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Moduls of Faculty of Pedagogy for international students
I.+ one of the blocks in II.
Autumn semester
Code Name of subject ECTS Course type Dept.
I. Pedagogical – psychological basic knowledge (10 ECTS)
MNP_NV014G2 Multicultural
Education 2 sem Pedagogy
NOP_PS001K2
The concept of
Childhood in
Psychology
(=Theoretical bases)
2 coll Psychology
NBP_PD114G4 Basics of Educational
Sociology 4 sem Pedagogy
MNP_MI003G2 ICT Foundations of the
Pedagogical Profession 2 sem
Instruction and
Communication Technology
II. Elective blocks (A or B or C, 10 ECTS)
A) Teaching profession
NBP_AD160G3 Event Management 3 sem Andragogy
NOP_NV003K2 Education and Society 2 coll Pedagogy
NOP_PS003G2
Psychology of Recognition
and
Individual Treatment of P
upils
(=SNE)
2 sem Psychology
NOP_PS011K5 Agression in School 5 sem Psychology
B) Teaching practice
Methodology Other Faculties
Teaching practice 2
NOP_PS007G2 Psychological Case
Discussion 2 sem Psychology
C) Special Knowledge of Kindergarten Education (CF)
Spring semester
Code Name of subject ECTS Course type Comments
I. Pedagogical – psychological basic knowledge (10 ECTS)
Tourism and Culture 2 sem Andragogy
NBP_PD178K2 Models and strategies in
Teaching and Learning 2 coll Pedagogy
NMP_PS020G2 Personality and
Development 2 sem Psychology
NOP_PS006G2 Professional Self-
Knowledge 2 sem Psychology
NMP_MI004G2 Electronic Learning
Environments 2 sem
Instruction and
Communication Technology
II. Elective blocks (A or B or C, 10 ECTS)
A) Teaching profession
NOP_NV006G2 Teaching Profession 2 sem Pedagogy
NOP_NV007G2 Teacher’s Roles and
Educational Tasks 2 sem Pedagogy
NMP_PS027G2 Psychology of Self-
Regulated Learning 2 sem Psychology
NBP_AD135K3 Globality and Locality
in Culture and Training 3 coll Andragogy
B) Teaching practice
Methodology
Teaching practice
Pedagogical Case
Discussion
C) Special Knowledge of Kindergarten Education (Comenius Campus, Sárospatak)
Course title: Basics of Educational Sociology Code:
NBP_PD113G4 Credits: 4
Type (lecture/seminar/practice/consultation) and number of contact hours: seminar, 2 classes
per week
Evaluation method (end-term exam mark/ term mark / other): term mark
Suggested semester: fall
Frequency of availability: once a year
Language: English
Prerequisites (if any): -
Description
Aims: The aim of the course is to introduce students to formal, informal and non-formal
education, as well as the Educational Sociology. It will also touch upon certain topics, like
the role and influence of the family, the neighborhood, local communities, peer groups, and
the media. The connections between socio-economic status and school effectiveness as well
as the special problems of those from disadvantaged background and at risk will be given
special emphasis.
Competences to develop:
Helping and developing student groups and communities
Development of student personality, pursuing individual treatment
Course content and schedule:
Topics:
- socialization – family, peer groups, etc.
- socio-economic status and school effectiveness
- the role of the media; mass communication
- the relationship of education and society
- researches
Education management: Department of Pedagogy
Assessment:
method of assessment:
- participation in class activities
- end-term written test
mid-term requirement: - presentation on a given topic
oral exam topics (if any): -
Compulsory reading:
Jancsó et al. (szerk.) (2010): Cultural Relations. Budapest, Akadémia Kiadó.
