M. Vinichenko, A. Kirillov, A. Maloletko, E. Frolova, M. Vinogradova
Abstract The purpose of this study was to determine the impact of institutional changes on the working environment and health of employees and student workers at the Central dean's office, as well as their motivation to deliver high quality work and fulfil their education duties. Twenty-three employees and 45 graduate students participated in the survey. The employees were given a questionnaire aimed at providing information on their attitude toward job duties, colleagues, management, staff and remuneration. Gerchikov’s (2005) methodology and Batarshev’s (2002) test were applied in the survey among students, which was aimed at identifying their human motivational profiles. These profiles should form the basis in the design of a relevant and effective system of incentives. Results obtained in the survey indicate that the creation of a learning environment is most strongly influenced by managerial qualities of employees, the level of their cooperation with students and mainly by motivation for conscientious work, career development conditions and socio-psychological climate. Authors of this research suggest developing a system of financial and tangible incentives for employees when acknowledging their contribution at work, and an active use of a number of non-monetary incentives, such as talent and career management, participation in management activities and the delegation of authority. The following correlations were identified among students: the combination of work and study duties increased the frequency of stress cases and poor health; in addition, the combination of work and study increased students’ motivation for self-organization. Key words: education institution; efficiency; favourable learning environment; reforms. --- Sažetak Svrha ovog istraživanja bila je utvrditi ucinak institucionalnih promjena na radno okruženje i zdravlje zaposlenika i zaposlenih studenata u Sredisnjem uredu dekana i njihovu motivaciju za visokokvalitetno obavljanje zadataka i ispunjavanje obrazovnih zaduženja. Istraživanjem su obuhvacena 23 djelatnika i 45 studenata na diplomskoj razini studija. Ispitanicima je podijeljen upitnik s ciljem dobivanja informacija o njihovim stavovima prema radnim zadacima, kolegama, upravi, djelatnicima i placi. U ispitivanju studenata primijenjena je Gerchikovljeva (2005) i Batarshevljeva (2002) metodologija s ciljem otkrivanja njihovih motivacijskih profila, na kojima treba temeljiti osmisljavanje relevantnog i ucinkovitog sustava poticanja. Rezultati dobiveni istraživanjem ukazuju na to da na stvaranje okruženja pogodnog za ucenje najvise utjecu upravljacke kvalitete djelatnika, razina njihove suradnje sa studentima, motivacija za savjestan rad, uvjeti za razvoj karijere i psiho-socijalna klima. Autori ovog istraživanja predlažu razvijanje sustava financijskih i materijalnih poticaja za djelatnike sa svrhom priznavanja njihova doprinosa na radnom mjestu, kao i aktivnu primjenu nenovcanih poticaja poput upravljanja talentima i k
摘要本研究旨在探讨制度变迁对中央教务处员工及学生工作环境及健康的影响，以及他们提供高质素工作及履行教育职责的动机。23名员工和45名研究生参与了调查。给员工一份问卷，旨在提供他们对工作职责、同事、管理、员工和薪酬的态度。采用Gerchikov(2005)的方法和Batarshev(2002)的测试方法对学生进行调查，目的是确定他们的人类动机特征。这些概况应成为设计有关和有效的奖励制度的基础。调查结果表明，学习环境的创造受员工的管理素质、员工与学生的合作程度以及认真工作的动机、职业发展条件和社会心理氛围的影响最大。这项研究的作者建议，在认可员工在工作中的贡献时，为他们制定一套财务和有形激励机制，并积极利用一些非金钱激励机制，如人才和职业管理、参与管理活动和授权。在学生中发现了以下相关性:工作和学习职责的结合增加了压力案例和健康状况不佳的频率;此外，工作与学习的结合增加了学生自组织的动机。关键词:教育机构;效率;良好的学习环境;改革。- Sažetak Svrha ovog istraživanja bila je utvrditi ucinak机构nih promjena na radno okruženje i zdravlje zaposlenika i zaposlenih studenata u Sredisnjem uredu dekana i njihovu motivaciju za visokokvalitetno obavljanje zadataka i ispunjavanje obrazovnih zaduženja。Istraživanjem su obuhvacena 23 djelatnika i 45名学生，na diplomskoj razini studija。Ispitanicima je podijeljen upitnik是一名儿童，他是一名儿童，他是一名儿童，他是一名儿童，他是一名儿童，他是一名儿童。[2] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1] [1]Rezultati dobiveni istraživanjem ukazuju na to da na stvaranje okruženja pogodnog za ucenje najvise utjecu upravljack kvalitete djelatnika, razina njihove suradnje sa studentma, motivatija za savjestan rad, uvjeti za razvoj karijere i psiho- socialna klima。公司ovog istraživanja predlažu razvijanje sustava financijskih我materijalnih poticaja咱djelatnike sa svrhom priznavanja njihova doprinosa na radnom mjestu,拷我aktivnu primjenu nenovcanih poticaja poput upravljanja talentima我karijerom ukljucivanjem zaposlenika u upravljacke aktivnosti我podjelom nadležnosti。Među studentima su zabilježene sljedece korelacije: kombinacija posla i studja povecava ucestalost stress i slabijeg zdravlja;Kombinacija posla I studja povecava学生sku motivaciju za samoorganizanjem。kljune rijeci: obrazovna ustanova;ucinkovitost;Poželjno obrazovno okruženje;改革。
{"title":"Motivation of University Senior Staff in the Process of Restructuring Higher Education Institutions/Motivacija i zaposlenici sveučilišne uprave u procesu restrukturiranja ustanova visokog obrazovanja","authors":"M. Vinichenko, A. Kirillov, A. Maloletko, E. Frolova, M. Vinogradova","doi":"10.15516/CJE.V20I1.2571","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2571","url":null,"abstract":"Abstract The purpose of this study was to determine the impact of institutional changes on the working environment and health of employees and student workers at the Central dean's office, as well as their motivation to deliver high quality work and fulfil their education duties. Twenty-three employees and 45 graduate students participated in the survey. The employees were given a questionnaire aimed at providing information on their attitude toward job duties, colleagues, management, staff and remuneration. Gerchikov’s (2005) methodology and Batarshev’s (2002) test were applied in the survey among students, which was aimed at identifying their human motivational profiles. These profiles should form the basis in the design of a relevant and effective system of incentives. Results obtained in the survey indicate that the creation of a learning environment is most strongly influenced by managerial qualities of employees, the level of their cooperation with students and mainly by motivation for conscientious work, career development conditions and socio-psychological climate. Authors of this research suggest developing a system of financial and tangible incentives for employees when acknowledging their contribution at work, and an active use of a number of non-monetary incentives, such as talent and career management, participation in management activities and the delegation of authority. The following correlations were identified among students: the combination of work and study duties increased the frequency of stress cases and poor health; in addition, the combination of work and study increased students’ motivation