The paper deals with the problem of teacher stress and teachers' attitudes towards stress exposure. The aim of the research was to examine the sources of stress in primary school teachers, the ways in which they deal with stress, and how stress affects them. Also, this research aimed to reveal the opinion of the respondents about the professional associate - pedagogue and how he/she can help them in some segments of work. The research was conducted on a sample of 346 subject teachers in primary school. The results were processed using the SPSS program using descriptive and inferential statistics procedures (t-test for independent samples and correlation analysis). The results of the research shows that teachers believe that underestimation in society is the biggest source of stress (AS = 4.1). They also point out to a large extent political interference (AS = 3.88), injustice in employment (AS = 3.76), and insufficient rewarding of excellence (AS = 3.74). Research has also shown that stress has the greatest impact on teacher health (AS = 3.03). As for coping techniques, they answered that they do not blame themselves for everything that happens at school (AS = 3.73) and that they set a time for rest (AS = 3.55). When it comes to issues related to the professional associate - pedagogue, most respondents believe that the pedagogue should deal more with students and less with administration (AS = 4.2). T-test for independent samples revealed statistically significant differences in student disobedience and classroom discipline (p <0.001) and parents' treatment of teachers (p <0.01) with respect to age. The results of the research show that many factors affect teachers' stress, from society, parents to classroom work, and such a situation significantly affects teachers. Emphasis on the care and satisfaction of workers should be an imperative of every job, including teaching, and it should go from the school level, where it would be more dedicated to cooperation and respect, to external associates who would help teachers to the state that would change its approach to education.
{"title":"Causes, the impact of stress and ways of dealing with the stress of subject teachers in primary school and the role of professional associate pedagogue","authors":"Danijela Mađarac","doi":"10.32903/ZS.67.1.5","DOIUrl":"https://doi.org/10.32903/ZS.67.1.5","url":null,"abstract":"The paper deals with the problem of teacher stress and teachers' attitudes towards stress exposure. The aim of the research was to examine the sources of stress in primary school teachers, the ways in which they deal with stress, and how stress affects them. Also, this research aimed to reveal the opinion of the respondents about the professional associate - pedagogue and how he/she can help them in some segments of work. The research was conducted on a sample of 346 subject teachers in primary school. The results were processed using the SPSS program using descriptive and inferential statistics procedures (t-test for independent samples and correlation analysis). The results of the research shows that teachers believe that underestimation in society is the biggest source of stress (AS = 4.1). They also point out to a large extent political interference (AS = 3.88), injustice in employment (AS =\u00003.76), and insufficient rewarding of excellence (AS = 3.74). Research has also shown that stress has the greatest impact on teacher health (AS\u0000= 3.03). As for coping techniques, they answered that they do not blame\u0000themselves for everything that happens at school (AS = 3.73) and that they set a time for rest (AS = 3.55). When it comes to issues related to\u0000the professional associate - pedagogue, most respondents believe that the pedagogue should deal more with students and less with administration (AS = 4.2). T-test for independent samples revealed statistically significant differences in student disobedience and classroom discipline (p <0.001) and parents' treatment of teachers (p\u0000<0.01) with respect to age. The results of the research show that many factors affect teachers' stress, from society, parents to classroom\u0000work, and such a situation significantly affects teachers. Emphasis on the care and satisfaction of workers should be an imperative of every job, including teaching, and it should go from the school level, where it would be more dedicated to cooperation and respect, to external associates who would help teachers to the state that would change its approach to education.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"74 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":"122831181","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 paper presents the results of an empirical study conducted on a sample of high school principals in Croatia. The study has focused on the description and understanding of instructional school leadership (ISL) characteristics as well as certain specific circumstances that could, according to principals’ opinion, affect ISL practice. In order to set research questions, a basic qualitative interpretative approach has been chosen. Data was gathered using a written interview that encompassed a purposive sample of 16 high school principals in Croatia. Thematic content analysis was conducted while an inductive approach was used in order to identify two key thematic categories and associated themes, subthemes, and their variations in practice. The first category reveals characteristics of ISL priority activities focused on strengthening students, teachers, and schools’ capacities, which can also reflect characteristics of either principals’ development-competitive or prevention-corrective instructional activities. The second category reveals circumstances that can affect ISL characteristics which are referred to as those that can leave an impact on either school or education policy level. The results of this study describe and explain in more detail several instructional school leadership scenarios present in Croatian high schools that can be used in order to understand and interpret circumstances that can affect the development of various ISL characteristics.
