Lithuanian General Education Schools Research Articles

The Value and Evaluation of Educational Environments: The Case of Lithuanian General Education Schools

The Value and Evaluation of Educational Environments: The Case of Lithuanian General Education Schools

Perceived Benefits of Learning Analytics and Artificial Intelligence-Based Oniline Learning Platforms: Case of Lithuanian General Education Schools

Online learning platforms with integrated tools of learning analytics (LA) and artificial intelligence (AI) are growing in popularity in general education in Lithuania. Such platforms have a number of advantages in terms of the teaching-learning process, however, there is a lack of research about such advantages after direct use of the platforms in general education schools. Thus, the purpose of the current study is to find out the perceived benefits of online learning platforms with LA and AI tools. The research was conducted in 11 schools in Lithuania. The students at these schools tested the LearnLab and Eduten Playground online learning platforms for almost three months. Descriptive statistics methods and chi-square (χ2) criteria were applied. Results showed that students claim that their learning achievements have improved thanks to the platforms. Moreover, research results showed, that when working with platforms, it is appropriate to pay attention and, in parallel, to teach students computer literacy from the elementary grades, to develop a relationship with the computer as a work tool. It is also appropriate to start working with LA and AI platforms from the primary grades, which would positively stimulate the growth of digital competence, as well as the interest of students in the educational subject(s) and the positive growth of learning achievements.

Expression of the indicators of consistency in the organizational culture of Lithuanian general education schools

Expression of the indicators of consistency in the organizational culture of Lithuanian general education schools

The Involvement as a Trait of the Organizational Culture in Lithuanian General Education Schools

The aim of the article is to determine the expression of involvement as a trait of organizational culture and its constituent indicators (empowerment, team orientation and capability development) in Lithuanian general education schools. The participants were a total of 1817 teachers, school heads and deputies, administrative, and other workers. Denison Organizational Culture Survey was used as a measure of the involvement trait as a component of organizational culture.

Preconditions for the development of the integrated learning analytics and action research model for Lithuanian general education schools: theoretical insights and research design

Preconditions for the development of the integrated learning analytics and action research model for Lithuanian general education schools: theoretical insights and research design

The Benefits of Learning Analytics for Education: An Analysis of the Experiences of Lithuanian General Education School Teachers

The article discusses the benefits of learning analytics for education: the theoretical part reveals the concept of learning analytics, discusses how learning analytics technologies help to improve the teaching / learning process. The focus is on the most important group of learning analytics beneficiaries - teachers. The benefits of learning analytics in teachers’ pedagogical work are discussed. The empirical part of the article presents the results of a qualitative study for the analysis of teachers’ experiences. The study involved 17 teachers from Lithuanian general education schools with experience in working with learning analytics tools. The semi-structured interview method allowed to gather the research participants’ insights into the use of learning analytics in Lithuanian schools from the perspective of teachers. Qualitative analysis of the content of the informants’ answers revealed teachers’ opinion on the benefits of learning analytics for teaching and learning, teachers’ competencies to work with learning analytics tools, empowering teachers to use learning analytics tools and to make data-based pedagogical decisions.

MODELING THE APPLICATION OF AUGMENTED REALITY TECHNOLOGY IN THE EDUCATION PROCESS

Augmented reality technology (AR) is strengthening its position in our daily lives every year. The main goal of augmented reality technology is to digitize the world around us by adding additional information that is relevant and attractive to the consumer in a particular sector. Gadget stores are adding more and more fun and useful PR programs, while big companies and startups are coming up with new ideas on how to effectively apply augmented reality technology to business processes. Education is one of the areas where the application of PR technology is receiving increasing attention and funding. It is also anticipated that the penetration of this technology into education will only increase and the PR education industry will expand. The aim of this article is to analyze the impact of PR technology on the participants of the educational process and to form an application model in Lithuanian general education schools. The article examines the possibilities of applying augmented reality technology in the education sector, distinguishing the level of basic schools. The impact on the educational process and its participants is also analyzed and evaluated. Several research methods are used and combined in the work – the analysis of scientific literature is combined with classroom research to find out the already applied PR models at different levels of the education sector and the questionnaire survey method to assess the situation of PR technology use in Lithuanian basic schools. The results revealed that augmented reality technology is still poorly applied in Lithuania in the educational process, mostly due to human and financial resources. The analysis presented in the article can be useful for educational institutions wishing to implement smart technologies, which are also designed for an innovative teaching process.

