Human, Technologies and Quality of Education, 2021最新文献

{"title":"Clash of Giants – the Change of Internal Higher Education Governance in Latvia","authors":"Jānis Bernāts, A. Rusakova, Elmīra Zariņa","doi":"10.22364/htqe.2021.61","DOIUrl":"https://doi.org/10.22364/htqe.2021.61","url":null,"abstract":"Globalization, the transfer to knowledge society exposes the environment of higher education institutions (HEIs) to increasingly complex operating conditions. The universities have to address additional demanding tasks with often-staggering public funding at their disposal. The paper aims to depict the interaction of government – managers – and higher education (HE) sector – employees – in the context of recent university governance reforms, which in its essence is another manifestation of managerialist policy followed by the government. The paper starts with contextual information on the HE system in Latvia and its antecedently limited public funding. It then touches the introduction of the performance-based funding model. The review of the funding model came as a reaction to dramatic public funding cuts within the higher education sector that were triggered by the economic crisis 2009-2012. The paper outlines the expectations of the higher education sector that additional public funding will be invested as soon as the new funding model is implemented. However, quite surprisingly for the higher education sector, the newly elected government decides to reform the internal governance of public higher education institutions instead. The depicted context is analyzed against the concept of managerialism and its influence on the higher education sector, specifically on the deterioration of collegiality as the traditional form of university governance. The paper explains, why the plans to reform the university governance in Latvia by introducing university boards with external stakeholders represented there have been met ambiguously by the higher education sector. The authors seek to answer the seemingly irrational series of actions taken by the Latvian government and do so referring to phenomena of managerial ideology, as well as cautions against the rule of uncompromising, forthright managerialism within the public sector. The article finds, however, that pure collegiality is no longer viable in the higher education sector in Latvia, and different manifestations of managerialism are there to stay in the higher education sector. Therefore, ways need to be found to adopt and draw benefits from the induced changes. Understanding the rational reasons behind seemingly irrational reforms introduced by the government is the first step in this direction. The next step, but this would be then the subject of further researches, would be to detect the conditions in which the incoming managerialism may undermine or reinforce the quality of higher education.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131620065","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}

{"title":"Social Innovations in Educational Sciences: Analysis of Current Research and Policy Documents","authors":"Alise Oļesika","doi":"10.22364/htqe.2021.23","DOIUrl":"https://doi.org/10.22364/htqe.2021.23","url":null,"abstract":"The Guidelines for Science, Technology Development and Innovation for 2021–2027 developed by the Ministry of Education and Science of Latvia focus on promoting research excellence and increasing the social and economic value of research. Considering the previously mentioned, higher education institutions’ goal is not only the transfer of knowledge but also the creation of economic and social value, which communicates to society through learning and research results. Social innovation as a driver of social change promotes societal openness and active participation in socio-economic processes. The introduction of new forms of social innovation as Responsible Research and Innovations (RRI) can bridge the gap between science and societal needs by engaging in social debate and policy decisions in society and fostering collaboration between scientists from different sectors. The study aims to analyze Social Innovation’s essence and the academic and administrative definitions and dimensions of the Responsible Research and Innovation approach. In order to achieve the aim of the study, a systematic literature analysis was performed. The study reveals the main features of Social Innovation and the perspective of Responsible Research and Innovation implementation in higher education in the institutional and processual dimensions.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114313564","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}

{"title":"Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore their Critical Aspects","authors":"Daiva Žitkevičienė, Ona Monkevičienė","doi":"10.22364/htqe.2021.75","DOIUrl":"https://doi.org/10.22364/htqe.2021.75","url":null,"abstract":"This article aims to reveal the variation-theory-grounded ways that music teachers use to communicate with pre-school children and direct their attention to learning objects (sounds of music) and the critical aspects of learning objects (music sound qualities) while listening to music. Variation theory is a novel didactic approach in the musical education of pre-school children. A learning study based on the theory of variation as a phenomenographic approach and a strategy for a lesson study as a form of participatory action research were employed. While conducting the empirical research, attempts were made to identify the ways in which music teachers communicate with children, which are grounded in variation theory and direct children’s attention to learning objects and their critical aspects. The research distinguishes two groups of ways of music teacher communication that encourage children to listen to music: music teacher communication that directs children’s attention to feeling, understanding and discerning the learning object, i. e., sounds of music (group one) and the critical aspects of learning objects, e. g., pitch, duration of music (group two). These ways that apply variation theory are new and enrich the didactics of early music education.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123505366","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}

