bluuebunny/crossref_metadata_2025_split huggingface dataset:
Assessment Orientations of State Primary EFL Teachers in Two Mediterranean Countries
Authors: Tsagari Dina 
Published: November 2021

Many researchers have highlighted the central role that assessment plays in second language (L2) classrooms and have expressed the need for research into classroom-based language assessment (CBLA), an area that is gradually coming into its own in the field of language testing and assessment (e.g., Hasselgreen, 2008; Leung, 2014; Hill & McNamara, 2012; Turner, 2012). Motivated by the prominence of CBLA in recent discussions, the present study set out to investigate the CBLA practices, knowledge and skills of Greek and Cypriot primary school EFL teachers. The data was collected through teacher interviews and classroom-based tests. The results showed that teachers employ a summative orientation towards evaluating their students’ performance and seem to have unclear ideas about the purposes and implementation of formative assessment, mainly due to lack of professional training in language assessment. The paper concludes with suggestions as to how EFL teachers’ CBLA literacy can be enhanced.
The Social Acceptance of Secondary School Students with Learning Disabilities (LD)
Authors: Lorger Teja , Schmidt Majda , Bakračevič Vukman Karin 
Published: November 2021

This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of allparticipating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ socialskills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community.
Gender in the Teaching Profession: University Students’ Views of Teaching as a Career
Authors: Tašner Veronika , Žveglič Mojca , Mencin Čeplak Metka 
Published: November 2021

The purpose of our research is to gain a better insight into what encourages young adults, in particular young women, to enter the teaching profession. The empirical part of the article is based on a pilot study including 132 students, with data collection being based on a survey approach using a questionnaire. The research attempts to address the context from whichthe desired characteristics of pre-service teachers with regard to their future employment arise. We have therefore tried to single out factors influencing the choice of teaching as a career, and to examine pre-service teachers’ attitudes towards the reputation of female and male teachers. The data obtained confirm the thesis that the predominance of women in the teaching profession(s) is an effect of the harmonisation of the female respondents’ habitus and their perception of the field they are entering. The perception of the teaching profession as a vocation (calling) that can be linked to the concepts of caring, giving and helping also proves to be very important. The data also confirms the thesis that the orientation towards life and work balance is important to our respondents of both genders.
Assessment Accommodations for Foreign Pupils in the Light of Educational Justice: Empirical Research among Slovenian Primary School Teachers
Authors: Žveglič Mihelič Mojca 
Published: November 2021

The starting points of primary school pupils in a foreign country differ significantly from those of native pupils. In Slovenia, the knowledge of pupils who are foreign citizens (foreign pupils) may be assessed with different accommodations for no more than two years. The presented research conducted on a representative sample of 697 Slovenian primary school teachers addresses their perspectives, using a questionnaire, on assessment accommodations for foreign pupils. The following research questions are answered: 1) What are teachers’ perceptions of assessment accommodations for foreign pupils; are there differences between teachers who had recently taught foreign pupils and those who had not? 2) Do generalist teachers have different perceptions than subject teachers do? 3) What kind of assessment accommodations do teachers practice for these pupils after the expiration of the two-year period; do generalist and subject teachers act differently? 4) Do teachers perceive assessment accommodations as being just? We demonstrate that teachers who have recent experience of teaching foreign pupils are more aware of the need for assessment accommodations than those who do not. The majority of the teachers accommodate assessment and grading even after the two-year period, especially generalist teachers. Additionally, some of them have lower expectations with regard to achieving knowledge standards for these pupils. While the majority of the teachers perceive accommodated assessment as being just, they are unsure of whether the period of allowed adjustments should be longer. This raises the questions about teachers’ understanding of educational justice and the application of the principle of justice in practice.
Process Regulation in the Problem-Solving Processes of Fifth Graders
Authors: Rott Benjamin 
Published: November 2021

It is well known that the regulation of processes is an important factor in problem solving from Grade 7 to university level (cf. Mevarech & Kramarski, 1997; Schoenfeld, 1985). We do not, however, know much about the problem-solving competencies of younger children (cf. Heinze, 2007, p. 15). Do the results of studies also hold true for students below Grade 7? The study presented here strongly suggests that metacognition and process regulation is important in Grade 5 as well.The research questions are: How do the (more or less successful) problem-solving processes of fifth graders occur? What is the impact of metacognition and selfregulation on these processes? Are the transitions between phases in the problemsolving process closely connected to metacognitive activities?An analysis of approximately 100 problem-solving processes of fifth graders (aged 10–12) from German secondary schools will be used to help answer these questions. The videotapes that supplied the raw data were parsed into phases called episodes using an adapted version of the “protocol analysis framework” by Schoenfeld (1985, ch. 9). The junctures between these episodes were additionally coded with the “system for categorizing metacognitive activities” by Cohors-Fresenborg and Kaune (2007a). There is a strong correlation between(missing) process regulation and success (or failure) in the problem-solving attempts. Concluding suggestions are given for the implementation of the results in school teaching. These suggestions are currently being tested.
The Benefits of Management and Organisation: A Case Study in Young Language Learners’ Classrooms
Authors: Giannikas Christina Nicole 
Published: November 2021

