bluuebunny/crossref_metadata_2025_split huggingface dataset:
Community Resilience and the Fulfilment of Child Rights in the Family, School and Community
Authors: Mataga Tintor Arijana 
Published: November 2021

The present paper presents the experience of researching the resilience of the local community and the fulfilment of the rights of the child. The aim of research was to place the assessment of the rights of the child in the function of local community resilience, focusing on one particular group of rights: the right to participate. This concept is defined throughthe view of the local community from the perspective of children, parents and teachers, within the context of the realisation of child rights at the local level, which has a direct influence on the development and upbringing of children. The local community selected for study was the town of Velika Gorica in the Republic of Croatia, and the research included qualitative data collected through interviews in seven focus groups. The study included 13 children, 9 parents and 10 teachers. The results show that the key element of children’s understanding of the concept of child rights is respect and appreciation from adults despite differences in the amount and type of power possessed by children. The understanding of the concept of child rights from the perspective of adults is based on the need for these rights due to children’s dependence, immaturity and need for protection. Discussion about resilience opens up a new dimension for nonprofessional interpretation. The concept of resilience produced ambiguous reactions among children, parents and teachers, being perceived in two ways: as “positive” and “negative”. In all three focus groups, participants agree that there is a connection between child rights and resilience. They explain the connection as clear, logical and conditioned by interaction.
Some Aspects of Collaboration in Inclusive Education – Teachers’ Experiences
Authors: Bouillet Dejana 
Published: November 2021

The main aim of the present article is to analyse some aspects of collaboration in inclusive educational practice in Croatian schools by analysing teachers’ experiences. Special attention is devoted to the professional support resources available to teachers, as well as to teachers’ views on the content and usefulness of the professional support they utilise. The article presents partial results of a larger research project regarding various components of inclusive practice in Croatian primary schools, organised at the Faculty of Teacher Education in Zagreb.A total of 69 primary school teachers were interviewed regarding the elements of inclusive practices in their own schools. Each teacher also completed a short questionnaire about their opinions on elements that weaken inclusive practices in their school, as well as on some general data about schools. The data obtained were analysed on both the qualitative and the quantitative levels. The results suggest that, at the present time, collaboration in Croatian schools is not well organised and defined. It is shown that only a relatively small numberof various professionals who could support teachers and students in inclusive processes work in schools. Furthermore, it is established that schools do not compensate for this problem with stronger collaboration between schools and professionals in local communities. Teachers would like to receive more specific advice, as well as more concrete assistance in the education of students with disabilities. The author concludes that a better conceptualisation of collaboration between schools and local communities is needed (especially a higherlevel of team work). This would certainly contribute to improving the quality of inclusive education in Croatian schools.
Life-Cycle Thinking in Inquiry-Based Sustainability Education – Effects on Students’ Attitudes towards Chemistry and Environmental Literacy
Authors: Juntunen Marianne , Aksela Maija 
Published: November 2021

The aim of the present study is to improve the quality of students’ environmental literacy and sustainability education in chemistry teaching by combining the socio-scientific issue of life-cycle thinking with inquiry- based learning approaches. This case study presents results from an inquiry-based life-cycle thinking project: an interdisciplinary teaching model designed by chemistry teachers. The strength of the project is that upper-secondary students (N=105) are allowed to investigate the life cycle of an optional product based on their own interest. Studentcentred teaching methods are suggested to promote the students’ interest in studying. The research question was: How does an inquiry-based life-cycle thinking project in chemistry education affect students’ chemistry attitudes and environmental literacy? The research methods used included surveys and semi-structured interviews. The study shows thatthe project positively affected students’ attitudes towards chemistry learning: they valued the independent and collaborative learning setting. The changes in the students’ environmental literacy were evident in their new realisations: they emphasised the importance of environmental protection and recycling, but perceived that changing their own behaviour is still difficult. The inquiry-based teaching of life-cycle thinking can be seen as an effective approach to more motivating and sustainable chemistry education. Further research should address the kinds of knowledge outcomes that this type of inquiry-based life-cycle teaching creates in students. Furthermore, other useful approaches to teaching sustainable development in chemistry lessons should be shared.
Critical Thinking as a Dimension of Constructivist Learning: Some of the Characteristics of Students of Lower Secondary Education in Croatia
Authors: Topolovčan Tomislav , Matijević Milan 
Published: November 2021

