Teorija ciljeva postignuca je jedna od vrlo znacajnih teorija motivacije koja se u velikoj mjeri propituje u odgojno-obrazovnom sustavu. Ciljevi postignuca se najcesce odnose na razloge koji stoje u pozadini želje ucenika za postignucem, ali predstavljaju i misljenje ucenika o standardima i kriterijima koji se uzimaju u razmatranje prilikom procjene uspjeha (Urdan, 1997). U tom smislu, ucenik može biti vođen željom za osobnim razvojem i unapređenjem ili željom da se bude bolji od drugih. Tako su autori identificirali dvije vrste ciljeva postignuca. U prvom slucaju, rijec je o ciljevima usmjerenim na ovladavanje, a u drugom slucaju, rijec je o performativnim ciljevima. Ovo ujedno predstavlja i dihotomni model ciljeva postignuca. Cilj ovog rada jeste da se pregledom nekih istraživanja identificiraju konceptualni modeli ciljeva postignuca, te da se, shodno predstavljenom, stekne uvid u najcesce ishode s kojima su povezani razliciti ciljevi postignuca. Teorijski i empirijski rezultati ukazuju da su se ciljevi postignuca razvijali od dihotomnog, trihotomnog konceptualnog modela, modela s cetiri vrste ciljeva (2x2) do modela sa sest (3x2) vrsta ciljeva. U sklopu navedenih konceptualnih modela ciljevi usmjereni na ovladavanje sadrže najvise pozitivnih karakteristika i ishoda. Zakljucak nastoji potcrtati važnost ciljeva usmjerenih ka ovladavanju uz potrebu za dubljim propitivanjem cimbenika koji vode ka usvajanju ovih ciljeva. Kljucne rijeci: ciljevi usmjereni na ovladavanje; performativni ciljevi; pristup orijentacija; izbjegavanje orijentacija.
{"title":"Ciljevi postignuća: konceptualni modeli i rezultati istraživanja ishoda","authors":"Azemina Durmić","doi":"10.15516/CJE.V22I1.3517","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3517","url":null,"abstract":"Teorija ciljeva postignuca je jedna od vrlo znacajnih teorija motivacije koja se u velikoj mjeri propituje u odgojno-obrazovnom sustavu. Ciljevi postignuca se najcesce odnose na razloge koji stoje u pozadini želje ucenika za postignucem, ali predstavljaju i misljenje ucenika o standardima i kriterijima koji se uzimaju u razmatranje prilikom procjene uspjeha (Urdan, 1997). U tom smislu, ucenik može biti vođen željom za osobnim razvojem i unapređenjem ili željom da se bude bolji od drugih. Tako su autori identificirali dvije vrste ciljeva postignuca. U prvom slucaju, rijec je o ciljevima usmjerenim na ovladavanje, a u drugom slucaju, rijec je o performativnim ciljevima. Ovo ujedno predstavlja i dihotomni model ciljeva postignuca. Cilj ovog rada jeste da se pregledom nekih istraživanja identificiraju konceptualni modeli ciljeva postignuca, te da se, shodno predstavljenom, stekne uvid u najcesce ishode s kojima su povezani razliciti ciljevi postignuca. Teorijski i empirijski rezultati ukazuju da su se ciljevi postignuca razvijali od dihotomnog, trihotomnog konceptualnog modela, modela s cetiri vrste ciljeva (2x2) do modela sa sest (3x2) vrsta ciljeva. U sklopu navedenih konceptualnih modela ciljevi usmjereni na ovladavanje sadrže najvise pozitivnih karakteristika i ishoda. Zakljucak nastoji potcrtati važnost ciljeva usmjerenih ka ovladavanju uz potrebu za dubljim propitivanjem cimbenika koji vode ka usvajanju ovih ciljeva. Kljucne rijeci: ciljevi usmjereni na ovladavanje; performativni ciljevi; pristup orijentacija; izbjegavanje orijentacija.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"22 1","pages":"115-141"},"PeriodicalIF":0.2,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75398821","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}
The main purpose of this study is to investigate the mediating role of attitude toward learning in correlation between school burnout and school competence. This study was administered on 471 students. Participants completed School Burnout Scale, School Engagement Scale and Scale of Attitude toward Learning. Data derived from regression analysis show that school engagement and attitude toward learning were predicted negatively and significantly by school burnout. School engagement was predicted positively by attitude toward learning. Furthermore, attitude toward learning was determined to partially mediate the relationship between school burnout and school engagement. Data present that attitude toward learning increased school engagement and it is a significant variable in decreasing school burnout.
