A Youth is an initiator to implement the innovations and fluctuations. The all school’s has to become the subject – character with his face, traditions and swings of activities, not a object which is just administer something externally. The conditions to become this kind of subject are close relationship among all participants of the educational process and particular self-support and autonomy of these members. The concept of scholl often includes only the pupils and teachers. Parents or the pupils often are like an addition to educational process, which takes part only in solving school daily living needs problems and is informed about the pupils learning. The rapports between the parents and school have not wait for the reform of the education system. It must change now, for the successful work of school. The team of administration of the schools play a very big role in all the chantes of education system. Their authorities, competence, possibilities of managing and managing style have a big influence on this process wiht no doubt. Today’s institutions, related to education system, have many problems to introduce their main objectives into everyday life. We think that only strong-minded, team of administratores, who work is based on the knowledge and who has very good competence in his work area, coulp help for schools, as an instutions, to keep abreast with the times and to improve themselves. The concept of socialization means the process when the individual become a... [to full text]

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 80-88.

Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2008. / Includes abstract and vita. Includes bibliographical references (leaves 169-175).

This study explored the relationship between attachment quality and school connectedness in a high school sample of adolescents. Although there is a literature related to adolescent attachment quality and its effects on adjustment and development, relatively little attention has been paid to the relationship between parent and peer attachment and school connectedness. Further, these attachments and connections have yet to be examined among general and special education populations. Attachment quality has been correlated with identity development, self-esteem, competence, and psychopathology and has been investigated as a mediator in the relation between risk and resilience. School connectedness centers around the theory that when adolescents perceive consistent personal power, attention, and praise, they develop a sense of attachment to their school environment. Further, school connectedness, attachment to family, and positive peer bonds, respectively, have been viewed as protective factors, i.e., preventing adolescents from engaging in health risk behaviors (i.e., violence, risky sexual behavior, drug use, and dropping out of school) (U.S. Department of Education, 2006). The present study included 157 students, aged 15 to 18 years who participated in a longitudinal study (The Longitudinal Study of Co-morbid Disorders in Children and Adolescence). Using quantitative methodologies, analyses examined the relationships among gender, ethnicity, risk status and parent attachment, peer attachment, and school connectedness. Measures included self-report questionnaires of attachment quality and school connectedness in adolescence. Several major findings from the present investigation include: (1) higher ratings of attachment to parents were associated with higher ratings of school connectedness; (2) higher ratings of attachment to peers were associated with higher ratings of school connectedness; (3) students at risk reported less school connectedness than not at risk students; and (4) the effects of peer attachment on school connectedness were moderated by risk group.

Thesis (M. Sc.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 85-113).

Thesis (M.S.W.)--University of Hong Kong, 1987.

