This work reviews factors influencing creativity, conception and purport of creativity of different authors features of creative personality and their development in junior school age. Creativity researches of children of special skills of junior school age are also discussed, which are composed of research parts of verbal and nonverbal abilities.

Dorinis ugdymas yra sudėtingas procesas, nes dorovė neturi vienos reiškimosi sferos ir vienos ugdymo srities. Mokiniai ugdomi visose gyvenimo ir ugdymo srityse atskleidžiant žmogiškąsias vertybes ir vertybinius santykius. Sėkmė priklauso nuo to, kaip šios vertybės įsisąmoninamos, kiek jos tampa asmenybės savastimi (Girdzijauskas, 2004). Mokytojo pareiga – padėti mokiniams suprasti dorinę visuomenei reikšmingos veiklos prasmę, suvokti, kad žmonės vieni kitiems turi daryti gera pirmiausia nuoširdžiai veikdami bendram labui. Darbo tikslas yra aprašyti dorinio ugdymo organizavimą pradinėse klasėse. Tyrimo uždaviniai: - atskleisti dorinio ugdymo paskirtį pradiniame ugdyme; - atrinkti dorinio ugdymo formas ir metodus, taikytinus pradiniame ugdyme; - išskirti dorinio ugdymo aplinkas, kuriose gali vykti dorinis ugdymas; - aprašyti dorinio ugdymo organizavimą pradinio ugdymo institucijose; - aprašyti dorinį ugdymą Marijampolės savivaldybės pradinėse klasėse. Tyrimo tipas aprašomasis. Darbe derinama kokybinė ir kiekybinė metodologijos. Tyrimo metodai: teoriniai - mokslinės, metodinės literatūros analizė taikoma, atskleidžiant dorinio ugdymo paskirtį pradiniame ugdyme, apibūdinant dorinio ugdymo formas ir metodus, aprašant dorinio ugdymo aplinkas; empiriniai – Marijampolės savivaldybės bendrojo lavinimo mokyklų mokytojų, dirbančių pradinėse klasėse, anketinė apklausa raštu (anketavimas) ir mokyklos direktorių pavaduotojų, kuruojančių dorinį ugdymą, atviro pobūdžio... [toliau žr. visą tekstą] / Moral education is a complicated process as morality has no single sphere of expression or single field of education. Education of children covers all aspects of life and education by revealing human values and value relations. Success depends on how these values are realized, how much they become the self of a person (Girdzijauskas, 2004). Duty of the teacher is to help schoolchildren to understand the moral meaning of an activity meaningful for the society and to realize that people must be good to each other by, first and foremost, making sincere actions for the common welfare. The aim of the thesis was to describe the organization of moral education in primary classes. The goals of the research: - to reveal the purpose of the moral education in primary education; - to select forms and methods of the moral education applicable in primary education; - to distinguish the environment of the moral education; - to describe the organization of moral education in the primary education institutions; - to describe the moral education in primary classes of Marijampolė municipality. Type of research – descriptive. Qualitative and quantitative methodologies were used. Research method: theoretical – analysis of scientific and methodological literature, revealing the purpose of moral education in primary education, describing forms and methods of moral education and its environment; empirical – written questionnaire for the teachers of schools of Marijampolė municipality working in... [to full text]

This phenomenological study of a First Nations to First Nations reciprocal student exchange elicited and explored the meanings of a reciprocal intercommunity exchange for grade 7 and 8 students in two First Nations schools. Representative student research participants from one of the schools shared their pictures, stories and memories of their experiences through photo-story (Truchon, 2007; Wang & Burris, 1997) and in a sharing circle (Lavallee, 2007). The students‟ journeys were not only physical and geographical, but also emotional and cultural. I also journeyed to an acceptance of my outsider/insider status growing up in a First Nations community. As a non-Aboriginal researcher, I negotiated a space between the demands of the academic institution and the First Nations community; and chose research methods that were congruent with Indigenous Research Methodology (Wilson, 2008; Kovach, 2009; Smith, 1999). The four themes that emerged from the data: community and relationships; culture and ceremony; connections with place, and confidence building are congruent with AFN‟s vision of “reciprocal inter-community exchanges promoting sharing of culture” (AFN, 2007) and with Cajete‟s (1999) vision of “igniting the sparkle.” These students said that: “learning about another culture made me want to learn more about my own.” Listening to these students share what was gained through this exchange and their dreams for the future revealed their hope and persistence. The example of a practice such as a reciprocal exchange which encouraged and iii engaged these youth could stimulate other First Nations communities to seek out similar educational practices that would benefit their youth. / Thesis (Master, Education) -- Queen's University, 2011-01-25 16:18:38.852

No abstract available. / Thesis (M.Ed.)-University of Natal, 1999.

