Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(地球環境学) / 甲第19158号 / 地環博第133号 / 新制||地環||27 / 32109 / 京都大学大学院地球環境学舎環境マネジメント専攻 / (主査)教授 ｼｮｳ ﾗｼﾞﾌﾞ, 教授 岡﨑 健二, 教授 清野 純史, 准教授 小林 広英, 准教授 西前 出 / 学位規則第4条第1項該当

Šiandieninėje visuomenėje bendradarbiavimas traktuojamas kaip vienas reikšmingiausių procesų bei siūlomų sprendimų įvairiems, permainų įtakotiems, iššūkiams. Bendradarbiavimas tampa vis aktualesnis mokyklos bendruomenėje, įtakojantis ugdymo ir mokyklos, kaip organizacijos, kokybinę kaitą, inovacijų sklaidą, pedagogų profesinį tobulėjimą. Šiame magistro darbe analizuojami bendradarbiavimo plėtotės ypatumai mokyklos kontekste. Iškelta hipotezė, jog bendradarbiavimo kultūra siejasi su visos švietimo organizacijos funkcionalumu. Todėl tikėtina, kad tokios bendradarbiavimą apibūdinančios dimensijos kaip: pozityvus tarpusavio sąveikos vertinimas, aktyvus dalyvavimas įvairioje mokyklinėje veikloje, skatinantis vadovavimas bei valdymas (darbo organizavimas, informacijos sklaida, motyvavimas), palankūs tarpusavio santykiai bei atmosfera, o taip pat individualūs gebėjimai bei pastangos bendradarbiauti yra prielaida mokyklos veiklos efektyvumui ir bendradarbiavimo kultūrai plėtoti. Empirinis tyrimas buvo atliktas anketinės apklausos metodu. Atlikta statistinė ir psichometrinė duomenų analizė. Tyrime dalyvavo 99 respondentai (pedagogai, administracijos darbuotojai bei ugdymo įstaigų vadovai). Apklausa vyko Vilniaus „X“ vidurinėje mokykloje ir „Y“ gimnazijoje. Svarbiausios empirinio tyrimo išvados: 1.Respondentų požiūris į bendradarbiavimą švietimo organizacijose yra pozityvus, tarpusavio sąveiką ugdymo įstaigose vertina kaip ,,reikalingą“, ,,įvairią“, ,,demokratišką“, „draugišką“... [toliau žr. visą tekstą] / In modern-day society collaboration is called one of the most important processes and solutions for different challenges. Collaboration becomes significant for school community and it determines education and school’s, as organization’s, qualitative changes, the spread of innovations, the professional improvement of educators. In this master‘s final paper peculiarities of collaboration system development in school context are analyzed. In hypothesis it is assumed that there are relations of collaboration culture with school functioning. It’s assumed that school functioning and collaboration culture development is determined by such collaboration dimensions as: positive estimation of collaboration, active participating in various school activities, motivating leadership and management (job organization, the spread of information, motivation), positive relationships and collaboration atmosphere, also individual abilities and attempt to collaborate. 99 respondents (educators, administration workers and schools’ directors) from “X” secondary school and “Y” gymnasium participated in this study. Participants had to fill up the questionnaires. Statistical and psychometric data analysis was made. The results have shown that: 1. Attitude toward collaboration in educational organizations are positive, interaction, reciprocity is thought to be “necessary”, “various”, “democratic”, “friendly”, “introducing the spread of innovations” and “voluntary”. 2. The cooperation during problem... [to full text]

Sociality, and especially sociocultural activities in the community are very important when experiencing the value and meaning of the person’s life, developing such qualities as friendship, spirituality, mutual understanding, responsibility and self-help, preserving traditions and national culture, feeling secure and satisfied. The aim of this thesis is to discuss senior pupils’ participation peciliarities in useful social activities considering territorial community. Pupils’ useful social activities in the territorial community is one of the innovations which appeared when implementing education reform. Social (useful for the society) activities are the civil, ecological and other activities offered or chosen by the pupils themselves and performed at a suitable time. The aim of these activities is to develop pupils’ understanding of values, personal, social, communication and work skills, which are called general personal skills in the General Syllabus. The research has shown that school’s openness to the local community’s social, cultural and civil needs establishing partnership with various institutions determines the peculiarities of the useful social activities. It was also observed that pupils, who live in the city, have greater possibilities to choose useful social activities than the ones who live in the region. However, region school pupils have taken more active part in useful social activities in the recent years than the city pupils.