Formative assessment in arts education lessons: episodic or integrated with effective teaching?

The question of how formative assessment should be used in lessons: as an episode of feedback, or wider – as integrated with effective teaching has been researched on extensively. This article presents the results of the investigation conducted on the protocols of arts education (music, fine arts, dance, theatre) lessons imparted in Lithuanian general education schools. For the analysis, protocols with extreme (effective, 4 points and ineffective, 1 point) evaluations of formative assessment were selected. It was found, that of the lessons, almost in half (43%) of those in which the aspect of formative assessment was effective, all the other aspects were effective as well. In the rest of the lessons, all the other aspects (“leadership for pupils’ learning”, “learning experiences”, “pupil achievements and progress”, “learning environments”) approached close to the effective level (averages from 3.83 to 3.65 points). In these lessons, the teachers formulated learning objectives, assessment criteria, used feedback during task performance or after it and at the end of lessons. Of the lessons in which formative assessment was ineffective, the closest to this level was the aspect “pupil achievements and progress” (1.26 points). The other aspects were close to the satisfied level or a little over it (from 1.73 to 2.25 points). In these lessons, teachers didn’t use formative assessment at the end of lessons. Moreover, they didn’t relate feedback used in pupils’ task performance or after with learning objectives and assessment criteria. The results suggest that formative assessment should be considered as being integrated with the whole effective teaching. Keywords: formative assessment, arts education lesson.

CAREER EDUCATION IMPLEMENTATION IN GYMNASIUM FROM THE STUDENTS’ POINT OF VIEW

Career planning becomes one of the most important processes in a young man’s life, during which a decision is made, influencing his further life. Further work, satisfaction with life, life style, leisure time, social status depends on the career one chooses to pursue. In this process, professional orientation taking place at school, consultation, information, have an important role to play. School must form conditions for all learning students to get career education, professional information and consultation services. Research aim was to analyse the opinion of final gymnasium class students about career education realisation, the obtained services in the gymnasium. The research object was career education in Lithuanian general education schools (gymnasiums). In the research, a survey strategy was applied, a survey research method in written form (a survey questionnaire). The research was carried out between the months September to December 2018. A total of 200 gymnasium 4th grade students from five biggest municipalities of Marijampolė region participated in the research. Questionnaire data analysis was carried out, the research data grouping, generalisation, comparison, a quantitative and qualitative descriptive statistics analysis was conducted. By this research, students’ opinion about the use of various events planning the career was ascertained. Students perform various tests, consultations, informational events take place. However, a big part of the respondents think that this information is not sufficient for them, they feel a lack of information and support. Students’ expressed expectations are not completely satisfied. Students lack knowledge about study programmes, profession specificity. The biggest part of the students understand the importance of professional career planning for their life quality, however, they lack information on that question. Students have expectations and questions, to which they do not receive answers. Keywords: career education, career choice, career competencies, gymnasium students.

