Autoritet predstavlja središnju ulogu u procesu školovanja. Dok se u prošlosti autoritet nastavnika temeljio prije svega na stručnosti i poziciji nastavnika kao profesionalca koji prenosi znanje, danas se autoritet shvaća prije svega kao oblik odnosa između nastavnika i učenika koji se konstruira tijekom interakcija u razredu. Pri tome nastavnici usmjeravaju ponašanja učenika, a učenici dobrovoljno prihvaćaju nastavnikove upute. U radu se navodi teza da nastavnici kao istinski pedagoški autoriteti trebaju imati predmetno znanje, pozitivne osobine ličnosti te uspostavljati kvalitetne odnose s učenicima. Cilj je istraživanja bio ispitati koje odlike nastavnici povezuju s autoritetom kako bi se provjerilo ima li teorijski koncept pedagoškog autoriteta nastavnika svoje uporište i u stavovima nastavnika. Kvalitativnom analizom podataka dobivene su tri kategorije: profesionalne odlike, osobne odlike i odnosne odlike. Rezultati su pokazali da su nastavnici svjesni da u današnjim prilikama nije dovoljno imati predmetno znanje i pozitivne osobine ličnosti, nego je važno izgrađivati odnos autoriteta u razredu.
{"title":"Odlike autoriteta nastavnika","authors":"Marijana Kresić","doi":"10.32903/zs.67.2.4","DOIUrl":"https://doi.org/10.32903/zs.67.2.4","url":null,"abstract":"Autoritet\u0000predstavlja središnju ulogu u procesu školovanja. Dok se u prošlosti autoritet\u0000nastavnika temeljio prije svega na stručnosti i poziciji nastavnika kao\u0000profesionalca koji prenosi znanje, danas se autoritet shvaća prije svega kao\u0000oblik odnosa između nastavnika i učenika koji se konstruira tijekom interakcija\u0000u razredu. Pri tome nastavnici usmjeravaju ponašanja učenika, a učenici\u0000dobrovoljno prihvaćaju nastavnikove upute. U radu se navodi teza da nastavnici\u0000kao istinski pedagoški autoriteti trebaju imati predmetno znanje, pozitivne\u0000osobine ličnosti te uspostavljati kvalitetne odnose s učenicima. Cilj je\u0000istraživanja bio ispitati koje odlike nastavnici povezuju s autoritetom kako bi\u0000se provjerilo ima li teorijski koncept pedagoškog autoriteta nastavnika svoje\u0000uporište i u stavovima nastavnika. Kvalitativnom analizom podataka dobivene su\u0000tri kategorije: profesionalne odlike, osobne odlike i odnosne odlike. Rezultati\u0000su pokazali da su nastavnici svjesni da u današnjim prilikama nije dovoljno\u0000imati predmetno znanje i pozitivne osobine ličnosti, nego je važno izgrađivati\u0000odnos autoriteta u razredu.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125777321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic is a pervasive problem that has affected all segments of endeavour, especially in the social welfare system. Consequently, the high risk of COVID-19 infections of the users of homes for the elderly and infirm and employees is known. The aim of this paper is to point out the importance and role of employees in homes for the elderly and infirm during the COVID-19 pandemic. Therefore, this paper highlights the dangers, threats or challenges faced by employees in homes for the elderly and infirm since they are directly and daily in communication and interaction with the most at-risk group. Furthermore, the paper points to the need for support systems in which interpersonal communication with employees is necessary in order to preserve work activity. The authors present the results of a survey conducted on a sample of 132 employees. The results show how much the communication process during the pandemic affects employees and their approach to work with the aim of preserving their psychological state and thus the life quality of people placed in homes for the elderly and infirm.