{"title":"The Correlation between School Burnout and School Engagement: The Mediating Role of Attitude toward Learning","authors":"M. Y. Erdoğdu","doi":"10.15516/CJE.V22I1.3250","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3250","url":null,"abstract":"The main purpose of this study is to investigate the mediating role of attitude toward learning in correlation between school burnout and school competence. This study was administered on 471 students. Participants completed School Burnout Scale, School Engagement Scale and Scale of Attitude toward Learning. Data derived from regression analysis show that school engagement and attitude toward learning were predicted negatively and significantly by school burnout. School engagement was predicted positively by attitude toward learning. Furthermore, attitude toward learning was determined to partially mediate the relationship between school burnout and school engagement. Data present that attitude toward learning increased school engagement and it is a significant variable in decreasing school burnout.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"98 1","pages":"241-262"},"PeriodicalIF":0.2,"publicationDate":"2020-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83582100","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}
Textbooks play a very important role in education ; their content and practice exercises may have an influence on the students' opportunities to learn. Although many studies have focused on the teachers' use of textbooks, studies on students' textbook use are sparse. The aim of the study presented in this paper is to examine how, when, and why students utilize textbooks for learning mathematics. The data was obtained by combining quantitative and qualitative methods (triangulation of questionnaire results, interviews, and students' diaries). To that purpose, the model of a socio-didactical tetrahedron was used, where the dynamic relationship among textbook, mathematics, teacher and student was observed. The results show that students regularly use the textbook for practice exercises and homework. The social component of textbook use points to: (1) teacher as a mediator between the textbook and students ; (2) the important role of the textbook in terms of help at home given by parents or siblings if the student did not understand the subject matter in school. Therefore, the utilization of the textbook is a complex and dynamic process which includes various parameters and participants, not just teachers and students./Udžbenik ima važnu ulogu u nastavi, a njegov sadržaj i zadatci za vježbu mogu utjecati na prilike i mogucnosti koje se stavljaju pred ucenika iz pojedinog predmeta. Iako su se brojna istraživanja fokusirala na to kako nastavnici koriste udžbenik, rijetke su studije o tome kako ga koriste ucenici. Cilj ovog rada je istražiti upravo kako ucenici rabe udžbenik za ucenje matematike, kada i zasto. Podatci su dobiveni kombiniranom primjenom kvantitativnih i kvalitativnih metoda (triangulacijom rezultata iz upitnika, intervjua i dnevnika ucenika). Pritom je koristen teorijski model socio-didaktickog tetraedra u kojem se opservira dinamican odnos između udžbenika, matematike, ucitelja i ucenika kroz socijalne i drustvene aspekte. Rezultati pokazuju da ispitani ucenici redovito koriste udžbenik za rjesavanje zadataka i pisanje domace zadace. Socijalna komponenta upotrebe udžbenika ukazuje na: (1) ucitelja kao medijatora između udžbenickog sadržaja i ucenika u razredu ; (2) važnu ulogu udžbenika u sklopu pomaganja ukucana kada ucenik nesto nije razumio. Stoga možemo zakljuciti da je uporaba udžbenika vrlo složen i dinamican proces koji ukljucuje razlicite parametre i sudionike, ne samo ucenike i ucitelje.
