Pub Date : 2023-02-01DOI: 10.1080/18902138.2023.2171661
Rannveig Ágústa Guðjónsdóttir, Jón Ingvar Kjaran
ABSTRACT Despite an increased interest in studying masculinity in terms of the merging experiences of fatherhood and violence, the way this subject position appears in the media is often left out of the academic debate on fatherhood and masculinity. This paper offers a contribution to extant research on fatherhood and masculinity by providing a discourse analysis of how fathers and violence are constituted in Icelandic mass media from a feminist poststructuralist perspective. Our findings indicate that ‘good and involved’ versus ‘bad and violent’ fathers are framed in the media as two fundamentally different types of fathers. This paper demonstrates the critical role mass media plays in reproducing individualized discourses about IPVAW by presenting fathers who have been violent as a certain type of ‘strange’ and ‘dangerous’ men. Through this representation of fathers who have been violent, the media fails to acknowledge gendered social norms and structures that continue to produce IPV against women and children.
{"title":"Discourses on fathers who use intimate partner violence: an example from Icelandic mass media","authors":"Rannveig Ágústa Guðjónsdóttir, Jón Ingvar Kjaran","doi":"10.1080/18902138.2023.2171661","DOIUrl":"https://doi.org/10.1080/18902138.2023.2171661","url":null,"abstract":"ABSTRACT Despite an increased interest in studying masculinity in terms of the merging experiences of fatherhood and violence, the way this subject position appears in the media is often left out of the academic debate on fatherhood and masculinity. This paper offers a contribution to extant research on fatherhood and masculinity by providing a discourse analysis of how fathers and violence are constituted in Icelandic mass media from a feminist poststructuralist perspective. Our findings indicate that ‘good and involved’ versus ‘bad and violent’ fathers are framed in the media as two fundamentally different types of fathers. This paper demonstrates the critical role mass media plays in reproducing individualized discourses about IPVAW by presenting fathers who have been violent as a certain type of ‘strange’ and ‘dangerous’ men. Through this representation of fathers who have been violent, the media fails to acknowledge gendered social norms and structures that continue to produce IPV against women and children.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"18 1","pages":"207 - 223"},"PeriodicalIF":2.1,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42099828","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}
Pub Date : 2023-01-09DOI: 10.1080/18902138.2022.2164668
Diloshini Govender, Deevia Bhana
ABSTRACT This paper draws from an ethnographic study of 8–9-year-old primary school boys’ construction of masculinities. We focus on a group of Indian and black school boys situated in a working class setting in South Africa. In their narratives, the family emerged as one of the central organising sites for the social production and reproduction of masculinity. While masculinities are produced within a broader social and cultural context, this paper gives significance to family dynamics in shaping and reinforcing young masculinities. We show that while boys address family in relation to the reification of gender binaries and hegemonic patterns related to gender roles, sexuality and violence, their performances of masculinities were not entirely reiterative of these norms. Instead, boys actively challenged, negotiated and resisted dominant norms hence destabilising homogenous conceptualisations of children as passive recipients of received knowledge and oppressed power. We foreground young boys’ agency in their negotiation of masculinities and further demonstrate how the broader historical and social forces of race, class and culture intersect with dominant gender discourses within the context of families to enable plural versions of masculinities.
