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2017/1, стр. 61 - 79

AN ANALYSIS OF THE BARRIERS TO INCLUSION OF CHILDREN WITH BEHAVIOURAL, EMOTIONAL AND SOCIAL DIFFICULTIES (BESD) IN THE CONTEXTS OF GREECE AND ENGLAND

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Introduction

Despite Behavioural, Emotional and Social Difficulties (BESD) being the third largest category of Special Educational Needs (SEN) in England3), considerable confusion and significant barriers to their inclusion in mainstream schools still remain. In 2012 – 2013 pupils with BESD in mainstream English schools were at least four times more likely to receive fixed-period exclusions than children with other SEN20). The current educational system’s approach to BESD reveals an inconsistency in both guaranteeing the right of inclusion (Visser & Stokes, 2003; Jull, 2008; Cooper, 2008) and providing a specialised and effective environment (Cooper, 2008). Accordingly, Jull (Jull, 2008: 13) aptly argues that BESD ‘is perhaps the only SEN category that exposes a child to an increased risk of exclusion, simply as a function of the SEN in the first instance’. Very recently, the English government substituted the BESD category for a broader term, ‘Social, Emotional and Mental Health (SEMH) difficulties’4), in an attempt to better cater for the needs of the 169,110 pupils who were identified as having BESD in the country in 20153). Notwithstanding the general support that the new term has already gained (Tutt & Williams, 2015), the former term will be adopted throughout this paper not only in order to specifically examine BESD, but mostly for reasons of consistency with the existing literature.

Meanwhile in Greece, which has been caught in the eye of a socio-economical cyclone, the educational community is seriously worried that despite the relevant legislative reforms, the needs of children with SEN and/or disabilities (SEND) are not met yet and schools are far from adopting any inclusive policies (Zoniou- Sideri et al., 2006; Vlachou, 2006). In fact, the implementation of provisional policies related to BESD is relatively poor as proper screening, identification, planning, and implementation of relevant educational programs is quite limited (Papakyriakopoulos, 2011). A significant number of scholars have already pointed out the crucial need of reform in order to meet the needs of Greek students with BESD (Maniatis, 2010; Nikolaou, 2013; Papakyriakopoulos, 2011). Apart from the limited specialised provision for this particular group of students in Greece, there is also a significant lack of BESDrelated data and research. Two fundamental problematic areas in the country appear to be mapping the needs of students with SEND and identification of BESD students.

Greece has not established a coherent database on children with SEND yet16), and there is still a lack of a national observatory for inclusion. As a result, there is no accurate picture on the number of children with BESD in Greece and the kind of provision they receive. The design and development of an electronic database for all children and young people aged 4-25 was supposed to be ready for educational use in 2015, but still remains under construction (Dikaiosinis, 2014). Official data was firstly published in 2004 and suggested that only 7.2 % of Greek students with SEN had received a BESD-relevant assessment and, therefore, had been offered special educational planning and provision (Panteliadou, 2004). This first scarce attempt of mapping SEN in Greece is now considered entirely out of date (Lampropoulou, Panteliadou & Markakis, 2005). Moreover, the total number of students with SEN in Greece in 2011-2012, i.e. 36,011 students (European Agency for Development in Special Needs Education, 2012), turned out to have risen with more than 127% in comparison to the data from 2004 (i.e. 15,850 students) (Panteliadou, 2004).

Considering that students with delinquent or aggressive behaviour are at a high risk of dropping out of school (Lessard et al., 2007; Rumberger & Lim, 2008; Manoudaki, Tsalkanis & Yeorgoulas, 2005), the actual number of children with BESD can be even larger. Moreover, the Centres of Differential Diagnosis, Evaluation and Support (‘KEDDY’), which are officially responsible for evaluating any student with SEND in Greece, cannot carry out the identification of students without their parents’ consent (N. 3699/2008, 2008). Thus, many students suffering domestic violence or abuse, who according to Greek legislation might fall under the BESD category, could remain unidentified. In addition, teachers, despite having the responsibility of reporting such cases, can only report cases they are informed of or they can ascertain, while the authorities can conduct a further investigation only with a court order15). Considering the Greek schools’ lack of permanent specialised personnel (psychologists, social workers, nurses, etc.), the chances of identifying such cases can be dramatically limited.

Inclusion in Greece, as the expression of every child’s entitlement to educational equality, remains an important ethical and political issue that needs to be further addressed (Zoniou-Sideri et al., 2006; Vlachou, 2006). Greece, as most of the European countries, has been bound to follow the principles of the Salamanca Statement17) . However, inclusion has only recently been introduced in the educational agenda of Greece with the adoption of Law 2817/2000, which promoted the need for including children with SEND in mainstream schools (Ν. 2817/2000, 2000). According to the Greek legislation, the necessary arrangements for all pupils with SEND should include either appropriate support services for mainstream settings or high quality specialised provision for special schools12). However, it is noteworthy that inclusion refers to pupils’ placement in the so-called ‘inclusive classes’, where special teaching is provided by special educators outside the main school programme12). In practice and according to the relevant Greek legislation, Law 3699/2008, there are three types of school arrangements offered to children with SEND: special schools, ‘inclusive’ classes, and ‘parallel support’ from a SEN trained teacher within a mainstream classroom (N. 3699/2008, 2008). As a large body of literature has argued, different or additional provision can expose children with SEND to the risk of being labelled and segregated, thus reinforcing inequalities and devaluation (Dyson, 2001; Ho, 2004).

This paper stresses the need for further investigation of both the theoretical (i.e. conceptualisations) and the political (i.e. policies and practices) perspectives of BESD in the contexts of England and Greece, towards the development of a just and effective environment for pupils with BESD, as well as for the school community as a whole. In the aim to identify the possible factors affecting the inclusion of this particular group of pupils, it attempts to highlight core constraints, indicating the current confusion and inconsistency when meeting the needs of pupils with BESD. Finally, it seeks to critically discuss current approaches, limitations and possibilities of current inclusive practices in both countries. By drawing attention to this significant area of education, this paper attempts to reveal the contradictions of current educational policies and practices in order to contribute to the elimination of educational inequalities.

Defining BESD

During the last three decades, there has been an extensive debate amongst educationalists regarding the definition of the SEN category of BESD. In relation to other SEN categories whose definitions are generally considered reliable and universal, the BESD definition still remains vague and problematic (Daniels et al., 1998; Cole, 2004; Cole & Visser 2005; Poulou, 2005; Thomas, 2005; Cooper, 2008; Jull, 2008; Goodman & Burton, 2010). One of the main reasons for this lack of clarity and consensus may be that BESD is defined by a complex interplay of social, psychological and bio-psychosocial factors (Cooper, 2006). Notwithstanding the wide array of interpretations of BESD existing across different disciplines and perspectives and in order to add some clarity, it would be preferable to refer to the official definition adopted in the legislation of the English Government, as this definition has had, undeniably, the greatest impact on educational practice.

In the first Code of Practice of 1994, the term ‘emotional and behavioural difficulties’ is used to refer to difficulties that:

‘[...] range from social maladaptation to abnormal emotional stresses. They are persistent (if not necessarily permanent) and constitute learning difficulties. They may be multiple and may manifest themselves in many different forms and severities. They may become apparent through withdrawn, passive, aggressive or self-injurious tendencies’1).

It is noteworthy that this definition officially recognises a strong relationship between BESD and learning difficulties, an important linkage both for the assessment, the design and application of interventions (Mowat, 2009). The 2001 Code of Practice provides an extensive, but descriptive definition including terms such as ‘withdrawn’, ‘isolated’, ‘disruptive’, ‘disturbing’, ‘hyperactive’, ‘lacking concentration’ and presenting ‘immature social skills’ and ‘challenging behaviour’.1) The vast variety of behaviours could be characterised as either ‘internalising’ or ‘externalising’ (Cooper, 2008; Jull, 2008). Externalising behaviours, including the so-called ‘disruptive’ or ‘challenging’ behaviours, are generally considered unaccepted in mainstream schools and usually provoke punitive responses (James & Freeze, 2006). Cooper notices that BESD ‘is [...] considered legitimate to apply legally sanctioned punishment and exclusionary practices’ (Cooper, 2008: 14). Most importantly, poor understanding of what constitutes BESD could lead to the adoption of negative attitudes by practitioners towards this particular group of children (Armstrong & Hallet, 2012; Mowat, 2009).

Finally, the 2015 Code of Practice introduced the new term, ‘Social, Emotional and Mental Health’ (SEMH), in order to replace the BESD term. The Code defines SEMH difficulties as ‘an overarching term for children who demonstrate difficulties with emotional regulation and/or social interaction and/or are experiencing mental health problems’4). However, as it is much wider than BESD, it also includes: ‘problems of mood (anxiety or depression), problems of conduct (oppositional problems and more severe conduct problems including aggression), self-harming, substance abuse, eating disorders or physical symptoms that are medically unexplained […] attention deficit disorder, attention deficit hyperactive disorder or attachment disorder’ (ibid.). The 2015 Code further declares that the expression of the SEMH difficulties may include isolation, withdrawal, and challenging, disruptive, or disturbing behaviour.

In Greece, it was the 3699/2008 legislation on Special Education that addressed a relevant category of needs for the first time, and that entitled them as special educational needs (N. 3699/2008, 2008). However, the definition that is given to this particular category of needs is even more complex and unclear than in the English legislation. In addition to social and emotional difficulties the student may face complex cognitive difficulties or manifest ‘illegal behaviour’. The definition also specifies that the main factors causing the ‘illegal behaviour’ may be abuse, neglect, abandonment and domestic violence. In fact, the following brief definition is the only reference to the specific category that can be related to BESD:

‘Students with complex cognitive, emotional and social difficulties or illegal behaviour due to abuse, neglect and abandonment or domestic violence are included among students with special educational needs.’ (N. 3699/2008, 2008).

Since there has not been any more recent Greek legislation concerning the definition and categorisation of SEND, the category as referred above is the only official one.

Ideological factors impinging on inclusion

The uncertainty surrounding the placement of pupils with BESD reflects the ideological/theoretical confusion underpinning the constraints of policies and inconsistent practices. There is no firm and efficient framework concerning BESD. Keil et al. recognise that ‘[i]ndeed the label of behavioural, emotional and social difficulties is probably one of the most approximate and catch-all labels used to describe special educational needs’ (Keil et al., 2006: 170). Relevant research has shown that differing professional and personal values and attitudes (Daniels et al., 1998) can determine which pupils fall under any given definition, thus producing a fluctuating working definition and differing practical application of the terms (Goodman & Burton, 2010). That granted, and considering that the Circular 9/94 specifically excludes pupils who are perceived as ‘simply disruptive or naughty’ from the definition2), the rights of these pupils are placed at a considerable risk. It is the fundamental ideological issues regarding their right to an equal education that still remain undefined, thus allowing the existence of variant or even contrasting and unequal practices (James & Freeze, 2006; Cooper, 2008).

Since the conceptualisation of what falls under the category of BESD has an enormous impact on how legislation is translated into practice, it is clear that an attempt to reframe the category might aim to set the grounds for a neutral and assumptions-free depiction of BESD and, thus, lead to the design and application of effective practices. Thomas & Loxley suggest that the conceptualisation of BESD is the root cause and conclude that the current educational agenda is ‘of deficit, deviance and disadvantage in the child’ (Thomas & Loxley, 2007: 49), as there is still a ‘dispositional’ mindset concerning pupils perceived as having BESD. On the one hand, there is still a medical/individual interpretation of the term BESD that emphasises on the individual ‘deficit’ of the child and targets on the normalisation and treatment of any ‘disrupting’ behaviour. On the other hand, there are conceptualisations of BESD recognising the social causes and focusing on the adjustments that the schooling systems should achieve in order to provide an inclusive environment. In avoiding this duality, interactionist accounts of BESD include an interplay examination of individual, family, social, environmental and broader structural factors (Mowat, 2009). Therefore, confusion appears to be inherent to the term (Poulou, 2005), as long as the term is the product of a complex interaction among various people, contexts, as well as individual and social factors.

In order to tackle the negative attitudes caused by the label itself and the reference to ‘who-knows-what’ Behaviour, the English government has used various arrangements of the ‘E’, ‘B’, ‘S’and ‘D’, with the term ‘BESD’remaining the most favoured. The social element was less acknowledged, and finally a more helpful term that totally replaced BESD, has been adopted. The latest SEND Code of Practice of 2015 has introduced the term ‘Social, Emotional and Mental Health’ (SEMH) difficulties. Behaviour is finally out of the picture considering it to be a result of a social or emotional difficulty, and not a causal factor of it. The new extended term also includes ‘Mental Health’, which may also cause ‘problematic’ behaviours. As Cole and Visser (2005) highlighted there was an overlap between BESD and mental health difficulties, whereas children with Attention Deficit Hypeactivity Disorders (ADHD) can often manifest BESD traits. However, there are still concerns that the ‘Mental Health’ element may be unhelpful as it includes a wide range of difficulties such as anxiety, depression, ADHD, eating disorders, schizophrenia, etc. (Tutt & Williams, 2015). Accordingly, the 2015 Code of Practice points out that SEMH cannot be a direct replacement of BESD.4)

In Greece, to the author’s knowledge no relevant legislative alteration or replacement has been yet made and no specific clarification or ‘label’ has been yet offered apart from the aforementioned descriptive definition of the 2008 Law (N. 3699/2008, 2008). Due to the lack of an official term, there has been a lack of consistency within literature as some researchers use a direct translation of the English term ‘BESD’ (Poulou, 2000), others refer to BESD as ‘emotional and behavioural difficulties’ (Doni, 2015) and several others use the term ‘behavioural problems’ (Chatzichristou & Hopf, 1991; Kourkoutas, 2011). One may consider this refraining from labelling as an intended inclusive policy; however, it only reveals the discrediting attitude of the Greek state to children with BESD and the lack of any noteworthy specialised provision.

