AbstractAlong with learning to play an instrument and singing by notes, theoretical music subjects are integral to formal music education at all levels. They aim to facilitate learning the musical language and elements necessary for understanding music, such as harmony, melody and rhythm. Their teaching is particular, considering that understanding musical phenomena requires systematic work on acquiring skills and knowledge. With the aim of a closer insight into the learning of theoretical music subjects, we investigated the methods and ways of organizing the teaching of the critical theoretical disciplines: Solfeggio, Harmony and Counterpoint. The research took place during the second semester of 2018/2019 school year and included 101 teachers from 24 primary and secondary music schools in 17 counties in Croatia. The results indicate that in Solfeggio, equal attention is paid to musical dictation and singing when practising intonation. At Harmony, teachers mainly implement a thoroughbass, but the most prominent method is the analysis of the examples from the literature. Species counterpoint dominate Counterpoint, but studying examples is the preferred method. Teachers’ dissatisfaction with outdated learning concepts indicates the need to modernize theoretical disciplines through content that will be transferred to musical activities and enable the acquisition of skills to learn music. Key words: acquisition of skills and music knowledge; methods; music schools; theoretical music subjects.---SažetakTeorijski glazbeni predmeti, uz učenje sviranja instrumenta i pjevanja po notnome tekstu, sastavni su dio formalnoga glazbenog obrazovanja na svim razinama. Njihov cilj je svladavanje glazbenoga jezika i elemenata potrebnih za razumijevanje glazbe, kao što su harmonija, melodija i ritam. Nastava im je izrazito specifična s obzirom na to da je za ovladavanje glazbenim fenomenima potreban sustavni rad na stjecanju vještina i znanja. S ciljem pomnijega uvida u izvođenje nastave, u radu su se istražile metode i načini organiziranja nastave ključnih teorijskih disciplina: solfeggia, harmonije i kontrapunkta. Istraživanje se odvijalo tijekom drugoga polugodišta 2018./2019. školske godine te je obuhvatilo 101 nastavnika iz 24 osnovne i srednje glazbene škole iz 17 hrvatskih županija. Rezultati ukazuju na to da se na Solfeggiu jednako posvećuje pozornost glazbenom diktatu i pjevanju primjera pri vježbanju intonacije; na Harmoniji se najviše provodi generalbas, no sljedeća najistaknutija metoda jest analiziranje primjera iz literature te da na Kontrapunktu dominiraju kontrapunktske vrste, ali se analiziranje primjera izdvaja kao poželjna metoda. Nezadovoljstvo nastavnika zastarjelim konceptima učenja pokazatelj je potrebe za osuvremenjivanjem teorijskih disciplina putem sadržaja koji će se transferirati na glazbene aktivnosti i omogućiti stjecanje vještina u svrhu učenja glazbe.Ključne riječi: glazbene škole; metode; stjecanje vještina i glazbenoga znanja; teor
摘 要 除了学习乐器演奏和音符演唱之外，音乐理论科目也是各级正规音乐教育中不可或缺的内容，其目的是促进学习音乐语言和理解音乐所需的要素，如和声学、旋律和节奏。考虑到理解音乐现象需要系统地学习技能和知识，理论音乐科目的教学就显得尤为重要。 为了更深入地了解理论音乐科目的学习情况，我们调查了关键理论学科：音准、和声和对位的教学方法和组织方式。研究在 2018/2019 学年第二学期进行，包括来自克罗地亚 17 个县 24 所中小学音乐学校的 101 名教师。研究结果表明，在 Solfeggio 中，教师在练习音调时对音乐听写和歌唱给予同等关注。 在 Harmony 中，教师主要采用彻底低音，但最突出的方法是分析文献中的范例。对位法（Counterpoint）中，物种对位占主导地位，但学习范例是首选方法。教师们对过时的学习理念的不满表明，有必要通过内容来实现理论学科的现代化，并将其转移到音乐活动中，使学生获得学习音乐的技能。Key words: acquisition of skills and music knowledge; methods; music schools; theoretical music subjects.--SažetakTeorijski glazbeni předmeti, uz učenje sviranja instrument i pjevanja po notnome tekstu, sastavni su dio formalnoga glazbenog obrazovanja na svim razinama.他们的目标是掌握语言和理解上釉所需的元素，如和声学、旋律和节奏。由于掌握上釉现象需要不断学习知识和技能，因此他们的培养非常特殊。在此基础上，我们将从以下几个方面来组织此次活动：Solfeggio、Harmonije 和 Kontrapunkta。该活动在2018-2019学年下半年举行，来自克罗地亚17个县24所中小学的101名学生参加了活动。结果显示，Solfeggio项目的学生对音调和音色有了初步的了解；Harmonija项目的学生对一般的音调和音色没有兴趣，但对文学作品有了初步的分析，而Kontrapunkt项目的学生对音色有了初步的分析。学生们对过时的学习观念的不满表明，需要通过一个可以转移到施釉活动中并让学生学习施釉的市场来改进理论学科。关键词：施釉学校；方法；知识和知识的获取；施釉理论学科。
{"title":"Exploring the Teaching of Solfeggio, Harmony and Counterpoint in Croatian Music Schools/Istraživanje nastave Solfeggia, Harmonije i Kontrapunkta u hrvatskim glazbenim školama","authors":"Zrinka Barić","doi":"10.15516/cje.v26i1.4975","DOIUrl":"https://doi.org/10.15516/cje.v26i1.4975","url":null,"abstract":"AbstractAlong with learning to play an instrument and singing by notes, theoretical music subjects are integral to formal music education at all levels. They aim to facilitate learning the musical language and elements necessary for understanding music, such as harmony, melody and rhythm. Their teaching is particular, considering that understanding musical phenomena requires systematic work on acquiring skills and knowledge. With the aim of a closer insight into the learning of theoretical music subjects, we investigated the methods and ways of organizing the teaching of the critical theoretical disciplines: Solfeggio, Harmony and Counterpoint. The research took place during the second semester of 2018/2019 school year and included 101 teachers from 24 primary and secondary music schools in 17 counties in Croatia. The results indicate that in Solfeggio, equal attention is paid to musical dictation and singing when practising intonation. At Harmony, teachers mainly implement a thoroughbass, but the most prominent method is the analysis of the examples from the literature. Species counterpoint dominate Counterpoint, but studying examples is the preferred method. Teachers’ dissatisfaction with outdated learning concepts indicates the need to modernize theoretical disciplines through content that will be transferred to musical activities and enable the acquisition of skills to learn music. Key words: acquisition of skills and music knowledge; methods; music schools; theoretical music subjects.---SažetakTeorijski glazbeni predmeti, uz učenje sviranja instrumenta i pjevanja po notnome tekstu, sastavni su dio formalnoga glazbenog obrazovanja na svim razinama. Njihov cilj je svladavanje glazbenoga jezika i elemenata potrebnih za razumijevanje glazbe, kao što su harmonija, melodija i ritam. Nastava im je izrazito specifična s obzirom na to da je za ovladavanje glazbenim fenomenima potreban sustavni rad na stjecanju vještina i znanja. S ciljem pomnijega uvida u izvođenje nastave, u radu su se istražile metode i načini organiziranja nastave ključnih teorijskih disciplina: solfeggia, harmonije i kontrapunkta. Istraživanje se odvijalo tijekom drugoga polugodišta 2018./2019. školske godine te je obuhvatilo 101 nastavnika iz 24 osnovne i srednje glazbene škole iz 17 hrvatskih županija. Rezultati ukazuju na to da se na Solfeggiu jednako posvećuje pozornost glazbenom diktatu i pjevanju primjera pri vježbanju intonacije; na Harmoniji se najviše provodi generalbas, no sljedeća najistaknutija metoda jest analiziranje primjera iz literature te da na Kontrapunktu dominiraju kontrapunktske vrste, ali se analiziranje primjera izdvaja kao poželjna metoda. Nezadovoljstvo nastavnika zastarjelim konceptima učenja pokazatelj je potrebe za osuvremenjivanjem teorijskih disciplina putem sadržaja koji će se transferirati na glazbene aktivnosti i omogućiti stjecanje vještina u svrhu učenja glazbe.Ključne riječi: glazbene škole; metode; stjecanje vještina i glazbenoga znanja; teor","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":" 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140994405","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}