{"title":"Instructional school leadership scenarios from the perspective of croatian high schools principals","authors":"Vesna Kovač","doi":"10.32903/ZS.67.1.1","DOIUrl":"https://doi.org/10.32903/ZS.67.1.1","url":null,"abstract":"This paper presents the results of an empirical study conducted on a sample of high school principals in Croatia. The study has focused on the description and understanding of instructional school leadership (ISL) characteristics as well as certain specific circumstances that could, according to principals’ opinion, affect ISL practice. In order to set research questions, a basic qualitative interpretative approach has been chosen. Data was gathered using a written interview that encompassed a purposive sample of 16 high school principals in Croatia. Thematic content analysis was conducted while an inductive approach was used in order to identify two key thematic categories and associated themes, subthemes, and their variations in practice. The first category reveals characteristics of ISL priority activities focused on strengthening students, teachers, and schools’ capacities, which can also reflect characteristics of either principals’ development-competitive or prevention-corrective instructional activities. The second category reveals circumstances that can affect ISL characteristics which are referred to as those that can leave an impact on either school or education policy level. The results of this study describe and explain in more detail several instructional school leadership scenarios present in Croatian high schools that can be used in order to understand and interpret circumstances that can affect the development of various ISL characteristics.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"151 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":"115778266","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 aim of this study was to determine the relationship between problematic gaming and emotional intelligence and empathy in early adolescence. The study involved N = 143 participants, seventh- and eighth-grade students; n = 76 participants being female. Three instruments were used in the study. E-questionnaire: Emotional Empathy Scale and Imagination Scale, Emotional Skills and Competencies Questionnaire, and Problematic Online Gaming Questionnaire. The research has revealed that problematic gaming is negatively correlated with emotional intelligence, i.e., that adolescents who score higher on the online gaming questionnaire have lower levels of emotional intelligence, and vice versa. Furthermore, problematic gaming is negatively associated with adolescent empathy; adolescents who assess the more frequent presence of behaviors characteristic of problematic gaming have a lower level of empathy, and vice versa. Regarding gender differences, the research showed that, unlike girls, boys are more likely to show behaviors characteristic of problematic gaming, and that the negative association between emotional intelligence and problematic gaming occurs only in boys, while in girls it is absent. The findings of this research indicate the existence of a negative association between empathy and emotional intelligence and problematic gaming, but it does not determine its direction. Further research is needed to shed light on the nature of this association. The findings of this research may serve as a starting point for future more extensive, longitudinal research on the relationship between problematic gaming and emotional functioning.
{"title":"Relationship between problematic gaming and emotional intelligence and empathy in early adolescence","authors":"T. Velki, Marija Milić, Klara Lučić","doi":"10.32903/ZS.67.1.4","DOIUrl":"https://doi.org/10.32903/ZS.67.1.4","url":null,"abstract":"The aim of this study was to determine the relationship between problematic gaming and emotional intelligence and empathy in early adolescence. The study involved N = 143 participants, seventh- and eighth-grade students; n = 76 participants being female. Three instruments were used in the study. E-questionnaire: Emotional Empathy Scale and Imagination Scale, Emotional Skills and Competencies Questionnaire, and Problematic Online Gaming Questionnaire.\u0000\u0000The research has revealed that problematic gaming is negatively correlated with emotional intelligence, i.e., that adolescents who score\u0000higher on the online gaming questionnaire have lower levels of emotional intelligence, and vice versa. Furthermore, problematic gaming is negatively associated with adolescent empathy; adolescents who assess\u0000the more frequent presence of behaviors characteristic of problematic gaming have a lower level of empathy, and vice versa. Regarding gender differences, the research showed that, unlike girls, boys are more likely to show behaviors characteristic of problematic gaming, and that the negative association between emotional intelligence and problematic gaming occurs only in boys, while in girls it is absent. The findings of\u0000this research indicate the existence of a negative association between empathy and emotional intelligence and problematic gaming, but it does not determine its direction. Further research is needed to shed light on\u0000the nature of this association. The findings of this research may serve\u0000as a starting point for future more extensive, longitudinal research on\u0000the relationship between problematic gaming and emotional functioning.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"7 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":"126920755","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}
Traditional music is associated with certain geographical areas and the culture of the region, which in these areas resists globalization processes and manages to survive thanks to enthusiasts, the will of caregivers, and today more and more the work of educational institutions. This paper interprets the role of traditional percussion instruments from historical discourse as part of the enculturation and socialization factor of the young people of Syrmia. The paper points out the purpose of tamburitza music in Syrmia and the opportunities that traditional musical instruments provide to young generations. The historical analysis of the content of the literature and the interview of the transmitters of the traditional heritage of Šokac indicate the attitude towards the picking instruments in their traditional heritage and customs. Attention is paid to the dominant disseminators of musical heritage culture and its folk protectors who by popularizing certain forms of folk tradition, transmit tamburitza music in the area of Syrmia. Tamburitza music pedagogues Pajo Kolarić and Pere Tumbas Hajo, who raised the tamburitza to the artistic level of music, have also been briefly presented. No less merit should be attributed to the lesser-known village tamburitza players who worked in the villages of Syrmia, entertaining the people and thus acting to preserve the heritage of their region.