Structural factors impinging on inclusion

As systemic accounts acknowledge, there are several interacting factors, including social structures that possibly relate to BESD and there is not necessarily a single cause responsible for it. Amongst other structural factors affecting inclusion, poverty is undeniably linked with the assessment or/and the development of BESD. According to the official statistical data of the English government, children with BESD are more likely to receive school meals, a reliable indicator that children living in poverty are at a higher risk of being perceived as having BESD (Parsons, 2005; Keil et al., 2006). Moreover, considering pupils with BESD tend to come from economically disadvantaged families, their parents might find it difficult to exercise pressure demanding better services and provision for their children (in comparison, for example, to parents of pupils with autism or dyslexia) and that might indirectly lead to exclusionary practices (Farrell, 1994). More significantly, there lays the risk of perpetuating the prejudice that all children under poverty have problematic behaviours, thus, determining the teachers’ stances and expectations, which accordingly foster such behaviours as a self-fulfilling prophecy (ibid.).

In Greece, the numbers shock: 28.8% of children are at risk of poverty18). This continuously increasing situation gives rise to violent behaviour within the family, while it threatens children’s access to public goods, such as education, health services, and social protection15). In Greece, children with SEND and especially children whose parents are unable to look after them are seriously threatened with marginalisation16). The lack of epidemiological data on the prevalence of children with BESD in Greek schools (Kourkoutas, 2011) undermines the evaluation of the current situation and the development of evidence-based policies. Furthermore, a complete and documented evaluation of the socio-economic situation in the country is a prerequisite for the establishment of strategies to address the needs of the growing group of those suffering from the recent economic crisis.

Despite the scarce research on ethnicity and BESD, there is scientific evidence associating minority students with school disaffection and exclusions in England. Cooper, Smith and Upton (1991) highlighted the over-representation of black students in specialist settings for pupils with BESD. Relevant government statistics clearly showed the substantial and perhaps increasing over-representation of black pupils amongst excluded children13). Most recently, Lindsay, Pather and Strand (2006) conducted the first national study confirming the concerns for a disproportionate representation of children from minority ethnic groups in special education. In accordance to the latter research, Dyson and Gallannaugh (2008) reveal the existence of widespread and pervasive inequalities in education through the disproportional representation of specific ethnic groups. However, there is still a lack of firm and in-depth research, in the sense that ethnicity constitutes a complex notion capturing variable features (such as language, religion, culturally specific behaviours) and there are obvious difficulties in ‘handling’ such data. Recent literature, yet, reveals that children from minority groups might be vulnerable in experiencing disadvantaged circumstances, disengaged from the feeling of social belonging, isolated and, in some cases, excluded (Jull, 2008; Parsons, 2005).

In spite of the fact that there has been no research conducted concerning the possible linkage between BESD and ethnicity in Greece, there is some evidence proving deviant or illegal behaviour of students from ethnic or language minorities within Greek schools. Although in 2008 a Greek study suggested that teachers find no significant difference in behaviours between students from the minority ethnic groups and the general Greek student population, the current situation is far different nowadays. The recent rise in migration numbers alongside with the socio-economic crisis has created an upsurge of nationalism and xenophobia. The increase of unemployment numbers and poverty, and the failure of the Greek state to provide proper social welfare services, has led to discrimination against all immigrants regardless their social or economic status (Tressou & Mitakidou, 2007). Most of teachers in the former research, however, recognised that any deviant behaviour the immigrant students may adopt is primarily linked to their parents’ social and educational status, and, secondly, to their cultural capital (Goudiras et al., 2008). Cultural capital refers to the necessary attitudes and knowledge needed in order to succeed in the current educational system (Bourdieu, 1986). Findings from a more recent Greek study indicate that ethno-cultural differentiation and deviant behaviour are not necessarily connected, and ethnicity should be examined along with other factors, such as poor school performance, lack of parental monitoring, and language deficiency (Nikolaou & Christophi, 2014). The majority of Greek teachers correlate school underperformance of immigrant students with behavioural difficulties (Evangelou & Paleologou, 2007). Accordingly, it is generally acknowledged that it is the level of students’ engagement and participation in the classroom that shapes the educational experience and may jeopardize inclusion. Thus a child feeling culturally and socially alienated may be just in need of a more active role in the educational process (Evangelou, 2007).

When examining issues of disproportionality within the category of children with BESD, it is obvious that the number of boys assessed is approximately three times over the number of girls (Daniels et al., 1998; Cooper, 2006). Cole et al. (1999) argued that there were ten to twelve times more boys than girls attending English BESD schools. However, girls more commonly experience internalised difficulties that attract less teacher attention and challenge school communities less (Cooper, 2006). If this is the case, it may be suggested that educational policies mainly target on managing challenging behaviours (such as those expressed by boys) rather than attempting to assess every child’s unique need and provide holistically for them (Head, 2005; Parsons, 2005; Mowat, 2009). Notwithstanding the concerns expressed by scholars, there has been yet little endeavour to define the reasons, or provide gender-specific educational approaches in the last decade.

Accordingly, Greek boys are more likely to be involved in violent incidents within schools (Psalti, 2012) and demonstrate a higher rate of behavioural difficulties (Doni, 2015; Papakyriakopoulos, 2011). A relevant Greek study reveals that problematic behaviour is more than two times more likely to be displayed by primary school boys than by girls (Papakyriakopoulos, 2011). This data is in line with the cultural stereotype that boys’ behaviour is by far worse than girls’, since boys’ maladjusted externalised behaviour is more easily observed and more likely to be managed by school authorities. It can be more easily labelled as ‘challenging’ or ‘aggressive’ (Chantzi & Papadatos, 1990). However, as already indicated, girls can be involved in equally harmful internalising behaviours, such as depression or anxiety, which could cause extensive difficulties to them and their families (Cooper, 2006). Their behaviour can be as challenging but in a less disruptive and noticeable way, e.g. in primary schools they may use name-calling, exclusion of members from a friends’ group, or spreading of rumours (Papakyriakopoulos, 2011).

Practical factors impinging on inclusion

The majority of Greek literature has acknowledged the existence of poor academic skills of children with BESD (Chantzi & Papadatos, 1990; Chatzichristou & Hopf, 1991; Poulou, 2000; Anagnostopoulos & Sini, 2005; Poulou, 2005; Kourkoutas, 2011). Considering the lack of BESD-specific data in Greece, a nationwide research of 2004 investigated the phenomenon of juvenile delinquency in Lyceum schools of Athens and concluded that the majority of students involved in serious incidents display low school performance21). The findings also suggested that the lower the academic performance, the worse their established interpersonal relationships, the lower their self-control, and the higher the probability for students to exhibit antisocial behaviour (ibid.). Two former Greek studies have also related low academic performance with ‘problematic’ behaviour (Chantzi & Papadatos, 1990; Chatzichristou & Hopf, 1991), but as both examine the teachers’ perspective on students’ behaviour, there remains the methodological question of whether their views are biased. If that is the case and teachers tend to expect low academic performance from students who simply ‘do not behave’, then low performance may be a result of the teachers’ inability to respond properly to their needs. Furthermore, the students’ academic failure increases the likelihood of them creating a negative image of self (Anagnostopoulos & Sini, 2005; Kourkoutas, 2011), feeling rejected by teachers and peers, losing their interest in school and ending up in association with ‘delinquent’ fellow students in order to feel accepted and included. Despite that Greek teachers may have generally good intentions to assist students with BESD (Poulou, 2000), the stereotype that ‘a good student is an obedient student’ still exists and perpetuates crucial inequalities within classroom.

In England, the very recent report of the Children and Young People’s Mental Health and Wellbeing Taskforce (2015) declares a national commitment to ‘encouraging schools to continue to develop whole school approaches to promoting mental health and wellbeing’ (p. 19). The design of school-based social and emotional programmes commits to help young people also acquire the skills they need to make good academic progress (Goodman et al., 2015; Durlak et al., 2014). Thus, the school, as a unit, plays the most important role in developing an engaged relationship between the pupil and the school community, and in reinforcing academic achievements. However, more needs to be done in that direction, since there is still strong evidence that exclusions from schools and academic performance are, in many cases, significantly interrelated7). Literature suggests that, in order to improve behaviour and eliminate exclusions, the development of strategies that could offer access to a flexible curriculum based on the pupils’ knowledge, interests and potential skills is necessary (Cooper, 2008; Mowat, 2009). A likely management of behaviour within the classroom might include considering the needs of children with BESD and adjusting the curriculum in a way that it captures the attention of every pupil, reinforces the development of positive selfimages and, as a consequence, minimises disruptive behaviour for the benefit of all pupils (Cooper, 2008). As Hallam pinpoints ‘the reduction of exclusions is said to depend on schools developing inclusive approaches to the curriculum and teaching, while also developing strategies for working with other agencies to support pupils who are at risk’.

The significant role of a proper multi-agency collaboration is highly dependent on the just economic design of the provision for SEN. While the English Government has already demonstrated that adequate resources should be provided for the effective provision for SEN6), there are many questions highlighting the lack of bound criteria for the just funding of each SEN (Terzi, 2008). This, for example, might mean that even if there were two pupils having the same SEN, it is almost impossible that they receive the same amount of resources and, thus, the same quality of provision. Moreover, researchers have expressed great concerns for the consequences of the inadequate multi-disciplinary provision (i.e. the availability of educational psychologists, or teaching assistants) due to low funding (Mowat, 2009; Goodman & Burton, 2010). Overall, a better design of resources is a prerequisite, since ‘[c]hanges in policies and priorities cannot be effective unless adequate resource requirements are met’17).

In Greece, SEN funding is considered decentralised12), since decisions on resources are devolved from the government to the local level of prefectures (larger than municipalities). The Greek state allocates funds to each prefecture regardless of the number of children with SEN and each prefecture’s Council of Education decides on how the funds should be used. In practice, this means that funding is not linked to pupils and their individual needs, but to the setting in which they are educated. Consequently a premium is put on segregation and inclusion is relatively discouraged (ibid.). Greece places the majority of pupils with SEN in mainstream schools (Didaskalou & Vlachou, 2004), but rigid centrally-controlled curriculum means little differentiation (Zoniou-Sideri et al, 2006), yet very loose control at classroom level (Riddell, et al., 2006). Furthermore, the lack of permanent specialised personnel in mainstream schools, i.e. SEN educators, SENCOs, psychologists or any other therapists, testifies to the fact that financing SEN education in Greece is very limited (Lampropoulou, Panteliadou & Markakis, 2005). Apart from the inappropriate and outdated school buildings, there is also limited guidance or availability of ICT or other specialist resources12) and, consequently, it is on the teachers’ will (and sometimes at their own expense) to implement any specialised programme. Therefore, provision for children with SEN is regarded inadequate with respect to the small proportion of children with SEN that actually receive any additional support10) (Didaskalou & Vlachou, 2004). Rather, the emphasis is on normalisation, so that the pupils with SEN (Didaskalou & Vlachou, 2004), and especially those confronting behavioural difficulties, are encouraged to conform to the behaviour and expectations of the majority.

Discussing inclusion for children with BESD

Despite the strain towards including pupils with BESD in mainstream settings, some authors acknowledge the negative impact that their disruptive, aggressive or violent behaviour can have on the learning environment given the high pressure for the teacher and the increased risks for the peers’ group (Jull, 2008; Goodman & Burton, 2010). Based on the writer’s teaching experience, challenging behaviours might disturb the learning of others, affect the school’s ethos, make excessive demands upon teachers and staff, or even pose the pupil or classmates in physical danger. The Education Act of 2001 demonstrates the right of children with SEN to be included in mainstream schools as long as it is compatible with ‘the provision of efficient education for other children’6). In Greece disciplinary sanctions and exclusion are usually suggested as an effective and instant response to a pupil’s poor behaviour with the main argument that they have disrupted the learning environment in their classroom (Kourkoutas, 2011). Therefore, the conflict between the right of pupils with BESD to be included in mainstream schools and the right of other children to an effective education seems to be in favour of the latter (Visser & Stokes, 2003).

Despite the English legislation’s requirement that exclusion should be only used as a last resort, Ofsted (2003) reported an increasing number of pupils in BESD schools and in the number of special schools providing for such pupils. The SEN Programme of Action of 1998 was cautious, stressing that the government’s approach to providing for pupils with SEN (including those with BESD) must ‘be practical, not dogmatic’ putting the needs of individual children first5). Segregated special provision is considered to derive from the need for an individualised and, therefore, highly controlled environment targeting on the application of specialised interventions, which are difficult to apply in a mainstream setting. There are, also, considerable practical constraints for accomplishing an effective inclusive reality, such as the unsatisfactory multi-agency system, the increasing cost of individualised provision, the inadequate training of teachers (Jull, 2008; Goodman & Burton, 2010) and the lack of firm and clear official guidance for effective practices in mainstream schools (Evans et al., 2004). Moreover, on occasion, planned transfers might not only be in the school’s interest, but could also constitute a parental and individual choice (Visser & Stokes, 2003). In the light of all above, it seems that BESD-special schools and segregating forms of provision will continue to exist.

Making full inclusion a working reality might still seem to be utopian, yet the commitment to treat all pupils, including those experiencing BESD, in a just and equal way is, and possibly will continue to be, high on the educational agenda of the English Government (Keil et al., 2006). Greece, on the other hand, needs stronger and more decisive inclusive reforms that would actually not remain on paper as it seems to be happening (Zoniou- Sideri, 2006). Thus, a louder ‘political voice’ that will stand up for educational and social justice is required (ibid.). Notwithstanding the obstacles faced when schools struggle not only to manage, but also to prevent disruptive behaviours, there is considerable evidence of working whole-school approaches that seem to be committed to inclusive principles and adopt a positive school ethos (Evans et al., 2004). A school that considers holistically the needs of each pupil might ensure an appropriate inclusive environment by avoiding punitive and intolerant practices (Parsons, 2005; Cooper, 2008; James & Freeze, 2006), creating emotional safety and positive teacher-pupils relationships (Goodman & Burton, 2003), implementing alternative and flexible curricula and working with agencies to support those at risk (Daniels, 2006; Cooper, 2008).

