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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

http://en.wikibooks.org/wiki/Introduction_to_Sociology

http://www.okm.gov.hu/download.php?docID=296

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.


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


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: -


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


Preferred contact details: e-mail

Online communication method: -

mailto:[email protected]



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


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.


- 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


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


- 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


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


LMS http://neptun.ektf.hu, http://elearning.ektf.hu

Asessment:

method of assessment: passing a test focusing on the acquired theoretical

http://neptun.ektf.hu/

http://elearning.ektf.hu/

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


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

http://p2014-26.palyazat.ektf.hu/public/uploads/17-a-pedagogusmesterseg-ikt-alapjai-eng_55e9c7da2612a.pdf

http://p2014-26.palyazat.ektf.hu/public/uploads/17-a-pedagogusmesterseg-ikt-alapjai-eng_55e9c7da2612a.pdf

http://forgos.ektf.hu/wp-content/valogatott-dokumentumok/Produktum.pdf

http://prbooks.pbwiki.com/PR-and-new-media

http://www.odl-liaison.org/

http://www.mobilearn.org/download/results/guidelines.pdf



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:


Language: English


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.


- 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


Assessment:

method of assessment: class activity; an essay on the topic of the course

mid-term requirement: class activity


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


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.


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: -


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


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]







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.


Suggested semester: Semester 4


Language: English




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


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.


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.


Assessment::

method of assessment: End-of-course evaluation, writing papers



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


Person in charge of program: Dr. Zsuzsanna Hanák, college professor, Department of


Person in charge of course: Dr. Maria David, PhD., college professor, Department of


Instructor: Dr. Katalin Hejja-Nagy, associate professor, head of Department of Psychology,

e-mail: [email protected]



Online communication method: -

http://cac.dept.uncg.edu/hdf/facultystaff/Tudge/Bronfenbrenner%201977.pdf




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


Suggested semester: Semester 8


Language: English




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.


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.


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


Assessment::

method of assessment: End-of-course evaluation



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/


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


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]




http://www.nasponline.org/resources/bullying/relational_aggression.pdf

http://www.nasponline.org/publications/booksproducts/nas-cbiii-05-1001-009-r02.pdf

http://www.nasponline.org/publications/booksproducts/nas-cbiii-05-1001-009-r02.pdf

http://www.nasponline.org/resources/bullying/Bullying_Info_Educators.pdf

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3113534/





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