Abstract
The purpose of our research was to compare the effects of training in two intervention groups of Roma children - in the Feuerstein Instrumental Enrichment method (FIE) group and in the new Kris Kros (KK) method group. Being aware of other factors that affected the training results, we took into consideration the family attitudes towards school education, the teacher's and lecturer's perspectives and the characteristics of the children's home localities.
Quantitative and qualitative research methods were combined in our study. A design of quantitative part consisted of three phases: a pre-test phase, an intervention phase during which a training was running, and a re-test phase.
The levels of speech and thinking development were tested once during the pre-test phase and later at the end of the school year during a re-test phase to measure an improvement of each pupil. Qualitative research consisted of the semi-structured interviews with teachers, lecturers and parents, and it also included the observation of the classes.
A significant improvement has been made by the entire group of children in almost all observed areas. There were no statistically significant differences between FIE and KK groups practically in all areas.
On the contrary we have find significant differences between pupils comes from different localities, the factor of belonging to the locality proved to be the main predicate for improvement. We have tried to explain it by qualitative part of our research.
It seems that one of the possibility explaining factors was the differences between teachers and lecturers, in particular, differences in their use of the command and control approach and differences in their abilities to set transparent rules and strictly comply with them. The higher level of improvement we have found in the groups of children with more structured and consistent teachers and lectures.