Acta Paedagogica Vilnensia <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> en-US <p>Please read the Copyright Notice in&nbsp;<a href="">Journal Policy</a>.&nbsp;</p> (Irena Stonkuvienė) (Vigintas Stancelis) Sat, 29 Dec 2018 00:00:00 +0200 OJS 60 Preface <p>[text in Lithuanian]</p> Irena Stokuvienė ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Debating Ethical Research with Human Subjects <p>[full article in English]</p> <p>Drawing on our experience serving on an ethics review board in the United States, two scholars present three fictionalized examples to illustrate three issues in reviewing research proposals for the protection of human subjects. These are (1) the impetus for the creation of new knowledge on topics of significance, especially involving those considered to be vulnerable participants, (2) balancing the needs of novice and experienced researchers to design studies that contribute to their fields of interest while protecting the interests of participants and (3) disagreements among board members on the requirements for responsible conduct of research. Recommendations are provided for ethical review to the faculty who supervise student research as well as new scholars submitting proposals for ethical review.</p> Kathryn Roulston, Judith Preissle ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Integration into a PhD Program: An Arts-Based Research Approach to Examine the Experiences of Doctoral Students <p>[full article in English]</p> <p>This article explores the experiences of twelve doctoral students during their processes of integrating into a doctoral program. In this qualitative study, by using a participatory, arts-based research design, twelve participants were asked to create collages and write narratives depicting their collages representative of their integration experiences. The research question this study addressed is the following: how have the students experienced integrating into their doctoral program? The gathered data revealed that academic and social factors play important roles in shaping and impacting the doctoral journey of a student.</p> İnci Yılmazlı Trout ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Academic Women: Lived Experiences in Contexts of Inequality <p>[full article in English]</p> <p>This article builds on the results of a research project into the professional experience of seven academic women in universities and research centers in Catalonia, Spain. The aim of the Project was to explore the personal and professional experience of three generations of women in the process constituting their identity as university teachers, researchers and managers. The writing of their professional life histories has enabled us to investigate how they, as women, have become the types of higher education teachers, researchers and managers that they were becoming, and we wished to delve into the relationship between their personal experiences and the development of their professional careers. In this process, we have revealed the strategies of adaptation, resistance and creation developed by women, the forms of symbolic violence that they experience and the changes through which their careers have passed within the context of an institution that is still continuously revealed by different studies to be deeply discriminating and unequal for women.</p> Juana M. Sancho-Gil, Fernando Hernández - Hernández ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Mediation as a Tool for Resolving Conflicts in Universities: Lessons for Lithuania <p>[article in Lithuanian; only abstract and key words in English]</p> <p>Mediation in the university setting is an actual and important subject, because all university groups (students, faculty members, university staff and others) face conflicts. When conflicts are not pending properly, they might cause a lot damages – usually in terms of wasted money and time. When people are unable to resolve conflicts arising within a university’s community, either the reputation of the institution or the morals of the university’s members could be compromised. The purpose of this article is to analyze the opportunities of mediation while solving conflicts emerging within a university.<br>The first part of this article analyzes the concept of conflict resolution strategies and mediation as one of conflict resolution method. The second part analizes the mediation service model in Great Britain’s universities (N=15). The third part discusses mediation opportunities and ways of these to be implemented in Lithuanian universities.</p> Gražina Čiuladienė, Dainius Lasinskas ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Complexity, Contradiction, and Carnival: Microethnographic Research on Student Disruption in a High School English Language Arts Classroom <div> <p>[full article in English]&nbsp;</p> <p>When teaching, many educators must respond to unruly and disruptive students. While most scholarship on student disruption focuses on classroom management strategies and tactics, few studies consider the nature of the disruption, its ideological significance and the social consequences that follows. Via ethnographic methods and microethnographic discourse analysis, this paper examines the complexity and contradictions of macro- and microstructures as they manifest during a student’s disruption of a classroom discussion of a novel in an 11th and 12th grade English Language Arts class in the United States. Using Bakhtin’s notion of carnival as a theoretical framework, this paper examines the pattern of disruption in the classroom that evoked multiple and contradictory ideologies and both maintained and subverted power structures in the context. Contrary to the belief that classroom disruptions are always challenges to power, they sometimes reinforced power relations on a broader cultural level. This paper urges that research and scholarship embrace complexity and contradiction as inherent in the interactions of people in schools and seeks to rethink how educators view and respond to classroom disruption. It concludes by advocating that embracing complexity and contradiction will better allow teachers and researchers to think through systems of education as a way to effectively and ethically intervene when these structures prove problematic.</p> </div> Matt Seymour ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Investigating the Relationship between Classroom Conversation and Argumentative Writing Using Writing Moves and Types of Talk <p>[full article in English]</p> <p>In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome &amp; Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green &amp; Weimelt 1993; Klein &amp; Boscolo 2016; Newell, Beach, Smith &amp; VanDerHeide 2011).<br>I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?