AbstractTraining children for independent learning, i.e., to realise the concept of lifelong learning includes fostering the development of their metacognitive capacities. These refer to the child's ability to think critically, to consider how they think, and to become familiar with their cognitive processes and learning strategies. In order to achieve such a process, it is necessary to develop certain organisational structures that include a high-quality spatial-material and social environment of the preschool. The preschool teacher, i.e., the quality of his/her educational interventions has a special influence on the development of metacognitive capacities of children. The paper presents ethnographic research conducted in preschools with children aged four to six years in order to establish possibilities for fostering the development of metacognitive capacities of preschool children and the conditions that facilitate this process. The study aimed to discover the conditions in which the metacognitive capacities of preschool children develop, i.e., the entirety of the context that has an impact on their development. The study included two preschools with three, i.e., four educational groups, that is, six or eight preschool teachers, two pedagogues, and one expert associate from the University. The study was conducted in 2021. The results of the study indicate that the fostering of the development of metacognitive capacities of preschool children is influenced by the overall physical environment of the preschool, the quality of the social environment of the preschool with the use of ethnographic records available to children, the general atmosphere and the level of democracy in a particular educational group, the educator's skill of "listening to children", the intervention of preschool teachers aimed at encouraging children to self-evaluate, and the reflectivity of the preschool teachers. In order to stimulate the development of meta-cognitive capacities, systematic professional development of preschool teachers, aimed at strengthening their research and reflective competencies, is necessary. Keywords: ethnographic research; preschool teacher interventions; the preschool context; reflectivity---SažetakOsposobljavanje djece za samostalno učenje, tj. za ostvarivanje koncepta cjeloživotnoga učenja uključuje poticanje razvoja njihovih metakognitivnih kapaciteta. Oni se odnose na sposobnost djeteta da kritički razmišlja, da razmišlja o vlastitom razmišljanju te da upoznaje vlastite kognitivne procese i strategija učenja. Za ostvarivanje takvoga procesa potrebno je razvijati određene organizacijske strukture koje uključuju kvalitetno prostorno-materijalno i socijalno okružje vrtića. Poseban utjecaj na razvoj metakognitivnih kapaciteta djece ima odgajatelj, tj. kvaliteta njegovih odgojno-obrazovnih intervencija. U radu se prikazuje etnografsko istraživanje provedeno u vrtiću s djecom u dobi od četiri do šest godina kako bi se ustanovile mogućnosti potic
摘要 培养儿童的独立学习能力，即实现终身学习的理念，包括培养他们的元认知能力。元认知能力指的是儿童的批判性思维能力、思考方式以及熟悉自己的认知过程和学习策略的能力。为了实现这一过程，有必要建立一定的组织结构，其中包括高质量的学前空间、物质和社会环境。学前教师，即其教育干预的质量，对儿童元认知能力的发展有着特殊的影响。本文介绍了在有四至六岁儿童的学前班开展的人种学研究，目的是确定促进学前儿童元认知能力发展的可能性以及推动这一进程的条件。研究旨在发现学龄前儿童元认知能力发展的条件，即对其发展产生影响的整个环境。研究对象包括两所幼儿园的三个即四个教育小组，即六名或八名学前教师、两名教育学家和一名来自大学的专家助理。研究于 2021 年进行。研究结果表明，促进学龄前儿童元认知能力的发展受到以下因素的影响：学龄前学校的整体物质环境、学龄前学校社会环境的质量（使用儿童可用的人种学记录）、特定教育小组的总体氛围和民主程度、教育者 "倾听儿童 "的技能、学龄前教师旨在鼓励儿童进行自我评价的干预措施以及学龄前教师的反思能力。为了促进元认知能力的发展，有必要对学前教师进行系统的专业培训，以加强他们的研究和反思能力。Keywords: ethnographic research; preschool teacher interventions; the preschool context; reflectivity---SažetakOsposobljavanje djece za samostalno učenje, tj. za ostvarivanje koncepta cjeloživotnoga učenja uključuje poticanje razvoja njihovih metakognitivnih kapaciteta.因此，我们需要对认知过程和战略进行严格的审查。在这一过程中，组织结构可以发挥重要的前体、物质和社会作用。我们的目标是，通过对患者的认知能力和社会干预能力的评估，为患者提供有效的治疗。从根本上说，通过数据分析和分析，我们可以发现，在认识过程中，有可能对一个人或一个群体产生影响。因此，生物学家们认为，元认知能力的形成需要一个过程，而这一过程也需要一个新的过程。U istraživanje su bila uključena dva vrtića, s 3 odnosno 4 odgojnoo-obrazovne skupine, tj.6 odnosno 8 odgajatelja, dva pedagoga i stručnoga suradnika s fakulteta.Istraživanje provedeno tijekom 2021. godine.我们的研究结果表明，我们有可能在未来的时间里，为学生提供更多的学习机会、更多的社会实践机会以及更多的教育机会、对 "社会"、"社会干预"、"社会潜力 "和 "社会反思 "进行评估和分析。因此，要想提高元认知能力，就必须从专业角度出发，在学习和反思能力上下功夫。主要内容有：新闻摄影；新闻干预；新闻技能；新闻反思。
{"title":"Fostering the Development of Metacognitive Capacities of Preschool Children/Mogućnosti poticanja razvoja metakognitivnih kapaciteta djece u vrtiću","authors":"Edita Slunjski","doi":"10.15516/cje.v25i3.4893","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4893","url":null,"abstract":"AbstractTraining children for independent learning, i.e., to realise the concept of lifelong learning includes fostering the development of their metacognitive capacities. These refer to the child's ability to think critically, to consider how they think, and to become familiar with their cognitive processes and learning strategies. In order to achieve such a process, it is necessary to develop certain organisational structures that include a high-quality spatial-material and social environment of the preschool. The preschool teacher, i.e., the quality of his/her educational interventions has a special influence on the development of metacognitive capacities of children. The paper presents ethnographic research conducted in preschools with children aged four to six years in order to establish possibilities for fostering the development of metacognitive capacities of preschool children and the conditions that facilitate this process. The study aimed to discover the conditions in which the metacognitive capacities of preschool children develop, i.e., the entirety of the context that has an impact on their development. The study included two preschools with three, i.e., four educational groups, that is, six or eight preschool teachers, two pedagogues, and one expert associate from the University. The study was conducted in 2021. The results of the study indicate that the fostering of the development of metacognitive capacities of preschool children is influenced by the overall physical environment of the preschool, the quality of the social environment of the preschool with the use of ethnographic records available to children, the general atmosphere and the level of democracy in a particular educational group, the educator's skill of \"listening to children\", the intervention of preschool teachers aimed at encouraging children to self-evaluate, and the reflectivity of the preschool teachers. In order to stimulate the development of meta-cognitive capacities, systematic professional development of preschool teachers, aimed at strengthening their research and reflective competencies, is necessary. Keywords: ethnographic research; preschool teacher interventions; the preschool context; reflectivity---SažetakOsposobljavanje djece za samostalno učenje, tj. za ostvarivanje koncepta cjeloživotnoga učenja uključuje poticanje razvoja njihovih metakognitivnih kapaciteta. Oni se odnose na sposobnost djeteta da kritički razmišlja, da razmišlja o vlastitom razmišljanju te da upoznaje vlastite kognitivne procese i strategija učenja. Za ostvarivanje takvoga procesa potrebno je razvijati određene organizacijske strukture koje uključuju kvalitetno prostorno-materijalno i socijalno okružje vrtića. Poseban utjecaj na razvoj metakognitivnih kapaciteta djece ima odgajatelj, tj. kvaliteta njegovih odgojno-obrazovnih intervencija. U radu se prikazuje etnografsko istraživanje provedeno u vrtiću s djecom u dobi od četiri do šest godina kako bi se ustanovile mogućnosti potic","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334932","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}