教科书在教育中起着非常重要的作用;他们的内容和练习可能会影响学生的学习机会。虽然很多研究关注的是教师对教科书的使用，但对学生使用教科书的研究却很少。本文提出的研究目的是研究学生如何，何时以及为什么使用教科书学习数学。数据采用定量与定性相结合的方法(问卷结果三角测量法、访谈法和学生日记法)获得。为此，采用了社会教学四面体模型，观察了教科书、数学、教师和学生之间的动态关系。结果表明，学生经常使用教科书进行练习和作业。教材使用的社会成分指向:(1)教师作为教材与学生之间的中介;(2)如果学生在学校不理解所学的科目，课本在父母或兄弟姐妹的帮助方面的重要作用。因此，教材的利用是一个复杂的动态过程，它包含了各种参数和参与者，而不仅仅是教师和学生。/Udžbenik ima važnu ulogu u nastavi, a njegov sadržaj i zadatci za vježbu mogu utjecati na priilike i mogucnosti koje se stavljaju pred ucenika iz pojedinog premeta。Iako su se brojna istraživanja fokusirala na to kako nastavnici koriste udžbenik，对kako nastavnici koriste进行了研究。Cilj ovog rada je istražiti upravo kako ucenici rabe udžbenik za ucenje matematike, kada i zasto。Podatci su dobiveni kombiniranom primjenom kantitivativnih i kvalativnih mettoda (triangulacijom rezultata iz upitnika, intervjui dnevnika ucenika)。priitom je koristen teorijski模型社会-didaktickog tetraedra kojem se operserira dinamiconos između udžbenika, matematike, ucitelja i ucenika kroz socijalne i drustvenes aspete。Rezultati pokazuju da ispitani ucenici redovito koriste udžbenik za rjesavanje zadataka i pisanje domace zadace。社会科学研究与发展udžbenika ukazuje na:(1) ucitelja kao medijatora između udžbenickog sadržaja i ucenika u razredu;(2) važnu ulogu udžbenika u sklopu pomaganja ukucana kada ucenik nesto nije razumio。Stoga možemo zakljuuiti da je uporaba udžbenika vrlo složen i动力学过程koji ukljuuje razlicite参数为sudielike, ne samo ucuje为ucitelje。
{"title":"Mathematics textbook in the hands of the lower secondary students: how, when and why they use it. /Matematički udžbenik u rukama učenika viših razreda osnovne škole: kako, kada i zašto ga koriste.","authors":"L. Matic, Dubravka Glasnović Gracin","doi":"10.15516/CJE.V22I1.3484","DOIUrl":"https://doi.org/10.15516/CJE.V22I1.3484","url":null,"abstract":"Textbooks play a very important role in education ; their content and practice exercises may have an influence on the students' opportunities to learn. Although many studies have focused on the teachers' use of textbooks, studies on students' textbook use are sparse. The aim of the study presented in this paper is to examine how, when, and why students utilize textbooks for learning mathematics. The data was obtained by combining quantitative and qualitative methods (triangulation of questionnaire results, interviews, and students' diaries). To that purpose, the model of a socio-didactical tetrahedron was used, where the dynamic relationship among textbook, mathematics, teacher and student was observed. The results show that students regularly use the textbook for practice exercises and homework. The social component of textbook use points to: (1) teacher as a mediator between the textbook and students ; (2) the important role of the textbook in terms of help at home given by parents or siblings if the student did not understand the subject matter in school. Therefore, the utilization of the textbook is a complex and dynamic process which includes various parameters and participants, not just teachers and students./Udžbenik ima važnu ulogu u nastavi, a njegov sadržaj i zadatci za vježbu mogu utjecati na prilike i mogucnosti koje se stavljaju pred ucenika iz pojedinog predmeta. Iako su se brojna istraživanja fokusirala na to kako nastavnici koriste udžbenik, rijetke su studije o tome kako ga koriste ucenici. Cilj ovog rada je istražiti upravo kako ucenici rabe udžbenik za ucenje matematike, kada i zasto. Podatci su dobiveni kombiniranom primjenom kvantitativnih i kvalitativnih metoda (triangulacijom rezultata iz upitnika, intervjua i dnevnika ucenika). Pritom je koristen teorijski model socio-didaktickog tetraedra u kojem se opservira dinamican odnos između udžbenika, matematike, ucitelja i ucenika kroz socijalne i drustvene aspekte. Rezultati pokazuju da ispitani ucenici redovito koriste udžbenik za rjesavanje zadataka i pisanje domace zadace. Socijalna komponenta upotrebe udžbenika ukazuje na: (1) ucitelja kao medijatora između udžbenickog sadržaja i ucenika u razredu ; (2) važnu ulogu udžbenika u sklopu pomaganja ukucana kada ucenik nesto nije razumio. Stoga možemo zakljuciti da je uporaba udžbenika vrlo složen i dinamican proces koji ukljucuje razlicite parametre i sudionike, ne samo ucenike i ucitelje.