{"title":"Enculturation of the traditional heritage of syrmia disseminated by plucking instruments","authors":"M. Lukaš, Marko Damjanović","doi":"10.32903/ZS.67.1.11","DOIUrl":"https://doi.org/10.32903/ZS.67.1.11","url":null,"abstract":"Traditional music is associated with certain geographical areas and the culture of the region, which in these areas resists globalization processes and manages to survive thanks to enthusiasts, the will of caregivers, and today more and more the work of educational institutions. This paper interprets the role of traditional percussion instruments from historical discourse as part of the enculturation and socialization factor of the young people of Syrmia. The paper points out\u0000the purpose of tamburitza music in Syrmia and the opportunities that traditional musical instruments provide to young generations. The historical analysis of the content of the literature and the interview of the transmitters of the traditional heritage of Šokac indicate the attitude towards the picking instruments in their traditional heritage and customs. Attention is paid to the dominant disseminators of musical heritage culture and its folk protectors who by popularizing certain forms of folk tradition, transmit tamburitza music in the area of Syrmia. Tamburitza music pedagogues Pajo Kolarić and Pere Tumbas Hajo, who raised the tamburitza to the artistic level of music, have also been\u0000briefly presented. No less merit should be attributed to the lesser-known village tamburitza players who worked in the villages of Syrmia, entertaining the people and thus acting to preserve the heritage\u0000of their region.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"06 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":"130114134","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}
Apart from dealing with pupils in class, teachers are required to have a good command of maintaining pedagogical documentation daily, throughout the school year. This way, they carry out all administrative activities that ensure a thoughtfully planned realization of the teaching process. Fundamental competencies needed to perform the job are initially acquired at university and further developed through professional pedagogical practice and work. This paper provides an insight into the self-evaluation of the competence of students, future teachers in primary education to maintain pedagogical documentation and its connection to taking the School Regulation and Documentation course at the Faculty of Teacher Education of the University of Zagreb. The research results indicate that this competence is greater in students who have taken the course, compared to the ones that have not. On the other hand, both groups of students blame the lack of the competence on the inability to apply theoretical knowledge in the teaching practice. All students, nevertheless, acknowledge the importance of enrolling in at least one course related to school administration. They believe such courses enable future teachers to acquire essential skills needed to competently maintain pedagogical documentation upon employment
{"title":"Students’ self-assessment of their competence for maintaining pedagogical documentation in primary teaching","authors":"Monika Božurić, Lidija Eret","doi":"10.32903/ZS.67.1.8","DOIUrl":"https://doi.org/10.32903/ZS.67.1.8","url":null,"abstract":"Apart from dealing with pupils in class, teachers are required to have a\u0000good command of maintaining pedagogical documentation daily, throughout\u0000the school year. This way, they carry out all administrative activities\u0000that ensure a thoughtfully planned realization of the teaching process.\u0000Fundamental competencies needed to perform the job are initially acquired at university and further developed through professional pedagogical practice and work. This paper provides an insight into the self-evaluation of the competence of students, future teachers in primary education to maintain pedagogical documentation and its connection to taking the School Regulation and Documentation course at the Faculty of Teacher Education of the University of Zagreb. The research results indicate that this competence is greater in students who have taken the course, compared to the ones that have not. On the other hand, both groups of students blame the lack of the competence on the inability to apply theoretical knowledge in the teaching practice. All students, nevertheless, acknowledge the importance of enrolling in at least one course related to school administration. They believe such courses enable future teachers to acquire essential skills needed to competently maintain pedagogical documentation upon employment","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"43 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133322825","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}
Quality of teaching process requires from the teacher completion of a certain master study program and good content knowledge as well as the acquisition of pedagogical competencies. Most often, teacher education programs are offered at universities, but in the Republic of Croatia there are also programs that provide pedagogical-psychological-didactic-methodological education to all of those who did not acquire pedagogical competencies during their university education. Unlike most of the other European countries, the method of acquiring pedagogical competencies in the Republic of Croatia is regulated by law, which explicitly states mandatory areas and the total workload for those who want to acquire pedagogical competencies as a necessary condition for working in the educational system. The aim of this paper is a comparative analysis of the structure and content of programmes for the acquisition of pedagogical competencies of teachers in primary and secondary schools that are performed at higher education institutions in Croatia as additional programmes in lifelong learning The aim of this paper is also to identify similarities and differences between programmes with regard to the workload of students expressed in ECTS credits in the compulsory part of the programme, and to determine whether there is a need for harmonization of these programs at a national level. The results showed differences between analysed programmes with regard to ECTS credits and raised the idea that training in acquiring pedagogical competencies should be uniformed.
