The paper presents the results of a survey conducted among preschool teachers in Croatia, Serbia and Slovenia, the aim of which was to investigate the attitudes of the participants towards the role of science in education and society. Recent global trends in economic development have introduced new educational concepts in national curricula worldwide, one of which is scientific literacy. Preschool teachers have been encouraged to introduce scientific activities with children into their practice and adopt a new outlook on the role of the natural sciences in education. Social change within the post-socialist context implied that adopting the new outlook required a value shift for all members of the education community. We therefore wanted to explore whether this process was actually taking place, and whether it was impacting the perception of science amongst preschool teachers. We applied Inglehart’s modernisation theory of materialist and postmaterialist values. The results showed that preschool teachers in all three countries were inclined to a postmaterialist view of science, but that it was possible to distinguish between two value-orientations, which we named “post-materialism” and the “materialist image of the child”. Older teachers accepted the “materialist image of the child” more than younger teachers, confirming a certain intergenerational value change, which we have interpreted as a shift from a collectivist to an individualistic approach to education.
{"title":"What is the Role of Science in Post-Socialist Education and Society? Insights from a Survey of Preschool Teachers from Croatia, Serbia and Slovenia","authors":"Željka Ivković Hodžić, Lidija Vujičić, Željko Boneta","doi":"10.26529/cepsj.1554","DOIUrl":"https://doi.org/10.26529/cepsj.1554","url":null,"abstract":"The paper presents the results of a survey conducted among preschool teachers in Croatia, Serbia and Slovenia, the aim of which was to investigate the attitudes of the participants towards the role of science in education and society. Recent global trends in economic development have introduced new educational concepts in national curricula worldwide, one of which is scientific literacy. Preschool teachers have been encouraged to introduce scientific activities with children into their practice and adopt a new outlook on the role of the natural sciences in education. Social change within the post-socialist context implied that adopting the new outlook required a value shift for all members of the education community. We therefore wanted to explore whether this process was actually taking place, and whether it was impacting the perception of science amongst preschool teachers. We applied Inglehart’s modernisation theory of materialist and postmaterialist values. The results showed that preschool teachers in all three countries were inclined to a postmaterialist view of science, but that it was possible to distinguish between two value-orientations, which we named “post-materialism” and the “materialist image of the child”. Older teachers accepted the “materialist image of the child” more than younger teachers, confirming a certain intergenerational value change, which we have interpreted as a shift from a collectivist to an individualistic approach to education.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"2009 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135365907","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 controversy about using inappropriate language in children’s literature is constantly debated and repeatedly attracts the attention of the public. In Slovenia, this happened when the novel Na zeleno vejo by Andrej Predin was assigned as the text for the Cankar competition, a Slovenian language competition. Several reading mentors and other readers, specifically adults, were bothered by its use of profanity and vulgar phrases. However, no literature is immune from the use of profanity and cursing, not even children’s literature. As seen in various picture books and short illustrated stories, there are instances of adults, children, and even animals using profanity. Through the analysis, synthesis, and comparative method of mostly modern literary Slovenian texts, suitable for the first six years of Slovenia’s nine-year primary school, it was found that profanity and expletives are stylistically and semantically diverse, and their pragmatic nature must be considered. It was established that, in most cases, profanity and insults are justifiably placed in Slovenian literary works for children. Most often, they appear as a motif; less often, they are used as the central theme (or motif) in the text. A significant role is played by the reading mentor, who must alert the readers to the function of profanity in the text.