Išanalizavus tyrimo rezultatus paaiškėjo, kad pedagogai mokyklos bendruomeniniame gyvenime pasigedo didesnio tėvų dalyvavimo. Tyrimo hipotezė pasitvirtino. Tačiau daugelis tėvų tik vidutiniškai įvertino pedagogų (mokyklos bendruomenės) suinteresuotumą bendradarbiauti su jais, konstatuotina tai, kad ir patys pedagogai per mažai deda pastangų tėvus įtraukdami į mokyklos bendruomeninį gyvenimą. Tiek tėvai, tiek ir pedagogai akcentavo, kad siekiant efektyvaus mokyklos ir šeimos bendradarbiavimo būtinas nuolatinis mokyklos bendruomenės narių ryšio palaikymas, tėvų švietimas. / After the analysis of findings results it became obvious that educators miss parents participation in the social life of school. Findings hypothesis proved out. However, the majority of parents only meanly evaluated educators (the social life of school) interest in cooperating with them, so, in state of this, the educators doesn‘t put much effort involving parents in social life of the school. Parents, as well as educators accented, that it is necesarry both to educate parents and to keep the connection between the school‘s environment members in order to have effective cooperation between school and family.

Remiantis ugdymo filosofinės, socialinės, pedagoginės bei istorinės literatūros analize, darbe keliamas tikslas ištirti mokyklinę uniformą bendruomeniškumo aspektu. Tikslui pasiekti teorinėje darbo dalyje buvo suformuluoti pagrindiniai uždaviniai: išsiaiškinti bendruomeniškumo raiškos visuomenėje ir bendruomeniškumo ugdymo mokykloje ypatumus; atskleisti mokyklinės uniformos istorinius metmenis ir jos stilistinius ypatumus sąlygojančius sociokultūrinius veiksnius bei įvertinti mokyklinės uniformos, kaip bendruomeniškumą konsoliduojančio veiksnio, reikšmę pedagoginiu, socialiniu ir estetiniu aspektais. Paskutinėje darbo dalyje pateikti empirinio tyrimo duomenys. Tyrimu buvo siekta nustatyti uniformos bendruomeniškumą lemiančius motyvus mokyklinės bendruomenės narių požiūriu. Darbas baigiamas keturiomis teorinę ir empirinę jo dalį apibendrinančiomis išvadomis. Vykstant sparčioms socialinėms permainoms, bendruomeniškumo ugdymas tampa svarbiu edukologijos mokslų uždaviniu ir praktiniu rūpesčiu. Bendruomeniškumo raiška priklauso nuo žmonių socialinių, etinių, moralinių ir estetinių kompetencijų ir gebėjimų. Todėl pastebima, kad šių įgūdžių kryptingas formavimas turi prasidėti mokykloje. Tačiau mokykla – specifinė ugdomoji bendruomenė, jungianti įvairaus amžiaus, statuso ir išsilavinimo narius. Vadinasi, tokioje organizacijoje bendruomeniškumo raiškai ypatingai svarbi tampa pačios bendruomenės sukurta kultūra, susieta su jos istorija, tradicijomis, aplinka ir gyvenimo... [toliau žr. visą tekstą] / Following the analysis of the philosophical, social, educational and history sources on education, the research paper aims at examining a school uniform in terms of communal expression. With this end in view, the theoretical part of the paper sets forth the main tasks to find out characteristics of communal expression in society and of developinga sense of belonging to a schoolcommunity; to establishsocial and cultural factors which determined historical and stylistic features of a school uniform; and to assess the significance of a school uniform as the community consolidating factor in terms of education, society and aesthetics. The last part of the paper presents the empirical data. The study aims at identifying the communal aspects of a school uniform from the view of school community members. The paper ends with the four conclusions summarising theoretical and empirical parts of the research. With the sweeping social reforms, the development of a sense of belonging to a community is becoming a challenging task and a matter of concern for social science. Communal expression depends on social, ethic, moral and aesthetic competencies and skills of a person. Thus a school is considered to be a starting point for the purposeful development of the aforementioned capacities. On the other hand, a school represents a specific community which brings together people of different age, status and level of education. Hence the culture created by this community and related to its... [to full text]

