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Professor of Philosophy of Education at the Faculty of Pedagogy, Psychology, and Art, University of Latvia; Director of Doctoral Program in Pedagogy, University of Latvia; expert in education at the Council of Sciences of the Republic of Latvia; research field: philosophy of education; childhood; media pedagogy; parenting; Soviet and post-Soviet educational space.
Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.
Agnese Slišāne; Gatis Lāma; Zanda Rubene. Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process. Sustainability 2021, 13, 6424 .
AMA StyleAgnese Slišāne, Gatis Lāma, Zanda Rubene. Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process. Sustainability. 2021; 13 (11):6424.
Chicago/Turabian StyleAgnese Slišāne; Gatis Lāma; Zanda Rubene. 2021. "Self-Assessment of the Entrepreneurial Competence of Teacher Education Students in the Remote Study Process." Sustainability 13, no. 11: 6424.
With Latvia's education reforms, the demand for transversal skills in the education process has increased. Although there has been a growing call to educate pupils and students in a way that develops entrepreneurial skills, there is no defined methodology for how to do it, and the definitions of entrepreneurial skills and entrepreneurship pedagogy have no common foundation. This study, therefore, compiles research from various scientific publications and offers a theoretical framework for the concepts of entrepreneurial skill and entrepreneurial pedagogy. It also reviews the noble practices of diverse European countries and analyzes Latvia's higher education experience and examples of entrepreneurship development for students. Finally, it looks at entrepreneurial pedagogy to understand if and how it can impact students' entrepreneurial mindset, knowledge, and attitude.
Agnese Slišāne; Zanda Rubene. Entrepreneurship Pedagogy. International Journal of Smart Education and Urban Society 2021, 12, 60 -71.
AMA StyleAgnese Slišāne, Zanda Rubene. Entrepreneurship Pedagogy. International Journal of Smart Education and Urban Society. 2021; 12 (2):60-71.
Chicago/Turabian StyleAgnese Slišāne; Zanda Rubene. 2021. "Entrepreneurship Pedagogy." International Journal of Smart Education and Urban Society 12, no. 2: 60-71.
The aim of the present research is to study the essence, structure, implementation, and indicators of the concept of the digital transversal competence of university students for its improvement in the study process. This article includes the relevance of transversal competences and the essence of the concept of digital competence. This concept is then developed, the methodology of digital competence assessment and measurement is adapted, and the content analysis method was used to classify and analyze the expression of digital competence in eight professional areas.
Alise Olesika; Gatis Lama; Zanda Rubene. Conceptualization of Digital Competence. International Journal of Smart Education and Urban Society 2021, 12, 46 -59.
AMA StyleAlise Olesika, Gatis Lama, Zanda Rubene. Conceptualization of Digital Competence. International Journal of Smart Education and Urban Society. 2021; 12 (2):46-59.
Chicago/Turabian StyleAlise Olesika; Gatis Lama; Zanda Rubene. 2021. "Conceptualization of Digital Competence." International Journal of Smart Education and Urban Society 12, no. 2: 46-59.
In the spring of 2020, when the entire education system worldwide switched to distance learning, parents became key learning agents, helping students to understand how to continue learning, how to use digital solutions and how to support students in this process. This article summarizes parents’ views on the distance learning process and the challenges they faced. This is part of a larger study carried out within the project “Life with COVID-19: Evaluation of the overcoming coronavirus crisis in Latvia and recommendations for social resilience in the future” (CoLife), which was launched in Latvia in the summer of 2020 and analyzed what digital learning tools schools can use to support students in their learning. Parents’ views on 738 school-age children (313 responses about 1st–4th graders; 362 responses for 5th–9th graders and 63 responses for 10th–12th graders) were obtained, and the main conclusions were that after parents became learning agents, they would have liked more support from educators to understand how to support their children in the learning process. Parents would also have liked schools to be interested in how their children are doing and whether everything necessary is available. Overall, it can be concluded that in this crisis, parents tried to support their children, and in most cases, it was the mothers of the students who provided this support, but it was primarily based on the need to use digital technologies, which means that children whose parents do not use digital technologies may be more exposed to the danger of falling into a risk group with larger educational gaps.
