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2. O Brother, Where Start Thou? Sibling Spillovers on College and Major Choice in Four Countries. CEP Discussion Paper No. 1691
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Altmejd, Adam, Barrios-Fernández, Andrés, Drlje, Marin, Goodman, Joshua, Hurwitz, Michael, Kovac, Dejan, Mulhern, Christine, Neilson, Christopher, and Smith, Jonathan
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Family and social networks are widely believed to influence important life decisions but identifying their causal effects is notoriously difficult. Using admissions thresholds that directly affect older but not younger siblings' college options, we present evidence from the United States, Chile, Sweden and Croatia that older siblings' college and major choices can significantly influence their younger siblings' college and major choices. On the extensive margin, an older sibling's enrollment in a better college increases a younger sibling's probability of enrolling in college at all, especially for families with low predicted probabilities of enrollment. On the intensive margin, an older sibling's choice of college or major increases the probability that a younger sibling applies to and enrolls in that same college or major. Spillovers in major choice are stronger when older siblings enroll and succeed in more selective and higher-earning majors. The observed spillovers are not well-explained by price, income, proximity or legacy effects, but are most consistent with older siblings transmitting otherwise unavailable information about the college experience and its potential returns. The importance of such personally salient information may partly explain persistent differences in college-going rates by geography, income, and other determinants of social networks.
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- 2020
3. Advancing the Entrepreunerial University: Lessons Learned from 13 HEInnovate Country Reviews. OECD SME and Entrepreneurship Papers. Policy Brief
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Organisation for Economic Cooperation and Development (OECD) (France)
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Higher education institutions (HEIs) are more critical than ever to help societies respond to the complex challenges of our times. Recognising that these challenges require HEIs to adopt holistic innovations in teaching, research and collaboration activities, the European Commission (EC) and the OECD have developed the HEInnovate guiding framework. HEInnovate promotes innovation and entrepreneurship in higher education and provides guidance to policy makers and HEIs that want to generate additional societal and economic value. This policy brief distils the main findings and recommendations of 13 HEInnovate Country Reviews that have examined higher education system and institution, identifying factors affecting the delivery of the entrepreneurial and innovation agenda in higher education. Looked at in the round, the country reviews provide HE leaders with peer-learning and best practices, policy makers with tested policy solutions and the European Union and the OECD with a deeper understanding of the state of innovation and entrepreneurship in higher education.
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- 2022
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4. How Much Do 15-Year-Olds Learn over One Year of Schooling? An International Comparison Based on PISA. OECD Education Working Papers, No. 257
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Organisation for Economic Cooperation and Development (OECD) (France), Avvisati, Francesco, and Givord, Pauline
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This paper quantifies the learning gain that accrues to 15-year-old students over one year of schooling in 18 countries and economies, where the cohort eligible to sit the OECD Programme for International Student Assessment (PISA)ISA test overlaps with two distinct school cohorts. School-entry regulations are used as an exogenous source of variation for grade levels in an instrumental- variables framework. The focus on the joint effect of schooling and age, together with (local) linearity assumptions, make it possible to account for differences in school-starting age across students who are expected to be in different grades. On average, students' test scores increase by about one-fifth of a standard deviation over a school year. While estimates of the grade gain for individual countries and economies come with wide confidence intervals, this study also shows the annual learning gain of students around the age of 15 tends to be larger in high-income countries compared to middle-income countries.
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- 2021
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5. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 5: Education and Labour Market Outcomes for Graduates from Different Types of VET System in Europe. Cedefop Research Paper. No 69
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is the fifth in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). Based on comparative analysis of labour force survey data from 2014, the report analyses the vocational effect on labour market and education outcomes, asking whether any advantages conferred by vocational qualifications in early career would be offset by disadvantages later in life. The report explores the functioning of the safety net and the diversion effects across countries, demonstrating how these vary considerably with the specific institutional structure of schooling and work-based training. The results indicate that VET graduates are potentially sacrificing the longer-term gains associated with further education in favour of short-term benefits. [This research was carried out by a consortium led by 3s Unternehmensberatung GmbH and including the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
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- 2018
6. The Economic Impacts of Learning Losses. OECD Education Working Papers, No. 225
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Organisation for Economic Cooperation and Development (OECD) (France), Hanushek, Eric A., and Woessmann, Ludger
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The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.
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- 2020
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7. Examining a Congruency-Typology Model of Leadership for Learning Using Two-Level Latent Class Analysis with TALIS 2018. OECD Education Working Papers, No. 219
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Organisation for Economic Cooperation and Development (OECD) (France) and Bowers, Alex J.
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Are teachers and principals aligned in their perceptions of the core components of the theory of Leadership for Learning across countries, or are there subgroups of schools in which there is misalignment? The purpose of this study is to examine the extent to which a congruency-typology model of leadership for learning is distributed across countries/economies using the TALIS 2018 dataset through examining the interaction of significantly different subgroups of teacher and principal responders through using multilevel latent class analysis (LCA) with a cross-level interaction. I analyse data from lower secondary schools of n=152 635 teachers in 9 079 schools and their principals across 47 countries/economies. Currently in the research literature on school leadership, leadership for learning has emerged as a framework to bring together managerial, transformational, distributed, and instructional leadership. Yet little is known about leadership for learning across national contexts. This study 1) maps the TALIS 2018 survey items to the current literature and surveys for leadership for learning, 2) then details the methods and analysis framework to examine if there are multiple significantly different types of teachers, principals, and schools from a leadership for learning theory framework. The final model 3) identifies a three-group teacher typology and a three-group principal typology, linking these types to school context, covariates, as well as teacher and principal training and experience. Results relate directly to the intersection of research, policy, and practice for training and capacity of school leaders across 47 countries/economies globally.
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- 2020
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8. Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Chiang, I-Tsun, and Ozturk, O. Tayfur
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"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]
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- 2021
9. Proceedings of International Conference on Research in Education and Science (Antalya, Turkey, April 1-4, 2021). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Chiang, I-Tsun, and Ozturk, O. Tayfur
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"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings.
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- 2021
10. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
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This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]
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- 2014
11. On the Way to 2020: Data for Vocational Education and Training Policies. Indicator Overviews. Cedefop Research Paper. No 33
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Cedefop - European Centre for the Development of Vocational Training
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This report provides a statistical overview of vocational education and training (VET) and lifelong learning in European countries. Data are presented in the form of statistical snapshots, one for each of the 31 selected indicators. To the extent allowed by data availability, data are presented for the 27 European Union (EU) Member States and for Croatia, the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. The report complements "On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. Cedefop Research Paper. No 31" (Cedefop 2013), which has made use of the same data but has organised them in a different way. While the previous report offered a set of country snapshots (one per country), this report offers a set of indicator snapshots (one per indicator). Data are based on international statistics, enabling comparisons of countries and statistical averages for the European Union. The overviews comprise 31 selected indicators that separately and together provide meaningful information about the position of each country in relation to the priorities of European VET and lifelong learning policy, and in comparison to EU averages. Indicators are supplemented by a short commentary highlighting particularly interesting observations for each indicator. This publication, in consequence, aims to be a valuable tool which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available. [For the 2013 Country Statistical Overviews, see ED607077.]
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- 2013
12. On the Way to 2020: Data for Vocational Education and Training Policies. Country Statistical Overviews. Cedefop Research Paper. No 31
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Cedefop - European Centre for the Development of Vocational Training
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This report provides a statistical overview of vocational education and training (VET) and lifelong learning in European countries. Data are presented in the form of statistical snapshots--one for each country--for the 27 European Union (EU) Member States and, where data are available, for Croatia, the former Yugoslav Republic of Macedonia, Iceland, Norway, Switzerland, and Turkey. Data are based on international statistics enabling comparisons of countries and statistical averages for the European Union. The overviews comprise 31 selected indicators that separately and together provide meaningful information about the position of each country in relation to the priorities of European VET and lifelong learning policy, and in comparison to EU averages in the form of indexes. Indicators are supplemented by a short commentary highlighting particularly interesting points for each country. This publication, in consequence, aims to be a valuable tool which can be used in various ways and adds user-friendly evidence for many purposes. It should help policy-makers and researchers and ease access to the information available. [This report complements "On the Way to 2020: Data for Vocational Education and Training Policies. Indicator Overviews. Cedefop Research Paper. No 33" (ED607080).]