{"title":"“Be a man”: boys’ talk about gender in families","authors":"Diloshini Govender, Deevia Bhana","doi":"10.1080/18902138.2022.2164668","DOIUrl":"https://doi.org/10.1080/18902138.2022.2164668","url":null,"abstract":"ABSTRACT This paper draws from an ethnographic study of 8–9-year-old primary school boys’ construction of masculinities. We focus on a group of Indian and black school boys situated in a working class setting in South Africa. In their narratives, the family emerged as one of the central organising sites for the social production and reproduction of masculinity. While masculinities are produced within a broader social and cultural context, this paper gives significance to family dynamics in shaping and reinforcing young masculinities. We show that while boys address family in relation to the reification of gender binaries and hegemonic patterns related to gender roles, sexuality and violence, their performances of masculinities were not entirely reiterative of these norms. Instead, boys actively challenged, negotiated and resisted dominant norms hence destabilising homogenous conceptualisations of children as passive recipients of received knowledge and oppressed power. We foreground young boys’ agency in their negotiation of masculinities and further demonstrate how the broader historical and social forces of race, class and culture intersect with dominant gender discourses within the context of families to enable plural versions of masculinities.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"18 1","pages":"89 - 105"},"PeriodicalIF":2.1,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46142233","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}
Pub Date : 2023-01-02DOI: 10.1080/18902138.2023.2168849
Katarzyna Wojnicka
In March 2022, as we, the editors of NORMA, were working on the first editorial on men and masculinities in the context of the Russian war against Ukraine (Wojnicka, Mellström, & de Boise, 2022), we were hoping for a quick resolution to the war and that we would not be compelled to write about it ever again. Sadly, this hope has not yet materialized, as the war drags on with no end in sight. Since then, however, several scholarly papers analyzing the gendered aspects of this particular armed conflict have been published (Gaufman, 2022; Peng, Whyke, & Zhang, 2022; Shand, 2022). This is because this particular situation has illustrated, again, the mechanisms of patriarchy (Walby, 1990), whereby a war is used as the ultimate tool in enabling the reproduction of gender inequalities and hierarchies, where all genders are subjected to different forms of discrimination. We would like to continue to contribute to this discussion, this time focusing on men, male bodies, and discrimination against them in a time of war. However, due to both the complexity of the theme and the rather limited form of the editorial, we will focus only on signaling the salient issues that we believe will require more in-depth analysis in future studies. In critical men and masculinities scholarship it is already a platitude to state that patriarchy is differently but equally harmful to all genders, (hooks, 2004; Jenden, 2017; Scambor et al., 2014). This is particularly evident when it comes to armed conflicts, where people with ‘male bodies’ (both cis men and people with penises) are subjected to certain forms of gender-based discrimination, as having a particular set of body parts condemns them to the necessity of endangering their lives and health in combat. This obligation is strictly connected to their biological sex, as women and persons read as female are not forced to do so and (often) can choose whether they want to fight or not. The example of the current war in Ukraine illustrates this mechanism very well. Several days after the Russian army invaded the country, the Ukrainian authorities passed an ordinance under which almost all men 18–60 years old (with some exceptions) were forbidden to seek refuge abroad. Unlike women, they have been forced to stay in the country and be at the ready to protect it as solders, regardless of their experiences, plans, values or decisions. Women and children, rightfully, were allowed to seek refuge. These double standards have been also applied to migrant Ukrainian men who decided to stay in their host countries, as according to some oral sources they are seen as traitors and cowards who should go back to Ukraine at the risk of life and limb, only because they are (and are perceived as) men. However, discrimination against men in wartime is not limited to one country, as it happens, for instance, in Russia as well. The partial military mobilization announced by Putin in September 2022 obligated thousands of Russian men to physically s