{"title":"Effects of Communication during the COVID-19 Pandemic on Employees of Homes for the Elderly and Infirm","authors":"I. Stanič, Silvija Hinek, Mili Perkušić","doi":"10.32903/zs.67.2.1","DOIUrl":"https://doi.org/10.32903/zs.67.2.1","url":null,"abstract":"The COVID-19 pandemic is a pervasive problem that has affected all\u0000segments of endeavour, especially in the social welfare system. Consequently,\u0000the high risk of COVID-19 infections of the users of homes for the elderly and\u0000infirm and employees is known. The aim of this paper is to point out the\u0000importance and role of employees in homes for the elderly and infirm during the\u0000COVID-19 pandemic. Therefore, this paper highlights the dangers, threats or\u0000challenges faced by employees in homes for the elderly and infirm since they\u0000are directly and daily in communication and interaction with the most at-risk\u0000group. Furthermore, the paper points to the need for support systems in which\u0000interpersonal communication with employees is necessary in order to preserve\u0000work activity. The authors present the results of a survey conducted on a\u0000sample of 132 employees. The results show how much the communication process during the pandemic affects employees and their approach to work with the aim\u0000of preserving their psychological state and thus the life quality of people\u0000placed in homes for the elderly and infirm.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128844271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article explores the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream educational programs in primary schools. The theoretical part discusses the requirements of the new school system imposed on teachers. The empirical part presents a study on the attitudes of primary school teachers towards the inclusion of children with special needs in mainstream primary schools and on whether there are differences in attitudes between younger and older teachers. Descriptive and inferential methods of empirical pedagogical research were used in this paper. The data was collected through an online questionnaire filled out by primary school teachers across Slovenia. The study results showed that all teachers, regardless of age, feel that they are not sufficiently trained to work with children with special educational needs and disabilities (SEND). At the same time, they agree that they did not acquire enough skills during their undergraduate studies to work with these children. Furthermore, the teachers feel they do not have enough experience working with these children. At the same time, they agree that the children with SEND should be included in programs specifically tailored to their needs and not in mainstream primary school programs. Additionally, the results have shown that teachers think it is necessary to set different educational goals for children with SEND than for other students. The teachers feel that working with children with SEND means additional work. However, they think that the inclusion of children with SEND in mainstream educational programs is not assessed as problematic. They feel that other students are also specifically addressed in the class with children with SEND. However, older teachers than younger ones believe they did not acquire enough knowledge during their undergraduate studies.
{"title":"Attitudes of Primary School Teachers Towards Inclusion of Children with Special Needs in Mainstream Educational Programs in Primary School","authors":"Anja Valenčić Štembergar","doi":"10.32903/zs.67.2.2","DOIUrl":"https://doi.org/10.32903/zs.67.2.2","url":null,"abstract":"The\u0000article explores the attitudes of primary school teachers towards the inclusion\u0000of children with special needs in mainstream educational programs in primary\u0000schools. The theoretical part discusses the requirements of the new school\u0000system imposed on teachers. The empirical part presents a study on the\u0000attitudes of primary school teachers towards the inclusion of children with\u0000special needs in mainstream primary schools and on whether there are\u0000differences in attitudes between younger and older teachers. Descriptive and\u0000inferential methods of empirical pedagogical research were used in this paper.\u0000The data was collected through an online questionnaire filled out by primary\u0000school teachers across Slovenia. The study results showed that all teachers,\u0000regardless of age, feel that they are not sufficiently trained to work with\u0000children with special educational needs and disabilities (SEND). At the same\u0000time, they agree that they did not acquire enough skills during their\u0000undergraduate studies to work with these children. Furthermore, the teachers\u0000feel they do not have enough experience working with these children. At the\u0000same time, they agree that the children with SEND should be included in\u0000programs specifically tailored to their needs and not in mainstream primary\u0000school programs. Additionally, the results have shown that teachers think it is\u0000necessary to set different educational goals for children with SEND than for\u0000other students. The teachers feel that working with children with SEND means\u0000additional work. However, they think that the inclusion of children with SEND\u0000in mainstream educational programs is not assessed as problematic. They feel\u0000that other students are also specifically addressed in the class with children\u0000with SEND. However, older teachers than younger ones believe they did not\u0000acquire enough knowledge during their undergraduate studies.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122647232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Parental involvement in the children's education in our area is still an insufficiently researched construct. It can be implicitly concluded that parental involvement is something that happens by itself. However, referring to previous scientific research, the importance of this topic is also noticed through the positive relationship between desirable child outcomes, such as better school performance and parental involvement in their education. The family certainly plays a vital role in the student's school achievement, i.e., parents contribute to the child's cognitive development and academic achievement in various ways - preparing the child for school, transmitting educational values, modeling the child's self-confidence, establishing learning habits, and participating in school (Reić Ercegovac & Koludrović, 2010). Various scientific papers emphasize that the active participation of parents in the education of the child implies their physical presence and active participation (Sušanj Gregorović, 2018). There is still no unambiguous, generally accepted definition despite considerable research about parental involvement in the child's education. However, there is a consensus that it is a complex, multidimensional construct involving many parenting activities and behaviors related to the child's entire education and learning process (Epstein, 1990; Sušanj Gregorović, 2018). Parental involvement in the child's education is manifested in two ways: involvement in school activities and parental involvement in home activities. For the purposes of this paper, the second type of parental involvement is particularly important. According to the available literature, it is divided into two domains (Sušanj Gregorović, 2018), the first of which is parental participation in activities related to knowledge/skills development (Epstein, 2001; Henderson and Mapp, 2002; Ljubetić, 2014), while the other refers to participation in learning promotion activities that are not directly related to schoolwork (creating a cognitively stimulating family environment, providing educational materials, etc.) (Henderson and Mapp, 2002; Hoover-Dempsey and Sandler, 1997). This paper aims to contribute to the theoretical knowledge of the construct through a review of previous scientific knowledge and research.