The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary education in Croatia(N = 703). The results show that students assessed a significantly higher incidence of critical thinking in relation to the other four dimensions of constructivist learning. In respect of every latent dimension of constructivist learning, (all) students with higher grade point averages are inclined towards a higher assessment of the frequency of the personal relevance of learning, critical thinking, and collaborative learning. Girls are more likely to highlight the personal importance of studying, critical thinking, and student negotiation, while there is no difference in the assessments regarding gender in the control of studying and the uncertainty of learning with new media. Students, regardless of where they live, assess the incidence of generalconstructivist learning equally, also in regard to each dimension, i.e. the personal relevance of learning, the uncertainty of learning (with new media), critical thinking, shared control, and collaborative learning. The frequent use of new media is associated with the increased incidence of all the dimensions of constructivist learning. An interpretation of the resultsindicates that critical thinking is by far the most prominent dimension of constructivist learning, whereby the gender of students and their grade point average are, to some extent, key factors in the differences in critical thinking, but also in most other dimensions of constructivist learning. This paper explains in detail the didactic implications of its research results.
Primary School Student Teachers’ Perceived and Actual Knowledge in Biology
Authors: Yli-Panula Eija , Jeronen Elia , Pongsakdi Nonmanut 
Published: November 2021

Individuals’ perceptions of their knowledge can have an important role in shaping their cognition and influencing their behaviour. However, there has been a scarcity of studies in biology on how perceived knowledge relates to actual knowledge. The focus of this article is on quantitative results analysing and interpreting student teachers’ perceived knowledge of biological content in relation to their actual animal and species name knowledge linked to the ecosystem in which they live. K-means cluster analysis and ANOVA were used. The results show a high- and low-level perceived knowledge cluster group among the participants. They further indicate that the difference in actual animal and species name knowledge betweenthese cluster groups remained the same during the five years of the study. The student teachers with a higher level of perceived knowledge tended to have better actual animal and species name knowledge than those in the low-level group. The actual animal name knowledge in these cluster groups was similar with regard to the local Finnish ecosystems but differed concerning the exotic species by year. The year that the participants enrolled in the study programme had an impact on their actual animal and species name knowledge. Strategies for coping with work-related demands and maintaining engagement in one’s career would be important additions to the teacher education curriculum.
Cooperation between Parents and Preschool Institutions through Different Concepts of Preschool Education
Authors: Berčnik Sanja , Devjak Tatjana 
Published: November 2021

This paper analyses the importance, role, and methods of cooperation between parents and preschool institutions through the different concepts of preschool education and different educational approaches and formal frameworks. Through educational approaches, the authors analyse how cooperation affects the implementation of preschool education in alternative educational approaches, such as the Waldorf, Montessori, and Reggio Emilia approaches, and Slovenian public preschool institutions. They envisage that different educational approaches in preschool education perceive the importance and role of cooperation with parents differently and conclude that there are various models of cooperation, which can be demonstrated through a theoretical analysis of the aforementionedalternative preschool approaches. In their view, partnership promotes a shared commitment to the quality realisation of educational goals; it also develops understanding and an ethos of openness in the relationship between all actors in the process of care and education ofpreschool children.
Approaches to Building Teacher-Parent Cooperation
Authors: Cankar Franc , Deutsch Tomi , Sentočnik Sonja 
Published: November 2021

The purpose of this study was to explore the areas of cooperation in which parent and teacher expectations were the same and where they differed. Data were obtained from a sample of 55 randomly selected primary schools. We analyzed school-to home communications, parentalinfluence on school decisions, and parent involvement in different school activities. At the same time, we also explored building cooperation among the teachers, students, and their parents, within the framework of the program ‘Reading and Conversation’. The findings indicated that the third- and ninth- grade lead teachers were mostly in agreement about theimportance of parent involvement and as such represented a fairly homogenous group. The third-grade lead teachers were more open about actual involvement of parents in instruction than their ninth-grade colleagues, who were more cautious and restrained. In contrast to the lead teachers who represented a relatively narrow professional group, parents’views were much more diverse. Parental education was the best predictor of their readiness to become involved in the life and work of their children’s school. Whether the area in which the families lived was urban or suburban did not make any difference. The evaluation of the one-year ‘Reading and Conversation’ programme revealed increases in parents’motivation tocollaborate with the school as a consequence of the program’s approach to work, as well as improvement in mutual relationships and dialogue.
»Vulnerable Families«: Reflections on a Difficult Category
Authors: Bauer Petra , Wiezorek Christine 
Published: November 2021