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- 2013
13. Contemporary Teaching: Collection of Scientific Papers. International Scientific Colloquium (Osijek, Croatia, December 5-6, 2002)
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Peko, Andelka
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At the beginning of the new century, education of students faces an ambitious task, namely to realize the vision in which an individuals and institutions, all around the world, appreciate learning, not only as means of accomplishing an aim, but as an aim itself. To pursue the realization of that aim, Department for Educational and Psychological Training at Faculty of Arts in Osijek, has organized an international scientific seminar on Modern Teaching. Teaching is the central topic of the seminar, with emphasis on communication in teaching process, different approaches to the lesson plans, lesson realization and lesson evaluation. All aspects of educational system have been taken into consideration: pre-school education, primary school, secondary school and undergraduate university education. Partly, the works presented here have been directed towards theoretical analysis, and partly towards empirical approach. Collected papers give a survey on a nine-year primary school system in The Republic of Slovenia, as well as a comment on the changes that were brought along by the new educational system in Slovenia. This Collection of papers (further in the text--Collection) also deals with the issues of students' satisfaction with their studies and students' study interests. There is also a mention of the influence of constructivism, a scientific approach in pedagogy, on education of pre-school teachers. Communication in teaching process has been examined, as well as the realistic situation in primary schools. Modern education requires students' active participation in the educational process, and Collection attempts to present the realistic situation in our schools. Theory and practice in teachers' education have also been presented here. Collection points to the necessity of a practical training in the education of future teachers and to the importance of keeping the pace with modern trends in their education. Modern teaching includes all factors of education; therefore Collection examines the importance of cooperation between parents and teachers. What is also stressed here is the irreplaceable role of teachers and parents in the upbringing process. Children's rights are foundation of modern teaching, and they have become one of the everyday-school problems. One of the tasks of the modern education is to develop intercultural awareness, tolerance and prevention of discrimination, stereotypes and prejudices. Modern teaching brings along different changes and challenges, and Collection demonstrates how it influences children's value system. Another important issue mentioned in Collection is the necessity of setting precise evaluation standards for all aspects of educational activities. Teaching mathematics, as well as other natural sciences, particularly requires the modernization of education of its teachers and introduction of the new teaching technologies. Art education is still an important part of education. The influence of gender in development of artistic skills has been also presented here. Papers include: (1) Teaching in a Nine-Year Primary School in the Republic of Slovenia (Milena Ivanus Grmek); (2) Students' Study Interests and Satisfaction with Study (Marko Palekcic and Izabela Soric); (3) Constructivism and Education of Pre-School Teachers (Nada Babic and Stanislava Irovic); (4) Teaching as a (Non-)Mutual Process (Adelka Peko and Marija Sablic); (5) Paradoxes in Teaching and Learning: Synthesis of Theoretical Knowledge, Practical Experience and Personal Reflection (Marija Bratanic); (6) Teachers and Parents as Promoters of Learning and Responsible Behavior in Children (Sofija Vrcelj and Jasminka Zlokovic); (7) Cooperation Between Parents and School (Vesnica Mlinarevic and Edita Boric); (8) Contemporary Teaching and Teaching Values (Emerik Munjiza and Blanka Skender); (9) Contemporary Teaching: Intercultural Paradigms (Neven Hrvatic); (10) Precise Evaluation Standards--Conditions for Successful Teaching (Edita Boric and Andelka Peko); (11) Initial Natural Science and the Use of Contemporary Educational Technology (Samo Fosnaric); (12) Teachers' Contribution to the Modernization of Teaching Mathematics (Margita Pavlekovic and Zdenka Kolar-Begovic); (13) The Role of Gender in the Innovative Approach to the Evaluation of Fine Arts in the Primary School (Matjaz Duh); (14) Art Education: About Students' Spacial Experience in Contemporary Visual Media World (Beatriz Tomsic-Cerke); (15) Didactic Foundations for Visual Art Education (Tonka Tacol); and (16) Effectiveness of Different Methods in Developing the Feeling for Common Meters (Janja Crcinovic Rozman). (Individual papers contain tables, graphs, and references.) [This proceedings was published by the University Josip Juraj Strossmayer in Osijek, Faculty of Philosophy in Osijek. Abstract modified to meet ERIC guidelines.]
- Published
- 2005
14. Scholarly Practitioners: The Education of Educators of Adults. Occasional Paper. The Proceedings of the International Conference on Training Adult Educators (3rd, Exeter, England, July 8-11, 1998).
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Exeter Univ. (England). Centre for Research in Continuing Education. and Benn, Roseanne
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This document contains 19 papers presented at a conference on educating adult educators at the University of Exeter, England in July 1998. The following are included: "Themes and Issues in Training the Adult Educator" (Rosesanne Benn); "Training Adult Educators in Poland" (Tadeusz Aleksander); "Educating Teacher Educators" (Nomi Arnom); "The Training of Adult Educators in Western Europe by Open and Distance Learning Methods" (Geoff Chivers, Nikki Chowdry); "The Formation of Prisoners' Own Educational Systems and Their Relationships to 'Outside' Adult Educators: Re-defining the Boundaries of a Discussion on Educating the Adult Educator" (Howard Davidson); "Encouraging Reflective Practice in Adult Educators Studying through Distance Education" (Darryl Dymock); "Training in and for Voluntary Organizations in the UK" (Konrad Elsdon); "Integrated Practice: Reflections on the Need for a New Concept in Our Education of Adult Educators" (Ellen Enggaard and Helle Marstal); "The Role of an Educator in Kyoudou Gakushu (Mutual Study in a Small Group): Educational Provision for Young Adults in Japan" (Yaguchi Etsuko, Fuse Miho); "Developing Teacher Educators for Working with Student Retrained as Teachers in a Mid-life Career Change" (Rivka Geron, Nomi Arnon); "NVQs in Higher Education Tutor Training: The Candidates' Experience" (Yvonne Hillier); "Mirror Images: Reflective Practice in the Training of Adult Educators" (Cheryl Hunt); "When Is Staff Development Not Staff Development? When It's Training" (Ann Jackson); "The Cultural Sources of Dilemmas in Adult Educators' Training in Contemporary Poland" (Witold Jakubowski); "Training Art Tutors in Adult Education" (David Jones); "Adult Educators for Voluntary Groups in the Polish Transformation Period" (Ewa Kurantowicz); "Training Adult Educators for Working with Adults in Croatia" (Ilija Lavrnja, Anita Klapan); "An Open Window for the Training of Adult Educators: Higher Education" (Nick Small); and "Recognising Prior Learning and Assessing Current Competency in the Training of Adult Educators--Does It Devalue the Learning Process?" (Tom Stehlik). Each paper contains references. (KC)
- Published
- 1998
15. Political Competence of Croatian Secondary School Students 2010-2021
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Berto Šalaj, Anja Gvozdanovic, and Martina Horvat
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Political knowledge and democratic attitudes are recognized in contemporary studies as important dimensions of democratic political culture. Furthermore, knowledge and attitudes can be seen as integral parts of political competence. Unlike other dimensions of political culture such as, for example, political participation, political interest, etc., research on political knowledge and democratic attitudes are more an exception than a rule. This assessment is especially true for Croatia. In this paper, we attempt to address some of these gaps by focusing on the exploration of political competences of Croatian final-year secondary school students. The paper is divided into two major sections. In the first part, we discuss the meaning and importance of political competence for the functioning of democratic political systems. The second part consists of a presentation and discussion of the research results on political knowledge and democratic attitudes of Croatian final-year secondary school students conducted in three time points - 2010, 2015 and 2021. By doing so, we want to detect the levels of political knowledge and democratic attitudes, as well as the possible changes that occurred in these levels during the research period. Finally, we are also interested in the relationship between these two dimensions of political competence.