Linda Daniela; Zanda Rubene; Arta Rūdolfa. Parents’ Perspectives on Remote Learning in the Pandemic Context. Sustainability 2021, 13, 3640 .
AMA StyleLinda Daniela, Zanda Rubene, Arta Rūdolfa. Parents’ Perspectives on Remote Learning in the Pandemic Context. Sustainability. 2021; 13 (7):3640.
Chicago/Turabian StyleLinda Daniela; Zanda Rubene; Arta Rūdolfa. 2021. "Parents’ Perspectives on Remote Learning in the Pandemic Context." Sustainability 13, no. 7: 3640.
The “New Man” is a utopian concept that involves creating an ideal man and replacing the imperfect human being. The beginning of the ideas of creating the new man can be found in ancient Greece and Rome, in the works of utopians and educators, as well as in theological texts. Although this ideologeme as one of the constructs of modernity was fully formed by the end of the 19th century, the efforts to practically implement it are connected with the establishment of (para)totalitarianism. One of the best-known examples of such an attempt was the ambition to create the New Soviet Man. After giving up aspirations to create a perfect biological individual, in the long-term perfective, the main focus was laid on forming an ideologically correct New Man, a builder of communism. Education was seen as one of the key means of achieving this objective. Seeking to identify how the image of the New Man was reflected in the curriculum (primary in particular), 36 textbooks published between 1925–1985 and used in the state schools of Soviet Russia and the Baltic States were analysed.Although the concept of the New Man includes both the male and female person, the most frequently considered is a male. This article aims to discuss how textbooks represent the Soviet woman by considering the following aspects: what was specific to the New Soviet Man – Woman? What did the Soviet regime expect from women in the context of the New Soviet Man project? How did the project of New Man reflect the gender equality idea?
Iveta Kestere; Irena Stonkuviene; Zanda Rubene. The New Soviet Man With a Female Body: Mother, Teacher, Tractor Driver…. Acta Paedagogica Vilnensia 2020, 45, 97 -109.
AMA StyleIveta Kestere, Irena Stonkuviene, Zanda Rubene. The New Soviet Man With a Female Body: Mother, Teacher, Tractor Driver…. Acta Paedagogica Vilnensia. 2020; 45 ():97-109.
Chicago/Turabian StyleIveta Kestere; Irena Stonkuviene; Zanda Rubene. 2020. "The New Soviet Man With a Female Body: Mother, Teacher, Tractor Driver…." Acta Paedagogica Vilnensia 45, no. : 97-109.
This paper reports on a health literacy study that explored adolescents’ conceptualizations of health information appraisal as a social practice in Latvia. The study was guided by phenomenography, a qualitative research approach used to describe people’s conceptions of a particular phenomenon. A purposive, maximum variation sampling was used, and 24 adolescents were recruited to take part in the study, ranging from 13 to 16 year-olds. Semi-structured interviews were undertaken for data collection. A phenomenographic method for data analysis was performed using the guidelines proved by Sandberg. The data analysis presented seven categories of description and an outcome space representing the adolescents’ qualitatively different conceptions of health information appraisal. The implications for health education in school are discussed.
Inese Stars; Zanda Rubene. A Phenomenographic Study of Adolescents’ Conceptions of Health Information Appraisal as a Critical Component of Adolescent Health Literacy. Acta Paedagogica Vilnensia 2020, 44, 62 -80.
AMA StyleInese Stars, Zanda Rubene. A Phenomenographic Study of Adolescents’ Conceptions of Health Information Appraisal as a Critical Component of Adolescent Health Literacy. Acta Paedagogica Vilnensia. 2020; 44 ():62-80.