Abstract The paper analyses the process of education of Albanian teachers during the first decade of socialist rule in Montenegro (1945–1955). The issue of education among the Albanian population in Montenegro was a complex task of the socialist government, where teachers educated and engaged in Albanian-language schools, seeking to bring the Albanian ethnic community closer to their own political worldviews, but because of the specific historical, social and cultural context, encountered great limitations. In research, we predominantly used first-class historical sources stored in the State Archives of Montenegro, press and literature, which deal with the issue of education of Albanian teachers. The aim of the paper is to present the main processes of educating Albanian teachers and to point out that out of a modest number of unskilled population, the socialist government created a solid base of educated Albanian teachers after 1945.Keywords: socialist government; socialist ideology; teachers education of Albanians; the totalitarian regime in Montenegrо; Socialist Montenegro---Sažetak U članak se analizira proces obrazovanja albanskih učitelja tijekom prvoga desetljeća socijalističke vladavine u Crnoj Gori (1945. – 1955.). Jedan od složenijih zadataka socijalističke vlade bio je problem obrazovanja albanskoga stanovništva Crne Gore, gdje su učitelji poučavali i djelovali u školama na albanskom jeziku, nastojeći albansku etničku zajednicu približiti vlastitim političkim svjetonazorima, ali su naišli na velike prepreke zbog specifičnoga povijesnog, društvenog i kulturnog konteksta. U istraživanju uglavnom su korišteni primarni povijesne izvori koji se čuvaju u Državnom arhivu Crne Gore, odnosno, tisak i literatura koji se odnose na pitanje obrazovanja albanskih učitelja. Cilj je ovoga rad predstaviti glavne procese obrazovanja albanskih učitelja i istaknuti da je od maloga broja nekvalificiranoga stanovništva socijalistička vlada nakon 1945. uspostavila čvrstu bazu obrazovanih albanskih učitelja.Ključne riječi: socijalistička vlada; socijalistička ideologija; obrazovanje učitelja Albanaca; totalitarni režim u Crnoj Gori; socijalistička Crna Gora
{"title":"Education of Albanian Teachers in Socialist Montenegro (1945-1955)/Obrazovanje albanskih učitelja u socijalističkoj Crnoj Gori (1945. – 1955.)","authors":"Milan Scekic","doi":"10.15516/cje.v25i3.4818","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4818","url":null,"abstract":"Abstract The paper analyses the process of education of Albanian teachers during the first decade of socialist rule in Montenegro (1945–1955). The issue of education among the Albanian population in Montenegro was a complex task of the socialist government, where teachers educated and engaged in Albanian-language schools, seeking to bring the Albanian ethnic community closer to their own political worldviews, but because of the specific historical, social and cultural context, encountered great limitations. In research, we predominantly used first-class historical sources stored in the State Archives of Montenegro, press and literature, which deal with the issue of education of Albanian teachers. The aim of the paper is to present the main processes of educating Albanian teachers and to point out that out of a modest number of unskilled population, the socialist government created a solid base of educated Albanian teachers after 1945.Keywords: socialist government; socialist ideology; teachers education of Albanians; the totalitarian regime in Montenegrо; Socialist Montenegro---Sažetak U članak se analizira proces obrazovanja albanskih učitelja tijekom prvoga desetljeća socijalističke vladavine u Crnoj Gori (1945. – 1955.). Jedan od složenijih zadataka socijalističke vlade bio je problem obrazovanja albanskoga stanovništva Crne Gore, gdje su učitelji poučavali i djelovali u školama na albanskom jeziku, nastojeći albansku etničku zajednicu približiti vlastitim političkim svjetonazorima, ali su naišli na velike prepreke zbog specifičnoga povijesnog, društvenog i kulturnog konteksta. U istraživanju uglavnom su korišteni primarni povijesne izvori koji se čuvaju u Državnom arhivu Crne Gore, odnosno, tisak i literatura koji se odnose na pitanje obrazovanja albanskih učitelja. Cilj je ovoga rad predstaviti glavne procese obrazovanja albanskih učitelja i istaknuti da je od maloga broja nekvalificiranoga stanovništva socijalistička vlada nakon 1945. uspostavila čvrstu bazu obrazovanih albanskih učitelja.Ključne riječi: socijalistička vlada; socijalistička ideologija; obrazovanje učitelja Albanaca; totalitarni režim u Crnoj Gori; socijalistička Crna Gora","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335006","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}
AbstractThis paper aims to investigate relationships among nine institutional quality dimensions in order to identify the effect of each quality dimension on the others in an institutional evaluation. The relationships between 9 quality dimensions in 78 institutional evaluations are explored quantitatively using the Pearson correlation matrix. The results show that teaching quality dimensions are interrelated, as are research dimensions, suggesting a clear separation between the teaching and research characteristics of institutions, nationally. However, the analysis points out that full-time faculty adequacy is a good predictor of quality of both teaching and research. Findings of this study contribute to the evaluation of the institutional teaching and research nexus as well as to the discussion on the role of peer review in external quality evaluation schemes.Key words: full-time faculty adequacy; quality assurance; peer review; higher education, teaching, research---SažetakCilj je rada istražiti odnose između devet institucijskih dimenzija kvalitete kako bi se utvrdio međusobni utjecaj svake od njih. Pri tome se kvantitativno analiziraju korelacije 9 dimenzija kvalitete u 78 institucija uz upotrebu Pearsonove korelacijske matrice. Rezultati pokazuju da su dimenzije kvalitete poučavanja međusobno povezane, upravo kao i dimenzije istraživanja. Takvi rezultati sugeriraju jasno razdvajanje nastavnoga i istraživačkoga obilježja institucija u nacionalnom kontekstu. Međutim, analiza pokazuje i da je odgovarajući broj i kvalifikacije nastavnika i dobar prediktor kvalitete obje aktivnosti sveučilišta - nastave i istraživanja. Rezultati ovoga istraživanja doprinose boljem razumijevanju povezanosti institucijskih dimenzija kvalitete, posebice onih koje se odnose na kvalitetu nastave i istraživanja. Ujedno, istraživanje predstavlja i doprinos raspravi o ulozi istorazinske procjene u postupcima vanjskoga vrednovanja kvalitete.Ključne riječi: istorazinska procjena; istraživanje; nastava; nastavnici; osiguravanje kvalitete; visoko obrazovanje
摘要 本文旨在研究九个院校质量维度之间的关系，以确定院校评价中每个质量维度对其他质量维度的影响。 本文使用皮尔逊相关矩阵定量研究了 78 所院校评价中九个质量维度之间的关系。结果表明，教学质量维度和研究维度之间是相互关联的，这表明在全国范围内，院校的教学和研究特征是明显分开的。然而，分析指出，全职教师的充足性可以很好地预测教学和研究质量。 本研究的结果有助于对院校教学和研究之间的关系进行评估，也有助于讨论同行评审在外部质量评估计划中的作用。Key words: full-time faculty adequacy; quality assurance; peer review; higher education, teaching, research---SažetakCilj je rada istražiti odmeđu izdeđu devet institucijskih dimenzija kvalitete kako bi utvrdio međusobni utjecaj svake od njih.利用皮尔逊相关矩阵对 78 所院校的 9 个质量维度的相关性进行了定量分析。结果表明，教学质量的各个维度相互依存，学习质量的各个维度也是如此。这些结果表明，在全国范围内，各院校的教学质量和学习质量明显不同。Međutim, analiz pokazāda i da responsarajući broj i kvalifikacije nastavnika i dobar prediktor kvalitete objektiv sveučilišta - nastave i istraživanja.这项研究的结果有助于更好地理解质量的制度维度之间的相互关系，特别是与绩效和娱乐质量有关的维度。关键词：历史研究；研究；设置；设置者；质量评价；高等教育
