National minorities schools change and connection with it’s society

The research revealed the national minorities schools’ pedagogues views at schools’ improvement conditions, intrinsic causes and contact with society. The national minorities schools’ pedagogues link the to-days’ period with historic development, imagine changes of schools’, their developments’ perspectives. National minorities schools’ pedagogues think that effective reconstruction in to-days’ period base a little on external conditions; the main conditions - pedagogues leaders’, pupils’ and their parents’ activity, goals, co-operation. Control (Lithuanian) schools’ pedagogues hope for external influence on schools’ changes. The results of research shows that improvement and changes in national minorities schools are performed active and the level of this process is higher that average. All national minorities schools exceed the average of points - exceed 2 point. Maximum average of points - 4. In Jewish school pupils perceive they belong to national society, but the society least influences the school’s planning and activity. In German school pupils can improve their mother tongue and suggest the ways of self-expression, but the society least influences planning, activity and pupils’ belonging to national society. Russian school’s workers most perceive belonging to national society and directing style satisfy the peculiarities of school, but they have no possibilities to improve mother tongue. In control (Lithuanian) school there is positively perceived the possibility to improve mother tongue and there is a lack of pupils’ perceive that school belong to national society. Teachers think that national society little influence activity and planning in all national minorities schools. German schools’ pedagogues high estimated the national society’s influence (3,227, maximum average of points - 4), but answers at accordance propositions have no connections. It relates with pedagogues try to attain connections with German society, but this society is not plenty and strong, and can’t influence school’s activity. The researches showed general tendencies of changes of national minorities schools. The results of researches allow to give grounded conclusions and recommendations how to make school’s changes programs more precise to improvement current