Practice and Theory in Systems of Education


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Editorial Data


CONTENTS
Volume 13 Number 1 2018
ISSN 1788-2591 (Online)
ISSN 1788-2583 (Printed)


Julianna FARKAS:
Study on the Japanese Higher Education System,
pages 1-11

The effectiveness of the Japanese education system is well-known throughout the world. The PISA test scores (2015) are also convincing, Japan took second place on the cumulative average list following Singapore. Japan is performing decently not only in the sphere of public education but also higher education. According to Christian Science Monitor, the number of higher education graduates is just outstanding. Over 50% of the whole population (53%) has graduated from some higher education institution, which places Japan the fourth place on the list after Canada, South Korea, and Russia. There seems to be a strong connection between the quality of education, the budget spent on education and actual economic performance.

Beatrix FŰZI:
Assessing the Existing Situation to Serve as a Foundation for Mentoring Teachers: A Presentation of Methods through Case Studies,
pages 12-31

This paper presents the first phase of the programme aimed at examining and developing the work of teachers. One of its objectives is the preparation of teachers for the qualification procedure by way of giving them external feedback on their work, as well as providing individually customised support and mentoring if necessary. The steps and the protocol of the programme are presented, and the elements aimed at gaining information on the work of teachers are discussed in detail. I assessed the work of nine volunteering teachers on the basis of their self-characterisation, questionnaires completed 568 of their students, as well as the observation and sensitive analysis of 42 lessons taught by them. To decide whether mentoring is necessary in case of a given teacher, I evaluated the data received from the various participants. I compared the SWOT analyses prepared by teachers on their own activities against the free-text characterisations given by their students. For the purpose of understanding and resolving contradictions and problems identified, I also observed their lessons and carried out sensitive teaching analyses. Case studies are used to show that the application of the set of methods can make the identification of the exact causes of the problems possible and provide input for the individual development plan and the preparation of the mentoring activity. The good practices observed in the course of the analysis of teachers' work are incorporated into the materials of the teacher and mentoring teacher training programmes.

Nóra NEMES-NÉMETH:
Székesfehérvár's School Policy in the 19th Century,
pages 32-38

This study examines efforts towards the development of the school network and the financial outlays devoted to it. Did Székesfehérvár have conscious and well-designed school policies in the long-term? Did the supportive attitude of the city leaders change because of higher financial burden of the diversifying school system? Relationship between the city authorities and institutions maintained by a religious denomination as well as the form and intensity of financial support is also examined. However this study is peripheral, the impact of establishing schools on urban development and city context is also an integral part of it.

Veronika VÉGH, Gergely HORZSA, Zsolt B. NAGY, Gábor ELBERT:
The Prevalence of Computer Usage among Biology Students in Hungary and their Edmodo Usage Frequency,
pages 39-46

High-School biology Teaching in Hungary lasts for 3 years from 10th to 12th grade. The material that students are expected to learn is huge and due to the appearance of Infocommunication technologies in education, biology teaching-learning processes can widely be supported by ICT tools and different online applications. Nowadays, students use computers on a daily bases for varied tasks, and we were curious about their computer usage habits when they are preparing for biology classes. Previous studies showed that Edmodo, a user-friendly site that was designed for supporting teaching-learning processes, proved to be a useful educational tool in many countries. We were interested to see how many students know about the interface in Hungary and how often they use it. In the present study, 333 Hungarian high-school students (188 girls, 145 boys) were asked about their biology studies, computer usage patterns and Edmodo usage habits using an anonymous online questionnaire. Their average age was 17.84. In our research, 19.3% of the respondants indicated biology as their favourite subject, 31.5% of the students use computer for their biology studies but only 5.7% of them use Edmodo at least monthly.

Vesela MIRCHEVA:
Standards for Evaluation of Pupils in Initial Educational Age: Power of Effective Education,
pages 47-54

In rapidly changing conditions of our contemporary society, an important and new social role is given to comparative research in the field of education. Reassessment and rethinking are used to target and measure learning outcomes. The question is not only to establish students' achievements but also to see if and to what extent they have achieved their goals and tasks of the training. In this sense, we are talking about a new educational paradigm, a specific expression of which is the direction - criterion measurement, related tests and quality assessment.


Previous Issues

Volume 1 Number 1 2006
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Volume 2 Number 1-2 2007
Volume 2 Number 3-4 2007
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Volume 12 Number 1 2017
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