{"title":"Lifelong education programmes for the acquisition of pedagogical competencies in the republic of croatia – an analysis workload in compulsory subjects","authors":"Renata Burai, Rona Bušljeta Kardum","doi":"10.32903/ZS.67.1.6","DOIUrl":"https://doi.org/10.32903/ZS.67.1.6","url":null,"abstract":"Quality of teaching process requires from the teacher completion of a certain master study program and good content knowledge as well as the acquisition of pedagogical competencies. Most often, teacher education programs are offered at universities, but in the Republic of Croatia there are also programs that provide pedagogical-psychological-didactic-methodological education to all of those who did not acquire pedagogical competencies during their university education. Unlike most of the other European countries, the method of acquiring pedagogical competencies in the Republic of Croatia is regulated by law, which explicitly states mandatory areas and the total workload for those who want to acquire pedagogical competencies as\u0000a necessary condition for working in the educational system. The aim of\u0000this paper is a comparative analysis of the structure and content of programmes for the acquisition of pedagogical competencies of teachers in primary and secondary schools that are performed at higher education institutions in Croatia as additional programmes in lifelong learning The aim of this paper is also to identify similarities and differences between programmes with regard to the workload of students expressed in ECTS credits in the compulsory part of the programme, and to determine whether there is a need for harmonization of these programs at a national level. The results showed differences between analysed programmes with regard to ECTS credits and raised the idea that training\u0000in acquiring pedagogical competencies should be uniformed.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"83 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":"126196858","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}
Starting from theoretical perspectives, existing conceptualizations and empirical studies on effects of cooperative learning, we analyse didactic values of cooperative learning in terms of class teaching. It is obvious that didactic values of cooperative learning are almost always analysed from the perspective of the teaching practice, neglecting the attitudes of students – future agents of teaching. With this study, we attempted to find out how future class-teachers’ perceive didactic values of cooperative teaching in achieving socio-affective and cognitive objectives of class teaching, and to what extent their gender and year of study influence their perception of the didicatic values of cooperative learning. The study included 394 students of faculties of education in Serbia (Užice,Jagodina and Vranje). The results show that students, future class-teachers have positive attitudes toward didactic values of cooperative learning in terms of achieving socio-affective and cognitive objectives of teaching. We established significant differences in future class-teachers’ attitudes, in relation to their gender and the year of study. In the context of the results obtained, we derived pedagogical implications and implications for future studies.
{"title":"Future Class-teachers’ Attitudes toward didactic values of cooperative Learning in Class teaching","authors":"Marina Semiz","doi":"10.32903/ZS.66.2.1","DOIUrl":"https://doi.org/10.32903/ZS.66.2.1","url":null,"abstract":"Starting from theoretical perspectives, existing conceptualizations and empirical studies on effects of cooperative learning, we analyse didactic values of cooperative learning in terms of class teaching. It is obvious that didactic values of cooperative learning are almost always analysed from the perspective of the teaching practice, neglecting the attitudes of students – future agents of teaching. With this study, we attempted to find out how future class-teachers’ perceive didactic values of cooperative teaching in achieving socio-affective and cognitive objectives of class teaching, and to what extent their gender and year of study influence their perception of the didicatic values of cooperative learning. The study included 394 students of faculties of education in Serbia (Užice,Jagodina and Vranje). The results show that students, future class-teachers have positive attitudes toward didactic values of cooperative learning in terms of achieving socio-affective and cognitive objectives of teaching. We established significant differences in future class-teachers’ attitudes, in\u0000\u0000relation to their gender and the year of study. In the context of the results obtained, we derived pedagogical implications and implications for future studies.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114502126","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}
Peer acceptance is a necessary aspect of the inclusion of students with developmental disabilities in the system of inclusive education, primarily in terms of secondary education. Therefore, this paper examines the attitudes of 496 students of the first, second, third and fourth grade of grammar and vocational schools (three-year and four-year) in the Osijek- Baranja County towards students with developmental disabilities. Based on the results of the research, it can be concluded that high school students are indecisive, with a slight tendency of increasing positive attitude towards the inclusion of students with disabilities in the regular education system. Female participants and older participants (17 - 19 years old) express more positive attitudes towards the inclusion of students with disabilities in the regular education system. Differences with respect to the type of school students attend have not been confirmed. Correlation analysis shows a moderately positive correlation between the attitudes of high school students towards the inclusion of students with developmental disabilities in the regular education system and inclusive school culture. This is an important pedagogical implication, because it emphasizes the importance of socialization and inclusion.