With respect to the vast variety of promising approaches targeting ‘undesirable’ behaviours, teaching strategies that are based on behavioural, cognitive-behavioural, eco-systemic and psychodynamic principles, such as the ‘Applied Behaviour Analysis’ (Grey et al., 2005), the ‘Cognitive Behaviour Therapy’ (Pugh, 2010), the ‘Behaviour Improvement Programme’ and the ‘Behaviour and Education Support Teams’ (Hallam, 2007) appear to be particularly effective. Teachers who obtain a responsible and positive stance based on consideration of equal opportunities for all pupils could contribute not only to a rather successful educational outcome, but also to a significant social outcome triggering pupils’ motivation to actively participate in social life (Goodman & Burton, 2010). Notwithstanding the wide variety of insightful interventions that could be applied in an inclusive classroom, further formulation of policies is needed in order to set the grounds for the required changes in educational practice.

Conclusion

Despite the fact that in the last three decades England has largely encouraged and has passionately promoted the ideal of inclusion, in cases of pupils with BESD and especially those who express externalising difficulties (i.e. the ‘disruptive’ or ‘challenging’ behaviour) the policies appear to offer little support of their right to inclusive education (Visser & Stokes, 2003; James & Freeze, 2006). While the legal framework in the country expects teachers to cater effectively for a wide diversity of SEN within the same classroom, according to teachers’ accounts, the complexity and the variability of needs is seen as the biggest obstacle affecting the learning environment (Mowat, 2009; Goodman & Burton, 2010). Based on this significant contradiction, this paper has discussed the impact of structural, practical and ideological factors on inclusion, and stressed the need for further determination and commitment to fill the gap between what theories claim and what could really happen in practice. As this paper has claimed, the outcome of such deliberation would not be the abandonment of special provision, but a flexible environment celebrating diversity and providing equal opportunities.

At the same time the present paper stressed the need of further insights into the current situation in Greece. Despite Greece being mandated to align with European countries in terms of legislation concerning education of children with SEND, there remains a huge gap between theory and practice (Zoniou-Sideri, 2006; Lampropoulou, Panteliadou & Markakis, 2005). First of all, there is a crucial need of mapping SEND in order to identify the individual needs of every child (Lampropoulou, Panteliadou & Markakis, 2005). As this study has indicated, BESD in Greece may be one of the most neglected categories of needs and, therefore, several legislation reforms should be done, both in defining the notion of BESD better, which will make identification easier and more efficient, and legally securing students with BESD’s entitlement to inclusion and provision. Then, the country has the obligation to plan and provide the appropriate funding that will eventually facilitate each student’s needs, which are still unmet due to the decentralised funding system, the lack of specialised personnel and the rigid curriculum (ZoniouSideri et al., 2006). Finally, as this paper has indicated, disseminating scientific insights and evidence of good practice may aid the Greek educational system not only to provide for this specific group of pupils, but for the school community as a whole to eventually create a school ethos, facilitate the teaching procedure, and benefit every student.

The current paper has sought to examine the dilemma of including pupils with BESD in mainstream schools by identifying the possible factors impinging on the fulfilment of inclusion with a specific reference to the English and Greek reality. Initially, it has sought to pinpoint wider ideological constraints provoked by different explanations of BESD, while examining their impact on the construction of this specific category of SEN. While in England the term is officially out and has been replaced by the category of ‘SEMH’, there is yet no scientific evidence that the latter has overcome any of the ideological barriers to inclusion. In Greece, on the other hand, the vague and scarce official definition of this category of needs remains unhelpful and raises serious concerns about social justice and access to proper provision. Furthermore, the paper has attempted to briefly discuss several structural factors, including the disproportional representation of specific group of pupils linked with poverty, ethnicity and gender. In terms of the possible practical factors affecting the inclusion of this particular group of pupils, the paper has highlighted the decentralised funding system, the lack of adequate resources and inflexibility of the curriculum in Greece, and has pointed out the existence of several weaknesses in the English multi-agency system. Finally, a discussion concerning the limitations and possibilities of inclusion was attempted in order to raise awareness over the possible barriers to inclusion and promote the value of good inclusionary practices. As the current paper suggested, there is a need to implement whole-school strategies that will equip all students with the appropriate emotional and social skills and will ensure the entitlement of all children to a just education.

NOTES

1. DfE (1994a) Code of Practice for the Identification and Assessment of Special Educational Needs, London: Her Majesty’s Stationery Office.

2. DfE (1994b) The Education of Children with Emotional and Behavioural Difficulties (Circular 9/94), London: DfE.

3. DfE (2015) National Statistics: Special educational needs in England: January 2015, London: DfE.

4. DfE & DoH (2015) SEN and disability code of practice: 0-25 years: Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities, London: DfE.

5. DfEE (1998) Meeting Special Educational Needs: a Programme of Action, London: DfEE.

6. DfES (2001a) Code of Practice on the Identification and Assessment of Pupils with Special Educational Needs, London: DfEE.

7. DfES (2001b) Statistics of education: Permanent exclusions from maintained schools in England, London: DfES.

8. Didaskalou, E. & Vlachou, A. (2004). The Development Of Special-Inclusive Education In Greece: Discourses And Practices Of Inclusion And Exclusion’ ECER Conference, Rethymnon: University of Crete.

9. DoH (2015) Future in Mind – promoting, protecting and improving our children and young people’s mental health and wellbeing, London: DoH.

10. European Agency for Development in Special Needs Education (2003) Special needs education in Europe: thematic publication, Denmark: European Agency for Development in Special Needs Education.

11. European Agency for Development in Special Needs Education (2011) SEN Country Data 2010- Greece, Odense: European Agency for Development in Special Needs Education.

12. European Agency for Development in Special Needs Education (2012) Special Needs Education Country Data 2012, Odense: European Agency for Development in Special Needs Education.

13. Ofsted (2001) Improving Attendance and Behaviour (HMI 242), London: Ofsted.

14. Papakyriakopoulos, C. (2011). The social, emotional and behavioural difficulties of 8-12 year-old primary school children in Greece: an investigation of social interaction biases, PhD thesis, Institute of Education: University of London.

15. The Greek Ombudsman (2012) ‘Findings and recommendations of the Independent Authority „the Greek Ombudsman“ on the implementation of Children’s Rights in Greece (July 2003 – July 2011)’ Parallel Report to the UN Committee on the Rights of the Child, Department of Children’s Rights, Athens: The Greek Ombudsman.

16. UN Committee on the Rights of the Child (2012) Consideration of reports submitted by States parties under article 44 of the Convention: Concluding Observations: Greece, CRC/C/GRC/CO/2-3, 60th Session, New York: United Nations.

17. UNESCO (1994) The Salamanca Statement and Framework for Action on special Needs Education, Paris: UNESCO.

18. UNICEF (2015) The state of the children in Greece: Report 2015, Athens: Hellenic National Committee for UNICEF.

19. Goudiras, D., Noulas, A., Polichronopoulou, S., Papadopoulos, K., Papadopoulou, S., Agaliotis, I., Kartasidou, L., Palaiologou, N., Papavasiliou, E. & Papayeoryiou, K. (2008). Apoklinouses simperiphores – Diachirisi kriseon sto scholio. Thessaloniki: Organismos Epimorphosis Ekpaideftikon (OEPEK), Available at: http://repository.edulll.gr/edulll/browse?type=author &value=%CE%9D%CE%BF%CF%8D%CE%BB%CE%B1%CF%82%2C+% CE%91%CE%B8%CE%B1%CE%BD%CE%AC%CF%83%CE%B9%CE%B F%CF%82 [Accessed: 20/2/2016]

20. DfE, 2014.

21. Ergastirio pinikon kai englimatoloyikon erevnon Panepistimiou Athinon (2004) ‘Erevna yia tin omadiki paravatikotita mathiton se scholia ton Athinon’ PinLog, 2004: 461 - 474.

22. N. 2817/2000 (2000) Ekpaidefsi ton atomon me idikes ekpaideftikes ananges kai alles diataxis, Athina: Ephimerida tis Kiverniseos, PHEK 78/A/14-03-2000.

23. N. 3699/2008 (2008) Idiki Agoyi kai Ekpaidefsi Atomon me Anapiria kai Idikes Ekpaideftikes Ananges, Athina: Ephimerida tis Kiverniseos, PHEK 199/A/02-10-2008.

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Книжка 7
Книжка 6
LEVELS OF SELF-EDUCATIONAL ACTIVITY OF STUDENTS OF HUMANITARIAN FACULTIES OF THE UNIVERSITY

Dr. Iryna Sereda, Assoc. Prof., Dr. Nina Stelmah, Assoc. Prof.

Книжка 5s
ИЗМЕРЕНИЯ НА ЦЕННОСТНИЯ ПОДХОД В АКАДЕМИЧНАТА ПОДГОТОВКА И ПРАКТИКАТА НА СОЦИАЛНИТЕ РАБОТНИЦИ

Проф. д-р Лиляна Стракова, доц. д-р Росица Симеонова, гл. ас. д-р Атанас Генчев

СТУДЕНТИТЕ ОТ СПЕЦИАЛНОСТ „НЕФОРМАЛНО ОБРАЗОВАНИЕ“ В УСЛОВИЯТА НА СТАЖАНТСКАТА ПРЕДДИПЛОМНА ПРАКТИКА – ПОДГОТОВКА, ВЪВЕЖДАНЕ, ЗАЩИТА

Доц. д-р Владислав Господинов, гл. ас. д-р Галина Георгиева, Румяна Георгиева-Илиева, Мирослава Славейкова

ПРЕДИЗВИКАТЕЛСТВАТА НА СТАЖАНТСКАТА ПРАКТИКА ПРЕД СТУДЕНТИ – БЪДЕЩИ УЧИТЕЛИ

Доц. д-р Илиана Петкова, гл. ас. д-р Марияна Илиева, Владислава Станоева, Георги Чавдаров

ПРЕДДИПЛОМНАТА ПРАКТИЧЕСКА ПОДГОТОВКА НА СТУДЕНТИТЕ ОТ СПЕЦИАЛНОСТ „СОЦИАЛНИ ДЕЙНОСТИ“ КАТО ОСНОВА ЗА ТЯХНАТА БЪДЕЩА ПРОФЕСИОНАЛНА РЕАЛИЗАЦИЯ

Гл. ас. д-р Анета Рашева, Русана Гаджанова, гл. ас. д-р Александър Христов, проф. д.п.н. Моника Богданова

Книжка 5
ARTIFICIAL INTELLIGENCE, ALGORITHM LITERACY, LOCUS OF CONTROL, AND ENGLISH LANGUAGE SKILLS: A STUDY AMONG BULGARIAN STUDENTS IN EDUCATION

Prof. Dr. Ekaterina Sofronieva, Dr. Christina Beleva, Assist. Prof. Dr. Galina Georgieva, Assoc. Prof. Dr. Stefan Markov, Assist. Prof.

FEATURES OF SPEECH COMPREHENSION TRAINING OF CHILDREN WITH AUTISM SPECTRUM DISORDERS

Dr. Maryna Branytska Prof. Dr. Svitlana Myronova, Dr. Svitlana Mykhalska, Assoc. Prof.

OVERVIEW OF THE STEM EDUCATION IN ISRAEL

Aharon Goldreich Dr. Elena Karashtranova, Assoc. Prof.

Книжка 4
НАГЛАСИ НА СТУДЕНТИТЕ КЪМ СМАРТ ТЕХНОЛОГИИТЕ В ОБРАЗОВАНИЕТО

Проф. д.п.н. Дора Левтерова-Гаджалова, проф. д-р Кирилка Тагарева, доц. д-р Ваня Сивакова

PROFESSIONAL SUPPORT FOR YOUNG RESEARCHERS

Prof. Emina Vukašinović, DSc., Dr. Marija Veselinović, Assist. Prof., Dr. Milan Milikić, Assist. Prof.

РОБОТИТЕ В ОБУЧЕНИЕТО – ОБРАЗОВАТЕЛНА STEAM ИГРА

Ас. д-р Мария Желязкова, гл. ас. д-р Михаил Кожухаров, доц. д-р Даниела Кожухарова

Книжка 3s
ANALYSIS OF THE DIGITAL COMPETENCIES OF PHYSICS TEACHERS IN BULGARIA ACCORDING TO THE DIGCOMPEDU FRAMEWORK

Dr. Ivelina Kotseva, Assist. Prof., Dr. Maya Gaydarova, Assoc. Prof.

Книжка 3
ДИГИТАЛНИ ТЕХНОЛОГИИ В ПОДКРЕПА НА УЧЕНЕТО

Доц. д-р Стоянка Георгиева-Лазарова, доц. д-р Лъчезар Лазаров

SOCIAL INTEREST AND STRESS TOLERANCE

Prof. Zhaneta Stoykova, DSc.

PREPARATION OF FUTURE TEACHERS FOR ORGANISING A HEALTH-PRESERVING INCLUSIVE SPACE IN EDUCATIONAL INSTITUTIONS

Prof. Nadiya Skotna, DSc. Dr. Tetiana Nadimyanova, Assoc. Prof. Dr. Anna Fedorovych, Assoc. Prof. Dr. Myroslava Sosiak, Assoc. Prof. Dr. Oksana Yatsiv, Assoc. Prof.

Книжка 2s
METHOD FOR SOLVING SYSTEM OF LINEAR EQUATIONS MXN, M=1, 2, 3; BASED ON ITS GEOMETRICAL INTERPRETATIONS

Prof. Zoran Misajleski, DSc., Prof. Daniel Velinov, DSc. Prof. Aneta Velkoska, DSc.

Книжка 2
ОТ РИСУНКА – КЪМ СНИМКА

Доц. д-р Камен Теофилов

STUDENTS’ PERCEPTION OF THE EFFECTIVENESS OF THE PROFESSIONAL ACTIVITY OF TEACHERS OF HIGHER EDUCATION INSTITUTIONS: THE INFLUENCE OF SOCIAL CONDITIONS

Prof. Dr. Nadiia Vientseva, Dr. Oksana Orhiiets, Assoc. Prof., Dr. Anetta Omelchenko, Assoc. Prof. Stanislav Romanchuk

Книжка 1s
CHALLENGES TO ENTREPRENEURSHIP EDUCATION IN HIGH SCHOOL. INTERACTION BETWEEN FORMAL AND INFORMAL ASSESSMENT

Dr. Vilyana Ruseva, Assoc. Prof., Dr. Stela Baltova, Assoc. Prof. Dr. Evgeniya Nikolova, Assoc. Prof.