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"33 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87245220","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 Rater reliability plays a key role in essay assessment, which has to be valid, reliable and effective. The aims of this study are: to determine intra/inter reliability variations based on two sets of grades that five teachers/raters produced via assessing argumentative essays written by 10 students learning French as a foreign language in accordance with the criteria they had developed and with a rubric; to understand the criteria they used in the assessment process; and to note what the raters/teachers who used rubrics for the first time within the scope of this study think about rubrics. Quantitative data set has revealed that intra-rater reliability between the grades assigned, through the use of teacher-developed criteria and the rubrics, is low, that inter-rater reliability is again low for the grades based on teacher-developed criteria, and that inter-rater reliability is more consistent for assessments completed through the use of rubrics. Qualitative data obtained during individual interviews have shown that raters employed different criteria. During the second round of individual interviews following the use of rubrics, raters have noted that rubrics helped them to become more objective, contributed positively to the assessment process, and can be utilized to support students’ learning and to enhance teachers’ instruction. Key words: evaluation; mixed-method research design; writing. --- Sažetak Pouzdanost ocjenjivaca ima kljucnu ulogu u vrednovanju eseja, koje mora biti valjano, pouzdano i ucinkovito. Ciljevi ovoga istraživanja su: odrediti individualnu i međusobnu pouzdanost ocjenjivaca na temelju dviju skupina ocjena koje je pet nastavnika/ocjenjivaca dalo tijekom vrednovanja 10 raspravljackih eseja koje su napisali studenti koji uce francuski jezik kao strani jezik, a vrednovanje se provodilo u skladu s kriterijima koje su nastavnici sami izradili i uz pomoc rubrika; razumjeti kriterije kojima su se koristili u procesu vrednovanja; zabilježiti sto ocjenjivaci/nastavnici koji su se prvi put u procesu vrednovanja koristili rubrikama misle o takvom nacinu vrednovanja. Kvantitativni podaci pokazali su da je individualna pouzdanost ocjenjivaca s obzirom na ocjene koje su dali na temelju vlastitih kriterija vrednovanja i na temelju rubrika niska; da je međusobna pouzdanost ocjenjivaca niska i kada se radi o ocjenama na temelju vlastitih kriterija te da je međusobna pouzdanost ocjenjivaca veca u procesu vrednovanja uz pomoc rubrika. Kvalitativni podaci dobiveni putem metode individualnih intervjua pokazali su da su se ocjenjivaci koristili razlicitim kriterijima. Tijekom drugoga kruga individualnih intervjua nakon primjene rubrika ocjenjivaci su primijetili da su im rubrike pomogle u postizanju vece objektivnosti, da su pozitivno utjecale na proces vrednovanja i da se mogu koristiti kako bi pomogli studentima u procesu ucenja i kako bi poboljsali provedbu nastavnoga procesa. Kljucne rijeci: procjena; mjesovit model istraživanja;
{"title":"Procjena vrednovanja eseja: kriteriji vrednovanja koje su izradili nastavnici i rubrike. Individualna i međusobna pouzdanost ocjenjivača i mišljenja nastavnika o tome","authors":"Veda Aslim-Yetiş","doi":"10.15516/CJE.V21I1.2922","DOIUrl":"https://doi.org/10.15516/CJE.V21I1.2922","url":null,"abstract":"Abstract Rater reliability plays a key role in essay assessment, which has to be valid, reliable and effective. The aims of this study are: to determine intra/inter reliability variations based on two sets of grades that five teachers/raters produced via assessing argumentative essays written by 10 students learning French as a foreign language in accordance with the criteria they had developed and with a rubric; to understand the criteria they used in the assessment process; and to note what the raters/teachers who used rubrics for the first time within the scope of this study think about rubrics. Quantitative data set has revealed that intra-rater reliability between the grades assigned, through the use of teacher-developed criteria and the rubrics, is low, that inter-rater reliability is again low for the grades based on teacher-developed criteria, and that inter-rater reliability is more consistent for assessments completed through the use of rubrics. Qualitative data obtained during individual interviews have shown that raters employed different criteria. During the second round of individual interviews following the use of rubrics, raters have noted that rubrics helped them to become more objective, contributed positively to the assessment process, and can be utilized to support students’ learning and to enhance teachers’ instruction. Key words: evaluation; mixed-method research design; writing. --- Sažetak Pouzdanost ocjenjivaca ima kljucnu ulogu u vrednovanju eseja, koje mora biti valjano, pouzdano i ucinkovito. Ciljevi ovoga istraživanja su: odrediti individualnu i međusobnu pouzdanost ocjenjivaca na temelju dviju skupina ocjena koje je pet nastavnika/ocjenjivaca dalo tijekom vrednovanja 10 raspravljackih eseja koje su napisali studenti koji uce francuski jezik kao strani jezik, a vrednovanje se provodilo u skladu s kriterijima koje su nastavnici sami izradili i uz pomoc rubrika; razumjeti kriterije kojima su se koristili u procesu vrednovanja; zabilježiti sto ocjenjivaci/nastavnici koji su se prvi put u procesu vrednovanja koristili rubrikama misle o takvom nacinu vrednovanja. Kvantitativni podaci pokazali su da je individualna pouzdanost ocjenjivaca s obzirom na ocjene koje