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Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross- Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support— yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context

Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross- Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support— yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context

U svibnju 1841. godine otvorena je pri Židovskoj općini u Zagrebu prva škola, Bildungsschule, i prvi učitelj bio je Karl Saphir. U Varaždinu je tada već postojala škola sa 65 učenika. Troškovi škole namirivali su se školarinom i dobrovoljnim prilozima, a siromašni đaci bili su oslobođeni plaćanja. U listopadu 1855, nakon kraće stanke, otvorena je u Židovskoj općini Trivialschule sa tri razreda. Podučavani su njemački jezik i hebrejski predmeti. Jezik u nastavi u školama Hrvatske bio je odraz političkih prilika. Dok se u pučkim školama dozvoljavao "zemaljski pučki jezik", u gimnazijama se učilo na stranim jezicima. Tako je 1848. u Hrvatskoj i Slavoniji nastavni jezik latinski s obveznim mađarskim. 1849/50 uveden je "ilirski jezik" s obveznim njemačkim. Poslije je njemački jezik proširen i na nastavu povijesti, prirodopisa, matematike i fizike. Ilirski jezik je službeni do 1854, a poslije se uvodi hrvatski, ali samo za učenje hrvatskog jezika i vjeronauka. U Rijeci je u školama neko vrijeme ilirski i talijanski jezik, a od 1854/55 njemački. ; The first Jewish schools in Croatia were founded in Varaždin and Zagreb, and later in Osijek. At first, they were under the control of the Catholic Church as were other Croatian schools. In 1851/52 there were four Jewish schools with 131 pupils and in 1853/54 the number of pupils amounted to 277. The first Jewish school was established in Zagreb in 1841 and in 1889 it was moved to a new Community building containing four classrooms. The first director was Rabbi Dr Hosea Jakobi. Besides the obligatory curriculum, pupils learnt the Bible, holiday customs and the Hebrew language. For pupils at other elementary schools in Zagreb religious education was conducted several times a week and secondary school pupils went to the Jewish community once a week to attend classes. Great attention was paid to the education of children and the young: support and scholarships were given; boarding schools, centres and canteens were founded. There were many youths and student's societies, for example, The Jewish Society for Supporting Poor Students, Judea, Esperanza (the Sephardim), Literary section and Credit cooperative "EZRA" and other organizations. In 1929/1920 the Jewish communities in Croatia numbered over 500 elementary pupils, over 1,000 secondary school pupils and more than 250 students at the University of Zagreb, mainly studying law and medicine (girls made up a quarter of this number). In the centres of Jewish communities secondary schools were attended by pupils from neighbouring villages and meals were organized for them (Tage esen) in Jewish families. Teachers from Jewish communities went to surrounding villages and organized religious education. Many libraries and cultural, music and other activities were organized for children and youth in the communities. ; Tekst je objavljen u knjizi "Židovi u Hrvatskoj - židovske zajednice", Zagreb, 2004, str. 141-145 (the text was published in the book "Jews in Croatia - Jewish Communities", Zagreb, 2004, pp. 141-145).