在我们地区，父母参与儿童教育仍然是一个研究不足的概念。可以含蓄地得出结论，父母的参与是自发发生的事情。然而，参考先前的科学研究，这一主题的重要性也通过理想的儿童结果(如更好的学校表现和父母参与他们的教育)之间的积极关系得到注意。当然，家庭在学生的学业成就中起着至关重要的作用，也就是说，父母以各种方式促进孩子的认知发展和学业成就——为孩子上学做准备，传递教育价值观，塑造孩子的自信，建立学习习惯，参与学校活动(reiki Ercegovac & koludroviki, 2010)。各种科学论文强调，父母积极参与孩子的教育意味着他们的实际存在和积极参与(SušanjGregorović， 2018)。尽管有大量关于父母参与儿童诱惑的研究，但仍然没有明确的、普遍接受的定义。然而，有一种共识认为，这是一个复杂的、多维的结构，涉及许多与儿童整个教育和学习过程相关的父母活动和行为(Epstein, 1990;苏šanjGregorović,2018)。父母对孩子教育的参与表现为两种方式:参与学校活动和参与家庭活动。出于本文的目的，第二种类型的父母参与尤为重要。根据现有文献，它被分为两个领域(Sušanj gregorovic, 2018)，第一个领域是父母参与与知识/技能发展相关的活动(Epstein, 2001;Henderson and Mapp, 2002;ljubetiki, 2014)，而另一个是指参与与学业不直接相关的学习促进活动(创造认知刺激的家庭环境，提供教育材料等)(Henderson and Mapp, 2002;Hoover-Dempsey and Sandler, 1997)。本文旨在通过对以往科学知识和研究的回顾，为这一建构提供理论知识。
{"title":"Parental Involvement in Their Children's Education","authors":"Zlatka Gregorović Belaić","doi":"10.32903/zs.67.2.7","DOIUrl":"https://doi.org/10.32903/zs.67.2.7","url":null,"abstract":"Parental\u0000involvement in the children's education in our area is still an insufficiently\u0000researched construct. It can be implicitly concluded that parental involvement\u0000is something that happens by itself. However, referring to previous scientific\u0000research, the importance of this topic is also noticed through the positive\u0000relationship between desirable child outcomes, such as better school performance\u0000and parental involvement in their education. The family certainly plays a vital\u0000role in the student's school achievement, i.e., parents contribute to the\u0000child's cognitive development and academic achievement in various ways -\u0000preparing the child for school, transmitting educational values, modeling the\u0000child's self-confidence, establishing learning habits, and participating in\u0000school (Reić Ercegovac & Koludrović, 2010). Various scientific papers\u0000emphasize that the active participation of parents in the education of the\u0000child implies their physical presence and active participation (Sušanj\u0000Gregorović, 2018). There is still no unambiguous, generally accepted definition\u0000despite considerable research about parental involvement in the child's\u0000education. However, there is a consensus that it is a complex, multidimensional\u0000construct involving many parenting activities and behaviors related to the\u0000child's entire education and learning process (Epstein, 1990; Sušanj\u0000Gregorović, 2018). Parental involvement in the child's education is manifested\u0000in two ways: involvement in school activities and parental involvement in home\u0000activities. For the purposes of this paper, the second type of parental\u0000involvement is particularly important. According to the available literature,\u0000it is divided into two domains (Sušanj Gregorović, 2018), the first of which is\u0000parental participation in activities related to knowledge/skills development\u0000(Epstein, 2001; Henderson and Mapp, 2002; Ljubetić, 2014), while the other\u0000refers to participation in learning promotion activities that are not directly\u0000related to schoolwork (creating a cognitively stimulating family environment,\u0000providing educational materials, etc.) (Henderson and Mapp, 2002;\u0000Hoover-Dempsey and Sandler, 1997). This paper aims to contribute to the\u0000theoretical knowledge of the construct through a review of previous scientific\u0000knowledge and research.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"54 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131479934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