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- 2024
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16. Constitutional Values & Political Trust: Foundations for Student Democratic Participation
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Vlasta Ilišin and Nikola Baketa
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The paper is based on the concept of political culture, which is particularly important for the maintenance and functioning of a democratic political system and is closely linked with the political literacy of young people. In this paper research focus is on the two dimensions of political culture -- political values and trust. Specifically, the main research question is: what are the determinants of accepting constitutional values and the trust in political institutions of final year secondary school pupils? The paper use the data provided by research on political literacy of final year secondary school pupils. In order to provide answer to the research question the hierarchical multiple regression is used. In the first step, particular socio-demographic variables (sex, education of mother and education of father) were introduced. In the second step, the type of secondary school education was added. The third group of predictors encompassed the level of religiosity, generalized prejudices and authoritarianism. In the final step political knowledge was included. The introduced model provides certain explanation regarding constitutional values, but fails to explain distrust in political institutions. The phenomenon of low trust in political institutions is discussed in paper.
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- 2024
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17. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
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Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
- Published
- 2016
18. Professional Training in the Beekeeping Sector: Characterization and Identification of Needs
- Author
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Raquel P. F. Guiné and Cristina A. Costa
- Abstract
The beekeeping sector is demanding, requires knowledge and updated information to be able to deal with the challenges related with climate change, food scarcity, stress, pollution, and other harmful effects from the surrounding environment. Hence, this work intended to make a characterization of the needs in professional training in the beekeeping sector and how these needs can be fulfilled through courses and other actions to help beekeepers to maintain updated. The work was carried out in seven European countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, Spain, Total), and the data was collected through a questionnaire survey, translated into the native languages in all the participating countries. The results revealed that the topics of highest interest for the beekeepers were apiary health and pest control and also colony management throughout the year. The most relevant sources of information were family and professional training/courses. The most valued forms of training were in-person and in workplace/internships, although the digital supporting resources were preferred instead of printed material. The learning materials most valued were videos but also books/paper manuals were considered relevant. The field visits were also greatly appreciated by the participants, and the most preferred assessment format was the realization of practical exercises. In conclusion, this work produced valuable information that can be utilized to design training actions and courses to the professionals in the beekeeping sector to enhance their knowledge and better prepare them to manage successfully their activities. [For the full proceedings, see ED654100.]
- Published
- 2023
19. Intercultural Education: The Position of Roma in Education=Obrazovanje za interkulturalizam: Položaj Roma u odgoju i obrazovanju
- Author
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Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Mlinarevic, Vesnica, Brust Nemet, Maja, and Bushati, Jozef
- Abstract
Faculty of Educational Sciences has recognized the importance of education for interculturalism, and it organizes the conference entitled "Education for interculturalism" every five years, so that all participants could gain new insights about interculturalism and strengthen their intercultural competencies. Modern interculturalism, as a modern and current topic in scientific and public educational policy, appears in the 20th century in the United States as an expression of pragmatic interest for international convergence of majority and minority ethnic groups. Education must be directed to the full development of the humans and strengthen respect for human rights and fundamental freedoms. It must promote understanding, tolerance and friendship among all nations, racial or religious groups, and further support the United Nations work on the maintenance of peace. Pedagogy as a scientific discipline has an important role in the development of intercultural society. It cannot take full responsibility for suppressing racism and promoting intercultural competencies, but it is important in facilitating the development of students' intercultural competencies, skills, attitudes, values and knowledge. Education which is aimed at only one culture is more and more undesirable and unfamiliar to today's students. It is important that the transformation of the education system, in addition to a series of plural democratic demands, pays much more attention precisely to cultural sensitivity that will meet the educational needs of every individual, and as an educational effect among young people, develop respect, appreciation and a positive attitude towards differences, education for diversity. The immediate implications of the new approaches to pedagogy are also reflected in the implementation level, national curriculum and the implementation in (school) practice: encouraging team work in the classrooms (cooperative approach), adopting European values, education for solidarity, empowering the personality and self-esteem of students, developing motivation for learning (changes in the way of work), (co)construction of the school curriculum, and towards the intercultural school community. The need for changes in traditional schools stems from the creation of a new paradigm: towards viewing life and the world from multiple directions and philosophical views, where the educational way of thinking changes as well as the structure of the school, from (pre)enhanced cognitive, towards social relations, democratic participation, the acquisition of competences, collaborative learning and solidarity. School can significantly influence, through intercultural curriculum, the formation of intercultural attitudes and preparation of students for mutual and equal relations. Therefore, the importance of indirect impacts hidden curriculum which is reflected in the organization, the social structure of students, school culture, relations between teachers and students, teaching methods, extracurricular activities of students is unquestionable. It is meetings of researchers and teachers from different backgrounds and countries, and in these conferences in the field of interculturalism that allow the exchange of educational experiences in learning and understanding of intercultural relations in different countries and have a significant, not only informative, but also educational value. The conference was very fruitful and stimulating with the conclusion that with such small steps we actually made a decisive step towards improving the position of Roma in education. Generally, investment in human capital is one of the most important foundations of the sustainable development of human beings, and their individual growth and development as well as investment in human society as a whole. Therefore, the sustaining of diversity and global exchange of goods represents one of the greatest challenges that humanity faces today, the solution of which depends largely on the principles governing the relationships between individuals in a society--what was promoted within the framework of all activities of the Project RO-ufos-luna-MI and presented in the context of scientific and professional papers of the conference. The Faculty of Education in Osijek, together with its partner, the Association of Roma Friendship Luna from Beli Manastir, has launched a project titled "The Improvement of the Position of Roma Children in Education in Baranja Region" (RO-ufos-luna-MI) in order to contribute to raising awareness of the importance of creating an intercultural atmosphere in the community. The associates on the project are the Osijek Branch Office of the Teacher Training Agency, the Dr Franjo Tudman primary school, and Cvrcak nursery school from Beli Manastir. The contracting authority is the Agency for Vocational Education and Training and Adult Education. The project is cofinanced by the European Union. Papers included in this document include: (1) Intercultural Approach to Education of Members of the Roma Minority (Vesna Bedekovic); (2) Dialogue--a Tool for Overcoming Segregation (Christiane Seehausen); (3) The Possibilities of Improving the Position of Roma Children in Education (Josip Ivanovic); (4) Education for Dialogue and Coexistence in Pluralism (Antun Šundalic); (5) Opportunities for the Development of Teachers' Competences for Working with Roma Children (Vesnica Mlinarevic and Maja Brust Nemet); (6) Roma Parents and Children on Education--a Sociological Analysis "They have to finish school because the rules are strongly changing with us, too." (Željko Boneta, Melita Pergar, and Željka Ivkovic); (7) The Connection of the Tradition of Roma Family with the Inclusion in Life and Work of Educational Institutions (Maja Brust Nemet and Duško Kostic); (8) Attitudes of Teachers on the Roma in Education (Vesnica Mlinarevic, Ana Kurtovic, and Nikolina Svalina); (9) The Vicious Circle of the Roma Educational Progress (Svjetlana Maric, Željko Popovic, and Irella Bogut); (10) The Bayashi Language and Identity--Commodification and Objectification Practices in Education: a Case Study (Klara Bilic Meštric); (11) Analysis of the Attitudes of Teachers and their Impact on Intercultural Education (Ivana Šustek); (12) The Textbook--a Resource for Teaching and Learning about Differences (Lidija Bakota, Andelka Peko, and Rahaela Varga); (13) The Roma Genocide, Appendix to the Civic Education Class (Hrvoje Volner); (14) The Enrichment of Future Teachers' Pre-service School Practice through Volunteer Work in the Educational System (Željko Racki, Ranka Jindra, Matea Mikulic, and Marija Sablic); (15) Roma Music in Teaching Music Education (Amir Begic); (16) Intercultural Education of Music in the First Four Years of Grade School (Jasna Šulentic Begic); (17) A Practical Example--the Implementation of the Pilot Project of Roma Education in the Primary School "Dr. Franjo Tudman" (Melita Lesic); (18) School is oh-so-Good (Vladimir Popovic); (19) The Importance of the Half-Day Stay in Upbringing and Education of Roma (Dajana Babli); (20) Band Playing Music as a Means of Integration of Roma Nationality (Sanja Nuhanovic); and (21) Music as a Means of Education for Roma Children (Ana Popovic). [This document is presented in both English and Croatian. Individual papers contain references.]