{"title":"His body, his choice? Patriarchy, discrimination against men and protective masculinity at war","authors":"Katarzyna Wojnicka","doi":"10.1080/18902138.2023.2168849","DOIUrl":"https://doi.org/10.1080/18902138.2023.2168849","url":null,"abstract":"In March 2022, as we, the editors of NORMA, were working on the first editorial on men and masculinities in the context of the Russian war against Ukraine (Wojnicka, Mellström, & de Boise, 2022), we were hoping for a quick resolution to the war and that we would not be compelled to write about it ever again. Sadly, this hope has not yet materialized, as the war drags on with no end in sight. Since then, however, several scholarly papers analyzing the gendered aspects of this particular armed conflict have been published (Gaufman, 2022; Peng, Whyke, & Zhang, 2022; Shand, 2022). This is because this particular situation has illustrated, again, the mechanisms of patriarchy (Walby, 1990), whereby a war is used as the ultimate tool in enabling the reproduction of gender inequalities and hierarchies, where all genders are subjected to different forms of discrimination. We would like to continue to contribute to this discussion, this time focusing on men, male bodies, and discrimination against them in a time of war. However, due to both the complexity of the theme and the rather limited form of the editorial, we will focus only on signaling the salient issues that we believe will require more in-depth analysis in future studies. In critical men and masculinities scholarship it is already a platitude to state that patriarchy is differently but equally harmful to all genders, (hooks, 2004; Jenden, 2017; Scambor et al., 2014). This is particularly evident when it comes to armed conflicts, where people with ‘male bodies’ (both cis men and people with penises) are subjected to certain forms of gender-based discrimination, as having a particular set of body parts condemns them to the necessity of endangering their lives and health in combat. This obligation is strictly connected to their biological sex, as women and persons read as female are not forced to do so and (often) can choose whether they want to fight or not. The example of the current war in Ukraine illustrates this mechanism very well. Several days after the Russian army invaded the country, the Ukrainian authorities passed an ordinance under which almost all men 18–60 years old (with some exceptions) were forbidden to seek refuge abroad. Unlike women, they have been forced to stay in the country and be at the ready to protect it as solders, regardless of their experiences, plans, values or decisions. Women and children, rightfully, were allowed to seek refuge. These double standards have been also applied to migrant Ukrainian men who decided to stay in their host countries, as according to some oral sources they are seen as traitors and cowards who should go back to Ukraine at the risk of life and limb, only because they are (and are perceived as) men. However, discrimination against men in wartime is not limited to one country, as it happens, for instance, in Russia as well. The partial military mobilization announced by Putin in September 2022 obligated thousands of Russian men to physically s","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"18 1","pages":"1 - 4"},"PeriodicalIF":2.1,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45586341","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}
Autism spectrum disorders (ASDs) represent a group of neurodevelopmental disorders characterized by deficits in social communication and interaction, and the presence of limited, repetitive patterns of behavior, interests or activities in early development, which negatively affects a person's development in all domains. As deficits in social interaction significantly complicate the adaptation of persons with PSA to the environment, and social skills cannot be learned spontaneously, it is necessary to apply different interventions. Social stories are recommended in working with people with PSA, although it must be pointed out that the results of research on the effectiveness of this intervention are conflicting. As teachers and parents play a significant role in a child's life, and often perceive the child's behavior in different ways, the paper was written with the aim of comparing the experiences of teachers and parents in the application of social stories in children with PsA. Based on the analysis of the included literature, which was accessed through the Google Scholar electronic search engine, it can be concluded that teachers and parents share opinions about the positive effect of social stories in the domain of behavior and social skills of children with PSA. It would be significant if, in future research on the topic of evaluating the application of this intervention, apart from objective factors that indicate changes in the child's behavior, the opinions of parents and teachers are also taken into account during the evaluation, in order to gain a realistic insight into the effectiveness of this intervention, and that its content and method of use would eventually be improved.