Cragun, Ryan T. - Cragun, Deborah - Konieczny, Piotr (2010): Introduction to
Sociology. http://en.wikibooks.org/wiki/Introduction_to_Sociology
Kozma, Tamás (2014): The Bologna Process in Central and Eastern Europe: A
Comparativ View. In Kozma – Rébay – Ohidy – Szolár (eds): The Bologna Process
in Central and Eastern Europe. Springer. http://www.springer.com/978-3-658-
02332-4
Course packet provided at the beginning of the semester
Optional reading:
Coser et al. (eds) (1983): Introduction to Sociology. New York, NY, Harcourt Brace
Jovanovich, Inc.
Supporting (compulsory/optional) digital materials: -
Person in charge of program:
Person in charge of the course: Dr. Mogyorósi, Zsolt PhD
Instructor: Fekete, Ilona Dóra, Dr. Mogyorósi, Zsolt PhD
Instructor’s office hours:
Preferred contact details:
Online communication method: email
Course unit: Education and Society (NOP_NV003K2) Credit points: 2
The type and number of lessons: lecture, 30 lessons
The method of assessment: exam
Course in the curriculum (which semester is the course taught in): 3th semester
Entry requirements (if any): Schools in Space and Time (NOP_NV002K2)
Course description: Information outlining the course requirements in a concise yet descriptive
manner.
Aim: Aim of the course is to present the societal significance of the education and its Embedment
into the Societal System. Specific goal is to arouse students’ interest towards their prospective work
and to increase their sensitivity to schooling issues in social context.
Topics:
Introduction
Functions of Education
Educational Systems and Educational Expansion
Teacher roles and their changes
Family and school (functions, choosing a school, strategies of accumulation of cultural
capital)
Social mobility and Education
Educational inequalities and equity in education
Selective and comprehensive school systems
Enculturation and socialization
Multicultural and intercultural education
Multicultural school
Summary
Competencies:
Development of student personality, pursuing individual treatment
Helping and developing student groups and communities
Knowledge:
Gains knowledge about the dimensions of teacher roles and the characteristics of different
groups of pupils
Gains knowledge of the functions of the Formal Educational System
Knows the social and economic functions and the changes of the Educational Systems, the
relationships between sociocultural backgrounds and educational successfulness and the
paradigm of intercultural education
Gains pedagogical and sociological knowledge of socialization, enculturation and
multiculturalism
Gains knowledge of the underprivileged pupils
Skills:
Is able to interpret and, for the good of students, use sociocultural phenomena that influence
students’ chances, and their lives at school and outside of it as well
Attitudes/Points of view:
Is open to educate pupils for democratic thinking and behavior
Is characterized by sensitivity in social issues and committed to basic democratic values
Required Reading:
Banks, James A. (1993): Multicultural Education: Historical Development, Dimensions,
and Practice. Review of Research in Education, Vol. 19, pp. 3-49. Cragun, Ryan T. - Cragun, Deborah - Konieczny, Piotr (2010): Introduction to Sociology.
http://en.wikibooks.org/wiki/Introduction_to_Sociology
European Group of Research on Equity of the Educational Systems (EGREES) (2005): Equity of the European Educational Systems. A Set of Indicators. European Educational
Research Journal, 4(2), 1-151. www.okm.gov.hu/download.php?docID=296
Moore, Rob (2004): Education and Society: Issues and Explanations in the Sociology of
Education. Oxford: Polity Press. ISBN 10: 0745617085
Recommended Reading:
Andorka, Rudolf (1997): Bevezetés a szociológiába. Budapest: Osiris. 377-401. ISBN:
9633894026
Lauder – Brown - Stuart Wells - Halsey (Eds.)(1997): Education: Culture, Economy and
Society. Oxford: Oxford University Press. ISBN 10: 0198781873 Nahalka, István (2003): Az oktatás társadalmi meghatározottsága. In: Falus Iván (szerk.):
Didaktika. Elméleti alapok a tanítás tanulásához. Budapest: Nemzeti Tankönyvkiadó. 38-
56. ISBN: 978 963 19 5296 4
Lecturer responsible for the course (name, title, academic degree.): Dr. Mogyorósi, Zsolt PhD.,
college associate professor
Other lecturers involved if any (name, title, academic degree): Dr. Mogyorósi, Zsolt PhD.,
college associate professor
Course title: The concept of childhood in
psychology Code:
NOP_PS001K2 Credits: 2
Type (lecture/seminar/practice/consultation) and number of contact hours: Lecture, 2 hours
per week
Evaluation method (end-term exam mark/ term mark / other): Examination
Suggested semester: 1
Frequency of availability:in autumn terms
Language: English
Prerequisites (if any): None
Description
Aims:
The aim of the course is to provide an introduction to psychological science. Students will
study the concepts, topics, and methods of psychology. The course provides an overview of
the most important areas, with an emphasis on the problems and phenomena especially
relevant to teachers and their work, such as the cognitive function, learning, emotion, and
motivation. Students will be familiarized with the results of the most recent research
addressing important issues in psychology. Moreover, they will learn how psychological
knowledge can help teachers in their daily work, and what role it plays in the processes of
teaching and learning.
