Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education. One of the most comprehensive models of language ability (Bahman, Palmer, 1996), in addition to strategic knowledge, includes language knowledge that includes organizational language knowledge (grammatical and textual) and pragmatic language knowledge. Although the non-cognitive factors de facto participate in the explanation of school success, the aim of the research presented in this paper was to determine the predictive influence of intelligence and communicative language ability, i.e. organizational and pragmatic language knowledge on differences in school achievement in Serbian, English and Mathematics at the end of the first half of the fifth grade. The research was conducted on the sample of 197 fifth-grade students (51% girls, average age 11.5 months) in elementary schools in Loznica. The authors of the paper applied an adapted form of the test of communicative language abilities that was applied in research in a bilingual context (Šimonji-Černak, 2005). Revisk was used to test verbal and manipulative intelligence (Biro, 1997). We started from the assumption that organizational language knowledge, has a more significant predictive influence on differences in school performance in the above-mentioned subjects than intelligence. Hierarchical regression analysis model determined that the predictor variables of organizational language knowledge explain 36.8% - 49.4% of the variance in school achievement, while the intelligence variables are related to the achievements in Serbian and Mathematics and explain 0.6% - 3% of the variance. A significant partial contribution of pragmatic knowledge and knowledge of verbs as an element of grammatical language knowledge were determined in all three subjects, as well as the contribution of knowledge of grammatical rules only in the Serbian language.The results confirm the hypothesis and indicate that for success in the mother tongue, foreign language and mathematics it is important to develop grammatical knowledge, and pay special attention to the importance and strategies of developing pragmatic language function in the period of early formal education.
{"title":"The predictive influence of intelligence and communicative language ability on school achievement","authors":"M. Nikolić, Maja Cvijetić","doi":"10.5937/istrped2301131n","DOIUrl":"https://doi.org/10.5937/istrped2301131n","url":null,"abstract":"Although numerous studies show that intelligence, measured by various tests, is a significant predictor of school achievement, this cognitive variable can only explain about 50% of the variance. It is also known that communicative language ability represents an important basis for learning subject content in the early period of formal education. One of the most comprehensive models of language ability (Bahman, Palmer, 1996), in addition to strategic knowledge, includes language knowledge that includes organizational language knowledge (grammatical and textual) and pragmatic language knowledge. Although the non-cognitive factors de facto participate in the explanation of school success, the aim of the research presented in this paper was to determine the predictive influence of intelligence and communicative language ability, i.e. organizational and pragmatic language knowledge on differences in school achievement in Serbian, English and Mathematics at the end of the first half of the fifth grade. The research was conducted on the sample of 197 fifth-grade students (51% girls, average age 11.5 months) in elementary schools in Loznica. The authors of the paper applied an adapted form of the test of communicative language abilities that was applied in research in a bilingual context (Šimonji-Černak, 2005). Revisk was used to test verbal and manipulative intelligence (Biro, 1997). We started from the assumption that organizational language knowledge, has a more significant predictive influence on differences in school performance in the above-mentioned subjects than intelligence. Hierarchical regression analysis model determined that the predictor variables of organizational language knowledge explain 36.8% - 49.4% of the variance in school achievement, while the intelligence variables are related to the achievements in Serbian and Mathematics and explain 0.6% - 3% of the variance. A significant partial contribution of pragmatic knowledge and knowledge of verbs as an element of grammatical language knowledge were determined in all three subjects, as well as the contribution of knowledge of grammatical rules only in the Serbian language.The results confirm the hypothesis and indicate that for success in the mother tongue, foreign language and mathematics it is important to develop grammatical knowledge, and pay special attention to the importance and strategies of developing pragmatic language function in the period of early formal education.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"124 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83579138","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 research is to examine the effect of systematic education on the teaching of the text called "The Story of a Book", which is expressed within the scope of the "Our Values" theme in the 4th grade Turkish lesson. The model of the research is mixed method in which pre-test, post-test single-group quasi-experimental design and interview form are used together. The study group of the research consisted of 21 students in Konya province. The study was carried out in the experimental group of 21 people for 6 lesson hours according to the systematic education. "Turkish Achievement Test" and an interview form developed by the researcher were used as data collection tools. The test was applied to the experimental group as a pre-test before the program prepared according to the systematic education was applied, and as a post-test after it was applied. After 4 weeks, it was given to the experimental group again as a permanence test. In the analysis of the data, t test, mean and standard deviation were used. As a result of the study, it was observed that there was a significant difference between achievements in knowledge, practice and total score levels in the systematic education group. However, it was determined that there was no statistically significant difference between their achievements at the level of comprehension. Based on these data, it can be said that systematic education is significantly effective in increasing the students' level of knowledge, practice and total achievement and permanence of the cognitive domain. According to the results of the interview form, it was concluded that the students had a lot of fun in the lessons and they were happy to continue the lessons in this way.