INDIVIDUALISED AND DIFFERENTIATED TASK USE IN THE GEOGRAPHY LESSON: A FEW TASK APPLICATION METHODOLOGY ASPECTS

In Lithuanian general education schools, the main attention has to be drawn to a student in the students’ teaching/learning process, to his personality development. The student himself has to be an active teaching/learning process participant but not a passive listener in the lesson. Not only subject or general competencies, positive emotions are acquired when students actively take part in the lesson, do a particular task but also students are made to involve critical thinking into their activity. Not so few other general education subjects taught at school are integrated into geography subject teaching/learning programme. Learning geography, students very often have to use their history, biology, chemistry, physics, natural science and other subject knowledge. Every student’s individual abilities are also of quite a big importance learning geography. Seeking for the students to easier acquire the provided knowledge, learn to learn independently during geography lessons, be able to apply this knowledge in practice, it is important to concentrate students’ attention and activity, to encourage their creativity. It is very important for the students to learn to work individually and in a group. The most important thing is not only to acquire knowledge and general competencies but also learn to learn! Geography subject teaching is inseparable from information and communication technologies (ICT), which diversify geography teaching a lot. Using them, one can assign for the students to do practical tasks, their knowledge from geography subject can be checked. Also, it is very important that the use of ICT in the lesson allows students to acquire more self-confidence, because very often students carry out such tasks independently. Independent work task assignment in the lesson is very useful for those, who have less abilities. They need more time for carrying out the tasks. The tasks carried out independently during geography lessons, allow students to acquire geography knowledge and general competencies under favourable conditions, at a favourable pace of learning. Considering that not equal ability students take part in the lesson, it is important to model the lesson so, that all students successfully realise themselves in it, acquire the maximum knowledge and abilities. For that, it is necessary to individualise and differentiate the tasks for the students. The tasks have to be selected both for higher and lower ability students. Teaching geography, a few student individualisation and differentiation application methods are possible. It depends on whether a new teaching topic is given in the lesson, whether it is a revision, knowledge generalisation lesson. Individualised and differentiated tasks can be applied during the whole geography lesson. Students can be given individualised and differentiated tasks, doing concrete tasks, for example, during students’ independent work task. It is important to share the experience about the application of individualised and differentiated independent students’ work methods and tasks in the geography lesson, to reveal the importance of this method, seeking students’ geography subject and general competencies, taking into account students’ individual possibilities. In the article, geography lesson of this kind is given in the 6th form on the topic “Weather description”. Keywords: subject (geographic) and general competencies, teaching individualisation and differentiation.

Scientific research activity organisation and improvement in a primary school

Scientific research activity (SRA) is very important in an early natural science education process. Basically, it comprises primary general education school. Natural science education process construction based on experimental-research activity is acknowledged at an international level as an effective educational approach. However, it is still very little/not enough known about teachers’ position (opinion) concerning research activity aims, research activity organisation and realisation, scientific research competence of the teachers themselves. The main students’ SRA organisation aim is to give an opportunity for the students themselves to try scientific method application, in this way acquiring and broadening natural science knowledge. Such an activity in its turn is undoubtedly practical and requires students’ creativity and proper motivation. The conducted research aim was to analyse primary class teachers’ position in the scientific research activity sphere (personal ability to organise and carry out students’ research activity evaluation, revealing the most important limitations, understanding of SRA importance and ways of improvement). 60 primary class teachers from more than 25 Lithuanian general education schools participated in the research. Data were analysed using a content analysis method. It has been stated, that most of the teachers value their abilities in SRA as satisfactory, though they treat the importance of SRA itself in education process as very significant. The essential factors hindering SRA development in a primary school were ascertained, i.e. supply limitations related to material and financial difficulties and organisational/ human factors.

120th Birth Anniversary of the Writer Ieva Simonaitytė: Memory, Heritage, and Communication