CEGEPs (Colleges d'enseignement general et professionnel) were designed with the aim of developing intellectual abilities in young adults. The purpose of this study was to describe the cognitive and affective abilities of CEGEP students at the beginning and end of CEGEP and to measure the change in these abilities. Comparing student cognitive and affective abilities at the beginning of, during and at the end of CEGEP, according to known measures of student development, would establish what changes occur during the college years, and would thereby promote a more thorough understanding of the students which CEGEPs serve. The cognitive development of CEGEP students was assessed by examining the three broad areas of development most focused on at the college level: reading, writing, and critical thinking skills. Affective development was studied by examining the moral reasoning and ego development of CEGEP students and students' attitudes toward knowledge and learning. / The research design for the study was an interrupted time series on male and female students in three college programs: Science, Social Science, and Commerce. The experimental sample consisted of 334 students who entered CEGEP in 1985 in these programs. The students were selected at random and administered a series of cognitive and affective measures upon entry to college as part of the college's assessment procedure. The students were retested at the end of the first year of CEGEP and at the end of the second year of CEGEP. Samples were also selected in May 1986 and May 1987 to control for history, selection, maturation, and testing effects. / The findings suggest that students' cognitive and affective abilities increase while attending CEGEP, but that most students do not begin college with the complex intellectual abilities required for academic success. Students in all programs made significant gains in vocabulary, comprehension, writing, critical thinking, moral reasoning, and ego development. Changes also occurred in certain attitudes toward knowledge and learning. Male and female students differed in critical thinking and ego development, but did not differ in vocabulary, comprehension, writing, or moral reasoning. Differences among programs were found in vocabulary, comprehension, critical thinking, and moral reasoning, but were not found in writing or ego development.

Literatūroje pasigendama duomenų apie įvairaus amžiaus ir meistriškumo sportinių šokių šokėjų atletinio parengtumo rodiklius ir jų kaitą treniruojantis. Labai trūksta mokslinių duomenų apie jaunučių ir jaunių sportinių šokių šokėjų atletinį parengtumą. Tyrimo tikslas – ištirti jaunučių ir jaunių sportinių šokių šokėjų treniruotės vyksmą ir nustatyti atletinio parengtumo kaitos ypatumus. Uždaviniai: 1. Išnagrinėti jaunučių ir jaunių sportinių šokių šokėjų rengimo technologiją; 2. Nustatyti kūno sudėjimo rodiklius ir ištirti atletinio parengtumo rodiklių kaitą per dešimties mėnesių treniruotės ciklą; 3. Ištirti jaunučių ir jaunių sportinių šokių šokėjų greitumo ir psichomotorinių gebėjimų sąveikos ryšius. Tyrimo objektas – jaunučių ir jaunių sportinių šokių šokėjų treniravimas, kūno sudėjimas, atletinio parengtumo kaita. Tyrimo hipotezė – treniruojantis turėtų gerėti jaunučių ir jaunių sportinių šokių šokėjų atletinis parengtumas. Tyrimo metodai: literatūros šaltinių studija, treniravimo vyksmo pedagoginis stebėjimas, antropometriniai matavimai, judamųjų ir psichomotorinių gebėjimų testavimas, pulsometrija, lyginamoji analizė, matematinė statistika. Tyrimo rezultatai: grupinės sportinių šokių pratybos jaunučiams ir jauniams šokėjams vyko tris kartus per savaitę po valandą, kitomis dienomis šokėjai treniruodavosi individualiai su treneriu arba patys savarankiškai. Treniruočių programoje dominavo specialiosios pratybos, o kryptingos pratybos, organizmo funkciniam pajėgumui... [toliau žr. visą tekstą] / Athletic fitness indices of dancers of various mastery levels have not been sufficiently analyzed. There is lack of athletic fitness indices of juvenile and junior sports dancers. Research aim was to analyze training process and the changes peculiarities in athletic fitness indices of juvenile and junior sports dancers. Research tasks: 1. To analyze training technology of juvenile and junior sports dancers; 2. To identify indices of body build and to investigate changes of athletic fitness indices during ten months training cycle; 3. To establish the relationship between juvenile and junior sports dancers quickness and psychomotor abilities. Research object was training, body build, athletic fitness changes of juvenile and junior sports dancers. Research hypothesis. We hypothesize that athletic fitness of juvenile and junior sports dancers should improve of training on performance. Research methods: literature review, pedagogical contemplation of training process, anthropometrical measurement, testing of motor and psychomotor abilities, pulse rate measuring, comparative analysis, mathematical statistics. Research results: the juvenile and junior sports dancers trained 1 hour three times a week with a group, another days the dancers trained individually with trainer or themselves. Special practice sessions dominated in dancers training program, but purposeful practice for functional system and motor abilities training wasn’t executed. Dancers trained from 5 to 10 hours a week... [to full text]