U posljednjih se desetak godina postavljanje granica u odgoju djece kao temeljnog pedagoškog procesa socijalizacije u obitelji sve manje istražuje. Posebno je to vidljivo u istraživanjima koja se bave djecom s teškoćama rane i predškolske dobi gdje se naglasak stavlja na potvrđivanje učinaka pojedinih programa i njihove znanstvene utemeljenosti, dok se primarna funkcija interpersonalnih relacija na razini djetetovog proksimalnog okruženja rijetko adresira. Drugim riječima, postoji svojevrsni znanstveni bias prema pedagoškim postupcima u obitelji, tj. odgojnim strategijama iako temeljne spoznaje s područja pedagogije i psihologije govore o tvorbenim učincima roditeljskih obrazaca izvanjske regulacije dječjeg ponašanja u smjeru autonomije ili heteronomije u odrasloj dobi. Stoga je u veljači i ožujku 2020. godine provedeno intervjuiranje roditelja djece s teškoćama u razvoju (N=100) o odgojnim strategijama koje prakticiraju. Utvrđeno je postojanje dviju temeljenih kategorija odgojnih strategija roditelja: strategije aktivacije, tj. nagrađivanja djece i strategije inhibicije, tj. kažnjavanja. Kao nagradama roditelji se koriste hranom, tabletom/mobitelom i omiljenom aktivnosti, dok kao kazne primjenjuju tzv. time-out, uskraćivanje omiljenog predmeta (tableta/mobitela) i aktivnosti te fizičko kažnjavanje. Postojeće stanje pokazuje kako roditelji djece s teškoćama u razvoju nemaju dostatnu društvenu podršku u iznošenju svojih roditeljskih uloga, što je u budućnosti potrebno adresirati znanstveno utemeljenim programima podrške roditeljima.
在过去十年中，作为父母社会化的基本教学过程，对孩子的反应设置限制变得越来越重要。首先，在早期和学龄前教育中，家长对孩子的反应有明显的科学偏见。其次，对父母的教育实践（即应对策略）存在明显的科学偏见，因为教育学和心理学领域的基本知识都谈到了父母对童年自豪感的外部调节形式对成年后自主性或异质性方向的形成性影响。Stoga je u veljači i ožujku 2020. godine provádí intervieweno roditelja djece s teškoćama u razvoja (N=100) o odgojnim strategijama koje prakticiraju.研究发现，父母的反应策略有两种基本类型：激活策略（即奖励孩子）和抑制策略（即训斥孩子）。作为奖励，家长会使用食物、药片/玩具和减少活动，而作为惩罚，家长会使用暂停、减少物品（药片/玩具）和活动以及体罚。这种情况表明，有发育障碍儿童的家长在履行家长职责时得不到足够的社会支持，今后需要通过有科学依据的家长支持计划来解决这一问题。
{"title":"Odgojni postupci roditelja djece s teškoćama u razvoju","authors":"Ksenija Romstein","doi":"10.32903/zs.67.2.5","DOIUrl":"https://doi.org/10.32903/zs.67.2.5","url":null,"abstract":"U posljednjih se desetak godina postavljanje granica u odgoju djece kao temeljnog pedagoškog procesa socijalizacije u obitelji sve manje istražuje. Posebno je to vidljivo u istraživanjima koja se bave djecom s teškoćama rane i predškolske dobi gdje se naglasak stavlja na potvrđivanje učinaka pojedinih programa i njihove znanstvene utemeljenosti, dok se primarna funkcija interpersonalnih relacija na razini djetetovog proksimalnog okruženja rijetko adresira. Drugim riječima, postoji svojevrsni znanstveni bias prema pedagoškim postupcima u obitelji, tj. odgojnim strategijama iako temeljne spoznaje s područja pedagogije i psihologije govore o tvorbenim učincima roditeljskih obrazaca izvanjske regulacije dječjeg ponašanja u smjeru autonomije ili heteronomije u odrasloj dobi. Stoga je u veljači i ožujku 2020. godine provedeno intervjuiranje roditelja djece s teškoćama u razvoju (N=100) o odgojnim strategijama koje prakticiraju. Utvrđeno je postojanje dviju temeljenih kategorija odgojnih strategija roditelja: strategije aktivacije, tj. nagrađivanja djece i strategije inhibicije, tj. kažnjavanja. Kao nagradama roditelji se koriste hranom, tabletom/mobitelom i omiljenom aktivnosti, dok kao kazne primjenjuju tzv. time-out, uskraćivanje omiljenog predmeta (tableta/mobitela) i aktivnosti te fizičko kažnjavanje. Postojeće stanje pokazuje kako roditelji djece s teškoćama u razvoju nemaju dostatnu društvenu podršku u iznošenju svojih roditeljskih uloga, što je u budućnosti potrebno adresirati znanstveno utemeljenim programima podrške roditeljima.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126313088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article offers a historical analysis of the main phases that the L2 motivation research has undergone. It presents a brief chronological account of the main theoretical developments in L2 motivation research to date. The discussion starts with a brief review of the social-psychological period, which was concerned with L2 motivational factors in intergroup relations. After that, it discusses the situated-cognitive period, which was interested in learners in classroom settings, and the process-oriented period concerned with language learners and their circumstances. The last part of this article discusses the recent emerging theories in the L2 motivation field and the revolutionary contribution they made to understand the relationship between students’ motivation and the achieved proficiency level. These theoretical studies include the recent themes that contributed massively to understanding the role of motivation in the process of learning a target language and the extent to which it determines the level of success achieved by its learners. Understanding language learners’ psychology enables practitioners to understand the role of L2 motivation and its implications in teaching a target language.