- Published
- 2015
20. Analysis of the Correlation between the Use of Written Algorithms and Success in Mental Calculation
- Author
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Juric, Josipa
- Abstract
This paper explores the correlation between mental calculation performance and the frequency of using written algorithms in mental calculation tasks. Mental calculation is a mathematical tool used in everyday life situations during and after our formal education. After presenting an overview of the professional literature on this topic, the paper will present calculation methods and show how represented they are in the Curriculum. For the empirical part of the research, a total of 233 Croatian students aged 10 to 22 years were tested and interviewed. The previously mentioned correlation was then analyzed. An overview of the interview results will be presented as well. It was found that school mathematics does not always contribute to the development and flexibility in using mental calculation strategies because of the student preference for acquired written algorithms. Definitely, recommendation is shifting the focus from written calculation and procedures to the mental, discussing the associated strategies and different concepts of number. In this way, formal education could contribute to what students really need later on, in both private and professional situations in which they may find themselves on a daily basis. [For the full proceedings, see ED630948.]
- Published
- 2022
21. Critical Workplace Information Literacy: Laying the Groundwork for a New Construct
- Author
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Šobota, Dijana
- Abstract
In this paper, the author explores the prospect of, and the rationale for, the "critical workplace information literacy" (CWIL) construct, by situating it at the junction of critical information literacy (CIL) and workplace information literacy (WIL), the two hitherto discrete frameworks and subdomains of information literacy (IL). This preliminary attempt at the conceptualisation of a new construct was guided by the question of what role CIL can play in empowering workers to attain decent work. The author frames the conceptualisation around the 'decent work' (DW) concept, as a normative goal of the critical workplace information literacy construct, and discusses the rationale for it in the framework of the discussion on the decent work deficits in the contemporary work and information environment. Freire's critical hermeneutics and dialectics of voice and empowerment are drawn upon. The paper argues positively for the role of CIL in attaining decent work and for the need for a new construct that would help fill the knowledge and discursive gap in IL and its subdomains and overcome the current silos in the IL community. The author concludes that developing a concept requires a broad deliberative process informed by both theoretical and empirical research, and gives suggestions for future research.
- Published
- 2023
22. Intercultural Education: Proceedings of the 2nd International Scientific Conference=Obrazovanje za interkulturalizam: Zbornik radova S.2 Medunarodne znanstvene konferencije
- Author
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Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Peko, Andelka, Sablic, Marija, and Jindra, Ranka
- Abstract
The democratic changes that occurred in Croatia within last two decades are oriented towards European values and multi-intercultural perspectives. Let us remember that, according to the census from 1991, Croatia was inhabited with people from 27 nations, with Croats being a majority. During the Homeland war, basically a defensive war against the Serbo-Montenegrian forces, and especially after the war, the demographics changed. War consequences were especially severe for the young population. Official data from 1992 show that, out of 496,000 pupils, many were forced to leave their homes. Among registered refugees in Croatia, 20% were preschool children, and 35% were primary and secondary school pupils. In today's Croatia there are many members of other nations, all of whom have their distinctive national, religious and cultural characteristics. According to the aforementioned facts, Croatia has an obligation to develop fruitful relations, based on democratic principles, between major national groups and other groups, according to the best standards. Since the primary target of interculturalism is to teach young people about their national identity, while at the same time teaching them to respect differences, Education for Interculturalism wishes to present one of the ways to find adequate solutions for multicultural societies to adopt principles of cultural pluralism. Education for Interculturalism not only promotes dialogue and constructive coexistence among individuals belonging to different cultures, but is also a place where experiences are exchanged, and where intercultural programs of various faculties, schools and NGOs are presented. It emphasizes the importance for future teachers to possess intercultural competences and provides directives for teachers' work in regard to international processes and interculturality of communities they work in. The first part of Education for Interculturalism presents how the concept of intercultural education is becoming a part of modern science and art, as well as everyday life. Public institutions, educational organizations, religious communities, NGOs and media all play a significant role in the development of interculturalism. Interculturalism is not a self-growing phenomenon; it must be fostered, both in theory and in practice. We expect from interculturalism and education to contribute to the development of democracy, to protection of human rights and basic freedoms, to improve understanding between nations and countries, and generally, to help bring around freedom and peace. Installing the basic principle of intercultural education in school work requires teachers to adopt new competences. These competences, just like many others, can be learned, practiced and then fostered throughout the life. In this Paper special section concerns works that point out possible approaches to fostering intercultural dialogue. Efforts have been made to explore how autobiographic writing can, through classroom intervention, be used as a way of facing the complex situation when there are classmates who clash over their different backgrounds. If we provide classroom activities for children and adults which can encourage them to share their stories with the others, not only do we facilitate intercultural learning, but we also offer a "stimulating mirror", which positively reflects a child's background. This forms a basis for the intercultural dialogue. The second part of the Paper is focused on educational processes. The process of internalization of education has direct consequences on the idea of the school and the teacher. Through interaction of different theories of education, new philosophy of education was derived, together with new education policies that promote intercultural education. The result is that new expectations are placed before schools. We expect the school to help develop intercultural competences among pupils, as well as to empower them to promote their own culture through establishing intercultural communication on all levels. Today we see that the school should specifically focus on improving communication atmosphere in school and help pupils face intercultural challenges placed before them. Learning over the Internet is one of the ways. Since there are no boundaries on the Internet, it is a place where cultures meet and interact. The question that third part of Paper addresses is: how to help pupils with basic, cultural and language differences in class? Intercultural education is connected to the policy of multilingualism of the European Union. Multilingualism is fundamental to democratic functioning of the European Union, as it is a prerequisite for transparent relation between nations and inclusion of citizens in communication with institutions. As the lack of linguistic competences is a frequent obstacle to the establishing of intercultural dialogue--intercultural approach assumes understanding of the importance and the role of language, especially of the language of minority groups. The use of mother tongue significantly helps pupils in developing sense of security, self-respect and self-esteem. The fourth section of Paper deals with questions the relations between minority groups and interculturalism. The minority issues are a very sensitive place in our part of Europe. Ethnic minorities are often deprived of full political, social and economic equality in comparison to major ethnic group. That can result in feeling of being separated and excluded among children belonging to minority group. This often, in turn, results in maladjustment to school and in bad marks. Especially vulnerable minority is Roma. Roma people are the poorest national minority not only in Croatia, but also in majority of surrounding countries like Serbia, Hungary, Bulgaria, and thus requiring special attention. Most of the children belonging to Roma population quit school before they reach fourth grade. Teachers working with children belonging to Roma people do not know, nor understand enough of their culture, because during their academic education they did not acquire any knowledge about Roma people. These same teachers are recognized in their school communities as those whose pupils obtain lowest educational success. The unsuccessfulness of the class is most often understood as the result of educational (in)abilities of Roma children. These educational (in)abilities are, in turn, linked to the communities Roma children are brought up in, characteristics of Roma families, and these explanations leave their teachers feeling powerless and unmotivated. Inclusion of Roma children in education, as well as their survival in educational system, will only be possible if schools make themselves more sensitive towards interculturality and recognize specific needs of Roma children. Fifth and the last part of the Paper covers the topic of special program of education. Music culture is a specific subject where children learn about their own culture and develop their own cultural identity, but also learn about cultures of others. Music, as a form of universal language, can be used in overcoming intercultural differences. In present global society, intercultural education can solve many issues dealing with coexistence between