su dali na temelju vlastitih kriterija vrednovanja i na temelju rubrika niska; da je međusobna pouzdanost ocjenjivaca niska i kada se radi o ocjenama na temelju vlastitih kriterija te da je međusobna pouzdanost ocjenjivaca veca u procesu vrednovanja uz pomoc rubrika. Kvalitativni podaci dobiveni putem metode individualnih intervjua pokazali su da su se ocjenjivaci koristili razlicitim kriterijima. Tijekom drugoga kruga individualnih intervjua nakon primjene rubrika ocjenjivaci su primijetili da su im rubrike pomogle u postizanju vece objektivnosti, da su pozitivno utjecale na proces vrednovanja i da se mogu koristiti kako bi pomogli studentima u procesu ucenja i kako bi poboljsali provedbu nastavnoga procesa. Kljucne rijeci: procjena; mjesovit model istraživanja; ","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"418 1","pages":"103-155"},"PeriodicalIF":0.2,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79507024","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}
The study included 161 preschool teachers from different kindergartens in PrimorjeGorski Kotar County. The Scale for assessing the risk conditions for children and capacity of kindergartens to work with families at risk was applied. It consists of two subscales that measure the level of risk conditions and preschool teachers’ competences to work with children from risk groups (children: with disabilities, members of the Roma minority, safeguarded by the Social Services, the ones who come from families which provide a low level of stimulation, from families with chronically ill member(s), with divorced/divorcing parents, and whose mother suffers from depression). The higher levels of risk of particular conditions of preschool children and expected difficulties in their development were determined. Preschool teachers evaluated that they have moderate possibilities for work with children from families at risk, and estimated there is a higher level of benefit that children can have from being in kindergarten. The significant positive correlations between the levels of risk, the expected difficulties and the benefit that children could have from being in kindergarten, but only for some of the explored types of risk, were determined. The contribution of this study lies in the significant implications for improving educational practices in the direction of articulating the needs for further education of preschool teachers in the context of different developmental risk.
{"title":"Kindergarten as a Protective Factor in the Development of Preschool Children from Risk Groups: Perception of Preschool Teachers’ Capacities","authors":"S. Vorkapić, I. Mihić, Martina Matovina","doi":"10.15516/CJE.V20I0.3025","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3025","url":null,"abstract":"The study included 161 preschool teachers from different kindergartens in PrimorjeGorski Kotar County. The Scale for assessing the risk conditions for children and capacity of kindergartens to work with families at risk was applied. It consists of two subscales that measure the level of risk conditions and preschool teachers’ competences to work with children from risk groups (children: with disabilities, members of the Roma minority, safeguarded by the Social Services, the ones who come from families which provide a low level of stimulation, from families with chronically ill member(s), with divorced/divorcing parents, and whose mother suffers from depression). The higher levels of risk of particular conditions of preschool children and expected difficulties in their development were determined. Preschool teachers evaluated that they have moderate possibilities for work with children from families at risk, and estimated there is a higher level of benefit that children can have from being in kindergarten. The significant positive correlations between the levels of risk, the expected difficulties and the benefit that children could have from being in kindergarten, but only for some of the explored types of risk, were determined. The contribution of this study lies in the significant implications for improving educational practices in the direction of articulating the needs for further education of preschool teachers in the context of different developmental risk.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"88 1","pages":"217-242"},"PeriodicalIF":0.2,"publicationDate":"2018-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74729281","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}
Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requiremen
