un deporte como el rugby se empezara a practicar. La primera y fundamental fue la inauguración en octubre de 1969 del Complejo Deportivo Municipal. Las otras, fueron la coincidencia de personas vinculadas a la ciudad y a la región con cargos políticos de importancia que decidieron impulsar el deporte en la juventud del lugar, que empezaba a tener un ambiente universitario dependiente de Valladolid, más el incipiente deporte escolar en forma de Juegos Escolares, que eran posibles gracias a la voluntad del profesorado con inquietud en escuelas, colegios e institutos, In 1970, a series of circumstances arose in Santander that made a sport such as rugby begin to be practiced. The first and fundamental was the inauguration in October 1969 of the Municipal Sports Complex. The others were the coincidence of people linked to the city and the region with important political positions who decided to promote sport among the youth of the place, which began to have a university environment dependent on Valladolid, plus the incipient sport school in the form of School Games, which were possible thanks to the will of teachers with concern in schools, colleges and high schools. Key words: Rugby, School sport, Santander., CABÁS, Выпуск 24 2020, Pages 151-159

This study focuses on the perspective of the Czechoslovak periodical Věstník katolického učitelstva československého (The Bulletin of Czechoslovak Catholic Teachers) on the new reform of the school system introduced during at the end of the 1920s by Václav Příhoda, who was the leading figure of such changes. Authors connected to this periodical took a quite strong stance on this issue and criticized the introduced reform in many ways and on many levels. The aim of this study is to create an overview of the most relevant and frequent opinions presented by the authors during the years 1928–1935 and to try to find common threads and themes of their positions. This includes providing a historical, pedagogical and religious context of the newly formed Czechoslovak Republic.

The paper deals with the forms of social assistance provided to poor children and youth in schools. The specific examples are illustrated by the example of Pardubice town. The article mainly deals with the second half of the 19th century, when under the influence of social changes the charitable activities aimed at children and young people were developed. The article mentions also the end of the 18th century, when education and social care reforms took place, and influenced the development of social assistance in the following century. Two types of institutions were established at schools; on one hand, associations providing financial or material support, on the other, groups providing out-of-school activities for children and youth. These organizations had the same goal – the discipline of the poor in society.

Recenzja książki: Anna Perkowska-Klejman, Poszukiwanie refleksyjności w edukacji. Studium teoretyczno-empiryczne, WydawnictwoAkademii Pedagogiki Specjalnej, Warszawa 2019, ss. 362.

Celem artykułu jest namysł nad wrażliwością człowieka i jej rozumieniem, jak również nad znaczeniem kształtowania wrażliwości dla jakości codziennego funkcjonowania. Problemem badawczym jest pytanie: Jakie jest oblicze wrażliwości człowieka? Struktura artykułu składa się z trzech części: teoretycznej i empirycznej charakterystyki wrażliwości oraz praktycznego wymiaru jej kształtowania w procesie wychowania.Teoria wrażliwości ma charakter interdyscyplinarny. W rozumieniu wrażliwości wyróżniono cztery komponenty: poznawczy, emocjonalny, działaniowy i moralny. Funkcję zintegrowania poszczególnych aspektów rozumienia wrażliwości przypisano teorii pedagogicznej. Badania empiryczne dotyczące wrażliwości ukierunkowane są na jej zdiagnozowanie oraz szukanie związków z innymi zjawiskami. Konstruowane są skale do pomiaru wrażliwości dzieci, młodzieży i człowieka dorosłego. Wskazano przykłady prac badawczych polskich i zagranicznych uczonych. Empiryczna charakterystyka wrażliwości wskazuje ją jako fenomen, który może być traktowany jako zasób służący sprawnemu funkcjonowaniu człowieka w życiu codziennym. Wnioski z teoretycznej i empirycznej charakterystyki wrażliwości potraktowano jako istotną przesłankę kształtowania wrażliwości w procesie edukacji i wychowania. Stanowią one część trzecią artykułu i mogą być wykorzystane do kreowania i korygowania praktyki wychowania.W tekście potraktowano wrażliwość jako silną stronę człowieka (cnotę), którą można i należy kształtować w procesie wychowania. Jest ona niezbędna do kształtowania pozytywnych relacji intrapersonalnych i interpersonalnych. Dewaluowanie wrażliwości można uznać za wskaźnik swoistego regresu człowieczeństwa.