Chicago/Turabian StyleInese Stars; Zanda Rubene. 2020. "A Phenomenographic Study of Adolescents’ Conceptions of Health Information Appraisal as a Critical Component of Adolescent Health Literacy." Acta Paedagogica Vilnensia 44, no. : 62-80.
Zanda Rubene; University of Latvia; Iveta Ozola; Institute of Lifelong Learning and Culture "Vitae". Democratisation of Educational Sciences (Pedagogy) in the Context of the Shift in Political Power of Latvia. Pedagogy and Educational Sciences in the Post-Soviet Baltic States, 1990–2004: Changes and Challenges 2020, 224 -237.
AMA StyleZanda Rubene, University of Latvia, Iveta Ozola, Institute of Lifelong Learning and Culture "Vitae". Democratisation of Educational Sciences (Pedagogy) in the Context of the Shift in Political Power of Latvia. Pedagogy and Educational Sciences in the Post-Soviet Baltic States, 1990–2004: Changes and Challenges. 2020; ():224-237.
Chicago/Turabian StyleZanda Rubene; University of Latvia; Iveta Ozola; Institute of Lifelong Learning and Culture "Vitae". 2020. "Democratisation of Educational Sciences (Pedagogy) in the Context of the Shift in Political Power of Latvia." Pedagogy and Educational Sciences in the Post-Soviet Baltic States, 1990–2004: Changes and Challenges , no. : 224-237.
Adolescent health literacy is a promising innovation in health education. This article reports the findings of research in the experience of adolescents in the methods they used in obtaining health information. A phenomenographic research approach was used to understand how adolescents conceptualized health information obtaining. The study examined data provided by 24 adolescents aged 13 to 16 living in Latvia. The data was collected through qualitative interviews. Phenomenographic data analysis uncovered five categories of description by adolescents in the way they perceived health information obtaining: 1. An opportunity to find out “things” regarding health; 2. The use of different sources of information to obtain health information; 3. The use of multimodal texts to obtain health information; 4. A passive method of obtaining information; and 5. An active method of obtaining information. It is important to integrate the experience of adolescents into health education research to develop a deeper understanding of the pedagogical phenomenon and to enhance health education programmes.
Inese Stars; Zanda Rubene. How Do Adolescents Obtain Health Information. International Journal of Smart Education and Urban Society 2019, 10, 55 -69.
AMA StyleInese Stars, Zanda Rubene. How Do Adolescents Obtain Health Information. International Journal of Smart Education and Urban Society. 2019; 10 (4):55-69.
Chicago/Turabian StyleInese Stars; Zanda Rubene. 2019. "How Do Adolescents Obtain Health Information." International Journal of Smart Education and Urban Society 10, no. 4: 55-69.
Left-handers have always been surrounded by stigma and controversy, and attitudes toward this group have always been rooted in the ideas and traditions of power relations existing in a given society. Thus, the goal of this study is to describe the retraining of left-handers as it was conducted in Soviet education. The impact of political power on an individual’s body-mind interaction is a significant problem in research on the creation of the “New Soviet Man.” The teaching of left-handed children in the Soviet Union is a noteworthy example of the totalitarian regime’s illusionary endeavors to change human nature. The Soviet education envisaged neither a special attitude nor any particular pedagogical strategies for the work with left-handed children. The Soviet science was based on the anthropological understanding of man as a tabula rasa, which made it possible to explain the omnipotence of Soviet pedagogy as well as the unswerving belief that it was possible to educate every child into a true member of the socialist society. The present study provides insight into the disciplining of the left-handed children’s bodies and minds using pedagogical tools that was being conducted in Soviet Latvia.
Zanda Rubene; Linda Daniela; Dace Medne. Wrong Hand, Wrong Children? The Education of Left-Handed Children in Soviet Latvia. Acta Paedagogica Vilnensia 2019, 42, 10 -28.
AMA StyleZanda Rubene, Linda Daniela, Dace Medne. Wrong Hand, Wrong Children? The Education of Left-Handed Children in Soviet Latvia. Acta Paedagogica Vilnensia. 2019; 42 ():10-28.