Competences to develop:
Students will be able
- To use basic psychological knowledge in the process of teaching and learning
- To extend their theoretical knowledge to deal with practical matters
- To evaluate teaching processes and student performance
- To support, organise, and direct learning
- To professionally cooperate in the field of career identity
Course content and schedule:
1. The concept of psychology; its historical roots and influences
2. The circumstances and characteristics of the birth of the main approaches to
psychology, and their conceptualisations of human behaviour
3. Universal aspects of human cognitive functions and their role in teaching and
learning.
4. General characteristics of sensation and perception
5. Basic characteristics of attention, memory, imagination, and reasoning
6. General psychological understanding of learning, intelligence and creativity, and
their role in teaching and learning
7. The general characteristics of energizing and directing factors influencing cognition
8. The role of emotions, will, and motivation in the work of teachers and students.
Education management:
Assessment::
method of assessment: written exam
mid-term requirement: -
oral exam topics (if any): -
Compulsory reading:
Hewstone, M., Fincham, F. D, Foster, J. (2005): Psychology. Blackwell Publishing,
Oxford.
Susan Nolen-Hoeksema, Barbara L. Fredrickson, Geoff R. Loftus (2009). Atkinson
& Hilgard’s Introduction to Psychology (15th ed.), Wadsworth, United Kingdom
Csaba Pleh (2008). Hungarian contributions to modern psychology. In: Pleh Cs.:
History and theories of the mind, Akademiai, Budapest, pp. 151-168.
Optional reading:
Shaffer, D.R., Kipp, K. (2014). Developmental psychology: childhood and
adolescence. Eighth edition, Wadsworth Cengage Learning, Canada
Supporting (compulsory/optional) digital materials:
-
Person in charge of program: Dr. Zsuzsanna Hanák PhD., college professor, Department
of Psychology, e-mail: [email protected]
Person in charge of the course: Dr. Magdolna Estefán Varga PhD., college professor,
department of Psychology, e-mail: [email protected]
Instructor: Dr. Tünde Anna Taskó PhD., associate-professor, Department of Psychology, e-
mail: [email protected] Dr. Kristóf Kovács, PhD
Instructor’s office hours:
Preferred contact details: e-mail
Online communication method: -
Course title: Event Management Code:
NBP_AD160G3 Credits: 3
Type (lecture/seminar/practice/consultation) and number of contact hours: seminar, 2 hours
per week
Evaluation method (end-term exam mark/ term mark / other): oral exam
Suggested semester: fall
Frequency of availability: every fall semester
Language: English
Prerequisites (if any): -
Description
Aims: The course is designed to introduce students to the world of event organization – from
the event’s conception to its completion. By the end of the semester students will be
equipped with knowledge and practical skills to organize a moderate sized event of business
or personal nature.