{"title":"Examining the effectiveness of systematic education applied in Turkish lesson","authors":"M. Ok","doi":"10.5937/istrped2301067o","DOIUrl":"https://doi.org/10.5937/istrped2301067o","url":null,"abstract":"The aim of this research is to examine the effect of systematic education on the teaching of the text called \"The Story of a Book\", which is expressed within the scope of the \"Our Values\" theme in the 4th grade Turkish lesson. The model of the research is mixed method in which pre-test, post-test single-group quasi-experimental design and interview form are used together. The study group of the research consisted of 21 students in Konya province. The study was carried out in the experimental group of 21 people for 6 lesson hours according to the systematic education. \"Turkish Achievement Test\" and an interview form developed by the researcher were used as data collection tools. The test was applied to the experimental group as a pre-test before the program prepared according to the systematic education was applied, and as a post-test after it was applied. After 4 weeks, it was given to the experimental group again as a permanence test. In the analysis of the data, t test, mean and standard deviation were used. As a result of the study, it was observed that there was a significant difference between achievements in knowledge, practice and total score levels in the systematic education group. However, it was determined that there was no statistically significant difference between their achievements at the level of comprehension. Based on these data, it can be said that systematic education is significantly effective in increasing the students' level of knowledge, practice and total achievement and permanence of the cognitive domain. According to the results of the interview form, it was concluded that the students had a lot of fun in the lessons and they were happy to continue the lessons in this way.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77921294","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 paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.
{"title":"Positivism and post-positivism as the basis of quantitative research in pedagogy","authors":"Jelena Ž. Maksimović, Jelena Evtimov","doi":"10.5937/istrped2301208m","DOIUrl":"https://doi.org/10.5937/istrped2301208m","url":null,"abstract":"The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86937670","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 life is a construction used to measure an individual's perspective on their well-being. In modern research, voice and speech disorders have been recognized as indicators of impaired quality of life in children. The aim of this research is to analyze the characteristics of quality of life in children with voice and speech disorders and children of typical development of younger school age. The research assessed the social, emotional and functional aspects of children's quality of life. The research is anonymous, done on a sample of parents of children of younger school age. The examined sample included 100 parents of children of I (53%) and II (47%) grades of primary school. Respondents were divided into two groups, the experimental group (children who go to a speech therapist due to voice and speech pathology (M = 1.55, SD = 0.44)) and the control group (children of typical development (M = 0.57, SD = 0.47)). The Pediatric Voice Handicap Index - pVHI was used to assess the quality of life in children. One-factor multivariate ANOVA was used in statistical data processing. The results of this study show that children with voice and speech disorders have impaired quality of life compared to children of typical development (p <0.05). The social and functional use of speech is worse in children with voice and speech disorders, and the emotional discomfort associated with voice and speech in these children far exceeds the emotional discomfort in children of typical development. As we stated in our work, many studies have shown that voice and speech disorders impair the physical and mental health of children. Due to all the above, the assessment of the quality of life in children with voice and speech disorders is especially important for psychologists and speech therapists during adolescence, so that they can identify problems in a timely manner and take the necessary support measures.
