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1.

001-es BibID:BIBFORM116602
Első szerző:Forray R. Katalin
Cím:R&D partnership: The CEE story of the "Comprehensive Movement" / Forray R. Katalin; Kozma Tamás
Dátum:2019
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény külföldi lapban
folyóiratcikk
comprehensive school
political transformation
Central Europe
social innovation
Megjelenés:Hungarian Educational Research Journal. - 9 : 4 (2019), p. 721-725. -
További szerzők:Kozma Tamás (1939-) (nevelésszociológus)
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2.

001-es BibID:BIBFORM098258
Első szerző:Forray R. Katalin
Cím:The locals and their new university : A case study of social innovation / Forray R. Katalin, Kozma Tamás
Dátum:2021
ISSN:2062-9605 2064-2199
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
Megjelenés:Hungarian educational research journal (HERJ). - [Epub ahead of print] (2021), p. 1-15. -
További szerzők:Kozma Tamás (1939-) (nevelésszociológus)
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3.

001-es BibID:BIBFORM080366
Első szerző:Hideg Gabriella
Cím:The 'Oecumenical Schools': A Forgotten Civic Initiative in Hungary / Gabriella Hideg, Krisztina Janko, Tamás Kozma, Ildiko Olah
Dátum:2016
ISSN:2062-9605 2064-2199
Megjegyzések:A few of the public schools in Hungary declared themselves 'oecumenical' during the first period of the political transition of 1988-1993. ♭Oecumenical' meant in that context the faith-based but non-denominational school program and curriculum developed jointly by the parents (PTA) and the teachers of the institutions concerned. At the same time, local authorities still remained the owners of the schools, as regulated by the reform minded 1985 Act on Education. Under the new Act on Public Education (1993), however, 'oecumenical' schools proved illegal, since institutions operated by local authorities had to have neutral curricula and educational programmes. The 'oecumenical schools' discussed in this paper are considered as a historical case of the 'socialisation of schools' by local communities under the impact of liberation from the former political regime. Three case studies of former 'oecumenical schools' were prepared and analysed in order find out who the leading actors were in the process. It transpired that young, wellestablished middle class parents with relatively high levels of education were successful both in establishing and allowing their 'oecumenical schools' to survive if they had the support of the school and the local Churches. The local ministers (priests) were rather more supportive than negative; higher ranking leaders of the established Churches proved to be rather negative. The local authorities usually joined the Church authorities in rejecting 'oecumenical' schools; while the teachers were partly enthusiastically supportive, and partly hostile. School heads associated with PTA leaders became the 'agents of change' of this civic attempt of school makeover.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
Government-school relationship
community action
citizen participation
faith-based schools
East-Central Europe
political transition
Megjelenés:Hungarian Educational Research Journal (HERJ). - 6 : 4 (2016), p. 82-104. -
További szerzők:Jankó Krisztina Kozma Tamás (1939-) (nevelésszociológus) Oláh Ildikó
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4.

001-es BibID:BIBFORM086872
Első szerző:Kozma Tamás (nevelésszociológus)
Cím:The Learning Region. A Critical Interpretation / Kozma Tamás
Dátum:2014
ISSN:2062-9605 2064-2199
Megjegyzések:The 'learning region' discourse emerged from the debates of the neoliberal views of socio-economic and cultural change. These views stressed the overall trends of globalisation which had to transform the traditional economic, social and cultural institutions. In opposition of these views, the 'learning region' discourse pointed out the importance of locality. The 'learning region' discourse has challenged the globalisation arguments in three dimensions. (a) Market forces work only in the traditional sense (local markets) and lose sense in a global environment. (b) Democratic governance is also a local idea; 'democracy' in a globalised world makes no sense. (c) Social networking, communities of practices and similar efforts to use the forces of cooperation for innovation are also bound to localities. Thus the 'globalisation' discourse of the 1990s makes only sense with the 'learning region' discourse of the 2000s.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
learning region
globalisation
social learning
local education
Megjelenés:Hungarian educational research journal (HERJ). - 4 : 3 (2014), p. 58-67. -
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5.

001-es BibID:BIBFORM080367
Első szerző:Kozma Tamás (nevelésszociológus)
Cím:Education and Transition in Hungary : Policy and Research in the Process of Transformation, 1988-2004 / Tamás Kozma, Zoltán Tőzsér
Dátum:2016
ISSN:2062-9605 2064-2199
Megjegyzések:The cross-border co-operations in education and their monitoring studies started as late as 1990 in Hungary. Border regions and their neighbourhood were closed areas during the Cold War era and were opened up only after the political turn of 1989/90. In the first phase of the transition (1990-93) school principals and policy makers initiated cross-border co-operations between schools operated both sides of the state borders. All the more since ethnic Hungarians were living and attending school in both sides of the state border. In the second phase of the transition (1993-2004), those grass-root co-operations turned to be government policy to support the Hungarian communities and their educations and institutions in Romania, Ukraine, Slovakia, later (after the Balkan war) in Serbia and Croatia as well. Those efforts caused, however, serious objections on behalf of the neighbouring governments which felt that Hungary wanted to influence their educational as well as minority policies. 2004 changed the scene completely. Hungary and most of her neighbours have joined the EU while others rushed for it. The EU, however, does not have a direct policy for the national and ethnic communities living in minority status. The grass-root institutions of the Hungarian communities having been established during the turbulent years of 1990-93 face a new dilemma. They should be part of the national education systems of their majority countries (supported by the EU) or the would-be marginalised.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
politics of education
educational history
educational change
Central and Eastern Europe
political transition
Hungary
Megjelenés:Hungarian educational research journal (HERJ). - 6 : 2 (2016), p. 23-42. -
További szerzők:Tőzsér Zoltán (1984-) (bölcsész tanár, szakfordító)
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6.

001-es BibID:BIBFORM054134
Első szerző:Kozma Tamás (nevelésszociológus)
Cím:Lifelong Learning in a Cross-Border Territory : The case of Hungary and Romania A quest of concepts, data and research / Kozma Tamás, Teperics Károly, Tőzsér Zoltán, Kovács Edina
Dátum:2012
ISSN:2062-9605 2064-2199
Megjegyzések:The aim of this paper is (a) to re-define the concept of "Learning Region" (LR) according to the necessities of an East-Central European CBR (cross-border region), and (b) to study the ways and means by which the concept might be statistically measured and cartographically presented. The present paper is a follow-up of the former theoretical considerations about LR. The authors make an attempt to operationalise their former views in order to study it empirically and to measure it statistically. First, we summarise the possible definitions of LR. Second, we look for alternative approaches for the empirical research of LRs. And third, we introduce our first results of an empirical study of a spatial unit of the Bihar-Bihor Euroregion (a CB region between Hungary andRomania).
Tárgyszavak:Bölcsészettudományok Neveléstudományok esettanulmány
learning regions
cross-border territory
lifelong learning
Megjelenés:Hungarian Educational Research Journal, Special Issue. Higher Education for Social Cohesion 1 : 1 Spec. Issue (2012), p. 163-180. -
További szerzők:Teperics Károly (1963-) (geográfus) Tőzsér Zoltán (1984-) (bölcsész tanár, szakfordító) Kovács Edina Mária (1971-) (oktatáskutató, drámapedagógus)
Pályázati támogatás:K-101867
OTKA
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