{"title":"Support for teachers to reduce early school leaving","authors":"Kristīne Liepiņa, Lūcija Rutka","doi":"10.22364/htqe.2021.39","DOIUrl":"https://doi.org/10.22364/htqe.2021.39","url":null,"abstract":"The early school leaving is an important topic in many countries. High early school leaving rates have many costs to individuals and society as a whole (Andrei et al., 2011). State Education Quality Service in Latvia implements European Social Fund Project No. 8.3.4.0/16/I/001 “Support for reducing early school leaving” to reduce the number of children and young people leaving school. The project promotes the creation of a sustainable cooperation system between the municipality, school, educators and parents to identify children and young people at risk of early school leaving and provide them with personalized support. Teacher has great influence on students’ educational decisions (Dunn et al., 2004). The way teachers see themselves as professionals and how they compose their identities in schools is important factor in preventing early school leaving. In order for the teachers to feel confident in their contribution and possible positive solution to the problem, they must have knowledge of the problem and effective solutions. According to the Project teachers are given the opportunity to professionally develop and strengthen their skills for working with young people. The aim of the study is to study the role of a teacher in reducing early school leaving and to reveal the necessary forms of support for the performance of pedagogical activity. Data for this study came from a survey and focus group discussion. 815 teachers participated in the study. Analysis of the data reveals that there are several dimensions in the role of the teacher in reducing early school leaving: creating a favorable and safe learning environment, promoting cooperation with parents and colleagues, improving one’s pedagogical competence, helping students to identify and solve learning and interpersonal problems, and revealing their mental and physical potential. The research results show main areas of professional development of teachers: sharing experience with colleagues and learning from each other, learning student’s individuality at a greater extent, diversification of teaching methods, promoting personal development.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"45 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122951190","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}

{"title":"Self-Regulated Learning in Remote Educational Context","authors":"Edīte Sarva, Inga Linde, L. Daniela","doi":"10.22364/htqe.2021.27","DOIUrl":"https://doi.org/10.22364/htqe.2021.27","url":null,"abstract":"Year 2020 has introduced massive changes in the teaching and learning in traditional classroom settings all around the world as due to the abrupt outbreak of COVID-19 pandemic, schools had to introduce remote learning systems and the amount of students’ independent workload increased exponentially. Self-regulated learning plays a crucial role in the learning process, and it is even more significant in remote learning as external regulation is low. The aim of this research was to study students’ self-evaluation on self-regulation processes during remote learning caused by the second wave of COVID-19 pandemic in autumn 2020. This paper presents results of a case study at a secondary school in Latvia. Over a period of two months regular surveys were carried out to investigate students’ opinion on their metacognitive, motivational and behavioural processes during remote learning. Results were analysed to determine the overall situation, changes over time and differences between distinctive students’ groups. Results reveal that 10–12th grade students are more self-rigorous when evaluating their performance than 7–9th graders. It is also evident that girls have better self-regulation skills than boys but seem to neglect their own needs more than boys. These and other results point to the need for customized support to different student groups during remote learning in order to provide all students with an appropriate learning environment.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121120936","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}

{"title":"Non-Cognitive Predictors of Subjective Job Performance in a Sample of Managers, Client Support and Administrative Support Specialists","authors":"L. Berga, I. Austers","doi":"10.22364/htqe.2021.07","DOIUrl":"https://doi.org/10.22364/htqe.2021.07","url":null,"abstract":"The present study was designed to distinguish non-cognitive predictors of job performance for various job groups in order to develop a method for identification of the suitability of an employee for positions and career development in organizational settings. This study included personality traits, vocational interests, grit, growth mindset, resistance to change, goal orientation and self-efficacy as potential predictors of job performance from several individual characteristics related to training, learning and job performance found in the literature. The study sample included customer service specialists, support specialists and managers from five different companies in Latvia. The results show that grit, social, conventional, and enterprising interests are significant predictors of subjective job performance. Personality traits, self-efficacy, growth mindset, resistance to change and goal orientation did not predict job performance in this sample. The relationship between subjective job performance and personality traits for conscientiousness and neuroticism is weak. The results are partly in line with other studies. Possible explanations of results and future directions are offered.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121140391","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}

{"title":"Gender Inequality in Education","authors":"J. Nowak","doi":"10.22364/htqe.2021.31","DOIUrl":"https://doi.org/10.22364/htqe.2021.31","url":null,"abstract":"Education is a critical factor in achieving social equality, including gender equality. For this reason, ensuring equality in the provision of education should not only be a social priority but something natural and obvious. This topic was the subject of considerable debate among scholars for many decades. The beginnings of the struggle for equality of women are based primarily on the battle for access to education, which was essential in this regard. Therefore the gender education gap is decreasing, and nowadays, contemporary rarely persists in educated countries. As a result of the struggle of feminists, today, women around the Globe are more educated than at any point in history. Nevertheless, the phenomena such as “gender inequality” or “gender gap” understood more broadly than education, are still relevant problems. Thereby, men are still more educated and privileged. The problem is not only the degree of accessibility to education but also its content. Yet, current gender inequality is the result of super imposed stereotypical patterns, as well as prejudices and discriminations embodied in the system. This article was written to introduce the issue of gender inequality in education. The given research problem in this study is as follows: where do gender inequalities in education become apparent? The aim of the study is to overview the current state of knowledge. Exploring this topic is crucial because this phenomenon has many negative consequences. This article aims to present the initial characteristics of the problem and draw attention to the issue. The method used is a literature review.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125717464","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}