Šiuolaikinėje visuomenėje itin svarbu kompetencijos, kurios padeda puoselėti laisvą ir kūrybišką mąstymą, veiklumą bei savarankiškumą, padeda jaunam žmogui kūrybiškai panaudoti turimas žinias ir gebėjimus bei rasti savo vietą gyvenime. Kūrybingumo gebėjimų skatinimas 21 amžiuje yra ne tik sunkus, bet ir labai aktualus uždavinys. Reikia sujungti visos visuomenės pastangas, kad naujos kartos šiame amžiuje įgytų žinias ir įgūdžius ir, kas galbūt dar svarbiau, vertybes ir nuostatas, etinius principus ir moralines gaires. Tai padėtų išugdyti atsakingus pasaulio piliečius, kurie užtikrintų darnų vystimąsi. Neformalusis ugdymas – reikšminga veikla, orientuota į mokinio saviraišką, kūrybą, meninius gabumus, prasmingo laisvalaikio praleidimą, skirta visapusiškam asmenybės tobulėjimui. Neformalus ugdymas dėl savo socialinio ir patyriminio pobūdžio suteikia kompetencijas, kurios leidžia žmonėms įsitraukti į bendruomenės gyvenimą, padeda suprasti darnaus bendro gyvenimo principus ir taisykles, plėtoti asmeninius gebėjimus atsakingai apsispręsti ir veikti sudėtingame šiandienos pasaulyje. Neformaliojo ugdymo reikšmė svarbi vaiko pozityviajai socializacijai. Neformalaus švietimo reikalingumą ir reikšmingumą patvirtino ir tyrimo analizė (apklausoje dalyvavo pedagogai, mokiniai ir jų tėvai). Neformalusis ugdymas nėra atsitiktinė veikla, todėl ji turi būti tinkamai organizuota ir efektyvi. Orientacija į efektyvumo ir kokybės siekį yra būtina integruojantis į... [toliau žr. visą tekstą] / In modern society, the competences that help foster free and creative thinking, activeness and independence, also help the young person to use creatively the knowledge and capacities he has and to find one’s own place in life play an important role. Fostering of creativity skills in the 21st century is not only a difficult, but also a very relevant task. Efforts of the whole society have to be combined so that new generations in this age acquired the knowledge and skills, and, what is probably more important, the values and attitudes, ethical principles and moral guidelines. This would help educate responsible citizens of the world who would ensure a sustainable development. Non-formal education is significant activities focused on a pupil’s self-expression, creation, artistic skills, expedient spending of leisure, intended for all-rounded personality development. Due to its social and experience nature, non-formal education provides competences that allow persons to become involved into community life; help understand the principles and rules of common life; develop personal capacities to make a responsible choice and to act in a sophisticated modern-day world. The significance of non-formal education is important for the child’s positive socialization. The need and significance for non-formal education has also been approved by an analysis of the survey (pedagogues, pupils and their parents participated in the survey). ... [to full text]

Magistriniame darbe buvo išanalizuota socialinio pedagogo sociokultūrinė veikla vietos bendruomenėje, išryškinti pagrindiniai mokyklos ir vietos bendruomenės ypatumai, atlikta Užupio bendruomenės atvejo analizė, atliktas metodologinis tyrimas, kuriuo metu, buvo išsiaikintos mokinių ir tėvų nuomonės apie socialinio pedagogo veiklos galimybės stiprinant vietos bendruomenę. Edukacinių literatūros šaltinių analizė atskleidė, kad šiuolaikinė bendruomenė - tai grupė žmonių, kuriuos sieja įsipareigojimai vienas kitam, pasitikėjimas vienas kitu, emociniai ryšiai, identifikavimasis su visa grupe, bendrų tikslų kėlimas ir jų siekimas. Vietos bendruomenė – tai grupė žmonių, gyvenančių ir veikiančių apibrėžtoje teritorijoje, susijusių bendru interesu ir tos vietovės identitetu. Empirinio tyrimo rezultatai rodo, kad socialiniam pedagogui keliami ypatingi lūkesčiai, stiprinant vietos bendruomenę, skatinant mokyklos ir vietos bendruomenės bendradarbiavimą. / Socio-cultural activity of a social pedagogue in the local community is widely discussed in this MA paper. The following researches have been carried out while writing the paper: analysis of a social pedagogue‘s socio-cultural activity in the local community, analysis of the peculiarities of the local community and school, case analysis of the local community, analysis of methodological research reflecting opinions of parents and students on the social pedagogue‘s possibilities to strengthen the local community. The analysis of the educational literature has shown that contemporary community is a group of people, who are bound together by their liability for each other, as well as mutual trust, emotional bonds, and common objectives. The term ‘local community’ is used to speak about a group of people, who live and act in a particular territory and share common interests and identity that is common to the location.