{"title":"The influence of voice and speech disorders on the quality of life of school-age children","authors":"Ivana Ilić-Savić, Mirjana Petrović-Lazić","doi":"10.5937/istrped2301088i","DOIUrl":"https://doi.org/10.5937/istrped2301088i","url":null,"abstract":"Quality of life is a construction used to measure an individual's perspective on their well-being. In modern research, voice and speech disorders have been recognized as indicators of impaired quality of life in children. The aim of this research is to analyze the characteristics of quality of life in children with voice and speech disorders and children of typical development of younger school age. The research assessed the social, emotional and functional aspects of children's quality of life. The research is anonymous, done on a sample of parents of children of younger school age. The examined sample included 100 parents of children of I (53%) and II (47%) grades of primary school. Respondents were divided into two groups, the experimental group (children who go to a speech therapist due to voice and speech pathology (M = 1.55, SD = 0.44)) and the control group (children of typical development (M = 0.57, SD = 0.47)). The Pediatric Voice Handicap Index - pVHI was used to assess the quality of life in children. One-factor multivariate ANOVA was used in statistical data processing. The results of this study show that children with voice and speech disorders have impaired quality of life compared to children of typical development (p <0.05). The social and functional use of speech is worse in children with voice and speech disorders, and the emotional discomfort associated with voice and speech in these children far exceeds the emotional discomfort in children of typical development. As we stated in our work, many studies have shown that voice and speech disorders impair the physical and mental health of children. Due to all the above, the assessment of the quality of life in children with voice and speech disorders is especially important for psychologists and speech therapists during adolescence, so that they can identify problems in a timely manner and take the necessary support measures.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81952155","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 a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance.
{"title":"Systematic review of studies on writing in elementary school","authors":"Gül Karakuş","doi":"10.5937/istrped2301146k","DOIUrl":"https://doi.org/10.5937/istrped2301146k","url":null,"abstract":"This paper presents a systematic literature review of studies about writing in elementary schools. A systematic search of databases was conducted to select studies. The aim was to identify and categorize difficulties and suggestions. A total of 52 articles published in peer-reviewed journals over the past 21 years were reviewed and analyzed using a well-established systematic literature review methodology, in academic-based research databases, after carefully reviewing the available literature and utilizing relevant sources. This review revealed that the studies mainly emphasize the relation between reading and writing, using technology in teaching writing, acquisition of writing and a method/approach or strategy suggestion, and structure/grammar in writing. Additionally, feedback, affective domain, and teaching writing at an early age are the focus points of other studies. The findings of this literature review allow teachers, administrators, and policy makers to employ and explore efficient writing activities to improve student engagement, motivation, and performance.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84202134","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}
Preschool age is a period of fundamental changes in child's ability to explicitly reason about the other people's mental states. The aim of the research was to determine the relationship between the development of theory of mind, working memory and language abilities in children with typical development, aged four to eight years. For the assessment of listed abilities several instruments were used: "Sanja and Ana" False belief task, Backward span task, Verbal memory test, Decision speed test, Toddler grammar and FONT test. The results of the research indicated statistically significant correlations between theory of mind, verbal memory, as well as some aspects of language abilities. However, as a statistically significant indicator of achievement on theory of mind tasks, only verbal memory stands out (p < .05) which together with verbal working memory predicts 26% of the variance of achievement in first-order theory of mind acquisition (F = 9.40, df = 2; p = .00) and 15% of the achievement variance in the total score on theory of mind tasks (F = 4.55, df = 2, p = .01). Research results suggest a close but intriguing relationship between theory of mind, executive functions, and language abilities.
