One world in schools : an evaluation of the human rights education programme in the Republic of Georgia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F18%3A00102278" target="_blank" >RIV/00216224:14230/18:00102278 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/0305764X.2018.1427216" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/0305764X.2018.1427216</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/0305764X.2018.1427216" target="_blank" >10.1080/0305764X.2018.1427216</a>

Jazyk výsledku

angličtina

Název v původním jazyce

One world in schools : an evaluation of the human rights education programme in the Republic of Georgia

Popis výsledku v původním jazyce

This paper describes the impact of the One World in Schools human rights education programme on the attitudes, self-efficacy and intention to act of a sample of Georgian secondary school students (n = 303). For the evaluation, a mixed approach was applied, combining pre/post experimental/control group design, post-programme teacher and student surveys, and focus groups (n = 48) with students. Data were collected from September 2014 to June 2015 in sampled Georgian schools. The analysis revealed that the programme had an impact in both the quantitative and qualitative parts of the research. In the qualitative part, the students reported a high level of empowerment thanks to the programme’s activities, while the changes reported in the pre/post testing were rather moderate. Moreover, the programme seems to have influenced girls more than boys. The cultural context of the evaluation and the implications for further implementation of the programme are discussed as well.

Název v anglickém jazyce

One world in schools : an evaluation of the human rights education programme in the Republic of Georgia

Popis výsledku anglicky

This paper describes the impact of the One World in Schools human rights education programme on the attitudes, self-efficacy and intention to act of a sample of Georgian secondary school students (n = 303). For the evaluation, a mixed approach was applied, combining pre/post experimental/control group design, post-programme teacher and student surveys, and focus groups (n = 48) with students. Data were collected from September 2014 to June 2015 in sampled Georgian schools. The analysis revealed that the programme had an impact in both the quantitative and qualitative parts of the research. In the qualitative part, the students reported a high level of empowerment thanks to the programme’s activities, while the changes reported in the pre/post testing were rather moderate. Moreover, the programme seems to have influenced girls more than boys. The cultural context of the evaluation and the implications for further implementation of the programme are discussed as well.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Cambridge Journal of Education

ISSN

0305-764X

e-ISSN

1469-3577

Svazek periodika

48

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

18

Strana od-do

769-786

Kód UT WoS článku

000451586600006

EID výsledku v databázi Scopus

2-s2.0-85041547633