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   

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation     

Marijana Petrović  Nataša Bojković  Ivan Anić  Dalibor Petrović 《Government Information Quarterly》2012

The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other.  相似文献   

The overall knowledge of genetics in Serbian speech and language pathologists     

Ivana Bogavac  Marijana Rakonjac  Ljiljana Jeličić  Silvana Punišić  Miško Subotić 《欧洲特需教育杂志》2013,28(4):538-545

ABSTRACT

An increase in the number of children with speech–language pathology also having a genetic disorder imposes the need for speech and language pathologists (SLPs) to have sufficient knowledge about genetic basis of speech–language disorders. Research aim was to estimate in Serbian SLPs different aspects of theoretical and practical knowledge about intercorrelation of genetics and speech and language pathology and to compare obtained results with the results of SLPs in the United States. The questionnaire from Tramontana’s study was used in our study. Comparison of the results that obtained in our study with those in Tramontana’s study has shown that our study respondents have higher General Knowledge Index (78.6%: 66.2%), higher mean confidence summary score (22.2: 16.7) and higher mean score of ‘overall’ attitudes about genetics and its relation with communication disorders (20.8: 13.6). Differences which emerge from educational programmes, educational levels and practical experience in the observed groups are indicated as possible causes of differences in the obtained results. On the basis of the obtained results, it may be concluded that it is necessary to elevate SLPs’ level of general knowledge about genetics and to acquire their knowledge through clinical practice.  相似文献   

Contemporary trends in adult education research in Yugoslavia     

Dušan M. Savićević 《International Journal of Lifelong Education》2013,32(2):129-135

While several have written about the connection between life experience and learning, there is little in the literature that explicitly deals with how a particular life experience can become a significant learning experience for one person, but not another. This qualitative study examines the underlying structure of the significance of life‐experience learning. Open‐ended responses to a question about one's significant learning experiences were collected from 405 adults. In addition, 19 interviews were conducted to probe more deeply about individuals’ learning experiences and the significance they held for the learner. Findings suggest that for learning to be significant: (1) it must personally affect the learner, either by resulting in an expansion of skills, sense of self, or life perspective, or by precipitating a transformation; and (2) it must be subjectively valued by the learner.  相似文献   

Differents facteurs de la politique de l'ecole comprehensive l'integration de l'enseignement primaire et de l'enseignement secondaire     

Vćitor García Hoz 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1963,9(2):196-202

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Dual-task effect on postural control in high-level competitive dancers   总被引：1，自引：0，他引：1  

Kuczyński M  Szymańska M  Bieć E 《Journal of sports sciences》2011,29(5):539-545

We investigated balance in 33 competitive dancers (17 females, 16 males) and 22 controls (17 females, 5 males) (age 16-27 years) on a force plate in two conditions: single task (quiet stance) and dual task (with a concurrent mental task). Balance was evaluated using centre-of-pressure shift (sway) variability, mean speed, frequency, and sample entropy. The effect of the dual task in the medio-lateral plane was comparable in both groups, decreasing sway variability (P < 0.05) and increasing mean speed (P < 0.001), frequency, and sample entropy (P < 0.001), showing that the participants effectively increased the level of automaticity. In the antero-posterior plane, the dual task also increased sway frequency and sample entropy (P < 0.01) in dancers without affecting their standing performance. In contrast, postural control in non-dancers was vulnerable to reduced cognitive investment, which adversely interfered with baseline performance. There were very high correlations between sway sample entropy and frequency in each group, plane, and task (r = 0.92-0.98, P < 0.001), indicating that both parameters may measure the same characteristic of postural control and that higher sway frequency may play an important role in protecting stability in dual tasking. The postural control of dancers and non-dancers appears to be similar, although dancing seems to facilitate the increased level of automatic control in the antero-posterior plane.  相似文献   

Benchmarking open government: An open data perspective     

Nataša Veljković  Sanja Bogdanović-Dinić  Leonid Stoimenov 《Government Information Quarterly》2014

This paper presents a benchmark proposal for the Open Government and its application from the open data perspective using data available on the U.S. government's open data portal (data.gov). The benchmark is developed over the adopted Open Government conceptual model, which describes Open Government through data openness, transparency, participation and collaboration. Resulting in two measures, that is, one known as the e-government openness index (eGovOI) and the other Maturity, the benchmark indicates the progress of government over time, the efficiency of recognizing and implementing new concepts and the willingness of the government to recognize and embrace innovative ideas.  相似文献