Chicago/Turabian StyleZanda Rubene; Linda Daniela; Dace Medne. 2019. "Wrong Hand, Wrong Children? The Education of Left-Handed Children in Soviet Latvia." Acta Paedagogica Vilnensia 42, no. : 10-28.
This article deals with the problems which are arising in the process of adaptation of immigrants to educational spaces in Ukraine and Latvia upon their arrival in the country of settlement. Among these problems are the differences in educational systems of the output and input countries, difficulties in mastering languages of a learning process in the countries, overcoming misunderstanding in intercultural communication within and outside of schools, unpreparedness of teachers and trainers to face and to solve challenges that are generating by immigrants and the host societies. The discussion is based on the preliminary results obtained during the implementation of the joint Ukrainian-Latvian project “Immigrants in Society: Challenges for Education” sponsored by Ministry of Education and Science of Ukraine and Ministry of Education and Science of Latvia.
Rudite Andersone; Volodymyr Yevtukh; Zanda Rubene; Anna Kisla; Maija Balode; Serhiy Shtepa. Immigrants in Society. International Journal of Smart Education and Urban Society 2019, 10, 70 -77.
AMA StyleRudite Andersone, Volodymyr Yevtukh, Zanda Rubene, Anna Kisla, Maija Balode, Serhiy Shtepa. Immigrants in Society. International Journal of Smart Education and Urban Society. 2019; 10 (2):70-77.
Chicago/Turabian StyleRudite Andersone; Volodymyr Yevtukh; Zanda Rubene; Anna Kisla; Maija Balode; Serhiy Shtepa. 2019. "Immigrants in Society." International Journal of Smart Education and Urban Society 10, no. 2: 70-77.
Zanda Rubene; University of Latvia; Artis Svece. Development of Critical Thinking in Education of Latvia: Situation Analysis and Optimisation Strategy. Innovations, Technologies and Research in Education, 2019 2019, 1 .
AMA StyleZanda Rubene, University of Latvia, Artis Svece. Development of Critical Thinking in Education of Latvia: Situation Analysis and Optimisation Strategy. Innovations, Technologies and Research in Education, 2019. 2019; ():1.
Chicago/Turabian StyleZanda Rubene; University of Latvia; Artis Svece. 2019. "Development of Critical Thinking in Education of Latvia: Situation Analysis and Optimisation Strategy." Innovations, Technologies and Research in Education, 2019 , no. : 1.
Zanda Rubene; University of Latvia; Gunita Elksne. The Contribution of Transnational Learning to the Professional Development of Teachers. Innovations, Technologies and Research in Education, 2019 2019, 1 .
AMA StyleZanda Rubene, University of Latvia, Gunita Elksne. The Contribution of Transnational Learning to the Professional Development of Teachers. Innovations, Technologies and Research in Education, 2019. 2019; ():1.
Chicago/Turabian StyleZanda Rubene; University of Latvia; Gunita Elksne. 2019. "The Contribution of Transnational Learning to the Professional Development of Teachers." Innovations, Technologies and Research in Education, 2019 , no. : 1.
Even though it has already been 25 years since the collapse of the Soviet Union and the regaining of independence for the Republic of Latvia, teacher education faces various and specific problems brought forth by the experience behind the ‘iron curtain’, spanning five decades. Ever since regaining its independence, Latvia has implemented ambitious education reforms. A new education reform has been launched in Latvia, which start to implement the competency approach in general education by 2018. A vital aspect of this reform is teacher education. In preparing teachers, universities have an extra task – to promote competency of the future teachers to implement the competency approach in schools, in a student-centred study process. The organisation process must change during the university study process in order to accommodate that the future teachers acquire actual competencies by using modern technologies and modern learning strategies, thus later promoting active involvement of students in the construction of their competencies. This study carried out a survey of 170 students of the teacher education programme at the University of Latvia and revealed problem areas that should be changed in the teacher education process to ensure that the future teachers are able to implement the competency approach in schools. IBM SPSS Statistics 22 was used to analyse data. The research objective was to learn student-teachers’ ability to implement competency approach in their pedagogical work.
