Turinys / Contents

COVER

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Cover page, Vol. 3, No. 2, 2011, SPVK/EPMQ

CONTENTS

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Contents, Vol. 3, No. 2, 2011, SPVK/EPMQ

“McDONALDIZED” EDUCATION: IN A FAST, CHEAP AND EASY WAY, BUT INEFFECTIVELY

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We live in such time period when there is a wish to get everything quickly and desirably for free. And, the quicker, the better. This applies to education as well. In fact, it is depreciated. Often it is said, that education does not add wisdom. There is some truth in this statement. If we speak about pseudo education acquired in any way and anywhere, then yes. However, a good, proper education is the outcome of rationality. These are related things, determining each other. It is thought, that today everything is rapidly changing, it is impossible, and there is no need of fundamental “lifelong” education. This is an illusion, which does not let us see the essence. And a lot do not want and are incapable to see it. Like the house which can’t stand without good foundation, human’s good life is impossible without good education. The same can be said about society as a whole. Educated society is a warrant of state’s prosperity. Knowledge, abilities, values is, indeed, the true foundation of good education. A proper combination of these three components guarantees good education. Moreover, it would be nice if this component would entirely become integrated into given diplomas. Unfortunately, it has to be stated once again, that universities oriented or being oriented only to providing service will never be able to guarantee such integration. Thus, more or less it is agreed on an international level, that our contemporary society is not properly ready for the challenges of the 21st century. “A quick diploma” does not guarantee any-thing, in fact – neither individual nor society progress. Universities, being oriented only to giving “quick diplomas” are condemned. Education is not a game and universities are not “sandpits”. Unfortunately, it makes an im-pression that the number of “sandpits” is increasing, and wishing to play in them are getting more and more. We can be taught by others, but we can get educated only ourselves. An educated man is an independent man, knowing himself and making his own decisions. An educated nation is a nation knowing itself, independent and making its own decisions independently.

HUMANIZATION OF TEACHING MATHEMATICS IN THE 5TH GRADE: TENDENCIES OF CHANGE IN EDUCATIONAL METHODOLOGY

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One of the main principles on which the education reform in Lithuania was based – was the principle of humanity. Realization of this principle presupposed the provisions of humanization of teaching subjects at school. Search for a theoretical model of humanization of teaching mathemat-ics, which was presented in authors’ dissertation, revealed that one of the most important factors of education process that influence the success of humanization of mathematical education is educa-tional methodology. Educational goals to teach students think critically, solve problems and improve their general competencies have brought innovations in teaching of mathematics. That is why teachers have developed modern methodology in teaching and learning mathematics. It is appropriate to analyse the change of the teaching methodology, focusing more on the methods of active teaching and learning. By performing scientific educational research on mathematical education, it was sought to accentuate the peculiarities of teaching mathematics and tendencies of change in 5–10th grades of secondary school. By studying education methodology applied by teachers of mathematics it was researched how often teachers of mathematics apply modern learning and teaching activities in the basic school. Results of several researches performed in 2004–2010 in 5th grades are presented in this article and summarized in this aspect. The first research was carried out in 2004, the second – in 2006, the third – in 2008 and the last – in 2010. 162, 173, 186 and 194 students of the V forms of the basic and secondary schools from different Lithuanian regions were interviewed. The research results let draw the conclusions: – mathematics teachers applied such traditional methods as independent work, self–control, work with visual manuals; – mathematics teachers must pay more attention to control in pairs, to work in groups, to the possi-bilities for choose of the work‘s variant, to emphasize of historical elements; – the frequency of the student‘s work with computers and the project‘s making is increasing now.

PROFESSIONALISM OF EVALUATORS CARRYING OUT EXTERNAL QUALITY ASSESSMENT OF GENERAL EDUCATION SCHOOL ACTIVITY: SITUATION IN LITHUANIA