{"title":"The Role and Effect of Profanity in Children’s Literature","authors":"Sabina Višček","doi":"10.26529/cepsj.1584","DOIUrl":"https://doi.org/10.26529/cepsj.1584","url":null,"abstract":"The controversy about using inappropriate language in children’s literature is constantly debated and repeatedly attracts the attention of the public. In Slovenia, this happened when the novel Na zeleno vejo by Andrej Predin was assigned as the text for the Cankar competition, a Slovenian language competition. Several reading mentors and other readers, specifically adults, were bothered by its use of profanity and vulgar phrases. However, no literature is immune from the use of profanity and cursing, not even children’s literature. As seen in various picture books and short illustrated stories, there are instances of adults, children, and even animals using profanity. Through the analysis, synthesis, and comparative method of mostly modern literary Slovenian texts, suitable for the first six years of Slovenia’s nine-year primary school, it was found that profanity and expletives are stylistically and semantically diverse, and their pragmatic nature must be considered. It was established that, in most cases, profanity and insults are justifiably placed in Slovenian literary works for children. Most often, they appear as a motif; less often, they are used as the central theme (or motif) in the text. A significant role is played by the reading mentor, who must alert the readers to the function of profanity in the text.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462338","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}
Juan Lorenzo Lacruz, Francesc Buscá Donet, Pilar Abós Olivares
This article presents the results of a descriptive study carried out within the framework of the FOPROMAR project, obtained after administering a questionnaire regarding competences related to the territorial dimension of rural schools among teachers working in rural schools in Spain (Aragon and Catalonia), France (Aquitaine) and Portugal (Alto Alentejo). The questionnaire included three parts (professional profile, competences on the territorial dimension of the school and knowledge about the territory), but only the results referring to the competences section are presented, showing the level of relevance and the degree of mastery that teachers express in relation to these competences. According to the results, the competences with the greatest mastery are those referring to the design and development of programmes, followed by professional competences and school-community relations. This order is also found in the assessment carried out, indicating that they are more valued than mastered. One of the conclusions is the need to reinforce competences not included in training plans, but considered more necessary and important for working in rural schools.
{"title":"Rural Teacher Competencies: An International Comparative Study on the Territorial Dimension of Rural Schools","authors":"Juan Lorenzo Lacruz, Francesc Buscá Donet, Pilar Abós Olivares","doi":"10.26529/cepsj.1542","DOIUrl":"https://doi.org/10.26529/cepsj.1542","url":null,"abstract":"This article presents the results of a descriptive study carried out within the framework of the FOPROMAR project, obtained after administering a questionnaire regarding competences related to the territorial dimension of rural schools among teachers working in rural schools in Spain (Aragon and Catalonia), France (Aquitaine) and Portugal (Alto Alentejo). The questionnaire included three parts (professional profile, competences on the territorial dimension of the school and knowledge about the territory), but only the results referring to the competences section are presented, showing the level of relevance and the degree of mastery that teachers express in relation to these competences. According to the results, the competences with the greatest mastery are those referring to the design and development of programmes, followed by professional competences and school-community relations. This order is also found in the assessment carried out, indicating that they are more valued than mastered. One of the conclusions is the need to reinforce competences not included in training plans, but considered more necessary and important for working in rural schools.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"49 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462339","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 paper presents research conducted among Croatian primary school classroom teachers and subject teachers regarding their personal and professional beliefs about diversity. The notion of diversity in the context of education was presented as individual differences between students based on race, ethnicity, religious beliefs, gender, abilities, sexual orientation and social class. The results indicate that teachers show different levels of openness towards certain aspects of diversity in the domains of both personal and professional beliefs, but that their personal beliefs are statistically more positive than their professional beliefs. Differences in teachers’ beliefs with respect to years of work experience, previous education and professional position were also examined. Statistically significant differences were established only regarding professional position and only in the segment of professional beliefs. The results indicate that there is a need for further research in this area, that is, research that primarily investigates the factors that influence teachers’ professional beliefs.
{"title":"Primary School Teachers’ Personal and Professional Beliefs on Diversity","authors":"Željka Knežević","doi":"10.26529/cepsj.1629","DOIUrl":"https://doi.org/10.26529/cepsj.1629","url":null,"abstract":"The paper presents research conducted among Croatian primary school classroom teachers and subject teachers regarding their personal and professional beliefs about diversity. The notion of diversity in the context of education was presented as individual differences between students based on race, ethnicity, religious beliefs, gender, abilities, sexual orientation and social class. The results indicate that teachers show different levels of openness towards certain aspects of diversity in the domains of both personal and professional beliefs, but that their personal beliefs are statistically more positive than their professional beliefs. Differences in teachers’ beliefs with respect to years of work experience, previous education and professional position were also examined. Statistically significant differences were established only regarding professional position and only in the segment of professional beliefs. The results indicate that there is a need for further research in this area, that is, research that primarily investigates the factors that influence teachers’ professional beliefs.
","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"22 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135567795","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}
Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences.