The paper presents the results of research exploring the relationship between democratic school leadership and democratic school culture in primary schools. The research is based on the present knowledge that points to the significant role of principals in the process of developing and changing school culture (Fullan, 2005). The aim of the research was to determine the extent of primary teachers' perception regarding the level of development of selected characteristics of democratic school leadership and its connection to their estimate of the level of development of selected characteristics of democratic school culture. The research comprised 651 teachers from the City of Zagreb and Zagreb County. The research was conducted by means of a survey using a questionnaire containing two instruments: the Instrument for the measurement of characteristics of democratic school leadership (designed for the research) and the Instrument for the measurement of characteristics of democratic school culture (adopted from Spajić-Vrkaš, 2016). According to the teachers' perception, principals in the City of Zagreb and Zagreb County implement characteristics of democratic school leadership to a significant degree. They perceive the level of characteristics of democratic school culture as moderate. In addition, the research has determined a statistically significant high positive correlation between characteristics of democratic school leadership and democratic school culture. ; U radu je prikazano istraživanje u kojem je provjeren odnos između demokratskoga školskog vođenja i demokratske školske kulture u osnovnim školama. Istraživanje se temelji na dosadašnjim spoznajama koje upućuju na značajnu ulogu ravnatelja u razvoju i mijenjanju školske kulture (Fullan, 2005). Svrha je istraživanja utvrditi je li i u kojoj mjeri procjena učitelja osnovnih škola o stupnju razvij enosti odabranih obilježja demokratskoga školskog vođenja povezana s njihovom procjenom stupnja razvijenosti odabranih obilježja demokratske školske kulture. U istraživanju je sudjelovao 651 učitelj iz grada Zagreba i Zagrebačke županije. Istraživanje je provedeno anketnim ispitivanjem u kojem je korišten upitnik koji je sadržavao Instrument za mjerenje obilježja demokratskoga školskog vođenja (izrađen za potrebe istraživanja) i Instrument za mjerenje obilježja demokratske školske kulture (preuzet od Spajić-Vrkaš, 2016.). Prema percepciji učitelja ravnatelji u Gradu Zagrebu i Zagrebačkoj županiji u značajnoj mjeri implementiraju obilježja demokratskoga školskog vođenja te percipiraju da u školama postoji osrednja razina prisutnosti obilježja demokratske školske kulture. Nadalje, istraživanjem je utvrđena statistički značajna visoka pozitivna povezanost između obilježja demokratskoga školskog vođenja i demokratske školske kulture.

Life at school has great humanistic importance that influences every member of the school community; therefore, it must be organised so that it takes into consideration all specific features of pedagogical work as well as the complexity of the school community. The main problem school leaders come across is joining all the participants of school life, their relationships, and actions into one harmonious whole. Proper methods can serve to help solve this complication. One such method is pupils' self-government at school. Under definite conditions, self-government helps create a democratic and harmonious school life that provides great opportunities for educating the individual.

Life at school has great humanistic importance that influences every member of the school community; therefore, it must be organised so that it takes into consideration all specific features of pedagogical work as well as the complexity of the school community. The main problem school leaders come across is joining all the participants of school life, their relationships, and actions into one harmonious whole. Proper methods can serve to help solve this complication. One such method is pupils' self-government at school. Under definite conditions, self-government helps create a democratic and harmonious school life that provides great opportunities for educating the individual.

Vrednovanje ima svoju povijesnu i društvenu utemeljenost i uvjetovanost. Autori smatraju da kao sastavnica kurikulumskog procesa, relativno novog pristupa unutarnjem preustroju odgojno-obrazovnih i školskih sustava, zauzima ključno mjesto kao završna a ujedno i polazišna točka odgojno obrazovnog procesa. Ta je sastavnica bila zapostavljena sa stručnog i znanstvenoistraživačkog aspekta, mada je jedna od senzibilnijih etapa u tom procesu. Ista se u radu razmatra kao relevantna sastavnica nastavnikova habitusa. Iz toga proistječe nužnost osposobljavanja nastavnika za vrednovanje tijekom njegova inicijalnog obrazovanja, razvoj ove kompetencije u obrazovanju učitelja tijekom rada te poglavito u cjeloživotnom obrazovanju nastavnika.Ocjena kao rezultat vrednovanja, može djelovati višeslojno na pojedince ili skupinu: katalitički limitirajuće i inhibitorno. Time se determinira socijalna klima i odnosi između ekstrema autokratičnosti i demokratičnosti, odnosno alijenacije i dezalijenacije subjekata u nastavi. Istraživanja pokazuju da učenici, a posebno studenti, imaju razvijene sposobnosti za vrednovanje, ali nedovoljno participiraju u tom dijelu nastavnog procesa, što ih zadržava u tradicionalnoj poziciji – objekta.Kako se u postupku vrednovanja učenika generiraju konflikti, to je ovom problemu potrebno posvetiti posebnu pažnju. ; Evaluation has its own historical and social foundation and determination. Authors considerthat as an integral element in process of curriculum in this relatively new approach to innerreconstruction in educational and school systems, it takes an important place as a finishing andstarting point in educational process. This component was neglected from aspect of profession aswell as scientific studies, although it is one of the more sensible stages in that process.In this work ditto is considered as a relevant component of teacher's habitus. From this stems thenecessity for training teachers in evaluation during their initial education, as well as developmentof this competence during their work as teachers, and mainly in their lifelong/permanenteducation.Mark, as a result of evaluation, can act in layers on individuals or on a group: catalyticicallylimitating or inhibitating. With it social climate and relations between autocratic and democraticextremes are determined, such as alienation and desalination of the subjects of education.Researches show, that pupils, and especially the students, have developed abilities for evaluation,but are insufficiently participating in that part of educational process thus maintaining thetraditional position of an object.As conflicts are generated in process of assessment of pupils this problem needs specialattention