This study focuses on primary language education within a Greek region: specifically, on the positive effects of classroom management and organisation on a student-centred approach of teaching. In the case of the Greek education system, language teachers are encouraged to adopt student-centred approaches in their classroom but have not received any guidance on how to do so. Language educators are reluctant to abandon their teacher-centred ways, because they have not been trained to apply classroom management and organisation techniques that could support a student-centred environment.
Kurikularna prenova slovenske likovne vzgoje v osnovni šoli z vidika nekaterih sestavin evropske kompetence kulturne zavesti in izražanja (prevod prispevka)
Authors: Bračun Sova Rajka , Kemperl Metoda 
Published: November 2021

Eno izmed pomembnih izhodišč zadnje kurikularne prenove v Sloveniji, ki je zajela sistemska vprašanja vzgoje in izobraževanja (Bela knjiga, 2011) in učne načrte za obvezne predmete v osnovni šoli, je dejstvo, da je Slovenija integrirana v Evropo, zato naj bi v vzgojo in izobraževanje vključili tudi razvijanje temeljnih evropskih kompetenc. Ena teh je kulturna zavest in izražanje, ki je bila pri nas do zdaj predmet obravnave bolj v okviru kulturne kot pa šolske politike. Namen prispevka je kritično analizirati kurikularno prenovo likovne vzgoje, v okviru katere se z vidika nekaterih sestavin kompetence kulturne zavesti in izražanja predvideva, da učenec usvoji znanje o likovni umetnosti, razvije zmožnost doživljanja likovnih umetnin in oblikuje ustvarjalen odnos do likovne umetnosti in (umetnostne) dediščine. Ker je izhodišče in cilj kurikularnega spreminjanja kurikulum, sva pri analizi izhajali iz teorij kurikuluma in ne likovnopedagoških teorij, ki so pretežno okvirjale dozdajšnje poskuse analize kurikuluma. Kritičen razmislek o kurikularni prenovi likovne vzgoje v osnovni šoli z vidika nekaterih sestavin kompetence kulturne zavesti in izražanja sva tako naredili s primerjavo učnih načrtov na področju umetnosti oziroma estetske vzgoje, in sicer sva likovno vzgojo primerjali z glasbeno vzgojo in s književnostjo v okviru slovenščine. Kvalitativna analiza je pokazala, da učni načrt za likovno vzgojo kljub prenovi ne udejanja izbranih sestavinkompetence kulturne zavesti in izražanja, vzroke pa gre pripisati predvsem njegovi konceptualni strukturiranosti. Likovna vzgoja se osredotoča na likovno ustvarjanje, spoznavanje likovne umetnosti pa je zanemarjeno področje. Združevanje predmetov na področju umetnosti v šoli, ki ga predlaga Bela knjiga, zaradi obstoječega modela likovne vzgoje niti ni mogoče, analiza pa je s praktičnega vidika odprla tudi vprašanje znanja in kompetenc učiteljev.
Immigrant Students’ Achievements in Croatia, Serbia and Slovenia in Context
Authors: Šori Iztok , Šušterič Nika , Gaber Slavko 
Published: November 2021

Achievement gaps between immigrant and native students indicate failure to assure educational equity in the majority of countries assessed by the Programme for International Student Assessment in 2009 (PISA, 2009). The present article explains disparate achievement results in Europe, first testing the hypothesis of old and new democracies. In further contextualisation of the achievement results, the analysis seeks explanations beyond the common education system explanatory model. Specifically, the article considers results from Croatia, Serbia and Slovenia, highlighting the significance of language distance between native and immigrant students as well as migration regimes as important factors in creating or reducing the achievement gap between native and immigrant students. Evidence has been found that immigrant students score worse in countries with guest labour immigration regimes than in the countries with large scale forced immigration of people of the same ethnic(linguistic) origin.
Rethinking the Role of Pedagogical Assistants: Establishing Cooperation between Roma Families and Schools in Serbia
Authors: Starčević Jelena , Dimitrijević Bojana , Macura Milovanović Sunčica 
Published: November 2021

