Emotional Behavior Problems,Parent Emotion Socialization,and Gender as Determinants of Teacher–Child Closeness     

Sarah Bardack  Jelena Obradović 《Early education and development》2017,28(5):507-524

Research Findings: Drawing from a diverse community sample of 89 children, ages 4–6, their primary caregivers and teachers, this study examined the interplay of child emotional behavior problems, parent emotion socialization practices, and gender in predicting teacher-child closeness. Teachers reported on perceptions of closeness with children. Parents and teachers reported on children’s emotional behavior problems, as indexed by overanxious behavior, overt, and relational aggression. Regression models revealed that higher relational aggression related to closer teacher-child relationships for all children of parents who employed minimization as an emotion socialization practice. Similarly, higher overt aggression related to closer teacher-child relationships for girls who experienced parent minimization. An analogous pattern of results emerged, such that lower parent emotional support buffered girls against the negative effects of higher relational aggression on teacher-child closeness, whereas higher parent emotional support related to lower levels of closeness for these girls. These findings contradict prior research linking supportive emotion socialization practices (e.g., empathy, comforting) to socioemotional competence and unsupportive practices (e.g., minimization, punishment) to poor school adjustment. Practice or Policy: Findings have implications for improving children’s classroom experience by identifying parent emotion socialization and gender as contexts for understanding child emotional behavior problems in relation to teacher-child closeness.  相似文献   

Lies,damned lies,and the Web     

Petar Jandrić 《Educational Philosophy and Theory》2017,49(6):578-579

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The influence of experience on pre-service and novice teachers – the Croatian perspective     

Alma Škugor  Marija Sablić 《欧洲师范教育杂志》2018,41(2):157-168

This paper researches students’ and teacher trainees’ personal experience of student-centred teaching during their education in grades 1–4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The research results show that students do not have sufficient prior experience that they could use as inspiration in their future teaching practice and that in the course of their education they were mainly exposed to traditional approach to teaching. The majority of teacher trainees are aware of the importance of student-centred teaching although they cannot fully give up the control of students and educational process. This research opens up the issue of a paradigm change within the teaching system and education in Croatia as well as the issue of changes within education and professional development of teachers.  相似文献   

School-level facilitators of inclusive education: the case of Serbia     

Dragica Pavlović Babić  Eben Friedman 《欧洲特需教育杂志》2018,33(4):449-465

Relying on Bronfenbrenner’s ecological model, this paper attempts to identify school-level factors that contribute to effective implementation of inclusive education. We also explored how government policy, with emphasis on individual education plans, school teams, Roma assistants and inter-sectorial committees, is implemented at the school level. Qualitative data were collected from various informants (students, parents, teachers, school associates, Roma assistants and local community representatives) in five schools selected on the basis of regional distribution and success in supporting diverse student needs. Two core categories of school-level facilitators were generated: inclusive practices and inclusive culture. Within the first category, which refers to concrete actions and relationships in the school and local community, five themes emerged: individualisation and use of individual education plans; cooperation between teachers and school inclusive education expert team; cooperation with internal and external specialists; cooperation with parents, and cooperation with the local community. The second category, which reflects beliefs, values and implicit school norms, was further divided into five subcategories: willingness for life-long learning; proactive stance; sense of teamwork; sophisticated personal philosophies of development and learning; and acceptance of difference. We concluded that successful schools have developed into professional learning communities. Finally, recommendations for improving relevant practices were provided.  相似文献   

Lev S. Vygotsky     

Ivan Ivić 《Prospects》1994,24(3-4):761-785

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THE NEW ENGINEERING DISCIPLINES AND THE ADAPTIVENESS AND FLEXIBILITY OF UNIVERSITY EDUCATION     

Emir Humo  Mladen Popović 《Higher Education in Europe》1987,12(3):49-54

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STEM colonization: Applying hard sciences' socio-organisational patterns and evaluation procedures to the soft sciences in Croatia     