{"title":"Uloga odgojitelja mentora iz studentske perspektive","authors":"A. Lozančić, Edita Rogulj","doi":"10.15516/cje.v20i0.3325","DOIUrl":"https://doi.org/10.15516/cje.v20i0.3325","url":null,"abstract":"Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requirements of contemporary practice, this research examined the views and opinions of Faculty of Teacher Education students (N=235) in Zagreb on the implementation of teaching practice in kindergartens, while contemplating and analyzing the difficulties that are perceived and found in this area. The theoretical part of this paper discusses the relationship between the quality of kindergarten teacher education and the contemporary concept of the teaching practice, which is examined in the empirical part on the chosen research sample. By means of One Sample T-Test, positive attitudes of early childhood and preschool education students on the implementation of teaching practice were confirmed. In the correlation design area, a statistically significant correlation (Spearman) was confirmed between a particular year of studies and the assessment of practice or satisfaction of students and the success of teaching practice. Third year students differed from the first and second year students in that that they expressed a lower level of satisfaction with teaching practice. Key words: kindergarten teacher mentor; professional development; teaching practice.Teaching practice is an integral part of education and training of future kindergarten teachers. Aiming to answer the question whether the initial education of kindergarten teachers is organized in accordance with the requiremen","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"185 1","pages":"311-319"},"PeriodicalIF":0.2,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80586044","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 Children’s opera is a work of art and although the performance of children’s opera in theater is primarily a visual experience for the young audience, music is what dominates the entire performance. It is important that, while viewing events on stage, children inadvertently receive music, which becomes part of the entire experience. Direct experience of children’s opera can be an incentive for the reception of artwork. Children’s opera offers children a unique art experience through its complex music and stage structure that unites the literary text, music, costume design, and staging. Through the reception of performance, it offers children a unique experience which has a positive effect on their formation of appreciation of culture and music. It is not advised to teach children’s opera in lower grades of primary school in a way where children acquire knowledge about children’s opera. Rather, students should be introduced into the world of opera through their experience of concrete children’s opera which can be achieved through reception (listening and observing). In this paper, we point to the possibility of implementing such content into the contemporary curricular context. Key words: children’s opera; music education, primary education. --- Sažetak Djecja opera umjetnicko je djelo i premda je izvedba djecje opere u kazalistu za mlađu publiku ponajprije scenski vizualni doživljaj, ipak je ono sto dominira cijelom izvedbom upravo glazba. Pritom je najvažnije da djeca, prateci događanja na pozornici, nesvjesno primaju glazbu koja postaje dio njihova ukupnog doživljaja. Izravno doživljavanje djecje opere može biti poticaj za recepciju umjetnickog djela jer ona svojom složenom glazbeno-scenskom strukturom koja ujedinjuje književni predložak, glazbu, kostimografiju i scensko uprizorenje djeci pruža jedinstven umjetnicki doživljaj koji ima pozitivan utjecaj na njihovo oblikovanje kulturnog i glazbenog ukusa. U primarnom obrazovanju nije preporucljivo djecju operu poucavati na nacin stjecanja znanja o djecjoj operi, vec ucenike treba uvoditi u svijet opere putem njihova doživljaja konkretne djecje opere, sto se može postici recepcijom (slusanjem i gledanjem), a u ovome radu ukazujemo na mogucnost implementacije toga sadržaja u suvremeni kurikulski kontekst. Kljucne rijeci: djecja opera; Glazbena kultura; primarno obrazovanje.
{"title":"Children's Opera – Motivation for the Reception of Art in Teaching Music in Primary Educationom obrazovanju","authors":"T. Sviben, Ema Herak","doi":"10.15516/CJE.V20I0.3380","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3380","url":null,"abstract":"Abstract Children’s opera is a work of art and although the performance of children’s opera in theater is primarily a visual experience for the young audience, music is what dominates the entire performance. It is important that, while viewing events on stage, children inadvertently receive music, which becomes part of the entire experience. Direct experience of children’s opera can be an incentive for the reception of artwork. Children’s opera offers children a unique art experience through its complex music and stage structure that unites the literary text, music, costume design, and staging. Through the reception of performance, it offers children a unique experience which has a positive effect on their formation of appreciation of culture and music. It is not advised to teach children’s opera in lower grades of primary school in a way where