MLA

A phenomenographical study was used to examine how teachers experience violence directed at them in school. The findings identify four ways in which they experience violence, as specified through three interacting dimensional variations: the source, the form and the addressee of impact (the teacher as a professional role, as a person or both). This extends educational research on teacher victimisation by conceptualising the phenomenon through power relations and harm to the professional and/or personal identity of teachers.

Straipsnyje pristatomas reikšmingumo suvokimo (reikšmijautos) konstruktas, kuriuo vertinamas individų pojūtis, kad jie ir jų darbas yra svarbūs ir reikšmingi. Pristatoma teorinė reikšmijautos analizė ir žvalgomasis empirinis tyrimas, nagrinėjantis reikšmijautos panašumus ir skirtumus bendrojo lavinimo mokyklų pedagogų populiacijoje pagal sociodemo­ grafinius faktorius. Nustatyti reikšmijautos skirtumai pagal mokytojų amžių, lytį ir poziciją. Pateikiamos tyrimo išvados, apribojimai ir rekomendacijos.

The article assesses the legal possibilities of protecting teachers from violence in Lithuanian educational institutions. It analyses how the legal framework ensures the right of teachers to protection from violence at work and to assistance. It is concluded that the concept of violence against teachers is not clearly defined in legislation, the legal framework does not sufficiently protect teachers from violence and is more oriented towards the protection of pupils.

Many countries, namely, Malaysia, Lithuania, and Spain, shifted to online assessment during the COVID-19 pandemic. This qualitative case study, which involved 18 undergraduate students from the three countries, was conducted to probe insights into their online assessment experience. Data were interpreted from the perspective of the expectancy-value theory of motivation, which focuses on intrinsic attainment, utility, and cost values. The findings revealed that students were motivated to complete their assessment since they experienced flexibility besides having effective assessment guidelines. The positive experiences were related to intrinsic and attainment values; however, the students were also demotivated when stressed, indicating the high-cost value. Utility value was found to overlap with cost value in this study because students were dissatisfied with the online assessment and expressed less preference for this approach in future. This contributes to our understanding that educators must consider utility values when preparing online assessments. The pedagogical implications of this study revolve around the importance of a checklist, mock exams, alternative assessment (Plan B), and video demos for an effective assessment.

The article presents the results of a qualitative study revealing preconditions for the successful education of children with autism spectrum disorder (hereinafter referred to as ASD) at a primary general school based on the experiences of their parents. The study revealed that preconditions for the successful education of children with ASD at a primary school are linked to parental acceptance of their child’s disability and their openness, having their child diagnosed with ASD, the preparedness of the school to accept children with ASD, the child’s preparedness to attend school, parent-school cooperation, the focus on the adaptation of the child at school and the creation of a favourable educational environment in the classroom.

Straipsnyje, naudojant klausimyną Bendravimo šeimoje apie lytiškumą koeficientas (The Family Sex Communication Quotient, FSCQ), siekiama atskleisti paauglių bendravimo su tėvais lytiškumo temomis aspektus ir kaip tai susiję su paauglių suvokiamu komfortu, informacijos ir tėvų vaidmens svarbos suvokimu. Nustatyta, kad paauglių bendravimo su tėvais lytiškumo temomis lygis yra vidutiniškas ir kad paaugliai labiau linkę šiais klausimais bendrauti su motinomis.

The process of teaching and learning is characterized by the usage of prior knowledge schemas in the procedure. The research aims to explore the meaning of initial knowledge in the process of teaching and learning a foreign language at more advanced levels while developing and using discourse-annotated corpora. The research reveals two essential dimensions-organizational and personal, which structurally represent the experience of the research participants.

The present study examines relations between adjustment problems and perceptions of maternal disapproval of friends in a sample of Lithuanian public middle-school students. The participants (ages 10 to 14) were 284 children (148 boys, 136 girls) who were involved in 142 stable friendships. Each friend described their own conduct problems, emotional problems, and perceptions of maternal disapproval of friends twice during the same academic year (M = 14.4 weeks apart). Dyadic analyses replicated previous findings in that one friend’s conduct and emotional problems forecast changes in the same problems in the other friend. Greater initial problems also anticipated increases in children’s’ perceptions of disapproval of friends by their own—but not their friend’s—mother, highlighting maternal efforts to manage the relations of troubled children. These efforts met with mix success. On the one hand, maternal disapproval of friends did not result in subsequent declines in adjustment problems among their own children; to the contrary, the conduct problems of boys increased with greater maternal involvement. On the other hand, adjustment problems declined among children whose friends reported higher levels of maternal disapproval, suggesting that maternal friendship management may interfere with the spread of problems between children.