for self-organization. Key words: education institution; efficiency; favourable learning environment; reforms. --- Sažetak Svrha ovog istraživanja bila je utvrditi ucinak institucionalnih promjena na radno okruženje i zdravlje zaposlenika i zaposlenih studenata u Sredisnjem uredu dekana i njihovu motivaciju za visokokvalitetno obavljanje zadataka i ispunjavanje obrazovnih zaduženja. Istraživanjem su obuhvacena 23 djelatnika i 45 studenata na diplomskoj razini studija. Ispitanicima je podijeljen upitnik s ciljem dobivanja informacija o njihovim stavovima prema radnim zadacima, kolegama, upravi, djelatnicima i placi. U ispitivanju studenata primijenjena je Gerchikovljeva (2005) i Batarshevljeva (2002) metodologija s ciljem otkrivanja njihovih motivacijskih profila, na kojima treba temeljiti osmisljavanje relevantnog i ucinkovitog sustava poticanja. Rezultati dobiveni istraživanjem ukazuju na to da na stvaranje okruženja pogodnog za ucenje najvise utjecu upravljacke kvalitete djelatnika, razina njihove suradnje sa studentima, motivacija za savjestan rad, uvjeti za razvoj karijere i psiho-socijalna klima. Autori ovog istraživanja predlažu razvijanje sustava financijskih i materijalnih poticaja za djelatnike sa svrhom priznavanja njihova doprinosa na radnom mjestu, kao i aktivnu primjenu nenovcanih poticaja poput upravljanja talentima i k","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"45 1","pages":"199-232"},"PeriodicalIF":0.2,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88397414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lidija Vujičić, Akvilina Čamber Tambolaš, T. Navratil
Initial education of future preschool teachers is discussed in the context of them being researchers of their own educational practice, who, on a daily basis, think about and discuss their work. Even at the university level, students should be encouraged to develop competencies that will help them build their professional knowledge in interaction with other students. We will present the results of research on practical exercises for students as part of the course Integrated Curriculum of Early and Preschool Education within university undergraduate study Early and Preschool Education. The purpose of this research is to carry out an analysis of the frequency of situations from the social an environment that influences the quality and direction of children’s interactions. The instrument for data collection consisted of video recordings of children’s and students’ activities. The total material consisted of 660 video recordings, and 174 reflections and self-reflections of students. After their analysis, we designed a written protocol (a posteriori), which formed the basis of the content analysis. The research results show that, during their initial education, students perform exercises in kindergarten as a form of reflexive practice, and in that way they develop the skills of reflexive practitioners who continuously evaluate the effects of their own achievements.
{"title":"Social Environment and the Quality of Social Interactions: The Perspective of Future Preschool Teachers","authors":"Lidija Vujičić, Akvilina Čamber Tambolaš, T. Navratil","doi":"10.15516/CJE.V20I0.3051","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3051","url":null,"abstract":"Initial education of future preschool teachers is discussed in the context of them being researchers of their own educational practice, who, on a daily basis, think about and discuss their work. Even at the university level, students should be encouraged to develop competencies that will help them build their professional knowledge in interaction with other students. We will present the results of research on practical exercises for students as part of the course Integrated Curriculum of Early and Preschool Education within university undergraduate study Early and Preschool Education. The purpose of this research is to carry out an analysis of the frequency of situations from the social an environment that influences the quality and direction of children’s interactions. The instrument for data collection consisted of video recordings of children’s and students’ activities. The total material consisted of 660 video recordings, and 174 reflections and self-reflections of students. After their analysis, we designed a written protocol (a posteriori), which formed the basis of the content analysis. The research results show that, during their initial education, students perform exercises in kindergarten as a form of reflexive practice, and in that way they develop the skills of reflexive practitioners who continuously evaluate the effects of their own achievements.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"106 1 1","pages":"95-111"},"PeriodicalIF":0.2,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77760376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper analyzes the learning outcomes of study programs and courses at the Faculty of Humanities and Social Sciences, University of Zagreb, and associates them with levels of Bloom's taxonomy in order to determine their relationships. The analysis showed statistically significant differences in the levels of learning outcomes between studies and their courses. The outcomes of study programs place more emphasis on higher levels of cognitive, affective and psychomotor domains. It was determined that there is a slight difference between the courses at the undergraduate and graduate levels of study, which is in accordance with expectations as the learning outcomes at the undergraduate level include lower levels of cognitive and affective domains. The analysis of compulsory and elective courses showed that elective courses place more emphasis on the cognitive domain, whereas compulsory courses place more emphasis on the affective domain. Key words: Bloom's taxonomy; comparison of learning outcomes; levels of learning outcomes. --- Sažetak U radu se analiziraju ishodi ucenja studijskih programa i predmeta na Filozofskom fakultetu Sveucilista u Zagrebu te povezuju s razinama Bloomove taksonomije, kako bi se utvrdili njihovi međusobni odnosi. Analiza je pokazala da postoji statisticki znacajna razlika u razinama ishoda ucenja između studija i predmeta koji se na njima izvode. Kod ishoda studija izraženije su vise razine kognitivne, afektivne i psihomotoricke domene. Također je utvrđena razlika između predmeta na preddiplomskoj i diplomskoj razini studija, koja je u skladu s ocekivanjima jer ishodi ucenja na preddiplomskoj razini studija imaju niže razine kognitivne i afektivne domene. Analiza obaveznih i izbornih predmeta pokazala je da je kod izbornih predmeta izraženija kognitivna domena, a da je kod obaveznih predmeta izraženija afektivna domena. Kljucne rijeci: Bloomova taksonomija; usporedba ishoda ucenja; razina ishoda ucenja.