Competences to develop:
- knowledge of current trends in event management
- students will be able to organize an event from planning to debriefing - helping and developing groups and communities
- autonomy and responsibility
- they will be able to pass down cultural values and norms
- will be able to support small communities and organize leisure time programs
Course content and schedule:
Lecture topics:
1. Event planning
2. Festivals, conferences, concerts, olympics
3. Researching the market – methods, examples, identifying the target audience
4. Working with a team, conflict management I.
5. Working with a team, conflict management II.
6. Coordinating, organizing, planning, overseeing
7. Coordinating, organizing, planning, overseeing – the documents
8. Manners, etiquette and protocol I.
9. Manners, etiquette and protocol II.
10. Foreign to Familiar
11. Marketing
12. Camp planning I.
13. Camp planning II
Education management:
- laptop can be used during the class
- the course starts with a minimum of 5 students
Asessment:
method of assessment: Students will be assessed through readings and assignments
– end-term exam, participation in class activities, giving presentation on a given
topic
mid-term requirement: the students will be asked to give a presentation on a given
topic
oral exam topics (if any): see “Lecture topics”
Compulsory reading:
1. Dwyer, L. – Wickens, E. (eds) (2014): Event Tourism and Cultural Tourism – Issues
and Debates. Routledge, NY, USA.
2. Lanier, S. A. (2007): Foreign to Familiar. McDougal Publishing, Hagerstown, MD,
USA.
3. Thomas, O. – Hermes, B. – Loos, P. (2008): Reference Model-Based Event
Management. International Journal of Event Management Research, Volume 4,
Number 1, 2008.
Optional reading:
1. Allen, J. (2009): Event planning. Ontarion, Canada, Wiley.
Supporting (compulsory/optional) digital materials:
1. Event Planning Tips: 10 Mistakes Most Event Planners Make.
https://www.youtube.com/watch?v=MkSNraqMvmE
Person in charge of program: Dr. Szilvia Simándi
Person in charge of the course: Dr. László Kovács
Instructor: Ilona Dóra Fekete, assistant lecturer
Instructor’s office hours: (office: ÉK214)
Preferred contact details: [email protected]
Online communication method: group email, Facebook closed group
Course title: ICT FOUNDATIONS OF
THE PEDAGOGICAL PROFESSION Code: NBP_IK132G3 Credits: 2
Type (lecture/seminar/practice/consultation) and number of contact hours: 2
Evaluation method (end-term exam mark/ term mark / other): seminar mark/practice
Suggested semester: fall semester/spring semester
Frequency of availability:
Language: English
Prerequisites (if any): -
Description
Objective
Upon completion of the course students should possess instruction and information
technology literacy with special attention to the methodological foundations of the
application of instruction and info-communical systems and the services available at the
worldwide web. In connection with the given professional discipline students should be
capable of searching and retrieving information in an efficient manner, along with effectively
partaking in multiple network-based communication schemes. Students will also be able to
process data and information electronically, in addition to creating, modifying, and
disseminating digital content. Furthermore, students should master the criteria for the
creation, design, and evaluation of educational materials and electronic texts as well.
Course Content
The text titled The ICT Foundations of the Pedagogical Profession consists of 4 main
modules. After the Introduction describing the course requirements and the learner work
forms Module We focuses on the instruction technology and information and
communication technology-based correlations of electronic media. Module II deals with the
conceptual system of electronic learning, the process of designing e-learning texts, and
questions related to the media genre along with the e-Learning standards. Module III titled
Digital contents in offline and online environments provides information of the handling of
digital contents, on creative media technologies and the online pedagogical knowledge bases.
Module IV discusses the concept of electronic learning environment, the tools and methods
of in-class computer use along with innovative ICT solutions (interactive board, CMPC,
tablet machine, smart phone).
Topics of the course:
1. Introduction: course requirements, learning work
2. Traditional and new media systems, relevant methodological questions of use
3. Instruction technology of ICT devices.
4. The evaluation and qualification of multimedia-based electronic educational
materials and devices.