{"title":"Theory of mind in children: Preliminary research the role of memory and language abilities as developmental indicators","authors":"Nevena Ječmenica, Bojana Drljan, Nataša Buha","doi":"10.5937/istrped2301098j","DOIUrl":"https://doi.org/10.5937/istrped2301098j","url":null,"abstract":"Preschool age is a period of fundamental changes in child's ability to explicitly reason about the other people's mental states. The aim of the research was to determine the relationship between the development of theory of mind, working memory and language abilities in children with typical development, aged four to eight years. For the assessment of listed abilities several instruments were used: \"Sanja and Ana\" False belief task, Backward span task, Verbal memory test, Decision speed test, Toddler grammar and FONT test. The results of the research indicated statistically significant correlations between theory of mind, verbal memory, as well as some aspects of language abilities. However, as a statistically significant indicator of achievement on theory of mind tasks, only verbal memory stands out (p < .05) which together with verbal working memory predicts 26% of the variance of achievement in first-order theory of mind acquisition (F = 9.40, df = 2; p = .00) and 15% of the achievement variance in the total score on theory of mind tasks (F = 4.55, df = 2, p = .01). Research results suggest a close but intriguing relationship between theory of mind, executive functions, and language abilities.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89652358","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}
Još od pojave prvih škola kao institucija obrazovanja i vaspitanja, odnos porodice i škole, kao primarnih sistema dečijeg rasta i razvoja, privlači pažnju i predmet je razmatranja velikog broja naučnih istraživanja. Imajući u vidu društveni i naučni konsenzus o vrednosti i značaju saradnje porodice i škole, konceptualizovane kao roditeljska uključenost u dečije obrazovanje, posebnu pažnju posvećujemo ovom problemu u kontekstu naše sredine. Široko rasprostranjena i naučno zasnovana Epštajnova konceptualizacija odnosa porodice i škole kao roditeljske uključenosti u dečije obrazovanje približiće razumevanju aktivnosti roditeljske uključenost u dečije obrazovanje u kontekstu naše sredine, sa akcentom na faktore koji determinišu ulogu roditelja u procesu obrazovanja i vaspitanja dece. Putem roditeljske samoprocene uključenosti u dečije obrazovanje aktivnostima kod kuće i u školi formiraće se slika o stanju u praksi, sa implikacijama koje mogu voditi unapređenju roditeljske uključenosti u dečije obrazovanje. Cilj ovog istraživanja je bio da utvrdi zastupljenost roditeljske uključenosti u život i rad škole kroz aktivnosti roditelja i aktivnosti škole. Za potrebe istraživanja korišćena je deskriptivna metoda. U istraživanju je učestvovalo 295 roditelja dece osnovnoškolskog uzrasta (od prvog do osmog razreda), sa teritorije grada Beograda. Korišćen je Upitnik uključenosti roditelja u život i rad škole, posebno konstruisan za potrebe ovog istraživanja. Dobijeni nalazi pokazuju da je zastupljenost aktivnosti roditelja značajna s obzirom na to da su roditelji uključeni u rad sa decom kod kuće, dok aktivnosti škole nisu prisutne u zadovoljavajućoj meri, pa je stoga potrebno unaprediti segment uključivanja roditelja u život i rad škole. Stepen obrazovanja roditelja se pokazao kao važna determinanta za uključivanje roditelja u život i rad škole.U skladu sa dobijenim rezultatima u zaključku je ukazano na značaj uključivanja roditelja u život i rad škole kako bi efekti na razvoj dece i uspeh škole bili što bolji.