Linda Daniela; Raimonds Strods; Zanda Rubene; Sandra Kalniņa. Chapter 14 Student-teachers’ Ability to Implement Competency Approach: The Case of the University of Latvia. The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence 2018, 221 -235.
AMA StyleLinda Daniela, Raimonds Strods, Zanda Rubene, Sandra Kalniņa. Chapter 14 Student-teachers’ Ability to Implement Competency Approach: The Case of the University of Latvia. The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence. 2018; ():221-235.
Chicago/Turabian StyleLinda Daniela; Raimonds Strods; Zanda Rubene; Sandra Kalniņa. 2018. "Chapter 14 Student-teachers’ Ability to Implement Competency Approach: The Case of the University of Latvia." The Future of Innovation and Technology in Education: Policies and Practices for Teaching and Learning Excellence , no. : 221-235.
The world of transformations changes radically the education process. Theoreticians and practitioners of pedagogy recognize that methods and strategies consolidated over centuries very often have become ineffective in modern education practice. Therefore, the researchers' interest in childhood studies nowadays is natural. They define children's and youngster`s culture as different, unknown and incomprehensible. The researchers initiate a number of questions that need to be answered in order to cooperate with children and youngsters in school and in the family. How can teachers work efficiently in the modern school? How should adults implement modern pedagogical goals and which pedagogical methods to use to attain them? How do they perceive this world, what do they want to achieve in life? Which are the specific features of the representatives of this generation and how do they wish to cooperate with other generations? This article will be an attempt to provide some possible answers to those questions.
Zanda Rubene. The Portret of a Contemporary Child and Youngster in the Global Education Space. International Journal of Smart Education and Urban Society 2018, 9, 17 -26.
AMA StyleZanda Rubene. The Portret of a Contemporary Child and Youngster in the Global Education Space. International Journal of Smart Education and Urban Society. 2018; 9 (3):17-26.
Chicago/Turabian StyleZanda Rubene. 2018. "The Portret of a Contemporary Child and Youngster in the Global Education Space." International Journal of Smart Education and Urban Society 9, no. 3: 17-26.
During the last two decades, a generation for which the life in the media environment and the use of media in everyday life has become a norm in Europe and beyond its boundaries. The representatives of this generation are engaged with technologies both at home for their entertainment and use them for learning at school and university. In addition, they would like to experience the integration of technologies in education more frequently and more extensively. The researchers in the field of social sciences have concluded that in general the social contexts in which any individual, including the school student, acquires experience and is learning in modern society have changed radically. Researchers encourage teachers to improve their skills of integrating digital technologies in education that would help students develop their information analysis and evaluation skills in the learning process, which in turn, would decrease the scope of the possible risks caused by digitalization.
Zanda Rubene. Integration Approaches of Digital Media in the Teaching/Learning Process. Practical Perspectives on Educational Theory and Game Development 2018, 16 -24.
AMA StyleZanda Rubene. Integration Approaches of Digital Media in the Teaching/Learning Process. Practical Perspectives on Educational Theory and Game Development. 2018; ():16-24.
Chicago/Turabian StyleZanda Rubene. 2018. "Integration Approaches of Digital Media in the Teaching/Learning Process." Practical Perspectives on Educational Theory and Game Development , no. : 16-24.