{"title":"The research and teaching nexus from the perspective of external quality evaluation/Povezanost nastavne i istraživačke djelatnosti sveučilišta iz perspektive vanjskoga vrednovanja kvalitete","authors":"Irena Petrušić, Anita Čeh Časni","doi":"10.15516/cje.v25i3.4797","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4797","url":null,"abstract":"AbstractThis paper aims to investigate relationships among nine institutional quality dimensions in order to identify the effect of each quality dimension on the others in an institutional evaluation. The relationships between 9 quality dimensions in 78 institutional evaluations are explored quantitatively using the Pearson correlation matrix. The results show that teaching quality dimensions are interrelated, as are research dimensions, suggesting a clear separation between the teaching and research characteristics of institutions, nationally. However, the analysis points out that full-time faculty adequacy is a good predictor of quality of both teaching and research. Findings of this study contribute to the evaluation of the institutional teaching and research nexus as well as to the discussion on the role of peer review in external quality evaluation schemes.Key words: full-time faculty adequacy; quality assurance; peer review; higher education, teaching, research---SažetakCilj je rada istražiti odnose između devet institucijskih dimenzija kvalitete kako bi se utvrdio međusobni utjecaj svake od njih. Pri tome se kvantitativno analiziraju korelacije 9 dimenzija kvalitete u 78 institucija uz upotrebu Pearsonove korelacijske matrice. Rezultati pokazuju da su dimenzije kvalitete poučavanja međusobno povezane, upravo kao i dimenzije istraživanja. Takvi rezultati sugeriraju jasno razdvajanje nastavnoga i istraživačkoga obilježja institucija u nacionalnom kontekstu. Međutim, analiza pokazuje i da je odgovarajući broj i kvalifikacije nastavnika i dobar prediktor kvalitete obje aktivnosti sveučilišta - nastave i istraživanja. Rezultati ovoga istraživanja doprinose boljem razumijevanju povezanosti institucijskih dimenzija kvalitete, posebice onih koje se odnose na kvalitetu nastave i istraživanja. Ujedno, istraživanje predstavlja i doprinos raspravi o ulozi istorazinske procjene u postupcima vanjskoga vrednovanja kvalitete.Ključne riječi: istorazinska procjena; istraživanje; nastava; nastavnici; osiguravanje kvalitete; visoko obrazovanje","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335047","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}
AbstractEducation plays a key role in the development of human civilisation. Learning and teaching methods are still evolving and undergoing numerous changes as a result of scientific knowledge and revolutionary ideas of stakeholders in the education system, and the development of advanced technologies. We are all familiar with traditional ways of learning wherein educational process is conducted in such a way that the focus is primarily on content. Jan Amos Komensky, the alpha and omega of education science, laid out the class-subject-lesson traditional education system and designed, as early as the 17th century, the school as an institution capable of meeting the mass educational demands of the time. Because these traditional methods use repetition and memorisation of information as the principal means of acquiring knowledge, students are unable to develop their critical thinking, problem-solving and decision-making skills. In the 21st century, teaching should be focused on the effective cooperation between teachers and students who are actively participating in the teaching process, because such an approach ensures the training of innovative individuals who go on to become qualified professionals and responsible citizens, thus creating a more affluent and safer society in general. This paper provides an overview of the important characteristics of modern schools, as well as some modern teaching strategies. Keywords: modern teaching strategies, quality of teaching, teaching--- SažetakObrazovanje ima ključnu ulogu u razvoju ljudske civilizacije. Metode učenja i poučavanja još uvijek se neprestano razvijaju i prolaze kroz brojne promjene zahvaljujući znanstvenim spoznajama, revolucionarnim idejama osoba uključenih u obrazovni sustav kao i razvoju naprednih tehnologija. Svi smo dobro upoznati s tradicionalnim načinima učenja u kojima se obrazovanje provodi tako da je fokus usmjeren na sadržaj. Jan Amos Komensky, alfa i omega pedagoške znanosti, tvorac razredno-predmetno-satnoga tradicionalnog sustava obrazovanja, već je u 17. stoljeću osmislio školu kao instituciju primjerenu zahtjevima tadašnjega vremena za masovnim obrazovanjem. Budući da te tradicionalne metode koriste ponavljanje i pamćenje informacija kao temeljni način stjecanja znanja, učenici ne razvijaju svoje kritičko razmišljanje, vještine rješavanja problema i donošenja odluka. Nastava u 21. stoljeću treba biti usmjerena na učinkovitu suradnju nastavnika i učenika koji su aktivno uključeni u nastavni proces jer takav pristup osigurava osposobljavanje inovativnih pojedinaca koji postaju kvalitetni stručnjaci i odgovorni građani te na takav način stvaraju bogatije i sigurnije društvo u cjelini. U ovom radu dan je pregled bitnih obilježja suvremene škole, kao i nekih suvremenih nastavnih strategija.Ključne riječi: kvaliteta nastave, nastava, suvremene nastavne strategije
摘要 教育在人类文明发展中发挥着关键作用。随着科学知识的发展、教育系统利益相关者的革命性思想以及先进技术的发展，学习和教学方法仍在不断演变，并经历着无数次变革。我们都熟悉传统的学习方式，即以教学内容为主要重点的教育过程。扬-阿莫斯-科门斯基（Jan Amos Komensky）是教育科学的 "阿尔法 "和 "奥米加"，他早在 17 世纪就提出了 "班级-科目-课程 "的传统教育体系，并将学校设计为能够满足当时大众教育需求的机构。由于这些传统方法以重复和记忆信息作为获取知识的主要手段，学生无法培养批判性思维、解决问题和决策的能力。在 21 世纪，教学的重点应放在教师与积极参与教学过程的学生之间的有效合作上，因为这种方法能确保培养出具有创新精神的人才，使他们成为合格的专业人员和负责任的公民，从而创造一个更加富裕、更加安全的社会。本文概述了现代学校的重要特征以及一些现代教学策略。关键词：现代教学策略；教学质量；教学--- SažetakObrazovanje ima ključnu ulogu u razvoju ljudske civilizacije.它是一种新的思维方式和方法，可以帮助我们更好地认识和理解现代文明、革命思想以及现代科技。它将传统和现代结合在一起，为我们提供了新的视角。扬-阿莫斯-科缅斯基（Jan Amos Komensky）是教育界的佼佼者，也是传统教育的先行者，他于 17 世纪初被选为世界首批教育机构的成员。在传统的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作，而在现代的方法中，信息的收集和分析是一项重要的工作。Nastava u 21.我们将继续努力，以解决在国家进程中遇到的问题，并在国家进程中发挥重要作用，同时，我们将继续努力，以解决在国家进程中遇到的问题，并在国家进程中发挥重要作用。对创新和结构调整和技术革新的影响。在整个页面中，您可以看到一些重要的战略，以及一些新的战略。