{"title":"Uključenost roditelja u život i rad škole","authors":"Maša Đurišić, Nataša Duhanaj","doi":"10.5937/istrped2301079d","DOIUrl":"https://doi.org/10.5937/istrped2301079d","url":null,"abstract":"Još od pojave prvih škola kao institucija obrazovanja i vaspitanja, odnos porodice i škole, kao primarnih sistema dečijeg rasta i razvoja, privlači pažnju i predmet je razmatranja velikog broja naučnih istraživanja. Imajući u vidu društveni i naučni konsenzus o vrednosti i značaju saradnje porodice i škole, konceptualizovane kao roditeljska uključenost u dečije obrazovanje, posebnu pažnju posvećujemo ovom problemu u kontekstu naše sredine. Široko rasprostranjena i naučno zasnovana Epštajnova konceptualizacija odnosa porodice i škole kao roditeljske uključenosti u dečije obrazovanje približiće razumevanju aktivnosti roditeljske uključenost u dečije obrazovanje u kontekstu naše sredine, sa akcentom na faktore koji determinišu ulogu roditelja u procesu obrazovanja i vaspitanja dece. Putem roditeljske samoprocene uključenosti u dečije obrazovanje aktivnostima kod kuće i u školi formiraće se slika o stanju u praksi, sa implikacijama koje mogu voditi unapređenju roditeljske uključenosti u dečije obrazovanje. Cilj ovog istraživanja je bio da utvrdi zastupljenost roditeljske uključenosti u život i rad škole kroz aktivnosti roditelja i aktivnosti škole. Za potrebe istraživanja korišćena je deskriptivna metoda. U istraživanju je učestvovalo 295 roditelja dece osnovnoškolskog uzrasta (od prvog do osmog razreda), sa teritorije grada Beograda. Korišćen je Upitnik uključenosti roditelja u život i rad škole, posebno konstruisan za potrebe ovog istraživanja. Dobijeni nalazi pokazuju da je zastupljenost aktivnosti roditelja značajna s obzirom na to da su roditelji uključeni u rad sa decom kod kuće, dok aktivnosti škole nisu prisutne u zadovoljavajućoj meri, pa je stoga potrebno unaprediti segment uključivanja roditelja u život i rad škole. Stepen obrazovanja roditelja se pokazao kao važna determinanta za uključivanje roditelja u život i rad škole.U skladu sa dobijenim rezultatima u zaključku je ukazano na značaj uključivanja roditelja u život i rad škole kako bi efekti na razvoj dece i uspeh škole bili što bolji.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"26 11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76033759","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 research aimed to examine the contribution of two important factors, communication and professional development, to the formation of attitudes of teachers of different ethnicities towards the realization of social content in the teaching of nature and society. The sample included a total of 301 teachers of Serbian, Croatian and Bosnian ethnicity. The results obtained by the research show that the developed communication between teachers, through their actions, contributes to the development and improvement of positive attitudes towards social content in the teaching of nature and society, which results in increased efficiency of the educational process. The results show that there is a statistically significant contribution to the prediction of teachers' attitudes towards social content in teaching nature and society by the factors of professional development, too, in such a way that the more pronounced presence and quality of professional development significantly affects the development and formation of positive attitudes about society contents. In addition to the theoretical explanation of the role and importance of important concepts related to social content and teachers' attitudes towards them, in practical terms, the contribution of this research is reflected in the implications of significant relations between various factors in the field of educational outcomes in the region (Serbia, Croatia and Bosnia and Herzegovina). In line with that, the practical implications indicate that through educational policies, greater mutual communication between educators should be encouraged and better conditions should be provided for continuous formal and non-formal education of teachers, through lifelong learning in the countries of the region.