various groups. This field of study presents also a great pedagogical challenge. Intercultural education should empower people to be able to establish relations with member of any ethnic/cultural group. It should help people widen their range of cultural references and experience various cultural characteristics in their surroundings. Only if this philosophy becomes a fundament of modern education can we talk about the role of the school in the promotion of coexistence, cooperation and cultural interaction. Looking for possible solutions to incorporate intercultural contents in the education system, our main task is to focus on the education of youth. It is important to emphasize that all participants in educational process share the responsibility for introducing intercultural topics in education on all levels. Intercultural contents must systematically become a part of education on all levels, through modern teaching methods. Thus, our children will become a functional and valuable part of multicultural communities they live in and the world around them. Papers in this document include: (1) The Principles of Education for Interculturalism (Josip Ivanovic); (2) Intercultural Education and Educational Integration in Bulgaria--Past and Present (Yanka Totseva); (3) Internationalisation of Educational Leadership Higher Education--Barriers and Challenges in the Expansion of a Leadership Centre in Higher Education in the United Kingdom (Domini Bingham); (4) International Programs in Schools and Their Contribution to the Psychological and Social Development of Pupils With Special Focus on Their Importance During a Socio-Economic Crisis (Verica Jovanovski and Maja Horonitz); (5) Teacher Preparation Issues About Intercultural Education (Tatjana Atanasoska and Dean Iliev); (6) Promoting Intercultural Activities Through Online Environments (Ana Mirkovic Moguš and Oksana Prosvirnina); (7) Education for Interculturalism--In Medias Res (Marija Sablic, Alma Škugor, and Edina Malkic); (8) Learning to Listen Actively (An Example from Intercultural Community) (Ranka Jindra, Andelka Peko, and Rahaela Varga); (9) Negotiating Conflicting Identities in London Classrooms: Work in Progress (Dina Mehmedbegovic); (10) Intercultural Competence of Teachers in Primary Schools (Ines Bijelic); (11) Do Future Teachers Possess Intercultural Competencies to Work in Extra-Curricular Activities (Vesnica Mlinarevic and Maja Brust Nemet); (12) Interculturalism in Teaching (Snježana Kragulj and Renata Jukic); (13) Gender Equality in Science Textbooks (Edita Boric, Ivana Perkovic, and Renata Hostic); (14) Centre for Educational Integration of Children and Students from Ethnic Minorities--Past, Present and Future (Yosif Nounev); (15) Hungarian Tertiary Training of Specialists Dealing with the Roma Minority (Hajdicsné Varga Katalin); (16) Interculturalism in Hungarian Kindergartens--Integration of Roma Children (Szücs Eszter Cecilia); (17) Roma Pupils in Primary Education (Goran Lapat); (18) A Contribution to the Advancement of the Teaching Practice with Roma Children (Josip Lepeš); (19) Education of the Bulgarian Minority in Serbia (Živorad Milenovic); (20) Who am I? Autobiographic Narratives of Children with Developmental Disabilities (Ksenija Romstein); (21) Multilingualism and Interculturalism (Dubravka Papa, Anica Perkovic, and Jasna Vujcic); (22) The Formation of Illiteracy Emphasising Linguistic Inconvenience (Nemesné Kiss Szilvia); (23) Interculturalism in Instruction of Croatian in Elementary School Instruction (Emilija Reljac-Fajs); (24) Interculturalism with Young Learners of English as a Foreign Language (Ester Vidovic); (25) Music and Interculturalism (Jasna Šulentic Begic); (26) Intercultural Experience of Lower Primary Students in Music Classes (Tihana Škojo); and (27) School Choir and International Intercultural Cooperation (Vesna Svalina). [This document is presented in both English and Croatian. Individual papers contain references.]
- Published
- 2010
23. Learning through Arduino Projects: Does Gender Matter?
- Author
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Kurelovic, Elena Krelja
- Abstract
The focus of this paper is on using the Arduino as an educational tool and encouraging equal participation of women in the ICT filed. The purpose is to contribute to the understanding of gender differences in working and learning on Arduino projects. The target population consists of first-year undergraduate students of Informatics where male students outnumber female students. Consequently, the sample consists of 44 students, 75% male and 25% female. The Arduino platform was used in an introductory course in information science. During 15 hours of computer lab lessons, students had to make five Arduino projects working in teams, supervised by a teacher and a peer-mentor. Learning through Arduino projects contributes to a better understanding of interactions between hardware, software and real-world systems, which is of fundamental importance for future ICT specialists. Based on the conducted research, statistically significant differences between gender were confirmed in student self-assessment of work on Arduino projects considering teamwork, learning and use of Arduino. Female students are more likely to be more frustrated with the work on Arduino projects, work with Arduino hardware, consider their involvement in teamwork less important, and share less of their knowledge within the team. However, through peer and active learning, working on Arduino projects supervised by the teacher, all the students acquired useful knowledge, got a deeper understanding of the course topics and improved their problem-solving skills. [For the full proceedings, see ED630948.]
- Published
- 2022
24. Preschool Children's Music Preferences for Classical Music and World Music
- Author
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Dobrota, Snježana
- Abstract
Musical activities in early and preschool age significantly contribute to the overall development of the child. The paper has explored music preferences of preschool children for classical music and "world music." As a part of the research, a general data questionnaire and music preferences questionnaire were used. The research was conducted in Split, Croatia, on a sample of 126 children of early and preschool age children -- three to six years old. The results show that there was no difference in children's music preferences with regard to age. Furthermore, no difference was found in children's music preferences with regard to gender. The obtained results have significant musical-pedagogical implications for the organization and conception of musical activities during early and preschool education. Musical contents for listening to music and singing can include various examples of "world music." In this way, children will develop intercultural competencies from the earliest days. [For the complete Volume 20 proceedings, see ED622631.]
- Published
- 2022
25. Evaluating Physical Activities of Disabled Young People: Expectations & Challenges
- Author
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Muhammet Demirbilek
- Abstract
After rehabilitation or treatment in hospitals, young people with disabilities often could not engage in a variety of sports due to their physical limitations related to their illness or disability. This gives rise to certain psychological problems, reduced self-esteem and self-confident. The aim of the ReSport project is to enable young people with disabilities to participate equally in sports activities, considering their health condition. Professionals from 8 project partners' countries aim to recognize the problems that are preventing young people with disabilities from participating in sports after rehabilitation. Partners collected local, regional, national and Europe wide best practices and concepts in the field of innovative approaches for motivation of youth with disabilities for sports, and developed a set of exercises to raise their inclusion in sport activities. The project "Re-Sport" encourages social inclusion and equal opportunities in sport, while the parallel topics are to promote voluntary activity in sport and education in and through sports with special focus on skills development. Two main target groups will benefit from the project results: a) youth with disabilities and b) volunteers from sports organisations. The purpose of this study is to learn and evaluate which physical activities youth with disabilities prefer, their expectations, challenges and good practices. This research was conducted with young people with disabilities in Slovenia, Austria, Italy, Croatia, Serbia, Sweden, Greece, and Turkey. Total number of participants were 230. Analysis and graphics were prepared with a special software based on the survey's answers. According to the answers received, investigations, inferences were made and reported. [For the full proceedings, see ED654100.]
- Published
- 2023
26. New Challenges and Opportunities for IT Companies and (L)IS Departments in Managing Student Internships in the Time of Crisis
- Author
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Tomislav Jakopeca and Tatjana Aparac-Jelušic
- Abstract
This paper discusses the organization of students' internship in new circumstances caused by COVID-19 pandemic. The focus of the research is on the IT companies in eastern part of Croatia and their perspective on how they managed students' internship during and after the lockdown. Some of these IT companies successfully cooperate with the Department of Information Sciences, Faculty of Humanities and Social Sciences at the University of Osijek. Since 2015 the Department enrolls students in graduate study of Information Technology track. From that time students used to do their internship and later find employment in IT companies in the region. The well based cooperation with local IT companies was interrupted in 2020 by the COVID-19 lockdown and semi-lockdown. In such a situation, teachers and IT companies' managers have been trying to find out the proper ways in which students could fulfill their tasks via online or hybrid mode. To learn more about the experience from the perspective of IT companies, we interviewed 18 of them. The paper points out the observed advantages and disadvantages as well as suggestions for setting a framework for future internship programs. Employers are thinking about continuing to perform online or hybrid internships, and it is clear to them that one of the answers is well defined and regulated model of internships in the online environment.
