http://www.journals.vu.lt/acta-paedagogica-vilnensia/issue/feed Acta Paedagogica Vilnensia 2019-10-13T18:57:35+03:00 Irena Stonkuvienė irena.stonkuviene@fsf.vu.lt Open Journal Systems <p>Founded in 1991 and dedicated to publishing empirical and theoretical studies and analyses in education that constitute contributions to the understanding and/or improvement of educational processes.</p> http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13277 Editorial Board and Table of Contents 2019-07-12T19:35:12+03:00 Irena Stonkuvienė acta.paedagogica@fsf.vu.lt 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13278 Editorial 2019-07-12T19:35:11+03:00 Irena Stonkuvienė acta.paedagogica@fsf.vu.lt 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13279 Wrong Hand, Wrong Children? The Education of Left-Handed Children in Soviet Latvia 2019-10-13T18:57:35+03:00 Zanda Rubene zanda.rubene@lu.lv Linda Daniela linda.daniela@lu.lv Dace Medne dace.medne@hotmail.com <p>Left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. Thus, the goal of this study is to describe the retraining of left-handers as it was conducted in Soviet education. The impact of political power on an individual’s body-mind interaction is a significant problem in research on the creation of the “New Soviet Man.” The teaching of left-handed children in the Soviet Union is a noteworthy example of the totalitarian regime’s illusionary endeavors to change human nature. The Soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. The Soviet science was based on the anthropological understanding of man as a&nbsp;<em xml:lang="en-GB">tabula rasa</em>, which made it possible to explain the omnipotence of Soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. The present study provides insight into the disciplining of the left-handed children’s bodies and minds using pedagogical tools that was being conducted in Soviet Latvia.&nbsp;</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13280 Lenin as a Child Visual Propaganda and Pedagogy 2019-10-13T18:56:33+03:00 Lajos Somogyvári tabilajos@gmail.com <p>My study aims to reveal the connections between visual propaganda and pedagogy during the Hungarian state-socialism by analyzing different variations of a single picture of Vladimir Lenin. The ideological indoctrination played an important role in the socialization of children, even teachers; thus, the communist power tried to create a new ceremonial-ritual order and a socialist identity. The following analyzed images (photos and paintings) show different functions and meanings; by reframing and transforming photographs and contexts, we can demonstrate how the viewers could have been manipulated. The starting photo comes from my studies (based upon the corpus of Hungarian pedagogical journals) published in 1970, showing a seemingly unconventional representation: Lenin as a child.&nbsp;</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13281 A Comparative Analysis of Catholic Educational Concepts: the Case of Jesuit and Fr. Luigi Giussani’s Concepts 2019-10-13T18:56:31+03:00 Juozapas Labokas juozapas.labokas@gmail.com <p>Currently, value-based education occupies a leading position within the contemporary academic discourse on education. Catholic education holds a decent share in this overall discussion. This is partly due to the growing number of Catholics in Africa and Asia as well as globalization and secularization processes. Considering this fact, the philosophical underpinnings of Catholic education, its identity issues, and future perspectives are gaining more and more attention from the academic audience worldwide. In this study, an attempt was made to examine and compare two different concepts of Catholic education, one of Italian Catholic priest Fr. Luigi Giussani and that of the Jesuits. The research was aimed at analyzing and evaluating the similarities and differences of these concepts, revealing their interrelation. The analysis showed that these educational concepts have only slightly different goals and use different wording to define their aims. This situation is preconditioned by different historical-cultural contexts and experiences. In conclusion, Jesuit education tends to stress academic achievements and a value-based education approach, while Giussani’s concept emphasizes an interest in showing the importance and meaning of human reality and value education through its verification according to real-life needs. This allows to categorize Jesuit education as more traditionally-Catholic oriented while viewing Giussani’s concept as more suitable for Western secularized societies, which are not or less familiar with such notions as fate, religion, Christianity, God, etc.&nbsp;<br>Despite the fact that these concepts employ different educational methods and approaches and have only slightly different goals, their interrelationship can be described as complementary rather than differentiated or competing.