Η παρούσα μελέτη επιχείρησε μια ανίχνευση της αλλαγής του τρόπου αξιολόγησης του εκπαιδευτικού έργου με την εισαγωγή της διαδικασίας της αυτοαξιολόγησης της σχολικής μονάδας και ειδικότερα στη βαθμίδα της πρωτοβάθμιας εκπαίδευσης. Επιπλέον, η μελέτη βασίστηκε στη θεωρητική προσέγγιση του B.Bernstein και η υλοποίησή της βασίστηκε σε ανάλυση περιεχομένου και διεξαγωγή συνεντεύξεων. Βασικά ευρήματα της μελέτης αποτελούν: α) Το βασικό πλαίσιο της διαδικασίας της αυτοαξιολόγησης της σχολικής μονάδας στη βαθμίδα της πρωτοβάθμιας εκπαίδευσης δεν αποτελεί αλλαγή σε σχέση με το προϋπάρχον πλαίσιο αξιολόγησης του εκπαιδευτικού έργου στην Ελλάδα β) Οι εκπαιδευτικοί της βαθμίδας της πρωτοβάθμιας εκπαίδευσης οι οποίοι κλήθηκαν να υλοποιήσουν το πλαίσιο αυτό θεωρούν ότι συνιστά αλλαγή σε σχέση με το προϋπάρχον πλαίσιο αξιολόγησης του εκπαιδευτικού έργου στην Ελλάδα. / The present study attempted a detection of change in the way of evaluation of educational work with the import of process of school self-evaluation in primary education. Moreover, the study was based on the theoretical approach of B.Bernstein and its implementation was based on content analysis and interviews. Basic discoveries of study constitute: a) the basic frame of process of school self-evaluation in primary education does not recommend α change related to the preexisting frame of evaluation of educational work in Greece b) the teachers of primary education which were called to materialise this frame they consider that does recommend a change related to the preexisting frame of evaluation of educational work in Greece.

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The author of the paper: Egle Zineviciene The theme of the paper: Gymnasium and comprehensive school students’ self-evaluation The place of the Lithuanian University of Agriculture. The department of preparation of the paper: professional pedagogics and psychology. Akademija, 2006 The size of the paper: 68 p. The paper comprises: 5 tables, 5 illustrations, 10 appendixes. Additional literature: 43 The object of the analysis: Gymnasium and comprehensive school students’ self-evaluation The methods of the analysis: 1. The questionnaire of achievements’ motivation, which is supposed to define the orientation whether to positive or negative side. (S. Sarason, I. Levis) 2. The scale of self-evaluation (Dembo – Rubinstein). 3. The scale of anxiety. (Kondratas). 4. The analysis of pretence levels (Dembo – Rubinstein). The results of the analysis: Self- evaluation is one of the most important factors ensuring the success of learning. The self-evaluation is formed not only by their learning or its results. It is very important that every child in the class would feel safe, loved and respected, that a teacher would induce his self- sufficiency and individuality. While doing the research it turned out that both the gymnasium and the comprehensive school pupils evaluate themselves insufficiently however gymnasium students evaluate themselves worse than comprehensive school pupils. The girls evaluate themselves worse than fellows both in gymnasium and... [to full text]