La educación ha constituido una herramienta para ir formando ciudadanos desde sus edades más tempranas de acuerdo a los valores de los estados. Durante la dictadura de Franco, la educación sirvió para mantener vigentes los principios del Movimiento y valores de la Iglesia Católica con un plan de educación diferenciada entre chicos y chicas. En la educación del sexo femenino ponía una especial atención a su formación como amas de casa, madres, esposas y devotas católicas, sirviéndose para ello el franquismo de organizaciones adeptas al régimen como la Sección Femenina que asumió la misión de educar a la mujer española según estos cánones utilizando para este cometido instituciones como las Escuelas Hogar. Este artículo desarrolla cómo se organizaron y funcionaron estas Escuelas Hogar en la provincia de Santander durante los años 50 y 60, así como apuntar los problemas que afectaron en los procesos de enseñanza-aprendizaje., Education has been a tool to train citizens from their earliest ages according to the values of the states. During the Franco´s dictatorship, education served to keep the principles of the Movement in force and values of the Catholic Church with a differentiated education plan for boys and girls. In the education of the female sex he paid special attention to their formation as housewives, mothers, wives and devout catholics, the Franco´s regime using organizations that support the regime such as the Female Section, which assumed the mission of educating spanish women according to these canons, using institutions such as the Home Schools for this purpose. This article develops how these Home Schools were organized and functioned in the province of Santander during the 50s and 60s, as well as pointing out the problems that affected the teaching-learning processes., CABÁS, Выпуск 24 2020, Pages 133-150

The aim of this study is to identify whether high school students encounter any difficulties in mathematics and reveal the reasons for such difficulties. The participants of the study, which was a descriptive case study based on qualitative understanding, were a total of 164 students, including 85 students from Anatolian High Schools and 79 students from Science High Schools. Approximately 11% of the participants said they had no difficulties in math, whereas 99% of the students from Anatolian High Schools and 78% of the students from Science High Schools said they had difficulties in mathematic. Their thoughts about the reasons for such difficulties were analyzed by content analysis method considering the type of high school they attended. The findings obtained revealed that the difficulties encountered by the participants in mathematics were teacher-, content- and student-based. Anatolian High School students stated that they intensely faced teacher-based difficulties, whereas Science High School students stated that they faced content-based difficulties. It's expected that the results of this study may contribute to studies to be conducted to increase student success in mathematics education and provide ideas for further studies.

This study investigated the link between future L2 selves and Willingness to Communicate (WTC) in the classroom in the UK university context. We applied a mixed methods approach to collect data from 121 Chinese overseas students where a questionnaire was used before semi-structured interviews were conducted with six participants. Two key quantitative findings were: 1) There is a strong positive correlation between ideal L2 self and classroom WTC; 2) A student’s major moderates the relationship between the ought-to L2 self and classroom WTC. Students from non-English-related majors had a greater influence of ought-to L2 self on their WTC in the classroom, while ought-to L2 self does not seem to affect the WTC of English-related majors in the classroom. Follow-up interviews triangulated the quantitative findings with further illustrations in terms of the role of future L2 selves in stimulating WTC in the classroom and the potential differences between students with different academic backgrounds.

This research aims at revealing the effects of Second Life (SL) application used in virtual environment in art and design education of creativity. This research is a qualitative study conducted evaluating the results of a group of 16 students studying art and design at universities, for a period of 12 weeks. For SL, a 3D, online, multi-user virtual environment was chosen as the study area. The process of the research was evaluated by the researcher with a Structured Observation Form (SOF). Student designs were evaluated by four graduated artists/educators and researchers with a Rubric. The study group discovered SL during the application process. They made numerous trials, took risks and tried different solutions in SL. The design process that started with an avatar creation continued with 3D design, adding texture, colour, and script to objects and creating a notecard. According to the researcher’s feedback based on SOF, the group is considered “Good” in the design process. According to the Rubric for creativity, applied by the experts is evaluated as “Accomplished.” As for the rubric applied by the researcher, the group is evaluated “Good.” Based on these results, it can be considered that the inclusion of SL in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students.

This study explores the impact extended participation in literature circles had on the reading attitudes of university-age pre-service teachers following their involvement in literature circles for one academic year, as part of their training. The participants of the study consisted of 21 pre-service teachers with a low or moderate level of reading habits and reading attitudes. The research was conducted through a mixed methods approach. Although both quantitative and qualitative data were collected in the study, particular emphasis was given to the data collected from the qualitative part (quan+QUAL). In line with the quantitative data, it was concluded in the study that extended involvement in the literature circles had a positive effect on the reading attitudes of the pre-service teachers. The qualitative data, which was obtained through interviews, revealed four themes. The themes emerged as love and desire for reading, benefits of reading, importance of reading and reading habits as a result of the analysis. The results obtained from the research are important in terms of contributing to the improvement of pre-service teachers who will play important roles in Turkey’s becoming a literate society.

Astronomy concept is regarded as one difficult topic in both teachers’ and students’ perspective even though it strongly appeals to the human mind. This concept requires imagination and the ability to use various skills and knowledge, for example, actual motion, relative position, and coordination of views from several points on the Earth to generate an explanation. As mentioned in the literature, the teacher plays a vital role in the teaching and learning process. Therefore, this study aimed to investigate 45 in-service science teachers’ understanding of astronomy concepts in a professional development program and to diagnose the misconceptions regarding astronomy concepts. A two-tier test, open-ended questions, and a semi-structured interview were used to gather information on the understanding and misconceptions, particularly on celestial motion concepts. The data were analyzed both qualitatively and quantitatively. The results pointed out that after the four-day professional development program, in-service science teachers gained significantly higher two-tier test scores. The highest progression was in the topic of the Sun’s apparent motion. However, most in-service science teachers still held some misconceptions relating to the concept of the seasons. The obstacles in teaching astronomy were also discussed. The study’s findings lead to the improvement of the professional development program for in-service science teachers required to teach astronomy concepts nationwide.

The purpose of this research is to test the theoretical model developed for the mediator role of perceived organizational support in the relationship between organizational identity and organizational stress. The research is conducted with 320 teachers who work in preschools, primary schools, elementary schools, and high schools. The data were collected using organizational stress scale, perceived organizational support scale, organizational identity scale, and personal information form. The direct and indirect relationships between perceived organizational support, organizational stress, and level of organizational identity were analysed using the Structural Equation Model. The proposed structural model was verified by the analyses. It is observed that the relationships between all variables in the research have significant values and their goodness of fit indices were within the acceptable level. The results of the analyses showed that, organizational identity significantly predicts organizational stress and perceived organizational support. It was also found that the impact of organizational identity on organizational stress was fully mediated by perceived organizational support. According to these results, organizational support plays a mediating role in the relationship between organizational identity and organizational stress.

Progress monitoring of academic achievement is an essential element to prevent learning disorders. A prominent approach is curriculum-based measurement (CBM). Various studies have documented positive effects of CBM on students’ achievement. Nevertheless, the use of CBM is associated with additional work for teachers. The use of tablets may be of help here. Yet, although many advantages of computer- or tablet-based assessments are being discussed in the literature (e. g. innovative item formats, adaptive testing, automated scoring and feedback), there are still concerns regarding the comparability of different assessment modes (paper-pencil vs. tablet). In the study presented, we analyze the CBM data of 98 fourth graders. They processed the exact same computation items once with paper and pen and once in a tablet application. The analyses point to comparable results in the test modes, although some significant deviations can be found at item level. In addition, the children report perceived benefits when working with the tablet.