Книжка 1
„ВТОРОТО“ БЪЛГАРСКО УЧИЛИЩЕ. ГЕНЕЗИСЪТ

Проф. д.п.н. Пенка Цонева, доц. д-р Бистра Мизова

EMANCIPATORY EDUCATION AND DEVELOPMENT OF ALTERNATIVE EDUCATIONAL PRACTICES

Luka Nikolić, Assist. Prof. Dr. Aleksandar Tadić , Assoc. Prof.

INNOVATIVE PRACTICES IN TEACHERS’ AND STUDENTS’ TRAININGS

Dr. Ivelina Velcheva, Assist. Prof., Dr. Deyana Peykova

2023 година
Книжка 9
EXPLORING THE NARRATIVE IDENTITY OF HUNGARIAN TEACHERS IN SLOVAKIA

Dr. Patrik Baka, Dr. Terzia Stredl, Dr. Kinga Horv†th Dr. Zsuzsanna Husz†r Dr. Melinda Nagy, Dr. Pter T–th, Prof. DSc. Andr†s Nmeth

Книжка 8
КОМПЕТЕНТНОСТНИЯТ ПРОФИЛ НА УЧИТЕЛЯ – ПОДГОТОВКА В УНИВЕРСИТЕТСКА СРЕДА

Проф. д.п.н. Сийка Чавдарова-Костова, ас. д-р Екатерина Томова

A QUALITY “ONLINE” TEACHER – WHAT DO STUDENTS APPRECIATE AND VALUE IN TEACHERS DURING DISTANCE LEARNING?

Dr. Irena Golubović-Ilić, Assoc. Prof., Dr. Ivana Ćirković-Miladinović, Assoc. Prof., Dr. Nataša Vukićević, Assoc. Prof.

SUPPORT FOR THE INCLUSION OF ROMA CHILDREN THROUGH THE PROJECT TEACHING MODEL

Prof. Biljana Jeremić, DSc., Prof. Aleksandra Trbojević, DSc., Prof. Bojan Lazić, DSc., Prof. Gordana Kozoderović, DSc.

TREND ANALYSIS OF PROFESSIONAL COMPETENCES OF SPORTS TEACHERS AND COACHES

Dr. Sergejs Capulis, Assoc. Prof., Dr. Valerijs Dombrovskis, Assoc. Prof., Dr. Svetlana Guseva, Assoc. Prof., Dr. Alona Korniseva, Assoc. Prof.

Книжка 7
DEVELOPMENT OF THE DIGITAL COMPETENCES OF PERSPECTIVE PRIMARY-SCHOOL TEACHERS

Prof. Dr. Vladimira Angelova, Dr. Hilda Terlemezyan, Assoc. Prof.

ЦЕННОСТЕН ПРОФИЛ НА УЧИТЕЛИТЕ В НАЦИОНАЛЕН КОНТЕКСТ

Проф. д.с.н. Цветан Давидков, доц. д-р Силвия Цветанска

STEM ОБУЧЕНИЕ В НАЧАЛНИТЕ КЛАСОВЕ: ГОТОВИ ЛИ СА УЧИТЕЛИТЕ?

Доц. д-р Любка Алексиева, проф. д-р Илиана Мирчева

Книжка 6s
TWO STROKE DUAL FUEL ENGINE PERFORMANCE ANALYSIS ON LIQUID AND GAS FUEL MODE RELATED TO THE NEW TRAINING DEMANDS FOR MARINE ENGINEERS

Dr. Delyan Hristov, Assoc. Prof., Dr. Dimitar Vasilev, Assist. Prof., Iliyan Kurtev, Аssist. Prof.

MODELLING OF MARITIME CYBER SECURITY EDUCATION AND TRAINING

Dr. Gizem Kayisoglu, Dr. Pelin Bolat, Dr. Emre Duzenli

INTRODUCING THE USE OF CASE STUDIES METHODOLOGY IN TRAINING FOR SOFT SKILLS IN MARITIME UNIVERSITIES. THE ISOL-MET PROGRAM

Prof. Dr. Maria Lekakou, Dr. Helen Iakovaki, Assist. Prof. Dimitris Vintzilaios Markella Gota Giorgos Georgoulis Thalia Vintzilaiou

IMPLEMENTING INNOVATIVE APPROACHES AND LEARNING METHODS IN MARITIME EDUCATION

Dr. Valentina Grancharova, Assoc. Prof., Dr. Siyana Lutzkanova, Assoc. Prof.

THE ROLE OF MARITIME EDUCATION IN DIGITALIZATION

Dr. Kamelia Narleva, Assoc. Prof., Dr. Yana Gancheva, Assist. Prof.

Книжка 6
С МИСИЯ ЗА НАЦИОНАЛНА И КУЛТУРНА ИНДИВИДУАЛНОСТ

(По повод 135 години от откриването на първия Висш педагогически курс в България (1888) Доц. д-р Надежда Кръстева, проф. д.н. Йордан Колев

THE ROLE OF THE SPECIAL TEACHER IN THE FORMATION OF MOTIVATION FOR EDUCATIONAL ACTIVITIES OF STUDENTS WITH INTELLECTUAL DISABILITIES

Dr. Svitlana Mykhalska, Assoc. Prof., Prof. Dr. Svitlana Myronova, Dr. Tetiana Dokuchyna, Assoc. Prof., Dr. Maryana Buinyak

Книжка 5s
PREFACE

Nikola Vaptsarov Naval Academy is the oldest technical educational institution in Bulgaria. The Naval Academy is one of the symbols of Varna and Bulgaria in the world maritime community. Its history and achievements establish it as the most prestigious center for training of maritime specialists. At present, the Naval Academy trains specialists for the Navy and for the merchant marine in all areas of maritime life. Research and development conducted at the Naval Academy in Varna

A FAIR CONCERN ABOUT ECDIS

Nikolay Sozonov, Assist. Prof. Dr. Dilyan Dimitranov, Assist. Prof.

COMPOSING A STANDARD FOR ELECTRONIC CHART DISPLAY AND INFORMATION SYSTEM TYPE SPECIFIC TRAINING

Dr. Dimitar Komitov, Assist. Prof. Aleksandrina Angelova, Assist. Prof.

DATA-DRIVEN LEARNING APPROACH TO MARITIME ENGLISH

Jana Kegalj, Dr. Mirjana Borucinsky, Assoc. Prof. Dr. Sandra Tominac Coslovich, Assoc. Prof.

DEVELOPING CRITICAL THINKING SKILLS THROUGH THE “CASE STUDY” TEACHING METHOD IN MARITIME ENGLISH LANGUAGE TEACHING (MELT)

Tamila Mikeladze, Assoc. Prof. Svetlana Rodinadze, Assoc. Prof. Prof. Dr. Zurab Bezhanovi, Kristine Zarbazoia, Assoc. Prof. Medea Abashidze, Assoc. Prof. Kristine Iakobadze

USING REALISTIC MOVIES AS AN ATTRACTIVE STRATEGY FOR TEACHING MARITIME ENGLISH

Dr. Svitlana Korieshkova, Assoc. Prof., Maria Didenko

MAXIMIZING STUDENTS’ LEARNING IN MARITIME ENGLISH ONLINE COURSE

Prof. Dr. Valentyna Kudryavtseva, Dr. Svitlana Barsuk, Assoc. Prof. Dr. Olena Frolova, Assoc. Prof.

Книжка 5
ОЦЕНКА НА ОБЩООБРАЗОВАТЕЛНИТЕ И РЕСУРСНИТЕ УЧИТЕЛИ ЗА РАБОТА В ПАРАДИГМАТА НА ПРИОБЩАВАЩОТО ОБРАЗОВАНИЕ

Проф. д.п.н. Милен Замфиров, проф. д-р Емилия Евгениева, проф. д-р Маргарита Бакрачева

Книжка 4s
Книжка 4
COMPARISON OF 3

Dr. Zeynep Sonay Ay, Assist. Prof.

СЛОВА ЗА ТРИНАДЕСЕТ ПЕДАГОЗИ И ПСИХОЛОЗИ

Проф. д.пс. и д.п.н. Любен Ст. Георгиев

ЗА ПРИОБЩАВАЩАТА КЛАСНА СТАЯ В ОБРАЗОВАТЕЛНА СРЕДА

Проф. д.п.н. Дора Левтерова-Гаджалова

Книжка 3s
СПИРАЛАТА ОБЩЕСТВО – ОБРАЗОВАНИЕ

Проф. д-р Иванка Шивачева-Пинеда

ПРОУЧВАНЕ УДОВЛЕТВОРЕНОСТТА НА МЛАДИТЕ ХОРА В БЪЛГАРИЯ ОТ ОНЛАЙН ОБУЧЕНИЕТО

Проф. д-р Веселина Иванова Проф. д.п.н. Елеонора Милева

Книжка 3
СРАВНИТЕЛЕН АНАЛИЗ НА НАГЛАСИТЕ НА ПРЕПОДАВАТЕЛИ И СТУДЕНТИ КЪМ ПЛАТФОРМАТА ЗА ДИСТАНЦИОННО ОБУЧЕНИЕ MOODLE В КОНТЕКСТА НА ПАНДЕМИЯТА ОТ COVID-19

Проф. д-р Веселина Вълканова, проф. д.н. Андреана Ефтимова, гл. ас. д-р Мая Стоянова, ас. д-р Йордан Карапенчев

ПРОЕКТНО БАЗИРАНО ОБУЧЕНИЕ ЗА СОЦИАЛНО-ЕМОЦИОНАЛНИ И ТЕХНОЛОГИЧНИ УМЕНИЯ ЧРЕЗ ПРОГРАМАТА „УМЕНИЯ ЗА ИНОВАЦИИ“

Проф. д-р Галин Цоков, д-р Александър Ангелов Йоанна Минчева Рени Димова, Мария Цакова

МЕДИЙНАТА ГРАМОТНОСТ И УЧИТЕЛИТЕ

Доц. д-р Светла Цанкова, доц. д-р Стела Ангова, гл. ас. д-р Мария Николова, гл. ас. д-р Иван Вълчанов, гл. ас. д-р Илия Вълков, д-р Георги Минев

Книжка 2
INTONATION AND CHILDREN WITH EMOTIONAL AND BEHAVIORAL PROBLEMS

Dr. Katerina Zlatkova-Doncheva, Assoc. Prof. Dr. Vladislav Marinov, Assoc. Prof.

ADVANTAGES OF USING GEOGEBRA SOFTWARE WHEN EXAMINING THE FLOW AND DRAWING A GRAPH OF A FUNCTION

Dr. Elena Gelova, Assist. Prof. Dr. Mirjana Vitanova, Assist. Prof.

Книжка 1
ДИСЦИПЛИНАРНАТА ПАРАДИГМА НА ДЖОН ЛОК

Проф. д-р Наталия Витанова

ЕЛЕКТРОННОТО ОБУЧЕНИЕ В КОНТЕКСТА НА ПРОДЪЛЖАВАЩАТА КВАЛИФИКАЦИЯ НА ДЪРЖАВНИТЕ СЛУЖИТЕЛИ

Доц. д-р Благовесна Йовкова, проф. д-р Румяна Пейчева-Форсайт

2022 година
Книжка 9
ТРАНСГРЕСИВНО-СИНЕРГИЧНО КАРИЕРНО РАЗВИТИЕ В „НЕФОРМАЛНО ОБРАЗОВАНИЕ“ В УНИВЕРСИТЕТА

Проф. д.п.н Яна Рашева-Мерджанова, проф. д.п.н. Моника Богданова, доц. д-р Илиана Петкова

Книжка 8
ADOPTION OF LMS MOODLE TOOLS IN STUDENT LEARNING – IN LINE WITH TEACHING PRACTICES

Dr. Silviya Blagoeva-Karamfilova, Assoc. Prof., Dr. Silvia Parusheva, Assoc. Prof.

INTEGRATING INTERCULTURAL EDUCATION IN THE PRIMARY SCHOOL CURRICULUM

Bujar Adili, Prof. Dr. Sonja Petrovska, Gzim Xhambazi

НАГЛАСИ НА БЪДЕЩИТЕ ДЕТСКИ УЧИТЕЛИ КЪМ STEM ПОДХОДА

Проф. д.н. Наталия Павлова Михаела Тончева

Книжка 7
НАЦИОНАЛНАТА ИДЕЯ НА ПАИСИЙ ХИЛЕНДАРСКИ

(Посвещава се на 300-годишнината от рождението на св. Паисий Хилендарски (1722 – 1773)) Проф. д.п.н. Йордан Колев, доц. д-р Надежда Кръстева

GENDER DIFFERENTIATION IN THE MANAGEMENT OF GENERAL SECONDARY EDUCATION INSTITUTIONS

Dr. Nadiia Vientseva, Assoc. Prof. Dr. Olga Starokozhko

ИЗСЛЕДВАНЕ НА ОСНОВНА ГЛАГОЛНА ЛЕКСИКА В БЪЛГАРСКИ ЕЗИК ПРИ УЧЕНИЦИ В НАЧАЛЕН ЕТАП НА ОБУЧЕНИЕ ЧРЕЗ ОНЛАЙН ИГРИ

Гл. ас. д-р Мария Тодорова, гл. ас. д-р Цветана Димитрова, гл. ас. д-р Валентина Стефанова

140 ГОДИНИ ПРЕДУЧИЛИЩНО ОБРАЗОВАНИЕ: ПОСТИЖЕНИЯ И ХОРИЗОНТИ

Енгелс-Критидис, Р., 2022. 140 години предучилищно образование в България: постижения и хоризонти. Юбилеен сборник. София: УИ „Св. Климент Охридски“, ISBN 978-954-07-5471-0

Книжка 6
COMMUNICATION COMPETENCE OF TEACHERS IN CONTEMPORARY EDUCATIONAL-PEDAGOGICAL WORK

Dr. Mirko Miletic, DSc. Dr. Marko Djordjevic, Assoc. Prof.