{"title":"Communication and professional development as predictors of attitudes of teachers (Serbian, Croatian and Bosnian ethnicity) towards social contents in the teaching nature and society","authors":"Đorđe Cvijanović, Mia Marić, A. Janković","doi":"10.5937/istrped2202323c","DOIUrl":"https://doi.org/10.5937/istrped2202323c","url":null,"abstract":"The research aimed to examine the contribution of two important factors, communication and professional development, to the formation of attitudes of teachers of different ethnicities towards the realization of social content in the teaching of nature and society. The sample included a total of 301 teachers of Serbian, Croatian and Bosnian ethnicity. The results obtained by the research show that the developed communication between teachers, through their actions, contributes to the development and improvement of positive attitudes towards social content in the teaching of nature and society, which results in increased efficiency of the educational process. The results show that there is a statistically significant contribution to the prediction of teachers' attitudes towards social content in teaching nature and society by the factors of professional development, too, in such a way that the more pronounced presence and quality of professional development significantly affects the development and formation of positive attitudes about society contents. In addition to the theoretical explanation of the role and importance of important concepts related to social content and teachers' attitudes towards them, in practical terms, the contribution of this research is reflected in the implications of significant relations between various factors in the field of educational outcomes in the region (Serbia, Croatia and Bosnia and Herzegovina). In line with that, the practical implications indicate that through educational policies, greater mutual communication between educators should be encouraged and better conditions should be provided for continuous formal and non-formal education of teachers, through lifelong learning in the countries of the region.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"191 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76509161","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}
Practical skills involve activities that enable independent functioning. People with intellectual disability (ID) and autism spectrum disorders (ASD) require systematic teaching in order to acquire them which excludes barriers. The aim is to determine correlation between the level of self-help skills and the presence of teaching barriers. The secondary aim is to determine the predictors for acquisition of both. The sample comprised of 53 participants of different age and gender, diagnosed with ID or ASD. The level of self-help skills was determined with the use of Checklist for self-help skills assessment (Verbal Behavior Milestones and Assessment protocol - VB Mapp Self Care Checklist Supplement - Sundberg, 2008), while the presence of teaching barriers was assessed by using the Barriers Assessment Scale (VB-Mapp Barriers Assessment - Sundberg, 2008). The results show that gender and diagnosis are not significant predictors of either self-help skills or teaching barriers. The participants from the youngest age group have lower level of self-help skills than the participants from the middle and oldest age group and they have more teaching barriers than both other age groups. The participants with more teaching barriers have lower level of self-help skills. The results indicate the need for removing barriers during the treatment of these children from an early age, in order to enable acquiring self-help skills, but other skills as well. It is important to determine the most prevalent barriers in both groups, as well as self-help domains in which they have deficits.
{"title":"Correlation and predictors of self-help skills and teaching barriers in children with intellectual disability and autism spectrum disorders","authors":"B. Arsić, Anja Gajić, Sara Vidojković","doi":"10.5937/istrped2202310a","DOIUrl":"https://doi.org/10.5937/istrped2202310a","url":null,"abstract":"Practical skills involve activities that enable independent functioning. People with intellectual disability (ID) and autism spectrum disorders (ASD) require systematic teaching in order to acquire them which excludes barriers. The aim is to determine correlation between the level of self-help skills and the presence of teaching barriers. The secondary aim is to determine the predictors for acquisition of both. The sample comprised of 53 participants of different age and gender, diagnosed with ID or ASD. The level of self-help skills was determined with the use of Checklist for self-help skills assessment (Verbal Behavior Milestones and Assessment protocol - VB Mapp Self Care Checklist Supplement - Sundberg, 2008), while the presence of teaching barriers