监督和指导是研究诚信高度相关的方面。行为准则，如ALLEA行为准则，规定了培训研究人员如何做好研究的相关性，以及监督在防止不可接受的研究实践中所起的作用。例如，《荷兰行为准则》(Dutch Code of Conduct)明确指出，大学有责任促进有关科研诚信的培训。我们为主管开发了一门课程，以说明他们在培训早期职业研究人员研究诚信方面的责任和作用。这篇文章描述了使用什么证据基础来设计这门课程，以及参与2022年初试点的主管如何体验这门课程。共有147人在测试阶段报名参加了该课程，其中17人获得了证书。从这门课程的经验和文献中得到的主要教训是:1)为导师量身定制课程，使导师可以安排少量的时间来学习这些课程，并根据他们的需要调整内容和作业;2)使在线课程非常有吸引力，但这需要与3)面对面的会议相结合，以激励他们及时完成课程，这可能有助于通过分享个人经验来实现共享反思。
{"title":"Empowering Supervisors Towards Responsible Research Conduct in Supervision via an Online Course: A Pilot Study","authors":"Mariëtte Van den Hoven, Miriam Van Loon","doi":"10.26529/cepsj.1586","DOIUrl":"https://doi.org/10.26529/cepsj.1586","url":null,"abstract":"Supervision and mentoring are highly relevant aspects of research integrity. Codes of Conduct, such as the ALLEA code of conduct, stipulate the relevance of training researchers how to conduct research well and about the role supervision plays in preventing unacceptable research practices. The Dutch Code of Conduct, for example, explicitly states that universities are responsible for facilitating training about research integrity. We developed a course for supervisors to address their responsibility and role in training early career researchers in research integrity. This contribution describes what evidence base was used to design this course and how the course is experienced by supervisors who participated in its piloting in early 2022. A total of 147 subscribed to the course in the testing phase, and seventeen participants obtained a certificate. The main lessons from the experiences with this course and the literature are 1) to tailor supervisor courses to the small amounts of time that supervisors can schedule to take these courses and to adjust the content and assignments to their needs, 2) to make online courses very attractive, but that need to be combined with3) a face-to-face meeting to motivate them to finish the course in time and it might help to enable shared reflection by sharing personal experiences.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"134 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427096","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":"Editorial: Teaching Research Integrity","authors":"Jurij Selan, Bert Theunissen, M. van den Hoven","doi":"10.26529/cepsj.1759","DOIUrl":"https://doi.org/10.26529/cepsj.1759","url":null,"abstract":"","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"281 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139334903","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}
At the University of Montenegro, increasing emphasis has recently been placed on academic integrity. Academic integrity is based on the principles of honesty, objectivity, openness, freedom in teaching and research, and responsibility to academia and society/the community. One of the basic principles of academic integrity is honesty. The present study is based on examining the perception of students and teachers of the University of Montenegro concerning different segments of academic honesty. The aim of the research was to examine ethical behaviour related to respect for someone else’s work (using and referring to literature) and copying as well as using illicit means in exams. The research was conducted using quantitative research on a sample of 200 students and 50 teachers at the University of Montenegro. For this purpose, the authors used a Likert-type assessment scale. The findings suggest that the respondents understand the importance of academic integrity, that is, honesty as its principle, but that they do not recognise all of the segments that it covers in the same way. For example, different answers were received regarding the claim that students copy papers without paraphrasing, and despite the observed negative attitude towards the disciplinary procedure in both groups, teachers seem to lead in this attitude.
{"title":"Perceptions of Students and Teachers of the University of Montenegro on Academic Integrity","authors":"Sanja Čalović Nenezić, Milena Krtolica, Milica Jelić, Suzana Šekarić","doi":"10.26529/cepsj.1589","DOIUrl":"https://doi.org/10.26529/cepsj.1589","url":null,"abstract":"At the University of Montenegro, increasing emphasis has recently been placed on academic integrity. Academic integrity is based on the principles of honesty, objectivity, openness, freedom in teaching and research, and responsibility to academia and society/the community. One of the basic principles of academic integrity is honesty. The present study is based on examining the perception of students and teachers of the University of Montenegro concerning different segments of academic honesty. The aim of the research was to examine ethical behaviour related to respect for someone else’s work (using and referring to literature) and copying as well as using illicit means in exams. The research was conducted using quantitative research on a sample of 200 students and 50 teachers at the University of Montenegro. For this purpose, the authors used a Likert-type assessment scale. The findings suggest that the respondents understand the importance of academic integrity, that is, honesty as its principle, but that they do not recognise all of the segments that it covers in the same way. For example, different answers were received regarding the claim that students copy papers without paraphrasing, and despite the observed negative attitude towards the disciplinary procedure in both groups, teachers seem to lead in this attitude.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135427098","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 research paper aims to identify the opinions of university students and teachers about plagiarism and how to prevent it. We employed qualitative techniques, providing three case studies to participants and asking open-ended questions based on these cases. One hundred and forty-five people participated in this study, including bachelor, master, and doctoral students and university teachers. We performed a thematic analysis of the text received from the participants’ responses. The results show that the participants were serious about plagiarism if academic stakeholders commit it; however, they expressed a lenient attitude toward ghostwriters. They also felt there was a need to provide training in academic writing for them to feel confident about their writing and not copy from others. Some awareness sessions on academic integrity should also be conducted.