摘要:本文分析了萨格勒布大学人文社会科学学院的学习项目和课程的学习成果，并将它们与Bloom的分类水平联系起来，以确定它们之间的关系。分析显示，在学习成果水平和课程之间存在统计学上的显著差异。研究项目的结果更强调更高水平的认知、情感和精神运动领域。我们确定在本科和研究生阶段的学习课程之间存在轻微的差异，这与预期一致，因为本科阶段的学习成果包括较低水平的认知和情感领域。对必修课和选修课的分析表明，选修课更强调认知领域，而必修课更强调情感领域。关键词:布鲁姆分类学;学习成果比较;学习成果的水平。--- Sažetak U radu se analyiziraju ishodi ucenja studjskih程序i prepremeta . Filozofskom fakultetu Sveucilista . Zagrebu . povezuju ' s razinama Bloomove taksonomije, kako bise utvrdili njihovi međusobni odnosi。Analiza我pokazala da postoji statisticki znacajna razlika u razinama ishoda ucenja između studija我predmeta koji se na njima izvode。Kod ishoda studija izraženije susuzine cognitive, aftivine in phomhomotorke domene。Također je utvrđena razlika između prepremeta na preddiplomskoj i diplomskoj razini studija, koja je u skladu s ockivanjima jer ishodi ucenja na preddiplomskoj razini studija imaju niže razine认知i ektivne domene。a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a. a。kljune rijeci: Bloomova taksonomija;Usporedba ishoda ucenja;Razina ishoda ucenja。
{"title":"Analysis of the Relationship between Learning Outcomes of Study Programs and Their Courses / Analiza odnos između ishoda učenja studijskih programa i predmeta","authors":"Vedran Juricic, V. Mateljan","doi":"10.15516/CJE.V19I4.2414","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2414","url":null,"abstract":"Abstract This paper analyzes the learning outcomes of study programs and courses at the Faculty of Humanities and Social Sciences, University of Zagreb, and associates them with levels of Bloom's taxonomy in order to determine their relationships. The analysis showed statistically significant differences in the levels of learning outcomes between studies and their courses. The outcomes of study programs place more emphasis on higher levels of cognitive, affective and psychomotor domains. It was determined that there is a slight difference between the courses at the undergraduate and graduate levels of study, which is in accordance with expectations as the learning outcomes at the undergraduate level include lower levels of cognitive and affective domains. The analysis of compulsory and elective courses showed that elective courses place more emphasis on the cognitive domain, whereas compulsory courses place more emphasis on the affective domain. Key words: Bloom's taxonomy; comparison of learning outcomes; levels of learning outcomes. --- Sažetak U radu se analiziraju ishodi ucenja studijskih programa i predmeta na Filozofskom fakultetu Sveucilista u Zagrebu te povezuju s razinama Bloomove taksonomije, kako bi se utvrdili njihovi međusobni odnosi. Analiza je pokazala da postoji statisticki znacajna razlika u razinama ishoda ucenja između studija i predmeta koji se na njima izvode. Kod ishoda studija izraženije su vise razine kognitivne, afektivne i psihomotoricke domene. Također je utvrđena razlika između predmeta na preddiplomskoj i diplomskoj razini studija, koja je u skladu s ocekivanjima jer ishodi ucenja na preddiplomskoj razini studija imaju niže razine kognitivne i afektivne domene. Analiza obaveznih i izbornih predmeta pokazala je da je kod izbornih predmeta izraženija kognitivna domena, a da je kod obaveznih predmeta izraženija afektivna domena. Kljucne rijeci: Bloomova taksonomija; usporedba ishoda ucenja; razina ishoda ucenja.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73538665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Respect for diversity implies acceptance and respect for living beings and their dignity, and the realisation of justice as a principle of life. This includes a high level of sensitivity of adults for children and the sensitization of children for others: peers, family members, environment, and the overall living environment. It is about shaping the educational approach based on accepting the rights of people to freely express their own identity and understand their own rights, obligations, and responsibilities, as well as the rights, obligations, and responsibilities of others. Upon application of programmes and targeted activities in kindergartens, children learn to include, respect and accept members of various vulnerable groups. This paper presents how the application of the model for development of respect for diversity contributes to the increasing importance of understanding and respect for differences among parents and children of early and preschool age. This is done by evaluating the application of the Respect for Diversity and Peace Building manual on a sample of children and parents from 41 preschools which operate in the following four countries: Serbia (16 preschool institutions, 20 educational groups), Croatia (11 preschool institutions, 14 educational groups), Montenegro (3 preschools, 6 educational groups), and Macedonia (11 preschool institutions, 16 educational groups). The results show that early and preschool-age children are willing to communicate with children of different characteristics and that this choice is not affected by the identity of the children belonging to vulnerable groups (such as Roma children and children with development difficulties). In addition, it was found that parents recognise the importance of early and preschool education, and aim to increase respect for diversity. They also understand the importance of family education in this process. The model that was applied led to statistically significant differences between children and parents towards diversity. Key words: early and preschool education; educational model of respect for diversity; relationships according to attitude towards diversity; parents' convictions --- Sažetak Uvažavanje razlicitosti podrazumijeva prihvacanje i postovanje živog bica i njegova dostojanstva te ostvarivanje pravednosti kao životnog nacela. Navedeno ukljucuje visoku razinu osjetljivosti odraslih za djecu i razvoj osjetljivosti djece za druge: za vrsnjake, clanove obitelji, okolinu i cjelokupno životno okruženje. Radi se o oblikovanju odgojno-obrazovnog pristupa utemeljenog na prihvacanju prava ljudi da slobodno izraze vlastiti identitet, da razumiju vlastita prava, obveze i odgovornosti te prava, obveze i odgovornosti drugih. Primjenom programa i ciljanih aktivnosti u djecjim vrticima djeca uce ukljucivanje, uvažavanje i prihvacanje pripadnika razlicitih ranjivih drustvenih skupina. U radu je prikazano kako primjena modela razvoja uvažavanja razlicitosti prido