Suvremeni pristupi i paradigme odgoja i obrazovanja, posebno u tzv. postkonvencijsko vrijeme, poimaju dijete kao aktivno biće koje može i treba sudjelovati u vlastitom odgoju i obrazovanju te preuzeti odgovornost za svoje ponašanje (Koller-Trbović i Žižak, 2005, Pećnik, 2008, Markovinović, 2010, Kušević, 2010). Iako je ideja participacije djece i uzimanja u obzir njihove perspektive relativno dobro zastupljena kroz stručne i znanstvene radove i rasprave, primjećuje se raskorak između ideje o participaciji i njezine stvarne primjene u praksi, pri čemu se govori o "plimi" retorike o participaciji i "oseci" praktične primjene i utjecaja na poboljšanje intervencija za djecu (Badham, 2004, prema Bessell, 2011). Istraživanje mišljenja i stavova djece i mladih u Hrvatskoj pokazalo je kako je glavni problem u vezi s pravima sudjelovanja djece, nepostojanje zadovoljavajućih institucionalnih mehanizama namijenjenih uključivanju djece u odlučivanje (Miharija i Kuridža, 2011). Stoga je cilj ovoga rada prikazati analizu stanja participacije djece u školi i to kroz prikaz relevantnih zakona i politika, istraživanja te primjera dobre prakse. Pregled recentne literature pokazuje nedostatak sustavnih pokazatelja o dječjoj participaciji u školi u svim segmentima, od teorijskih modela i istraživanja do primjera dobre prakse. Nedostatak podataka ukazuje na potrebu za daljnjim promicanjem dječje participacije u školi kroz znanstvene i stručne radove, participativne istraživačke projekte te interaktivne prikaze modela dječje participacije. ; Modern approaches and paradigms of education, especially in the so -called post-conventional time, conceive a child as an active being who can and should participate in his/her own education and take responsibility for his/her behavior (Koller-Trbovic and Žižak, 2005; Pećnik, 2008; Markovinović, 2010; Kušević, 2010). Although the idea of children's participation and taking into account their perspective is relatively well represented through professional and scientific papers and discussions, we can note the discrepancy between the idea of participation and its actual application in practice, whereat we are talking about the "high tide" of rhetoric of participation and "low tide" of practical application and impact on improving children's activities (Badham, 2004, according to Bessell, 2011). Survey on opinions and attitudes of children and young people in Croatia showed that a major problem in relation to the participation rights of children is the lack of satisfactory institutional mechanisms aimed at the involvement of children in decision-making (Miharija and Kuridža, 2011). Therefore, the aim of this paper is to present an analysis of the condition of participation of children in school through the presentation of relevant laws and policies, research and best practice. Overview of relevant literature has shown a shortage of methodical indicators about children's participation in school in all the segments, from theoretical models and research to models of good practice. Shortage of data draws attention to necessity for further promotion of children's participation in school through scientific and professional work, participatory research projects and interactive demonstration of children's participation models.