{"title":"Secondary school students' attitudes towards the inclusion of students with developmental disabilities in the regular education system","authors":"Dajana Vinković, Andrej Hodonj","doi":"10.32903/ZS.66.2.3","DOIUrl":"https://doi.org/10.32903/ZS.66.2.3","url":null,"abstract":"Peer acceptance is a necessary aspect of the inclusion of students with developmental disabilities in the system of inclusive education, primarily in terms of secondary education. Therefore, this paper examines the attitudes of 496 students of the first, second, third and fourth grade of grammar and vocational schools (three-year and four-year) in the Osijek- Baranja County towards students with developmental disabilities. Based on the results of the research, it can be concluded that high school students are indecisive, with a slight tendency of increasing positive attitude towards the inclusion of students with disabilities in the regular education system. Female participants and older participants (17 - 19 years old) express more positive attitudes towards the inclusion of students with disabilities in the regular education system. Differences with respect to the type of school students\u0000\u0000attend have not been confirmed. Correlation analysis shows a moderately positive correlation between the attitudes of high school students towards the inclusion of students with developmental disabilities in the regular education system and inclusive school culture. This is an important pedagogical implication, because it emphasizes the importance of socialization and inclusion.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134400692","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}
Philosophy with children officially begins with Matthew Lipman who initiated it in the 1970s. He was prompted to do so by the fact that his students struggled with critical thinking. This encouraged him to establish the Institute for the Advancement of Philosophy for Children at Montclair State University. Even though the movement has faced some criticism, it continues to spread around the world. The reason for this are the methods used, i.e. stories, games, conversations, questions, etc., as well as the topics analysed. Philosophy with children addresses numerous topics, while this paper will focus on human rights, more specifically, what human rights are, what the most important human rights are, and how they might be violated. In order to make this subject matter more accessible to children, at the end of the paper, an overview of two workshops is given, which may be applied to the subject of human rights in practicing philosophy with children.
{"title":"Philosophy with children and education for human rights - including workshop examples1","authors":"Bruno Ćurko, Zvjezdana Cah","doi":"10.32903/ZS.66.2.2","DOIUrl":"https://doi.org/10.32903/ZS.66.2.2","url":null,"abstract":"Philosophy with children officially begins with Matthew Lipman who initiated it in the 1970s. He was prompted to do so by the fact that his students struggled with critical thinking. This encouraged him to establish the Institute for the Advancement of Philosophy for Children at Montclair State University. Even though the movement has faced some criticism, it continues to spread around the world. The reason for this are the methods used, i.e. stories, games, conversations, questions, etc., as well as the topics analysed. Philosophy with children addresses numerous topics, while this paper will focus on human rights, more specifically, what human rights are, what the most important human rights are, and how they might be violated. In order to make this subject matter more accessible to children, at the end of the paper, an overview of two workshops is given, which may be applied to the subject of human rights in practicing philosophy with children.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"33 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120835958","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 purpose of this paper was to determine how well Croatian school (both elementary and secondary) websites are executed in terms of cognitive domain, affective domain and overall design. Checklist, introduced by Chow and Morris, was used for evaluating. The results of an analysis of 100 school library websites have shown that even the basic requirements were barely met in all three categories. The websites evaluated in this research are mostly not suitable for the users they are intended for, i.e. children and young adults.
{"title":"Are croatian school library websites appropriate for children and youth?","authors":"Ana Rendulić","doi":"10.32903/ZS.66.2.5","DOIUrl":"https://doi.org/10.32903/ZS.66.2.5","url":null,"abstract":"The purpose of this paper was to determine how well Croatian school (both elementary and secondary) websites are executed in terms of cognitive domain, affective domain and overall design. Checklist, introduced by Chow and Morris, was used for evaluating. The results of an analysis of 100 school library websites have shown that even the basic requirements were barely met in all three categories. The websites evaluated in this research are mostly not suitable for the users they are intended for, i.e. children and young adults.","PeriodicalId":287678,"journal":{"name":"Život i škola","volume":"226 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122354327","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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