What influences the evolution of junior school reading programmes in the classrooms of beginning teachers? Of all the classroom skills required of beginning teachers, those contributing to the implementation of an effective instructional reading programme perhaps represent some of the most complex and sophisticated challenges that will be encountered. Add to this the critical importance to young children of successfully learning to read and the very obvious picture of reading progress revealed by modern assessment practices, and the result is an aspect of teaching that can assume a position of significant focus. This is especially true for teachers working with junior school children. This study investigated the current practices of three junior school teachers during their first two years teaching, how these practices have evolved over time and identifies the factors that have influenced each teacher. Participants' stories were gathered during individual interviews to establish current practices and these were compared with a typical sample of classroom reading instruction that had been captured on video prior to the initial interviews. Each teacher also participated in an individual follow up interview during which they were able to observe the sample video excerpt and comment reflectively upon their practice in the light of their observations. This study found that developing effective junior school reading programmes generated considerable angst for these beginning teachers. While they were able to draw upon preservice preparation when articulating their intentions, the transition from the abstractions of theory to the realities of classroom practice challenged their teaching skills in this fledgling stage of their career. Despite an apparent commitment to guided reading as emphasized in pre-service literacy courses, each participant implemented round robin reading as their initial teaching strategy. In order to implement reading pedagogy as advocated within their pre-service experiences, the emergence of a professional conscience appears to have been critical. The way that teachers' understanding of literacy acquisition consolidates is greatly influenced by their practical classroom experiences and the personal capacity that they bring to the teaching role. The findings of this study support Berliner (1994) and Huberman (1989) because each of the teachers could be placed on a trajectory of teacher development. However stage related views of professional development do not fully reflect the complexity of individuals combined with the uniqueness of their contexts. The broader perspective highlighted in the work of Nias (1989) provided a framework more accommodating of the realities encountered during this study.

This single case study in Peace Education (PE) was conducted in Central Mexico where violence is manifest in different ways and consequently, PE may be an important intervention. The aim of this study was to acquire an understanding of the impact of PE in Mexico and to understand how students conceptualize peace and violence and how these phenomena impact their aspirations. Participants in this study were a school principal, teachers as well as 9th grade students from a telesecundaria. This research produced a number of key findings: Mexico does not have one concrete conception of PE; the student participants’ definition of peace and violence reflect their reality; and their aspirations can be commensurate with the principles of PE. One of the main conclusions drawn from this study is that although there are a several practices of PE in Mexico, the country needs one concrete proposal of PE tailored to its specific reality.