The term “vulnerable families” refers to familial living situations that are considered problematic, with a particular need for socially responsible, professionally provided support. This means of categorising families is extremely ambivalent, indicating not only a need for society to support forms of family life and family achievements, but also a particular need to protect children growing up within the family. It also has implications for an understanding of interventions geared to the riskiness of family living situations and their standardisation, an understanding that risks losing sight of families’ variety and individual peculiarities. Families in need of support have a fundamental right for their individuality and parenthood to be recognised. A detailed case analysis of a social worker who is working with a family in which a child’s wellbeing is at risk shows how transferring standardising ideas about the family can damage that basic right. The article thus calls for the category of vulnerability to be applied to families with reflection on the specific case and on implicit normative leanings.
Newly Qualified Teachers’ Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium
Authors: Harju Vilhelmiina , Niemi Hannele 
Published: November 2021

The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them.
Equality of Opportunity and Equality of Outcome
Authors: Kodelja Zdenko 
Published: November 2021

The report on the findings of extensive empirical research on equality of educational opportunities carried out in the US on a very large sample of public schools by Coleman and his colleagues has had a major impact on education policy and has given rise to a large amount of research and various interpretations. However, as some interpreters have highlighted,even more important than the findings of the survey themselves has been Coleman’s redefinition of equality of opportunity, abandoning the then prevailing conception of equality of educational opportunities as equality of starting points and replacing it with the concept of equality of educational opportunities as equality of educational outcomes. The question is, therefore, whether equality of outcomes really is one of the two types of equality of opportunity. The purpose of the present article is to show that equality of opportunity and equality of outcomes are two different types of equality. If they are different, the interpretation that Coleman has redefined the concept of “equality of educational opportunity” turns out to be incorrect.
The Age of Studies and Reports: Selected Elements Concerning the Background of Encounters Defining the Power of Education
Authors: Tašner Veronika , Gaber Slavko 
Published: November 2021

In the present paper, we discuss the time before the “age of reports”. Besides the Coleman Report in the period of Coleman, the Lady Plowden Report also appeared, while there were important studies in France (Bourdieu & Passeron, 1964; Peyre, 1959) and studies that inaugurated comprehensive education in Nordic countries. We focus on the period after the World War II, which was marked by rising economic nationalism, on the one hand, and by the second wave of mass education, on the other, bearing the promise of more equality and a reduction of several social inequalities, both supposed to be ensured by school. It was a period of great expectations related to the power of education and the rise of educational meritocracy. On this background, in the second part of the paper, the authors attempt to explore the phenomenon of the aforementioned reports, which significantly questioned the power of education and, at the same time, enabled the formation of evidence-based education policies. In this part of the paper, the central place is devoted to the case of socialist Yugoslavia/Slovenia and its striving for more equality and equity through education. Through the socialist ideology of more education for all, socialist Yugoslavia, with its exaggerated stress on the unified school and its overemphasised belief in simple equality, overstepped the line between relying on comprehensive education as an important mechanism for increasing the possibility of more equal and just education, on the one hand, and the myth of the almighty unified school capable of eradicating social inequalities, especially class inequalities, on the other. With this radical approach to the reduction of inequalities, socialist policy in the then Yugoslavia paradoxically reduced the opportunity for greater equality, and even more so for more equitable education.
Is Two Dimensional Echocardiography sufficient for selection of device for successful transcatheter closure of Patent Ductus Arteriosus in Children?
Authors: Shrestha Manish , Shakya Urmila , Sharma Poonam , Shah Subhash , Aryal Shilpa , Shakya Amshu , Rajbhandari Shistata , KC Vidhata , Thapa Kul Ratna , Adhikari Chandra Mani 
Published: November 2021