Magistro baigiamojo darbo tikslas – remiantis mokslinės: edukologinės, psichologinės, sociologinės literatūros šaltiniais, empiriniu patyrimu analizuoti jaunimo mokyklos mokinių mokymosi ypatumus, o taip pat kiekybinio - kokybinio tyrimo pagalba nustatyti jaunimo mokyklos mokytojų nuostatų į savo auklėtinius raišką, jaunimo mokyklos mokinių asmenybės kryptingumą ir kokią įtaką pedagogų nuostatos gali turėti mokinių mokymuisi, elgesiui, ateities lūkesčiams. Jaunimo mokykla yra skirta mokytis paaugliams nuo 12 iki 18 metų, kurie nepritampa bendrojo lavinimo mokykloje, turi mokymosi, elgesio, psichologių problemų. Darbe plačiau aptariama jaunimo mokyklos specifika, jos ugdytinių kontingentas, besimokančiųjų mokymosi ypatumai. Taip pat apteikiami atlikto kiekybinio – kokybinio tyrimo rezultatai. Tyrimas buvo atliekamas keturiose (Šiaurės Lietuvos, 2 – Vakarų Lietuvos, Pietų Lietuvos) jaunimo mokyklose. Jame dalyvavo 54 jaunimo mokyklų mokytojai ir 10 jaunimo mokyklų auklėtinių. Kombinuoto tyrimo instrumentais pasirinkti: 1.anketinė apklausa; 2. pusiau struktūruotas interviu; 3. testai; Tyrimo metu nustatyta, kad jaunimo mokyklų mokytojai turi labiau neigiamas nuostatas į jaunimo mokyklos mokinius; jaunimo mokyklų auklėtiniai yra pozityviai nusiteikę savo ateities lūkesčių atžvilgiu, kritiškai ir realiai vertina savo gebėjimus ir galimybes. Atsižvelgiant į tyrimo rezultatus pateiktos atitinkamos išvados ir rekomendacijos. Tyrimą galima vertinti, kaip jaunimo mokyklos ugdymo... [toliau žr. visą tekstą] / The aim of the master‘s thesis is to analyze the specific learning features of pupils at youth school according to scientific educological, psychological and sociological literature sources and empirical experience and also to ascertain the expression of youth school teachers’ attitude towards their pupils, personality purposefulness of youth and what kind of influence teachers’ attitude can make on pupils‘ learning, behaviour, future expectations using quantitative and qualitative analysis. Youth school is dedicated for teenagers from 12 to 18 years old who cannot adapt themselves at school of general education, who have learning, behavior and psychological problems. This paper discusses specific features of youth school, its pupils’ contingent and peculiarity of those who learn here. Also the results of quantitative and qualitative analysis are presented. The research was carried out at four youth schools in Lithuania (1 Northern, 2 Western, 1 Southern schools). 54 youth school teachers and 10 youth school pupils participated in the research. The methods of combined analysis are: 1. questionnaire; 2. half structural interview; 3. tests. The research showed that teachers of youth school have more negative attitude towards pupils at youth school; pupils are more positive about their future expectations, they critically evaluate their abilities and opportunities. Corresponding conclusions and recommendations are presented according to the results of the research. The... [to full text]

86 puslapiai, 7 paveikslai, 1 lentelė, 99 bibliografiniai šaltiniai. Baigiamąjame magistro darbe pagrindinis šio straipsnio tikslas yra jaunimo mokyklos paauglių dailės mokymas netradicinėmis pamokomis, įvertinant jų efektyvumą. Darbą sudaro trys pagrindinės dalys: literatūros, atlikto mokslinio veiklos tyrimo analizė ir rezultatai, išvados bei rekomendacijos. Šiam tikslui išanalizuota psichologinė, pedagoginė literatūra, švietimo įstatymų dokumentai parodė, kad nėra vieno tinkamo metodo mokyti jaunimiečius dailės, kuris būtų efektyvus įsisavinant mokymo(si) turinį. Jaunimo mokyklos mokiniai mokosi vadovaujantis Bendrosiomis programomis ir išsilavinimo strandartais (2003) ir dažnai mokymosi turinys nėra tinkamai įsisavinimas, nes mokymo(si) kokybę riboja žema paauglių mokymosi motyvacija, destruktyvus ir asocialus elgesys pamokų metu, mokymosi spragos dėl mokyklos nelankymo ar laiku nesuteiktos pedagoginės pagalbos. Praktinė tyrimo veikla jaunimo mokykloje įrodė, kad mokant paauglius dailės, svarbu tinkamai įvertinti paauglių gebėjimus, sugebėjimus bei pomėgius, nustatyti destruktyvaus elgesio priežastis ir jas įvertinti, organizuoti pamokas taip, kad atitiktų paauglių saviraiškos ir kompetencijų lygį, būtų jiems patrauklios ir įdomios. Netradicinių dailės pamokų organizavimas pagrindė, kad integruoti mokymo(si) dalykai ir aktyvieji metodai, diferencijuoto ir individualaus mokymo stiliaus taikymas, šiuolaikinis mokytojo veiklos modelis pamokų metu padėjo paaugliams įgyti... [toliau žr. visą tekstą] / 88 pages, 1 illustration, 6 dockets, 99 bibliographic recourses. In the final Master’s degree thesis the main goal of this paper is art teaching of teenagers of Youth school by non-traditional lessons evaluating their efficiency. This thesis consists of three main parts: analysis of literature, analysis and results of the accomplished scientific performance research, conclusions and recommendations. Analysis made aiming to achieve the goal of the psychological, pedagogical literature and education legislation documents revealed that there is no one appropriate art teaching method at the Youth school that is efficient enough to absorb the learning material. The students of the Youth school are learning according to the General Programs and Education Standards (2003) and very often the learning material is not appropriately absorbed because of limited teaching and learning quality due to low learning motivation of the teenagers, destructive and asocial behavior during the lessons, learning gaps because of low attendance or not timely submitted pedagogical support. Practice research in the Youth school proved that in the art teaching of the teenagers is important to appropriate evaluate their capacities, abilities and interests, determine the reasons of the destructive behavior and evaluate it, organize the lessons in the way that meets the teenagers’ self-expression demand and competence level in order the art learning lessons are attractive and interesting... [to full text]