{"title":"Opinions of Montenegrin University Students and Teachers about Plagiarism and its Prevention","authors":"Dijana Vučković, Sanja Peković, Rajka Đoković, Marijana Blečić, Jovana Janinović","doi":"10.26529/cepsj.1570","DOIUrl":"https://doi.org/10.26529/cepsj.1570","url":null,"abstract":"This research paper aims to identify the opinions of university students and teachers about plagiarism and how to prevent it. We employed qualitative techniques, providing three case studies to participants and asking open-ended questions based on these cases. One hundred and forty-five people participated in this study, including bachelor, master, and doctoral students and university teachers. We performed a thematic analysis of the text received from the participants’ responses. The results show that the participants were serious about plagiarism if academic stakeholders commit it; however, they expressed a lenient attitude toward ghostwriters. They also felt there was a need to provide training in academic writing for them to feel confident about their writing and not copy from others. Some awareness sessions on academic integrity should also be conducted.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425181","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}
Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items of a measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to 1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention at the BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis also confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity.
{"title":"Developing and Validating the Competency Profile for Teaching and Learning Research Integrity","authors":"Jurij Selan, Mira Metljak","doi":"10.26529/cepsj.1618","DOIUrl":"https://doi.org/10.26529/cepsj.1618","url":null,"abstract":"Since research integrity is not external to research but an integral part of it, it should be integrated into research training. However, several hindrances regarding contemporary research integrity education exist. To address them, we have developed a competency profile for teaching and learning research integrity based on four assumptions: 1) to include all levels of study (BA, MA, and PhD); 2) to integrate research integrity into research education itself; 3) to address research integrity issues in context-specific practices; and 4) to pay particular attention to the ‘grey zone’ or questionable research practices. To assess the validity of the content of the competency profile and to determine if some adjustments to the profile are needed, we translated the competencies of the profile into items of a measurement instrument (a questionnaire) and conducted a survey amongst University of Ljubljana students that allowed us to 1) obtain information about students’ attitudes toward issues of integrity in research; 2) analyse differences in these attitudes among BA, MA, and PhD students; and 3) statistically validate the competency profile and suggest possible improvements. The results showed that 1) students are highly aware of research integrity issues, as scores were high on all items assessed. However, there were some deviations to lower scores, especially in relation to questionable research practises, confirming our assumption that the ‘grey zone’ issues are those that should be particularly addressed and given special attention in contemporary research integrity education. 2) The differences in the attitudes of BA, MA, and PhD students showed that higher-level students showed significantly more awareness of integrity issues than lower-level students did, suggesting that research integrity issues should be given special attention at the BA study level. 3) The measurement characteristics showed that the reliability of the questionnaire was very high, suggesting a good overall structure of the competency profile. The principal component analysis also confirmed the four-field structure of the Competency profile (Values and Principles, Research Practise, Publication and Dissemination, and Violations). However, the analysis also showed that the substructure of the four main areas of the profile did not fully match the results of the factor analysis, suggesting that the distribution of competencies in the competency profile could be reconsidered, especially in the area of Research Practice. The most recent developments in the field of research integrity also suggest that the competency profile should be updated with issues regarding the impact of artificial intelligence on research integrity.","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425185","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":"Nataša Hoić-Božić and Martina Holenko Dlab, Uvod u e-učenje: obrazovni izazovi digitalnog doba, Sveučilište u Rijeci, Odjel za informatiku, 2021; 215 pp.: ISBN 978-953-7720-53-7","authors":"Alenka Žerovnik","doi":"10.26529/cepsj.1761","DOIUrl":"https://doi.org/10.26529/cepsj.1761","url":null,"abstract":"","PeriodicalId":38159,"journal":{"name":"Center for Educational Policy Studies Journal","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135426901","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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