The goal of the paper was to research the emotional well-being of students, teachers, and factors that impact it using quantitative research methods. Research was a case study and reflects a situation in one particular school. Emotional well-being plays an important role in personality development. Presence or absence of emotions like joy, satisfaction, trust, and reliance determines the perception, thinking, and actions of students. Positive emotions cause energetic and functional mobilization of the central nervous system and the whole human organism, promotes purposeful actions by connecting cognitive processes with fulfillment of student’s current needs. Emotions either enable or disable the learning process for a student. If positive emotions are absent, brain is in a passive state - active learning starts when emotions activate the brain. The impact of emotions on a student in the learning process can be mainly observed through attention that is payed towards studying; however, positive emotions that are connected to studying can also promote student’s interest in the study subject. Positive emotions can encourage several abilities like interest, enthusiasm, optimism, loyalty and the motivation to act. In addition, thinking can also be enabled, as well as an improvement in the ability to learn new things. These abilities make the learning process more productive. As a large part of students day is spent at school their emotional well-being is directly related to emotional well-being of pedagogues. It is crucial that a pedagogue is able to be aware of their own emotions and feelings and knows how to accept them and use them in solving pedagogical situations, as well as improving of his/her own life while still acting within professional ethical norms.
Gunita Elksne; Zanda Rubene. EMOTIONAL WELL-BEING IN SCHOOLS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2018, 2, 116 -125.
AMA StyleGunita Elksne, Zanda Rubene. EMOTIONAL WELL-BEING IN SCHOOLS. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. 2018; 2 ():116-125.
Chicago/Turabian StyleGunita Elksne; Zanda Rubene. 2018. "EMOTIONAL WELL-BEING IN SCHOOLS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2, no. : 116-125.
Tyrimo tikslas buvo taikant diskurso analizę ištirti Latvijos universiteto pedagogikos doktorantūros programą ir metines savianalizės ataskaitas nuo 1999–2000 iki 2014–2015 mokslo metų ir išsiaiškinti, kaip vystėsi programos skaitmeninimo diskursas ir kaip jis prisideda prie programos kokybės tobulinimo. Taikoma prieiga apima du etapus: archeologinį ir genealoginį. Pagrindinis archeologinio etapo uždavinys – išanalizuoti teiginių sekas pagal diskurso struktūros formavimo aspektus. Todėl diskursas tiriamas lingvistiniame kontekste vertinant subjektų pateikiamus teiginius apie objektus. Genealoginiame etape dėmesys telkiamas į galios vaidmenį kuriant diskursą, į diskurso kontekstą ir siekiama suprasti, kaip jis formuojamas įgyjant platesnę socialinę vi ziją. Diskurso analizė atskleidžia svarbias pedagogikos doktorantūros programos diskurso skaitmeninimo transformacijas: akademiniais 1999–2000 metais, siekiant gauti informacijos apie programą, ją skleisti ir pan., kaip techniniai ištekliai buvo naudojamos IRT . 2005–2006 mokslo metais skaitmeninimo diskursas transformavosi įgydamas naują struktūrą, kurioje IRT buvo prasmingai integruojamos į studijų procesą išplečiant doktorantams atsiveriančias galimybes tarptautiniame kontekste ir skatinant studijų pasiekimus. Todėl 2010–2011 mokslo metais iš dalies pakito skaitmeninimo diskurso struktūra ir ji gerokai patobulėjo, nes studentams ir dėstytojams buvo suteikta galimybė užsiimti akademine ir mokslinių tyrimų veikla virtualioje mokymosi aplinkoje.
Zanda Rubene; Raimonds Strods. Skaitmeninės kultūros transformacijos pedagogikos doktorantūros studijose: Latvijos universiteto atvejis. Acta Paedagogica Vilnensia 2017, 38, 143 -158.
AMA StyleZanda Rubene, Raimonds Strods. Skaitmeninės kultūros transformacijos pedagogikos doktorantūros studijose: Latvijos universiteto atvejis. Acta Paedagogica Vilnensia. 2017; 38 (38):143-158.
Chicago/Turabian StyleZanda Rubene; Raimonds Strods. 2017. "Skaitmeninės kultūros transformacijos pedagogikos doktorantūros studijose: Latvijos universiteto atvejis." Acta Paedagogica Vilnensia 38, no. 38: 143-158.