{"title":"Imagination in the Creative Self-Expression of Students in Secondary School Literature Classes","authors":"Daiga Celmiņa","doi":"10.22364/htqe.2021.80","DOIUrl":"https://doi.org/10.22364/htqe.2021.80","url":null,"abstract":"The paper’s aim is to make topical the role of imagination in thinking processes and learning cognition and in the creative self-expression of students in secondary school Literature classes. The paper summarizes theoretical pedagogical and psychological findings about imagination in cognitive activity and links them with the author’s practical experience in the work of a secondary school Literature teacher. The research issue is how to stimulate imagination in secondary school students’ cognitive activity during literature classes, thereby promoting their creative self-expression and self-experience. This issue is topical when contemplating the formation of a creative personality and a skilled, creative reader. The role of imagination is regarded from three viewpoints: the relation of imagination to the development of thinking; the role of imagination in creative self-expression and self-experience of students; creative exercises in secondary school literature classes as imagination stimulators. In the learning process related to artistic cognition, connection between scientific and artistically directed cognitive activity is relevant because the development of a free and creative personality requires linking of critical thinking, imagination and emotional attitudes, which in turn forms creative self-experience of students, the ability to use knowledge, skills and attitudes acquired in the learning process of diverse life situations. Creative problem tasks in Literature classes are one of the pedagogical means to encourage students to look for connections between different science fields, topics, facts, events, objects, phenomena, images and draw independent take-aways and conclusions, as well as encourage students to express themselves creatively. The research methods: literature analysis, content analysis, self-experience analysis, survey.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128189431","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}

{"title":"Parents’ Self-Reported Stress and Coping During the COVID-19 Pandemic-Related First Emergency Situation in Latvia","authors":"B. Martinsone, Sindija Dziedātāja, Ieva Stokenberga","doi":"10.22364/htqe.2021.10","DOIUrl":"https://doi.org/10.22364/htqe.2021.10","url":null,"abstract":"The COVID-19 pandemic is a new and challenging experience for families with children. It has changed the routine of everyday life dramatically. The aim of this mixed methods study was to explore the sources of parental stress and applied coping strategies during the first emergency situation related to the COVID-19 pandemic, as well as compare the answers in different demographic groups of parents. Respondents were 2 559 parents, most of them were female, with a mean age of 39 years. Among the series of open-ended questions in a survey, the two of them were analysed in this research, respectively “What causes you the most stress or worry?” and “What activities do you do or keep in mind to maintain your mental health and quality of life?” Thematic analysis of written responses of parents led to development of 16 qualitative categories of stressors and 14 categories of coping strategies. The most common stressors of the parents were physical and social distancing, remote learning and work-related stress. The most common coping was physical activity, time for oneself and spending time with the family. Within demographic groups the two-parent families were more likely to report an increase of home duties, multitasking, parents’ personal issues, fear of becoming infected with the virus and also no stress. Parents aged under 39 years were more likely to mention stressors such as physical and social distancing and change in daily routine, and they were more likely to cope with stress by spending time with the family. Older parents (over 39 years) were more likely to mention stressors such as uncertainty, COVID-related information, no stress at all or other, and were more likely to use such coping strategies as spending time for oneself, communication with others and gardening. The results of the study suggest that families were exposed to multi-stressors during the COVID-19 pandemic related first emergency situation in Latvia in May-June 2020. Parents of children used a variety of coping strategies and most of them were active.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134160773","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}

{"title":"Ability to Deal with it: Self-Management and Problem-Solving Skills, Motivation and Routines Helped High-School Students During the COVID-19 Pandemic","authors":"Liena Hačatrjana","doi":"10.22364/htqe.2021.09","DOIUrl":"https://doi.org/10.22364/htqe.2021.09","url":null,"abstract":"As the COVID-19 pandemic unfolded, more than 1.5 billion students worldwide started learning remotely, and they faced a range of challenges: a lack of immediate support from teachers, problems with technology, psychological well-being and difficulties in independently coping with their duties. The aim of this study was to understand what helped students cope with distance learning and what hindered and made it difficult for students, as well to examine students’ self-assessed problem-solving and self-management skills. Qualitative and quantitative methods were used in the study with 358 students aged M = 16.65 years. Participants answered two open-ended questions and filled the Problem-Solving Questionnaire and the Metacognitive Awareness Scale. Content analysis of students’ answers shows that most frequently students’ goal-orientation, determination to succeed, diligence and specific routines helped them deal with the distance learning. On the contrary, lack of motivation (among other psychological difficulties), distractions, lack of routines, and felt pressure to manage all school tasks were most frequently the aspects that hindered students from coping with the distance learning. Results show significant correlation between most scales of self-assessed problem solving and self-management skills. Students with higher result in total score of self-reported problem-solving skills felt less stress about the distance learning and the pandemic in general.","PeriodicalId":173607,"journal":{"name":"Human, Technologies and Quality of Education, 2021","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132664208","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}