对多样性的尊重意味着对生物及其尊严的接受和尊重，以及实现正义作为一种生活原则。这包括成人对儿童的高度敏感和儿童对他人的高度敏感:同伴、家庭成员、环境和整体生活环境。它是关于在接受人们自由表达自己身份的权利和理解自己的权利、义务和责任以及他人的权利、义务和责任的基础上塑造教育方法。通过在幼稚园实施项目和有针对性的活动，儿童学会包容、尊重和接受不同弱势群体的成员。本文介绍了如何应用模型的发展尊重多样性有助于理解和尊重父母和早期和学龄前儿童之间的差异的重要性日益增加。这是通过评估《尊重多样性与建设和平手册》在以下四个国家41所幼儿园的儿童和家长样本中的应用情况来实现的:塞尔维亚(16所幼儿园，20个教育团体)、克罗地亚(11所幼儿园，14个教育团体)、黑山(3所幼儿园，6个教育团体)和马其顿(11所幼儿园，16个教育团体)。结果表明，幼儿和学龄前儿童愿意与不同特征的儿童进行交流，并且这种选择不受弱势群体儿童(如罗姆儿童和发展困难儿童)身份的影响。此外，研究发现，家长认识到早期和学前教育的重要性，并旨在增加对多样性的尊重。他们也明白家庭教育在这个过程中的重要性。应用的模型在统计上显示了孩子和父母对多样性的显著差异。关键词:早期学前教育;尊重多样性的教育模式;根据对多样性的态度建立关系;父母的信念——Sažetak Uvažavanje razlicitosti podrazumijeva prihvacanje i postovanje živog biica i njegova dostojanstva the ostvarivanje pravednosti kao životnog nacela。Navedeno ukljuuje visoku razinu osjetljivosti odraslih za jecu i razvoj osjetljivosti djece za drugs: za vrsnjake, clanove obitelji, okolinu i cjelokupno životno okruženje。Radi的用法和样例:Radi的用法和样例:Radi的用法和样例:Radi的用法和样例:Radi的用法和样例:Radi的用法和样例:Radi的用法和样例:Primjenom programa i prihvacanje prihvacanje pripadnika razlicitih ranjivih drustvenih skupina.(中国)U radu je prikazano kako primjena modela razvoja uvažavanja razlicitosti pridonosi povecanju razumijevanja važnosti i uvažavanja razlicitosti od roditelja i djece rane i predskolske dobi, putem evaluacije primjee pridrene priucnika " Uvažavanje razlicitosti izgradnja mira " na uzorku djece i roditelja iz 41 predskolske ustanove koje djeluju U cetiri države。对塞尔维亚(16株，20株)、塞尔维亚(11株，14株)、塞尔维亚(3株，6株)、马其顿(11株，16株)进行分析。Rezultati istraživanja pokazuju da su jectrane i predskolske dobi spremna druženje s djecom razlicih karakteristika, pri cemu na njihove izbore sama pripadnost djeteta nekoj ranjivoj skupini (kao sto su jeca pripadnici romske nacional manjine i jeca s teskocama u razvoju) ne utjece presudno。Nadalje, utvrđeno je da roditelji prepoznaju važnost odgoja usmjerenog uvažavanju razlicitosti, razumijevajuci važnost obiteljskog odgoja u tom process。本文提出了一种简单的模型，并对其进行了统计分析。kljune rijeci: rani i predskolski odgoj i obrazovanje;模型uvažavanja razvoja razlicitosti;赤霉病;uvjerenja roditelja
{"title":"Model for Developing Respect for Diversity at Early and Preschool Age / Model razvoja uvažavanja različitosti u ranoj i predškolskoj dobi","authors":"Dejana Bouillet, L. Miškeljin","doi":"10.15516/CJE.V19I4.2567","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2567","url":null,"abstract":"Abstract Respect for diversity implies acceptance and respect for living beings and their dignity, and the realisation of justice as a principle of life. This includes a high level of sensitivity of adults for children and the sensitization of children for others: peers, family members, environment, and the overall living environment. It is about shaping the educational approach based on accepting the rights of people to freely express their own identity and understand their own rights, obligations, and responsibilities, as well as the rights, obligations, and responsibilities of others. Upon application of programmes and targeted activities in kindergartens, children learn to include, respect and accept members of various vulnerable groups. This paper presents how the application of the model for development of respect for diversity contributes to the increasing importance of understanding and respect for differences among parents and children of early and preschool age. This is done by evaluating the application of the Respect for Diversity and Peace Building manual on a sample of children and parents from 41 preschools which operate in the following four countries: Serbia (16 preschool institutions, 20 educational groups), Croatia (11 preschool institutions, 14 educational groups), Montenegro (3 preschools, 6 educational groups), and Macedonia (11 preschool institutions, 16 educational groups). The results show that early and preschool-age children are willing to communicate with children of different characteristics and that this choice is not affected by the identity of the children belonging to vulnerable groups (such as Roma children and children with development difficulties). In addition, it was found that parents recognise the importance of early and preschool education, and aim to increase respect for diversity. They also understand the importance of family education in this process. The model that was applied led to statistically significant differences between children and parents towards diversity. Key words: early and preschool education; educational model of respect for diversity; relationships according to attitude towards diversity; parents' convictions --- Sažetak Uvažavanje razlicitosti podrazumijeva prihvacanje i postovanje živog bica i njegova dostojanstva te ostvarivanje pravednosti kao životnog nacela. Navedeno ukljucuje visoku razinu osjetljivosti odraslih za djecu i razvoj osjetljivosti djece za druge: za vrsnjake, clanove obitelji, okolinu i cjelokupno životno okruženje. Radi se o oblikovanju odgojno-obrazovnog pristupa utemeljenog na prihvacanju prava ljudi da slobodno izraze vlastiti identitet, da razumiju vlastita prava, obveze i odgovornosti te prava, obveze i odgovornosti drugih. Primjenom programa i ciljanih aktivnosti u djecjim vrticima djeca uce ukljucivanje, uvažavanje i prihvacanje pripadnika razlicitih ranjivih drustvenih skupina. U radu je prikazano kako primjena modela razvoja uvažavanja razlicitosti prido","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"37 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89050943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of this research is to determine the effect of the Flipped Classroom Approach Based on the 5E Learning Cycle Model called 5ELFA on student achievement in a physics course. It also aims to determine the students’ opinions regarding this approach. This study, conducted using a mixed methods approach, involved 94 engineering students enrolled in the Physics 101 course. In the research, in which the pretest-posttest control group design was used, students were randomly assigned to experimental and control groups. While the students in the experimental group took the physics course in the Flipped Classroom Approach Based on the 5E Learning Cycle Model for 10 weeks, only the 5E learning model was used in the control group. The quantitative data were collected from a physics achievement test and the qualitative data were collected from semi-structured interviews. The results indicated that the physics achievement post-test scores of the experimental group were significantly higher than those of the control group. Interviews with experimental group volunteers revealed that the majority of students held a positive opinion of the flipped classroom approach and they believed that it had a positive impact on the physics course. Key words: 5E learning model; flipped classroom; higher education; physics education. --- Sažetak Cilj ovog istraživanje bio je odrediti utjecaj nastavnog pristupa obrnute ucionice koji se temelji na 5E modelu ciklusa ucenja, nazvan 5ELFA, na postignuca studenata u kolegiju Fizike. Cilj je također bio i utvrditi misljenja ucenika o takvom pristupu. Ovo istraživanje, koje je provedeno primjenom mjesovitih metoda, obuhvatilo je 94 studenta tehnickih znanosti koji su upisali kolegij Fizika 101. U istraživanju u kojem se koristio dizajn s predtestom i posttestom za kontrolnu skupinu studenti su bili nasumicno raspodijeljeni u eksperimentalnu i u kontrolnu skupinu. Dok se u radu sa studentima u eksperimentalnoj skupini na nastavi iz kolegija Fizike koristio pristup obrnute ucionice utemeljen na 5E modelu ciklusa ucenja tijekom 10 tjedana, u kontrolnoj se skupini koristio samo 5E model ciklusa ucenja. Kvantitativni podaci prikupljeni su s pomocu testa postignuca iz Fizike, a kvalitativni su podaci prikupljeni putem polustrukturiranih intervjua. Rezultati su pokazali da je uspjeh studenata iz eksperimentalne skupine na posttestu postignuca iz Fizike bio znatno veci od uspjeha studenata iz kontrolne skupine. Intervjui s dobrovoljcima iz eksperimentalne skupine otkrili su da je vecina studenata imala pozitivno misljenje o pristupu obrnute ucionice i da su smatrali kako je on imao pozitivan utjecaj na kolegij Fizike. Kljucne rijeci: 5E model ucenja; obrnuta ucionica; visoko obrazovanje; obrazovanje u podrucju Fizike.