{"title":"Application of social stories in working with children with autism spectrum disorder: Comparison of the perceptions of teachers and parents","authors":"Sara Milićević","doi":"10.5937/norma2301067m","DOIUrl":"https://doi.org/10.5937/norma2301067m","url":null,"abstract":"Autism spectrum disorders (ASDs) represent a group of neurodevelopmental disorders characterized by deficits in social communication and interaction, and the presence of limited, repetitive patterns of behavior, interests or activities in early development, which negatively affects a person's development in all domains. As deficits in social interaction significantly complicate the adaptation of persons with PSA to the environment, and social skills cannot be learned spontaneously, it is necessary to apply different interventions. Social stories are recommended in working with people with PSA, although it must be pointed out that the results of research on the effectiveness of this intervention are conflicting. As teachers and parents play a significant role in a child's life, and often perceive the child's behavior in different ways, the paper was written with the aim of comparing the experiences of teachers and parents in the application of social stories in children with PsA. Based on the analysis of the included literature, which was accessed through the Google Scholar electronic search engine, it can be concluded that teachers and parents share opinions about the positive effect of social stories in the domain of behavior and social skills of children with PSA. It would be significant if, in future research on the topic of evaluating the application of this intervention, apart from objective factors that indicate changes in the child's behavior, the opinions of parents and teachers are also taken into account during the evaluation, in order to gain a realistic insight into the effectiveness of this intervention, and that its content and method of use would eventually be improved.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022392","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 paper is to examine teachers' attitudes towards teaching literary fantasy novels in the classroom. Given that fantasy literature, which is rich in fantastical elements, affects the creative development of the student's personality, the paper wanted to show the opinions and experiences of teachers on this matter. The descriptive method was applied in the research, the research technique is surveying, and the research instrument is a questionnaire, which was filled out by teachers. This questionnaire contains closed-ended questions, which concern teachers' interest in reading literary works of the fantasy genre and their opinion about the influence of this genre on student development. The questionnaire also contains open-ended questions, which sought to find out which literary works of fantastic literature the teachers like to read, which works they covered in class, and which works were proposed by the students. The questionnaire was also intended to determine whether teachers read what students propose in class. At the end, teachers listed the advantages and disadvantages of applying these contents in school. The research sample consists of 56 questionnaires collected during 2021. The obtained results show that the majority of teachers is not interested in reading literary works of the fantasy genre, but believe that such content positively affects the development of the child's imagination and abilities, as well as that most teachers do not read literature recommended by students. Also, the results show that teachers teach literary works of fantasy genre in the younger grades of primary school, although they do so very rarely.
{"title":"Teachers' attitudes towards teaching literary fantasy novels in classroom","authors":"Ines Matin","doi":"10.5937/norma2301095m","DOIUrl":"https://doi.org/10.5937/norma2301095m","url":null,"abstract":"The aim of this paper is to examine teachers' attitudes towards teaching literary fantasy novels in the classroom. Given that fantasy literature, which is rich in fantastical elements, affects the creative development of the student's personality, the paper wanted to show the opinions and experiences of teachers on this matter. The descriptive method was applied in the research, the research technique is surveying, and the research instrument is a questionnaire, which was filled out by teachers. This questionnaire contains closed-ended questions, which concern teachers' interest in reading literary works of the fantasy genre and their opinion about the influence of this genre on student development. The questionnaire also contains open-ended questions, which sought to find out which literary works of fantastic literature the teachers like to read, which works they covered in class, and which works were proposed by the students. The questionnaire was also intended to determine whether teachers read what students propose in class. At the end, teachers listed the advantages and disadvantages of applying these contents in school. The research sample consists of 56 questionnaires collected during 2021. The obtained results show that the majority of teachers is not interested in reading literary works of the fantasy genre, but believe that such content positively affects the development of the child's imagination and abilities, as well as that most teachers do not read literature recommended by students. Also, the results show that teachers teach literary works of fantasy genre in the younger grades of primary school, although they do so very rarely.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper presents the results of research that considers a relatively unstudied aspect of physics teaching, related to general student attitudes about learning physics, about physics as a science, physics as a possible profession, as well as emotional and motivational attitudes of students toward learning physics. In addition, an analysis was made of the differences in these attitudes by class, especially in cases where these differences are significantly expressed. The aim of this research is to study the students' attitudes towards physics as a science, to analyze the students' motivation for learning physics, to understand the different levels of students' emotions during the teaching process, and to investigate the students' interest in further studying physics. The research was conducted on a population of 110 students of the first and fourth grade of High Grammar School Živinice. Although a large number of students recognize the importance of physics as a discipline that develops scientific thinking and the ability to understand nature, the fact is that relatively few students want to pursue this science in the future. The results of this research can provide useful insights into improving the quality of physics teaching and increasing students' interest in further studies and employment in this field.