{"title":"Historical Development and Expansion of L2 Motivational Research","authors":"Abdul Raham Omar, Mirna Harwood","doi":"10.32903/zs.67.2.6","DOIUrl":"https://doi.org/10.32903/zs.67.2.6","url":null,"abstract":"This article offers a historical analysis of the main phases that the L2\u0000motivation research has undergone. It presents a brief chronological account of\u0000the main theoretical developments in L2 motivation research to date. The\u0000discussion starts with a brief review of the social-psychological period, which\u0000was concerned with L2 motivational factors in intergroup relations. After that,\u0000it discusses the situated-cognitive period, which was interested in learners in\u0000classroom settings, and the process-oriented period concerned with language\u0000learners and their circumstances. The last part of this article discusses the\u0000recent emerging theories in the L2 motivation field and the revolutionary\u0000contribution they made to understand the relationship between students’\u0000motivation and the achieved proficiency level. These theoretical studies\u0000include the recent themes that contributed massively to understanding the role\u0000of motivation in the process of learning a target language and the extent to\u0000which it determines the level of success achieved by its learners. Understanding language learners’ psychology enables practitioners to understand the role of L2 motivation and its implications in teaching a target language.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132592587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this paper is to examine YouTube’s consumption frequency, its educational and entertaining content, its content creators YouTubers and to analyze the relation of consumption frequency between educational and entertaining content on a sample of 100 students from fifth to the eighth class of primary school (46 girls and 54 boys). The study was conducted with the constructed questionnaire, which was divided into four categories: sociodemographic features, consumption frequency of educational and entertaining content, everyday habits during YouTube’s usage, and popularity of educational and entertaining channels, YouTubers. During data analysis descriptive statistics was used and ANOVA and T-test for independent samples for significant differences. Results have shown that students are on average spending more time on YouTube (M=3, 23) than on television (M=2, 67) where daily consumption increases with every higher class. Smartphones are being used as the main platform for YouTube’s usage for the majority of students, precisely said for 72 students. Results have also shown that entertaining contents (M=2.79) are more used than educational content (M=2.18) where music content (M=3.88), funny videos (M=3.38), and gaming videos (M=3.19) are being most used. The strongest statistical differences between girls and boys have been found in gaming content (p<.001), to the boys’ favour, and in beauty and style content (p<.001), to the girls’ favour. Furthermore, results have shown that the average majority of students (M=2.93) are precisely choosing which videos are they going to watch, with the taken fact that the majority of students are watching videos from subscribed channels. In the end, entertaining channels (M=2.51) are more popular than educational channels (M=1.39). On the results’ basis, it is now possible to conduct further research and findings of didactic-methodical values of YouTube as a teaching tool, mainly thinking on its entertaining content, with the goal to upgrade and enhance education praxis and to promote a teacher as self-reflexive and adaptable, freely said, explorer in his dynamic, ever-changing and challenging work.
