scholarly journals Personal Maturity and Its Reflections in Conceptual Lithuanian Education Documents

2020 ◽  
Vol 45 ◽  
pp. 216-234
Author(s):  
Brigita Miseliūnaitė ◽  
Gintautas Cibulskas
Keyword(s):  
General Education ◽  
Cognitive Abilities ◽  
Personality Development ◽  
Late Adolescent ◽  
Social Emotional ◽  
Student Interactions ◽  
General Education Students ◽  
Teacher Student ◽  
Data Processing Method ◽  
Values And Beliefs

The 2019 guidelines for the renewal of general education programs in Lithuania state that there is a lack of coherence between the goals of education, the implementation of the curriculum, and the assessment of students’ achievements. The description of Lithuanian primary, basic and secondary education (2015) states that the main result of education is the gradually acquired competencies indicating the spiritual, intellectual and physical maturity of a person, which include knowledge, understanding, abilities and attitudes. This presupposes that state maturity exams should be designed to reflect the competencies, knowledge, understanding, abilities and attitudes that indicate a person’s maturity. Based on this idea, a qualitative study was conducted in 2020. Its aim was to determine the indicators of personal maturity in Lithuanian conceptual educational documents. To achieve the research goal, we applied the data collection method (document analysis) and the data processing method (content analysis). Qualitative research has shown that a person’s maturity in Lithuania is identified based on a set of competencies. To complete their general education, students should have the following competencies: social, emotional and healthy lifestyles; cognition; creativity; civil, cultural communication. A review of the scientific literature presupposes that at the stage of late adolescent personality development, a person is yet to be in search of their identity. The documents emphasize that competencies are assessed in teacher-student interactions by accumulating qualitative evidence of competencies. Meanwhile state maturity exams measure three groups of cognitive abilities: knowledge and understanding, application of knowledge, and advanced thinking abilities. Personal values and beliefs are not reflected in state maturity exams. The conclusion of the research is that maturity exams do not reflect the maturity of a person described in the conceptual documents of Lithuanian education.

The use of cognitive apprenticeship in the learning and teaching of improvisation: Teacher and student perspectives

2019 ◽  
Vol 41 (3) ◽  
pp. 261-279 ◽  
Author(s):  
Leon R. de Bruin
Keyword(s):  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Cognitive Apprenticeship ◽  
Complex Activity ◽  
Student Interactions ◽  
Learning And Teaching ◽  
Teacher Student ◽  
The Moment ◽  
The One ◽  
Expert Practice

Instrumental tuition has predominantly been conceptualized in terms of a master–apprentice model that facilitates the transmission of skills, knowledge and cultural intellect through teaching and learning. Research suggests the one-to-one tuition model needs to evolve and adapt to meet the demands of the 21st century musician. Within the jazz/improvisation lesson, the learning and teaching of improvisory ability is a complex activity where developing improvisers hone motor-specific skills, audiative ability, imaginative and creative impulses that connect and respond to strategic individual and collaborative catalysts. Observing the negotiation of learning and teaching in three lessons in improvisation between expert practitioner-educators and their students, this study reveals a cognitive apprenticeship model that can provide a framework for teachers to develop students’ cognitive and meta-cognitive abilities, and understandings of expert practice. Case studies of three teacher-practitioners and their advanced students explore the “in the moment” teacher–student interactions and teaching techniques that expert improviser-educators utilize in developing mastery and expertise in their students. Teaching to an advanced improvisation student is a dynamic, fluid and reflexive interplay of pedagogical applications of modelling, scaffolding, coaching, and reflective processes. The holistic imparting of knowledge can be understood as a cognitive apprenticeship. Careful guidance by a teacher/mentor can offer the student an immersive environment that brings thinking, action and reflection to the forefront of learning. Implications are identified for more effective, collaborative and inventive ways of assisting learning and inculcating deeper understandings of factual, conceptual and problem-solving concepts that draw students into a culture of expert practice.

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

Teacher Identification of Behavior Problems among Junior High School Students: A Preliminary Study

1981 ◽  
Vol 6 (4) ◽  
pp. 219-222 ◽  
Author(s):  
Lyman W. Boomer ◽  
Tom R. King
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Student Interactions ◽  
Teacher Student ◽  
Scanning Behavior

Factors associated with teacher identification of behavior problems among junior high school students were investigated. Teacher-student interactions were compared to examine the differences between students identified as emotionally disturbed and non-identified students. Results indicated there were significant differences between interaction profiles. These were in the areas of student attention-to-task and student scanning behavior while the teacher was instructing.

Reciprocity in the Teacher-Pupil and Peer Verbal Interactions of Learning Disabled, Behavior-Disordered, and Regular Education Students

1984 ◽  
Vol 7 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Steven R. Moore ◽  
Richard L. Simpson
Keyword(s):  
Regular Education ◽  
Learning Disabled ◽  
Education Students ◽  
Student Interactions ◽  
Verbal Interactions ◽  
Teacher Aide ◽  
Target Behaviors ◽  
Observation Instrument ◽  
Teacher Student ◽  
Behavior Disordered

The purpose of this study was to examine the reciprocal interactions of learning disabled (LD), behavior-disordered (BD), and regular education students. The interactions of 15 students from each diagnostic group (LD, BD, regular education) and their peers, teachers, and classroom aides were observed using a behavior observation instrument designed to monitor (a) frequency of 14 target behaviors, (b) direction of the interaction (i.e., given to or received from), and (c) status of the party involved in the interaction (i.e., peer, teacher, aide). A correlational analysis indicated that negative peer-student interactions were reciprocal. In contrast, neither positive or negative teacher-student interactions nor positive peer-student interactions were reciprocal. First-order conditional probabilities (i.e., the probability of a statement being followed by a selected response) showed that BD, LD, and regular students responded to others in a similar manner. Likewise, the teachers of the three groups were similar in their responses to students. In all groups, positive, negative, and neutral statements were most likely to be followed either by an absence of a response or by a neutral response.

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