This study investigates the role played by parents as mediators of young children’s access and engagement with digital technologies. In Belgium, Germany, Latvia and Portugal, qualitative in-depth interviews were conducted with 10 families in each country, including one child between 6 and 7 years old. Our findings show that parents of young children mainly play the role of ‘gatekeepers’ when it comes to facilitating and constraining access to and use of digital technologies. Parents’ perceptions of the efficacy of digital technologies as responsible entertainment and as educational tools influence the technologies available at home and accessible to the child. These perceptions in turn impact parents’ mediation strategies with regard to children’s actual use of digital technologies, with restrictive mediation – of time and less of content – and supervision applied most. The power exerted by parents over access and use may be understood as a limitation of the children’s rights. On the other hand, parents are not always concerned with the right of protection as they believe – sometimes incorrectly – that they are in control of the content their children are exposed to.
Patrícia Dias; Rita Brito; Wannes Ribbens; Linda Daniela; Zanda Rubene; Michael Dreier; Monica Gemo; Rosanna Di Gioia; Stéphane Chaudron. The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’. Global Studies of Childhood 2016, 6, 414 -427.
AMA StylePatrícia Dias, Rita Brito, Wannes Ribbens, Linda Daniela, Zanda Rubene, Michael Dreier, Monica Gemo, Rosanna Di Gioia, Stéphane Chaudron. The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’. Global Studies of Childhood. 2016; 6 (4):414-427.
Chicago/Turabian StylePatrícia Dias; Rita Brito; Wannes Ribbens; Linda Daniela; Zanda Rubene; Michael Dreier; Monica Gemo; Rosanna Di Gioia; Stéphane Chaudron. 2016. "The role of parents in the engagement of young children with digital technologies: Exploring tensions between rights of access and protection, from ‘Gatekeepers’ to ‘Scaffolders’." Global Studies of Childhood 6, no. 4: 414-427.
The paper will describe the development of universities in Latvia from 1950’s to nowadays. The higher education system experienced changes along with the political transformations of the country. Latvia was incorporated in the Soviet Union in 1940, regained its independence in 1991 and joined EU in 2004. Since 2012 Latvia is a fully fledged participant of the European Higher Education Area. The paper will describe the transformations of universities in Latvia from the perspective of a cultural learning theory and transfer of knowledge defined by Gita Steiner-Khamsi. It will provide the reference to an external education model, its modification and metamorphosis into a local educational model. Latvia as a small country and relatively new culture had found itself in the situation to learn from the cultural experiences of countries that have longer experience of democracy and had to overtake the ideas of the education systems from other countries and adopt them to the local needs.
Indra Dedze; Zanda Rubene. Universities in Latvia – from the Soviet to European Higher Education Area. Foro de Educación 2016, 14, 13 -38.
AMA StyleIndra Dedze, Zanda Rubene. Universities in Latvia – from the Soviet to European Higher Education Area. Foro de Educación. 2016; 14 (21):13-38.
Chicago/Turabian StyleIndra Dedze; Zanda Rubene. 2016. "Universities in Latvia – from the Soviet to European Higher Education Area." Foro de Educación 14, no. 21: 13-38.
Health literacy and health education are reciprocally connected concepts in modern scientific discourse. Educational institutions, especially schools, are defined as one of the main arenas for the development and promotion of the child’s health literacy. Thus, health literacy, conceptualized as the outcome of school learning, becomes the aim of school health education. As concept of health literacy becomes more complicated its attainment requires more advanced and specific teaching methods, which, in its turn, demands transformations in teacher education and teachers’ professional development as well as to perceive the child as an active participant in the teaching/learning process. Good health literacy leads to the child empowerment.
Zanda Rubene; Inese Stars; Liva Goba. Health Literate Child: Transforming Teaching in School Health Education. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2015, 1, 331 -340.
AMA StyleZanda Rubene, Inese Stars, Liva Goba. Health Literate Child: Transforming Teaching in School Health Education. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference. 2015; 1 ():331-340.
Chicago/Turabian StyleZanda Rubene; Inese Stars; Liva Goba. 2015. "Health Literate Child: Transforming Teaching in School Health Education." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1, no. : 331-340.