{"title":"The student's experience of physics at the High Grammar School Živinice","authors":"Maksuda Muratović","doi":"10.5937/norma2301035m","DOIUrl":"https://doi.org/10.5937/norma2301035m","url":null,"abstract":"This paper presents the results of research that considers a relatively unstudied aspect of physics teaching, related to general student attitudes about learning physics, about physics as a science, physics as a possible profession, as well as emotional and motivational attitudes of students toward learning physics. In addition, an analysis was made of the differences in these attitudes by class, especially in cases where these differences are significantly expressed. The aim of this research is to study the students' attitudes towards physics as a science, to analyze the students' motivation for learning physics, to understand the different levels of students' emotions during the teaching process, and to investigate the students' interest in further studying physics. The research was conducted on a population of 110 students of the first and fourth grade of High Grammar School Živinice. Although a large number of students recognize the importance of physics as a discipline that develops scientific thinking and the ability to understand nature, the fact is that relatively few students want to pursue this science in the future. The results of this research can provide useful insights into improving the quality of physics teaching and increasing students' interest in further studies and employment in this field.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022128","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 process of literacy of students in primary school is complex, pedagogically relevant and socially significant. In order for students to learn correct oral and written expression, it is necessary to work persistently and continuously with them. A student's literacy can only be the result of long, gradual and systematic learning and practice. The development of the culture of expression and literacy should be constantly encouraged with students from the very beginning of school. The aim of this research was to verify whether and to what extent there is a significant statistical connection between written expression and school success of students in the second triad of elementary school. The research was conducted on a sample of 109 elementary school students in the territory of Banja Luka. For the purpose of this research, the Vocabulary Test was applied.
{"title":"Written expression and school achievement of young school-age students","authors":"Nada Vasiljević","doi":"10.5937/norma2301009v","DOIUrl":"https://doi.org/10.5937/norma2301009v","url":null,"abstract":"The process of literacy of students in primary school is complex, pedagogically relevant and socially significant. In order for students to learn correct oral and written expression, it is necessary to work persistently and continuously with them. A student's literacy can only be the result of long, gradual and systematic learning and practice. The development of the culture of expression and literacy should be constantly encouraged with students from the very beginning of school. The aim of this research was to verify whether and to what extent there is a significant statistical connection between written expression and school success of students in the second triad of elementary school. The research was conducted on a sample of 109 elementary school students in the territory of Banja Luka. For the purpose of this research, the Vocabulary Test was applied.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"276 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71021825","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}
With the development of information technologies, the Internet and social networks, the amount of collected data grows year by year at a high speed. Data processing and analysis becomes a necessity without which quality decisions cannot be made. Education, as an important social segment, must follow global changes and provide an adequate response to new social needs. In this paper, an innovative approach to teaching mathematics based on data analytics will be presented. The aim of the paper is to demonstrate the possibility of using data analysis techniques in the teaching process. A teaching model will be created using data analytics, as well as complete preparation for the implementation of the lesson.
{"title":"Mathematical modeling in teaching using data analytics","authors":"Branko Gavrilović","doi":"10.5937/norma2301079g","DOIUrl":"https://doi.org/10.5937/norma2301079g","url":null,"abstract":"With the development of information technologies, the Internet and social networks, the amount of collected data grows year by year at a high speed. Data processing and analysis becomes a necessity without which quality decisions cannot be made. Education, as an important social segment, must follow global changes and provide an adequate response to new social needs. In this paper, an innovative approach to teaching mathematics based on data analytics will be presented. The aim of the paper is to demonstrate the possibility of using data analysis techniques in the teaching process. A teaching model will be created using data analytics, as well as complete preparation for the implementation of the lesson.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022518","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 paper is to consider the currency of Comenius's understandings of preschool and family education, and their congruence with the modern theory and practice of preschool and family education. In this context, a comparative research was conducted, utilizing the method of theoretical analysis, and the technique of content analysis. The comparative analysis implies that many of Comenius's ideas are still relevant, and congruent with contemporary theoretical and empirical knowledge about preschool and family education to a great extent. The conformity of attitudes within the pedagogical system was recorded, despite the fact that Comenius's attitudes regarding children's nature and childhood, goals, importance and content of early childhood education and family environment, as well as the role of parents in that process were presented and developed in unique historical and sociopolitical circumstances. Although the comparative analysis carried out has certain limitations (selective choice of primary and secondary sources of analysis, difficulties in establishing equivalence), this work can be a stimulus for further elaboration of Comenius' essential understandings of preschool and family education in conditions of increasingly complex crises in education and the family.
