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Author(s):
Editorial Board.
Page No : 1-2
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COVER
Abstract
Cover page, Vol. 5, No. 3, 2013, SPVK/EPMQ
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Author(s):
Editorial Board.
Page No : 3-3
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CONTENTS
Abstract
Contents, Vol. 5, No. 3, 2013, SPVK/EPMQ
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Author(s):
Vincentas Lamanauskas.
Page No : 4-7
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INFORMATION COMMUNICATION TECHNOLOGIES: EDUCATION QUALITY ASPECT
Abstract
Information and communication technologies are changing so rapidly, that it is hardly possible to react properly to all changes. First of all, the speech is about technological changes. This inevitably touches education system as well. A certain technological “overloading” is felt in all levels of the system. It is especially felt in comprehensive education sector. On the one hand, a big demand remains for teachers’ qualification in ICT field, on the other hand, the pressure increases for the younger generation to possibly master technologies earlier. In Lithuania, as in the other Baltic region countries, a lot of attention is paid to ICT implementation at schools. For example, in Estonia, even primary class children are already learning programming; the state also devotes much attention to this, first of all, financially. One of priority fields in Lithuania, declared in education policy since 2000, has been information and communication technology application in education system.
A very important moment is that technology progress rapidity is and it is likely to be much more rapid than society’s technological (and computer as well) literacy level. It is ob-vious, that every country’s social – economical development and competitiveness strongly depend on information and communication technology level. However, the ability of a concrete person to use the possibilities provided by information and communication technologies, is another thing.
The opinion, that prevails in Lithuania is, that part of the problems related to ICT are determined by technical resources, computer literacy, lack of methodics and methodology, wrong attitude to the usage of technologies in general. Speaking about teachers (they are central part of education process), it is important to form an understanding, that ICT is not a thing in itself, i.e., it is necessary to use, because the others do this and do somewhere else and finally, that it is fashionable. ICT, first of all, is a didactic support seeking better educa-tion results.
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Author(s):
Aušrinė Gumuliauskienė, Laura Martusevičienė.
Page No : 8-27
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GYMNASIUM TEACHERS’ LEADERSHIP EXPRESSION: ANALYSIS OF PECULIARITIES
Abstract
In 2013, a research on gymnasium teachers’ and students’ leadership expression in education practice was conducted. The results of the research on gymnasium students’ lead-ership expression were presented in the international scientific–methodological journal “Ed-ucation: Politics, Management, Quality” Vol. 2 (2013, No. 2 (14), P. 7–30). The results on gymnasium teachers’ leadership expression are presented in this edition of the journal.
In “The model of Leadership Development” (2011), it is emphasized that “systemic development is possible only in case of effective leadership at school and school leadership. The basis of successful teaching and learning is school leadership. Leadership for learning – purposefully acting in education system leaders who by their own activities, posed aims for themselves and others and concentration on learning promote everyone’s potential” (2011, p.14). “Education Leadership Development Guidelines” (2012) indicate that “an education leader is a responsible, creative, focused on principles of sustainability, continuous education and development professional, whose activities are based on solid values, who actively and publicly concentrates personal and communities’ attention on the assurance of teaching and learning quality. (2012, p. 1). Modeling of leadership development at school is related to creating preconditions and conditions for all school community to take part in the processes of leadership culture education, the development of leadership competences and the implementation of leadership models, seeking effective systemic and qualitative school changes. The need for teacher leadership development is associated with the complexity of this group activities (a teacher takes part in various school internal and external processes, performs a lot of functions and roles) and significance (teacher personality, personal example, activities that have direct or indirect impact on teaching/learning results, colleagues, pupils’ parents, social partners, school processes and their quality, school culture, school development, etc.).
An empirical research (N=100) on gymnasium teachers’ leadership expression re-vealed prevailing affirmative gymnasium teachers’ attitudes towards leadership. Gymnasium teachers are more oriented to professional leadership and are less likely to take the role of a formal leader (having a position in administration), to develop actively their leadership competences at in-service training events. Teachers positively assess leadership expression in the following areas: self-evaluation, reflection, continuous education and ability to study, and chances of leadership development at school. The variables of these leadership expression areas are rated at high scores. A little less obvious, but also positively assessed leadership expression features are indicated in team work area. They depend on teachers’ qualifications and duration of pedagogical experience. Psychological condition working in a team is influenced by gymnasium teachers’ age.
Gymnasium teachers positively, though not unanimously, evaluate the preconditions for leadership development at their schools; this leads to the idea that each gymnasium has a different context for leadership development.
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Author(s):
Sergejus Neifachas, Andrej Rudanov .
Page No : 28-41
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STUDY ENVIRONMENT AS A LEGAL CATEGORY
Abstract
This article was prompted by the disputes often arising in Lithuanian public discourse and concerning the change in the study environment in higher education, the limits of the interpretation of study environment as a legal category, and a certain vacuum in the legal philosophy of the educational system, which prevents proper development of the authentic science of education law. Writing about the study environment means writing about higher education, the law, and the perception of the law, while writing about the interpretation of the study environment should start with the theories of concept interpretation. We will there-fore see that the interpretation of study and environment as legal concepts will undoubtedly link the science of law to hermeneutics, education science, politics, and philosophy. Exami-nation of the study environment as a legal category in the legal discourse about Lithuanian higher education is very poorly developed. This is how the idea for this article came about: to present the perception of the study environment as a legal category through the examination of interdisciplinary public (education) policy and legal research. The article aims to discuss the concept of study environment and its content, to define aspects of the formation (content contexts) of the study environment as a legal category by highlighting methodological positions, and to explain the legal norms that establish the study environment as a legal category.
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Author(s):
Judita Stankutė.
Page No : 42-45
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DISTINCT GYMNASIUM OF ŠIAULIAI CITY
Abstract
Šiauliai Julius Janonis Gymnasium is one of the oldest gymnasiums in Lithuania, which started operating in 1825 in Svislach (now Belarus), and in 1851 was moved to Šiauliai. Judita Stankutė, a member of the editorial board of the journal, talks to the director of this gymnasium Rimas Budraitis.
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Author(s):
Vincentas Lamanauskas.
Page No : 46-46
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INTERNATIONAL SCIENTIFIC PRACTICAL CONFERENCE “INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCIENCE EDUCATION-2013”
Abstract
On October 24–25 of this year, the international scientific-practical conference “Information and Communication Technologies in Science Education-2013” was held at the Faculty of Education of Šiauliai University. It was organized by the Research Center for Science Education of Šiauliai University. The main partner of the conference is the Scientific Methodical Center "Scientia Educologica". The conference was partially supported by the Lithuanian Science Council.
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Author(s):
Editorial Board.
Page No : 51-52
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END
Abstract
End page, Vol. 5, No. 3, 2013, SPVK/EPMQ