摘要本研究的目的是确定基于5E学习周期模型(5ELFA)的翻转课堂教学方法对学生物理课程成绩的影响。它还旨在确定学生对这种方法的看法。本研究采用混合方法进行，涉及94名参加物理101课程的工程专业学生。本研究采用前测后测控制组设计，将学生随机分为实验组和对照组。实验组学生采用基于5E学习周期模式的翻转课堂物理课程，为期10周，对照组只采用5E学习模式。定量数据来源于物理成绩测试，定性数据来源于半结构化访谈。结果表明，实验组学生的物理成绩测验后得分显著高于对照组。对实验组志愿者的采访显示，大多数学生对翻转课堂的方法持积极态度，他们认为翻转课堂对物理课程有积极的影响。关键词:5E学习模式;翻转课堂;高等教育;物理教育。--- Sažetak Cilj ovog istraživanje bioje odrediti utjecaj nastavnog pristupa brute ucionice koji se temelji na 5E modelu ciklusa ucenja, nazvan 5ELFA, na postignuca studenata u kolegiju Fizike。Cilj je također bio i utvrditi misljenja ucenika o takvom pristupu。Ovo istraživanje, koje je provedeno primjenom mjesovitih metoda, ohuvatilo je 94学生技术学院，koji su upisali kolegij Fizika 101。U istraživanju U kojem se koristio dizajn predtestom我posttestom咱kontrolnu skupinu studenti苏箱内nasumicno raspodijeljeni U eksperimentalnu我kontrolnu skupinu。在实验中，研究人员采用了两种方法，一种是采用5E模型，一种是采用5E模型，一种是采用5E模型，一种是采用5E模型，一种是采用5E模型，另一种是采用5E模型。kantitivtivi podaci prikupljeni su是pomocu testa postignuci Fizike, katitivi podaci prikupljeni puputrustruckturiih interva。研究结果表明，在实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下，实验条件下。访谈是一种基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的、基于实验的研究。kljune rijeci: 5E型ucenja;obrnuta ucionica;维索科obrazovanje;obrazovanje u podrucju Fizike。
{"title":"The Flipped Classroom Approach Based on the 5E Learning Cycle Model - 5ELFA","authors":"Gülsüm Asiksoy, Fezile Ozdamli","doi":"10.15516/CJE.V19I4.2564","DOIUrl":"https://doi.org/10.15516/CJE.V19I4.2564","url":null,"abstract":"Abstract The aim of this research is to determine the effect of the Flipped Classroom Approach Based on the 5E Learning Cycle Model called 5ELFA on student achievement in a physics course. It also aims to determine the students’ opinions regarding this approach. This study, conducted using a mixed methods approach, involved 94 engineering students enrolled in the Physics 101 course. In the research, in which the pretest-posttest control group design was used, students were randomly assigned to experimental and control groups. While the students in the experimental group took the physics course in the Flipped Classroom Approach Based on the 5E Learning Cycle Model for 10 weeks, only the 5E learning model was used in the control group. The quantitative data were collected from a physics achievement test and the qualitative data were collected from semi-structured interviews. The results indicated that the physics achievement post-test scores of the experimental group were significantly higher than those of the control group. Interviews with experimental group volunteers revealed that the majority of students held a positive opinion of the flipped classroom approach and they believed that it had a positive impact on the physics course. Key words: 5E learning model; flipped classroom; higher education; physics education. --- Sažetak Cilj ovog istraživanje bio je odrediti utjecaj nastavnog pristupa obrnute ucionice koji se temelji na 5E modelu ciklusa ucenja, nazvan 5ELFA, na postignuca studenata u kolegiju Fizike. Cilj je također bio i utvrditi misljenja ucenika o takvom pristupu. Ovo istraživanje, koje je provedeno primjenom mjesovitih metoda, obuhvatilo je 94 studenta tehnickih znanosti koji su upisali kolegij Fizika 101. U istraživanju u kojem se koristio dizajn s predtestom i posttestom za kontrolnu skupinu studenti su bili nasumicno raspodijeljeni u eksperimentalnu i u kontrolnu skupinu. Dok se u radu sa studentima u eksperimentalnoj skupini na nastavi iz kolegija Fizike koristio pristup obrnute ucionice utemeljen na 5E modelu ciklusa ucenja tijekom 10 tjedana, u kontrolnoj se skupini koristio samo 5E model ciklusa ucenja. Kvantitativni podaci prikupljeni su s pomocu testa postignuca iz Fizike, a kvalitativni su podaci prikupljeni putem polustrukturiranih intervjua. Rezultati su pokazali da je uspjeh studenata iz eksperimentalne skupine na posttestu postignuca iz Fizike bio znatno veci od uspjeha studenata iz kontrolne skupine. Intervjui s dobrovoljcima iz eksperimentalne skupine otkrili su da je vecina studenata imala pozitivno misljenje o pristupu obrnute ucionice i da su smatrali kako je on imao pozitivan utjecaj na kolegij Fizike. Kljucne rijeci: 5E model ucenja; obrnuta ucionica; visoko obrazovanje; obrazovanje u podrucju Fizike.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"53 1","pages":"1131-1166"},"PeriodicalIF":0.2,"publicationDate":"2017-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76349718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"E-Maturity in Schools / Digitalna zrelost škola","authors":"M. Ristić","doi":"10.15516/cje.v19i0.3100","DOIUrl":"https://doi.org/10.15516/cje.v19i0.3100","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"33 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79832332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of this research was to examine the relationship between appraisals of control and value with the positive and negative learning-related achievement emotions and academic success. The research was conducted with psychology and sociology students at the Catholic University of Croatia. The participants completed the Learning-Related Emotion Scales i.e. the Achievement Emotions Questionnaire, Task Value Scale and Control of Learning Beliefs Scale from the Motivated Strategies for Learning Questionnaire and few questions about sociodemographic data including their academic success. The results showed that positive learning-related achievement emotions have a statistically significant positive correlation with academic success, while negative learning-achievement emotions have a statistically significant negative correlation with academic success. There was also correlation between other measured variables. The results were interpreted according to theoretical assumptions and practical implications of the importance of emotions in an academic setting were showed. Key words: academic success; learning-related achievement emotions; subjective control; subjective value; the control-value theory of achievement emotions. --- Sažetak Cilj je ovog istraživanja bio ispitati povezanost procjena kontrole i vrijednosti s pozitivnim i negativnim emocijama postignuca vezanim uz ucenje i akademski uspjeh. Provedeno je jednokratno korelacijsko istraživanje sa studentima psihologije i sociologije na Hrvatskom katolickom sveucilistu. Sudionici su ispunili Upitnik emocija postignuca, tocnije Ljestvice emocija povezanih s ucenjem, Ljestvicu vrijednosti zadatka i Ljestvicu vjerovanja o kontroli nad ucenjem iz Upitnika motivacijskih strategija ucenja, kao i upitnik opcih podataka s dodatnim pitanjem o akademskom uspjehu. Rezultati su pokazali kako su pozitivne emocije postignuca statisticki znacajno pozitivno povezane s akademskim uspjehom, a da su negativne emocije postignuca statisticki znacajno negativno povezane s akademskih uspjehom. Uz to je utvrđena povezanost između ostalih ispitivanih varijabli. Dobiveni rezultati interpretirani su u skladu s teorijskim postavkama i pokazuju prakticne implikacije o važnosti emocija u obrazovnom kontekstu. Kljucne rijeci: akademski uspjeh; emocije postignuca povezane s ucenjem; subjektivna kontrola, subjektivna vrijednost; teorija kontrole i vrijednosti emocija postignuca.