- Published
- 2024
- Full Text
- View/download PDF
27. Methodological Suspicions in the Future Study of Adult Education.
- Author
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Lavrnja, Ilija and Klapan, Anita
- Abstract
Science plays an extremely important role in predicting the future of social phenomena, including pedagogy and andragogy. Research in these areas must be based on an interdisciplinary, multidisciplinary, systemic, and structural approach that is based on the assumption that upbringing and education are specific phenomena in which human praxis--conscious and creative human activity--plays a prominent role. Value-normative statements must be differentiated from cognitive statements of upbringing and education so as to differentiate between the methodological approach of "exploration of the future" and that of "creating and modeling the future." Future research in pedagogy and andragogy should be based on the fact that education can give to the Marxist- Socialist system and all its subsystems all that ensues from its authentic nature and functionality. Researchers could then use the methodological set of instruments and orientation that can foresee such development in the future. When dealing with the adult education concept of lifelong education, researchers should shift their focus from "education for the future" to "education and the future." Croatia's system and model of formal education must be broadened; nonformal and informal education must be promoted and better organized; and adult education must be enriched with modern methods, forms, and technology. (22 references) (MN)
- Published
- 2000
28. School Counseling: A Comparative Study in 12 Countries
- Author
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, and Spasenovic, Vera
- Abstract
This paper presents results of a comparative international study on some aspects of school counseling in the following 12 countries: Austria, Bulgaria, Croatia, Denmark, Ireland, Malta, North Macedonia, Russia, Serbia, Slovenia, UK, and USA. The authors explain the multifunctional character of school counseling, give an idea of establishing a research field that could be called 'comparative school counseling studies', show the original terms in individual countries, and compare six aspects of school counseling: 1) legislative framework; 2) position requirements; 3) role of school counselors; 4) functions of school counselors; 5) interaction; and 6) ratio. The paper concludes with a long list of qualities school counselors are expected to possess. This is a document study chiefly based on examining, systematizing and comparing national documents (laws, reports, instructions, advices, position requirements, ministerial orders, recommendations, strategies, and statistics) on school counseling.
- Published
- 2020
29. FIFTY YEARS OF JOURNAL KINESIOLOGY: BIBLIOMETRIC CHARACTERISTICS OF CATEGORIZED PAPERS.
- Author
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Čolakovac, Ivan and Barković, Iva
- Subjects
- *
KINESIOLOGY , *CROATIAN language , *SCIENTIFIC communication , *BIBLIOMETRICS , *CONFERENCE papers , *ELECTRONIC journals , *ELECTRONIC publications - Abstract
The aim of this paper was to present the development of the journal Kinesiology - International Journal of Fundamental and Applied Kinesiology over the five decades of its publication through the analysis of the articles using bibliometric indicators. The sample consisted of 1083 articles published over the period of 50 years, from the 1st volume in 1971 until the 52nd volume in 2020. The analysis of the articles revealed that the most common articles were original scientific papers, while the least represented articles were categorized as conference papers. From 1971 to 1996, most articles were written in the Croatian language. However, in the period 1996-1999, the journal was published both in Croatian and English and since 2000 onwards exclusively in English. The cited references in the last decade of the journal's publication were analysed in order to point out the patterns of scientific communication in kinesiology and to determine the recognizability of the published papers at the international level. Since 2006, greater visibility of Kinesiology - International Journal of Fundamental and Applied Kinesiology has been enabled by providing access to full texts of publications through the Portal of Scientific Journals of Croatia - Hrčak, whereas the articles published until the end of 2005 were retrogradely digitized. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
30. Multicultural Music Education in the Context of Higher Education
- Author
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Dobrota, Snježana
- Abstract
The paper has explored the influence of age/year of study, high school education, additional music education, engaging in music in leisure time and frequency of going to the theatre and classical music concerts on students' world music preferences, and the relationship between world music preferences and familiarity of music. The research was conducted on a sample of students from different faculties of the University of Split and the University of Zagreb, using a questionnaire composed of two parts: "The Sociodemographic Questionnaire" and "The Music Preferences Questionnaire." The results do not confirm the influence of the type of high school education or age/year of study on students' world music preferences. Furthermore, the influence of additional music education, engaging in music activities in leisure time or the frequency of going to the theatre/classical music concerts on students' world music preferences has not been confirmed. The existence of a relationship between familiarity of music and students' world music preferences has been confirmed. The obtained results have significant implications for music pedagogy, especially in the context of higher education. [For the complete Volume 19 proceedings, see ED613922.]
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- 2021
31. Political Knowledge of Youth and Their Proneness to Prejudice: Empirical Test of Direct and Indirect Effect via Right-Wing Authoritarianism
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Jelena Matic Bojic and Kosta Bovan
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In this paper, we explored how political knowledge related to generalised prejudice, defined as the common variance of three highly correlated specific prejudice concerning ethnicity, gender and sexual orientation. We aligned our hypotheses with the Cognitive Ability and Style to Evaluation (CASE) model, which postulates the mechanism underlying the relationship between individual-level cognitive variables and intergroup outcomes. As knowledge in its many forms correlates with and serves as a proxy of cognitive abilities, we hypothesised that political knowledge, when considered a precursor of prejudice, can be expected to act similarly to cognitive variables within the CASE model. We performed an empirical test of the hypothesised relationships on a nationally representative sample of Croatian students in their final year of secondary education (aged 17-19). As expected, there was a significant negative association between political knowledge and generalised prejudice, both direct and indirect via right-wing authoritarianism. Youth with higher political knowledge had significantly lower levels of generalised prejudice. In addition, while there were differences in the overall levels of political knowledge, right-wing authoritarianism and generalised prejudice between students attending different secondary education programmes, the pattern of relationships between these concepts was found to be stable across educational settings.
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- 2024
- Full Text
- View/download PDF
32. The Need for Climate-Smart Education Financing: A Review of the Evidence and New Costing Framework
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Global Partnership for Education (GPE), Save the Children, Carly Munnelly, Anna-Maria Tammi, and Raphaelle Martinez
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Despite growing evidence on the impacts of the climate crisis on access to education and learning outcomes, there is a clear gap in identifying the additional costs the climate crisis imposes on education systems. Further, there is little evidence demonstrating the financial and socio-economic returns on specific climate-smart investment in education. To help address this research gap, Part 1 of this report explores the current data and literature with the goal of collating key findings, identifying gaps, and crowding-in further research. To support efforts to build climate-smart education systems across the world, Part 2 of this paper proposes a Climate and Environment Intervention Matrix (CEIM), a tool intended for policymakers, planners, donors, and other education stakeholders that can be used to understand the cost implications of building climate-smart education systems. Part III includes considerations for how governments and their education sector partners can advance the implementation of those systems and how the wider research community can fill the priority data gaps.
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- 2023
33. Electrical Engineering Students' Attitudes about Elective Economics/Business Related Courses--A Case Study
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Beran Samuelson, Melissa, Sabolic, Dubravko, and Magzan, Masha
- Abstract
A survey with 53 questions was carried out among the second-year students of the Faculty of electrical engineering and computing, University of Zagreb, Croatia, in June 2020, to acquire feedback about the motives of engineering students to elect economics/business-related courses when they have alternatives, their previous knowledge of economic topics, and basic financial literacy. The gender differences in the answers were statistically tested, showing no important differences. However, the structure of the population implied that the female students were less interested in the economics/business courses.
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- 2022
34. Quality Pedagogical Practice in Early Childhood Education Institutions Relating to Children at Risk of Social Exclusion
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Antulic Majcen, Sandra and Drvodelic, Maja
- Abstract
Quality early childhood education and care has been the focus of interest of researchers for over half a century. Approaches to the quality monitoring and quality assurance of early childhood education and care, as well as its conceptualisation and operationalisation, have changed and developed over the decades in line with contemporary understandings of child development and learning, and in accordance with changes in the purpose and functions of early childhood education and care. The results of many relevant studies confirm that quality early childhood education and care is crucial for short-term and long-term positive outcomes in different development and learning areas, especially in the case of disadvantaged children, including children at risk of social exclusion. The aim of this paper is to present the concept of quality in early childhood education and care from various research perspectives, with special emphasis on a review of the literature on the quality of pedagogical practice aimed at children at risk of social exclusion. The paper presents the theoretical model of responding to the needs of children at risk of social exclusion in Croatian early childhood education and care. Special attention is given to the quality of pedagogical practice regarding children at risk of social exclusion, as a prerequisite for planning targeted measures and interventions directed at this group of children and their families within the Croatian early childhood education and care system. It was concluded that the key factors for quality pedagogical practice are an interdisciplinary approach of highly qualified professionals and the participation of all key stakeholders within the child's immediate environment, as well as connection between relevant policies and practice, which are crucial for early childhood education and care quality.