</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13283 Counselling at School: A Comparison of the Work Characteristics of School Counselling Professionals in Four Different Countries 2019-10-13T18:56:29+03:00 Birutė Pociūtė birute.pociute@fsf.vu.lt Laima Bulotaitė laima.bulotaite@fsf.vu.lt Jurgita Lazauskaitė-Zabielskė jurgita.lazauskaite@fsf.vu.lt <p>The technological revolution, the ever-changing economic and political conditions, and the resulting changes in life and work environments impede career planning for young people and pose challenges for career counselors in career orientation. Nowadays, career counselors have to not only assist students in planning and implementing individual, social, academic, and career goals, but they must also help the school community to ensure the effective functioning of schools in general. There is a lack of studies focusing on various aspects of career counselors’ professional activities, with the existing studies providing inconsistent or even contradictory results. Another problem lies in the huge gap between the theoretical, methodological, and methodical career counseling models and real counseling experience. Therefore, this study was conducted with the aim of analyzing and comparing the characteristics of career counselors’ professional activities in Lithuania, Italy, Greece, and Ireland. The study was part of the project “Strategies to Utilise and Cultivate Positive Characteristics &amp; Employability Skills in Schools” (SUCCESS, 2017-12-LT01-KA201-035247).<br>In total, 289 school career counselors from Lithuania, Italy, Ireland, and Greece were surveyed. Most of the participants (90 percent) were female, and their age varied between 25 and 60 years. In all countries, the professional experience of career counseling varied between 1 and 10 years.<br>The results of this study revealed that across different countries, career professionals with different educational backgrounds perform career counseling. In Lithuania, career counselors are mainly psychologists, in Italy – teachers, in Ireland – consultants, and in Greece – teachers, psychologists, and consultants that carry out career counselling. The results have also shown that in all these countries career counselors perform various career counseling activities: career information, career assessment, career education, and career consulting using (non)psychological methods, although the frequency of these activities and the subjective readiness for them is different across countries. The counselors in all countries are satisfied with their jobs. Despite the existing differences in needs for professional development, all counselors expressed a higher-than-average need to develop their career counseling competencies.</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13284 The Managerial Experience and Postgraduate University Training of School Principals: A Comparison of Two Post-Socialist Countries Using TIMSS 2015 and PIRLS 2016 Data 2019-10-13T18:56:27+03:00 Rimantas Želvys rimantas.zelvys@fsf.vu.lt Kamchat Esenova kamchat_esenova@mail.ru Ainur Rakhymberdiyeva ainurka.ru@mail.ru <p>Contemporary research on education policies and practices of post-socialist countries is not expansive. According to our understanding, there are at least several reasons for a rather limited interest of researchers. There is no single, universally accepted theoretical approach to post-socialist development; territorial disputes pose problems to statistical data analysis; some countries with authoritarian regimes tend to play with the data and improve the numbers; there are difficulties of finding the data about non-EU countries. One of the possibilities of conducting comparative studies is the usage of international large-scale assessments (ILSAs). The aim of our study was to highlight the different attitudes toward the training of school principals in Lithuania and Kazakhstan on the basis of a secondary analysis of TIMSS 2015 and PISA 2016 data. Results indicate that there are essential differences between the two countries. The percentage of students in schools where Lithuanian school principals have undergone postgraduate university training exceed the percentage of students in Kazakhstani schools 4 to 5 times. Lithuanian school principals also have, on average, 1.5 times longer professional experience than Kazakhstani school principals. However, data of TIMSS 2015 and PIRLS 2016 show no direct relationship between the level of education and work experience of school principals and student achievement. We assume that higher professionalism and experience of school principals may contribute to the efficiency of school management, while the effectiveness of student learning may be determined by a variety of other factors.&nbsp;</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13285 Shared Leadership of Teachers through their Interpersonal Communication Competence 2019-10-13T18:56:26+03:00 Rasa Nedzinskaitė-Mačiūnienė rasa.nedzinskaite-maciuniene@vdu.lt Simona Merkytė s.merkyte@gmail.com <p>This paper examines how the interpersonal communication competences of teachers can predict their shared leadership. The empirical research for this paper was undertaken with teachers working at lower and upper secondary schools in Lithuania. The conducted regression analysis revealed that interpersonal communication skills have a significant predictive power for the shared leadership behavior of teachers. Specifically, the study uncovered that the dimensions of interpersonal communication competence, such as clarity, credibility, and familiarity, have an important positive relationship with shared leadership. The results emphasize a need to focus on the development of teachers’ interpersonal communication, stimulating shared leadership in teacher communities. The theoretical and practical implications of teacher leadership and their communication are discussed in this paper.</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13286 Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression 2019-10-13T18:56:24+03:00 Aistė Burkė aiste.burke@vda.lt <p><strong>&nbsp;</strong>For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.<br>The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.<br>In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.<br>After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.