The aim of this paper is to examine the risks and challenges related to cooperation of pedagogical assistants (PAs) with Roma parents/families and working with Roma pupils, as well as to offer further insight into ways to overcome the risks and challenges. Roma pupils and parents/families face numerous difficulties in education, which are reflected in prejudice, stereotypes and discrimination. The educational policy measure of introducing PAs, formerly known as Roma teaching assistants, to the educational system of Serbia, aimed to contribute to the learning and social participation of Roma pupils and establishing cooperation between school staff and Roma parents. The further segregation of Roma pupils and reduced engagement of the teachers in supporting Roma pupils and fostering communication with Roma parents are seen as the possible risks that could be related to the engagement of PAs. In order to minimize the risks we are proposing a framework for defining and understanding the roles of teachers and PAs from intercultural perspective. Relying upon two concepts ̶ intercultural sensitivity (IS) and intercultural competence (IC), we elaborate the necessity of perceiving cultural differences in accordance with the ethnorelative worldview, both by the teachers and PAs. In addition, we outline the cognitive, affective and behavioural aspects of IC, which we believe they should possess. Further recommendations regarding the engagement of PAs and minimizing the risks and challenges are proposed.
Lifeworld-Oriented Family Support
Authors: Razpotnik Špela , Turnšek Nada , Rapuš Pavel Jana , Poljšak Škraban Olga 
Published: November 2021

Since the spring of 2014, the authors of this article, joined by a wider group of students, have been dedicated to researching vulnerable families and their involvement with education systems. In the initial phase, we explored the experiences and challenges that these families face and how they understand and address these challenges. Next, we were interested in the forms of support that these families receive, how the network of educational and social welfare services responds to their needs, and the quality of their cooperation.We found that both the families and the expert services experience dissatisfaction when it comes to their cooperation: families often feel that they are being sent from one door to another with their problems, which remain unaddressed, while expert services feel that they cannot cope with the problems of vulnerable families, problems that they view as insoluble.Our pivotal finding is therefore that it is vital to develop more flexible and consistent forms of support that respond to the concerns and challenges of the daily lives of vulnerable families (Razpotnik et al. 2015). In the action research reported on in the present article, we have focused on investigating the development of a newly emerging flexible and comprehensiveform of family support that was co-initiated by ourselves (the researchers) and primarily implemented by volunteers and NGO workers. The main characteristics of this support are flexibility, presence in the daily lives of the family, building a cooperative relationship, and prioritising the dynamics and needs of the family rather than the formal demands of organisations and institutions.The article delineates the emerging approach of lifeworld-oriented support, which is implemented and reported on first and foremost by the volunteers involved. Lifeworld-oriented support is a supplementary addition to conventional forms of family support, represented and reported on predominantly by representatives of educational and social welfare organisations.
University Teachers’ Opinions about Higher Education Pedagogical Training Courses in Slovenia
Authors: Aškerc Veniger Katarina 
Published: November 2021

Pedagogical training courses (PTCs) for university teachers have often been discussed and have become a widespread trend in recent years in many countries. Many university teachers consider pedagogical training (PT) as a valuable tool in their teaching practice. In Slovenia, however, there is little evidence of teachers’ opinions and beliefs regarding PTCs.2Many authors consider the effect of PTCs in higher education (HE) on teaching questionable, but there is also evidence of the positive impact of PTCs on university teaching. The results of the present survey show that there are statistically significant differences in teachers’ opinions on initial and sustained PTCs. Formal education for teaching in primary and/or secondary schools is often considered as appropriate for teaching in HE. The respondents with higher titles attributed the lowest importance to sustained PTCs. Those involved in (short) PTCs attributed less importance to PT, as well as to the certificate of participation in PT in comparison to the respondents who were not involved in PTCs. On the other hand, the respondents with the highest participation in PT (51 hours and more) are more in favour of PTCs, which confirms the preliminary findings that courses of longer duration provide more opportunities to affect teachers’ pedagogical thinking and conceptions of teaching and learning in comparison to shorter courses.
'Making' A Statement - Exploration of 3D Printing Technologies as a form of Customisation and Ownership in Urban Spaces
Authors:   , Bagley Mark 
Published: November 2021