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- 2022
35. Twenty-Five Years of the European Dimension in Education in Croatia: Research Origins, Theoretical Deficiencies, and the Future Development Pathway
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Turk, Marko
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Purpose: This paper aims to present the twenty-five-year evolving pathway of the European dimension in education in Croatia. Furthermore, the paper critically problematises the lack of a theoretical framework that has marked this concept's research and partly contributed to its conceptual dispersion and scholarly ambiguity. Design: The paper design is based on chronological and content analysis of the European dimension in education development, primarily focusing on the Croatian context. The period analysed is from 1996, when the first paper on the European dimension in education in Croatia was published until 2020. Findings: The development frame of the European dimension in education is proposed, with an overview of appurtenant phases, followed by chronological and detailed elaborated thematic groups. As an answer to detected theoretical deficiencies, the political praxiology of education is introduced as a direction of its future theoretical development and a partly new shift in the conceptual definition of the European dimension in education is proposed.
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- 2022
36. A Multi-Component Curriculum to Promote Teachers' Mental Health: Findings from the PROMEHS Program
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Cavioni, Valeria, Grazzani, Ilaria, Ornaghi, Veronica, Agliati, Alessia, Gandellini, Sabina, Cefai, Carmel, Camilleri, Liberato, Bartolo, Paul, Tatalovic Vorkapic, Sanja, Golob, Lana, Poulou, Maria, Martinsone, Baiba, Supe, Inga, Simões, Celeste, Lebre, Paula, Colomeischi, Adina, Rusu, Petruta, Acostoaie, Lidia, Vintur, Tatiana, and Conte, Elisabetta
- Abstract
In the last two years, a growing number of studies have focused on the promotion of students' mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers' mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers' wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers' mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.
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- 2023
37. 'As Soon as I Turned off the Camera, We Jumped to Help': Nonverbal Communication of Croatian TV Journalists in Coverage of Sudden Crises Events
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Habulan, Iva and Bagaric, Zeljka
- Abstract
Media narratives, frames and the manner of sudden-onset crises events' coverage strongly influence the audience's perception and understanding of situation and their behavior. Nonverbal communication of broadcasters transfers important information related to viewers' formation of impressions. That is why the journalists strive to hide the nonverbal cues. During 2020, Croatia was hit, along with COVID 19 pandemics, with 2 devastating earthquakes. At the same time, formal education of journalists in Croatia does not include syllabi aimed to develop knowledge and skills for disaster journalism. This small explorative study aims to explore nonverbal cues of Croatian journalists during the live TV breaking news on COVID-19 breakthrough and earthquake in Zagreb, in comparison to their non-crisis reporting. A quantitative analysis using software ELAN was conducted on a deliberate sample of video clips. The obtained results show that nonverbal cues were moderately and expectedly frequent. Speech fluency was within the normal rate, with natural breathing pauses included and the use of fillers appropriated to the spontaneous speech. The analyzed nonverbal cues pattern does not differ depending on the reporting context which suggests that nonverbal communication skills need to be improved. Absolutely unbiased journalism may not be possible, but in order to achieve the neutrality standard, nonverbal communication competence should be incorporated both into curricula and into the journalist code of ethics. [For the full proceedings, see ED623569.]
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- 2021
38. Dominant Language Competences in the Contemporary Teaching of History as a Prerequisite for a Successful Teaching Process
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Brkovic, Vjera, Kardum, Rona Bušljeta, and Togonal, Marijana
- Abstract
Contemporary theories and approaches to teaching greatly emphasize the importance of students in the teaching and learning process. While it is unquestionable that students should be at the heart of the teaching and learning process, this paper seeks to emphasize the importance of the overall quality of teacher proficiency with an emphasis on language proficiency. In order for communication between students and teachers to flow smoothly, it is extremely important for teachers to be linguistically educated and linguistically competent to handle their work. Teachers in Croatian schools obtain the final certification of their qualifications by passing a professional qualification examination, which, among other things, examines their ability to communicate in a standard language. The aim of this paper is to determine the extent to which teachers have mastered the standard language norm on the basis of a linguistic analysis of the content of the essays written by the candidates in the professional qualification examination. For the purpose of our work, we have chosen history teachers, since in our daily work with history students we have noticed numerous difficulties in their written expression, from spelling through grammar to lexical and stylistic imperfections. Based on the obtained results, we found that history teachers did not sufficiently master the norms of standard language during their studies, and that they made numerous linguistic errors in their essay entries, in all normative levels, which indicates a mandatory need to implement language courses in all history studies.
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- 2021
39. When the Parent Becomes the Teacher -- Attitudes on Distance Learning in the Time of 'Corona-Teaching' from Parents' Perspective
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Kolak, Ante, Markic, Ivan, Horvat, Zoran, Klemencic, Marta, and Stojanac, Mara
- Abstract
This research paper's focus is to portray and analyse different ways of how participants of the educational system in the Republic of Croatia have reacted to the pandemic caused by the virus SARS-CoV-2. Pupils' right to education, as one of their basic rights, was enabled by the Government of the Republic of Croatia's decision to organise distance learning. The part of the system which encountered most challenges during transitioning to online education was in classes first to fourth due to the pupils, because of chronological age and digital and computer literacy level, requiring parents' assistance in order to successfully accomplish educational outcomes. The involvement of parents, who because of child's impossibility to independently carry out duties, have taken on a role of a substitute teacher overnight which consequentially resulted in their overload. The key element in distance learning is independence of pupils which is questionable in the chosen segment of the educational system. In addition to independence of pupils, this paper distinguishes two other important factors: pupils' spatial-material-technical learning conditions necessary to undertake distance learning and cooperative relationship between parents (as substitute teachers) and "real" teachers which takes on a new dimension in the newly emerged situation. The empirical research's goal was an inquiry into parents' attitudes and experiences in three categories (independence of pupils, spatial-material-technical conditions and teachers' requirements). Research results show the existence of difference in parents' attitudes considering their structural characteristics (age, sex, educational status). Furthermore, research participants show mostly positive feedback information in relation to general attributes of distance learning, and results confirm the existence of differences in attitudes in questioned categories. Based on research results we can conclude that distance learning asks of parents, whose children are pupils of classes first to fourth, for a new level of investment for which they require pedagogical support and guidance.
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- 2021
40. MyPad as a Reflection of Multimodal Action in Elementary School Children's Foreign Language Learning
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Müller, Mirela
- Abstract
A MyPad as a teaching aid can be a bridge or a border in children's learning of expression and communication, depending on how and why it is used. Onto genetic and phylogenetic aspects are among the most important in a child's development, i. e. teaching children to talk. Multimodality refers to communication and integration using various channels. The term "multimodal" refers to expressing a reflective attitude using combinations of words and symbols, pictures, sounds, and all different aspects of a child's communication development. It is why this paper aims to examine how children use MyPads in special circumstances and tasks while concluding their use of linguistic forms and media competencies; the paper aims to answer whether the MyPad contributes to the development of linguistic and digital competencies in kids, as well as how such multimodal content is designed in the MyPad. The target group of respondents will be elementary school children 4 and 5 in the Municipality of Okrug Gornji Petar Berislavic, who will be allocated MyPads of elementary school children in learning a foreign language. The research the instrument will be a questionnaire, while the multimodal content will comprise four modio systems: pictures, sounds, video, and text. The planned activity survey is from 1 June to 15 June 2019. Expected results will aim to answer the stated questions and point towards the necessity of multimodality as an antipode of the development of linguistic and digital competencies in preschoolers.