МОДЕЛ НА УЧИЛИЩНА ГОТОВНОСТ

Доц. д-р Ася Велева

ПЕДАГОГИЧЕСКО ПРЕДМЕТНО ЗНАНИЕ В ПРИРОДОНАУЧНОТО ОБРАЗОВАНИЕ: ТРУДНОСТИ ПО ОРГАНИЧНА ХИМИЯ

Доц. д-р Александрия Генджова, д-р Нина Маркова, Калин Чакъров

MODERN PRACTICE OF USING INTERACTIVE FORMS AND METHODS OF PREVENTIVE EDUCATION OF THE STUDENT YOUTH

Dr. Svitlana Surgova, Assist. Prof., Dr. Olena Faichuk, Assist. Prof.

Книжка 5
МОДЕЛ НА ОБРАЗОВАНИЕТО НА БЪДЕЩЕТО

Проф. д-р Наталия Витанова

THE TECHNOLOGY OF DEVELOPMENT OF COMMUNICATIVE CULTURE OF ELEMENTARY SCHOOL TEACHERS

Prof. Dr. Mariia Oliiar , Prof. Dr. Nataliia Blahun , Prof. Dr. Halyna Bilavych , Prof. Dr. Nataliia Bakhmat Prof. Dr. Tetyana Pantyuk

Книжка 4
TEACHERS’ ATTITUDES BOUT TEACHING AND LEARNING MATHEMATICS

Dr. Aleksandra Mihajlović, Assoc. Prof. Prof. Emina Kopas-Vukašinović, DSc. Vladimir Stanojević

STUDENTS` ACTIVITIES IN THE DIGITAL ENVIRONMENT

Dr. Tatiana Shopova, Assoc. Prof.

EDUCATION 4.0 – THE CHANGE OF HIGHER EDUCATION INSTITUTIONS AND THE LABOUR MARKET

Dr. Gergana Dimitrova, Assist. Prof., Dr. Blaga Madzhurova, Assist. Prof., Dr. Stefan Raychev, Assoc. Prof., Dr. Dobrinka Stoyanova, Assoc.Prof.

TESTS IN SPECIALIZED LATIN FOR MEDICAL PURPOSES

Petkova, G., 2021. Tests for practice in class and self-preparation in Latin and specialized terminology for students of “Medicine”, “Dental medicine”, and “Pharmacy”. Part 1. Alphabet, pronunciation and accentuation; first and second declension – nouns and adjectives, complex clinical terms (Greek by origin). Plovdiv: Koala Press Publishing, ISBN 978-619-7536-94-2.

Книжка 3s
TEACHING IN THE DIGITAL AGE DURING THE COVID-19 PANDEMIC

Prof. Dr. Madeleine Danova Prof. Danail Danov, DSc.

DISTANCE LEARNING IN THE CONTEXT OF THE COVID-19 PANDEMICS

Dr. Baktybek Keldibekov, Assoc. Prof. Shailoobek Karagulov

DIGITAL UNIVERSITIES: FEATURES AND KEY CHARACTERISTICS

Dr. Marina Skiba, Assoc. Prof. Prof. Maktagali Bektemessov, DSc. Dr. Alma Turganbayeva, Assist. Prof.

FEATURES OF THE FORMATION OF THE “SELF” CONCEPT OF STUDENTS USING DIGITAL TECHNOLOGIES DURING THE COVID-19 PANDEMIC

Berik Matayev Prof. Dr. Kadisha Shalgynbayeva Dr. Zaru Kulsharipova, Assoc. Prof.

TEACHING ENGLISH PRONUNCIATION DURING THE COVID PANDEMIC

Dr. Snezhina Dimitrova, Assoc. Prof.

Книжка 3
MODULAR-CYBERNETIC APPROACH FOR DEVELOPMENT OF DIGITAL COMPETENCE OF STUDENTS – FUTURE TEACHERS

Assoc. Prof. Nikolay Tsankov, DSc. Dr. Ivo Damyanov, Assist. Prof.

INFLUENCE OF FAMILY EDUCATION ON THE PSYCHOPHYSICAL DEVELOPMENT AND SOCIALIZATION OF A CHILD WITH INTELLECTUAL DISABILITIES

Dr. Svitlana Mykhalska, Assoc. Prof., Prof. Dr. Svitlana Myronova, Dr. Maryana Buinyak

HUMANE EDUCATION – BENEFITS AND CHALLENGES

Dr. Anna Arnaudova-Otouzbirova, Assist. Prof.

Книжка 2
TWO-TIER MODEL OF TRAINING FUTURE TEACHERS FOR COACHING AT OUT-OF-SCHOOL INSTITUTIONS

Prof. Dr. Borys Savchuk Prof. Dr. Tetyana Pantyuk Dr. Natalia Sultanova, Assoc. Prof. Prof. Dr. Halyna Bilavych Prof. Dr. Mykola Pantyuk

UNIVERSITY LEARNING OUTCOMES: STATEMENT OF THE ISSUE WITHIN THE THEORY OF ILL-POSED PROBLEMS

Dr. Alma Turganbayeva Prof. Maktagali Bektemessov, DSc. Prof. Dr. Marina Skiba

Книжка 1
HEURISTIC POTENTIAL OF TRANSFORMATIVE LEARNING IDEAS

Prof. Dr. Svitlana Hanaba Dr. Olena Voitiuk, Assoc. Prof.

ПРИЛОЖЕНИЕ НА ОБРАЗОВАТЕЛНИ ПОДКАСТИ В ПРОФЕСИОНАЛНАТА ПОДГОТОВКА НА БЪДЕЩИ УЧИТЕЛИ ПО БИОЛОГИЯ

(В условията на епидемична обстановка, причинена от COVID-19) Доц. д-р Ася Асенова

2021 година
Книжка 9
ИЗСЛЕДВАНЕ НА ВЗАИМОДЕЙСТВИЕТО МЕЖДУ ФОРМАЛНОТО И НЕФОРМАЛНОТО ЗДРАВНО ОБРАЗОВАНИЕ

Доц. д-р Вержиния Боянова Гл. ас. д-р Константин Теодосиев Гл. ас. д-р Берджухи Йорданова

FORMATION OF PROFESSIONAL COMPETENCE OF ASSISTANT TEACHER OF INCLUSIVE EDUCATION IN SECONDARY EDUCATION INSTITUTIONS

Prof. Dr. Vladyslava Liubarets, Prof. Dr. Nataliia Bakhmat, Prof. Dr. Olena Matviienko, Oksana Tsykhmeistruk, Inna Feltsan

Книжка 8
ОТНОСНО ЗАДЪЛЖИТЕЛНОСТТА НА ПРЕДУЧИЛИЩНОТО ОБРАЗОВАНИЕ – РЕЗУЛТАТИ ОТ ЕДНО ИЗСЛЕДВАНЕ

Проф. д-р Маргарита Колева, доц. д-р Блага Джорова, д-р Ева Жечева

INFLUENCE OF PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF STUDENTS ON THEIR ACTIVITY IN SELF-EDUCATION

Dr. Iryna Sereda, Assoc. Prof. Dr. Svitlana Karskanova, Assoc. Prof.

CENTRALISATION AND DECENTRALISATION IN HIGHER EDUCATION: A COMPARATIVE STUDY OF HUNGARY AND GERMANY

Carla Liege Rodrigues Pimenta, Prof. Dr. Zolt†n R–nay, Prof. Dr. Andr†s Nmet

ЗА ПРИОБЩАВАНЕТО, ОБУЧЕНИЕТО И РАЗВИТИЕТО НА ДЕЦА И УЧЕНИЦИ С ИНТЕЛЕКТУАЛНИ ЗАТРУДНЕНИЯ

Златкова-Дончева, К. (2021). Приобщаване, обучение и развитие на деца и ученици с интелектуални затруднения. Бургас: Либра СКОРП, ISBN 978-954-471-705-6

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CONCEPT OF PRESENT PRACTICE IN CHOOSING OF OPTIMAL NUMBER OF TUGS

Rino Bošnjak, Zvonimir Lušić , Filip Bojić, Dario Medić

S-101 CHARTS, DATABASE TABLES FOR S-101 CHARTS, AUTONOMOUS VESSEL

Vladimir Brozović, Danko Kezić, Rino Bošnjak, Filip Bojić

INFLUENCE OF HYDRO-METEOROLOGICAL ELEMENTS ON THE SHIP MANOEUVRING IN THE CITY PORT OF SPLIT

Zvonimir Lušić , Nenad Leder, Danijel Pušić, Rino Bošnjak

MEETING SUSTAINABLE DEVELOPMENT GOALS – EXPERIENCE FROM THE LARGEST SHIPPING COMPANIES

Katarina Balić , Helena Ukić Boljat, Gorana Jelić Mrčelić, Merica Slišković

OPTIMISING THE REFERENCE POINT WITHIN A JOURNAL BEARING USING LASER ALIGNMENT

Ty Aaron Smith , Guixin Fan , Natalia Nikolova , Kiril Tenekedjiev

REVIEW OF THE CURRENT INCREASE OF NOISE UNIT COST VALUES IN TRANSPORT

Luka Vukić , Ivan Peronja , Mihaela Bukljaš , Alen Jugović

TARGET DETECTION FOR VISUAL COLLISION AVOIDANCE SYSTEM

Miro Petković, Danko Kezić, Igor Vujović, Ivan Pavić

NEW RESULTS FOR TEACHING SHIP HANDLING USING FAST TIME SIMULATION

Knud Benedict , MichŽle Schaub , Michael Baldauf , Michael Gluch , Matthias Kirchhoff , Caspar Krüger

POTENTIAL BENEFITS OF ELECTRICALY DRIVEN FERRY, CASE STUDY

Tina Perić, Ladislav Stazić, Karlo Bratić

SITUATIONAL AWARENESS – KEY SAFETY FACTOR FOR THE OFFICER OF THE WATCH

Hrvoje Jaram, Pero Vidan, Srđan Vukša, Ivan Pavić

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ХАОС(ЪТ)

Проф. д.н. Йордан Колев

INCLUSIVE INTELLIGENCE

Dr. Aleksandar Krastev, Assist. Prof.

EDUCATION OF MORAL CULTURE OF STUDENT YOUTH IN THE CONDITIONS OF POLYCULTURAL SPACE

Dr. Natalia Bondarenko, Assoc. Prof. Yevhen Rozdymakha Dr. Lyudmila Oderiy, Assoc. Prof. Dr. Anatoly Rozdymakha, Assoc. Prof. Dilyana Arsova, PhD student

PROFESSIONAL DEVELOPMENT IN KOSOVO – RESEARCH OF TRAINING PROGRAMS AND TESTS

Prof. Bekim Samadraxha Veton Alihajdari Prof. Besim Mustafa

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EVALUATION OF CRUISER TRAFFIC VARIABLES IN SEAPORTS OF THE REPUBLIC OF CROATIA

Maja Račić, Katarina Balić, Mira Pavlinović, Antonija Mišura

COMPARATIVE ANALYSIS OF THE CONTRACTS FOR MARITIME TRANSPORT SERVICES. CHAIN OF CHARTER PARTIES

Svetlana Dimitrakieva, Ognyan Kostadinov, Christiana Atanasova

THE LIGHTSHIP MASS CALCULATION MODEL OF A MERCHANT SHIP BY EMPIRICAL METHODS

Vedran Slapničar , Katarina Zadro , Viktor Ložar , Ivo Ćatipović

ON EDUCATION AND TRAINING IN MARITIME COMMUNICATIONS AND THE GMDSS DURING THE COVID-19

Chavdar Alexandrov, Grozdyu Grozev, Georgi Dimitrov, Avgustin Hristov

AIR POLLUTANT EMISSION MEASUREMENT

Nikola Račić, Branko Lalić, Ivan Komar, Frane Vidović, Ladislav Stazić

ASSESSMENT OF LNG BUNKERING ACCIDENTS

Peter Vidmar, Andrej Androjna

EGR OPERATION INFLUENCE ON THE MARINE ENGINE EFFICIENCY

Delyan Hristov, Ivan Ivanov, Dimitar Popov

THE MEASUREMENT OF EXHAUST GAS EMISSIONS BY TESTO 350 MARITIME – EXHAUST GAS ANALYZER

Bruna Bacalja, Maja Krčum, Tomislav Peša, Marko Zubčić

PROPELLER LOAD MODELLING IN THE CALCULATIONS OF MARINE SHAFTING TORSIONAL VIBRATIONS

Nenad Vulić, Karlo Bratić, Branko Lalić, Ladislav Stazić

MODELING OF THE DEPENDENCE OF CO

Hristo Hristov, Ivailo Bakalov, Bogdan Shopov, Dobromir Yovkov

TECHNICAL DIAGNOSTICS OF MARINE EQUIPMENT WITH PSEUDO-DISCRETE FEATURES

Guixin Fan , Natalia Nikolova , Ty Smith , Kiril Tenekedjiev

CONTRIBUTION TO THE REDUCTION OF THE SHIP’S SWITCHBOARD BY APPLYING SENSOR TECHNOLOGY

Nediljko Kaštelan, Marko Zubčić, Maja Krčum, Miro Petković

THE STAND FOR FIN DRIVES ENERGY TESTING

Andrzej Grządziela , Marcin Kluczyk , Tomislav Batur

INTRODUCTION OF 3D PRINTING INTO MARINE ELECTRICAL ENGINEERING EDUCATION – A CASE STUDY

Ivica Kuzmanić, Igor Vujović, Zlatan Kulenović, Miro Petković

SHIPYARD CRANE MODELING METHODS

Pawel Piskur , Piotr Szymak , Bartosz Larzewski

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A STUDY OF PARENTS' READINESS TO RAISE CHILDREN WITH INTELLECTUAL DISABILITIES

