The organization of educational research in the Czechoslovak Socialist Republic     

Emilie Langová  Anna Střížová 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1962,8(1):78-81

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Davorin Trstenjak     

Nedjeljko Kujundžić 《Prospects》1994,24(3-4):671-676

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Intrinsic Motivation of Pre‐service Primary School Teachers for Learning Chemistry in Relation to their Academic Achievement     

Mojca Juriševič  Iztok Devetak  Cveta Razdevšek Pučko  Saša A. Glažar 《International Journal of Science Education》2013,35(2)

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Study of health information needs among adolescents in Croatia shows distinct gender differences in information seeking behaviour     

Ivana Martinović PhD  Sung Un Kim PhD  Snježana Stanarević Katavić PhD 《Health information and libraries journal》2023,40(1):70-91

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Growth and structure of Slovenia’s scientific collaboration network     

Matjaž Perc 《Journal of Informetrics》2010,4(4):475-482

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The effects of middle-school career intervention on students’ career readiness     

Babarović  Toni  Dević  Ivan  Blažev  Mirta 《International Journal for Educational and Vocational Guidance》2020,20(2):429-450

International Journal for Educational and Vocational Guidance - The study examines the effectiveness of a career intervention in middle schools. The intervention was organized in eight...  相似文献   

Practical Components in Teacher Training Programmes in Slovenia (Yugoslavia)     

B. Marentič Požarnik  N. Kotnik 《欧洲师范教育杂志》1988,11(1):41-48

For the present development of teacher training system in Slovenia (Yugoslavia) two trends are characteristic: the prolongation of studies for elementary school teachers (grades 1‐8) from two to four years and an institutional shift of responsibility for subject teacher training from ‘mono‐technical’ (pedagogical academies) to ‘polytechnical’ institutions (different faculties or departments of the universities).

These trends are having important implications for the scope of practical training and its relationship to other parts of the studies. Traditional forms of practical training that had developed at pedagogical academies are being discontinued but the new ones are not yet firmly established.

The existing forms of practical training of student teachers are briefly described (exercises in general professional courses, exercises in classroom observation, teaching attempts and block practice). In addition, the role of teachers of special didactics and the role of practice teachers is analysed.

The pragmatic character of practical training has to be overcome on the basis of systematic attempts to confront students’ subjective theories on teaching and learning, based on experience, with scientific theories throughout the process of their training.

An important prerequisite for the necessary integration of different components of study and especially of theory and practice is cooperation between university teachers of academic, general professional subjects and special didactics. How do we achieve such a cooperation and overcome the negative attitude of teachers of academic subjects toward professional and practical training of students? This remains one of the open problems in the reform of teacher training in Slovenia.  相似文献   

Development of Math Attitudes and Math Self-Concepts: Gender Differences,Implicit–Explicit Dissociations,and Relations to Math Achievement     

Dario Cvencek  Ružica Brečić  Dora Gaćeša  Andrew N. Meltzoff 《Child development》2021,92(5):e940-e956

Three hundred and ninety-one children (195 girls; M_age = 9.56 years) attending Grades 1 and 5 completed implicit and explicit measures of math attitudes and math self-concepts. Math grades were obtained. Multilevel analyses showed that first-grade girls held a strong negative implicit attitude about math, despite no gender differences in math grades or self-reported (explicit) positivity about math. The explicit measures significantly predicted math grades, and implicit attitudes accounted for additional variance in boys. The contrast between the implicit (negativity for girls) and explicit (positivity for girls and boys) effects suggest implicit–explicit dissociations in children, which have also been observed in adults. Early-emerging implicit attitudes may be a foundation for the later development of explicit attitudes and beliefs about math.  相似文献   

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   

That’s Not For Our Kids: The strange death of philosophy and ethics in a low socioeconomic secondary school     

Greg Thompson  Tomaž Lašič 《Educational Philosophy and Theory》2014,46(11):1225-1237

Abstract

This article reflects on the successes and failures of a new Philosophy and Ethics course in a low socioeconomic context in Perth, Western Australia, with the eventual demise of the subject in the school at the end of 2010. We frame this reflection within Deleuzian notions of geophilosophy to advocate for a Philosophy and Ethics that is informed by nomadic thought, as this offers a critical freedom for students to transform themselves and their society and suggests practical ways both of overcoming the prejudices which led to its demise and of student reluctance to engage in open discussion in class. We consider the demise of the course a ‘missed opportunity’ because it had so much potential to be transformative of student subjectivities in schools.  相似文献