Study of geometry in the fourth grade     

A. D. Semušin 《Educational Studies in Mathematics》1970,3(1):68-83

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Radiation processing in the former Yugoslavia, 1947–1966: From “big science” to nullity     

Dušan Ražem 《Minerva》1994,32(3):309-326

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Validity of E-Advice: The Evaluation of an Internet-Based System for Career Planning     

Branimir Šverko  Nataša Akik  Toni Babarović  Ana Bčina  Iva Šverko 《International Journal for Educational and Vocational Guidance》2002,2(3):193-215

The paper provides data on the evaluation of an Internet-based system for self-directed career planning that has been developed in Croatia. Rich in occupational information and career-management advice, this application also contains an interactive questionnaire tapping the client's personal skills and interests. Based on the client's answers, the computer proposes an e-advice– a limited set of occupations that match the users' individual characteristics. The evaluation utilized data gathered from a self-selected sample of users (N = 2,064) and two smaller student samples. Apart from the users' satisfaction, the analyses explored various aspects of e-advice validity: factor structure of users' self-assessments and expert occupational ratings, differences in e-advice given to different groups of users, congruence with the classifications based on Holland's Self-Directed Search, and congruence with the advice given by expert human counsellors. The analyses supported the validity of e-advice. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Mapping the moral assumptions of multi-faith religious education     

Daniel Moulin-Stożek  Jason Metcalfe 《British Journal of Religious Education》2020,42(3):253-262

ABSTRACT

When Religious Education (RE) in England and Wales transitioned from Christian confessionalism to a multi-faith approach in the latter half of the twentieth century, the subject’s moral aims were reasserted. In this article, we explore the moral assumptions of this transformation and map some of their connections to other theological and ethical ideas. Inspired by Deleuze and Guattari’s metaphor of a rhizome, we make two novel contributions to scholarship in this regard. First, through some salient examples we show the connections between the moral aims of multi-faith RE and the assumptions of Kantian moral religion. The second contribution, building on this analysis, identifies three moral justifications of multi-faith RE: universalist (founded on assumptions of moral universals across religions), vicarious (the support of a religious worldview by using other religions’ moral teachings) and instrumentalist (a moral justification based on the supposed extrinsic benefits of studying religions). We then go onto consider how these assumptions may differ from the moral commitments of the religions they appropriate, suggesting they disrupt and recombine theocentric concepts into pedagogic ones.  相似文献   

Intuitive parenting: Aspects related to educational psychology     

Hanuŝ Papouŝek  Mechthild Papouŝek 《European Journal of Psychology of Education - EJPE》1989,4(2):201-210

The human infant has been reportayed in recent infancy research in relation to genetic vs. environmental determinants of development, significance of early integrative processes, didactic interventions (discovered in intuitive forms of parenting), and the role of preverbal parent-infant communication. The new interpretation of early didactic supports to social integration and speech acquisition may interest educational psychologists in particular. It explains the seeming contradiction between early learning and infantile amnesia, and reveals a parental preadaptedness which has evolved to mach both the needs and the constraints of infants in mastering the most significant means of human adaptation — speech. It seems plausible that in addition to the evolution of an advantageous vocal tract and necessary brain circuits for perception and production of vocal symbols, speech evolution has also been influenced by coevolution of supportive tendencies in social environment. Moreover, didactical features of intuitive interventions suggest that rational academic didactics may have deep biological roots in the evolution of human prosocial tendencies.  相似文献   

Can political inequality be reduced in the classroom? Testing the compensation hypothesis and the BFLPE on youth civic competence     

Aleš Kudrnáč  Pat Lyons 《School Effectiveness & School Improvement》2018,29(2):204-224

This study examines the general question of how classroom characteristics are linked with differences among students in civic competence, which is seen to be an important basis for political inequality. A resource-mobilisation account of youth civic competence is presented, and this is tested using hierarchical linear modelling and International Civic and Citizenship Study 2009 data. The determinants of youth civic competence are explored at the individual, family, and classroom levels, where resource and mobilisation factors at each level are examined. Evidence for classroom effects are tested using Campbell’s compensation hypothesis and insights derived from Marsh’s big-fish-little-pond effect (BFLPE). This case study of the Czech Republic shows limited evidence for an open classroom climate reducing civic competence differences between low- and high-SES students, and no evidence of BFLPE increasing such differences among youths.  相似文献   

The dynamics of learning engagement and its relationship with teachers’ classroom practices in primary school     

Anne-Mai Näkk  Inge Timoštšuk 《Education 3-13》2019,47(1):89-100

The current study was part of a larger project which examined teachers’ classroom practices and relationships with students’ learning engagement in primary-school education in Estonia. The focus was the role of autonomy supportive and structured teaching on learning engagement. Two primary-school teachers and their 46 students were selected for this study. The aim of the study was to explore how teachers’ classroom practices influence students’ learning engagement over two years during grade two and grade four of the educational system. Three trained observers rated classroom practices and students self-reported learning engagement. The results highlight primary students’ high-learning engagement, and did not confirm an expectation that low-autonomy-supportive teaching results in low-learning engagement in primary school.  相似文献   

Comparing the effects of different book reading techniques on young children’s language development     

Şimşek  Zeynep Ceren  Işıkoğlu Erdoğan  Nesrin 《Reading and writing》2021,34(4):817-839

The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children’s language development aged 48–66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as digital, dialogic and traditional reading groups. During the reading activities, a total of 24 storybooks were read by each group every three times in 8 weeks. While the children’s language scores (the receptive and expressive language scores) resulted in a significant increase in dialogic reading, the children’s language scores in a digital and traditional reading group slightly changed during the intervention. Alternatively, qualitative data suggested that the interaction between teacher and children and between children and children were very limited in a digital and traditional reading group and that limited interaction during reading was the underlying cause of the insignificant increase in children’s language scores.

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Does Concrete Content Help People to Reason Scientifically?     

Bašnáková  Jana  Čavojová  Vladimíra  Šrol  Jakub 《Science & Education》2021,30(4):809-826

Science & Education - In this paper, we explored the scientific literacy of a general sample of the Slovak adult population and examined factors that might help or inhibit scientific reasoning,...  相似文献   

Teachers’ perceptions of the inclusion of marginalised groups   总被引：1，自引：0，他引：1  

Mojca Peček  Ivan Čuk  Irena Lesar 《Educational studies》2008,34(3):225-239

This paper is based on the concept of inclusion as a process of recognising and minimising the barriers to learning and participation of all children, with teachers as the key players in implementing inclusion in practice. There are two key questions: (1) How do teachers rank different groups of marginalised children? (2) How do teachers see their own role, the role of the marginalised and other children, and their parents in the inclusion process? The groups included in the research were children with special needs, migrants from former Yugoslavia, Roma/Gypsies and children from poor families. In the latter group, it also looked at their counterparts, the children of wealthy parents. Research carried out on a representative sample of primary school teachers in Slovenia showed that children with special needs are among all surveyed groups of children those seen as the most helpless. For these children, teachers are also most likely to lower learning and discipline standards, while at the same time feeling the least qualified to teach them and seeing them also as having the lowest abilities. In the teachers’ opinion, parents of other children have the greatest reservations when their child associates with a Roma/Gypsy child, and teachers also put the least trust in Roma/Gypsy parents.  相似文献