Dr. Maryana Buinyak, Assist. Prof. Prof. Dr. Svitlana Myronova

TEACHERS' PERSPECTIVE ON THE EDUCATIONAL IMPLICATIONS OF ONLINE TEACHING

Dr. Julien-Ferencz Kiss, Prof. Dr. Florica Orțan, Dr. Laurențiu Mˆndrea

ПСИХОЛОГО-ПЕДАГОГИЧЕСКИ ПРАВИЛА, МОДЕЛИ НА ДОБРИ ПРАКТИКИ И ПРЕПОРЪКИ ПРИ РАБОТАТА И ОБУЧЕНИЕТО НА ДЕЦА И УЧЕНИЦИ С ПОВЕДЕНЧЕСКИ РАЗСТРОЙСТВА

Тричков, Ив., 2019. Психолого-педагогически правила, модели на добри прак- тики и препоръки при работата и обучението на деца и ученици

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ФИДАНА ДАСКАЛОВА ЗА ПЕДАГОГИКАТА

Маргарита Колева, Йордан Колев

ВОЕННОМОРСКОТО ОБРАЗОВАНИЕ – ЕДИН РАЗЛИЧЕН ПОГЛЕД

Кожухаров, А. (2021). Личните академични документи на българската военна образователна система (1892 – 1946). Варна: ВВМУ, ISBN 978-619-7428-55-1

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НЕВРОДИДАКТИКА

Наталия Витанова

МОНТЕСОРИ МЕТОДЪТ И ПРИОБЩАВАЩАТА ОБРАЗОВАТЕЛНА СРЕДА

Балканска, Н. (2020). Монтесори методът и приобщаващата образователна среда. София: ИК „Феномен“, ISBN: 978- 954-549-144-3

ЗА АСИСТИРАЩИТЕ И ИНФОРМАЦИОННИТЕ ТЕХНОЛОГИИ В ОБРАЗОВАНИЕТО

Сивакова, В. (2020). Асистиращи и информационни технологии

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ОВЛАДЯВАНЕ НА КЛЮЧОВИ КОМПЕТЕНЦИИ ПРИ ОРИЕНТИРАНЕ В СВЕТА

Стоянова, М. (2019). Овладяване на ключови компетенции при ориентиране в света. София: Авангард принт, ISBN 978-954-337-398-7 374

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BULGARIAN SCHOOL – SHOWCASE OF IDENTITY

Veska Gyuviyska, Nikolay Tsankov

ЗА ИЗБОРА НА УЧЕБЕН КОМПЛЕКТ ПО БЪЛГАРСКИ ЕЗИК И ЛИТЕРАТУРА В НАЧАЛЕН ЕТАП. И ЗА ОБУЧЕНИЕТО

Георгиева, А. (2020). Съвременни проекции на обучението по български език

КОНТРОЛ НА СТРЕСА. ПСИХОЛОГИЧЕСКИ И УПРАВЛЕНСКИ РАКУРСИ

Стоянов, В. (2020). Управление на стреса в организацията. Психологически и управленски ракурси. 198 cтр., Варна: Стено, ISBN 978-619-241-119-0

2020 година
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EDUCATIONAL REASONS FOR EARLY SCHOOL DROP-OUT

Maria Teneva, Zlatka Zhelyazkova

ДИАГНОСТИКА НА БЪРНАУТ СИНДРОМ ПРИ ПЕДАГОГИЧЕСКИТЕ СПЕЦИАЛИСТИ – СТРАТЕГИИ ЗА СПРАВЯНЕ С ХРОНИЧНИЯ СТРЕС НА РАБОТНОТО МЯСТО

Янакиев, Ю. (2019). Диагностика на бърнаут синдром при педагогическите специалисти. Стратегии за справяне с хроничния стрес на работното

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TEACHING CHALLENGES IN SPORTS EDUCATION DURING THE PANDEMIC COVID-19

Evelina Savcheva, Galina Domuschieva-Rogleva

THE DIFFERENCES IN STUDENTS’ ATTITUDES ABOUT ONLINE TEACHING DURING COVID-19 PANDEMIC

Aleksić Veljković Aleksandra , Slađana Stanković , Irena Golubović-Ilić , Katarina Herodek

ONLINE EDUCATION DURING PANDEMIC, ACCORDING TO STUDENTS FROM TWO BULGARIAN UNIVERSITIES

Antoaneta Getova¹ , Eleonora Mileva² , Boryana Angelova-Igova²

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ПОДГОТОВКАТА НА ПЕДАГОГИЧЕСКИ КАДРИ ЗА ПРЕДУЧИЛИЩНИТЕ ВЪЗПИТАТЕЛНИ ЗАВЕДЕНИЯ ПРЕЗ ПЕРИОДА 1944 – 1991 ГОДИНА

Въчева, С. (2019). Подготовката на педагогически кадри за предучилищните възпитателни заведения през периода

ПАЗАРНИ МЕХАНИЗМИ В УЧИЛИЩНОТО ОБРАЗОВАНИЕ. ТЕОРЕТИКО-ПРИЛОЖНИ ВЪПРОСИ

Първанова, Й. (2020) Пазарни механизми в училищното образование. Теоретико-приложни въпроси. София: Колбис, ISBN 978-619-7284-35-5

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TEACHERS ATTITUDES ABOUT INTEGRATED APPROACH IN TEACHING

Emina Kopas-Vukašinović, Aleksandra Mihajlović, Olivera Cekić-Jovanović

ЗА ДОСТЪПА ДО ОБРАЗОВАНИЕ НА ДЕЦА И УЧЕНИЦИ СЪС СПЕЦИАЛНИ ОБРАЗОВАТЕЛНИ ПОТРЕБНОСТИ

Янкова, Ж. (2019). Детерминанти в достъпа до образование на деца и

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КОНЦЕПТУАЛНИ МОДЕЛИ ЗА РАЗРАБОТВАНЕ НА ПОЗНАВАТЕЛНИ ОНЛАЙН ИГРИ В ОБЛАСТТА НА КУЛТУРНОТО НАСЛЕДСТВО

Детелин Лучев, Десислава Панева-Мариновa, Радослав Павлов Гита Сенка Лилия Павлова

ТАЛАНТЛИВ ПЕДАГОГ И КУЛТУРЕН ДЕЕЦ

Севда Чобанова, Любен Десев

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A CONTINUUM OF APPROACHES TO SCHOOL INSPECTIONS: CASES FROM EUROPE

Rossitsa Simeonova, Yonka Parvanova Martin Brown, Sarah Gardezi, Joe O’Hara, Gerry McNamara Laura del Castillo Blanco Zacharoula Kechri, Eleni Beniata

V. O. SUKHOMLYNSKY EDUCATIONAL SYSTEM AS А FORMING BASIS FOR PERSONALITY MORAL QUALITIES

(On the occasion of the 100th anniversary) Svitlana Surgova, Olena Faichuk

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2019 година
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МОДЕЛ НА РАБОТА В ИНТЕРКУЛТУРНА СРЕДА

(Научноизследователска саморефлексия)

RISK FACTORS FOR EARLY SCHOOL LEAVING IN BULGARIA

Elena Lavrentsova, Petar Valkov

ПРИНОСИ НА ЕЛКА ПЕТРОВА ЗА БЪЛГАРСКОТО ОБРАЗОВАНИЕ

(100 години от рождението на проф. д.п.н. Елка Петрова – 27.10.1919 – 21.12.2012)

СВОЕОБРАЗЕН ВРЪХ В МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БЪЛГАРСКИ ЕЗИК В НАЧАЛНИТЕ КЛАСОВЕ

Христозова, Г. (2018). Обучението по български език в I – IV клас (граматика, правопис, правоговор, пунктуация). Габрово: ЕКС-ПРЕС

ИЗМЕРЕНИЯ НА КОНТРОЛНАТА ДЕЙНОСТ В ОБРАЗОВАНИЕТО

Гьорева, Р. (2019). Контролната дейност в образованието. Благоевград: Макрос. ISBN 978-954-561-471-2

НАСОКИ ЗА ПРИОБЩАВАНЕ НА МАРГИНАЛНИ СЕМЕЙНИ ОБЩНОСТИ В ОБРАЗОВАТЕЛНИТЕ ИНСТИТУЦИИ

Нунев, Й. (2019). Насоки за приобщаване на маргинални семейни общности в образователните институции. Велико Търново: Св. св. Кирил и Методий, ISBN 978-619-208-186-7

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ДИОФАНТОВИ УРАВНЕНИЯ И СИСТЕМИ ДИОФАНТОВИ УРАВНЕНИЯ – ТЕОРЕТИЧНИ АСПЕКТИ И МЕТОДИЧЕСКА ПРОЕКЦИЯ В НАЧАЛНИЯ ЕТАП НА ОБРАЗОВАНИЕ

Владимира Ангелова. (2018). Диофантови уравнения и системи диофантови уравнения – теоретични аспекти и методическа проекция в начален етап на образование. Пловдив: Паисий Хилендарски, ISBN 978-619-202-394-2

ЕДНА НОВА КНИГА ЗА ПЕДАГОГИЧЕСКИТЕ УМЕНИЯ НА УЧИТЕЛИТЕ

Николай Колишев. (2018). Теория на педагогическите умения на учителите. София: Захарий Стоянов, ISBN: 9789540912066

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ПРИЛОЖЕНИЕ НА ИЗСЛЕДОВАТЕЛСКИЯ ПОДХОД ПРИ ОБУЧЕНИЕ НА СТУДЕНТИ ПЕДАГОЗИ

(върху примера на обучение по академичната дисциплина „Съвременни аспекти на гражданското образование“ на студенти педагози)

LEARNING MATURITY

Alina G“mbuță Daniela-Carmen Berințan Marijana Mikulandra Krzysztof Kij Katja Sivka

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ДЕТЕТО И ПЕДАГОГИКАТА

Рашева-Мерджанова, Ян., Петкова, Ил. & Господинов, Вл. (съст.). (2018). Детето и педагогиката. София: Просвета, ISBN 978-954-01-3806-0

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УВАЖАЕМИ КОЛЕГИ,

Редакционната колегия на списание „Педаго- гика“ ви честити Новата 2019 година! Пожела- ваме ви от сърце тя да бъде щастлива, успешна и благословена! През отминалата юбилейна 2018 г. публику- вахме редица стойностни материали на универ- ситетски преподаватели, учители, разнородни специалисти, работещи в сферата на образова- нието, докторанти. Отбелязани бяха поредица от тематични конференции и юбилейни празни- ци. Получихме и международно признание чрез включването на списанието

УЧЕНИЧЕСКО САМОУПРАВЛЕНИЕ

Желязкова-Тея, Т. & Банчева, М. (2018). Ученическото самоуправление. София: Аз-буки. ISBN: 978-619-7065-20-6

2018 година
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ПРАВАТА НА ДЕТЕТО ПРЕЗ ПОГЛЕДА НА СТУДЕНТИ ПЕДАГОЗИ

Йорданка Николова, Даниела Рачева

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СПОДЕЛЕНО МНЕНИЕ

Николова, М. & Михалева, Б. (2018). С увереност срещу агресията и кон-

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РАДОСТТА ОТ ОБЩУВАНЕТО НА ЧУЖД ЕЗИК В ДЕТСТВОТО

Екатерина Софрониева, Христина Белева

НОВО ТЕОРЕТИКО-ПРАКТИЧЕСКО ИЗСЛЕДВАНЕ НА ДЕТСКОТО ТВОРЧЕСТВО

Енгелс-Критидис, Р. (2018). Децата и творчеството. Юбилеен сборник в чест

ПРОФ. Д-Р ЕЛЕНА РУСИНОВА-БАХУДЕЙЛА

Розалина Енгелс-Критидис

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ПОЗИТИВНА УЧЕБНА СРЕДА

Валентина Шарланова

SENIOR CITIZENS’ EXISTENTIAL NEEDS AND EDUCATION FOR THE MEANING OF LIFE

Joanna Łukasik, Norbert Pikuła, Katarzyna Jagielska

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ПЛАНОМЕРНО ПСИХИЧЕСКО РАЗВИТИЕ

(По случай 115 г. от рождението на П.Я. Галперин)

ПАРАДИГМАТА СЕМИОТИКА – ЕЗИК – ДЕТЕ ПРИ 6 – 7-ГОДИШНИТЕ

Жоржетина Атанасова, Любимка Габрова

ПАРАРОДИТЕЛСКАТА ГРИЖА ВЪВ ФОКУСА НА ЕДИН СОЦИАЛНОПЕДАГОГИЧЕСКИ АНАЛИЗ

Ковачка, Ю. (2017). Социалнопедагогически проблеми при деца с парародителска грижа. Благоевград: УИ „Неофит Рилски“, 144 стр. ISBN: 9789540001340

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ДЕТСКИ КОНФЕРЕНЦИИ

Боряна Иванова

СТЕРЕОТИПИЗАЦИЯ НА ЕТНИЧЕСКИТЕ ВЗАИМООТНОШЕНИЯ ПРИ СЪВРЕМЕННИТЕ МЛАДИ БЪЛГАРИ

Зорница Ганева. (2017). Стереотипизация на етническите взаимоотношения при съвременните млади българи. София: Елестра. ISBN 978-619-7292-03-9

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СЪВРЕМЕННИ МЕТАМОРФОЗИ НА ВЗАИМООТНОШЕНИЯТА В ДЕТСКАТА ГРУПА

Веселина Иванова, Виолета Кърцелянска-Станчева

SCHOOLS AND UNIVERSITIES AS SOCIAL INSTITUTIONS

Emilj Sulejmani Shikjerije Sulejmani

ОТНОСНО УСЕТА ЗА БРОЕНЕ

Петър Петров, Мима Трифонова

НАСИЛИЕТО НЕ РЕШАВА КОНФЛИКТИ

Дронзина, Т., Михалева, Б. (2017). Защо медиация? София: Сиела. ISBN 978-954-28-2482-4