Tyrimo tikslas: Atskleisti mokinių ir mokytojų požiūrį į pamokų jaunimo mokykloje lankomumo gerinimo galimybes. Darbas skirtas pasigilinti į Jaunimo mokykloje besimokančių mokinių, mokyklos nelankymo ir mokymosi nesėkmių priežastis bei paieškoti mokiniams priimtinų šių problemų sprendimo būdų. Didžiausias indėlis į šį darbą yra praktinės, pačių mokinių pasiūlytos veiklos ir problemų sprendimo būdai, kurie padėjo jaunimo mokyklos mokiniams pasijausti svarbiais, reikalingais, atsakingais ir gebančiais rasti reikalingas strategijas jų kasdieniniams rūpesčiams spręsti. Dėl mokinių besimokančių jaunimo mokykloje unikalumo, reikalingas ir unikalus ugdomasis procesas pritaikytas prie tokių mokinių poreikių, jų gebėjimų ir galimybių. Ko reikia, kad toks procesas būtų organizuojamas geriausiai žino patys jaunimo mokyklos bendruomenės nariai; vadovai, administracijos darbuotojai, mokytojai, mokinių tėvai ir svarbiausia patys mokiniai. Todėl jaunimo mokykloje mokinių ugdymas turi būti organizuojamas atsižvelgiant į pačių mokinių siūlomus jiems aktualių problemų sprendimo būdus ir pirmiausia ne siekiant jų aukštų mokymosi rezultatų, bet padedant jiems socialiai integruotis sprendžiant tam tikras jų pačių ir visuotinai suvoktas bei pripažintas, nepageidaujamas problemas. Šis tyrimas įtraukė mokinius į procesą ieškant atsakymo ką daryti, kad pagerėtų lankomumas, pažangumas, bendravimas su mokytojais ir būtų kuriama saugesnė aplinka bei kuriami... [toliau žr. visą tekstą] / The work is set to look deeper into the Youth school pupils’ attendance and learning and look for reasons of the failure of students learning and find acceptable solutions. The biggest contribution of this work is practical, students proposed activities and problem-solving techniques that have helped youth school students to feel important, needed, responsible and able to find the necessary strategies to address their daily concerns. Due to the unique of students studying in the youth school, a unique educational process is necessary corresponding to the needs of these students, their abilities and capabilities. What is needed, that such a process is organized well is best known by youth school community, administrative staff, teachers, parents and most importantly the students themselves. Therefore, youth school students learning has to be organized according to the students' proposed solutions to current problems, and not primarily for their high educational achievement, but also help their social integration in solving some of their generally understood and recognized unwanted problems. This study involved students in the process of searching for an answer what to in order to improve attendance, excellence, communication with teachers so as to create a safer environment and develop better interpersonal relationships. The study is useful not only in the school it was carried out, but it can also be useful for other youth schools and non-formal education organizations that... [to full text]

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