{"title":"The congruence and currency of Comenius's understanding of the theory and practice of preschool and family education","authors":"Marina Semiz, M. Ilić","doi":"10.5937/norma2301021s","DOIUrl":"https://doi.org/10.5937/norma2301021s","url":null,"abstract":"The aim of this paper is to consider the currency of Comenius's understandings of preschool and family education, and their congruence with the modern theory and practice of preschool and family education. In this context, a comparative research was conducted, utilizing the method of theoretical analysis, and the technique of content analysis. The comparative analysis implies that many of Comenius's ideas are still relevant, and congruent with contemporary theoretical and empirical knowledge about preschool and family education to a great extent. The conformity of attitudes within the pedagogical system was recorded, despite the fact that Comenius's attitudes regarding children's nature and childhood, goals, importance and content of early childhood education and family environment, as well as the role of parents in that process were presented and developed in unique historical and sociopolitical circumstances. Although the comparative analysis carried out has certain limitations (selective choice of primary and secondary sources of analysis, difficulties in establishing equivalence), this work can be a stimulus for further elaboration of Comenius' essential understandings of preschool and family education in conditions of increasingly complex crises in education and the family.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"67 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022046","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}
Ivana Matić, Renata Škrbić, Jelena Kerkez, L. Simić, Isidora Jankelin
Teachers are often mentioned among the key factors of the quality of the teaching process, and it is considered that teachers with experience in working with children with disabilities are more confident in their professional knowledge and skills and have high expectations of their students, despite the fact that some of them may have severe degree of developmental disability. The successful implementation of inclusive education in the sense of placing students with disabilities in classrooms within the regular system of education could contribute to the competence of teachers in this area, but also to their motivation to provide appropriate instructions and assistance. The goal of the research is to determine what type of developmental disabilities teachers most often encountered within the framework of direct work in education. The sample consisted of 288 teachers, and a questionnaire created for the purposes of this research was used. Based on the results of the research, it was determined the presence of differences in the type of disabilities among students included in the regular education system, compared to schools for the education of children with developmental disabilities, as well as a greater presence of children with developmental disabilities in the older grades of elementary school. There are also differences in the experience of teachers employed in urban areas compared to those employed in rural areas.
{"title":"Teacher's experiences in working with children with developmental disabilities","authors":"Ivana Matić, Renata Škrbić, Jelena Kerkez, L. Simić, Isidora Jankelin","doi":"10.5937/norma2301055m","DOIUrl":"https://doi.org/10.5937/norma2301055m","url":null,"abstract":"Teachers are often mentioned among the key factors of the quality of the teaching process, and it is considered that teachers with experience in working with children with disabilities are more confident in their professional knowledge and skills and have high expectations of their students, despite the fact that some of them may have severe degree of developmental disability. The successful implementation of inclusive education in the sense of placing students with disabilities in classrooms within the regular system of education could contribute to the competence of teachers in this area, but also to their motivation to provide appropriate instructions and assistance. The goal of the research is to determine what type of developmental disabilities teachers most often encountered within the framework of direct work in education. The sample consisted of 288 teachers, and a questionnaire created for the purposes of this research was used. Based on the results of the research, it was determined the presence of differences in the type of disabilities among students included in the regular education system, compared to schools for the education of children with developmental disabilities, as well as a greater presence of children with developmental disabilities in the older grades of elementary school. There are also differences in the experience of teachers employed in urban areas compared to those employed in rural areas.","PeriodicalId":37885,"journal":{"name":"NORMA","volume":"1 1","pages":""},"PeriodicalIF":2.1,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71022207","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：