Scientific policy in Yugoslavia     

Branko Raković 《Minerva》1965,3(2):187-209

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THE INTERNATIONALIZATION OF HIGHER EDUCATION: A POINT OF VIEW FROM A DEVELOPING COUNTRY     

Ivan Ivić 《Higher Education in Europe》1991,16(2):10-22

This article takes a close analytical look at the internationalization of higher education, asking penetrating questions with regard to its basis, its forms, and its results. The author is particularly concerned with problems of asymmetry with regard to the educational links, particularly at higher education level, between the developed western democracies and the developing countries. Going beyond the question of brain drain, the article probes the problem of the alienation of third world academics trained in the higher education institutions of developed countries. While on the balance the author praises the results of the internationalization of higher education and, at any rate, recognizes that it is here to stay, he cautions all those involved in it be aware of who in fact gains and who loses as a result of it.  相似文献   

THE MEANING AND IMPORTANCE OF CULTURALLY DETERMINED IMPLICIT VALUES FOR THE INTERNATIONALIZATION OF EDUCATION     

Mirjana Krizmanić  Vladimir Kolesarić 《Higher Education in Europe》1991,16(2):46-60

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Das Bildungssystem der Sozialistischen Föderativen Republik Jugoslawien (SFRJ)     

S. Pavićević 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(3):375-377

Ohne Zusammenfassung  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   

Traditional vs. innovative uses of computers among mathematics pre-service teachers in Serbia     

Timothy Teo  Mingming Zhou  Dragić Banković 《Interactive Learning Environments》2017,25(7):811-827

This study examined pre-service teachers’ intentions to use computers in traditional and innovative teaching practices in primary mathematics classrooms. It extended the technology acceptance model (TAM) by adding as external variables pre-service teachers’ experience with computers and their technological pedagogical content knowledge (TPCK). Data collected from 226 participants revealed that the proposed model had a good fit for both traditional and innovative uses of computers. Structural equation modelling suggested that the established TAM variables, together with TPCK and experience, were significant determinants of pre-service teachers’ intentions to use computers in teaching mathematics at both levels. The most dominant determinant of behavioural intention was TPCK, followed by attitude. The proposed model explained 22.7% of the variance in the use of computers in traditional teaching practices and 27.6% of the variance in the use of computers in innovative teaching practices. The implications for mathematics teaching are discussed in the final section.  相似文献   

Social inequalities in access to higher education in Croatia: five decades of resilient findings     

Karin Doolan  Saša Puzić  Branislava Baranović 《Journal of Further & Higher Education》2018,42(4):467-481

This article provides a panoramic view of research findings on social inequalities in access to higher education in Croatia since the 1960s, guided by the question of what has changed in the findings. Our review shows that there is stark continuity over the last five decades: students from better educated family backgrounds tend to be overrepresented in higher education; students from better educated and white-collar family backgrounds are more likely to enrol in academic as opposed to professional study courses; students at one Croatian university in particular stand out in terms of their more privileged social background; and medicine seems to be the prime academic field for observing social reproduction. We note that these persistent findings run parallel to a dramatically changing political, economic and social context in Croatia, including transformations in the 1990s resulting from social ownership of the means of production to widespread private ownership, as well as transformations from a one-party political system to the establishment of a multi-party political system. The article maps possible theoretical explanations for the resilience of social inequalities in access to higher education in the context of dynamic times. It also questions the role of educational policies in this process.  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   

How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences     

Mara Šimunović  Ina Reić Ercegovac 《International Journal of Science Education》2018,40(9):977-995

The success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (M_age?=?12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.  相似文献   

The Influence of Interactive Learning Materials on Solving Tasks That Require Different Types of Mathematical Reasoning     

Kaplar  Marija  Radović  Slaviša  Veljković  Kristina  Simić-Muller  Ksenija  Marić  Miroslav 《International Journal of Science and Mathematics Education》2022,20(2):411-433

International Journal of Science and Mathematics Education - The purpose of this study is to analyse the effects of the Interactive Learning Materials Triangle (iLMT) on the learning and knowledge...  相似文献