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- 2021
41. Intercultural Education: Proceedings of the International Scientific and Professional Conference (4th, Osijek, Republic of Croatia, September 17-18, 2020)
- Author
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Josip Juraj Strossmayer University of Osijek (Croatia), Faculty of Education, Mlinarevic, Vesnica, Brust Nemet, Maja, and Husanovic Pehar, Jasmina
- Abstract
4th International Scientific and Professional Conference Intercultural Education and especially this proceedings of scientific and professional papers authored by scientists and practitioners contributes to greater sensitivity to diversity and the creation of an inclusive culture of life in educational institutions and in a multicultural community. The Proceedings with 27 scientific and professional papers and 48 authors from the Republic of Croatia and abroad was published in English, studying relevant topics in the field of intercultural pedagogy from different disciplinary and interdisciplinary perspectives based on research and scientific, academic and professional insights of authors, after the review process of individual papers, as well as the entire proceedings, involving domestic and international independent reviewers. The proceedings from the 4th International Scientific and Professional Conference Intercultural Education emphasizes and sheds light on certain problems faced by children, students, parents, educators, teachers and the society during the last decades of great change. Multicultural societies, intercultural relations, different cultures in coexistence, bilingualism, children of refugees and displaced persons, differences in society, culture, art and educational practice are elements that need to be improved on a daily basis in order to improve life for coexistence, as evidenced by the topics of scientific and professional papers of this collection. A significant number of papers are focused on the study of diversity in the context of modern curricula that enrich educational practice. Children and students have different needs, come from different cultural communities, different families, and manifest their differences by behaving in different socialization environments in relation to parents, peers, and teachers. Some scientific papers stress the specificity of educational care for students who show peculiarities of different forms and specifics in education while researching ADHD, literacy of deaf children, bilingualism, etc. with different models of support for the different. Interculturalism is also emphasized in art, and several papers elaborate on the importance of the application of traditional music, especially the native folklore expression in teaching and extracurricular activities. [These proceedings were published jointly with the Croatian Academy of Sciences and Arts, Center for Scientific Work.]
- Published
- 2021
42. NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4
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NORDSCI
- Abstract
This volume includes three sections of the 2021 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and the education and socialization challenges post-COVID-19 pandemic. Language and Linguistics includes 7 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Sociology and Healthcare section has 15 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers are indexed in ERIC.]
- Published
- 2021
43. Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (New York, New York, April 22-25, 2021). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Jackowicz, Stephen, Sahin, Ismail, Jackowicz, Stephen, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on April 22-25, 2021, in New York, New York. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2021
44. Proceedings of International Conference on Humanities, Social and Education Sciences (New York, New York, April 22-25, 2021). Volume 1
- Author
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International Society for Technology, Education and Science (ISTES) Organization, Jackowicz, Stephen, and Sahin, Ismail
- Abstract
"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES) which took place on April 22-25, 2021 in New York, USA-www.ihses.net. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of humanities, education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The iHSES invites submissions which address the theory, research or applications in all disciplines of humanities, education and social sciences. The iHSES is organized for: faculty members in all disciplines of humanities, education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in humanities, education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.
- Published
- 2021
45. Library and Information Science Study Program through the Eyes of Students: Preliminary Findings
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Faletar, Sanjica, Balog, Kornelija Petr, and Ranogajec, Mirna Gilman
- Abstract
Library and information science (LIS) as a discipline is constantly changing in line with the trends of the profession, so in order to ensure that LIS curriculum in higher education addresses the needs of contemporary stakeholders, evidence-based evaluation is needed. Student satisfaction has become an important factor in considering the success of the institution of higher education. The studies on student motivation for enrolling in LIS programs are many, but papers on student perception of satisfaction with their LIS study programs are rarer. This paper focuses on the efforts of ensuring curriculum quality of the LIS program at the graduate level of study at the Department of Information Sciences of the Faculty of Humanities and Social Sciences at the University of Osijek, Croatia. The main aim of the study was to determine how satisfied the students are with the quality of their study program and to identify its strengths and weaknesses. The study was carried out by anonymous online survey in which the students were asked to rate their satisfaction with the study program and the obtained professional and lifelong learning competences. While findings of the study are relevant for the revision of the LIS study program at the Osijek Department, this study can also have larger implications for LIS education trends globally, for it has confirmed some of the results from international studies.
- Published
- 2023
- Full Text
- View/download PDF
46. Initial and Continuing Professional Development of Adult Educators from an Educational-Policy Perspective: Rethinking from Croatia
- Author
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Cepic, Renata and Mašic, Marijeta
- Abstract
Notwithstanding the fact that adult education is accepted as an equal subsystem in all European countries, it is still characterised by a distinct level of differentiation in the approach and offer, and by a pronouncedly disorganised legislation, which may be seen in the heterogeneity of competences and qualifications expected from adult educators. To be able to professionally respond to the requirements and necessities of contemporary society, adult educators must continuously develop subject-professional, pedagogical-teaching and andragogical competences. Today, the majority of adult educators in Croatia do not have the basic andragogical knowledge and skills because of, among other things, insufficient opportunities for such an education. Starting from this assumption, in the first part of the paper we have described the impact of European policies for adult education on the national strategic and regulatory documents. The central part of the paper is dedicated to an overview of initial and continuing professional education of adult educators in Croatia. The final part of the paper consists of recommendations for the professionalisation of the adult education system. [For the complete Volume 14, Number 1 proceedings, see ED568088.]
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- 2016
47. The Prospects of Karaoke as a Teaching Method in Primary Education
- Author
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Bakaric, Marija Brkic, Mesic, Karolina, and Prskalo, Lucia Nacinovic
- Abstract
The introduction and verification of new teaching methods is of utmost importance nowadays since new generations of students evidently grow up and communicate differently from their predecessors. The aim of this work is to inspect the prospects and possibilities of integrating karaoke into the primary school classroom. The paper explores attitudes toward karaoke as a teaching method in relation to gender, age, and musical skills, aiming to identify ideal target group. General student and teacher attitudes toward karaoke are also examined, as well as teacher attitudes with respect to demographic data such as gender and field of education. Based on the findings of the conducted research, the paper proposes strategies which enable efficient integration of karaoke into the classroom by increasing students' motivation and their satisfaction with education.
- Published
- 2020
48. Psychological Applications and Trends 2023
- Author
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Clara Pracana and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2023, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2023, held in Lisbon, Portugal, from 22 to 24 of April 2023. he goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are several nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounters and development. InPACT 2023 received 548 submissions, from more than 39 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 192 submissions (overall, 35% acceptance rate) were accepted for presentation at the conference.
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- 2023
49. Simulation-Based and Video-Based Approaches to Diversifying Physics Homework
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Simic, Bojana, Mešic, Vanes, Ðapo, Nermin, Šapic, Iva Movre, Vidak, Andrej, Alic, Amina, and Erceg, Nataša
- Abstract
Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton's laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After students had lectures and seminars on Newton's laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton's laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students' attitudes towards homework.
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- 2023
50. What Form of Online Teaching Do High School Students Prefer?
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Brodanac, Predrag and Novak, Josip
- Abstract
Due to the COVID-19 pandemic, teaching has moved overnight from a traditional classroom setting to a virtual setting. This has been a great challenge for students, and especially for teachers. Most teachers have not had a lot of experience teaching in a virtual setting. In the course of only a few days, teachers were forced to fully devise and organize teaching subjects without receiving any particular training. Previously, numerous advantages and disadvantages of online teaching compared to traditional forms of teaching have been elaborated. There are three basic forms of online teaching: synchronous teaching, asynchronous teaching based on materials prepared in advance and individually tutoring students. The paper describes research involving 56 9th grade student concerning their attitudes towards online teaching and preferred forms of online teaching. The results suggest students slightly prefer traditional forms of teaching over online teaching. In addition, students appear to favor the asynchronous form of online teaching based on recorded resources as well as teacher availability for prompt feedback. Overall, the conclusion is that, despite some disadvantages of online teaching, it also has some positive features that can possibly be retained in the future.
- Published
- 2023
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