Now showing 1 - 10 of 41
  • research article;
    New educational review. Toruń : Wydawnictwo Adam Marszałek, 2022, vol. 67, no. 1., p. 43-55
    Human capital, together with financial and material resources, is an important factor in the economy of society. Human capital can be defined in different ways, but knowledge, abilities, skills, competences, or literacy, in general, are essential parts. It can be said that literacy is the cornerstone of human capital. According to the basic principles of the theory of employment, factors such as education, gender, age, health, marital status, and emigration have a major impact on participation in the labour market. However, in scientific discourse, there is a strong emphasis on these factors and the importance of literacy. However, there is a lack of studies specifically analysing the links between literacy and participation in the labour market. In particular, it is important to analyse whether literacy is equally important for participation in the labour market in different regions and countries. This article analyses the link between participation in the labour market and literacy in the Central European region. Six Central European countries are analysed based on the International Survey of Adult Skills OECD PIAAC. An analysis of the main parameters showing how a person participates in the labour market suggests there is a link between a person’s literacy and their working status, type of employment contract, managerial position, and economic sector.
      2Scopus© SNIP 0.331
  • research article; ;
    Journal of teacher education for sustainability. Warsaw : De Gruyter, 2022, vol. 24, no. 2., p. 67-82
    Reflecting on the Sustainable Development Agenda 2030, which emphasises that progress in sustainable development depends on ensuring prosperity, and in line with the Sustainable Development Goal 3, which aims to promote the well-being of all age groups, including children, this study aims to examine the childís legitimate right to communicate with both parents in the context of divorce and support arrangements. Filling the gaps in previous research, our research problem is focused on analysing the impact on sustainability, the childís emotional well-being and the protection of the childís rights in the situation of parental divorce. Following the emergent approach, an instrumental case study design and a qualitative research strategy were employed using methods such as content analysis of legal documents and semi-structured interviews. The research questions addressed two dimensions of the analysis: the factors contributing to the exercise of the childís right to communicate with the separated parent; and violations of the childís rights where the childís right to communicate with both parents is not properly ensured or not at all ensured. The results of this study reveal that the parent living with the child after the divorce acts contrary to the best interests of the child, denying the childís inherent right to be raised and educated by both parents.
      2Scopus© SNIP 1.011
  • research article;
    Bubnys, Remigijus
    Colomer, Jordi
    Canabate, Dolors
    Education sciences. Basel : MDPI, 2022, vol. 12, iss. 5, 341., p. 1-14
    Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this study back in October 2020. A statistically validated and partially modified questionnaire according to The Limbic Performance Indicators™ (Cronbach’s alpha = 0.92, p < 0.000) was used to assess general education school students’ social–emotional competencies. The study uses an abbreviated version of the questionnaire adapted by the Lithuanian Association of Social Emotional Education, which has been adapted with the consent of the selected age group. As a result, this study explores how to determine general education school students’ knowledge and skills in socio-emotional education while also identifying the best pedagogical approaches to addressing socio-emotional education. According to research findings, students that participated in the study displayed more personal values, respect for others, internal balance, collaboration, emotional perception of others, or basic emotional needs. Personal values, respect for others, emotional perception of others, internal balance, support, and basic emotional needs were estimated to be greater in the target group of girls than in the target group of boys.
    Scopus© SNIP 1.295
  • research article;
    New educational review. Warsaw : Wydawnictwo Adam Marszałek, 2021, vol. 64., p. 134-147
    The aim of the article is to compare the situation of lifelong learning in Central European countries. Six countries were selected for the study: Poland, Lithuania, Estonia, Slovenia, the Slovak Republic, and the Czech Republic. The research is based on data from the International Survey of Adult Skills (OECD PIAAC). Respondents 30 years old and over were selected for analysis because a significant proportion of younger people have not yet completed their formal studies. According to the analysis, Estonian adults are most often involved in lifelong learning activities, while representatives from the Slovak Republic are the least involved. In all countries, those with above high school education are the most likely to participate in lifelong learning activities compared to those with lower than high school education and with high school education. In different countries, different kinds of learning activities prevail.
    Scopus© SNIP 0.429
  • research article; ;
    Discourse and communication for sustainable education. Daugavpils : Daugavpils University, 2020, vol. 11, no. 1., p. 106-118
    Three field studies using norm-based public service announcements were carried out in a university context. The studies yielded inconclusive results, pointing toward the need to investigate the contextual and individual effectiveness of persuasive communication based on making social norms salient. The presented studies are discussed as the first steps in introducing persuasive pro-environmental communication in a specific university context and some ways forward are proposed.