摘要本研究旨在探讨控制和价值评价与学习相关的积极、消极成就情绪和学业成功之间的关系。这项研究是由克罗地亚天主教大学的心理学和社会学学生进行的。被试完成了学习相关情绪量表，即成就情绪量表、任务价值量表和学习信念控制量表，以及学业成功等社会人口学数据的少数问题。结果表明，积极的学习成就情绪与学业成功呈显著正相关，而消极的学习成就情绪与学业成功呈显著负相关。其他测量变量之间也存在相关性。根据理论假设对结果进行了解释，并显示了情感在学术环境中的重要性的实际含义。关键词:学业成功;与学习相关的成就情绪;主观的控制;主观价值;成就情绪的控制价值理论。--- Sažetak Cilj je ovog istraživanja bioispitati povezanost projena control i vrijednosti i positive - tivnim i negative - emocijama postignucanim uz ucenje i akademski uspjeh。provvedeno je jednokratno korelacijsko istraživanje sa student - ma pholhologije i sociologije Hrvatskom katolickom sveucilistu。Sudionici su ispunili Upitnik emocija postignuca, tocje je jestvice emocija povezanih is ucenjem, Ljestvicu vrijednosti zadatka, Ljestvicu vjerovanja o control, Ljestvicu vjerovanja, kaoi Upitnik opcih podataka s dodatnim pitanjem o akademskom uspjeu。Rezultati su pokazali kako su positive emocije postignuca statisticki znacajno positivno povezane是akademskim uspjom, a da su negative emocije postignuca statisticki znacajno negative povezane是akademskih uspjom。Uz to je utvrđena povezanost između ostalih ispitivanih varijabli。Dobiveni rezululi interpretirani su skladu’s teorika post - avama i pokazuju practice implicacij važnosti emocija obrazovnom kontekstu。kljune rijeci: akademski uspjeh;Emocije popostignuca povezane是一种新技术;主观控制性;主观控制性;病毒学控制方法:病毒学控制方法。
{"title":"The Relationship between Achievement Emotions, Appraisals of Control and Value, and Academic Success / Odnos emocija postignuća, procjena kontrole i vrijednosti te akademskog uspjeha","authors":"Barbara Brdovčak","doi":"10.15516/CJE.V19I0.2744","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2744","url":null,"abstract":"Abstract The aim of this research was to examine the relationship between appraisals of control and value with the positive and negative learning-related achievement emotions and academic success. The research was conducted with psychology and sociology students at the Catholic University of Croatia. The participants completed the Learning-Related Emotion Scales i.e. the Achievement Emotions Questionnaire, Task Value Scale and Control of Learning Beliefs Scale from the Motivated Strategies for Learning Questionnaire and few questions about sociodemographic data including their academic success. The results showed that positive learning-related achievement emotions have a statistically significant positive correlation with academic success, while negative learning-achievement emotions have a statistically significant negative correlation with academic success. There was also correlation between other measured variables. The results were interpreted according to theoretical assumptions and practical implications of the importance of emotions in an academic setting were showed. Key words: academic success; learning-related achievement emotions; subjective control; subjective value; the control-value theory of achievement emotions. --- Sažetak Cilj je ovog istraživanja bio ispitati povezanost procjena kontrole i vrijednosti s pozitivnim i negativnim emocijama postignuca vezanim uz ucenje i akademski uspjeh. Provedeno je jednokratno korelacijsko istraživanje sa studentima psihologije i sociologije na Hrvatskom katolickom sveucilistu. Sudionici su ispunili Upitnik emocija postignuca, tocnije Ljestvice emocija povezanih s ucenjem, Ljestvicu vrijednosti zadatka i Ljestvicu vjerovanja o kontroli nad ucenjem iz Upitnika motivacijskih strategija ucenja, kao i upitnik opcih podataka s dodatnim pitanjem o akademskom uspjehu. Rezultati su pokazali kako su pozitivne emocije postignuca statisticki znacajno pozitivno povezane s akademskim uspjehom, a da su negativne emocije postignuca statisticki znacajno negativno povezane s akademskih uspjehom. Uz to je utvrđena povezanost između ostalih ispitivanih varijabli. Dobiveni rezultati interpretirani su u skladu s teorijskim postavkama i pokazuju prakticne implikacije o važnosti emocija u obrazovnom kontekstu. Kljucne rijeci: akademski uspjeh; emocije postignuca povezane s ucenjem; subjektivna kontrola, subjektivna vrijednost; teorija kontrole i vrijednosti emocija postignuca.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"60 1","pages":"29-41"},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91358857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the contemporary society, creativity is one of the most desirable abilities which an individual can possess in all the fields of human activity. On the other hand, educational policy and national curriculums marginalize the importance of art subjects in most countries in the world, while the advantage is given to STEM disciplines (science, technology, engineering, mathematics). Although creativity, according to many educational standards, is one of the key abilities, in teaching practice routine activities are still valued more than creative ones. However, it is the art subjects which develop creativity (constructive) potential within an individual, although this also heavily depends on a teacher/professor, on his/her methodological approach and abilities within the scope of professional activity. Therefore, we conducted empirical research in Visual Arts Teaching Methodology training and non-training primary schools. We expected that we would foster students’ development of creativity through regular collaboration with university, problem- based learning of art and artistic language, inventiveness in creating art assignments and through increasing public awareness of harmfulness of stereotypical artistic expression. Among a large number of verified tests of creativity, Urban-Jellen test “The Test for Creative Thinking - Drawing Production (TCT-DP)”, which is based on the activity of drawing, was selected and used in this study. We wanted to know whether there was a statistically significant difference between training and non-training schools in students' performance on the test used to examine the level of creativity. The level of statistically significant difference between the control group and the experimental group was determined by a chi-squared test. The research has been carried out in elementary schools in the area of the city of Zagreb, on the sample that included the students of fourth and eighth grade. The results of the research indicate that there is a possible influence of collaboration between the mentors and university professors and students of teacher-training college within the scope of Visual Arts Teaching Methodology course on students' creativity.