[full article and abstract in Lithuanian; abstract in English]
 The subject of research is the experience and results of the commemoration of the 120th birth anniversary of the writer Ieva Simonaitytė (1897–1978). The significance of this event, celebrated on the national scale, like other anniversaries of prominent personalities in Lithuanian history, was validated by the decision of the Seimas of the Republic of Lithuania and by the 2017 State program,approved by the Prime Minister. Such a decision meant that the State pledged itself to highlight the writer‘s humanistic values and her creative heritage. The aims of research were to determine the initiatives of the writer’s anniversary commemoration, the most important documents and the objectives raised in them, the process of their realization, the achievements and the content. According to the collected data, the events commemorating Ieva Simonaitytė‘s anniversary were held all over Lithuania. However, the most important ones were centred in the writer’s native land – West Lithuania, the former Klaipėda Region. Major events were organized in the cities and towns of Klaipėda, Šilutė, Pagėgiai, Priekulė, Gargždai as the cultural centres of the nearest local authorities. Such an orientation can be explained by the limited budgetary funding of the commemoration program, with scanty allocations mainuly channeled to the region’s libraries, museums, Klaipėda University academics, the local movements of cultural workers and public figures and theinitiatives launched by them. As regards the scholarly and information aspect, due to the pool of intellectual and financial resources, Vilnius played an important role. The scientific institutions of the capital city held a seminar and discus sion on The Relevance of Ieva Simonaitytė, and the texts of the reports of the participants were published in the journal Colloquia (2017, Nr. 38); the Vilnius University Academic Publishers published a book of evidential texts and reminiscences, I’m Evė, Daughter of Etmė. Lithuanian Radio and Television released a documentary Ieva Simonaitytė and a radio version of the novel Vilius Karalius; they are professional and powerful, unfortunately, somewhat belated as they were shown at the end of the anniversary year. The program did not contain any long-term projects: the major novels and autobiographical books by Simonaitytė were not republished; compilation of the home library catalogue and the author’s bibliography was not undertaken; the publication of the epistolary heritage, especially in the German language, was not continued; and a conference on the up-to-date analysis and assessment of the personality and her work was not held. The public was disappointed by the dire state of the Ieva Simonaitytė memorial museum in the town of Priekulė and failure to include it in to the activities of promoting her creative heritage. The Lithuanian general education schools have a problem too: the writer‘s literary works had been removed from their curricula for 20 years. When it was included into them again in 2016, teachers were faced with difficulties due to the lost experience and methods, the inability to convey the national, moral and social problems raised in the novels, the exceptional qualities of her characters, and the powerful suggestibility of Simonaitytė’s narratives. During discussions, the duty to fulfil the writer’s will was stressed: to move her remains from Vilnius to the garden at her memorial museum in Priekulė. To realize these tasks, it is necessary to prepare a long-term (for the duration of several years) program of commemorating Simonaitytė‘s work. Her novels are still relevant today as it was witnessed by a piece of investigative journalism: while celebrating the centenary of the restoration of Lithuania‘s independence, in the list of the Hundred of Centenary Books rated by a public opinion poll, the most important books of the writer were placed sixth and seventh.

Empowerment for Education of Students with Special Education Needs

Background. Teachers who are in favour of education of students with special needs (SEN) together with their peers (inclusive education) appreciate the role of parents in the education process of students. However, Čiuladienė and Paužienė (2012) indicate that the majority of Lithuanian general education schools are not sufficiently prepared for inclusive education.Methods. The sample consisted of 170 parents of students with SEN in grades 5–10. The scale of Parental Involvement in School was used to establish parental involvement in children’s education process. Results. The parent involvement levels in children’s education process were established using three five-point scales: Parent Involvement with Teacher/School – 1.60 points; Teacher Involvement with Parent – 2.22 points; Parent Involvement with Child’s Schoolwork – 3.03 points.More educated parents compared to parents with lower education indicated that communicating with teachers they really felt equal partners (χ 2 = 20.37, p < .001).Parents admit that better collaboration between parents and teachers can more encourage open and honest communication between them (63.5%). A little less than three-quarters of parents often or very often received information from teachers about their children’s learning and behaviour. Parents who claimed to have sufficient knowledge of educating their children sometimes indicated that they needed teachers and other professionals to help them with their children’s development problems (χ 2 = 14.11, p < .001).Conclusions. Most parents were involved in the education of pupils with SEN at home but they were little involved in their children’s educational process at school and other school activities.Keywords: student, special education needs, parent, teacher.