After the collapse of the Soviet Union and restored Independence of Lithuania post-soviet countries faced with inevitable transformations in educational management. The article presents school management changes and overlooks Lithuanian school management development and its tendencies after becoming an independent state in the context of educational management paradigm shift. It also unfolds the changing roles and functions of school principals in the alternations of political ideologies. Scientific literature unfolds exclusive role of school principals in the process of educational management transformation. The article is based on the principles of paradigm shift and systematic approach on management.

After the collapse of the Soviet Union and restored Independence of Lithuania post-soviet countries faced with inevitable transformations in educational management. The article presents school management changes and overlooks Lithuanian school management development and its tendencies after becoming an independent state in the context of educational management paradigm shift. It also unfolds the changing roles and functions of school principals in the alternations of political ideologies. Scientific literature unfolds exclusive role of school principals in the process of educational management transformation. The article is based on the principles of paradigm shift and systematic approach on management.

After the collapse of the Soviet Union and restored Independence of Lithuania post-soviet countries faced with inevitable transformations in educational management. The article presents school management changes and overlooks Lithuanian school management development and its tendencies after becoming an independent state in the context of educational management paradigm shift. It also unfolds the changing roles and functions of school principals in the alternations of political ideologies. Scientific literature unfolds exclusive role of school principals in the process of educational management transformation. The article is based on the principles of paradigm shift and systematic approach on management.

After the collapse of the Soviet Union and restored Independence of Lithuania post-soviet countries faced with inevitable transformations in educational management. The article presents school management changes and overlooks Lithuanian school management development and its tendencies after becoming an independent state in the context of educational management paradigm shift. It also unfolds the changing roles and functions of school principals in the alternations of political ideologies. Scientific literature unfolds exclusive role of school principals in the process of educational management transformation. The article is based on the principles of paradigm shift and systematic approach on management.

The increasing migration of the European nations are increasingly faced with different populations. Probably the first time of these, traditionally migration nations have to accept the new immigration of people identity. This process affects a range of institutions and their functions in society. Particularly noticeable changes in government policy, law and education. There is multiculturalism for a long time in latter area in Europe. Today's classrooms have united many different cultures, languages, ethnicities, religions, etc. Master's thesis object – Education of Intercultural Competence in Primary School. Work objective – to analyse the substance of the primary school. Hypothesis - intercultural communication competence (ICC) paid little attention to primary education. Intercultural topics are common considered in the class of world knowledge. Objectives: Explore the concept of competence, explore competence types; reveal the main features of intercultural competence; Examine education of intercultural competence in primary school characteristics, evolution; To analyze the importance and specificity of intercultural competence in primary school; Master's work may be useful to educational institutions and educators, publishers and textbook creation groups, for teachers, students and educators of communication, culture, events management disciplines. Master's work is based on the promotion of intercultural communication standards of Europe, common programs and educational standards, scientific and methodical literature, articles. Work consists of three parts, which are distributed into sub-chapters. The work analyses and examines the concept of competence, features, qualities of intercultural education and the meaning of competence in details. Research tables have been prepared by using analysed methodical and scientific literature in accordance with the criteria by WB Gudykunst ICC model. Research object - substance of the textbooks of 1-4 classes primary education. Practical part analyzes received results and presents common statistics of the ICC topics. Formulated and presented the findings, the literature list and schedule. Research results are illustrated by pictures and tables. These results suggest the need for the expansion of primary school pupils ICC in education and learning process. Master's work originality and relevance to the present helps to find a clear ICC situation of primary education program.