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УВАЖАЕМИ КОЛЕГИ И ПРИЯТЕЛИ,

Редакционната колегия на сп.„Педагогика“ Ви честити Новата 2018 г. Пожелаваме ви тя да бъде здрава, щедра и благословена! Тази година списанието чества своя юбилей – 90 години от неговото публикуване за първи път през 1928 г. с името „Народна просвета“. От деня на създаване до сега, то отразява актуал- ните проблеми на педагогическата наука и прак- тика и остава верен спътник на хиляди научни работници, учители, докторанти. Вярваме, че силата на творческата ни енергия ще пом

ДОБРИ ПРАКТИКИ „ПАРТНЬОРСТВО РОДИТЕЛИ – УЧИЛИЩЕ“

Мехмед Имамов, Калинка Гайтанинчева

2017 година
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ПЕДАГОГИЧЕСКОТО УЧЕНИЕ НА Й. ФР. ХЕРБАРТ – ИСТОРИЯ И СЪВРЕМЕННОСТ

(По повод 240 г. от неговото рождение) Невена Филипова

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ЧЕТЯЩИЯТ СТУДЕНТ, ЧЕТЯЩОТО ДЕТЕ – ЕДНО МАЛКО ПРОЗОРЧЕ, ЕДНА ВЕЛИЧЕСТВЕНА ГЛЕДКА

Мариана Мандева, Боряна Туцева, Габриела Николова, Цветелина Ковачева

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ДИДАКТИЧЕСКИ КОМПЕТЕНТНОСТИ

Нели Митева, Наталия Витанова

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ИЗСЛЕДОВАТЕЛСКО ОБУЧЕНИЕ В АКАДЕМИЧНА СРЕДА

(Научно-теоретична рефлексия) Румяна Неминска

ПРИНОС В ПСИХОЛОГИЯТА НА ТВОРЧЕСТВОТО

(120 години от рождението на Лев Семьонович Виготски) Любен Десев

ЛЕВ СEМЬОНОВИЧ ВИГОТСКИ – ПСИХОЛОГ И НА ХХI ВЕК

(по случай 120 години от рождението му)

ИСКУССТВО В ЖИЗНИ ЛЮДЕЙ

Гульнар Омарова

НОВА И ПОЛЕЗНА КНИГА

Йонка Първанова

ПРИНОСЕН ТРУД КЪМ МЕТОДИКАТА НА ОБУЧЕНИЕТО ПО БЪЛГАРСКИ ЕЗИК И ЛИТЕРАТУРА В НАЧАЛНОТО УЧИЛИЩЕ

М. Мандева (2017). Методика на обучението по български език и литература – I – IV клас. Начално ограмотяване. В. Търново: УИ „Св. св. Кирил и Методий“, 120 стр.

ЕДНО ФУНДАМЕНТАЛНО ИНТЕГРАЛНО ИЗСЛЕДВАНЕ НА РОЛЯТА НА ОБРАЗОВАНИЕТО ЗА РАЗВИТИЕТО НА НООСФЕРНИЯ ИНТЕЛЕКТ

Марга Георгиева, Сава Гроздев. (2016). Морфодинамиката за развитието на ноосферния интелект. София: Изток-Запад, ISBN 978-619-152-869-1

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СИСТЕМАТИЧНО ВЪВЕДЕНИЕ В ОБЩАТА И ПСИХОЛОГИЧЕСКАТА СИНЕРГЕТИКА

Любен Десев (2015). Синергетика. Въведение и речник. 777 термина. София: ИК „Екопрогрес“. 464 с. ISBN 978-954-2970-37-8

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ПРОБЛЕМИ И ПЕРСПЕКТИВИ В РАЗВИТИЕТО НА ХУДОЖЕСТВЕНОТО ОБРАЗОВАНИЕ У НАС ПРЕЗ ПОГЛЕДА НА ДЕТСКИЯ И НАЧАЛНИЯ УЧИТЕЛ

Теодора Власева, Даниела Гирджева-Валачева, Мария Калоферова, Найден Младенов, Илияна Шотлекова

ЗАКЪСНЯЛО ПРИЗНАНИЕ

Доц. д-р Емилия Николова

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ФАКТОРИ ЗА УСПЕШНО ПРИЛАГАНЕ НА СМЕСЕНО ОБУЧЕНИЕ

Стоянка Георгиева-Лазарова Лъчезар Лазаров

ЗА СТОПЛЕНИТЕ ПЪТЕКИ КЪМ ЛИТЕРАТУРНОТО ПОЗНАНИЕ

Радев, Радослав. 2015. Технология на методите в обучението по литература. Варна: Славена, 247 с., ISBN 978-619-190-041-1

2016 година
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АНТРОПОЛОГИЯ НА ВЪЗПИТАНИЕТО

Кристоф Вулф. (2016). Антропология на възпитанието. София: издателство „Изток-Запад“

ВЕРСИИТЕ В БИОГРАФИИТЕ НА ЛИЧНОСТТА

Другите в биографията на личността (2015), под общата редакция

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IBM SPSS STATISTICS ПРЕЗ ПЕДАГОГИЧЕСКИЯ ПОГЛЕД НА ДОЦ. Д-Р ЗОРНИЦА ГАНЕВА

Зорница Ганева (2016). Да преоткрием статистиката с IBM SPSS Statistics. София: Елестра. 712 стр. ISBN 978-619-7292-01-5

НАЧАЛНОТО ОГРАМОТЯВАНЕ – „КЛЮЧ“ ЗА УСПЕШЕН ЖИВОТ В ПРОМЕНЯЩИЯ СЕ СВЯТ

Мариана Мандева, Диляна Гаджева (2016). Начално ограмотяване

ОТ „ЧУДНА И ДИВНА ДАСКАЛЕТИНКА“ ДО ПЕДАГОГИКА ЗА НАЦИОНАЛНО СЛУЧВАНЕ

Виолета Атанасова (2015) Петко Славейков за образованието. Шумен: Унивeрситетско издателство „Епископ Константин Преславски. 208 с. ISBN 978-619-201-051-5

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УЧИЛИЩЕ ЗА ЧЕТЕНЕ

Петя Георгиева Христина Димитрова

ПРАВО В ДЕСЕТКАТА

Ако обичате да правите викторини с интересни езикови въпро- си или да печелите басове, с този прост въпрос можете да ударите право в десетката. Как е правилно: деветка или девятка, десетка или десятка? Въпросът е идеален за басове, защото поне половината българи употребяват грешните форми девятка и десятка (по резултати от търсене в Гугъл), а друга част погрешно смятат, че двойките думи са дублети. Объркването произтича от грешна аналогия с явлението променливо я, което е наследник на ста

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СИНЕРГЕТИКА – НОВО НАУЧНО ПОЗНАНИЕ

(Синергетика – въведение и речник, София: ИК Екопрогрес, 2015 г.)

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НОВА ДИНАМИЧНА МОДИФИКАЦИЯ В ГРАНИЦИТЕ НА „АЗ-КОНЦЕПЦИЯТА“ НА МАТЕМАТИЧЕСКОТО МОДЕЛИРАНЕ

Марга Георгиева & Сава Гроздев. (2015). Морфодинамиката за развитието на ноосферния интелект, София: Марга Георгиева. 323 стр. ISBN 9786199052204

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IN MEMORIAM

На 10.12.2015 г. ни напусна нашият колега и приятел проф. д-р Иван Пет ков Иванов. Той беше уважаван учен и експерт в областта на педагогическите науки – автор на 10 монографии, 8 учебника, 10 учебни помагала, 6 студии и над 100 статии в специализирани периодич- ни издания и научни сборници; участник в 28 между- народни и национални проекта; председател и член на експертни групи към НАОА, член на редакционната ко- легия на сп. „Педагогика“. Проф. д-р Иван Иванов беше уважаван и оби

2015 година
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РУСЕНСКИЯТ УНИВЕРСИТЕТ

Златоживка Здравкова

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ДИСКУСИЯТА В УРОКА ПО ЛИТЕРАТУРА

Огняна Георгиева-Тенева

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УЧИТЕЛЯТ ПРАВИ УЧИЛИЩЕТО

ЕЗИКОВАТА ГРАМОТНОСТ НА МАЛКИЯ УЧЕНИК – „КЛЮЧ“ ЗА ОТГОВОРЕН И УСПЕШЕН ЖИВОТ В ПРОМЕНЯЩИЯ СЕ СВЯТ

ГОТОВНОСТ ЗА ОГРАМОТЯВАНЕ

Екатерина Чернева

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ВЗАИМОДЕЙСТВИЕ МЕЖДУ ИСТОРИЯ, АКАДЕМИЗЪМ И РЕАЛНИ ПРАКТИКИ В СОЦИАЛНОПЕДАГОГИЧЕСКАТА ДЕЙНОСТ

Академични полета на социалната педагогика, съставител: проф. д.п.н. Клавдия Сапунджиева, научна редакция: проф. дпн Клавдия Сапунджиева, проф. д-р Нели Бояджиева, гл. ас. д-р Марина Пиронкова,

НОВА КНИГА

Клавдия Сапунджиева

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ORGANIZATIONAL CULTURE: THEORY AND REALITY

Inna Leonidovna Fedotenko

ОТЗИВ ЗА КНИГАТА „ОБРАЗОВАТЕЛЕН ДИЗАЙН (КОНЦЕПТУАЛНИ ОСНОВАНИЯ И ПРАКТИЧЕСКИ РЕШЕНИЯ)“

Димова, Д. (2013). Образователен дизайн (концептуални основания

2014 година
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ЗАЕДНО МОЖЕМ ПОВЕЧЕ

Диана Смиленова

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УСПЕШНИЯТ УЧИТЕЛ – МЕЖДУ ПРОФЕСИОНАЛНАТА НОРМА И СТРАСТТА ДА ПРЕПОДАВАШ

Проф. д-р Ангел Петров е преподавател по методика на обучението по български език в СУ „Св. Климент Охридски“. Ръководител е на най- старата катедра по методика на филологически- те дисциплини в страната – Катедрата по ме-

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ВЪЗГЛЕДИТЕ НА ЖАН-ЖАК РУСО И ЛЮБЕН КАРАВЕЛОВ ЗА ВЪЗПИТАНИЕТО

Посвещава се на 180-ата годишнина от рождението на Любен Каравелов (1834 – 1879) Виолета Атанасова

LE PROJET PÉDAGOGIQUE, SOURCE DE MOTIVATION DANS L’ENSEIGNEMENT ET L’APPRENTISSAGE DU FLE

THE EDUCATIONAL PROJECT, MEANS OF MOTIVATION IN TEACHING AND LEARNING FLE

LA PÉDAGOGIE DU PROJET ET LA MOTIVATION DES ÉLÈVES POUR L’APPRENTISSAGE DU FRANÇAIS

PROJECT PEDAGOGY AND PUPILS’ MOTIVATION IN LEARNING FRENCH

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е от непосредствената област на науките философия, социология и епистемо- логия. Втората трактовка по същество се отнася до моделирането в соци- ална среда като средство за прилагане на познанието за закономерностите на обществата, групите и индивидите. Понятието модел при втората трактовка и разликата между него и методите е, че моделът има по-цялостно приложе- ние, включвайки в себе си методите,

Социална парадигма Социални методи Социален модел (с приложна функция)

ТРИНАДЕСЕТИ МЕЖДУНАРОДНИ ПЕДАГОГИЧЕСКИ ЧЕТЕНИЯ

МАРТ, 2014 ГОДИНА, ТБИЛИСИ, ГРУЗИЯ

КАЖДЫЙ ДЛЯ МЕНЯ УЧИТЕЛЬ

Ш.А.Амонашвили

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АНТОАНЕТА ЙОВЧЕВА (1952 – 2014)

След трудна борба с тежката болест ни напусна един добър и мил човек, една светла личност – Анто- анета Йовчева, нашата обичана колежка Тони. Нейните колеги и приятели, многобройните автори и сътрудници на сп. „Начално образование“ и на сп. „Педагогика“ ще запазят завинаги спомена за нейната приветлива усмивка, за нейната отзивчивост и преда- ност към работата, за нейната широка култура и стре- меж към познание, към развитие. Родена на 20 март 1952 г. в София в интелигентно се- мей

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ПОСТМОДЕРНИЗЪМ И ВЪЗПИТАНИЕ

Клавдия Сапунджиева

ДЕТСКИ УНИВЕРСИТЕТИ

Боряна Иванова

ПРОФ. Д-Р ЕЛКА ПЕТРОВА

Има личности, в сиянието на които се оглеж- дат цяла плеада последователи, възпитаници, колеги; има личности, без които животът става по беден, дните по-еднообразни, защото в сър- цето остава празно място. Такава личност е професор, доктор на педа- гогическите науки Елка Петрова – най–големият ерудит в областта на предучилищното възпита - ние, учен с международно значение. Дълги години ще свеждаме глави пред нейна- та обаятелна личност, с искрена признателност ще си спомняме свидните

МЕЖДУНАРОДНЫЙ ЦЕНТР ГУМАННОЙ ПЕДАГОГИКИ

Международният център „Хуманна педагогика“ организира XIII педаго- гически четения в периода 20 – 23.03.2014 г. в гр.Тбилиси, Грузия. Форумът се организира със съдействието на грузинското правителство. „Учителят“ е темата, която ще обедини участниците: учители, експерти, родители, универ- ситетски преподаватели, представители на педагогическата общност от мно- го страни, за да се осъществи дискусия за мисията на съвременния учител в съвременния образователен контекст. Ръководството на

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ОСНОВНИ ХАРАКТЕРИСТИКИ НА МОБИЛНОТО ОБУЧЕНИЕ

Стоянка Георгиева-Лазарова Лъчезар Лазаров

2013 година
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УЧИТЕЛИ ВЪЗРОЖДЕНЦИ В ТЪРНОВО

Венка Кутева-Цветкова

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ДИМИТЪР ДОНЧЕВ – С ВЪЗХИТА ЗА БЪЛГАРСКИЯ УЧИТЕЛ

100 ГОДИНИ ОТ РОЖДЕНИЕТО НА ДИМИТЪР ЕВСТАТИЕВ ДОНЧЕВ (5.10.1913 – 15.02.1997)

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„СЛЪНЦЕТО“ НА ВЪЗПИТАТЕЛНАТА СИСТЕМА В ТВУ – РАКИТОВО

85 ГОДИНИ ОТ РОЖДЕНИЕТО НА АНГЕЛ УЗУНОВ (1928 – 1999)

ЦЕННОСТИ И ДУХОВНО-НРАВСТВЕНО РАЗВИТИЕ НА МАЛКИЯ УЧЕНИК

Марияна Ешкенази, Гергана Фиданова, Марияна Вишева, Цветанка Годжилова

МАЛКИЯТ УЧЕНИК ЧЕТЕ

Марияна Механджиева Венета Велева

С БАБА И ДЯДО В КЛАС

Цветелин Горанов, Таня Илиева, Цветанка Берова, Нели Иванова, Борка Бончева

РОД РОДА НЕ ХРАНИ, НО ТЕЖКО МУ, КОЙТО ГО НЯМА!