3–4 KLASIŲ MOKINIŲ ARGUMENTAVIMO GEBĖJIMŲ UGDYMAS PAŽĮSTANT VIETOVĘ

Educational institutions task - to create a student-centred environment that is able to choose and pursue their individual learning goals. The schoolenvronment is defined as the socio-cultural education authority area in which the permanent, versatile children's education and self-education process. Students orientation environment and its impact on the student's personal maturation and direct educational outcomes studied a number of Lithuanian and foreign scientists. The thesis is selected according to the students' orientation skills relevant to the problems that many Lithuanian general education schools. Defined labour problem that does not know how to effectively develop the 3-4 grade students' management skills. The main and primary goal - organizing educational activities based on experiential learning to develop students' grades 3-4 orienteering and argumentation skills in the environment. Involve analysis of scientific literature, 3-4 grade students conducted a survey, which aimed to help the students get a basic understanding, knowledge and skills of orienteering and argumentation environment. Upon receipt of the completed questionnaires to the children - they were analyzedand made certain conclusions about 3-4 grade student orientation environment capabilities. Results of the study show that students in grades 3-4 all important orienteering and argumentation skills. According to the study results, providing a further 3-4 grade students orienteering and argumentation skills development opportunities. It is important that the method develop is not a goal in itself, but a real and successful adaptation of the universal of the system. Keywords: learning goals, management skills, scientific literature.

Kam reikia mokyti(s) istorijos Lietuvos mokykloje? Tikslų analizė teorinės didaktikos kontekstuose

Straipsnio siekis – istorijos mokymo(si) tikslų nūdienos Lietuvos bendrojo ugdymo moky­kloje analizė teorinėje didaktikoje plėtojamų idėjų kontekstuose. Remiantis užsienio autorių literatūra, nūnai galiojančiomis Lietuvos istorijos ugdymo programomis bei viešomis diskusijomis, skirtomis is­torijos mokymo Lietuvos bendrojo ugdymo mokykloje problemai, straipsnyje siekiama atsakyti į šiuos klausimus: kokie istorijos mokymo tikslai ar kryptys iš viso gali būti legitimūs XX–XXI amžių sandūros visuomenėse ir kodėl? kaip istorijos mokymo(si) tikslai apibrėžiami Lietuvos istorijos ugdymo progra­mose? kokie istorijos mokymo(si) tikslai iškyla Lietuvos švietimo politiką formuojančių ar jai neabejingų asmenų viešose diskusijose ir kokios šių tikslų preferencijos priežastys? kaip Lietuvoje apibrėžiami ar siū­lomi istorijos mokymo(si) tikslai vertintini teorinėje didaktikoje plėtojamų idėjų perspektyvoje? Šis ban­domasis tyrimas siekia: 1) istorijos didaktikos problemas sugrąžinti į nūdienos Lietuvos istorikų tyrimų darbotvarkę; 2) konceptualizuoti vieną esminių istorijos mokymo(si) problemų; 3) prisidėti prie istorijos ugdymo programų tobulinimo.

Artefaktai bendrojo ugdymo mokyklose: laisva ar sunorminta kūryba?

Šiame straipsnyje analizuojami Lietuvos bendrojo ugdymo mokyklų erdvėse viešinami mokinių artefaktai. Tai empirinio tyrimo „Oficialioji ir demotinė mokyklų kultūra: įtampos laukų analizė“1 metu užfiksuoti mokinių kūrybos, meninės raiškos darbai ir abiturientų simbolinės atminimo dovanos. Atliekant surinktos vizualinės medžiagos analizę siekiama išsiaiškinti, kokią žinią skleidžia mokyklų erdvėse eksponuojami artefaktai ir kokią reikšmę šiems artefaktams suteikia mokyklos bendruomenės nariai. Viena vertus, mokinių kurti artefaktai išreiškia mokinių kūrybiškumą ir saviraišką, laisvę kurti savo erdves. Kita vertus, kurdami artefaktus, mokiniai neišvengia galiojančių normų, slaptos ar atviros administracijos bei mokytojų kontrolės, kurią aprašo M. Foucault ir jo sekėjai ir kuri varžo bei standartizuoja mokinių kūrybą. Vieniems mokyklos bendruomenės nariams artefaktai yra išraiškos priemonė, jų pasaulio vizijos demonstravimas, kartais priešinimasis apribojimams, o kitiems – tai tik mokyklos jaukumo ir puošybos dalis.