5. Illustrations, demonstrations of educational materials. The electronic publication.
6. The conceptual system of of e-Learning methodology. The online community media.
7. The process of designing e-Learning texts and the questions of the media genre. e-
Learning standards, standardized e-Learning texts.
8. Processing digital contents, creative media technologies.
9. Online pedagogical knowledge bases. (Searching and retrieval of information on the
Internet. Digitalized pedagogical information sources,
10. Practical issues of the preparation of ICT materials (software: Lynx, WordWall,
Smart Notebook, class management systems, digital tables, CMPC, iBook
11. Devices and methods of in-class computer use (interactive table, CMPC, tablet, smart
phone)
12. ICT innovations in schools, innovative projects
Education management:
LMS http://neptun.ektf.hu, http://elearning.ektf.hu
Asessment:
method of assessment: passing a test focusing on the acquired theoretical
background (51%)
mid-term requirement: o Preparing media productions, and lesson plan,
o Efficient usage of selected web 2.0 tools
o An essay about the evaluation of multimedia-based instructional material
oral exam topics (if any): -
Compulsory reading:
1. ANTAL P., FORGÓ S. (2014): ICT Foundations of the Pedagogical Profession
http://p2014-26.palyazat.ektf.hu/public/uploads/17-a-pedagogusmesterseg-ikt-alapjai-
eng_55e9c7da2612a.pdf
2. Forgó Sándor: New Media, New Media literacy, new methods in education, In: Szerk.:
Daniel TH Tan, Szerk.: Linda ML Fang 2013 IEEE 63rd Annual Conference International
Council for Educational Media (ICEM). Singapore: Nanyang Technological University,
2013. pp. 104-112.
Optional reading:
1. BAILEY, RICHARD: PR and new media.
a. URL: http://prbooks.pbwiki.com/PR-and-new-media
2. BONK, C. J., GRAHAM, C.R. (2006): The handbook of blended learning: Global perspectives,
local designs San Francisco: Pfeiffer
3. MCFARLANE, Angela: Educational use of ICT. OECD/CERI ICT Project Area. Paris, OECD,
1999
4. Europaean ODL Liaison Committee (2004) Distance learning and elelearning in European
policy and practice: The vision and the reality http://www.odl-liaison.org/
5. Guidelines for learning in a mobile environment:
http://www.mobilearn.org/download/results/guidelines.pdf
Person in charge of program: Sándor Forgó PhD
Person in charge of the course: Péter Antal, PhD
Instructor: Csaba Komló, Dr. Péter Antal,
Instructor’s office hours: Monday Building A/328
Preferred contact details: [email protected], [email protected]
Online communication method: http://elearning.ektf.hu
Course title: Multicultural education Code:
MNP_NV014G2 Credits: 2
Type (lecture/seminar/practice/consultation) and number of contact hours: 30
Evaluation method (end-term exam mark/ term mark / other):
Suggested semester:
Frequency of availability:
Language: English
Prerequisites (if any): -
Description
Aims: To develop students’ personality and to respect social and cultural diversity, equality, equal
opportunities, different cultural values and to respect the values of the acceptance and cooperation. Planning of the pedagogical process in regard to the above. Organizing and guiding the learning process in multicultural learning environment.
Competences and attitudes to develop: To develop students’ personality and to respect social and cultural diversity, equality, equal
opportunities, different cultural values and to respect the values of the acceptance and cooperation. Planning of the pedagogical process in regard to the above. Organizing and guiding the learning process in multicultural learning environment. Being critical with those phenomena in a society and in education which are against cultural
diversity, equality etc. Being able to recognize the signs of prejudice and stereotype and to handle them
adequately inside and outside the school Being able to consider students’ individual differences, to respect students’ personality
and family educational practices and efforts declining upon their values.
Course content and schedule:
- the history of multicultural societies and multicultural education
- different approaches in multicultural education
- the methods of multicultural education
- the possible problems, disadvantage of multicultural education
- education for all
Education management:
Assessment:
method of assessment: class activity; an essay on the topic of the course
mid-term requirement: class activity
oral exam topics (if any): -
Compulsory reading:
Banks, J.A. (2010), Multicultural education: Characteristics and goals. In J.A.
