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Transkulturelle Perspektiven in der Bildung – Transcultural Perspectives in Education

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Edited By Gerd-Bodo von Carlsburg

Dieser Band dokumentiert eine Reihe von ausgewählten Beiträgen der XXII. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema »Transkulturelle Perspektiven in der Bildung«, die vom Ministerium für Bildung und Wissenschaft der Republik Litauen und der Vilnenser Akademie für Bildungswissenschaften der Vytautas Magnus Universität in Kaunas (VDU) gemeinsam konzipiert und veranstaltet wurden. Im Fokus standen der Diskurs kulturwissenschaftlicher Bildungsforschung und der Austausch von Beispielen transkultureller pädagogischer Praxis in der Hochschul- und Schulbildung. Der Erwerb dieser interaktiven Kompetenzen in der kulturwissenschaftlichen Forschung ist Voraussetzung für die Bildung einer Identität, die den Herausforderungen unserer Gesellschaft im kommenden Jahrzehnt gerecht wird.

This volume presents a series of selected contributions from the XXIInd International Scientific Conference on The Reform of Education and Teacher’s Training dealing with the topic »Transcultural Perspectives in Education«, which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania together with the Vilnius Academy of Educational Science at Vytautas-Magnus-University in Kaunas (VDU). The focus of attention was the discourse on research in cultural studies and the exchange of examples of transcultural pedagogical practice in Higher and Secondary Education. The acquisition of interactive competencies in cultural research is a prerequisite for the formation of identity in order to meet the challenges our society will be facing in the coming decade.

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Gediminas Merkys, Daiva Bubelienė, Nijolė Čiučiulkienė: Do Aspects of “Heavy Homework load” and “Demanding Teacher” Make an Impact on an Effective Learning?

Do Aspects of “Heavy Homework load” and “Demanding Teacher” Make an Impact on an Effective Learning?

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Gediminas Merkys, Daiva Bubelienė, Nijolė Čiučiulkienė

Abstract: The “Effective lesson” issue is not leaving the headlines of current research papers. The majority of scientists who analyze effective lesson aspects, touch upon such problems as educational context and its influence on the effective lesson culture, effective lesson criteria, its methodical thesaurus and quality of teacher‘s performance, teaching behavior (Xu, 2011; Hattie, 2012; Helmke, 2015; Nunez, Suarez, Rosario, Vallejo, Cerezo, Valle, 2015; Russo, J., Hopkins, S., 2017; Van der Lans, R. M., Van der Grift, W. J., Van Veen, K., 2018). A rather romanticized parallel compares an effective classroom with the symphonic orchestra, where a teacher, acting as a conductor, brings out the best of the performance from each musician – pupil to make a symphony sound the most harmonious way. No wonder that the research of such “symphony“, in other words, “effective lesson“ is not simple, because the “lesson“ concept as a subject of research is difficult to understand for many objective and subjective stereotypes and premises. For this reason, the authors of the presented research, while continuing their “effective lesson“ investigation, introduce an authentic questionnaire intended for older schoolchildren – “Evaluate the teacher and his/her lessons“. The questionnaire is compiled while considering transculturality aspects, relying on the analysis of the current educational practices of different European and Asian countries. Alongside with the questionnaire the authors present theoretical and practical parameters of the research. The currently available statistical base of the questionnaire (N students = 9872 and N teachers = 386)...

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