The Suitability of History Textbook Activities for 5th–8th Grades for Developing Pupils’ Achievements in the Subject of History

After restoring Independence in Lithuania, there has not been a separate research carried out which would contain an in-depth analysis of the quality of activities presented in history textbooks used in general education schools. Therefore, the following research problem is raised in this article: whether the activities presented in the history textbooks for 5th–8th grades that are currently in use in Lithuanian general education schools are suitable for developing the achievements in history subject which are defined in the General Curriculum Framework.
 The aim of this study is to investigate the suitability of history textbook activities for 5th–8th grades for developing pupils‘ achievements delineated in the General Curriculum Framework 2008. To reach this aim the following objectives were raised: 1) to discuss the key achievements in history subject as well as the requirements for history learning process that are highlighted in scientific literature and educational programmes; 2) to reveal the role of a textbook and its activities / activities system for improving pupils’ achievements in accordance to Lithuanian education documents and scientific literature; 3) to analyse the suitability of history textbook activities for 5th–8th grades for improving pupils’ knowledge and skills delineated in the General Curriculum Framework for Basic Education 2008 for the subject of history. Methods of research: analysis of education documents and scientific literature, analysis of textbook content.
 Data of the analysis revealed that more than half of the tasks in the investigated history textbooks for 5th–8th grades require from pupils knowledge and understanding of historical figures, events or cases depicted in a textbook. Fewer than a quarter of the analysed history textbook activities are designed to developing pupils’ ability to put knowledge into practice. Very few tasks presented in textbooks are intended for developing the capacity for more complicated reasoning.
 Whilst analysing the adaptation of activities in history textbooks for 5th–8th grades for developing pupils‘ competencies in the subject, it became clear that the activities are only partially suitable for developing the competencies delineated in the General Curriculum Framework. The greater part of tasks is designed for developing an understanding of historical evolution and ability to engage in historical analysis and interpretation. Only 4.3 percent of tasks induce the pupils to develop an ability to orientate in historical time and space. The analysed textbooks contain few activities that would motivate pupils to take an integral approach towards Lithuanian and world history.

Teaching Aids in General Education Schools: Provision and Usage

Lithuanian Education law establishes teachers’ right to choose the mean and form of his own pedagogical activity and teachers’ duty to ensure a good education quality. A possibility to choose and use right teaching aids – that is an important aspect of lessons’ quality. In the article the level of provision of various teaching aids and how different teaching aids are used during the lesson in general education schools in Lithuania is discussed. The analyse of the situation in these schools is based on a teachers’ survey that has been held by the author himself in 2013. In total 618 teachers, working in 221 different general education schools in Lithuania have been questioned. Results of the research show, that teaching and learning in Lithuanian general education schools are oriented to use only printed teaching aids, usually coursebooks. From all of the teaching aids the school has, teachers estimated only the amount of the coursebooks is estimated to be enough to conduct a lesson. Often Lithuanian teachers prefer to use handouts made by themselves in order to differentiate and individualize the teaching process. In conclusion the author suggests to accept and fulfil a new material provision paradigm, which would allow to create better conditions for pupils to use digital teaching aids.

Peculiarities of Interactive Whiteboard Application during Lessons in Lithuanian General Education Schools

The research aims to identify the peculiarities of using interactive whiteboards (IWB) in 5th-6th and 9th-10th forms in Lithuanian general education schools. The research was carried out in the school year of 2013–2014 and the data were obtained from the survey of 25 heads of school, 76 teachers and 116 school learners. The data acquired during the survey allowed to identify the most frequent advantages of using IWB as well as the related problems and impact of this teaching and learning tool.

Whether Relations between Students and Teachers are Constructive at Contemporary School?

The article aim is to reveal the characteristics of interaction between students and teachers on the students’ point of view. The method of written inquiry (the instrument - questionnaire) was used. The study (conducted from 2009 until 2011) included 16450 the five - twelfth grade students from 102 Lithuanian general education schools. The results of this research revealed that according to the opinion of most students(86 percent),relationshipbetween students andteachersisconstructive: it is based on students’respect, tolerance, trust, support. Therefore the data showed that the schools are different on the aspect of constructive interaction. In some schools (42 percent) -almostall students noted constructiverelationship with teachers(about 90percent of students noted that). However, there wereschools(18percent), where more than one-fifth of students noted that relationship was negative. Relationship problem was fixed in two schools: every third student waslackingrespect, support, hearing andobjective evaluation from teachers.