Banks & C.A. McGee Banks (Eds.). Multicultural education: Issues and
perspectives (pp. 3-31). Hoboken: Wiley.
http://www.slideshare.net/mariaferc/0470483288multicul
Gordon Győri J., Boreczky Á., Czachesz E. & Vámos Á. (2011). Multicultural
education in Hungary. In J. Spinthorakis, J. Lalor & W. Berg (szerk.), Cultural
diversity in the classroom: A European comparision (pp.29-44). Wiesbaden:
Verlag für Sozialwissenschaften. Wiesbaden : VS Verlag furĚ�
Sozialwissenschaften.
May,S. (2009): Critical multiculturalism and education. In: Banks, J. A. The
Routledge International Companion to Multicultural Education. Routledge, New
York and London. 33-48
Portera, A. (2011): Intercultural and multicultural education. Epistemological and
semantic aspects. In: Grant, C. A. - Portera, A. Intercultural and multicultural
education. enhancing global interconnectedness. Routledge, New York - London
12-30.
Recommended reading:
Ekstrand, H. Multicultural Education. In. Husén et al. (eds.): The international Encyclopedia of
Education. Elsevier. 1998.
Person in charge of program:
Person in charge of the course:
Instructor: Dr. Mogyorósi, Zsolt PhD
Instructor’s office hours: Dr. Győri, János PhD
Preferred contact details:
Online communication method:
Course title: Psychological Case-discussion
Seminar - Comprehensive School Practice Code:
NOP_PS007G2 Credits: 2
Type (lecture/seminar/practice/consultation) and number of contact hours: 30 contact hours
in the given semester
Evaluation method (end-term exam mark/ term mark / other): End-of-course evaluation
Suggested semester: Semesters 9 and 10
Frequency of availability:
Language: English
Prerequisites (if any): Students must have sucessfully completed the following units - The
Concept of Childhood in Psychology, Personality and Development, Psychology of
Activities in the Teaching Profession
Description
Aims:
1. To develop students’ personal attitude in connection with individual behaviour.
2. To provide an introduction to the maturation and crises of personality, involving
students’ theoretical knowledge and personal experience, and the causal background of
individual treatments. Participants will be enabled to help their own students guide their
personal lives by utilising interactive activities.
3. To help participants create and develop student groups and communities.
4. To help participants to understand the requirements of effective community work and to
create a motivating atmosphere in which every student takes responsibility for
themselves and for others, and to take part in making decision and community work.
5. To assist students in planning the educational process.
6. To discuss the problems that emerge during school practice as well as the importance of
flexibility and cooperation between teachers and students during planning. Supporting
motivation, preparing for social problems.
7. To support learning in connection with organizing and directing.
8. To support self-regulated learning through practical problems. Evaluating students and
the educational process.
9. To enhance students’ commitment to the teacher’s profession.
10. To improve communication, professional cooperation and professional identity.
11. To discuss and evaluate students’ experience of teaching practice, to work out individual
solutions in the areas of autonomy and taking responsibility.
12. To discuss and reveal ethical issues and professional cooperation.
Competences to develop:
Reflecting on teaching practice and planning professional development.
Establishing professional goals and pursuing opportinities to grow professionally.
Working with communities to improve professional practice.
Balancing professional responsibilities and maintaining motivation.
Communicating with students, families and others about student progress.
Course content and schedule: -
Education management:
Assessment::
method of assessment:
mid-term requirement:
oral exam topics (if any):
Compulsory reading:
J. D. Bransford, A. L. Brown, R. R. Cocking (ed.) (1999): How people learn. Brain,
mind, experience and school. National Academy Press, Washington, D. C.
