The European dimension in education: approaches and challenges     

Bojana Vignjević 《Compare》2017,47(5):794-796

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Multicultural Student-to-Student Dialogue and the Generation of Creative Ideas     

Jennifer L. Matić 《College Teaching》2019,67(2):86-93

Both participation in dialog and exposure to others from different cultures have been theorized to increase the ability of an individual to be creative. This study focused on the multicultural student-to-student dialog that took place in one graduate level course. The purpose of this study was to explore how participation in this dialog might influence student creativity, specifically how the students generated creative ideas for their final course papers. No connection was found between participation in the multicultural student-to-student dialog and the generation of creative ideas for their final papers. However, insight was gained into the creative process used by students in generating their final paper ideas.  相似文献   

Book reviews     

Oskar Anweiler  W. S. Aranski  Lynn Davies  Jeremy J. Greenland  Thomas Heinze  Dieter Lenzen  Hans Scheuerl  Éva Szabolcs  Gordana Zindović Vukadinović 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(2):239-252

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Training for self-instruction: an ongoing experiment     

Gordana Zindović Vukadinović 《Prospects》1988,18(1):27-39

She is national co-ordinator for the CODIESEE programme and directs the self-instruction project in this context. She is the author of experimental programmes to transform school libraries in Serbia into media libraries. She has also written numerous articles on educational technology.  相似文献   

The interplay of social competence and psychopathology over 20 years: testing transactional and cascade models     

Burt KB  Obradović J  Long JD  Masten AS 《Child development》2008,79(2):359-374

Associations among internalizing, externalizing, and social competence were examined in a longitudinal cohort (N = 205) of 8- to 12-year-old children reassessed after 7, 10, and 20 years. Theoretically informed nested structural equation models tested interconnections among broad multi-informant constructs across four developmental periods. Follow-up analyses examined gender invariance, measurement and age effects, and putative common causes. Key model comparisons indicated robust negative paths from social competence to internalizing problems from childhood to adolescence and from emerging adulthood to young adulthood. Social competence and externalizing problems showed strong initial associations in childhood but no longitudinal cross-domain paths. Using a developmental psychopathology framework, results are discussed in relation to cascade and transactional effects and the interplay between competence and symptoms over time.  相似文献   

Teacher training in socialist countries     

Dragutin Franković 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):350-357

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Public and private higher education institutions in Serbia: Legal regulations,current status and opinion survey     

Mirjana Franceško  Jasmina Nedeljković  Milan Živković  Sanja Đurđić 《European Journal of Education》2020,55(4):514-527

This article provides insight into the state of higher education in Serbia, particularly in the context of reform processes based on European Higher Education Area principles. A multidimensional approach was taken, encompassing (a) a review and analysis of legal regulations relevant to the historical context of Serbia, (b) an examination of current working conditions at accredited state and private higher education institutions, (c) and a pilot survey of attitudes among the main participants in higher education teaching. The research gauged attitudes of university professors and students with work or study experiences, respectively, at both state and private higher education institutions. Specific instruments for measuring attitudes were constructed for this study. Professors' attitudes toward state and private higher education were compared through the assessment of aspects of organisational culture including work organisation, stimulating atmosphere, innovation, and creativity. Students expressed their attitudes toward state and private higher education in terms of general atmosphere, curricula, grading criteria, and student status. The results indicate that private higher education was appreciated slightly more than state higher education; both professors and students held more positive attitudes of private higher education for all dimensions investigated.  相似文献   

Technology acceptance model in educational context: A systematic literature review     

Andrina Granić  Nikola Marangunić 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2572-2593

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An exploration of the examination script features that most influence expert judgements in three methods of evaluating script quality     

Irenka Suto  Nadežda Novaković 《Assessment in Education: Principles, Policy & Practice》2012,19(3):301-320

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Who is responsible for vulnerable pupils? The attitudes of teacher candidates in Serbia and Slovenia     

Mojca Peček  Sunčica Macura-Milovanović 《欧洲师范教育杂志》2012,35(3):327-346

In the ongoing trend towards inclusive education, initial teacher education programmes must ensure that prospective teachers are prepared to teach all pupils effectively. The study presented in this paper aimed to explore the attitudes of teacher candidates in Serbia and Slovenia towards responsibility for the teaching and learning of vulnerable pupils in mainstream elementary schools. Using a quantitative approach, the study sought to elicit teacher candidates’ views about division of responsibility for the academic achievement and additional support of vulnerable pupils and their views on the factors that most affect learning difficulties in those pupils. Our findings indicate that teacher candidates’ feelings of responsibility are unlikely to help when instructing vulnerable pupils. The implications of these findings are discussed and we suggest several ways to improve teacher education programmes to promote inclusive education based on the concept of quality education for all.  相似文献