was assessed by using the Barriers Assessment Scale (VB-Mapp Barriers Assessment - Sundberg, 2008). The results show that gender and diagnosis are not significant predictors of either self-help skills or teaching barriers. The participants from the youngest age group have lower level of self-help skills than the participants from the middle and oldest age group and they have more teaching barriers than both other age groups. The participants with more teaching barriers have lower level of self-help skills. The results indicate the need for removing barriers during the treatment of these children from an early age, in order to enable acquiring self-help skills, but other skills as well. It is important to determine the most prevalent barriers in both groups, as well as self-help domains in which they have deficits.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83571429","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}
Kada se započelo sa obukama vaspitača za primenu Osnova programa predškolskog vaspitanja i obrazovanja - Godine uzleta, učenje i istraživanje dece i vaspitača kroz teme/projekte našlo se u fokusu interesovanja stručne i naučne javnosti u oblasti predškolskog vaspitanja i obrazovanja. Vaspitači su se našli pred brojnim izazovima, a jedan od prvih jeste izbor i pokretanje tema/projekata. U radu su predstavljeni rezultati istraživanja koje je imalo cilj da ispita stavove vaspitača u vezi sa izborom i značajem određenih tema/projekata za rad sa decom - kakav odnos imaju prema slobodi koja im je poverena prilikom izbora tema/projekata i sadržaja vezanih za njih, u kojoj meri određeni faktori utiču na njihovu odluku da započnu istraživanje u okviru određene teme/projekta, kojim namerama/ciljevima se vode pri izboru i razvijanju tema/projekata. Korišćena je deskriptivna metoda sa anketiranjem kao istraživačkom tehnikom. Istraživanjem je obuhvaćeno 466 vaspitača sa teritorije Beograda. Rezultati istraživanja, koji se odnose na kriterijume izbora tema/projekata, pokazuju da vaspitači u značajnoj meri razumeju suštinske odrednice i potencijale nove programske koncepcije, a da oni koji su prošli obuku u značajno većoj meri pokreću teme/projekte zasnovane na zainteresovanosti dece za fenomene koji su bliski njihovom iskustvu, koji omogućavaju neposredno istraživanje dece i istinsko učešće dece u istraživanju. Međutim, rezultati koji se odnose na značaj realizovanih tema/projekata iz perspektive vaspitača pokazuju da u razumevanju procesa učenja deteta predškolskog uzrasta još uvek nije došlo do značajnih transformacija i da je vaspitačima u ovom segmentu potrebna snažnija podrška kako bi izašli iz dosadašnjih okvira i načina razvijanja realnog programa karakterističnih za prethodne koncepcije.
{"title":"Čime se bavimo u vrtiću i zašto mislimo da je to važno?","authors":"Zorica Kovačević","doi":"10.5937/istrped2202391k","DOIUrl":"https://doi.org/10.5937/istrped2202391k","url":null,"abstract":"Kada se započelo sa obukama vaspitača za primenu Osnova programa predškolskog vaspitanja i obrazovanja - Godine uzleta, učenje i istraživanje dece i vaspitača kroz teme/projekte našlo se u fokusu interesovanja stručne i naučne javnosti u oblasti predškolskog vaspitanja i obrazovanja. Vaspitači su se našli pred brojnim izazovima, a jedan od prvih jeste izbor i pokretanje tema/projekata. U radu su predstavljeni rezultati istraživanja koje je imalo cilj da ispita stavove vaspitača u vezi sa izborom i značajem određenih tema/projekata za rad sa decom - kakav odnos imaju prema slobodi koja im je poverena prilikom izbora tema/projekata i sadržaja vezanih za njih, u kojoj meri određeni faktori utiču na njihovu odluku da započnu istraživanje u okviru određene teme/projekta, kojim namerama/ciljevima se vode pri izboru i razvijanju tema/projekata. Korišćena je deskriptivna metoda sa anketiranjem kao istraživačkom tehnikom. Istraživanjem je obuhvaćeno 466 vaspitača sa teritorije Beograda. Rezultati istraživanja, koji se odnose na kriterijume izbora tema/projekata, pokazuju da vaspitači u značajnoj meri razumeju suštinske odrednice i potencijale nove programske koncepcije, a da oni koji su prošli obuku u značajno većoj meri pokreću teme/projekte zasnovane na zainteresovanosti dece za fenomene koji su bliski njihovom iskustvu, koji omogućavaju neposredno istraživanje dece i istinsko učešće dece u istraživanju. Međutim, rezultati koji se odnose na značaj realizovanih tema/projekata iz perspektive vaspitača pokazuju da u razumevanju procesa učenja deteta predškolskog uzrasta još uvek nije došlo do značajnih transformacija i da je vaspitačima u ovom segmentu potrebna snažnija podrška kako bi izašli iz dosadašnjih okvira i načina razvijanja realnog programa karakterističnih za prethodne koncepcije.","PeriodicalId":32439,"journal":{"name":"Research in English Language Pedagogy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89189177","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：