C. Danielson, T. L. McGreal (2000): Teacher evaluation to enhance professional
practice. ISBN-10: 0-87120-380-4
Optional reading:
U. Goswami (2008): Cognitive Development - The learning Brain. Psychology Press
Supporting (compulsory/optional) digital materials: -
Person in charge of program: Dr. Zsuzsanna Hanák,college professor, Department of
Psychology, e-mail: [email protected]
Person in charge of the course:, Dr. Katalin Héjja-Nagy, PhD., associate professor, head of
Department of Psychology, e-mail: [email protected]
Instructor: Dr. Tünde Anna Taskó PhD., associate professor, Department of Psychology, e-
mail: [email protected]
Instructor’s office hours:
Preferred contact details: e-mail
Online communication method:
Course title: Psychology of Recognition and
Individual
Treatment of Students
Code:
NOP_PS003G2 Credits: 2
Type (lecture/seminar/practice/consultation) and number of contact hours: Seminar, 2 hours
per week in the given semester.
Evaluation method (end-term exam mark/ term mark / other): End-of-course evaluation
Suggested semester: Semester 4
Frequency of availability:
Language: English
Prerequisites (if any): Students must have sucessfully completed the following units - The
Concept of Childhood in Psychology, Personality and Development, Psychology of
Activities in the Teaching Profession
Description
Aims: are to enable prospective teachers to recognize students with special educational
needs and, in turn, to treat them as individuals and educate them effectively
Competences to develop:
Students will acquire basic knowledge in connection with
- students with special educational needs (SEN).
- methods for understanding students, how to arrange such information in case studies,
and the know-how of planning educational interventions.
- differential education, adaptive learning environments, and educational strategies.
The course will contribute to students becoming able to:
- recognize students with special educational needs, treat them individually and
educate themeffectively.
- establish an open and tolerant climate that promotes fairness and respect.
- use appropriate methods to understand individual students and to prepare case studies
as a result .
- use a variety of instructional strategies and resources to respond to students’ diverse
needs.
With the help of the course, students are expected to
- respect the personality of students, be able to value students’ backgrounds and
interests, and form a positive attitude towards every student.
- be sensitive to the individual problems of students and establish the conditions
necessary for development
- be able to cooperate with students in order to improve the effectiveness of the
teaching and learning process
- recognise that in order to create an appropriate learning environment, it is important
to pay respect to the special needs, ideas and initiatives of students.
try to use appropriate instructional strategies and methods in order to promote
activity, interactivity and differentiation.
Course content and schedule:
1. Differences between students.
2. Symptoms of difference.
3. Factors influencing learning and achievement.
4. Characteristics of students with disadvantaged social backgrounds.
5. Different levels of learning problems. Characteristics of learning disorders and
possibilities for educational assistance.
6. Integration and inclusion. Characteristics of segregation vs. integration.
7. Characteristics of disabled students.
8. Gifted students.
9. Behavioural and socialization disorders and possibilities fortreatment.
10. The bioecological model of human development and its implications for
understanding students. Fields and methods of recognizing students.
11. Writing pedagogical case studies and its role in the development of pupils.
12. Stages of institutional help: the activities of educational counselling institutions and
institutions providing professional educational services.
Education management:
Assessment::
method of assessment: End-of-course evaluation, writing papers
mid-term requirement:
oral exam topics (if any):
Compulsory reading:
Birkett, Veronica: How to Support and Teach Children with Special Educational
Needs. LDA. ISBN: 9781855033825
Hewstone, M., Fincham, F. D, Foster, J. (2005): Psychology. Blackwell Publishing,
Oxford.