</p> John Brady ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Social and Emotional Education: A Teacher’s Perspective <p>[article in Lithuanian; only abstract and key words in English]</p> <p>While schools still lack balance between subject knowledge and social and emotional education (hereinafter – SEE), and despite that the focus is put more on academic achievement, SEE has recently been attracting more attention. Although the teachers are given a hard challenge – to successfully develop pupils’ social and emotional competencies – SEE is, nevertheless, still a relatively new and unexplored phenomenon in Lithuania. Thus, there is a lack of studies and scientific analyses that are needed to reveal the role of the teacher, which is required in order to successfully implement the social and emotional development concept of an educational institution.<br>The goal of this article is to reveal the teachers’ attitudes and opportunities and empirically discover their experiences within the context of social and emotional education. The article is based on humanistic psychology provisions. The methods used were theoretical (an analysis of literature) and empirical (a qualitative study that applied a structured interview method, and the data were analyzed using qualitative content analysis).<br>This article analyzes the theoretical aspects of social-emotional education and emotional intelligence. It reveals the role of SEE and the role of the teacher in developing social and emotional education. The results of qualitative research are presented in this article, which reveals the attitude of teachers both working with SEE programs and those who are not. Their possibilities and their readiness to work with social and emotional education are revealed. The results of the empirical study reveal the potential difficulties of implementing SEU and present the received suggestions of what could help in improving the implementation of SEE.<br>The empirical study found that both types of employees, related and unrelated to SEE, warmly welcome the new amendment of the Ministry of Education Act, stating that it is an opportunity to improve, learn and acquire knowledge in the workplace. Members from both informant groups stressed that the educators who seek to successfully educate children with SEE principles must have certain social and emotional competencies and must be able to become role models for the children themselves. The informants identified the teachers’ intrinsic motivations and significant changes in desire, as well as a wish to constantly update their knowledge and improve their skills in the field of SEE, as some of the possible factors that determine the success of working with SEE.</p> Vita Venslovaitė, Laura Danylienė ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Toward a Broader Understanding: A Formal Concept Analysis of the Micropolitics of a School <p>[full article in English]</p> <p>The micropolitics of a school is one of the key factors that determine changes in member interactions in a learning organization and requires a careful study in order to create a favorable school environment. The aim of this study is to analyze the concept of the micropolitics of a school, highlighting the essential attributes of the concept. The research method – Formal Concept Analysis (FCA) – was used to identify the implicit relationships between objects described through a set of the attributes. The analysis of scientific literature reveals 6 sets of objects: micropolitics as a dimension of leadership; micropolitics as a part of macropolitics; micropolitics as a teacher’s life and actions; micropolitics as interactions within an organization; micropolitics as the daily life of an organization; micropolitics as the darker side of institutional life.</p> Aida Kairienė ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 The Boundaries of Non-Formal Education: The Post-Structuralist Perspective <p>[article in Lithuanian; only abstract and key words in English]&nbsp;</p> <p>In the year 2009, Israeli scientists Shlomo Romi and Marjan Schmida wrote that non-formal education “still suffers from an overemphasis on practice, and lacks a comprehensive, adequate theoretical framework” (Romi, Schmida 2009). The aim of this article is to address the insufficient grounding of non-formal education and to propose a post-structural perspective on it. The article is based on the analysis of literature. The scientific articles, documents and informatikon provided by national and international organizations are interpreted in the frame of post-structural philosophy by using the concepts introduced by Michel Foucault, Gilles Deleuze and Fèlix Guattari. The phenomenon of non-formal education is analyzed as a single concept, without the distinction of nonformal education for children, youth or adults. The stand is that the main principles of non-formal education are universal and transferrable. Therefore, the object of the study is non-formal education, while its aim is to interpret the development of non-formal education in the context of post-structuralism. The following objectives have been set: 1) Describe the main concepts proposed by post-structuralist philosophers; 2) Overview the processes of non-formal education with the main focus on Lithuania; 3) Interpret these processes using the theoretical concepts of post-structuralism.<br>A post-structural perspective on non-formal education helps us unfold the essence and main features of NFE. It can also be useful to explain a common dilemma that is faced by politicians and practicians – non-formal education does not respond to regular practices and it cannot be clearly structured, as new forms are evolving, and old ones are constantly transforming. The post-structural view on non-formal education phenomena is liberating; it helps to distance oneself from the educational documents that only partly reflect the educational reality. The concepts of Foucault, Deleuze and Guattari allow us to see the macropolitical processes while also taking into consideration the micropolitics that create alternatives and innovations.</p> Justina Garbauskaitė - Jakimovska ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Sex Education: The Present and the Possible Identities. From Postmodernism toward Posthumanism <p>[article in Lithuanian; only abstract and key words in English]&nbsp;</p> <p>The spectrum of identity possibilities based on the gender factor is way larger than the normative sočiety recognizes. In most of the cases, we adopt our sexuality from an already existing model. Gender, as part of our identity, is not being considered and is normative. Posthumanism discusses the difference and the singularity of every subject, and that a human being is more than ever connected with the global processes; an individual can no longer be disconnected from the whole global movement. Gender, from an identity point of view, is scarcely discussed in Lithuania, and posthumanism, which analyzes the newest motions of the global processes, is, too, almost never applied.</p> Akvilė Giniotaitė ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Education Science: Being Able to Build Bridges (Interview with Professor Vilija Targamadze) <p>[article in Lithuanian]</p> Danguolė Gervytė ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300 Information about the authors <p>[information in Lithuanian and English]</p> ##submission.copyrightStatement## Fri, 12 Oct 2018 00:00:00 +0300