Marija Brajdić Vuković  Bojana Vignjević Korotaj  Bojana Ćulum Ilić 《European Journal of Education》2020,55(4):542-559

Academic systems are undergoing changes in which the social organisation of research as well as patterns of scientific productivity in the humanities and social sciences progressively resemble those in hard sciences. The hard and soft sciences are increasingly converging. This development can be observed in (a) publishing patterns, (b) the division of research, and (c) the internationalisation of research. This study explored the extent to which these changes occurring in academic systems in terms of a transformation of disciplinary practices are also becoming a trend in transitional post-socialist countries. We used Croatia as a case of a post socialist transitional context and compared it to Slovenia, a country with a similar past but somewhat different science policies and strategies. The results point to increasing convergence in some soft disciplines, visible in projectification and internationalisation of academic work as well as a significant change in the publishing patterns.  相似文献   

Students as political actors? Similarities and differences across six European nations     

Rachel Brooks  Achala Gupta  Sazana Jayadeva  Jessica Abrahams  Predrag Lažetić 《British Educational Research Journal》2020,46(6):1193-1209

Drawing on data from students, higher education staff and policymakers from six European countries, this article argues that it remains a relatively common assumption that students should be politically engaged. However, while students articulated a strong interest in a wide range of political issues, those working in higher education and influencing higher education policy tended to believe that students were considerably less politically active than their predecessors. Moreover, while staff and policy influencers typically conceived of political engagement in terms of collective action, articulated through common reference to the absence of a ‘student movement’ or unified student voice, students’ narratives tended not to valorise ‘student movements’ in the same way and many categorised as ‘political’ action they had taken alone and/or with a small number of other students. Alongside these broad commonalities across Europe, the article also evidences some key differences between nation-states, institutions and disciplines. In this way, it contributes to the comparative literature on young people’s political engagement specifically, as well as wider debates about the ways in which higher education students are understood.  相似文献   

The influence of technology-mediated and in-person communication on student satisfaction: The moderating role of national culture     

Maja Šerić 《European Journal of Education》2020,55(1):118-133

This article analyses the effects of technology-mediated (i.e., social media) and in-person communication (i.e., non-verbal cues) on student satisfaction in a higher education context. Data were collected among 221 college students from the University of Valencia (UVEG) in Spain and analysed from the perspective of the respondents' national culture. Contrary to expectations, the results show that neither one of the social media aspects drives student satisfaction, thus providing support for the technology paradox literature. Instead, three non-verbal communication cues are found to influence student satisfaction, i.e., paralanguage, kinesics, and chronemics. The moderating role of national culture on the examined relationships is also considered. The results reveal that national culture seems to only affect the relationship between chronemics and satisfaction.  相似文献   

Example-Based Learning in Heuristic Domains: A Cognitive Load Theory Account   总被引：1，自引：0，他引：1  

Alexander Renkl  Tatjana Hilbert  Silke Schworm 《Educational Psychology Review》2009,21(1):67-78

One classical instructional effect of cognitive load theory (CLT) is the worked-example effect. Although the vast majority of studies have focused on well-structured and algorithmic sub-domains of mathematics or physics, more recent studies have also analyzed learning with examples from complex domains in which only heuristic solution strategies can be taught (e.g., troubleshooting, mathematical proving). Is learning by such examples also effective, and do the same instructional design principles apply? We discuss the main findings of an own research program and of related studies that addressed such questions. We found that CLT’s basic design principles also hold true for heuristic domains: Reduce extraneous load by employing examples, maximize germane load by fostering self-explanations, prevent cognitive overload by pretraining in the case of difficult learning materials, and by focusing attention on the most relevant aspects. Other typical CLT assumptions (e.g., better provide information for novice learners) were not confirmed in its generality. The present findings extend the applicability of CLT but also identify some potentially too simplistic assumptions.  相似文献