在当代社会，创造力是个人在人类活动的各个领域中所能拥有的最令人向往的能力之一。另一方面，世界上大多数国家的教育政策和国家课程边缘化了艺术学科的重要性，而STEM学科(科学、技术、工程、数学)则占据了优势。虽然根据许多教育标准，创造力是一种关键能力，但在教学实践中，常规活动仍然比创造性活动更受重视。然而，它是艺术科目，发展创造性(建设性)潜力的个人，虽然这也很大程度上取决于老师/教授，他/她的方法方法和能力在专业活动的范围内。因此，我们对视觉艺术教学法培训和非培训小学进行了实证研究。我们期望透过与大学的定期合作、以问题为基础的艺术和艺术语言学习、创作艺术作业的创造力，以及提高公众对刻板艺术表达有害的认识，来促进学生创造力的发展。在大量已被验证的创造力测试中，本研究选择了基于绘画活动的Urban-Jellen测试“The test for Creative Thinking - Drawing Production (TCT-DP)”。我们想知道培训学校和非培训学校的学生在用于检验创造力水平的测试中的表现是否有统计学上的显著差异。对照组与试验组间差异有统计学意义的程度采用卡方检验。这项研究是在萨格勒布市的小学进行的，样本包括四年级和八年级的学生。研究结果表明，在视觉艺术教学法课程范围内，师范生与师范生之间的合作可能会对学生的创造力产生影响。
{"title":"Measuring Creativity in Visual Arts Teaching Methodology in Elementary School","authors":"M. Huzjak, M. Benić","doi":"10.15516/CJE.V19I0.2716","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2716","url":null,"abstract":"In the contemporary society, creativity is one of the most desirable abilities which an individual can possess in all the fields of human activity. On the other hand, educational policy and national curriculums marginalize the importance of art subjects in most countries in the world, while the advantage is given to STEM disciplines (science, technology, engineering, mathematics). Although creativity, according to many educational standards, is one of the key abilities, in teaching practice routine activities are still valued more than creative ones. However, it is the art subjects which develop creativity (constructive) potential within an individual, although this also heavily depends on a teacher/professor, on his/her methodological approach and abilities within the scope of professional activity. Therefore, we conducted empirical research in Visual Arts Teaching Methodology training and non-training primary schools. We expected that we would foster students’ development of creativity through regular collaboration with university, problem- based learning of art and artistic language, inventiveness in creating art assignments and through increasing public awareness of harmfulness of stereotypical artistic expression. Among a large number of verified tests of creativity, Urban-Jellen test “The Test for Creative Thinking - Drawing Production (TCT-DP)”, which is based on the activity of drawing, was selected and used in this study. We wanted to know whether there was a statistically significant difference between training and non-training schools in students' performance on the test used to examine the level of creativity. The level of statistically significant difference between the control group and the experimental group was determined by a chi-squared test. The research has been carried out in elementary schools in the area of the city of Zagreb, on the sample that included the students of fourth and eighth grade. The results of the research indicate that there is a possible influence of collaboration between the mentors and university professors and students of teacher-training college within the scope of Visual Arts Teaching Methodology course on students' creativity.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"57 1","pages":"43-59"},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72598840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The aim of this paper is to examine teachers’ attitudes toward teaching dyslexic students and to determine whether there are statistically significant differences in their attitudes regarding gender, workplace, initial education, and continual professional development. The study involved 233 elementary school teachers. The Scale of Teachers’ Attitudes toward Teaching Dyslexic Students was used with a three-factor structure: (1) individualized teaching methods; (2) adaptation of teaching materials and evaluation procedures; and (3) support of classroom atmosphere and cooperation. The teachers had positive attitudes toward teaching dyslexic students in all three dimensions. The class teachers and those trained during their initial and continuing professional development and informal education to teach students with learning difficulties had positive attitudes that were statistically more significant. In conclusion, the obtained differences in the teachers’ attitudes toward teaching dyslexic students with regard to their professional qualifications during initial and continual professional development indicate the need for systematic teacher education, particularly considering the ways of adapting teaching materials and evaluation procedures so that dyslexic students would receive education appropriate to their abilities and strengths at all levels of education. Key words: attitudes; dyslexia; inclusive education; individualized teaching; teachers. --- Sažetak Cilj je ovoga rada istražiti stavove ucitelja o poucavanju ucenika s disleksijom te utvrditi postoje li statisticki znacajne razlike u stavovima s obzirom na spol, radno mjesto, inicijalno obrazovanje i trajni profesionalni razvoj. U istraživanju su sudjelovala 233 osnovnoskolska ucitelja. Koristila se Skala stavova ucitelja prema poucavanju ucenika s disleksijom trofaktorske strukture: (1) individualizirani postupci poucavanja; (2) prilagodba nastavnih materijala i postupaka vrednovanja i (3) podrska razrednim ozracjem i suradnjom. Ucitelji imaju pozitivne stavove prema poucavanju ucenika s disleksijom u svim trima dimenzijama. Pritom statisticki znacajno pozitivnije stavove imaju ucitelji razredne nastave i oni koji su se usavrsavali za rad s ucenicima s teskocama tijekom inicijalnoga i trajnoga profesionalnog razvoja, kao i samostalnim ucenjem. Zakljucno, dobivene razlike u stavovima ucitelja prema poucavanju ucenika s disleksijom s obzirom na njihovu strucnu osposobljenost tijekom inicijalnoga i trajnoga profesionalnog razvoja ukazuju na nužnost sustavnije edukacije ucitelja, osobito o nacinima prilagodbe nastavnih materijala i postupaka vrednovanja, kako bi na svim razinama obrazovanja ucenici s disleksijom dobili obrazovanje primjereno svojim sposobnostima i jakim stranama. Kljucne rijeci: disleksija; individualizirano poucavanje; inkluzivno obrazovanje; stavovi; ucitelji.