{"title":"An Overview of the Characteristics of a Modern School/Nastava u suvremenoj školi","authors":"Lejla Jelovica, Anna Alajbeg","doi":"10.15516/cje.v25i3.4902","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4902","url":null,"abstract":"AbstractEducation plays a key role in the development of human civilisation. Learning and teaching methods are still evolving and undergoing numerous changes as a result of scientific knowledge and revolutionary ideas of stakeholders in the education system, and the development of advanced technologies. We are all familiar with traditional ways of learning wherein educational process is conducted in such a way that the focus is primarily on content. Jan Amos Komensky, the alpha and omega of education science, laid out the class-subject-lesson traditional education system and designed, as early as the 17th century, the school as an institution capable of meeting the mass educational demands of the time. Because these traditional methods use repetition and memorisation of information as the principal means of acquiring knowledge, students are unable to develop their critical thinking, problem-solving and decision-making skills. In the 21st century, teaching should be focused on the effective cooperation between teachers and students who are actively participating in the teaching process, because such an approach ensures the training of innovative individuals who go on to become qualified professionals and responsible citizens, thus creating a more affluent and safer society in general. This paper provides an overview of the important characteristics of modern schools, as well as some modern teaching strategies. Keywords: modern teaching strategies, quality of teaching, teaching--- SažetakObrazovanje ima ključnu ulogu u razvoju ljudske civilizacije. Metode učenja i poučavanja još uvijek se neprestano razvijaju i prolaze kroz brojne promjene zahvaljujući znanstvenim spoznajama, revolucionarnim idejama osoba uključenih u obrazovni sustav kao i razvoju naprednih tehnologija. Svi smo dobro upoznati s tradicionalnim načinima učenja u kojima se obrazovanje provodi tako da je fokus usmjeren na sadržaj. Jan Amos Komensky, alfa i omega pedagoške znanosti, tvorac razredno-predmetno-satnoga tradicionalnog sustava obrazovanja, već je u 17. stoljeću osmislio školu kao instituciju primjerenu zahtjevima tadašnjega vremena za masovnim obrazovanjem. Budući da te tradicionalne metode koriste ponavljanje i pamćenje informacija kao temeljni način stjecanja znanja, učenici ne razvijaju svoje kritičko razmišljanje, vještine rješavanja problema i donošenja odluka. Nastava u 21. stoljeću treba biti usmjerena na učinkovitu suradnju nastavnika i učenika koji su aktivno uključeni u nastavni proces jer takav pristup osigurava osposobljavanje inovativnih pojedinaca koji postaju kvalitetni stručnjaci i odgovorni građani te na takav način stvaraju bogatije i sigurnije društvo u cjelini. U ovom radu dan je pregled bitnih obilježja suvremene škole, kao i nekih suvremenih nastavnih strategija.Ključne riječi: kvaliteta nastave, nastava, suvremene nastavne strategije","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335247","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}
AbstractMulticultural education is the harmonious coexistence of differences in terms of race, ethnicity, social class, religion, language, gender, and cultural characteristics in the educational setting. Multicultural education can be possible with teachers who are sensitive, aware of the existence of different cultures, respectful of differences and free from prejudices. This study aims to investigate the multicultural efficacy level of pre-service teachers. The data collection tool, ‘The Multicultural Efficacy Scale’ was applied to 588 pre-service teachers studying at the Faculty of Education at a public university in the 2021 – 2022 academic year. Three key aspects of their multicultural efficacy level were investigated: ‘experience, attitude, and self-efficacy’. The overall multicultural efficacy level was found to be moderate. It was revealed that the pre-service teachers who live in metropolises, were included in pre-school education, have been abroad, and have a foreign friend have more multicultural experience. The study hopes to contribute to exhibiting the multicultural efficacy level of pre-service teachers. It has pedagogical implications for pre-service teachers in that they should be trained and given more knowledge about multicultural education so that they can meet the expectations of today’s era.Key words: attitude; experience; multicultural education; pre-service teachers; self-efficacy---SažetakMultikulturno obrazovanje je skladan suživot različitih rasa, skupina različitih etničkih pripadnosti, društvenih klasa, religija, jezika, spola i kulturnih obilježja u obrazovnom okružju. Multikulturno obrazovanje moguće je s učiteljima koji su osjetljivi, svjesni postojanja različitih kultura, koji poštuju razlike i nemaju predrasuda. Cilj je ovoga istraživanja istražiti razinu multikulturne učinkovitosti budućih učitelja. Alat za prikupljanje podataka, „Multikulturna ljestvica učinkovitosti“ primijenjen je na 588 budućih učitelja koji su studirali na Učiteljskom fakultetu na javnom sveučilištu u akademskoj godini 2021./2022. Istražena su tri ključna aspekta njihove razine multikulturne učinkovitosti: iskustvo, stav i samoučinkovitost. Utvrđeno je da je ukupna razina multikulturne učinkovitosti umjerena. Istraživanje je pokazalo da budući učitelji koji žive u metropolama, imaju predškolsko obrazovanje, bili su u inozemstvu i imaju prijatelja iz strane zemlje imaju više multikulturnoga iskustva. Cilj istraživanja je pridonijeti prikazivanju razine multikulturne učinkovitosti budućih učitelja. Provedeno istraživanje ima pedagoške implikacije za buduće učitelje da se educiraju i dobiju više znanja o multikulturnom obrazovanju kako bi mogli ispuniti očekivanja današnjega doba.Ključne riječi: budući učitelji; iskustvo; multikulturno obrazovanje; samoučinkovitost; stav
摘要 多元文化教育是指在教育环境中种族、民族、社会阶层、宗教、语言、性别和文化特征等方面的差异和谐共存。如果教师具有敏感性，意识到不同文化的存在，尊重差异，不抱偏见，那么多元文化教育就有可能实现。 本研究旨在调查职前教师的多元文化效能水平。数据收集工具 "多元文化效能感量表 "适用于 588 名 2021 - 2022 学年就读于某公立大学教育学院的职前教师。 研究从 "经验、态度和自我效能感 "三个关键方面考察了他们的多元文化效能感水平。 研究发现，职前教师的总体多元文化效能感水平处于中等水平。结果显示，生活在大都市、接受过学前教育、出过国、有外国朋友的职前教师具有更多的多元文化经验。本研究希望有助于展示职前教师的多元文化效能感水平。这对职前教师具有教学意义，他们应该接受培训，获得更多有关多元文化教育的知识，这样才能满足当今时代的期望。关键词：态度；经验；多元文化教育；职前教师；自我效能----SažetakMultikulturno obrazovanje je skladan suživot različitih rasa, skupina različitih etničkih pripadnosti, društvenih klasa, religija, jezika, spola i kulturnih obilježja u obrazovnom okružju。要实现多元文化教育，教师必须思想开放，了解不同文化的态度，尊重差异，不妄加评论。其目的是培养未来教师的多元文化效能。数据收集工具 "多元文化效率量表 "适用于 588 名 2021/2022 学年就读于公立大学师范学院的未来教师，强调了他们多元文化效率的三个关键方面：经验、地位和自我效能。研究认为，多元文化效率的整体维度是有调节作用的。研究表明，居住在大都市、接受过学前教育、曾在荷兰工作过以及有国外朋友的未来教师具有更高水平的多元文化经验。 该研究旨在为展示未来教师的多元文化效率水平做出贡献。Provedeno istraživanje ima pedagoške implikacije za buduće učitelje da se educiraju i dobiju više znal o multikulturnom obrazovanju kako bi mogli ispuniti očekivanja današnjega doba.Keječi: budući učitelji; iskustvo; multikulturno obrazovanje; samoučinkovitost; stav
{"title":"Are Pre-Service Teachers Multicultural Thinkers as 21st Century Educators?/Razmišljaju li budući učitelji kao obrazovatelji 21. stoljeća multikulturno?","authors":"İbrahim Yaşar Kazu, Cemre Kurtoğlu Yalçin","doi":"10.15516/cje.v25i3.4782","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4782","url":null,"abstract":"AbstractMulticultural education is the harmonious coexistence of differences in terms of race, ethnicity, social class, religion, language, gender, and cultural characteristics in the educational setting. Multicultural education can be possible with teachers who are sensitive, aware of the existence of different cultures, respectful of differences and free from prejudices. This study aims to investigate the multicultural efficacy level of pre-service teachers. The data collection tool, ‘The Multicultural Efficacy Scale’ was applied to 588 pre-service teachers studying at the Faculty of Education at a public university in the 2021 – 2022 academic year. Three key aspects of their multicultural efficacy level were investigated: ‘experience, attitude, and self-efficacy’. The overall multicultural efficacy level was found to be moderate. It was revealed that the pre-service teachers who live in metropolises, were included in pre-school education, have been abroad, and have a foreign friend have more multicultural experience. The study hopes