This study was designed to investigate differences in administrative attitude adopted by line versus staff type administrators of community college based allied health career education programs when professionally and non-professionally related job responsibilities were considered.The population included 126 administrators each of whom represented a community college which hosted from five to fifteen allied health career programs, inclusively, and which maintained a full time equivalent enrollment of 2000 or more students. Seventy-three administrators identified themselves as line type and fifty-three as staff type.Data for the study constituted responses to a questionnaire survey instrument comprising twenty statements divided equally between professionally related and nonprofessionally related job responsibilities. Responsibility statements were adapted from conference reports citing specific competencies for allied health career administration.Participants responded to each of the twenty responsibility statements by selecting one of five equally marked referent positions on a leadership-management scale. Responses were quantified as line and staff group mean scores and analyzed statistically. Five null hypotheses were tested using non-directional t tests at the 0.001 level of significance. Where significance was determined, F tests were employed to verify homogeneity of variance. Three hypotheses were structured to test inter-group score differences when all and sub-sets of responsibilities were considered. Two hypotheses were employed to test intragroup score differences when professionally versus nonprofessionally related statements were considered.Analysis of data, organized relative to each of the hypotheses, led to the following conclusions:Line type administrators, as a group, adopted a moderate position of leadership when all twenty job responsibility statements were considered. Staff administrators tended toward an attitude of management. The difference was statistically significant.When professionally related statements were considered, both line and staff groups adopted attitudes of leadership. Line administrators, however, adopted a stronger referent than did staff. The difference was significant.Statistically significant difference was determined between line and staff responsibility referents to nonprofessionally related statements. Line administrators tended to a leadership referent and staff adopted a slight managerial referent.Observably large standard deviations for line and staff group mean scores necessitated tests of homogeneity of variance. These tests showed statistical significance when line versus staff group scores were compared in response to all twenty responsibility statements as well as in response to professionally related statements. Frequency polygon plots of individual scores depicted a bimodal distribution of staff respondent scores.The line administrator group adopted a position of leadership for both professionally and non-professionally related statements of job responsibility. This referent was expressed more so for the former set of responsibilities than the latter. The difference between referents was statistically significant.Staff administrators adopted a group attitude slightly on the leadership side of the leadership-management scale when professionally related statements were considered and slightly on the management side for non-professionally related statements. The difference, however, was not statistically significant.Tabulation of descriptive data revealed that approximately three-fifths of both line and staff respondents possessed a health career credential. Fifty-two per cent of line respondents compared to thirty-three per cent of staff reported that they occupied their position for five or more years.In summary, this study confirmed differences in attitudes of leadership and management adopted by line versus staff type administrators of allied health career programs when identical statements of job responsibility were considered. Ambivalence of staff group leadership and management attitude to responsibilities was also noted. The inherent nature of the line type administrative position as opposed to a staff type suggests a basis for these findings.

The purpose of this study was to investigate whether or not there is a discrepancy between the parents' perceptions of children's personal problems and those of their preadolescent children.The research was designed to test eight null hypotheses which were formulated to this effect. The instrument utilized in this research was the Mooney Problem Check List (Junior High School Form) for both parents and children. The Problem Check List has 7 sub-sections which include 30 items for each area. The seven sub-sections are: Health and Physical Development (HPD), School (S), Home and Family (HF), Money, Work, and the Future (MWF), Boy and Girl Relations (BG), Relations to People in General (PG), and Self-centered Concerns (SC).The subjects for this study were fifteen sets of both parents and their eighth grade children. The children were all Caucasians and came from a rural area.The following procedure was adopted to collect the data: packages of materials were prepared and sent to each of the 45 parents randomly selected from one school. These contained two copies of the Mooney Problem Check Lists, a parents' consent form, an application form for an individual interview or family conference, and two stamped, addressed envelopes. The parents were requested to complete the forms and to return them within two weeks. This resulted in response from six single parents and fifteen sets of both parents.The mean scores for each of seven areas and the totals were obtained for the children, their fathers, and mothers separately. The group means were compared and analyzed in order to accept or reject the null hypotheses. Analysis of variance technique was applied to compare the means of the three groups--children, fathers, and mothers-on each of the seven areas and the total. In order to determine if the differences were significant, the alpha level of .05 was used. When the differences between the means were found to be significant for a given variable, the post hoc Tukey HSD procedure was used to carry out the further analysis (Kirk, 1968).The findings obtained showed that the null hypotheses of Health and Physical Development and School were rejected. Therefore, the Tukey's HSD procedures were used to determine which pairs of means differed in these areas. Post hoc analyses of the means by the Tukey's HSD indicated that the children's reports of personal problems significantly differed from the parents' report. The children disagreed with father and mother but father and mother agreed with each other in Health and Physical Development and School areas. Null hypotheses 3 through 8 were not rejected. All three groups agreed in the children's personal problems checked in Home & Family, Money, Work, the Future, Boy & Girl Relations, Relations to People in General and Self-centered Concerns areas and the total.Based on these results several conclusions were made. Parents perceived their children's Health and Physical Development and School problems differently from the way the children perceived them. Parents agreed with their children concerning Home and Family, Money, Work, the Future, Boy and Girl Relations, Relations to People in General, and Self-centered Concerns and Total areas. Parents agreed with each other on all seven categories. The differences shown in the two areas of Health and Physical Development and School as viewed by children and parents is possibly attributable to lack of communication between them. However, this study had a small sample size and interpretation must be cautious.