Диляна Вачкова Евелина Димитрова

ДА ПОМОГНЕМ НА ДЕЦАТА ДА ОТВОРЯТ СЪРЦАТА СИ

Иванка Дебелушина Нина Маврикова

ДОБРОТО Е У ВСЕКИ

Мария Наскова

ОТЛИЧЕН ПЕДАГОГ, ПСИХОЛОГ И ПСИХОТЕРАПЕВТ

ДОЦ. СВЕТОСЛАВ СТАМЕНОВ (1939 – 2013)

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ТЕОРЕТИКО-ПРИЛОЖНИ ПРОБЛЕМИ НА КОНСТРУИРАНЕТО НА ТЕСТ ЗА НАЦИОНАЛНО ВЪНШНО ОЦЕНЯВАНЕ ПО „ЧОВЕКЪТ И ОБЩЕСТВОТО“ ЗА 4. КЛАС (2013)

Ваня Петрова, Цонка Каснакова, Мариан Делчев Жана Минчева Радостина Стоянова, Рада Димитрова Мария Темникова

MEDIA IN PRESCHOOL AGE OF CHILD’S LIFE

Sonja Petrovska Jadranka Bocvarova

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ШАЛВА АЛЕКСАНДРОВИЧ АМОНАШВИЛИ – УЧИТЕЛ ОТ БЪДЕЩЕТО

В сложното битие на науката и метамор- фозите на социалната реалност, неотменими и общовалидни остават само най-стойностни- те постижения и безспорни истини, които не само маркират и остойностяват територията на човешко познание, но извисяват самия чо- век, поддържат неговата вяра в доброто, под- хранват чувството му за собствена значимост, укрепват неговия дух. Приемайки извечните послания на класи- ческата философско-педагогическа мъдрост и дълбоко обвързан с педагогическата р

МАНИФЕСТ ГУМАННОЙ ПЕДАГОГИКИ

Преамбула 25 лет тому назад группа учителей новаторов провозгласила манифест „Пе- дагогика сотрудничества“ (Переделкино, 1986 год). В последующие годы были опубликованы отчеты встреч учителей новаторов, в которых рассматри- вались разные аспекты педагогики сотрудничества: „Демократизация лично- сти“ (Цинандали, Телавский район, Грузия, 1987 год), „Методика обновления“ (Москва, 1988 год), „Войдем в новую школу“ (Краснодарский край, 1988 год). Идеи педагогики сотрудничества воодушевленно

ПОРТФОЛИОТО НА УЧЕНИКА КАТО ПРОЦЕС НА САМОПОЗНАНИЕ

Радка Топалска Емилия Вълкова, Албена Атанасова

ДОПИРНИ СВЕТОВЕ

Албена Димитрова Стилияна Гронева

ПРЕДИ ГОДИНА И СЕГА

Веселка Аршинкова

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СВЕЩЕНИК ГЕОРГИ МАРИНОВ ПОЛУГАНОВ – ОСНОВАТЕЛЯТ НА УЧИЛИЩЕТО И ПЪРВИЯТ УЧИТЕЛ В ПОЛИКРАЙЩЕ

Георги Георгиев Трифонка Попниколова Марияна Георгиева–Гроссе

ЕВРОПЕЙСКИ ПРИКАЗКИ

Светла Попова

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ПОЗДРАВИТЕЛЕН АДРЕС

Има събития и дати, които не се забравят, които оставaт в душите на- веки. Такъв е бил и денят преди 40 го- дини – 15 април 1973 год., когато ОДЗ 7 „Детелина“ отваря врати и екипът поема тежката, но благородна задача да изпълни със светлина умовете и сърцата на децата. 40 години е достойна възраст за един човешки живот, за една инсти- туция като ОДЗ 7 „Детелина“. В този празничен ден имаме възможност със самочувствие да проследим пътя на утвърждаването н

ДА ОПАЗИМ ДЕТСКОТО ЗДРАВЕ!

Мая Топалова, Симона Пейчева

КАК ДА ОТГЛЕДАМЕ МАЛЪК ПРИРОДОЛЮБИТЕЛ?

Мадлена Николова Ани Цветкова

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УВАЖАЕМИ КОЛЕГИ, ПРИЯТЕЛИ И СЪМИШЛЕНИЦИ,

Редколегията на списание „Педагогика“ честити на всички Новата 2013 година и пожелава тя бъде щастлива, плодотворна, изпълнена с творчески пориви и нови изследователски проникновения!

ИЗКУСТВОТО ЗА ПРЕВЕНЦИЯ НА АГРЕСИВНОТО ПОВЕДЕНИЕ НА ДЕЦАТА

Евгения Миланова Виолета Николова Величка Радева

ПРИЯТЕЛСТВОТО В ЖИВОТА НА ДЕТЕТО

Даниела Димитрова Красимира Василева

ПРЕДАЙ НАТАТЪК

Вилдан Мехмедова

ЗАЕДНО ДА БЪДЕМ ДОБРИ

(ПЕДАГОГИЧЕСКА СИТУАЦИЯ В ПОДГОТВИТЕЛНА ГРУПА)

ПРОФ. ДПН EЛКА ПЕТРОВА EДНА НЕЗАЛИЧИМА СЛЕДА В БЪЛГАРСКОТО ПРЕДУЧИЛИЩНО ОБРАЗОВАНИЕ (1919 – 2012)

Почина проф. дпн Елка Петрова (20.ХІІ.2012 г.) – на- шата любима учителка по изкуството да се живее пъл- ноценно и професионално, създателката на науката за предучилищното възпитание на българските деца, пре- красната жена и велика майка, Неповторима, единствена, съвършена – това е нашата Елка: Примерът за всички нас – хилядите нейни студенти и последователи ! Елка Петрова винаги е първа, винаги е оригинална и авангардна; през 1950–1952 г. поставя началото на Висшия мето

2012 година
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ПЕДАГОГЪТ – РИЦАР НА ДЕТСТВОТО

Януш Корчак бе написал, че животът на великите хора е като легендите: труден, но красив. И се оказва пророчески прав, сякаш е писал за себе си! Наследник на семейство с богата духовна култура и традиции, останал отрано без баща, той не просто се справя с несгодите на сирачеството, но развива у себе си три могъщи извора на живот: любов към свободата и справедливостта, страст към знанието и творчеството, отдаденост на децата и тяхното щастие. Лекарят Корчак лекува децата и душите им. Безплатн

ЯНУШ КОРЧАК – ВЕЛИК ХУМАНИСТ И ПЕДАГОГ

„Със сила и мощ поведох своя живот, който беше привидно неподреден, самотен и чужд. За син избрах идеята да служа на детето и неговото дело. Привидно загубих.“ Бе лекар, писател, мислител. Бе философ, учен, моралист. Издател. Възпи- тател и педагог. Бе герой. Бе скромен. Във всяка от тези области той има изключителни постижения. В течение на по- вече от четиридесет години работи като педагог и писател. Четиридесет години безкористно служене на слабите и беззащитните. Създава съвременна кон

ЕВОЛЮЦИЯ НА ПРАВАТА НА ДЕТЕТО

„Детето има право на сериозно отношение към проблемите му, на справедливото им решаване.“

THE KORCZAK’S RIGHT TO SOCIAL PARTICIPATION OF CHILDREN THE CITIZENSHIP OF CHILDREN

A speech by Marek Michalak, the Ombudsman for Children, given during the seminar„The Polish-Israeli pioneer in the fi eld of human rights, Janusz Korczak (1879–1942) and today’s Convention on Children’s Rights as the part of the international law“, Geneva, the 6 of June 2009

ЗА ДЕТЕТО, ДЕТСТВОТО ИЛИ НАУКА ЗА НЕГО?

В памет на Януш Корчак – по повод 70 г. от неговата смърт и 100 г. от създаването на „Дом за сираци“ във Варшава Албена Чавдарова

Книжка 8
CHANGES IN UNIVERSITY TEACHING – THE ROAD FROM KNOWLEDGE TO COMPETENCIES

Slađana Anđelković Zorica Stanisavljević Petrović

ДОСТОЕН ЖИВОТ, ОТДАДЕН НА ПРОСВЕЩЕНИЕТО… ПРОФ. СТОЙКА ЗДРАВКОВА – ЕДИН СЪВРЕМЕНЕН БУДИТЕЛ НА 70 ГОДИНИ

Неуморна и взискателна! Енергична и всеотдай- на! Работохолик и перфекционист! Това е проф. д-р Стойка Здравкова! Не е за вярване, че в началото на ноември 2012 година навърши 70 години. И не е слу- чайно това, че тази светла дата е непосредствено бли- зо до Деня на будителите. А това, че проф . Здравкова е съвременен български будител, е толкова безспорно и видимо! 70–годишнината ù е един чудесен повод ретрос- пективно да си припомним и проследим най-значи-

Книжка 7
ОЧАКВАНА И ПОЛЕЗНА

Емилия Василева

Книжка 6

Книжка 5
ЦЕННО ПОМАГАЛО ЗА ПСИХОЛОЗИ И ПЕДАГОЗИ (Надежден инструмент за диагностициране смисъла на живота)

Любен Десев Минчев, Борис. Тест на Дж. Крумбъг и Л. Махолик за смисъл в живота. Българска версия. Варна, ВСУ „Черноризец Храбър“,

ГЕОРГИ MАВРОВ ЖИВОТ, ОТДАДЕН НА НАУКАТА И ОБРАЗОВАНИЕТО

Така най-общо, но и най-точно можем да охарак- теризираме дейността на ст. н. с. д-р Георги Петков Мавров. Той ни напусна неочаквано в края на април т.г. И до последния си ден не преставаше да се вълнува от проблемите на образованието. Споделяше инте- ресни мисли относно предстоящото приемане на За- кона за образованието. Пестелив на думи, но щедър на дела – това ясно проличава от неговата богата би- ография.

Книжка 4
ОЩЕ ЕДНА ИДЕЯ

Галина Стоянова

Книжка 3
С ИНОВАТИВЕН ПОГЛЕД КЪМ ЛИЧНОСТТА НА ДЕТЕТО

Маргарита Абрашева Любимка Габрова

БИЗНЕС ОБУЧЕНИЕ В ДЕТСКАТА ГРАДИНА

Красимира Костова Петя Драгоданова

ДЕТСКАТА БЕЗОПАСНОСТ

Любимка Габрова

БАБА ПРИКАЗКИ РАЗКАЗВА... (МИКС ОТ ПРИКАЗКИ)

Кева Захариева, Мария Мичева

Книжка 2
ДЕТЕ ПЪТУВА В АВТОМОБИЛА

Красимира Михайлова

ПРОТИВОПОСТАВЯНЕ

Пюрвя Ердниев Б. Ердниев „Нашата обща категория противопоставяне е едно от основните и необходими общи понятия, което улеснява регулирането и дори прави възможно, заедно с другите общи понятия, нашето здравомислие.“ И. П. Павлов Учителите от нашата страна познават смисъла на иновацията УДЕ (уголе- мяване на дидактичните единици). Ключ за решаване на конкретни въпроси на УДЕ се оказва чудесната дума- закон „противопоставяне“, употребена от академик Павлов за обясняване на

ЗДРАВКА НОВАКОВА – ПРЕПОДАВАТЕЛ И ТВОРЕЦ

Седемдесетгодишният юбилей е вълнуващ повод да проследим трудния, богат и съдържателен професионално-творчески път на доц. д-р Здравка Новакова, да под- чертаем нейната важна роля за утвърждаване на дидактика на математиката като

IN MEMORIAM Иван Марев

Напусна ни проф. Иван Марев – философ, педагог, демократ, родолюбец. В далечната 1975 г., зареден с енергия, пълен с идеи, той създаде в Техническия

Книжка 1
ДЕЛЕГИРАНЕ НА ПРАВА ЧРЕЗ КОМИСИИТЕ В ДЕТСКАТА ГРАДИНА

Маргарита Абрашева Политиката, наречена управление на качеството, не е самоцел, нито поредна обра- зователна „мода“. Тя е практически необходима за поддържане от директора на учеб- ното заведение на един привлекателен образ в условията на конкуренция на пазара на учебни заведения. Това се отнася най-вече за детските градини. Политиката на упра- вление на качеството съдържа недостатъчно използван ресурс, включително за спечел- ване и запазване доверието на потребителя – родителите на децата,

ИНОВАЦИОННИ И ИНТЕРАКТИВНИ МЕТОДИ В КВАЛИФИКАЦИОННАТА ДЕЙНОСТ НА ПЕДАГОГИЧЕСКИЯ КОЛЕКТИВ

Стоилка Ташева, Севда Лукайчева Развиващото се с динамични темпове общество в днешно време налага необ- ходимостта от иновационни промени в областта на образованието. И в предучи- лищната педагогика все по-често се търсят алтернативни педагогически техноло- гии както за възпитанието и обучението на децата, така и при провеждането на квалификационната дейност на самите педагози. Използването на интерактивните методи дава възможност да се възлагат за- дачи, които предполагат съвместна работа,

ТОВА ТРЯБВА ДА ГО ЗНАЕ ВСЯКО ДЕТЕ

Татяна Атанасова, Иванка Пампова

НА УЛИЦАТА Е ОПАСНО

Таня Янчева, Зоя Кацарова

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