{"title":"Consumption analysis of youtube’s entertaining and educational content from fifth to the eighth class of primary school","authors":"Karlo Kimer","doi":"10.32903/ZS.67.1.3","DOIUrl":"https://doi.org/10.32903/ZS.67.1.3","url":null,"abstract":"The goal of this paper is to examine YouTube’s consumption frequency, its educational and entertaining content, its content creators YouTubers\u0000and to analyze the relation of consumption frequency between educational and entertaining content on a sample of 100 students from fifth to the eighth class of primary school (46 girls and 54 boys). The study was conducted with the constructed questionnaire, which was divided into four categories: sociodemographic features, consumption frequency of educational and entertaining content, everyday habits during YouTube’s usage, and popularity of educational and entertaining channels, YouTubers. During data analysis descriptive statistics was used and ANOVA and T-test for independent samples for significant differences. Results have shown that students are on average spending more time on YouTube (M=3, 23) than on television (M=2, 67) where daily consumption increases with every higher class. Smartphones are being used as the main platform for YouTube’s usage for the majority of students, precisely said for 72 students. Results have also shown that entertaining contents (M=2.79) are more used than educational content (M=2.18) where music content (M=3.88), funny videos (M=3.38), and gaming\u0000videos (M=3.19) are being most used. The strongest statistical differences between girls and boys have been found in gaming content (p<.001), to the boys’ favour, and in beauty and style content (p<.001), to the girls’ favour. Furthermore, results have shown that the average majority of students (M=2.93) are precisely choosing which videos are they going to watch, with the taken fact that the majority of\u0000students are watching videos from subscribed channels. In the end, entertaining channels (M=2.51) are more popular than educational channels (M=1.39). On the results’ basis, it is now possible to conduct further research and findings of didactic-methodical values of YouTube as a teaching tool, mainly thinking on its entertaining content, with the goal to upgrade and enhance education praxis and to promote a teacher as self-reflexive and adaptable, freely said, explorer in his dynamic, ever-changing and challenging work.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125015188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The theoretical framework of this paper presents the characteristics and specifics of extracurricular activities with the previous terminological definition of the National Curriculum Framework, school curriculum, and an overview of the educational activities of gender-differentiated schools in Croatia. The aim of the research was to study the school curriculum documentation of Ružičnjak Primary School and Lotrščak Primary School for the school year 2020/2021 and to find out about the extracurricular activities in different educational areas of their curriculum. Extracurricular activities of gender-differentiated schools intended for 1st - 8th-grade students were analyzed in the paper. The results show that the most represented educational area in both schools regarding the number of extracurricular activities is the area of art. The results of Ružičnjak school curriculum analysis indicate that the area of art is followed by social and humanities, technical, language-communication, and physical and health education areas. On the other hand, Lotrščak school curriculum analysis shows that the artistic activities are followed by the extracurricular activities in physical and health, language-communication, natural sciences, technical and informatics areas. Among the offered extracurricular activities in Ružičnjak Primary Schools, there is no single extracurricular activity within the mathematical and natural sciences areas, while Lotrščak Primary School does not plan any extracurricular activities within the mathematical educational area.