Magistro darbe Bendrojo lavinimo mokyklos pedagogų kompetencijų empirinis ir teorinis pagrindimas teoriškai ir empiriškai pagrindžiamas pedagogų kompetencijų vertinimas ir įsivertinimas. Darbo autorė nagrinėja pedagogų profesinių kompetencijų sampratą ir aptaria pedagogų kompetencijų vertinimo kriterijų problemą šalyje ir užsienyje. Ji apžvelgia pedagogų kompetencijos vertinimą pedagogų atestacijos nuostatuose. Darbas pagrindžia mokyklos vidaus ir išorės auditą kaip pedagogų profesinių kompetencijų vertinimo ir įsivertinimo priemonę. Mokslinės pedagoginės, psichologinės literatūros ir švietimo dokumentų analizė parodė, kad pedagogų profesinės kompetencijos yra aktuali tyrimo tema tiek šalies, tiek užsienio šalių pedagoginėje literatūroje. Literatūroje dažniau nagrinėjamas pedagogų profesinių kompetencijų turinys, struktūra. Tačiau ypač trūksta darbų apie pedagogų kompetencijų vertinimą ir įsivertinimą. Empirinio tyrimo metu autorė tyrė mokytojų ir mokyklų vadovų bendrakultūrinės, profesinės, bendrosios ir specialiosios kompetencijos vertinimą ir įsivertimą. Tyrimas atliktas taikant 2 metodus: Q tipo duomenų rinkimo metodas - anketinė apklausa vidurinių mokyklų mokytojams ir mokyklų vadovams, L tipo duomenų rinkimo metodas - pusiau struktūruotas interviu su mokyklų vadovais. Empirinis tyrimas apie pedagogų profesinių kompetencijų vertinimą ir įsivertimą parodė, kad pedagogai ir mokyklų vadovai turi savitą ir skirtingą požiūrį į pedagogų profesinių kompetencijų vertinimą ir... [toliau žr. visą tekstą] / In this Master’s thesis "Theoretical reasoning and empirical evidence of secondary school teachers’ competence assessment" the author both theoretically and empirically substantiates teachers’ competence assessment and self-assessment. The concept of teachers’ professional competences and the problem of evaluation criteria of teachers’ competences in Lithuania as well as abroad have been discussed. Also, teachers’ competence evaluation in teacher certification requirements has been reviewed. The thesis provides good evidence that both internal and external school audit is a means of self-evaluation and evaluation of teachers’ professional competences. The analysis of scientific, pedagogical, psychological literature and educational documents has shown that the question of teachers’ competences is a topical issue in pedagogical literature not only in Lithuania but also in other countries. This literature concentrates more on professional competences. However, there is lack of sources on teachers’ competence evaluation and self-evaluation. In the course of the empirical research the author analyzed teachers’ and headmasters’ assessment and self-assessment of their professional, general, special and cultural competences. To conduct the research, 2 methods were applied, the first one being the Q-method of collecting data, i.e. giving teachers and head teachers a questionnaire to fill in. The other method of collecting data was method L, i.e. interviewing headmasters in a... [to full text]

Žmogus auga formuojamas savo šeimos, socialinės aplinkos, visos visuomenės. Nuo to, kokią asmenybę išugdysime pirmaisiais vaiko gyvenimo metais, priklausys jo tolesnio gyvenimo kokybė. Tyrimo objektas – ikimokyklinio ugdymo įstaigas lankančių vaikų ir jų tėvų savivertės ryšys. Šio tyrimo tikslas – nustatyti tėvų ir vaikų savivertės ryšį, o pagrindiniai uždaviniai – ištirti ikimokyklinio ugdymo įstaigas lankančių vaikų savęs vertinimą įvairiais aspektais; ištirti tėvų savivertę ir jų požiūrį į savo vaikų savivertę; ištrti tėvų vertybines orientacijas; ištirti, kaip įvairūs vaikų savęs vertinimo aspektai atsispindi vaikų piešiniuose, jiems vaizduojant savo šeimas. Tyrimo eigoje buvo tikrinamos trys hipotezės: 1) to paties amžiaus mergaičių ir berniukų savivertė yra vienoda; 2) šeimos sudėtis turi įtakos vaiko savivertei; 3) tėvų materialinė padėtis, išsilavinimas, vertybinės orientacijos turi įtakos vaiko savivertei. Pirmajame darbo skyriuje analizuojami mokslinėje literatūroje aprašomi įvairūs požiūriai į šeimą, šeimos įtaka vaiko asmenybės formavimuisi, savivertės ir asmenybės apibrėžimai. Antrajame skyriuje aprašomas tėvų ir vaikų savivertės ryšio tyrimas. Tyrimas buvo atliktas pateikiant uždaro tipo anketas trijų Kauno vaikų darželių auklėtiniams ir jų tėveliams, o anketų atsakymai apdoroti naudojant statistinę tyrimo duomenų analizę. Tyrimo metu anketos buvo teikiamos taip, kad tėvai ir vaikai negalėtų sulyginti savo atsakymų. Be to, tyrime dalyvavę vaikai buvo prašomi... [toliau žr. visą tekstą] / A man grows formed by his family, social environment, all the society. On the personality which will be educated during the first year of a child’s life the quality of his future life will depend. The object of investigation has been the self-evaluation tie of the children attending pre-school nurturing institutions and their parents. The aim of this investigation has been to establish the parent and children self-evaluation tie and the major aims have been to investigate the self evaluation of the children attending pre-school nurturing institutions in various aspects; to investigate parent self-evaluation and their attitude towards their children self-evaluation; to investigate the value orientations of the parents; to investigate how various aspects of self-evaluation of children are reflected in children drawings in which they depict their families. During the investigation three hypotheses have been examined: 1) the self evaluation of the girls and boys of the same age is equal; 2) family composition has an influence on child self-evaluation; 3) parent material state, education, value orientations have influence on the child self-evaluation. In the first chapter of the work various attitudes towards family, family influence on the formation of the child personality, definitions of self-evaluation and personality described in scientific literature have been analyzed. In the second chapter the investigation of parent and children self-evaluation tie has been described. The... [to full text]

