 |
CHERD-Hungary Educational Research Internship Program |
|
Interns |
Research mentors |
Topic |
|---|---|---|
|
Bálint Albert (alumni) (Religius education-History teacher trainee) |
Gabriella Pusztai &Tímea Ceglédi |
Religion and resilience |
|
Barbara Bíró (Pedagogy BA) |
Tímea Ceglédi |
Teacher motivation, language codes and parental involvement in a Hungarian-speaking Step by Step alternative school in Partium |
|
Dániel Bodnár (English – History teacher trainee) |
Cintia Csók |
Extracurricular student activities in higher education |
|
Hanna Bráder (Hungarian – History teacher trainee) |
Cintia Csók & Anett Hrabéczy |
Effective learning habits |
|
Balázs Csajkos (Mathematics-History teacher trainee) |
Klára Kovács-Nagy |
The role of sociocultural and digital background factors in academic achievement. Comparative study of students in three countries based on the PISA 2022 background questionnaire. |
|
Zsolt Csák (Pedagogy BA) |
Hajnalka Fényes |
Types of fathers’ home-based and school-based activities to assist their children’s achievement. |
|
Vivien Erdei (English-History teacher trainee) |
Cintia Csók |
"Preserving the past, shaping the future". Challenges and theoretical-methodological options in the history of education in the 21st century |
|
Dorottya Fekete (English – History teacher trainee) |
Tímea Ceglédi |
Values of resilient teachers |
|
Emese Kincső Fekete (English – IT teacher trainee) |
Tímea Ceglédi |
Teachers’ views of their respective roles in parental involvement – supporting parents in a resilient way |
|
Annamária Horváth (English – Biology teacher trainee) |
Tímea Ceglédi |
One step closer to the Pygmalion effect within the pedagogical framework. Perceptions of mentored pupils in Tanítsunk Magyarországért mentoring program |
|
Lili Horváth (Pedagogy BA) |
Cintia Csók & Tímea Ceglédi |
The role of "companions", "communities of brothers and sisters" in the rezilian life of children in children's homes |
|
Liliána Janecskó (Biology – Chemistry teacher trainee) |
Magdolna Chrappán |
Attitudes of science and formal studies teacher trainees |
|
Lilla Kádár (Pedagogy BA) |
Cintia Csók & Tímea Ceglédi |
The imprint of alternative pedagogy in traditional education |
|
Dorka Kas (Mathematics-History teacher trainee) |
Zsófia Kocsis |
The role of parental involvement in young people's work orientation, work-related values, attitudes and behaviours, and professional development |
|
Dávid Mihály Kiss (History – IT teacher trainee) |
Anett Hrabéczy |
Involvement of TM mentored pupils’ parents |
|
Eszter Kosztyu, Izabella Tanicsár, Kristóf Szoboszlai (History teacher trainee) |
Cintia Csók |
Supporting professionals |
|
Kitti Kozma (English – History teacher trainee) |
Tímea Ceglédi |
Generations of Roma teachers |
|
Panna Lajos (Mathematics teacher) |
Krisztina Győri |
IKT and parental involvement |
|
Ádám Oláh (P.E. teacher) |
Klára Kovács-Nagy |
Sport and parental involvement |
|
Zoltán Paál (Hungarian – History teacher trainee) |
Cintia Csók |
Roma colleges for advanced studies |
|
Hunor Papp (Hungarian – Ethics teacher trainee) |
Emese Alter |
The mentor as a compass. The effect of Tanítsunk Magyarországért mentoring program on the future plans and educational aspirations of low status pupils |
|
Márton Pelyvás (Mathematics and P:E teacher) |
Klára Kovács-Nagy |
The role of parental involvement in the development of functional movement skills |
|
Vanda Pető (English – Chemistry teacher trainee) |
Magdolna Chrappán |
How to enhance positive attitudes toward Chemistry? – the effects of implementing inquiry-based learning strategies |
|
Dorottya Pinke (English teacher) |
Katalin Godó |
Mentoring and education |
|
Marcell Puskás (English – History teacher trainee) |
Zsuzsa Demeter-Karászi |
Institutional culture in Szabolcs-Szatmár-Bereg county church-run schools – narratives from inside the system |
|
Kitti Rácz, Eugénia Balogh (Hungarian and Latin teacher trainee) (Hungarian and History teacher trainee) |
Zsuzsanna Demeter-Karászi |
Working together with power and faith forsuccess! Parents and teachers working together and being religious the role of religiousness in the educational achievement of underprivileged pupils |
|
Gabriella Ridzig (English – Mathematics teacher trainee) |
Anett Hrabéczy |
Education of special needs pupils |
|
Csilla Soós, Ivett Fodor (Hungarian and Ethics teacher trainee) |
Katinka Bacskai |
Boys’ relationship with parents |
|
Márton Szaltontai (English teacher) |
Katalin Godó |
Alternative education |
|
Beatrix Szilágyi, Zoárd Ecsedi (Biology and Chemistry teacher trainee) |
Zsófia Kocsis |
Development and evaluation of the self-made chemistry board game called Chem on! - What's your reaction? |
|
Gergő Szilágyi (MA student) |
Cintia Csók |
The relationship between school and parents, with a special focus on school-based involvement. Waldorf schools’ good practices |
|
Emese Tóth (English – Ethics teacher trainee) |
Emese Alter |
Connections between teaching methodology and the social backgrounds of pupils |
|
Réka Tóth (History – Community culture teacher trainee) |
Cintia Csók |
The role of community institutions in strengthening connections between families and school in disadvantaged villages |
|
Edit Anna Veress (Pedagyogy BA) |
Zsófia Kocsis |
The role of the family in the development of the work relationship |