摘要本研究旨在探讨教师对教学失读症学生的态度，并确定教师对性别、工作场所、初始教育和持续专业发展的态度是否存在统计学上的显著差异。这项研究涉及233名小学教师。教师对阅读困难学生教学态度量表采用三因素结构:(1)因材施教;(2)教材和评价程序的适应;(3)课堂氛围与合作的支持。教师在三个维度上都对教学有积极的态度。班主任和那些在他们的初始和持续的专业发展和非正式教育中接受过培训的教师，教有学习困难的学生，他们的积极态度在统计上更显著。综上所述，教师在初始专业发展和持续专业发展过程中对教学失读症学生专业资格的态度存在差异，这表明需要进行系统的教师教育，特别是要考虑如何调整教材和评估程序，使失读症学生在各级教育中接受适合其能力和优势的教育。关键词:态度;阅读障碍;包容性的教育;个性化教学;老师。--- Sažetak Cilj je ovoga rada istražiti stavove ucitelja o poucavanju ucenika ' s disleksijom the utvrditi poststoje li statisticki znacajne razlike u stavovima ' s obzirom na spol, radno mjesto, inicija obrazovanje i trajni professionalni razvoj。U istraživanju su sudjelovala 233 osnovnoskolska ucitelja。Koristila se Skala stavova ucitelja prema poucavanju ucenika s disleksijom trofkske结构:(1)个体性(individualizirani postupci poucavanja);(2) prilagodba nastavnih materijala I postupaka vrednovanja I (3) podrska razrednim ozracjem I suradnjom。Ucitelji imaju pozitivne stavove prema poucavanju ucenika s disleksijom u svim trima dimenzijama。priprim statisticki znacajno positivnije stavove imaju ucitelji razredne nastave i oni koji su se usavrsavali za和teskocama tijekom inicijalnoga i trajnoga专业jalnoga, kao i samostalnim ucenjem。Zakljucno, dobivene razlike u stavovima ucitelja prema poucavanju ucenika disleksijom年代obzirom na njihovu strucnu osposobljenost tijekom inicijalnoga我trajnoga profesionalnog razvoja ukazuju naνž绝大多数sustavnije edukacije ucitelja, osobito o nacinima prilagodbe nastavnih materijala我postupaka vrednovanja, kako bi na svim razinama obrazovanja ucenici年代disleksijom dobili obrazovanje primjereno svojim sposobnostima我jakim stranama。kljune rijeci: disleksija;individualizirano poucavanje;inkluzivno obrazovanje;stavovi;ucitelji。
{"title":"Teachers’ Attitudes toward Teaching Dyslexic Students / Učiteljski stavovi o poučavanju učenika s disleksijom","authors":"Valentina Martan, Sanja Skočić Mihić, Andreja Matošević","doi":"10.15516/CJE.V19I0.2704","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2704","url":null,"abstract":"Abstract The aim of this paper is to examine teachers’ attitudes toward teaching dyslexic students and to determine whether there are statistically significant differences in their attitudes regarding gender, workplace, initial education, and continual professional development. The study involved 233 elementary school teachers. The Scale of Teachers’ Attitudes toward Teaching Dyslexic Students was used with a three-factor structure: (1) individualized teaching methods; (2) adaptation of teaching materials and evaluation procedures; and (3) support of classroom atmosphere and cooperation. The teachers had positive attitudes toward teaching dyslexic students in all three dimensions. The class teachers and those trained during their initial and continuing professional development and informal education to teach students with learning difficulties had positive attitudes that were statistically more significant. In conclusion, the obtained differences in the teachers’ attitudes toward teaching dyslexic students with regard to their professional qualifications during initial and continual professional development indicate the need for systematic teacher education, particularly considering the ways of adapting teaching materials and evaluation procedures so that dyslexic students would receive education appropriate to their abilities and strengths at all levels of education. Key words: attitudes; dyslexia; inclusive education; individualized teaching; teachers. --- Sažetak Cilj je ovoga rada istražiti stavove ucitelja o poucavanju ucenika s disleksijom te utvrditi postoje li statisticki znacajne razlike u stavovima s obzirom na spol, radno mjesto, inicijalno obrazovanje i trajni profesionalni razvoj. U istraživanju su sudjelovala 233 osnovnoskolska ucitelja. Koristila se Skala stavova ucitelja prema poucavanju ucenika s disleksijom trofaktorske strukture: (1) individualizirani postupci poucavanja; (2) prilagodba nastavnih materijala i postupaka vrednovanja i (3) podrska razrednim ozracjem i suradnjom. Ucitelji imaju pozitivne stavove prema poucavanju ucenika s disleksijom u svim trima dimenzijama. Pritom statisticki znacajno pozitivnije stavove imaju ucitelji razredne nastave i oni koji su se usavrsavali za rad s ucenicima s teskocama tijekom inicijalnoga i trajnoga profesionalnog razvoja, kao i samostalnim ucenjem. Zakljucno, dobivene razlike u stavovima ucitelja prema poucavanju ucenika s disleksijom s obzirom na njihovu strucnu osposobljenost tijekom inicijalnoga i trajnoga profesionalnog razvoja ukazuju na nužnost sustavnije edukacije ucitelja, osobito o nacinima prilagodbe nastavnih materijala i postupaka vrednovanja, kako bi na svim razinama obrazovanja ucenici s disleksijom dobili obrazovanje primjereno svojim sposobnostima i jakim stranama. Kljucne rijeci: disleksija; individualizirano poucavanje; inkluzivno obrazovanje; stavovi; ucitelji.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"55 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80440269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Considering the importance of visual representations (pictograms and ideograms) for the understanding of mathematical concepts, we have developed a system of heuristic mathematical games where emphasis is placed on the development of meaning of arithmetic concepts (mental representations and symbols). The paper shows the results of an experimental research carried out for the purpose of examining the influence of application of a system of didactic games on the development and continuity of mental representations on arithmetic concepts and on understanding the meaning of corresponding mathematical symbols. The research was conducted on a group sample which involved 143 children, between six and seven years of age from three preschool institutions in Serbia. The results obtained through measures of descriptive statistics and t-test for independent variables, showed that the systematic application of didactic games, founded on the principle of discovery of mathematical characteristics, can influence the development of mental images on arithmetic concepts and images, and that schemes formed as such continue to participate in understanding further corresponding mathematical symbols and records. After retesting, through correlation analysis, the results showed that the acquired mental images remained present among children in the experimental group even after the activities of the experimental factor.
{"title":"The Influence of Heuristic Pre-Arithmetic Games on the Formation of Mental Representations of Arithmetic Concepts / Utjecaj heurističkih predaritmetičkih igara na oblikovanje mentalnih reprezentacija o aritmetičkim pojmovima","authors":"A. Mandić, Marijana Zeljić","doi":"10.15516/CJE.V19I0.2737","DOIUrl":"https://doi.org/10.15516/CJE.V19I0.2737","url":null,"abstract":"Considering the importance of visual representations (pictograms and ideograms) for the understanding of mathematical concepts, we have developed a system of heuristic mathematical games where emphasis is placed on the development of meaning of arithmetic concepts (mental representations and symbols). The paper shows the results of an experimental research carried out for the purpose of examining the influence of application of a system of didactic games on the development and continuity of mental representations on arithmetic concepts and on understanding the meaning of corresponding mathematical symbols. The research was conducted on a group sample which involved 143 children, between six and seven years of age from three preschool institutions in Serbia. The results obtained through measures of descriptive statistics and t-test for independent variables, showed that the systematic application of didactic games, founded on the principle of discovery of mathematical characteristics, can influence the development of mental images on arithmetic concepts and images, and that schemes formed as such continue to participate in understanding further corresponding mathematical symbols and records. After retesting, through correlation analysis, the results showed that the acquired mental images remained present among children in the experimental group even after the activities of the experimental factor.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"47 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2017-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89558691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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