children acquire knowledge about children’s opera. Rather, students should be introduced into the world of opera through their experience of concrete children’s opera which can be achieved through reception (listening and observing). In this paper, we point to the possibility of implementing such content into the contemporary curricular context. Key words: children’s opera; music education, primary education. --- Sažetak Djecja opera umjetnicko je djelo i premda je izvedba djecje opere u kazalistu za mlađu publiku ponajprije scenski vizualni doživljaj, ipak je ono sto dominira cijelom izvedbom upravo glazba. Pritom je najvažnije da djeca, prateci događanja na pozornici, nesvjesno primaju glazbu koja postaje dio njihova ukupnog doživljaja. Izravno doživljavanje djecje opere može biti poticaj za recepciju umjetnickog djela jer ona svojom složenom glazbeno-scenskom strukturom koja ujedinjuje književni predložak, glazbu, kostimografiju i scensko uprizorenje djeci pruža jedinstven umjetnicki doživljaj koji ima pozitivan utjecaj na njihovo oblikovanje kulturnog i glazbenog ukusa. U primarnom obrazovanju nije preporucljivo djecju operu poucavati na nacin stjecanja znanja o djecjoj operi, vec ucenike treba uvoditi u svijet opere putem njihova doživljaja konkretne djecje opere, sto se može postici recepcijom (slusanjem i gledanjem), a u ovome radu ukazujemo na mogucnost implementacije toga sadržaja u suvremeni kurikulski kontekst. Kljucne rijeci: djecja opera; Glazbena kultura; primarno obrazovanje.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"15 1","pages":"11-48"},"PeriodicalIF":0.2,"publicationDate":"2018-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75673796","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}
Cilj ovog rada bio je istražiti koliko ucitelji prepoznaju likovno nadarene ucenike mlađe skolske dobi. U istraživanju je sudjelovalo 150 ucite
{"title":"Identifikacija likovno nadarene djece i nastave likovne kulture","authors":"Marta Pupić Bakrač","doi":"10.15516/CJE.V20I3.2617","DOIUrl":"https://doi.org/10.15516/CJE.V20I3.2617","url":null,"abstract":"Cilj ovog rada bio je istražiti koliko ucitelji prepoznaju likovno nadarene ucenike mlađe skolske dobi. U istraživanju je sudjelovalo 150 ucite","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"112 1","pages":"765-788"},"PeriodicalIF":0.2,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73355129","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":"Prevalencija agresivnih i prosocijalnih ponašanja djece predškolske dobi u odnosu na strukturu obitelji","authors":"Tihana Kokanović, Siniša Opić","doi":"10.15516/CJE.V20I0.3064","DOIUrl":"https://doi.org/10.15516/CJE.V20I0.3064","url":null,"abstract":"","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"50 1","pages":"59-71"},"PeriodicalIF":0.2,"publicationDate":"2018-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88538439","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 research aimed to develop the reading technique and reading comprehension skills of a student with reading difficulties through using the Word Drill Technique and the 3P Method. An action research approach was used here. The research was conducted with a female second-grade student. Reading exercises were used with her for 30 hours, based on the Word Drill Technique and the 3P Method. Due to them, it was observed that she advanced from the anxiety level to the instructional level. Her word recognition increased from 86% to 94%, while her comprehension percentage increased from 46% to 76%. In addition, the number of mistakes she made during reading diminished and she gave up finger-tracking while reading. The findings reveal that the Word Drill Technique and the 3P Method are effective in eliminating the problems of a student who does not have a mental or physical problem but has reading and comprehension problems. Key words: comprehension; reading; reading difficulties; Word Drill Technique; 3P Method. --- Sažetak Cilj je ovog istraživanja bio razviti vjestine citanja i razumijevanja kod ucenice s poteskocama u citanju, koristeci se tehnikom mehanickog ponavljanja rijeci i metodom 3P. Provedeno je po modelu akcijskog istraživanja. U njemu je sudjelovala jedna ucenica drugog razreda (D. D.). Vježbe citanja provodile su se u trajanju od 30 sati uz pomoc tehnike mehanickog ponavljanja rijeci i metode 3P. Primijeceno je da je ucenica s anksioznog presla na citanje uz neciju pomoc. Njezina razina prepoznavanja rijeci bila je 94 % umjesto prijasnjih 86 %, a razumijevanja 76 % umjesto 46 %. Osim toga, cinila je manje pogresaka, a odustala je i od upotrebe prsta tijekom citanja. To pokazuje da su tehnika mehanickog ponavljanja rijeci i metoda 3P ucinkovite pri otklanjanju problema kod ucenice bez mentalnih ili fizickih poteskoca, ali s poteskocama u citanju i razumijevanju. Kljucne rijeci: citanje; razumijevanje; poteskoce u citanju; tehnika mehanickog ponavljanja rijeci; metoda 3P.