{"title":"Gender-differentiated schools in the republic of croatia","authors":"A. Maras","doi":"10.32903/ZS.67.1.10","DOIUrl":"https://doi.org/10.32903/ZS.67.1.10","url":null,"abstract":"The theoretical framework of this paper presents the characteristics and\u0000specifics of extracurricular activities with the previous terminological definition of the National Curriculum Framework, school curriculum, and an overview of the educational activities of gender-differentiated schools in Croatia. The aim of the research was to\u0000study the school curriculum documentation of Ružičnjak Primary School and Lotrščak Primary School for the school year 2020/2021 and to find out about the extracurricular activities in different educational areas of their curriculum. Extracurricular activities of gender-differentiated\u0000schools intended for 1st - 8th-grade students were analyzed in the paper. The results show that the most represented educational area in both schools regarding the number of extracurricular activities is the area of art. The results of Ružičnjak school curriculum analysis indicate that the area of art is followed by social and humanities, technical, language-communication, and physical and health education areas. On the other hand, Lotrščak school curriculum analysis shows that\u0000the artistic activities are followed by the extracurricular activities in physical and health, language-communication, natural sciences, technical and informatics areas. Among the offered extracurricular activities in Ružičnjak Primary Schools, there is no single extracurricular activity within the mathematical and natural sciences areas, while Lotrščak Primary School does not plan any extracurricular activities within the mathematical educational area.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"306 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133292584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A focus group is a 90–120-minute semi-structured conversation between 7-12 participants selected according to some relevant characteristics. The main purpose of the focus group is to determine the attitudes, feelings, beliefs, experiences, and reactions of the participants in a way that is not achievable using other methods. The paper presents a comprehensive overview of the basic features of the focus group as a qualitative research method and an analysis of their application with an emphasis on application in education research. The paper, in addition to theoretical analysis by reviewing the relevant literature, provides a critical review and recommendations for further research on this issue, which contributes to clarifying the purpose and encouraging the application of the focus group method.
{"title":"Focus groups - main determinants and application possibilities","authors":"Antea Čilić, N. Lončar","doi":"10.32903/ZS.67.1.7","DOIUrl":"https://doi.org/10.32903/ZS.67.1.7","url":null,"abstract":"A focus group is a 90–120-minute semi-structured conversation between 7-12 participants selected according to some relevant characteristics. The main purpose of the focus group is to determine the attitudes, feelings, beliefs, experiences, and reactions of the participants in a way that is not achievable using other methods. \u0000\u0000The paper presents a comprehensive overview of the basic features of the\u0000focus group as a qualitative research method and an analysis of their application with an emphasis on application in education research. The paper, in addition to theoretical analysis by reviewing the relevant\u0000literature, provides a critical review and recommendations for further research on this issue, which contributes to clarifying the purpose and encouraging the application of the focus group method.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121422601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
It is estimated that in Croatia 12 000 - 15 000 children aged 0 to 18 have one or both parents in prison. When taking ex-prisoners into account, that number is even higher. While the prison system, in cooperation with NGOs, has made big steps towards supporting family ties through children friendly visiting areas, adjusted protocols of child's entrance in the prison, and programs for strengthening parental competencies of prisoners, the education system has not made significant steps in recognizing the needs of children of (ex) prisoners. The results of this research showed that educational professionals assess peer support as a major need of children of (ex) prisoners, alongside successful school graduation. Structurally, the attitudes of educational professionals are characterized with disparity and confusion. Educational professionals emphasize a child's close monitoring and observation for timely recognition of misconduct. Close monitoring, the expectation of misconduct, and high demands regarding a child's academic achievement are congruent with the biological determinism paradigm. The obtained results can be used for further research on this issue, and for designing lifelong learning programs for educational professionals about adequate strategies for supporting children of (ex) prisoners, and for (ex) prisoners, as parents.
{"title":"Attitudes of preschool teachers, primary school teachers,secondary school teachers, and associates towards children of (ex) prisoners and their needs","authors":"Ksenija Romstein","doi":"10.32903/ZS.67.1.2","DOIUrl":"https://doi.org/10.32903/ZS.67.1.2","url":null,"abstract":"It is estimated that in Croatia 12 000 - 15 000 children aged 0 to 18 have one or both parents in prison. When taking ex-prisoners into account, that number is even higher. While the prison system, in cooperation with NGOs, has made big steps towards supporting family ties\u0000through children friendly visiting areas, adjusted protocols of child's\u0000entrance in the prison, and programs for strengthening parental competencies of prisoners, the education system has not made significant\u0000steps in recognizing the needs of children of (ex) prisoners. The results of this research showed that educational professionals assess peer support as a major need of children of (ex) prisoners, alongside successful school graduation. Structurally, the attitudes of educational\u0000professionals are characterized with disparity and confusion. Educational professionals emphasize a child's close monitoring and observation for timely recognition of misconduct. Close monitoring, the expectation of misconduct, and high demands regarding a child's academic\u0000achievement are congruent with the biological determinism paradigm. The\u0000obtained results can be used for further research on this issue, and for designing lifelong learning programs for educational professionals about adequate strategies for supporting children of (ex) prisoners, and\u0000for (ex) prisoners, as parents.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122539940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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