<p>Ownership of urban space has been heavily contested in recent years by prominent artists, policy-makers and citizens alike. From Shephard Fairey and his condemnation of corporate culture in public space, to Banksy and his use of imagery as a form of political activism, the presence of 2D media in urban environments has become increasingly relevant. This research summarises recent advances in our thinking about space and place, and seeks the potential opportunities for customisation and taking ownership of these spaces to create a socially engaging, collaborative environment for the creative city (Florida, 2003). By using street art and graffiti culture as a model for creative inclusivity, this research explores the effects of new forms of data collection and configuration and the design opportunities they present. In doing so, this research hopes to promote discussion and debate into how we may use new media such as 3D printing and computer-generated imagery to make provocative statements and elicit responses. To explore 3D printing as a means of customising and taking ownership of space, this research identifies recurring themes in traditional 2D media, as well as manifestations of 3D and 4D media in urban spaces. This background research is documented in a taxonomy of precedents combined with a technology review and observational research in the field. This background research provides a context for researching through design in the form of iterative physical experimentation and reflection. Beginning with abstract experimentation, the first stage of testing digital making technologies identifies opportunities provided by different software, materials, scanning and 3D printing itself, at all different scales and resolutions. This active process of making also tests the visual languages and aesthetics afforded by the technologies, particularly parametric modelling techniques as well as low resolution models with new visual qualities. By applying the knowledge gained from the abstract experimentation and observational research, different issues surrounding the urban context are identified and responded to using 3D technologies. These responses are carefully articulated to ensure that they are not only ‘of the street’ but also ‘of the technology’ and thereby serve as examples of ‘making meaning’ through 3D media in an urban context.</p>
Investigating online shopping behaviour on mobile and fixed devices: The impact of scarcity and popularity cues
Authors:   , Hoffman Tessa 
Published: November 2021

<p>Smartphones have become ubiquitous in consumers’ lives and have been identified as an important online channel. However, consumers have indicated a preference for purchasing products through their fixed devices, such as computers, and few studies have investigated situations where consumers might indicate greater purchase intentions on their mobile devices. This research examines the influence of scarcity messages and popularity cues on purchase intention in the context of online shopping. Two experiments were conducted to evaluate the differences between consumers using mobile and fixed devices. Study one was a 3 (scarcity: limited quantity vs limited time vs no scarcity) x 2 (device: fixed vs smartphone) between-subjects design (N = 236). Study one found that in an online shopping context, limited-quantity scarcity messages (e.g. limited stock available) had a negative effect on purchase intention regardless of the consumer’s device. Furthermore, a consumer’s scepticism of advertising moderated the relationship. Perceived risk of online shopping was found to moderate the relationship between device and purchase intention. Study two was a 2 (scarcity: limited quantity vs no scarcity) x 2 (popularity: ranking vs no ranking) x 2 (device: fixed vs smartphone) between-subjects design (N = 244). The study showed that a popularity cue had a positive effect on purchase intention. However, scarcity had no effect on purchase intention. Consumers in the smartphone conditions also had lower purchase intentions but this was not impacted by the inclusion of a scarcity message or popularity cue. Interestingly, credibility of the content did not moderate the relationships between scarcity and purchase intention, or popularity ranking and purchase intention. These findings suggest that online scarcity messages do not increase purchase intention, in contrast to previous offline studies. The moderating role of scepticism on the scarcity message and purchase intention relationship indicates that consumers are suspicious of scarcity messages in an online context. However, it appears popularity cues enhance consumer purchase intentions online. Neither a scarcity message or a popularity cue increased purchase intention on a smartphone. The research demonstrates that scarcity messages are not as effective online as they have been shown to be in an offline context and that further research is required to understand how to increase consumer purchase intentions when shopping on a smartphone.</p>
Endemic Light
Authors:   , Tyrrell Sarah 
Published: November 2021

<p>This thesis explores endemic light and atmosphere through the shifting scales of three architectural interventions. These interventions are guided by site and theoretical research, providing justification for the notion of endemic light. This notion develops upon the concept of site specific architecture and place. It is the synthesis of site context – combining both ephemeral and phenomenological qualities to create engaging and evocative architectural experiences. Analysis of the Mackenzie Basin site established an overarching understanding of the atmospheric, physical, social and historical contexts of the area. Peter Zumthor, Steven Holl, Juhani Pallasmaa and Christian Norberg-Schulz provide key justifications for the theoretical investigation of light, atmosphere, and place; as well as ongoing precedence for the research through design process. This process explores three interventions, moving up in scale from an installation, to a domestic dwelling, and finally a public building. The installation operates at an interactive scale, exploring abstract concepts of condensing light within a space, through manipulation of light, colour and texture. The domestic scale expands on this research, developing condensed light and atmosphere at a habitable scale. Through designing for light and atmosphere the dwelling becomes a device for endemic atmospheric experiences in a domestic context. The final scale explores a public building in the form of a town centre for Twizel. This intervention adapts the notion of condensing light within interior spaces, instead exploring at an urban scale, intensifying them externally through courtyards and exterior building form. The thesis concludes, that successful and immersive architectural experiences are generated through strong ephemeral and phenomenological connections and engagement with site and endemic light.</p>