to contribute to exhibiting the multicultural efficacy level of pre-service teachers. It has pedagogical implications for pre-service teachers in that they should be trained and given more knowledge about multicultural education so that they can meet the expectations of today’s era.Key words: attitude; experience; multicultural education; pre-service teachers; self-efficacy---SažetakMultikulturno obrazovanje je skladan suživot različitih rasa, skupina različitih etničkih pripadnosti, društvenih klasa, religija, jezika, spola i kulturnih obilježja u obrazovnom okružju. Multikulturno obrazovanje moguće je s učiteljima koji su osjetljivi, svjesni postojanja različitih kultura, koji poštuju razlike i nemaju predrasuda. Cilj je ovoga istraživanja istražiti razinu multikulturne učinkovitosti budućih učitelja. Alat za prikupljanje podataka, „Multikulturna ljestvica učinkovitosti“ primijenjen je na 588 budućih učitelja koji su studirali na Učiteljskom fakultetu na javnom sveučilištu u akademskoj godini 2021./2022. Istražena su tri ključna aspekta njihove razine multikulturne učinkovitosti: iskustvo, stav i samoučinkovitost. Utvrđeno je da je ukupna razina multikulturne učinkovitosti umjerena. Istraživanje je pokazalo da budući učitelji koji žive u metropolama, imaju predškolsko obrazovanje, bili su u inozemstvu i imaju prijatelja iz strane zemlje imaju više multikulturnoga iskustva. Cilj istraživanja je pridonijeti prikazivanju razine multikulturne učinkovitosti budućih učitelja. Provedeno istraživanje ima pedagoške implikacije za buduće učitelje da se educiraju i dobiju više znanja o multikulturnom obrazovanju kako bi mogli ispuniti očekivanja današnjega doba.Ključne riječi: budući učitelji; iskustvo; multikulturno obrazovanje; samoučinkovitost; stav","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"192 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334759","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}
AbstractModern forms of education and business development are characterized by more sophisticated software solutions and general computerization. The newly emerging situation triggered by the COVID-19 pandemic created a need to apply new forms of communication and accelerated the penetration of technologies into all systems, including the education system. This topic is intensively considered at all levels and in various fields of science and technology. In the process of educating modern personnel in the knowledge society, the focus is on the development of modern skills. Technology has become an important factor within the innovative educational process, and it encourages teamwork and the correlation of multiple participants from remote locations. It has a great potential, and the aim of this paper is to assert its advantages. Education should be adapted to the needs of users, and this is achieved through reforms. Access to highly sophisticated IT solutions is necessary in today's business, while the education process occasionally slows down and is somewhat inert, but there are many factors that accelerate this delay. The scientific contribution of this work is manifested in the potential and possibilities of developing knowledge, skills and competences through new technologies in education, where dislocation is no longer an obstacle but an opportunity to connect, thus becoming an efficient transfer of knowledge. Migration enhanced by going to more developed and advanced environments with the desire to strengthen competences through the application of new technologies is not lost human potential, or brain drain. One can study in the home country via e-learning. The main goal is to develop quality modules for knowledge transfer as a modern global migration.Key words: digitization in education; e-learning; knowledge transfer; knowledge society; lifelong education; migrations---SažetakSuvremeni oblici edukacija te razvoj poslovanja okarakterizirani su sofisticiranijim softverskim rješenjima te sveopćom informatizacijom. Novonastala situacija s pandemijom koronavirusa nametnula je potrebu primjene novih oblika u komunikaciji te ubrzala penetraciju tehnologija u sve sustave tako i u sustav obrazovanja. O ovoj temi intenzivno se promišlja na svim razinama te područjima grana znanosti i tehnologija. Potreba obrazovanja suvremenoga kadra u društvu znanja, stavlja fokus na razvoj suvremenih vještina. Tehnologija postaje važan čimbenik unutar inovativnoga obrazovnog procesa, potiče timski rad i korelaciju više polaznika s udaljenih lokacija. Veliki je potencijal upotrebe digitalizacije u obrazovanju, a cilj je ovoga rada ustvrditi njezine prednosti. Obrazovanje treba prilagoditi potrebama korisnika, a to se postiže reformama. Pristup visoko sofisticiranim informatičkim rješenjima u današnjem poslovanju je neophodan dok proces edukacije sporadično kaska i nešto je tromiji, no postoje mnogi „puch up” faktori koji će umanjiti taj raskorak. Znanstveni dopri
摘 要 现代教育和商业发展的特点是软件解决方案更加先进和普遍计算机化，由 COVID-19 大流行病引发的新形势需要应用新的通信方式，并加速技术向包括教育系统在内的所有系统的渗透。在知识社会培养现代人才的过程中，重点是培养现代技能。技术已成为创新教育过程中的一个重要因素，它鼓励团队合作和远程多方参与者之间的关联。 它具有巨大的潜力，本文的目的就是要论证其优势。 教育应适应用户的需求，而这是通过改革来实现的。 在当今的企业中，获得高精尖的信息技术解决方案是必要的，而教育过程偶尔会放缓，有些惰性，但有许多因素会加速这种延迟。这项工作的科学贡献体现在通过教育领域的新技术发展知识、技能和能力的潜力和可能性上，错位不再是障碍，而是连接的机会，从而成为有效的知识转移。移民到更发达、更先进的环境，希望通过应用新技术提高能力，这并不是人才潜能的丧失，也不是人才流失。人们可以通过网络学习在本国学习。关键词：教育数字化；电子学习；知识转移；知识社会；终身教育；移民--SažetakSuvremeni oblici edukacija te razvoj biznesa okarakterizirani su sofisticiranijim softverskim rješenjima te sveopćom informatizacijom.科罗纳病毒大流行的新形势可能会对社会带来新的挑战，使技术渗透到社会的各个领域。所有科技领域都在深入研究这一课题。知识社会培养现代人才的需要将重点放在了现代技术的发展上。技术正在成为创新生产过程中的一个重要因素，需要团队合作，需要更高水平的专业知识与相关地点相关联。Veliki je potencijal upotrebe digitalizaci u obrazovanju, a cilj je ovoga rada ustvrditi jej jejzine prednosti.工作需要适应用户的需求，但这将通过改革来实现。在当今的企业中，获得高精尖的信息技术解决方案是不可避免的，而教育过程却时有时无，而且往往是三番五次，但有许多 "推高 "因素将减少这种干扰。纳米科学多普勒超声波技术的潜力和优势，使我们能够在新技术的应用中实现高效转移。为了通过新技术提高能力，中等教育的发展和进步出现了滞后，这可能导致移民，但这并不是人才流失。在母国，可以通过在线学习提供培训。主要目的是通过开发高质量的知识传授模块，展示培训和终身学习的市场潜力。关键词：终身学习；教育数字化；知识社会；电子学习；知识转移；移民。
{"title":"Advantages of Digitization in Education -Knowledge Transfer as Modern Global Migration/Prednosti digitalizacije u obrazovanju - Transfer znanja kao moderna globalna migracija","authors":"Maja Vizjak, Marina Perić Kaselj, Morena Paulišić","doi":"10.15516/cje.v25i3.4879","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4879","url":null,"abstract":"AbstractModern forms of education and business development are characterized by more sophisticated software solutions and general computerization. The newly emerging situation triggered by the COVID-19 pandemic created a need to apply new forms of communication and accelerated the penetration of technologies into all systems, including the education system. This topic is intensively considered at all levels and in various fields of science and technology. In the process of educating modern personnel in the knowledge society, the focus is on the development of modern skills. Technology has become an important factor within the innovative educational process, and it encourages teamwork and the correlation of multiple participants from remote locations. It has a great potential, and the aim of this paper is to assert its advantages. Education should be adapted to the needs of users, and this is achieved through reforms. Access to highly sophisticated IT solutions is necessary in today's business, while the education process occasionally slows down and is somewhat inert, but there are many factors that accelerate this delay. The scientific contribution