Tyrimo objektas – 12–16 metų sportuojančių ir nesportuojančių paauglių savęs vertinimas, vertybės. Tyrimo tikslas – nustatyti 12 – 16 metų sportuojančių ir nesportuojančių paauglių savęs vertinimą ir vertybes Hipotezė – paauglių savęs vertinimas ir vertybės skiriasi pagal lyti ir sportavimą. Tyrimo uždaviniai: 1. Nustatyti 12 – 16 metų sportuojančių ir nesportuojančių paauglių savęs vertinimą pagal lytį ir sportavimą. 2. Ištirti respondentų vertybes pagal lytį ir sportavimą. 3. Nustatyti 12 – 16 metų paauglių savęs vertinimo ir vertybių ryšį. Tyrimo organizavimas Tyrimas atliktas 2010–2011 metais Kaišiadorių rajono ir Kauno miesto vidurinėse mokyklose. Dalyviai parinkti patogiuoju būdu. Atliekant tyrimą respondentams buvo leidžiama patiems apsispręsti dėl dalyvavimo. Tiriamiesiems buvo išdalintos anketos, paaiškintas tyrimo tikslas, buvo garantuotas anonimiškumas bei konfidencialumas. Tiriamieji : Tyrime dalyvavo 105 respondentai. 54 merginos ir 51 vaikinas. Išvados: Save vertinančių ir savo likimą kontroliuojančių paauglių statistiškai reikšmingas skirtumas pagal lytį nenustatytas (p>0,05), tačiau tarp sportuojančių ir nesportuojančių paauglių nustatytas vidutinio stiprumo koreliacijos ryšys (χ2 (2)=14,706; p<0,05). Nebijančių sunkumų ir visada savo tikslų siekiančių paauglių reikšmingas skirtumas tarp lyčių nerastas (p>0,05), tarp sportuojančių ir nesportuojančių statistiškai reikšmingas skirtumas nenustatytas taip pat (p> 0,05). Visada protingais ir gerais patarėjais... [toliau žr. visą tekstą] / The object of the research – of invastigation is 12 -16 yers old, training and not training adolescents self – evaluation and values. The aim of the research — of this investigation is to determine 12 to 16 year old, training and not training adolescents self-evaluation and values. Hypothesis — adolescents self-evaluation and values differs by sex, age, physical activity. Research methods: 1. Determine, 12 – 16 years old training and not training adolescents self-evaluation by gender and physical activity. 2. To investigate the values of the respondents by gender and sport. 3. Set 12 – 16 years old adolescent self-evaluation and communication of values. Organization of research The study was conducted in 2010-2011 in Kaišiadorys district and Kaunas city secondary schools. Participants were selected by convenient way. In the survey respondents were allowed to decide on participation. Subjects were distributed questionnaires, explained the research aims, they were guaranteed anonymity and confidentiality Participants: The study included 105 respondents. 54 female and 51 male. Conclusions: Adolescents that self-evaluate and control their destiny statistically valuable difference by gender is not determined (p > 0.05), but average strength correlation connection among physically active and not active adolescents is determined (χ2 (2) = 14.706, p <.05), difference between adolescents that are not afraid of hard work and that are always pursuing their goals is not... [to full text]

The purpose of the investigation was to determine the effect of self-modeling on self-efficacy and performance of balance beam routines. Subjects (n=ll) were intermediate level gymnasts rated at the 5, 6, and 7 skill levels with ages ranging from 8 to 13 years. Subjects were randomly assigned to one of two groups, a self-modeling or a control group. For the self-modeling group, self-modeling videotapes were made of each subject performing her balance beam routine. During a six week period, the self-modeling group subjects viewed the videotape of themselves prior to practice three times a week for six consecutive weeks. All subjects completed two different self-efficacy inventories and a balance beam skills test at four intervals: a pretest, a 2-week test, a 4 week-test, and a posttest. During the six weeks, each group participated in their normal instructional program at the gymnastics academy.The results of this study indicated no significant differences in ratings of self-efficacy or balance beam performance, as based on judge's ratings between the self-modeling group and the control group. However, a significant correlation was found between predicted performance scores and actual performance scores for the self-modeling group (r=.92). This correlation was not significant for the control group (r=.02). Even though a significant effect of self-modeling on self-efficacy and performance scores was not found, this significant correlation indicates that self-modeling may enhance a subject's ability to realistically assess her/his performance. Thus, self-modeling may benefit the learner by developing an accurate conception of one's performance which would enhance the ability to understand and utilize instructional feedback to improve performance. / School of Physical Education