摘要本研究旨在运用单词操练法和3P法培养阅读困难学生的阅读技巧和阅读理解能力。这里使用了行动研究方法。研究对象是一名二年级女生。以单词练习法和3P法为基础，进行30小时的阅读练习。由于这些，我们观察到她从焦虑水平上升到教学水平。她的单词识别率从86%提高到94%，而她的理解力从46%提高到76%。此外，她在阅读过程中犯的错误减少了，她在阅读时放弃了手指追踪。研究结果表明，单词操练法和3P法对于消除学生的问题是有效的，学生没有心理或身体问题，但有阅读和理解问题。关键词:理解;阅读;阅读困难;单词操练法;3 p的方法。--- Sažetak Cilj je ovog istraživanja bio razviti vjestine citanja i razumijevanja kod nice is poteskocama u citanju, koristeci se tehnikom mehanickog ponavljanja rijeci metodom 3P。Provedeno je po modelu akcijskog istraživanja。[2][1][1][1][1][3]。Vježbe citanja provodile su se u trajanju od 30 sati i o o o o mehanickog ponavljanja rijeci i mehanicko。原始人不知道自己是否有这种能力。Njezina razina prepoznavanja rijeci bila je 94% umjesto prijasnjih 86%， a razumijevanja 76% umjesto 46%。Osim toga, cinila je manje pogresaka, a odustala, a odustala, a odustala, a odustala, a odustala, a osimtogaTo pokazuje da su tehnika mechanickog ponavljanja rijeci metoda 3P ucinkovite i otklanjanju problem .(我认为)pokazuje problem是指精神上的问题，而不是指精神上的问题。kljune rijeci;razumijevanje;Poteskoce u cittanju;Tehnika mehanickog ponavljanja rijeci;metoda 3 p。
{"title":"Developing the Reading Technique and Reading Comprehension Skills through Using the Word Drill Technique and the 3P Method/Razvijanje vještina čitanja i razumijevanja s pomoću tehnike mehaničkog ponavljanja riječi i metode 3P","authors":"Özge Erdoğan, Fatma Şenocak Kasranoğlu","doi":"10.15516/CJE.V20I1.2658","DOIUrl":"https://doi.org/10.15516/CJE.V20I1.2658","url":null,"abstract":"Abstract This research aimed to develop the reading technique and reading comprehension skills of a student with reading difficulties through using the Word Drill Technique and the 3P Method. An action research approach was used here. The research was conducted with a female second-grade student. Reading exercises were used with her for 30 hours, based on the Word Drill Technique and the 3P Method. Due to them, it was observed that she advanced from the anxiety level to the instructional level. Her word recognition increased from 86% to 94%, while her comprehension percentage increased from 46% to 76%. In addition, the number of mistakes she made during reading diminished and she gave up finger-tracking while reading. The findings reveal that the Word Drill Technique and the 3P Method are effective in eliminating the problems of a student who does not have a mental or physical problem but has reading and comprehension problems. Key words: comprehension; reading; reading difficulties; Word Drill Technique; 3P Method. --- Sažetak Cilj je ovog istraživanja bio razviti vjestine citanja i razumijevanja kod ucenice s poteskocama u citanju, koristeci se tehnikom mehanickog ponavljanja rijeci i metodom 3P. Provedeno je po modelu akcijskog istraživanja. U njemu je sudjelovala jedna ucenica drugog razreda (D. D.). Vježbe citanja provodile su se u trajanju od 30 sati uz pomoc tehnike mehanickog ponavljanja rijeci i metode 3P. Primijeceno je da je ucenica s anksioznog presla na citanje uz neciju pomoc. Njezina razina prepoznavanja rijeci bila je 94 % umjesto prijasnjih 86 %, a razumijevanja 76 % umjesto 46 %. Osim toga, cinila je manje pogresaka, a odustala je i od upotrebe prsta tijekom citanja. To pokazuje da su tehnika mehanickog ponavljanja rijeci i metoda 3P ucinkovite pri otklanjanju problema kod ucenice bez mentalnih ili fizickih poteskoca, ali s poteskocama u citanju i razumijevanju. Kljucne rijeci: citanje; razumijevanje; poteskoce u citanju; tehnika mehanickog ponavljanja rijeci; metoda 3P.","PeriodicalId":44438,"journal":{"name":"Croatian Journal of Education-Hrvatski Casopis Za Odgoj I Obrazovanje","volume":"27 1","pages":"75-110"},"PeriodicalIF":0.2,"publicationDate":"2018-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91164928","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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