The increasing migration of the European nations are increasingly faced with different populations. Probably the first time of these, traditionally migration nations have to accept the new immigration of people identity. This process affects a range of institutions and their functions in society. Particularly noticeable changes in government policy, law and education. There is multiculturalism for a long time in latter area in Europe. Today's classrooms have united many different cultures, languages, ethnicities, religions, etc. Master's thesis object – Education of Intercultural Competence in Primary School. Work objective – to analyse the substance of the primary school. Hypothesis - intercultural communication competence (ICC) paid little attention to primary education. Intercultural topics are common considered in the class of world knowledge. Objectives: Explore the concept of competence, explore competence types; reveal the main features of intercultural competence; Examine education of intercultural competence in primary school characteristics, evolution; To analyze the importance and specificity of intercultural competence in primary school; Master's work may be useful to educational institutions and educators, publishers and textbook creation groups, for teachers, students and educators of communication, culture, events management disciplines. Master's work is based on the promotion of intercultural communication standards of Europe, common programs and educational standards, scientific and methodical literature, articles. Work consists of three parts, which are distributed into sub-chapters. The work analyses and examines the concept of competence, features, qualities of intercultural education and the meaning of competence in details. Research tables have been prepared by using analysed methodical and scientific literature in accordance with the criteria by WB Gudykunst ICC model. Research object - substance of the textbooks of 1-4 classes primary education. Practical part analyzes received results and presents common statistics of the ICC topics. Formulated and presented the findings, the literature list and schedule. Research results are illustrated by pictures and tables. These results suggest the need for the expansion of primary school pupils ICC in education and learning process. Master's work originality and relevance to the present helps to find a clear ICC situation of primary education program.

Vilnius University, Faculty of Mathematics and Computer Science student Andrius Aniulis in his theses briefly overviewed the importance of the integration process in the area of current public economics and politics, however the central focus was placed on the integration process in general education schools. Hence the integration process is not only a global process which is important in the governance of the state,but also it is an important factor which contributes to the formation and the education of the society.The discussions about the value of the integration process in educational system have taken place since ancient times, but they have been very active for the last 50 years. Now It is a common ground that an interdisciplinary (integrated) teaching provides students with a meaningful understanding of individual subjects. After all, life does not consist of separate things, in everyday life you need the knowledge of economics, geography, mathematics etc. for this reason the most successful lessons are those which connect (integrate) two, three or more subjects. In order to reveal the integration process in Lithuanian general education schools one of the most important documents issued by Lithuanian Ministry of Education was analyzed, 'Updated general programs of primary and lower secondary education' (2009). Based on the history of integration process the attempt is made to look at the internal and cross-curricular integration which is taking place in the current schools.To achieve this goal the questionnaire was given to six Lithuanian school teachers and their approach to the expedience of the integrated lessons was examined.The majority of the surveyed teachers are in favor of integrated lessons and see the benefits:the increased student motivation, the increased knowledge and intake rates, etc. The biggest incentive for teachers to prepare for integrated lessons is a perspective that it will increase students' motivation for learning, students will better understand the subject, the micro-climate in class will improve. The main objective of this work is to reveal the possibilities and the impact of intergration on teaching process of two subjects: Mathematics and Geography- . The study includes suggestions on how to conduct such lessons and a short survey in which participated the students. It was discovered that the students clearly welcome the integrated classes. Although the integrated classes require more time, they help the students to prepare properly for the practical activities in the future. After having such lessons students understand that Mathematics can be found in different places, it can be useful and related to the environment in which they are located. Integrated lessons give a different perspective on the integrated subjects, pupils get convinced that theoretical material is the basis for practical activity. In this paper, the most important documents of the education system which ensure the integration process in Lithuanian general education schools, teachers' approach to integrated lessons and suggestions on how to conduct integrated Mathematics and Geography lessons are overviewed. In order to develop their communication skills, students should use the new technologies (computers, multimedia equipment). While learning they should be able to use a variety of sources: different types of dictionaries, the Internet. The teacher is also a member of the student community, a more experienced colleague, who advises, directs the debate and learns together. Only the universal implementation of the integration process can provide good results: improved motivation, broadened understanding of where and how to apply theoretical knowledge. Students who have experienced success in learning, will be able to successfully plan their future life, will be open-minded, more quickly integrate into modern society that is dynamic, changing and affected by various favorable and unfavorable factors for humans.