Tema aktuali, nes išanalizavus bendrojo lavinimo mokyklų savivaldos institucijų veiklą, bus parengtas Lietuvos bendrojo lavinimo mokyklų savivaldos institucijų vaidmens didinimo, gerinant ugdymo procesą, stiprinant bendravimą ir bendradarbiavimą, modelis. Tyrimo objektas: Savivaldos institucijų veikla Lietuvos bendrojo lavinimo mokyklose. Tyrimo problema: nepriklausomos Lietuvos mokyklos kūrimo pradžioje buvo sudarytos sąlygos iniciatyvioms, organizuotoms, kūrybingoms mokyklų bendruomenių savivaldos institucijoms atskleisti savo sugebėjimus ir veikti savo labui. Jau turėjome sukaupti nemažai patirties, o ar iš tikrųjų taip yra? Ar Lietuvos Respublikos bendrojo lavinimo mokyklose sėkmingai veikia savivaldos institucijos , kokios jų pagrindinės funkcijos bei įtaka mokyklos gyvenimo ir veiklos įvairovei? Sprendžiant šią problemą galima iškelti hipotezę: ugdomojo proceso kokybė didinama per savivaldą, būtent mokyklos savivalda gali padėti siekti geresnių ugdymo rezultatų, nuoširdesnio bendravimo ir bendradarbiavimo. Tyrimo tikslas: ištirti savivaldos institucijų veiklą bendrojo lavinimo mokyklose ir nustatyti jų organizavimo dėsningumus. Tyrimo metodai: pedagoginės, psichologinės literatūros ir švietimo dokumentų studijavimas, anketinė apklausa, veiklos vertinimo dokumentų analizė, statistinių duomenų analizė, kompiuterinių duomenų apdorojimas.schemų ir diagramų palyginimas. Tyrimo uždaviniai: išnagrinėti mokyklinę savivaldą kaip demokratinę ugdymo priemonę, nustatyti... [toliau žr. visą tekstą] / The theme is topical because after analysing the work of self-government of comprehensive schools, the model will be created which will enlarge the role of self-government in comprehensive schools and will strengthen communication and intercorporation. The object of survey: the work of self-government of comprehensive schools. The problem of the survey: in the beggining of creating process of schools in Lithuania, the conditions for creative, well - organized, proactive self – governments to reveal their abilities were created. Are the self - governments in schools successfully functioning in the Republic of Lithuania, what are the main functions of them, what effect they have for school life and the variety of activities they carry out? While solving that problem, the hipothesis arrises: the quality of educational process is increased through self-government at schools. Self - government helps to search for better results, more sincere communication and intercorporation. The aim of the survey: to analyse the work of self - government of comprehensive schools and to find out the regularity of its organisation. The methods of the survey: the analysis of pedagogical, psichological literature and documents on education, a questionnaire, the analysis of work evaluation documents, the analysis of statistical data, processing of computer data, the comparison of schemes and diagrams. The goal of the survey: to analyse school‘s self - government as the means of democratical... [to full text]

This qualitative exploratory case study focused on understanding how democracy and human rights education is carried out in a public elementary school in Turkey. A preliminary research was done in the USA in order to provide insight and experience into the study. An elementary school was chosen as a single case in Ankara. The study examined the perceptions of the school community (teachers, students, administrator and parents) related to democracy and human rights education through interviews. The participation to the study was completely based on voluntary action. Six teachers, 38 students, 16 parents and an administrator were interviewed. Observations and document analyses also enabled the researcher to find out the current instructional process concerning democracy and human rights education in different grade levels at elementary education. Content analysis was used to analyze the data. Research results revealed that democracy is not only a goal to be reached, and not just a form of government but also a concept experienced in all stages of schools. The major finding of the study was that there is a gap between what the school teaches as theory and the reality experienced in school and at home. All participants agreed that democracy and human rights education should start at early grades, preferably in kindergarten through establishing authentic learning environments where a variety of instructional methods, techniques, materials, textbooks and technology are employed. Besides, the school community indicated the importance of character education, school culture and values that are reflected through the hidden curriculum in schools for effective democracy and human rights education.

School connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community, is a well-documented protective factor for child and adolescent health. However, strategies for promoting school connectedness are less well known. The Western Gateway Health Promoting Schools Grant Scheme is a program that aims to increase school connectedness by using the health promoting school approach in disadvantaged communities in South-East Queensland, Australia. The scheme provides an opportunity for schools to apply for funding to implement strategies that increase students' sense of school connectedness, using a Health Promoting School approach. Evaluation of the Western Gateway Health Promoting School Grant Scheme provided an opportunity to investigate the influence of the health promoting school approach on school connectedness. The influence of the health promoting school approach on school connectedness was evaluated using a qualitative case study methodology. Three school communities were investigated as single, related case studies to examine the impact of the health promoting school approach on school connectedness. A conceptual framework, based on the theoretical understanding of how the health promoting school approach influences school connectedness, was developed and used as a guide to investigate the relationships within the case study schools. The health promoting school model, which is a 'settings' approach to health promotion, has the potential to promote school connectedness as it is based on the inclusive, participatory, and democratic principles shown to be necessary for the development of social connectedness at the broader community level. The model illustrates this potential through two mechanisms 1) processes that are characterised by the inclusion of a diverse range of members that make up a community; the active participation of community members and equal 'power' relationships, or equal partnerships among community members; and 2) structures such as school policies, school organisation and the school physical environment, that reflect the values of participation, democracy and inclusion andor that promote processes based on these values. These processes and structures, which are located both in the classroom and within the broader school environment, collectively hold the potential to promote connectedness in the school setting. Data on these relationships were collected using in-depth interviews with representatives of groups within the school community such as school staff, parents, students, health service and community agency workers. Additionally, student focus groups and documentary evidence, such as school program reports and observations of health promoting school activities were used in the collection of data. Data sources were triangulated to gain a complete understanding of the impact of the health promoting school approach on school connectedness. Data analysis was conducted by categorising the data into themes and categories based on, but not limited to, the conceptual framework that guided data collection. Data display matrices enabled theoretical relationships between the health promoting school approach and school connectedness to be drawn. The results of the in-depth qualitative evaluation of the program show that the health promoting school approach influences school connectedness through the mechanisms of a 'whole-school approach' that encourage interaction between members of the whole school community. Specific activities that promoted school connectedness were 'whole school' activities that celebrated the school community, for example, the launch of a school cafd and 'whole-class' activities where students and school staff work together towards a shared goal, such as the planning of a school breakfast tuckshop. Activities that encouraged links between classes and school staff in a school community, for example, shared curriculum planning in the co-ordination of a school breakfast tuckshop program also contributed to school connectedness by promoting interaction among school community members. Health promoting school structures and processes help to develop mutual reciprocal relationships characterised by school community members getting to know others better and developing care and support for each other, which in turn develops into other indicators of school connectedness, such as tolerance of diversity, perceptions of being valued, trust, perceptions of safety, and decreased absenteeism. A key element of health promoting school structures and processes that enables the formation of these relationships is the inclusive nature of the approach, which encourages school community members to participate in the school community. This encourages the formation of mutual reciprocal relationships. A number of elements of the health promoting school approach encourage participation in the community. For example, the formation of mutual, reciprocal relationships requires activities that are economically inclusive, and characterised by a social, positive, fun or celebratory element; that are informal and well-managed. Specifically, events characterised by eating food together; real-life activities; activities the school community 'owns' by having a say in them; and activities that involve school community members working together are important for the development of mutual reciprocal relationships. These elements occur at the level of the school and the broader school community interactions, as well as at the level of the class and interactions between classes within the school. In summary, this research provides evidence that the health promoting school approach is an effective model to influence school connectedness, which in effect promotes the health and well-being of children and adolescents.