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Education and Culture documents (2004) point out that assessment of school activity quality is a mandatory precondition striving for implementation of the Lisbon strategy. EU and national documents (Lithuanian State Long-Term Development Strategy, 2002; State Education Strategy, 2003; Programme of Government of the Republic of Lithuania, 2004; Education Monitoring Procedure 2005;) are implemented in Lithuania on a par with other countries that carry out European education reform; new models for quality management of education as a service are introduced as well as emerging modern culture of self-evaluation and evaluation of activity. The main focus of the methodologies (Internal Audit Methodology for Comprehensive Schools, 2004; External Audit of School Management and Educational Proceeding Improvement, 2005; Description of Procedure for Internal Quality Audit of Comprehensive School Activity, 2007; Description of Procedure for Internal Quality Assessment of Comprehensive School Activity, 2009) under implementation is laid not on the analysis of documents regulating the activity of the organisation and on imposing punishments but on the quality assessment when the process is observed directly, when there occurs communication with teachers, school learners, school administration, other school staff members, stakeholders and when the outcome is evaluated. External assessment of school activity is carried out in Lithuania through implementation of modern organisational–structural elements. One of the most essential features constructing an external school activity assessment system is its constant renewal, which is based on reflection and application of applied research data. External evaluator of school activity is a factor, which deter-mines not only data collection and their interpretation but also improvement of teacher’s activity and change in school culture. Therefore, preparation of external evaluators and their acquired competences call for a particular attention. This article presents the conception of external evaluators’ competences, analyses the opin-ion of Lithuanian teachers regarding competences of evaluators, who carry out activity assessment in Lithuanian general education schools. The roles of external evaluators are described and profes-sionalism of external evaluators is analysed. The article also reveals teachers’ opinions about com-petences of external quality assessment evaluators, which were surveyed applying quality research methods (focus group). Teachers perceive external activity quality assessment conducted in Lithuanian general edu-cation schools as a very intensive process, where professional evaluators act as an organised team. The whole process is understood as prophylaxis or examination, when a reliable diagnosing of school activity spheres is carried out. The teachers’ survey regarding their opinion about the external assessment of activity quality conducted in their school revealed that the respondents were satisfied with external assessment, which was based on identification of the good sides and strengthening of the good practice. Being rather critical and self–critical, teachers have formed an increased expectation to more intensively feel rhetoric of external evaluators regarding organisation of education process. The respondents long for independent and unbiased expanded comments from evaluators, which would point to the strong spheres of teacher’s educational activity, would disseminate this information in the school community and national education system. External evaluators of general education schools have to meet certain requirements that are defined through qualification requirements and competences that are necessary for an evaluator who aims to improve the school. Formal qualification requirements (higher pedagogical education, experience in pedagogical work, awareness of documents regulating education activity) are satisfied but problems are faced when principles, values, self–perception and positive attitude to the environment of an evaluator of school activity quality are analysed. Considerate, attentive and discrete evaluators increase the degree of positive while observing, recording and analysing teaching/learning processes. The majority of teachers appreciate unbiased and expert evaluation, which is perceived as assessment and enhancement of own activity or that of school as well as encouragement to direct their activity towards renewal.

THE IMPORTANCE OF THE MUSIC LESSONS TO A PERSON‘S MATURITY: A POINT OF VIEW OF A HIGH–SCHOOL GRADUATE

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Music educators (J. Kievišas, 2007; V. Jakoniuk, 2011; Z. Rimkevičius, 2011 etc.) recognize /face the fact that the present–day /contemporary/modern teaching process is oriented to the domain of thinking, disregarding the emotional domain. Therefore the subject of music plays a secondary role, in respect to its entity it could be very useful while learning the subjects oriented towards the domain of thinking. During the research the attitude was considered that a learner (and not the learning disci-pline) to be the most important object in the educational process. The gymnasium learners of the II form participated in the research. It was expected for open, simple and earnest answers, so the method of an unfinished sentence was chosen. The questionnaire comprised the four unfinished sentences (i.e. “During the music lessons it was the most valuable .... for me“, “While leaning the subject of music it was the most difficult ... for me“, “To overcome difficulties … helped me ...“, and “Having overcome the difficulties I feel …”). Accordingly, the three parts of rating with the marks from 1 to 10 were used: to assess the teacher during the music lesson; a learner / a respondent as-sessing himself / herself about preparation and activity in the music lessons. The third question con-tained the considerations about the perfection and achievement in musical culture choosing the two marks while assessing: „from – to“. The thoughts of the learners‘, the reflection, the point of view, and the changing views were important both in the assessment and the reflection of the teacher‘s work as well as in the development of the didactics of the teaching subject. In summary, some conclusion was drawn: The music lessons were important not only to educate the learners, but also to develop the musical matter and it helped learn other disciplines (e.g., the interdisciplinary relationship and sys-tem within the content of the history subject) as well as it was necessary to the learner as means of relaxation (e.g., listening the classical music, singing), that had the formative influence on the suc-cessful education. The learners appreciated the use of enriching their cognitive interests; they acknowledged perfection of their abilities; they estimated positively the alteration of a sense of values; they noted the role of the environment in educational process (i.e. a teacher, an emotional setting) in achieving the results. Many difficulties experienced in the music lessons, were temporal and surmountable, if only some attention was payed to education. Naturally, the personal characteristics of a learner played there the best role in the process of education. The difficulties that were shaped by a setting, e.g., attitudes in advance on the music subject which was considered as being silly and unnecessary, required by a long way much more time, patience and stamina for a teacher and a learner to achieve the quality in teaching and learning.

A SIGNIFICANT CONTRIBUTION TO THE NATIONAL IDENTITY DISSEMINATION IN LITHUANIA: A REVIEW OF „ETUDES OF TAUTOTYRA“

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This short article is the review of the book entitled "Etudes of Tautotyra“ (A theory and his-tory of Lithuanian ethnology) (author – professor Ona Voverienė). The book consists of eight chap-ters. As it is stated by the author, this book does not pretend to consider it as monograph or a serious educational book. Despite a book genre all discussed questions on national identity are very important for our country. The national identity is the society and state base. The current political situation in Lithuania doesn't create good conditions for development of national identity. We should agree with an author`s position that a national situation of the present Lithuania can be named as sorrowful, because of an erosion of national values. Each member of a society is obliged to make everything in order to keep and develop universal and national values. The development of national values should be the main priority of our society. At the end of the book its author calls her nationals to return to the national culture and national values, saying „We were born the Lithuanians and the Lithuanians we must be!“. We should agree with this logical position.

END

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End page, Vol. 3, No. 2, 2011, SPVK/EPMQ