Analysis of factors contributing to early dropout from the general education system, 2018–2019
As part of the Erasmus+ program project “A.C.C.E.S.S. Active Cross-Sectoral Cooperation for Educational and Social Success” (No. 2018-1-IT02-KA201-048481), a study was conducted in 2018–2019 in the project partner countries (Lithuania, Romania, Italy, Portugal) to analyze the relationship between the school environment, culture, teaching and learning strategies and methods, and early dropout from the general education system. A quantitative and qualitative study was conducted, focusing on teachers and students at risk of early school leaving. The Modern Didactics centre was responsible for the analysis of data from the qualitative study, which was conducted using interviews.
The study aimed to gain a deeper understanding of students’ attitudes towards attending and/or not attending school, as well as their overall image of school. Based on the research data, a theoretical model of risk factors for early dropout from the general education system was developed, which will help teachers to assess the first signs of risk factors and their intensity.
A total of 256 teachers (47 from Lithuania) and 975 students (xx from Lithuania) participated in the questionnaire survey.
A total of 87 teachers (16 from Lithuania) participated in the focus group discussions.
A total of 53 students (12 from Lithuania) participated in the interviews.
Research of project “DATAUSE – Using Data for Improving School and Student Performance” implementation in project schools, 2011–2012
The aim of the project “DATAUSE – Using Data for Improving School and Student Performance” (2010–2012) is to develop the skills of school leaders in creating learning communities that use data to improve educational outcomes. In the countries participating in the project – Poland, Germany, the United Kingdom, the Netherlands, and Lithuania – school teams were formed, consisting of representatives of the administration, department heads, senior teachers-experts, IT specialists, etc. Lithuania was represented in the project by Vilnius Gerosios Vilties Secondary School and Vilnius Antano Vienuolio Primary School. The schools were included in comparative studies of good practice. The questionnaire was designed to help assess the strengths and weaknesses of schools in terms of their ability to use data. The study consisted of a review of data use, an analysis of the situation in partner countries, and interviews with teachers. The survey sought to assess various aspects of data use in schools: opportunities and obstacles for data use, characteristics of data use, characteristics of data users, characteristics of the organization, use of data for reporting, use of data for improving school performance, and use of data for improving the teaching/learning process. The results of the research and survey were used to develop the Data Use Course material. The study was conducted in 2011 and repeated in 2012 to monitor the impact of the Data Use Course on changes in schools and attitudes towards working with data in order to achieve better student learning outcomes. The 2011 survey involved 367 respondents from 10 schools in Poland, Germany, the United Kingdom, the Netherlands, and Lithuania, while the 2012 survey involved 228 respondents from 7 schools in Poland, Germany, the Netherlands, and Lithuania. In Lithuania, 113 respondents (school principals and teachers) were surveyed in 2011, and 106 in 2012.
Research analysis
Comparision of 2011-2012 m. research data
Research of effectiveness of programme “Students to Students”, 2005
As part of the project “Students to Students Helping to Overcome Learning Difficulties” the “Students to Students” program was implemented in six Vilnius city schools in 2004–2005. Under the guidance of teachers, students helped their peers or younger friends during or after classes. There was ongoing evaluation of the mutual assistance activities, monitoring and assessment of students’ learning progress and satisfaction with learning. The project activities were discussed at meetings with school communities, teachers, and parents. The evaluation included: 1) analysis of the direct peer support process (evaluation tools: work of children who were helped, diaries of student helpers, teacher’s diary, questionnaire for students; 2) analysis of the school context (evaluation tools: questionnaire for teachers, questions for project progress analysis, discussions at parent meetings, conversations with school administrators). A total of 20 students, 10 tutors, and 16 teachers were surveyed.
Teachers and students who participated in the project noted the positive impact of the program on teaching and learning. Students were indeed able to help each other, and they found this activity engaging, meaningful, and useful. Teachers noticed an improvement in student behavior during lessons: children became more actively involved in learning activities, made systematic efforts to overcome learning difficulties, and many of them improved their results. When evaluating the comments of teachers, parents, and students, it became clear that for many, the ideas of this project are new and must overcome prevailing attitudes of competition. On the other hand, it is recognized that the implementation of the project develops communication and cooperation skills and promotes mutual understanding and tolerance among community members.
Study “Training needs of youth leaders”, 2002
The study was conducted as part of the project “Education of Youth Leaders”.
The study was conducted by sociologists R. Karlinskaitė, G. Rusteikaitė, and D. Sinkevičiūtė.
This qualitative situation study aimed to identify the needs of six different types of non-governmental youth organizations for leadership training and to highlight the characteristics of youth leaders. More than 100 active members of youth organizations were surveyed.
The results of the study showed that respondents consider the ability to bring together and motivate a team to be the most important characteristic of a youth leader. Equally important skills are planning and organizing, and taking responsibility. However, according to the respondents, the ability to resolve conflicts and represent one’s organization is not essential for a leader. The respondents mentioned the ability to balance individual and group interests and to organize and lead meetings as the most important leadership skills.
The data from the sociological survey showed that representatives of non-political organizations participate in various youth leadership training courses more often than representatives of political organizations. Representatives of both political and non-political organizations most often participate in training courses organized and initiated by themselves.