1,720,967 research outputs found
Immigrant children education as means of integration: the Lithuanian case
No full textAim. This research paper discusses the educational process of immigrant children in Lithuania with the intention to determine the integration trajectory most likely to be chosen by the immigrant students.
Methods. The research methods include legal analysis of Lithuanian legislations related to immigration, immigrant integration and education, meta-analysis of previous research on immigrant integration into Lithuanian society as well as semi-structured interviews with experts of the field.
Results. Having completed the research, the following conclusion has been drawn: immigrant children education in Lithuania does not tend to create conditions for successful integration and more often than not influences immigrant students to choose those integration paths that may inspire inner or outer conflict. This is due to the lack of integration policy and strategy at the state level as well as the tendency to create a cultural hierarchy wherein the Lithuanian culture is implicitly considered as above others.
Practical application. The results of the research can be used to improve the conditions of immigrant children education in Lithuanian schools on the national level as well as by schools willing to foster the integration of immigrant students; the results can also be considered in the process of establishing integration policy on the state level
Tarptautinių palyginamųjų tyrimų įtaka nacionalinių valstybių švietimo politikai
Full text linkThis article analyzes previous research on the influence of international large-scale assessments (PIRLS, TIMSS, PISA) to national education policies. Based on this meta-analysis, four trajectories of influence are presented and discussed: direct impact, indirect impact via a general education discourse, direct and indirect legitimation.Šiame straipsnyje pristatoma tarptautinių palyginamųjų tyrimų (PIRLS, TIMSS, PISA) įtakos valstybių švietimo politikai tyrimų analizė. Remiantis atliktos analizės rezultatais, pateikiamos ir aptariamos keturios išskirtos tarptautinių palyginamųjų tyrimų įtakos nacionalinei švietimo politikai trajektorijos: tiesioginio poveikio, netiesioginio poveikio per diskursą, tiesioginės ir netiesioginės legitimacijos
Di cosa parliamo quando parliamo di internazionalizzazione: gli atteggiamenti degli accademici verso l'internazionalizzazione in un'università dell'Europa dell'Est
No full textThe role of academics is crucial to ensure successful and sustainable internationalisation of higher education. Internationalisation is a term that is widely used in higher education institutions but is rarely questioned or analysed in depth in a specific context. Few studies investigate how academics understand internationalisation, and how this in turn affects their motivation regarding internationalisation activities. This paper investigates how academic staff members conceptualise internationalisation. Stier’s (2006) ideologies of internationalisation are employed as a heuristic device to explore academic’s conceptualisations of internationalisation in a Lithuanian university. Results of a qualitative study of multiple focus groups with 27 academics showed that the majority conceptualise internationalisation as a means to achieve a specific goal which reveal an instrumentalist view. Internationalisation was often conflated with good quality of education and vice versa but the impact internationalisation has on students and the society at large was described vaguely and incidentally.Il ruolo degli accademici è fondamentale per garantire un'internazionalizzazione efficace e sostenibile dell'istruzione universitaria. “Internazionalizzazione” è un termine ampiamente utilizzato, ma raramente messo in discussione o analizzato approfonditamente in contesti specifici. Pochi studi analizzano il modo in cui gli accademici interpretano il concetto di internazionalizzazione e come questo influisca sulla loro motivazione nel perseguire attività di internazionalizzazione stesse. Questo articolo usa il concetto di “ideologie dell'internazionalizzazione” (Stier, 2006) come strumento euristico per esplorare le concettualizzazioni dell'internazionalizzazione da parte degli accademici in un'università lituana, attraverso uno studio qualitativo composto di molteplici focus group con 27 accademici. I risultati mostrano che la maggior parte di loro concepisce l'internazionalizzazione come un mezzo per raggiungere un obiettivo specifico, rivelando una visione strumentale. I soggetti della ricerca associano spesso l’internazionalizzazione all’alta qualità dell’istruzione (e viceversa), ma descrivono l'impatto che l'internazionalizzazione ha sugli studenti e sulla società in generale solo in modo vago e incidentale
4-oji nacionalinė mokslinė konferencija „LETA 2020: Švietimas ir ugdymas, jungiantys bendruomenes“
Full text link  
Ta druga Europa. Konceptualizacja Europy Środkowej i Wschodniej w pracach naukowych o szkolnictwie (wyższym) od 1990 do 2000 roku.