The present study was undertaken to determine whether significant differences exist between delinquent and non-delinquent adolescent females in terms of three personality variables, specifically: (1) neuroticism, (2) extroversion, and (3) self concept. An underlying assumption of the study was that all three of the variables would be significantly different between the delinquent and the non-delinquent populations. The expectation was that delinquents would score high in neuroticism and extroversion and low in self concept while the non-delinquents would manifest moderate to low scores in neuroticism and extroversion and would score significantly higher than the delinquent group in the area of self concept.The non-delinquent population was selected from a public community school and consisted of 66 subjects who were chosen by their teachers, counselors, and administrators as representing model school citizens. The delinquent population was selected from three separate correctional institutions within the state of Indiana. This population was composed of 51 girls who had been adjudicated delinquent by the court. The total of 117 subjects was ultimately reduced to two groups of 40, giving a total of 80 subjects who met the following criteria: (1) they were females between the ages of 13 and 18, (2) they were of the Caucasian race, (3) they were not suspected of having brain damage or of being functionally retarded, psychotic, borderline psychotic, or dyslexic, (4) they were able to read at the sixth grade level or above, and (5) they met the delinquent or non-delinquent criteria.The Tennessee Self Concept Scale, Eysenck Personality Inventory, and the Wide Range Vocatulary Test were administered to the subjects.The data gathered from the Tennessee Self Concept Scale and the Eysenck Personality Inventory were treated by one-way multivariate analysis of variance, univariate analysis of variance, and Pearson product moment correlation coefficients. Significant correlations were found within each group between the variables of self concept and neuroticism, and the correlations for these variables were negative indicating an inverse relationship. The directions of these variables, as indicated by their group means, were high neuroticism and low self concept for the delinquent group and high self concept and low neuroticism for the non--delinquent group. There was a high positive correlation between the variables of self concept and extroversion among the non-delinquent group; however, the correlation of these two variables for the delinquent group was not significant. Likewise, the variables of neuroticism and extroversion had a significant negative correlation for the non-delinquent population, but did not show a significant correlation for the delinquent population.Univariate analysis of variance indicated that self concept, as measured by the Total P of the Tennessee Self Concept Scale, was significant at the p c.0001 level in differentiating between delinquent and non-delinquent adolescent females. Neuroticism as measured by the Eysenck Personality Inventory was significant at the p c.005 level in differentiating between delinquent and non-delinquent girls. Extroversion was not a significant variable in differentiating between groups.Within the limitations of the study, it was concluded that low self concept and high neuroticism were traits highly characteristic of the delinquent population while high self concept and low neuroticism were traits which were highly characteristic of the non-delinquent population.

During the past decade, self-assessment has become a major research area; however, contradictory findings have been reported. This study investigated the effectiveness of self-assessment and examined some possible factors that might influence the accuracy of self-assessment. Participants were 32 English as a second language (ESL) graduate students and an experienced ESL teacher at McGill University. The student participants were divided into a control group and an experimental group while the researcher and the ESL teacher served as raters. Both quantitative and qualitative data were generated. The results indicated that the experimental group outperformed the control group. Some possible causes of the differences or similarities between student and teacher assessors' rating were identified. The findings of this study provide evidence on the effectiveness of self-assessment and offer ESL students and teachers an alternative way to participate in the learning process and to assess the learning outcomes.

Knowing how to promote oneself in written self-promotional genres is a vital, yet neglected, component of non-native speaker (NNS) communicative competence. / Focusing on the self-appraisal, I explore some of the impression management (IM) tactics and interpersonal metadiscourse (MD) markers used by writers to manage the impressions they give off. Of particular interest is the extent to which (a) patterns of self-presentation, and (b) language background (NS/NNS) contribute to the affective response of the reader. / The self-appraisals, collected from 41 students taking a required undergraduate writing course, were grouped according to the affective response of independent readers. Patterns of IM and MD use were compared across positive- and negative-affect groups, and across NSs and NNSs. / The findings reveal distinct differences between affect groups in patterns of IM and MD use. Interestingly, NS/NNS differences did not contribute to the affective response of the reader, thus challenging the assumption that NS linguistic form is requisite to pragmatic competence.