Education policymaking in Serbia through the eyes of teachers,counselors, and principals     

Jelena Teodorović  Dejan Stanković  Bojana Bodroža  Vladeta Milin  Ivana Đerić 《Educational Assessment, Evaluation and Accountability》2016,28(4):347-375

Numerous educational reforms have been initiated in Serbia since 2000. The aim of this study was to examine education policymaking in Serbia in order to provide policymakers and stakeholders with recommendations on how to minimize pitfalls and increase success of future educational endeavors. In the study, we utilized the education policy cycle heuristic to analyze formation, implementation, and evaluation of three major education policies in Serbia: in-service training of teachers (INSET), school development planning (SDP), and inclusive education (IE). Examining three reforms simultaneously enabled us to identify major characteristics of Serbian policymaking, regardless of the reform content. We also relied on educational change literature, so that we could assess complex contexts of reforms. Finally, considering the importance of school staff during implementation, we examined education policymaking in Serbia through the eyes of over 1,800 teachers, counselors, and principals. The results point out to dissatisfaction of school staff with all aspects of the policymaking in Serbia and with the social and education context. Reforms appear to be undertaken in a similar pattern across different reforms. The findings imply that a thorough examination of both the policymaking in Serbia and communication, organization, and administration within the education system itself is in order.  相似文献   

How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences     

Mara Šimunović  Ina Reić Ercegovac 《International Journal of Science Education》2018,40(9):977-995

The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (M_age?=?12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.  相似文献   

The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning     

Kaplar  Marija  Radović  Slaviša  Veljković  Kristina  Simić-Muller  Ksenija  Marić  Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433

International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge...  相似文献   

Whose feedback? A multilevel analysis of student completion of end-of-term teaching evaluations     

Leah P. Macfadyen  Shane Dawson  Stewart Prest  Dragan Gašević 《Assessment & Evaluation in Higher Education》2016,41(6):821-839

Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET process. This study aimed to address this deficit through the analysis of an SET respondent pool at a large Canadian research-intensive university. The findings were largely consistent with available research (showing influence of student gender, age, specialisation area and final grade on SET completion). However, the study also identified additional influential course-specific factors such as term of study, course year level and course type as statistically significant. Collectively, such findings point to substantively significant patterns of bias in the characteristics of the respondent pool. Further research is needed to specify and quantify the impact (if any) on SET scores. We conclude, however, by recommending that such bias does not invalidate SET implementation, but instead should be embraced and reported within standard institutional practice, allowing better understanding of feedback received, and driving future efforts at recruiting student respondents.  相似文献   

A University Model for Multiple Problem Areas     

Janusz Goćkowski 《Higher Education in Europe》2001,26(3):447-455

The author argues strongly for a model of university organization that is based upon problem areas rather than upon the traditional departmental structure that is itself based upon strict disciplinary delimitation. The required shift is made difficult by the bookkeeper mentality of university administrators who find the spontaneous development of problem-based and problem-driven work groups difficult to track and to fit into traditional administrative structures. The shift, however, must be made in order for the university to retain its position on the cutting edge of creativity. University administration must adapt itself to the new realities of knowledge production.  相似文献   

School reform in Yugoslavia     

Petar Zivojnović 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(4):469-477

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Facilitating self-directed learning (SDL) and satisfaction with SDL among pre-university students     

Miranda P. Yeoh  Enzo Ierardi  Ljubomir A. Jacić 《Educational studies》2017,43(5):584-599

The aim of the study was to evaluate our practice of self-directed learning (SDL) among pre-university students in Malaysia. Respondents provided data on their previous school learning experiences besides present SDL experiences in college. We carried out exploratory factor analysis based on the school data. We did a confirmatory factor analysis using College SDL experiences of students. Given high similarities between the measurement models, we decided to use the original structure of the instrument. Students provided feedback using a questionnaire based on Prociuk’s. A large majority declared that they needed SDL experiences which they lacked while at school. The study also showed that students had rated their SDL experiences in college more positively than in school, on four factors of SDL experiences. Pearson correlations showed that “knowledgeable and organised teachers” and “promotion of active learning” correlated significantly with students’ current satisfaction with SDL in college.  相似文献   

Transnational accreditation for public schools: IB,PISA and other public–private partnerships     

Gita Steiner-Khamsi  Leonora Dugonjić-Rodwin 《课程研究杂志》2018,50(5):595-607

ABSTRACT

This article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers.  相似文献   

Staff Recruitment in Higher Education: Country and Institutional Experiences – The Case of Serbia     

Srbijanka Turajlić 《Higher Education in Europe》2006,31(3):295-302

When the legislation on higher education in Serbia was enacted in the summer of 2005, Serbian universities started a reform process, which has still not been completed. Since the new law leaves room for any institution to organize itself within the given framework, it is hard to predict the final shape the universities are going to adopt. Consequently, this paper focuses on the existing practice in recruitment policy indicating the eventual pitfalls that threaten the institution in the reform process. In order to allow for a better understanding of the environment in which recruitment is taking place, the first part of the paper outlines the existing environment in terms of the institutional structure, financing and management. The second part concentrates on the recruitment policy.  相似文献   

Visual-Motor Integration,Executive Functions,and Academic Achievement: Concurrent and Longitudinal Relations in Late Elementary School     

Michael J. Sulik  Stephanie L. Haft  Jelena Obradović 《Early education and development》2018,29(7):956-970

ABSTRACT

Research Findings: Using data from a short-term longitudinal study of 343 third-, fourth-, and fifth-grade students, we investigated visual-motor integration (VMI) skills as a predictor of direct assessments of executive functions (EFs) and academic achievement. This is the first study to investigate relations among these three constructs in late elementary school. VMI predicted change in EFs from fall to spring. EFs and VMI were independently associated with math and English/language arts standardized test scores. When controlling for earlier achievement test scores, EFs—but not VMI—remained a significant predictor of later academic achievement. Results indicate that VMI may help support the continued development of EFs in late elementary school, but EFs appear to be comparatively more important as a direct predictor of continued academic development during this age period. Practice or Policy: VMI is a complex ability that combines fine motor coordination (an aspect of school readiness) and visual-spatial reasoning skills. VMI has been identified as an influential predictor of early academic development, but it has been neglected in middle childhood studies. Our results suggest that VMI remains important through the end of elementary school for the continued development of children’s EFs and therefore merits more attention from researchers and educators.  相似文献