<br>The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).<br>An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.<br>An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.<br>An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.<br>By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13287 The Teaching of Pattern Comprehension in the 2nd Grade of Primary School Using Origami Applique 2019-10-13T18:56:22+03:00 Vaiva Grabauskienė vaiva.grabauskiene@fsf.vu.lt Rasa Lapėnienė rasalapeniene13@gmail.com <p>In this study, we investigated the expression of the pattern concept in primary education. For this purpose, we chose the concept of rhythm as a means of repeating found in different contexts.&nbsp;<br>In Music and Arts, rhythm is first a way to make compositions. In the case of learning Math, rhythm can aid in comprehending various structures. We used action research in this article – our study contained some trials of learning to understand composition and structures by completing some origami applique tasks; pupils from the 2nd grade were our study participants. The study was held during the following 3 stages: the investigation of simple repeating, the exploration of rhythmical directional changes, and the examination of rhythmical size changes. Fourteen participants took part in the study. The pupils were asked to make some compositions of origami applique based on certain rules set for them. The participants had to also use their experience acquired in the aforementioned tasks for further tasks, which required them to create their own patterns. They had to realize the basic underlying structures for completing such tasks.<br>The data were gathered by collecting paper crafts made by students and by audiotaping the discussions with these children. After employing content analysis, for the sake of visual illustrations of the results, the main features of various task performance were depicted using some typical real examples from the paper crafts of the students.<br>The results showed that 2nd graders were able to replicate a simple rhythm without making mistakes. When creating line-type ornaments, they concentrated on one possible feature to make the rhythm, often mostly ignoring such possibilities as repetitions in number, direction, and size. After gaining some new knowledge during the process of origami applique activities designed to teach the possibilities in changing direction and size, the pupils were eager to apply various structures elsewhere. The children were fast to realize the importance of tidy composition, to solve the arising difficulties, and to generalize the experience in some other contexts.</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13292 University Mergers in Lithuania: A Media Discourse Analysis 2019-10-13T18:56:21+03:00 Rūta Bružienė ruta.bruziene@fsf.vu.lt <p>University mergers could be perceived as a political process – at least during the first stages of the process, which contain discussions about common visions, goals, and measures. Therefore, a university merger could be analyzed using the methods of political discourse analysis, which allows to understand how public discourses about merging universities have been constructed, legitimized, and institutionalized.<br>It is important to understand the process of university mergers as a political phenomenon that is constructed by stakeholders using public discourses. Public discourses, reflected in the media, form the society’s opinion about a university merger and have influence on policy decisions and the implementation process of these decisions.&nbsp;<br>In this context, the purpose of this article is to analyze the written content related to university merger issues published in online media during the course of three years (2016–2018). Quantitative content analysis was made using software Hamlet II 3.0. Some trends of public discourse related to university mergers have been detected. It is noticed that a university merger is primarily related to the improvement of higher education quality and the needs of business and the state in public discourse. However, the declared political goal of seeking competitiveness and quality of research is not developed and reflected in the media. This shows a certain fragmentation of ideas in the process of merging universities, because the society, the academic community, and the government agree (as reflected in the documents (2017)) that only a unity of research and studies could assure the highest quality university education and international recognition.<br>Also, differences between business and university mergers have been noticed. More rational arguments are used to justify business mergers than social and cultural ones (Vaara, Tienari 2002) when compared to university mergers. Stakeholders usually use a combination of social and rational arguments in public discourse to justify university mergers.</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13301 Discussion about Posthumanist Education 2019-10-13T18:56:19+03:00 Jūratė Baranova jurabara@gmail.com <p>L. Duobliene’s monograph Posthumanist Education. To Decode</p> 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13303 Information about the authors 2019-07-12T19:35:05+03:00 Irena Stonkuvienė acta.paedagogica@fsf.vu.lt 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement## http://www.journals.vu.lt/acta-paedagogica-vilnensia/article/view/13305 Requirements for contributions to “Acta paedagogica Vilnensia” 2019-07-12T19:35:04+03:00 Irena Stonkuvienė acta.paedagogica@fsf.vu.lt 2019-07-12T00:00:00+03:00 ##submission.copyrightStatement##