of this work is manifested in the potential and possibilities of developing knowledge, skills and competences through new technologies in education, where dislocation is no longer an obstacle but an opportunity to connect, thus becoming an efficient transfer of knowledge. Migration enhanced by going to more developed and advanced environments with the desire to strengthen competences through the application of new technologies is not lost human potential, or brain drain. One can study in the home country via e-learning. The main goal is to develop quality modules for knowledge transfer as a modern global migration.Key words: digitization in education; e-learning; knowledge transfer; knowledge society; lifelong education; migrations---SažetakSuvremeni oblici edukacija te razvoj poslovanja okarakterizirani su sofisticiranijim softverskim rješenjima te sveopćom informatizacijom. Novonastala situacija s pandemijom koronavirusa nametnula je potrebu primjene novih oblika u komunikaciji te ubrzala penetraciju tehnologija u sve sustave tako i u sustav obrazovanja. O ovoj temi intenzivno se promišlja na svim razinama te područjima grana znanosti i tehnologija. Potreba obrazovanja suvremenoga kadra u društvu znanja, stavlja fokus na razvoj suvremenih vještina. Tehnologija postaje važan čimbenik unutar inovativnoga obrazovnog procesa, potiče timski rad i korelaciju više polaznika s udaljenih lokacija. Veliki je potencijal upotrebe digitalizacije u obrazovanju, a cilj je ovoga rada ustvrditi njezine prednosti. Obrazovanje treba prilagoditi potrebama korisnika, a to se postiže reformama. Pristup visoko sofisticiranim informatičkim rješenjima u današnjem poslovanju je neophodan dok proces edukacije sporadično kaska i nešto je tromiji, no postoje mnogi „puch up” faktori koji će umanjiti taj raskorak. Znanstveni dopri","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335126","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}
AbstractIn this study, it is aimed to investigate the individual and interactive impact of the number of children’s books at home and the educational background of parents on the Skill of Phonological Awareness and Alphabet Knowledge, which have a critical influence on the reading skills of children in the preschool period. This study examines the variables Family and Reading Skills in a sample composed of 149 children and their parents in a locality in the capital of Turkey. The Literacy Skills Survey Test (LSST) to assess Phonological Awareness and Alphabet Knowledge skills and the general information form to establish the number of children’s books and parents’ education levels were employed. The between-group differences and interactions were analyzed with multivariate analysis of variance (MANOVA). The analysis of the number of books and education level revealed a significant difference only in Phonological Awareness. No interaction effect on alphabet knowledge was identified. However, the main effects of the Number of books and Education level variables on Alphabet Knowledge were significant. The group of parents with a university degree with a small number of books accounted for the difference in Phonological Awareness and had the highest Phonological Awareness points. The combination of the Parents' education level and the Number of children’s books at home variables can affect Phonological Awareness. These variables also have personal effects on Alphabet Knowledge. However, what renders the number of books more effective in Phonological Awareness is the parents' education level. Key words: alphabet knowledge, children's books, parents’ education, phonological awareness.---SažetakCilj ovoga istraživanja bio je ispitati pojedinačni i interaktivni utjecaj broja dječjih knjiga kod kuće i stupnja obrazovanja roditelja na vještine fonološke svjesnosti i poznavanje abecede, koji imaju ogroman utjecaj na vještine čitanja djece predškolske dobi. U istraživanju su ispitane varijable Obitelj i Vještine čitanja na uzorku koji se sastojao od 149 djece i njihovih roditelja, u jednome dijelu glavnoga grada Turske. Proveden je Test vještina pismenosti (LSST) pomoću kojega su određeni razina fonološke svjesnosti i poznavanje abecede, a korišten je i obrazac za prikupljanje općih podataka kako bi se odredio broj knjiga za djecu kod kuće i stupanj obrazovanja roditelja. Razlike u interakciji između grupa analizirane su pomoću multivarijatne analize varijance (MANOVA). Analiza broja knjiga i stupnja obrazovanja pokazala je značajnu razliku samo u dimenziji Fonološka svjesnost. Utjecaj interakcije nije uočen kod dimenzije Poznavanje abecede. Međutim, glavni utjecaji varijabli „broj knjiga“ i „stupanj obrazovanja“ na poznavanje abecede bili su značajni. Skupina roditelja s visokim stupnjem obrazovanja koji kod kuće imaju mali broj knjiga dovela je do razlike u fonološkoj svjesnosti te je imala najviše bodova u fonološkoj svjesnosti. Kombinacija varijabli „stu
摘要 本研究旨在探讨家庭中儿童图书的数量和父母的教育背景对语音意识和字母知识技能的个体和交互影响，这两项技能对学龄前儿童的阅读技能有着至关重要的影响。本研究以土耳其首都某地的 149 名儿童及其父母为样本，对家庭和阅读能力这两个变量进行了研究。研究采用读写能力调查测试（LSST）来评估语音意识和字母知识技能，并采用一般信息表来确定儿童读物的数量和父母的教育水平。采用多元方差分析（MANOVA）对组间差异和交互作用进行了分析。对书籍数量和教育水平的分析表明，只有在语音认知方面存在显著差异。在字母知识方面没有发现交互效应。然而，书籍数量和教育水平变量对字母知识的主效应是显著的。拥有大学学历且书籍数量较少的家长组在语音认知方面存在差异，其语音认知得分最高。父母的教育水平和家中儿童图书数量这两个变量的组合会影响语音意识。这些变量对字母知识也有个人影响。然而，使图书数量对语音认知更有效的是父母的教育水平。关键词：字母知识、儿童图书、父母教育、语音意识。SažetakCilj ovoga istraživanja bio je ispitati pojedinačni i interaktivni utjecaj broja dječjih knjiga kod kuće i stupnja obrazovanja roditelja na vještine fonološke svjesnosti i poznavanje abecede, koji imaju ogroman utjecaj na vještine čitanja djece predškolske dobi.在图尔斯克大学的 149 个专业中，有各种不同的 "工作和工作场所"，可供选择。测试结果表明，LSST 可以帮助人们提高大脑的思维能力和分析能力，同时还可以帮助人们提高工作效率。通过多变量分析（MANOVA）对组间差异进行分析。在对 Fonološka svjesnost 数据进行分析时，需要对数据结构和数据量进行分析。如果您对 Poznavanje 的尺寸不满意，请联系我们。因此，要想在活动中取得成功，就必须在活动中使用 "兄弟 "和 "朋友 "这两个词。您可以将 "兄弟 "和 "朋友 "组合在一起，并将 "兄弟 "和 "朋友 "组合在一起。将 "stupanj obrazovanja roditelja "和 "broj knjiga za djecu kod kuće "组合在一起，可有效提高字体质量。您可以在此选择您需要的内容。如果您想了解更多，请联系我们。关键字：教育、教育活动、教育活动、教育活动的目的、教育活动的目的。
{"title":"Examining the Interaction between Parents’ Education Level and Children's Books and its Impact on Early Literacy Skills/Ispitivanje interakcije između stupnja obrazovanja roditelja i knjiga za djecu te njezina utjecaja na vještine rane pismenosti","authors":"Hasan Kagan Keskin, Elçin Yazıcı","doi":"10.15516/cje.v25i3.4834","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4834","url":null,"abstract":"AbstractIn this study, it is aimed to investigate the individual and interactive impact of the number of children’s books at home and the educational background of parents on the Skill of Phonological Awareness and Alphabet Knowledge, which have a critical influence on the reading skills of children in the preschool period. This study examines the variables Family and Reading Skills in a sample composed of 149 children and their parents in a locality in the capital of Turkey. The Literacy Skills Survey Test (LSST) to assess Phonological Awareness and Alphabet Knowledge skills and the general information form to establish the number of children’s books and parents’ education levels were employed. The between-group differences and interactions were analyzed with multivariate analysis of variance (MANOVA). The analysis of the number of books and education level revealed a significant difference only in Phonological Awareness. No interaction effect on alphabet knowledge was identified. However, the main effects of the Number of books and Education level variables on Alphabet Knowledge were significant. The group of parents with a university degree with a small number of books accounted for the difference in Phonological Awareness and had the highest Phonological Awareness points. The combination of the Parents' education level and the Number of children’s books at home variables can affect Phonological Awareness. These variables also have personal effects on Alphabet Knowledge. However, what renders the number of books more effective in Phonological Awareness is the parents' education level. Key words: alphabet knowledge, children's books, parents’ education, phonological awareness.