A Károlyi Mihály-levelezés kutatása és publikálásának befejezése = The Research for the Publication of Mihály Károlyi's Correspondence

A kutatás célja Károlyi Mihály levelezése VI. kötetének (1949-1955) elmaradt kiadása, illetve a levelezés IV. kötete (1930. július-1944) anyagának összeállítása, megszerkesztése és kiadása. Ezzel az I-VI kötetből (1905-1955 évkörök) álló sorozat 1978-ban megkezdett kiadása befejeződik, mintegy 440 A/5 ív terjedelemben. A VI. kötet kiadása mintegy másfél év csúszással (kiadó késése miatt) 188 elején megtörtént. A IV. kötet mintegy 70 ívnyi anyagának összegyűjtése és naygrészt begépelése is megtörtént. A szerkesztési, jegyzetelési, fordítási munkák, apparátus készítése azonban 2009-re, esetleg 2010 elejére maradnak, így a kiadásra csak 2010-ben kerül sor. | The editor's task was to complete editing/publishing the VIth vol. of the Correspondence of Michael Károlyi (1949-1955), and collecting, editing and publishing the IVth vol. (July 1930-1944) Thus comes to end the publishing of this series, containing approx. 440 A/5 sheets (nearly 5000 pages). The VIth vol. was printed in early 2008 that is detained by the publisher for one and a half year. Collecting of the IVth vol.-s letters is finished (approx. 70 A/5 sheets), also for most part the typing, while the editing, translating, index-making remains for 2009, possibly first months of 2010; following it will be published in 2010

Sustainable school improvement : a case study of the needs of two Bangladeshi schools

The purpose of this study was to identify the major school improvement needs and related strategies for two Bangladeshi secondary public schools based upon the perceptions of in-school professionals, parents, and students. To implement the study, I employed the constructivist/interpretive paradigm with a case study as my research design. The data collection techniques of document analysis, Nominal Group Technique (NGT) meetings, and individual interviews were utilized. For the purpose of NGT meetings, from each school, one teacher group, one parent group, and one student group were interviewed. After the completion of NGT meetings, individual interviews were held with one participant selected from each NGT group. I also interviewed the headmasters of the two schools. This study revealed that in a Bangladeshi educational context, major catalysts for improvement were market mechanisms and educational policies. The most significant finding of this study was that considering contextual applicability before implementing new initiatives was a critical strategy toward achieving sustainable school improvement in Bangladesh. The data indicated that in these schools, desired improvement efforts mainly consisted of two clusters: identifying the key school improvement needs and developing the strategies to meet those needs. The data revealed that the identified school improvement needs can be grouped into providing the resources and improving the school culture. To enhance school effectiveness, these Bangladeshi schools need to recruit more specialized teachers, implement effective instructional methodologies, elevate the image of teaching profession, and provide teacher-led professional development. Participants identified other suggested school improvement needs to be: low student-teacher ratio, good textbooks, more extracurricular activities, and more instructional materials (such as, computers, projectors, televisions, sound system, and so on). This study also revealed a strong perception that the role of collaboration in improving school culture is crucial. Participants explained that in order to successfully implement improvement initiatives, major challenges to the process need to be addressed. Participants identified three important barriers to implementation. These included lack of attention to the voices of all stakeholders during policymaking, the misuses of private tutoring or coaching, and lack of commitment among some of the teachers in their teaching. Findings affirmed that these barriers could be addressed by including all stakeholders’ voices in educational policy-making, addressing the misuses of private tutoring or coaching, and making teachers more accountable. A number of implications for theory, practice, policy, and further research arose from this study. Participants noted that teachers, parents, students, teacher-training authority, Bangladeshi Government, Non Government Organizations, school administrators, and district administrators were co-responsible within their own capacities to provide the necessary support and resources for school improvement in Bangladeshi context

Principals' perceptions concerning the process and dynamics of the implementation of professional learning communities

If the reforms in public education are to be sustained, it is commonly believed that they must be founded in new conceptions of schooling. Recently, to improve school effectiveness and raise students’ success, educational researchers are devoting increasing attention to research related to transforming our schools into professional learning communities. The purpose of this study was to examine the perceptions of principals concerning the process and dynamics of the implementation of professional learning communities. Qualitative method was used in this study. The perceptions of the principals were explored through six research questions. The research questions addressed the following areas: process and dynamics of the implementation process, challenges to the collaboration and issues of sustainability in professional learning communities. Six principals, four females and two males, from two school divisions were selected and data were collected using semi-structured interviews. The interviews were tape recorded and transcribed. Participants’ responses were analyzed according to the research questions and recurring themes.The findings of this study revealed that the process and dynamics of implementing professional learning communities, included pre-implementation (self-education), the implementation process itself (training internal stakeholders), teaching the PLC concept to external stakeholders, and facilitating collaboration amongst all stakeholders. Participants emphasized that collaboration was a critical component for the positive development and effectiveness of the professional learning communities. Further analysis of the data indicated that time, funding, diverse interests, preconceived mindsets of stakeholders, constant staff changes, workload, fear of being ridiculed or judged, and evaluation/data collection methods were the major challenges in the implementation process. Regarding sustainability, respondents advocated that it was essential to focus on school vision, create a collaborative culture, provide administrative support to all stakeholders, and retain key people who are self-motivated. In the final analysis, this study determined that the implementation of professional learning communities is a question of will. A group of staff members who are determined to work collaboratively will be able to implement and sustain professional learning communities, regardless of some foreseeable problems

К проблеме социокультурных моделей современной журналистики

Рассматривается проблема формирования новых социокультурных моде- лей украинской журналистики, обозначены пути усиления интеллектуально- этической составляющей журналистской деятельности.The problem of the formation of new sociocultural models of Ukrainian journalism is observed. The ways to enhance the intellectual and ethical constituent part of the journalist’s activity are identified

Séták a német múltfeldolgozás műhelyeiben (könyvismertető)

Laczó Ferenc: A német múltfeldolgozás. Beszélgetések történészekkel a huszadik század kulcskérdéseiről. Kijárat Kiadó, Budapest, 2016

Слово як засіб апперцепції та проблема розвитку рефлексивного мислення особистості

The article is devoted to the analysis of the linguistics role in the solution of the problem of the individual’s reflexive thinking development of personality’s creative potential development. Author underlines the importance of the individual’s reflexive thinking development as the intellectual activity dominant within the process of the scientific knowledge humanitarization. In this context Potebnya’s study of the word as the means of apperception is relevant.Стаття порушує питання ролі лінгвістики у розв’язанні проблеми розвитку рефлексивного мислення особистості як одного зі шляхів реалізації принципу гуманітаризації наукового знання. У цьому контексті набуває актуальності вчення О.О. Потебні про слово як засіб апперцепції. При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/144