Optional reading:
Bronfenbrenner, Urie (1977): Toward an Experimental Ecology of Human
Development. American Psychologist, 1977. July, 513-531.
http://cac.dept.uncg.edu/hdf/facultystaff/Tudge/Bronfenbrenner%201977.pdf
Supporting (compulsory/optional) digital materials: -
Person in charge of program: Dr. Zsuzsanna Hanák, college professor, Department of
Psychology, e-mail: [email protected]
Person in charge of course: Dr. Maria David, PhD., college professor, Department of
Psychology, e-mail: [email protected]
Instructor: Dr. Katalin Hejja-Nagy, associate professor, head of Department of Psychology,
e-mail: [email protected]
Instructor’s office hours:
Preferred contact details: e-mail
Online communication method: -
Course title: Aggression in School Code:
NOP_PS011K5 Credits: 5
Type (lecture/seminar/practice/consultation) and number of contact hours: Seminar, 4 hours
per week in the given semester
Evaluation method (end-term exam mark/ term mark / other): End-of-course evaluation
Suggested semester: Semester 8
Frequency of availability:
Language: English
Prerequisites (if any): Students must have sucessfully completed the following units - The
Concept of Childhood in Psychology, Personality and Development, Psychology of
Activities in the Teaching Profession
Description
Aims:
School aggression is an increasingly common phenomena in schools of the 21st Century. It
is important to investigate the problem utilising scientific methods, and with international
cooperation.
The aims of the course are:
- to create a collaborative research group to explore the characteristics of school
aggression.
- to examine connections between the school climate and school aggression.
- to explore helpful strategiesin reducing school aggression.
- to build up an international research network,
- to study the theoretical approach and research the practice.
Competences to develop:
Students will acquire basic knowledge regarding school aggression. They will learn about
the characteristics of school aggression, become familiar with methods for the prevention
and handling of aggression in schools.
The course will contribute to students becoming able to:
- establish an open and tolerant climate
- to notice bullying actions in school
- look at conflicts as natural aspects of social interactions and use appropriate methods
to solve conflict situations.
With the help of the course, students are encouraged to develop a commitment to basic
democratical values.
Course content and schedule:
1. Safety teaching and learning
2. Interpersonal relations of school
3. Institutional environment of school
4. Leadership and relationship of the staff
5. Definitions of agressionPhenomena of school aggression
6. Types of bullying
7. Aggressors and victims
8. How to reduce school aggression
9. Prevention of school aggression
10. Conflict management in school
11. How to research school aggression
12. Main important research results
13. Good practice
Education management:
Assessment::
method of assessment: End-of-course evaluation
mid-term requirement:
oral exam topics (if any):
Compulsory reading:
Young – Nelson – Hottle – Warburton – Young: Relational Aggression in Schools (2010)
National Association of School Psychologist
http://www.nasponline.org/resources/bullying/relational_aggression.pdf
John E Lochman, - Nicole R. Powell, Nancy Clanton, Heather K. Mc Elroy Anger and
aggression. http://www.nasponline.org/publications/booksproducts/nas-cbiii-05-1001-009-
r02.pdf
Lazarus, Philip J. – Pfohl, William: Bullying Prevention and Intervenetion, Information for
Educators. 2010) National Association of School Psychologist
http://www.nasponline.org/resources/bullying/Bullying_Info_Educators.pdf
Optional reading:
Stephen S Leff, Tracy Evian Waasdorp, Brooke Paskewich, Rebecca Lakin Gullan, Abbas F.
Jawad, Julie Paguette, MacEvoy, Betsy E Freinberg and Thomas J. Power: The Preventing
Relational Aggression in Schools Everyday Program: A Preliminary Evaluation of
Acceptability and Impact. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3113534/
Supporting (compulsory/optional) digital materials: -
Person in charge of program: Dr. Maria David, PhD., PhD., college professor, Department
of Psychology, e-mail: [email protected]
Person in charge of the course: Dr. Maria David, PhD., college professor, Department of
Psychology, e-mail: [email protected]
Instructor: Dr. Maria David, PhD., college professor, Department of Psychology, e-mail:
[email protected] ; Dr. Tünde Anna Taskó PhD., associate professor, Department of
Pschology, e-mail: [email protected]
Instructor’s office hours:
Preferred contact details: e-mail
Online communication method: