Central European Journal of Educational Research
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Tétel Szabadon hozzáférhető Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study(2023-06-30) Csák, ZsoltThis study explores the ways that Hungarian fathers are involved, at home and at school, in their children’s development and achievement. It also identifies the types of fathers that emerge based on this involvement. According to the literature, paternal involvement at home and at school contributes to academic achievement, similar to the involvement of mothers, but to a lesser extent and in different ways. The theoretical framework of the research relies on the types of parental involvement as defined by Epstein. The research was qualitative, based on 14 semi-structured interviews and the classification of fathers, resulting in three groups of similar size. The first group comprised fathers who contributed to their child’s achievement at home, often by helping with school-related activities, while not participating in school events. The second group included fathers who were involved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whom were involved both at home and at school, due to their particular situation. Overall, fathers’ school-based involvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves and their abilities, and by informal events organized by schools (cooking or sports days), in which fathers are more likely to participate.Tétel Szabadon hozzáférhető The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia(2023-06-30) Aye, Su Hnin; Agezew, Birhanu Haile; Iranfar, Arshia; Kovács, Karolina EszterEducation systems usually fall into two main types: the Continental and Atlantic systems of education. Countries belonging to the third world often follow after the characteristics of the continental system, however, the specificities of the country may overwrite some characteristics of the original concept. This article aims to introduce some specific aspects of the educational systems of Iran, Ethiopia and Myanmar through the comparison of these systems. According to the data analysis, centralisation is relevant, but decentralisation tends to be strengthened in each country. Concerning their structure, similarities in the division of levels were identified, along with differences in duration and focus. Unsurprisingly, the curriculums are different in each country; however, the basic subjects are almost the same. Finally, the grading systems use similar categories, although the underlying points providing the basis for the grades significantly differ. Comparing them can contribute to their evaluation and further development.Tétel Szabadon hozzáférhető Gender Differences Among Teacher Education Students in Light of a Pilot Study(2023-12-23) Gál, EnikőThis paper aims to present the measurement tool designed to examine gender differences among teacher education students and the results obtained during the research. The theoretical section of the paper describes teachers’ and parents’ influence on children’s gender role attitudes, gender socialization and career orientation. To prepare the questionnaire, we analyzed the Hungarian and international literature and built on the results of our previous qualitative research. We grouped our questions into three dimensions: (1) gender socialization in the family, (2) parental involvement, (3) gender socialization at school and career orientation. According to our results, gender-neutral toys were more often chosen by male students’ parents, and mothers were more involved in their children’s school activities than fathers, setting higher expectations as well. Teachers and parents, especially mothers, played an important role in students’ career choice. In addition, students perceived that teachers handled them differently depending on their gender in terms of the evaluation of their academic progress and behavior as well as the frequency of compliments and punishment.Tétel Szabadon hozzáférhető Investigation of Resilience among Teachers and in Teacher Education(2023-06-30) Bordás, AndreaIn recent decades, we have witnessed an increasingly widespread and complex use of the concept of resilience. The aim of the present study is to present a holistic concept of resilience that, thanks to its systems theory basis, can be applied very well in educational sciences, including research on teacher training, the institutional environment of teachers, their well-being at work, professional development, or even in the analysis of practical pedagogical situations. The dynamic interactive model of resilience (Shafi, & Templeton, 2020) allows for the examination of the resilience of learners, teachers and the institution, and even the examination of students, educators and teacher training institutions involved in teacher training. In the second part of the study, we present resilience development programs that have proven to be effective in teacher training and further training (BRiTE, ENTREE), which, with their complexity, are well suited to the dynamic interactive model of resilience discussed above.Tétel Szabadon hozzáférhető Sociology of Education – Theories, Communities, Contexts(2023-06-30) Vincze, ZsófiaBibliography of the reviewed book: Pusztai, G. (Eds.), (2023). Sociology of Education – Theories, communities, contexts. Debrecen University Press.Tétel Szabadon hozzáférhető Social Mobility through Education: Lifelong Learning and the Roma-Minority in Selected Central and Eastern European Countries(2023-06-30) Óhidy, AndreaEducation plays a central role in supporting or impeding social mobility (Bourdieu & Passeron, 1974; Fend, 1980, 2006). The disadvantaged social and economic situation of the biggest part of the Roma minority (not only) in Central and Eastern Europe is usually seen as the main reason for their low educational attainment and success. And vice versa: the poor educational results are considered the main reason for their social deprivations. Therefore, education and lifelong learning have become the main strategy for improving their situation, especially since the ´Europeanization of the Roma issue` (Ram, 2015) through the European Union. Today, Education and lifelong learning are now the centre of EU-policies for achieving political and economic goals, like economic growth and social cohesion (Óhidy, 2008, 2009). This article analyzes the problems faced by and opportunities presented to the Roma people in selected Central and Eastern European countries, problems and opportunities arisen in the years up until 2020, regarding social mobility through education. In its analysis, this paper focused on the similarities. The article is based on 5 country studies from 2019, written by experts from the Czech Republic, Hungary, Poland, Romania and Slovakia (see Óhidy & Forray, 2019). The study uses the evidence from the country studies from Markéta Levínska, Dana Bittnerová & David Doubek, 2019 (Czech Republic), Julianna Boros & Eszter Gergye, 2019 (Hungary), Agnieszka Swietek & Wiktor Osuch, 2019 (Poland), Aurora Adina Colomeischi, 2019 (Romania) and Rastislav Rosinsky, 2019 (Slovakia) to explore the similarities in challenges, to increase the participation and success of Roma people.Tétel Szabadon hozzáférhető Intrinsic and Extrinsic Motivation to Learn as Factors of Resilience in Students' Pedagogical Disciplines - Pilot Study(2023-06-30) Dubayová, Tatiana; Haficová, HedvigaMotivation determines the dynamics of behaviour and helps in overcoming obstacles. A related concept is resilience, which also relates to overcoming stressful situations and speaks to an individual’s ability to adapt to challenging circumstances in life. The aim of this paper was to investigate the relationship between resilience and motivation to learn in students studying in the field of education. One hundred and thirty students participated in the research (100 bachelor students and 30 master students). The research instrument used to measure resilience was The Connor-Davidson Resilience Scale (CD-RISC 10) and to detemine motivation The Academic Motivation Scale (AMS-C 28) tool was used. The Mann-Whitney test found no significant difference between the two groups of students in each of the variables measured. The results show a significant association between resilience and types of intrinsic motivation in particular, but the strongest relationship was found between resilience and the lack of motivation. Students with low resilience scored higher on amotivation. For students at university, motivation to learn based on intrinsic drives is assumed to be self-evident. However, the ability to overcome obstacles is also necessary for the attainment of learning goals. Its degree can also be developed through educational intervention, which provides an opportunity for university teachers to expand their area of operation.Tétel Szabadon hozzáférhető Curricular and Extracurricular Learning among Students with Resilience Potential. Social Inequalities in Higher Education(2023-06-30) Ceglédi, Tímea; Dabney-Fekete, Ilona DóraDoes resilience potential in higher education mature into success or does it remain merely a promise of success due to rising social inequality? We studied curricular and extracurricular learning of students with outstanding academic achievement who entered higher education despite their disadvantage of social background (= students with resilience potential). A student survey database compiled in the research project “Higher Education for Social Cohesion – Cooperative Research and Development in a Cross-border Area” (HERD) (HURO/0901/253/2.2.2.) in 2012 was analyzed. Students of three Eastern Hungarian higher education institutions were surveyed (N = 1205). Students with resilience potential were identified in the intersection of two groups of variables: social background and input academic achievement. We have conducted a cluster analysis, which has resulted in the identification of students with resilience potential and other researched groups: drifters (low social background and low input academic achievement), beneficiaries (high social background and high academic achievement) and indifferent prodigals (high social background and low academic achievement). To sum up our results, the students with resilience potential only use higher education to fulfill curricular requirements, and hit a ceiling, compared to the beneficiaries, when it comes to the student year mining, meaningful extracurricular activities. Thus social inequalities crawl through these invisible channels into higher education and beyond.Tétel Szabadon hozzáférhető Reading Assessment for Diagnosing Acquired Reading Disorders in Adults: Theoretical and Practical Aspects of its Development(2023-06-30) Kis, Orsolya; Földi, Fanni; Steklács, JánosThe study of reading processes is of particular importance in the assessment of cognitive-linguistic functions in both atypical development and acquired disorders of the adult developmental skills system. A comprehensive assessment of cognitive processes allows the selection of the appropriate therapeutic techniques, which in turn contributes to the best possible quality of life following rehabilitation. A common leading symptom of cognitive dysfunction in adult acquired neurological impairment is a deficit in reading. Our aim was to develop a reading assessment procedure based on national and international theoretical and empirical research to allow a complex assessment of reading processes. In order to investigate the reliability of the test and to develop an assessment system for it, a large-scale survey was organised. During the analyses, an evaluation system was developed which would allow us to objectively describe not only the fact of impairment but also its extent. Based on our results, the design of the Adult Acquired Reading Assessment and the comprehensive assessment system associated to it have resulted in a complex test procedure that is not only well applicable in clinical diagnostics but also in exploratory empirical work.Tétel Szabadon hozzáférhető Favouring Middle-and Upper-Class Students? The Structure and Process of Attending China’s Selective Universities(2023-06-30) Ailei, Xie; Kuang, Huan; Hong, YanbiResearch suggests the increasing influence of family socioeconomic status, as measured by parents’ income and occupations, in access to Chinese higher education. Yet, the literature remains inconclusive about the extent to which the social background of rural and urban students is associated with academic and social performance at elite universities. We address this limitation by looking at the academic and social success of representative samples of first- and second-year students enrolled at four Chinese elite universities. Our aim is to understand the characteristics that students from both urban and rural environments bring with them and how those characteristics bear on academic and social performance in university. We found an overrepresentation of students from middle- and upper-class backgrounds in both urban and rural student groups. The fact that the process indicator of cultural capital has a direct association with social success suggests students from urban areas exhibit traits valued in the selective university environment.Tétel Szabadon hozzáférhető Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study(2023-06-30) Fónai, Mihály; Lánczi, ViktóriaThe paper focuses on the intergenerational mobility processes in Hungarian higher education over the past decade. Its purpose is to explore these processes and to analyse the differences between the fields of study. The second-generation mobility theories, which serve to be the theoretical background of this paper, focus on the differences between income, education, occupational groups and social classes in connection with status attainment and mobility. Among the mobility theories relating to higher education, theories analyzing inequalities are studied, to discover whether they are found in Hungarian higher education („Maximally Maintained Inequality”, MMI and the theory of „Effectively Maintained Inequality”, EMI). The analysis also covers the „dynastic effects” related to mobility, whether they strengthen or weaken intergenerational processes. The database of the analysis is the Graduate Career Tracking System 2010-2021.Tétel Szabadon hozzáférhető CLIL: Bridging the Gap Between Language and Content(2023-12-23) Soltani, RiadBibliography of the reviewed book: Coyle, D., Hood, P., & Marsh, D (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.Tétel Szabadon hozzáférhető Amundsen and the Sudoku(2023-06-30) Kovács, EdinaBibliography of the reviewed book: Donders, P. Ch. (2019). Resilience. Harmat.Tétel Szabadon hozzáférhető Students with Special Needs and Their Parents – Informal Participation of a Parent in the Education of an Adult Child(2023-12-23) Pyrczak-Piega, Monika; Kutek-Sładek, KatarzynaThe article presents the issue of participation of adult students’ parents in their academic life. There are many examples in the literature of how important is the support of students’ with disabilities parents at the universites. This determines academic success. Disability (its depth, type, cause, limitations resulting from it) is a determining factor for independence, and consequently for the parent’s participation in the student’s academic life. The parent’s attitude towards their own child’s disability is also related to the parent’s participation in the study. The main questions of presented research is: how do students, parents and university staff see the participation of parents in their adult chilredn higher education? This study was qualitative in nature and the individual in-depth interviews were conducted in the course of the study. Two female students with disabilities and their mothers, as well as a member of staff from the one of Polish university’s disability office, were invited to participate in the study. The results show that students, parents and university’s staff can present different opinions about parental suport. The fact is that parental participation cannot be permanent. Each time this type of support should be considered on an individual basis, with particular regard to the welfare of the the student. The results of the survey are relevant to the university’s process of planning support for students with disabilities so as to work with parents with the students’ consent.Tétel Szabadon hozzáférhető The Relations between Students’ Intercultural Communication Competencies and Employability(2023-12-23) Lázár, Tímea; Farkas, János; Hajdú, Zita; Tar, Ildikó; Czellér, Mária; D'Arrigo, MarcellaIn today’s globalised world, businesses operate on an international level. Most business and economics graduates will interact with colleagues, clients, and partners from diverse cultural backgrounds. Intercultural competencies are essential for their success and effective collaboration in the labour market. A special questionnaire was compiled to investigate students’ intercultural competencies. Based on the statements and responses of the questionnaire, the examination aimed to establish the principal components of the intercultural communication competencies of the students of a Hungarian university. In the next phase of the research, the principal components served to create student clusters which were analysed from a labour market point of view, focusing on advantages and disadvantages. The crucial question was: which cluster is in demand the most in the labour market? By utilizing a principal component analysis, the dataset was reduced to three key components. Subsequently, to classify the students into groups, a multivariate statistical procedure, i.e., cluster analysis, was used to reveal the structures by clearly considering the similarities of a relatively heterogeneous population and to create a relatively homogeneous subset. The study revealed five distinct student clusters, each with varying advantages and disadvantages for employers. In this context, the Interculturally Active and Open with Good Language Skills cluster proved to be the most competent, with the least ideal collection indisputably being the Interculturally Reluctant in Cooperating cluster. The research underscores the importance of intercultural communication competencies for employees and enriches our understanding of the dynamics between intercultural communication competencies and workforce readiness. Developing these competencies in foreign language classes will significantly facilitate our students’ employment.Tétel Szabadon hozzáférhető College Begins in Kindergarten: A Path to Higher Education Through Family-School Partnerships in a K-5 School(2023-12-23) Morgan, K. KayonAs income inequality rises in the United States, students from low-income backgrounds and other excluded identities are likelier to remain in the lower income percentile, especially if they do not have college degrees (Kochhar & Cilluffo, 2018). Therefore, a critical approach is to focus on what happens before middle and high school, realizing that early childhood is prime for students to learn about college and their future. This study explored the practices influencing college-going aspirations for marginalized students in a K-5 school that engages teachers and families. The exploration extends the literature on how schools prepare elementary-aged students to develop college-going aspirations. The case study design collected data from observations, an administrative interview, and a document review. Findings revealed social and environmental practices influencing students and families regarding college-going attitudes and aspirations. The results have implications for curriculum and school culture to redefine the postsecondary conversation.Tétel Szabadon hozzáférhető The Challenges of Adopting a Learner-Centered Approach to On-Line English Teacher Education: A Teacher-Research Study on Jigsaw Reading and PeerTeaching in Cambodia(2023-12-23) Kheng, Meyly; Newton, JonathanIn Cambodia, the shift to on-line learning due to Covid-19 reinforced an already overly teacher-centric approach to education, leading to the risk of greater learner disengagement. To address this problem, I3 embarked on a research project involving the redesign of the on-line delivery of a final year English teacher education course on ‘School and Society’, in which all lectures were replaced with jigsaw reading (JR) and peer teaching (PT) tasks. To track the impact of this innovation, I recorded class sessions, kept observation logs, and obtained data from students’ reflective journaling, interviews, and a focus group. This paper reports on the design principles behind the innovation and its impact on student motivation and engagement. The research has implications for on-line teacher education and the introduction of learner-centered pedagogies in global south contexts.Tétel Szabadon hozzáférhető Parental Assistance with Assignments – Types of Parental Involvement in Homework(2023-12-23) Szász, Mária-MagdolnaThe present study analyses – using qualitative methods – parental involvement in children’s homework, the forms of parental involvement and the types of parents in the studied area, emphasizing the decisive role of parents in the educational life of their children, using the sample of several rural settlements in Szeklerland. By focusing on the rural context, this research contributes to the existing literature by offering a more nuanced understanding of parental involvement, potentially uncovering challenges and strategies that are unique to rural communities. The literature lacks a parent typology based on qualitative research. The most common types of parents are: “aversive”, “ ambitious “, “partner”, “accountable”, “networking”. The benefits of parental support for children’s learning at home have been widely emphasized by experts in recent research. Active parental involvement has a positive impact on student achievement and learning. It also gives parents a better insight into school life and enables them to develop a partnership with the teachers.Tétel Szabadon hozzáférhető The Importance of Student-Teacher Relationship in Romanian SEN Schools Among Hungarian Minorities(2023-12-23) Dan, Beata AndreaThe research aims to investigate the status of special schools in Romania, with a focus on student-teacher relationships, attachment-based education, and the Hungarian minority. After a brief historical overview of special schools, the study covers two main directions. We start by outlining how special schools view the value of attachment-based education and sheltered workshop conditions. Then we will use quantitative methods to analyze the research findings of a pilot study with a sample of a total of 60. Our focus will be on children with special educational needs. We will emphasize the impact of segregated education processes and examine current practices and rights. Based on the findings of the study, educators who work in SEN schools have better knowledge of their students’ attachment patterns. These educators are responsible for teaching students with SEN and building safe attachments plays a crucial role in the educational process. Special education setting places great importance on fostering secure attachment in students.Tétel Szabadon hozzáférhető Parent-Teacher Communication from the Perspective of the Educator(2023-12-23) Major, EnikőSeveral, mostly quantitative, studies have already examined the relationship between teachers and parents, as well as the positive effects of parental involvement. The aim of this study is to explore how parental involvement is realized in communication between the two actors. In the framework of a qualitative study, semi-structured interviews were conducted with 31 teachers teaching in elementary schools, and the analysis was performed using the Atlas.ti software. Based on our findings, we concluded that regular communication, common language use, a positive attitude from both parties, and the appropriate use of information and communication technology tools are essential for effective communication. The practical significance of this is that teacher trainees should also emphasize practical education, with a special focus on their ability to establish appropriate communication with parents of different socioeconomic backgrounds.