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Central European Journal of Educational Research最新文献

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CLIL: Bridging the Gap Between Language and Content CLIL：缩小语言与内容之间的差距
Central European Journal of Educational Research Pub Date : 2023-12-23 DOI: 10.37441/cejer/2023/5/2/12489
Riad Soltani
{"title":"CLIL: Bridging the Gap Between Language and Content","authors":"Riad Soltani","doi":"10.37441/cejer/2023/5/2/12489","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/2/12489","url":null,"abstract":"Bibliography of the reviewed book: Coyle, D., Hood, P., & Marsh, D (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"64 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139162309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Intrinsic and Extrinsic Motivation to Learn as Factors of Resilience in Students' Pedagogical Disciplines - Pilot Study 教学学科学生心理弹性的内在动机与外在动机初探
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12298
T. Dubayová, Hedviga Haficová
{"title":"Intrinsic and Extrinsic Motivation to Learn as Factors of Resilience in Students' Pedagogical Disciplines - Pilot Study","authors":"T. Dubayová, Hedviga Haficová","doi":"10.37441/cejer/2023/5/1/12298","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12298","url":null,"abstract":"Motivation 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.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126013678","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sociology of Education – Theories, Communities, Contexts 教育社会学-理论，社区，背景
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12813
Z. Vincze
{"title":"Sociology of Education – Theories, Communities, Contexts","authors":"Z. Vincze","doi":"10.37441/cejer/2023/5/1/12813","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12813","url":null,"abstract":"Bibliography of the reviewed book: Pusztai, G. (Eds.), (2023). Sociology of Education – Theories, communities,contexts. Debrecen University Press.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"393 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124262774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia 伊朗、缅甸和埃塞俄比亚教育制度的国际比较
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/11464
Su Hnin Aye, Birhanu Haile Agezew, Arshia Iranfar, K. Kovács
{"title":"The International Comparison of the Educational Systems of Iran, Myanmar and Ethiopia","authors":"Su Hnin Aye, Birhanu Haile Agezew, Arshia Iranfar, K. Kovács","doi":"10.37441/cejer/2023/5/1/11464","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/11464","url":null,"abstract":"Education systems usually fall into two main types: the Continental and Atlantic systems of education. Countriesbelonging to the third world often follow after the characteristics of the continental system, however, thespecificities of the country may overwrite some characteristics of the original concept. This article aims tointroduce some specific aspects of the educational systems of Iran, Ethiopia and Myanmar through thecomparison of these systems. According to the data analysis, centralisation is relevant, but decentralisationtends to be strengthened in each country. Concerning their structure, similarities in the division of levels wereidentified, along with differences in duration and focus. Unsurprisingly, the curriculums are different in eachcountry; 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 cancontribute to their evaluation and further development.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125565812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Amundsen and the Sudoku 阿蒙森和数独游戏
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12316
Edina Kovács
{"title":"Amundsen and the Sudoku","authors":"Edina Kovács","doi":"10.37441/cejer/2023/5/1/12316","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12316","url":null,"abstract":"Bibliography of the reviewed book: Donders, P. Ch. (2019). Resilience. Harmat.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114924025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading Assessment for Diagnosing Acquired Reading Disorders in Adults: Theoretical and Practical Aspects of its Development 阅读评估诊断成人获得性阅读障碍:其发展的理论和实践方面
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12056
Orsolya Kis, Fanni Földi, János Steklács
{"title":"Reading Assessment for Diagnosing Acquired Reading Disorders in Adults: Theoretical and Practical Aspects of its Development","authors":"Orsolya Kis, Fanni Földi, János Steklács","doi":"10.37441/cejer/2023/5/1/12056","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12056","url":null,"abstract":"The 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.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"11 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133204603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Favouring Middle-and Upper-Class Students? The Structure and Process of Attending China’s Selective Universities 偏袒中上阶层学生?进入中国重点大学的结构和过程
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12393
Xie Ailei, H. Kuang, Yanbi Hong
{"title":"Favouring Middle-and Upper-Class Students? The Structure and Process of Attending China’s Selective Universities","authors":"Xie Ailei, H. Kuang, Yanbi Hong","doi":"10.37441/cejer/2023/5/1/12393","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12393","url":null,"abstract":"\u0000Research 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.\u0000","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116399942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study 匈牙利访谈研究中父亲家庭和学校参与的类型
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12047
Z. Csák
{"title":"Types of Fathers’ Home-based and School-based Involvement in a Hungarian Interview Study","authors":"Z. Csák","doi":"10.37441/cejer/2023/5/1/12047","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12047","url":null,"abstract":"This study explores the ways that Hungarian fathers are involved, at home and at school, in their children’sdevelopment 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 ofthe 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 withschool-related activities, while not participating in school events. The second group included fathers who wereinvolved at home and at school alike. Finally, the third group consisted of four divorced fathers, three of whomwere involved both at home and at school, due to their particular situation. Overall, fathers’ school-basedinvolvement can be increased by the supportive attitude of wives, fathers’ greater confidence in themselves andtheir abilities, and by informal events organized by schools (cooking or sports days), in which fathers are morelikely to participate.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116992062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study 神话还是现实?不同专业应届毕业生的流动趋势
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/12390
Mihály Fónai, Viktória Lánczi
{"title":"Myth or Reality? Mobility Trends among Recent Graduates of Different Fields of Study","authors":"Mihály Fónai, Viktória Lánczi","doi":"10.37441/cejer/2023/5/1/12390","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/12390","url":null,"abstract":"The 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.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116681920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigation of Resilience among Teachers and in Teacher Education 教师心理弹性与教师教育的调查
Central European Journal of Educational Research Pub Date : 2023-06-30 DOI: 10.37441/cejer/2023/5/1/11119
Andrea Bordás
{"title":"Investigation of Resilience among Teachers and in Teacher Education","authors":"Andrea Bordás","doi":"10.37441/cejer/2023/5/1/11119","DOIUrl":"https://doi.org/10.37441/cejer/2023/5/1/11119","url":null,"abstract":"In 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.","PeriodicalId":109563,"journal":{"name":"Central European Journal of Educational Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132474001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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