---SažetakCilj ovoga istraživanja bio je ispitati pojedinačni i interaktivni utjecaj broja dječjih knjiga kod kuće i stupnja obrazovanja roditelja na vještine fonološke svjesnosti i poznavanje abecede, koji imaju ogroman utjecaj na vještine čitanja djece predškolske dobi. U istraživanju su ispitane varijable Obitelj i Vještine čitanja na uzorku koji se sastojao od 149 djece i njihovih roditelja, u jednome dijelu glavnoga grada Turske. Proveden je Test vještina pismenosti (LSST) pomoću kojega su određeni razina fonološke svjesnosti i poznavanje abecede, a korišten je i obrazac za prikupljanje općih podataka kako bi se odredio broj knjiga za djecu kod kuće i stupanj obrazovanja roditelja. Razlike u interakciji između grupa analizirane su pomoću multivarijatne analize varijance (MANOVA). Analiza broja knjiga i stupnja obrazovanja pokazala je značajnu razliku samo u dimenziji Fonološka svjesnost. Utjecaj interakcije nije uočen kod dimenzije Poznavanje abecede. Međutim, glavni utjecaji varijabli „broj knjiga“ i „stupanj obrazovanja“ na poznavanje abecede bili su značajni. Skupina roditelja s visokim stupnjem obrazovanja koji kod kuće imaju mali broj knjiga dovela je do razlike u fonološkoj svjesnosti te je imala najviše bodova u fonološkoj svjesnosti. Kombinacija varijabli „stu","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335178","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}
AbstractThe aim of the present study was to combine the findings of experimental studies conducted between 2000 and 2019 on the effect of homework on students' academic achievements using the meta-analysis method. Ten papers that were reported by Google Scholar and Higher Education Institution (YÖK) National Thesis Center databases between 2000 and 2019 were included in the study based on certain criteria. The study also included subgroup analyses, as well as the determination of the general effect of homework on academic achievement. The findings of the present study revealed that the Hedges’ g value was significant; it was calculated as 0.970, which indicated the general effect of homework on student achievement. Furthermore, the analysis demonstrated that the effect of homework on student achievement differed significantly based on school level and various sub-dimensions reported previously.Key words: homework; achievement; meta-analysis---SažetakCilj ovoga istraživanja bio je primjenom metaanalize objediniti rezultate eksperimentalnih istraživanja provedenih od 2000. do 2019. godine koja su se bavila učinkom domaće zadaće na akademska postignuća učenika. Deset radova prijavljenih u bazama Google Scholar i Nacionalni centar za disertacije Vijeća za visoko obrazovanje (YÖK) između 2000. i 2019. uključeno je u analizu na temelju određenih kriterija. U istraživanje je također uključena analiza podskupina te utvrđivanje općega učinka domaće zadaće na akademsko postignuće. Rezultati su pokazali da je Hedgesova g vrijednost bila značajna; iznosila je 0,970, što otkriva opći učinak domaće zadaće na postignuća učenika. Nadalje, analiza je pokazala da se učinak domaće zadaće na postignuća učenika značajno razlikuje ovisno o školskoj razini i različitim poddimenzijama koje su prethodno prijavljene.Ključne riječi: domaća zadaća; metaanaliza; postignuće
摘要 本研究旨在采用荟萃分析法，综合 2000 年至 2019 年期间关于家庭作业对学生学业成绩影响的实验研究结果。根据一定的标准，本研究纳入了谷歌学术和高等教育机构（YÖK）国家论文中心数据库在 2000 年至 2019 年期间报道的 10 篇论文。研究还包括分组分析，以及确定家庭作业对学习成绩的一般影响。本研究结果显示，赫奇斯 g 值显著，计算结果为 0.970，这表明家庭作业对学生成绩具有普遍影响。此外，分析表明，家庭作业对学生成绩的影响因学校级别和之前报告的各个子维度而存在显著差异。Key words: homework; achievement; meta-analysis---SažetakCilj ovoga istraživanja bio je primjenom metaanalize objediniti rezultate eksperimentalnih istraživanja provedenih od 2000. do 2019. godine koja su se bavila učinkom domaće zadaće na akademska postignuća učenika.Deset radova prijavljenih u bazama Google Scholar i Nacionalni centar za disertacije Vijeća za visoko obrazovanje (YÖK) između 2000. i 2019. uključeno je u analizu na temelju određenih kriterija.我们将在学术论文发表后进行分析。赫奇索娃的成绩为 0.970，而希金斯的成绩为 0.970。以下是本报告的主要内容：研究结果; 元分析; 后期研究
{"title":"The Effect of Homework on Student Achievement: A Meta-Analysis Study/Učinak domaće zadaće na postignuća učenika: metaanaliza","authors":"Esen Turan Ozpolat, Berna Karakoc, İbrahiöm Yıldırım, Kevser Eryilmaz","doi":"10.15516/cje.v25i3.4695","DOIUrl":"https://doi.org/10.15516/cje.v25i3.4695","url":null,"abstract":"AbstractThe aim of the present study was to combine the findings of experimental studies conducted between 2000 and 2019 on the effect of homework on students' academic achievements using the meta-analysis method. Ten papers that were reported by Google Scholar and Higher Education Institution (YÖK) National Thesis Center databases between 2000 and 2019 were included in the study based on certain criteria. The study also included subgroup analyses, as well as the determination of the general effect of homework on academic achievement. The findings of the present study revealed that the Hedges’ g value was significant; it was calculated as 0.970, which indicated the general effect of homework on student achievement. Furthermore, the analysis demonstrated that the effect of homework on student achievement differed significantly based on school level and various sub-dimensions reported previously.Key words: homework; achievement; meta-analysis---SažetakCilj ovoga istraživanja bio je primjenom metaanalize objediniti rezultate eksperimentalnih istraživanja provedenih od 2000. do 2019. godine koja su se bavila učinkom domaće zadaće na akademska postignuća učenika. Deset radova prijavljenih u bazama Google Scholar i Nacionalni centar za disertacije Vijeća za visoko obrazovanje (YÖK) između 2000. i 2019. uključeno je u analizu na temelju određenih kriterija. U istraživanje je također uključena analiza podskupina te utvrđivanje općega učinka domaće zadaće na akademsko postignuće. Rezultati su pokazali da je Hedgesova g vrijednost bila značajna; iznosila je 0,970, što otkriva opći učinak domaće zadaće na postignuća učenika. Nadalje, analiza je pokazala da se učinak domaće zadaće na postignuća učenika značajno razlikuje ovisno o školskoj razini i različitim poddimenzijama koje su prethodno prijavljene.Ključne riječi: domaća zadaća; metaanaliza; postignuće","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"141 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139335265","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}
{"title":"UVODNIK / FOREWORD","authors":"Editorial Board","doi":"10.15516/cje.v25i3.5466","DOIUrl":"https://doi.org/10.15516/cje.v25i3.5466","url":null,"abstract":"","PeriodicalId":341624,"journal":{"name":"Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje","volume":"175 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334911","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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