Background and Aims: Two dimensional transthoracic echocardiography (2DE) is widely used for detecting congenital heart disease and is possible to obtain precise measurement of Patent ductus arteriosus (PDA) for device selection required for transcatheter closure. Primary aim of the study is to determine whether echocardiographic assessment alone can be used for selection of device for transcatheter closure of PDA.
Methods: Children with PDA and planned for transcatheter intervention were included in this cross-sectional study of one year. PDA was assessed with 2DE and prediction of device size was made.
Results: The results were obtained from 107 children. The median age and weight at intervention were 3.8 years (ranging from 6 months to14 years) and 12 kg (ranging from 3.5 to 60 kg). Type A (Conical) PDA was the commonest PDA morphology accounting for 87.8% and 85% in 2DE and angiography respectively. There was no difference (p < 0.05) in the narrowest diameter at pulmonary end measured by 2DE and angiography, however ampulla diameter and ductal length were statistically different (p = 0.95). The predicted size of device by 2DE was discordant (p < 0.05) to the actual device used in a total study population, however when patients with severe pulmonary hypertension, non-type A and larger PDA (narrowest diameter > 6mm) were excluded, the predicted size of device by 2DE was statistically concordant (p = 0.1) to the actual device used in 89 (83%) patients.
Conclusion: Two dimensional Transthoracic echocardiography alone may be helpful in choosing the device during transcatheter closure of PDA in selective group of patients.
Transcatheter closure of post myocardial Infarction ventricular septal rupture with the Amplatzer Septal occluder
Authors: Adhikari Chandra Mani , Shrestha Manish , Timalsina Birat , Bogati Amrit , Rokka Madhu , Acharya Kiran , Prajapati Dipanker , Yadav Dharmanath , Amatya Ashish Gopal 
Published: November 2021

Ventricular septal rupture is a rare yet life threatening complication of acute myocardial infarction. Surgical closure is the treatment of choice however despite surgical intervention mortality remains high. Transcatheter closure of ventricular septal rupture has emerged as a new alternative strategy which is less invasive potentially allowing early hemodynamic stabilization. We report a case of a 60-year-old male with post infarction ventricular septal rupture who was treated with percutaneous closure using an Amplatzer device at Shahid Gangalal National Heart Centre, Nepal.
IMPLEMENTASI UNTUK OPTIMASI BIAYA PRODUKSI DAN TARGET PENJUALAN ( TOKO ROTI TIGA BINTANG ) MENGGUNAKAN METODE Goal Programming
Authors: Sasmita Hanafi 
Published: November 2021

Toko roti tiga bintang merupakan industri rumah tangga yang memproduksi Roti gulung dan donat setiap hari. Selama ini permasalahan yang dihadapi oleh toko roti ini adalah keuntungan yang belum maksimal dan pendapatan penjualaan donat sangat minim , dengan menggunakan metode Goal Programming dengan dataset studi kasus pada Toko Roti Tiga Bintang, untuk atribut acuan yang menjadi acuan dalam penelitian ini adalah biaya bahan baku tidak langsung, gaji karyawan dan biaya overhead , Komponen utama dari masalah program linier (linier programming) adalah fungsi tujuan yang berupa kriteria maksimum atau minimum Tujuan dari goal programming adalah meminimumkan deviasi atau penyimpangan dari semua target yang diinginkan, dengan mempertimbangkan semua kendala dari target serta kendala dari modelnya. Oleh karena itu, fungsi tujuan setiap target atau goal merupakan bagian dari fungsi tujuan masalah goal programming secara keseluruhan. Data yang digunakan pada optimasi ini adalah data dari Toko Roti Tiga Bintang yang di produksi perhari dari biaya bahan baku tidak langsung ,gaji karyawan, biaya overhead dan keuntungan tiap roti gulung dan donat perhari, Menentukan nilai bobot diambil dari masing-masing goal yang mempunyai tingkat prioritas kepentingan yang sama untuk dicapai, jadi tidak ada prioritas mana target yang harus dicapai lebih dulu , Hasil dari pengoptimalan antara roti gulung dan donat sesudah di lakukan pengujian sistem di dapatkan hasil dari x1 2.273 dan x2 681 yang di hitung mendapatkan total keuntungan 1.881.911 yang sebelumya 1.834.000.