  • Publication
    Šiuolaikinės mokymo(si) strategijos aukštosiose mokyklose: komandomis grįstas mokymas(is)
    [Modern learning strategies in higher education: Team-based learning]
    research article;
    Liekis, Kęstutis
    Acta paedagogica Vilensia. Vilnius : Vilniaus universiteto leidykla, 2020, vol. 44., p. 141-151
    Komandomis grįsto mokymo strategija, sukurta beveik prieš 40 metų Jungtinėse Amerikos Valstijose, šiuo metu plačiai taikoma daugelyje pasaulio aukštųjų mokyklų. Tačiau Lietuvos aukštosiose mokyklose ši strategija taikoma itin retai, nors jos efektyvumu nėra abejojama. Straipsnyje apžvelgiami komandomis grįsto mokymo(si) strategijos ypatumai ir jos didelį paplitimą lėmusios priežastys (geresni mokymosi pasiekimai, didesnė studentų motyvacija, geresnis dalyko supratimas ir kt.), detaliai supažindinama su šios strategijos taikymo praktiniais aspektais, pateikiamos taikymo rekomendacijos.
      3Scopus© SNIP 0.18
  • Publication
    Challenges for Primary School Teachers in Ensuring Inclusive Education for Children with Autism Spectrum Disorders
    [Iššūkiai, kylantys pradinių klasių mokytojams, užtikrinant autizmo spektro sutrikimų turinčių vaikų įtraukųjį ugdymą]
    research article;
    Pedagogika. Kaunas : Vytauto Didžiojo universiteto Švietimo akademija, 2020, vol. 138, no. 2., p. 209-225
    The article presents the results of a qualitative study revealing the challenges faced by primary school teachers in ensuring inclusive education for children with autism spectrum disorders (hereinafter ASD) in mainstream classrooms. Teachers face the following challenges: problem behaviour of children with ASD, difficulty in engaging children with ASD in the classroom community and common activities, difficulties in collaborating with other teachers, education support professionals, and parents.
      42Scopus© SNIP 0.195
  • Publication
    Bendrojo ugdymo mokyklos veiklos kokybės įsivertinimo sėkmę lemiantys veiksniai: Lietuvos atvejis
    [Factors Determining the Success in Self-Evaluation of General Education School: The Case of Lithuania]
    research article
    Tumlovskaja, Jelizaveta
    Pedagogika = Pedagogy : mokslo darbai. Vilnius : Vytauto Didžiojo universiteto Švietimo akademija, 2020, t. 137, Nr. 1., p. 105-116
    . Straipsnyje nagrinėjama problema – kokie veiksniai lemia bendrojo ugdymo mokyklų veiklos kokybės įsivertinimo sėkmę. Mokslinių tyrimų duomenys rodo, kad ne visuomet šio proceso esmė yra suvokiama, neretai bendrojo ugdymo mokyklose įsivertinimas atliekamas formaliai. Atlikus tyrimą formuluojamos išvados, kad pagrindiniai mokyklų veiklos kokybės įsivertinimo sėkmę lemiantys veiksniai yra aiškiai organizuotas procesas, savalaikis gautų duomenų panaudojimas, poveikio organizacijos vystymuisi siekis.
      3Scopus© SNIP 0.195
  • Publication
    Komandinio mokymo(si) strategijos adaptavimo galimybės Lietuvos universitetinėse bakalauro studijose
    [A Team-Based Strategy in Bachelor’s Studies of Lithuanian university: Exploring the Possibilities of Adaptation]
    research article;
    Liekis, Kęstutis
    Pedagogika = Pedagogy : mokslo darbai. Vilnius : Vytauto Didžiojo universiteto Švietimo akademija, 2020, t. 137, Nr. 1., p. 25-45
    Straipsnyje aptariama komandinio mokymo(si) strategijos taikymo galimybės Lietuvos universitetinėse bakalauro studijose. Ši strategija pasirinkta dėl jos populiarumą lėmusio teigiamo poveikio studentų pasiekimams, didesnės studentų motyvacijos, gilesnio įsitraukimo į studijų procesą, o svarbiausia, kad jos taikymas suteikia galimybę studentams įgyti kompetencijų, būtinų šiuolaikinėje darbo rinkoje. Žvalgomojo eksperimento metu išskirti pagrindiniai elementai, lemiantys sėkmingą šios strategijos adaptaciją.
      2  2Scopus© SNIP 0.195
  • Publication
    Annotating Causal Discourse Markers ‘because’ and ‘so’ for Learning English as a Foreign Language
    [Priežastinių diskurso žymeklių because ir so anotavimo metodo naudojimas anglų, kaip užsienio kalbos, mokymuisi]
    research article; ; ; ;
    Šliogerienė, Jolita
    Gulbinskienė, Dalia
    Pedagogika = Pedagogy : mokslo darbai. Vilnius : Vytauto Didžiojo universiteto Švietimo akademija, 2020, t. 137, Nr. 1., p. 193-207
    This paper reports on an investigation of the functions of the English causal discourse markers ‘because’ and ‘so’ and their Lithuanian counterparts and analyses the Lithuanian translation equivalents of these discourse markers using the multilingual open translation project TED Talks as a data resource. The results revealed that the discourse marker ‘because’ and its Lithuanian counterparts express ideational cause, followed by its rhetorical equivalent. However, the discourse marker ‘so’ and its Lithuanian counterparts express rhetorical consequences, followed by the rhetorical specification.
      2Scopus© SNIP 0.195