Full text linkThis paper endeavours to interrogate the early conceptualization of the notion of Central and Eastern Europe in the field of (higher) education by analysing the academic scholarship in (higher) education research from 1990 to 2000. The results of this analysis elucidate the emergence of Central and Eastern Europe as a research unit in the field of (higher) education. Central and Eastern Europe emerges as a conceptual cluster comprised of Central and Eastern Europe, Eastern Europe and Central Europe. A preliminary quantitative analysis of frequency of use of particular concept and country distribution showed that different terms were used interchangeably and the same countries were referred to as belonging to different regions. Close reading of the articles in the research corpus revealed that the regional cluster was conceptualized as a post-communist space which was unified by its unwillingly shared past or via the role it can play vis-à-vis the rest of Europe, or “the West”
Švietimo ir ugdymo tyrimai. T. 3
No full textReemigracija Lietuvoje XXI a.: švietimo sistemos parengtis priimti grįžtančių šeimų vaikus / Jurgita Bagdonaitė -- Specialiųjų ugdymosi poreikių turinčių mokinių ugdymas: X vaiko atvejis / Monika Kontautaitė, Aida Norvilienė -- Pozityvioji psichologija: bruožų emocinio intelekto ir pozityviosios psichologijos sąsajų apžvalga / Simas Garbenis -- Kompiuterinių žaidimų integracija į mokymo(si) procesą mokykloje: naudoti, analizuoti, kurti / Gintė Marija Ivanauskienė -- Vertybės sporte / Kristina Grigaitė-Bliūmienė -- Tarptautinių palyginamųjų tyrimų įtaka nacionalinių valstybių švietimo politikai / Monika Orechova -- Ugdymo metaforų istorinė kaita ir ryšys su politika / Augustinas Dainys -- Žaidimo ribos: praktinės fenomenologijos tyrimai ir kitos šių dienų mados / Viktorija Voidogaitė -- KTU pedagogikos studijos: atvejo analizė / Nijolė Bankauskienė, Ramunė Masaitytė -- Jūrininkų rengimui kylantys iššūkiai ir galimybės sparčiai modernėjančios jūrinės industrijos kontekste: mokslinių tyrimų apžvalga / Indrė Mickevičiūtė -- An integral approach to the meaning of competence / Julija Kubova-Semaka -- Priešmokyklinio ugdymo mokytojo bendradarbiavimo su tėvais galimybės ugdant vaikų komunikavimo kompetenciją darželyje: priešmokyklinio ugdymo mokytojų nuomonė / Erika Turauskienė, Rasa Braslauskienė.Reikšminiai žodžiai: Švietimas; Ugdymas; Mokymas; Pedagogika; Specialusis ugdymas; Kompetencija; Tyrimai; Education; Training; Pedagogy; Special education; Competence; Researc
Aukštojo mokslo tarptautinimas Rytų ir Vidurio Europoje: apibrėžimo konceptualizavimas regione
Full text linkThe article sets out to analyse previous research on the internationalisation in higher education in Central and Eastern Europe with a particular focus on the conceptualisation of ‘internationalisation’. While there is quite a lot of research regarding both theory and implementation of internationalisation, the majority of it is conducted in the West and the most commonly accepted definition hails from the research traditions of the Anglophone world. This literature review shows that when researchers in Central and Eastern European countries use the term ‘internationalisation’, they either refer to a policy change encouraged (or necessitated) by a supranational institution or global education discourse, or an education process through which an international or intercultural dimension is integrated into higher education.Straipsnyje analizuojami aukštojo mokslo tarptautinimo tyrimai Vidurio ir Rytų Europos regione, ypatingą dėmesį skiriant tarptautinimui konceptualizuoti. Nors tyrimų, susijusių tiek su internacionalizacijos teorija, tiek su jos įgyvendinimu, yra gana daug, dauguma jų atlikta Vakaruose, o labiausiai paplitęs apibrėžimas yra kilęs iš anglakalbio pasaulio mokslinių tyrimų tradicijų. Atlikta literatūros apžvalga leidžia daryti išvadą, kad Vidurio ir Rytų Europos šalių tyrėjų darbuose tarptautinimo (internationalisation) sąvoka vartojama įvardyti aukštojo mokslo politikos (policy) pokyčius, kurie vyksta skatinant ar reikalaujant viršnacionalinėms institucijoms (šiam reiškiniui apibūdinti taip pat vartojamas europeizacijos (Europeanization) terminas, norint pabrėžti siekį įgyvendinti Europos Sąjungos institucijų nustatomas ar siūlomas normas) ar pasauliniam švietimo diskursui, arba procesą, per kurį į aukštąjį mokslą integruojama tarptautinė ar tarpkultūrinė dimensija
4-oji tarptautinė mokslinė konferencija „Švietimo politika kultūriniuose kontekstuose: transmisija ir (ar) transformacija“
Full text link  
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
- …
