bluuebunny/crossref_metadata_2025_split huggingface dataset:
Sodobna umetnost in državljanska vzgoja – vprašanje mogočih medpredmetnih povezav na vsebinski ravni
Authors: Kemperl Metoda 
Published: November 2021

Sodobna umetnost se v primerjavi s predhodno moderno umetnostjo razlikuje v tem, da se spet vrača k družbi in vsakdanjemu življenju ter da tematizira aktualne težave, s katerimi se srečuje človek tukaj in zdaj. Zelo pogosta tema je trajnostni razvoj in s tem povezane vsebine, kot so: okoljevarstvo, vrednote, odnos do drugega itn. To so hkrati teme, ki sodijo v koncept aktivnega državljanstva, zato razumevanje sodobne umetnosti pravzaprav zahteva aktivno državljanstvo. Še posebej to velja za relacijsko umetnost, ki od gledalca zahteva aktivno participacijo v umetnini. V prispevku se sprašujem, kako uresničevati povezanost sodobne umetnosti in državljanske vzgoje v osnovni šoli. Sodobna pedagoška doktrina zelo spodbuja medpredmetno povezovanje, zato sem analizirala učna načrta predmetov likovna vzgoja ter državljanska in domovinska vzgoja ter etika in ugotovila, da sta s tega vidika težko povezljiva. Na odsotnost sodobne umetnosti v učnem načrtu za likovno vzgojo se sicer že dlje časa opozarja, a težava učnega načrta je konceptualne narave. Skupne cilje državljanske in likovne vzgoje je mogoče uresničevati z intenzivnejšim medinstitucionalnim povezovanjem šol z galerijami in muzeji, ki predstavljajo sodobno umetnost. Na treh primerih sodobnih umetnin, natančneje participatornih praks (Proletarier aller Länder, Žicar in EU/Others) pokažem na mogočo medpredmetno povezavo na vsebinski ravni in opozorim na s pedagoškega vidika pogosto spregledano dejstvo, da sodobno umetnost doživljamo tukaj in zdaj.
What is Needed to Develop Critical Thinking in Schools?
Authors: Radulović Lidija , Stančić Milan 
Published: November 2021

Starting with the fact that school education has failed to become education for critical thinking and that one of the reasons for that could be in how education for critical thinking is conceptualised, this paper presents: (1) an analysis of the predominant approach to education for critical thinking through the implementation of special programs and methods, and (2) an attempt to establish different approaches to education for critical thinking. The overview and analysis of understanding education for developing critical thinking as the implementation of special programs reveal that it is perceived as a decontextualised activity, reduced to practicing individual intellectual skills. Foundations for a different approach, which could be characterised as the ‘education for critical competencies’, are found in ideas of critical pedagogy and open curriculum theory. This approach differs from the predominant approachin terms of how the nature and purpose of critical thinking and education for critical thinking are understood. In the approach of education for critical competencies, it is not sufficient to introduce special programs and methods for the development of critical thinking to the existing educational system. This approach emphasises the need to question and reconstruct the status, role, and power of pupils and teachers in the teaching process, but also in the process of curriculum development.
Current Policy Issues in Early Foreign Language Learning
Authors: Enever Janet 
Published: November 2021

The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe,identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison within a newly-formed European education space. A summary review of key measures of particular relevance to early language learning illustrates the scale of “soft” policy mechanisms now available as tools in an on-going process of shaping, adapting and refining policy in response to the continuously shifting language priorities that arise particularly during periods of economic instability. This paper draws on key themes from a transnational, longitudinal study of early language learning in Europe to discuss the extent to which implementation in schools has so far been moulded by a plethora of recommendations, reports and indicators formulated in response to the step change in policy development that has occurred since the publication of the Lisbon Strategy (2000).
Elementary and Secondary School Students’ Perceptions of Teachers’ Classroom Management Competencies
Authors: Kalin Jana , Peklaj Cirila , Pečjak Sonja , Puklek Levpušček Melita , Valenčič Zuljan Milena 
Published: November 2021

Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher’s classroom management competencieslargely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students’ perceptions on teachers’ classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students’ assessments have been established in reference to school level and subject. Students’ responses show that secondary school teachers are more focused on achieving educational goals, while aspects of forming a suitable class climate remain less important. The components of quality classroom management (maintenance of supportive learning climate, trusting students) are present in Slovene classes in a larger extent in comparison to maths classes, particularly at the elementary school level. Secondary school students assessed the clarity of rules, student obligations and paying attention in class higher in maths than in Slovene. The results of student’s assessment of teacher competencies imply a need for additional research on teachers’ classroom management competencies in different curriculum subject.
Multicultural Education vs. Implicit and Explicit Ethnocentric Education: Text Analysis of a Contemporary Israeli Value Education Program
Authors: Reingold Roni , Zamir Sara 
Published: November 2021

In the year 2000, Israel purportedly adopted a multicultural educational policy. It replaced the covert assimilation policy, which was referred to as ‘the integration policy’. The aim of the present study was to analyse the contemporary Israeli program of value education. Using the method of content analysis, the present study sought to determine whether the syllabiof the contemporary program reflect the adoption of a multicultural educational policy, or whether they produce only multicultural rhetoric. The findings reveal that the program reflected mainly the pluralistic approach while still maintaining traces of ethnocentric rhetoric of certain syllabi in the program.
Character Strengths and Life Satisfaction of Slovenian In-service and Pre-service Teachers
Authors: Gradišek Polona 
Published: November 2021

Character strengths and life satisfaction of Slovenian in-service and preservice teachers were researched. The VIA-IS self-assessment questionnaire has been translated into the Slovenian language and has been used for the first time in Slovenia. A total of 173 primary school teachers and 77 student teachers from the Faculty of Education, University of Ljubljana,completed the VIA-IS and the Satisfaction with Life Scale questionnaires. The highest reported strengths in both groups studied were fairness, kindness, integrity and love. Unexpectedly, both in-service and pre-service teachers reported low endorsements of creativity; inserviceteachers also showed low endorsement of humour. Surprisingly, the lowest endorsed strength of pre-service teachers was love of learning. Correlations between strengths and life satisfaction were consistent with related research findings. Low endorsement of creativity, teachers’ humour and students’ love of learning are discussed. From the researchfindings, it can be concluded that professional environment should stimulate, as well as provide support and opportunities for teachers to build not only upon the strengths of humanity and justice, but also on those of wisdom and knowledge. There is a need in the undergraduate level of teacher education for systematic interventions regarding students’ intellectual strengths with a special focus on cultivating their creativity.
Reconstructing Parents’ Meetings in Primary Schools: The Teacher as Expert, the Parent as Advocate and the Pupil as Self-Advocate
Authors: Inglis Gillian 
Published: November 2021

The efficacy of parents’ meetings in primary schools in the UK is an area in need of research. This article uses an approach informed by grounded theory to explore the experiences and satisfaction of parents, teachers and pupils regarding bi-annual meetings to discuss pupil progress. A two-phase approach was utilised, with diary-interviews with parents and teachers and group pupil interviews in Phase 1, followed by a parents’ questionnaire in Phase 2 derived from Phase 1 data. The findings from a doctoral study provide an overall more positive depiction of these meetings compared to existing research in the secondary sector. A model of the teacher as the expert and information-giver persists, but a consumerist ideology appears evident as parents seek to participate and advocate on behalf of their child. As parents become more proactive and teachers act to retain their professional authority, the interaction of the professional and advocate has excluded the perspective of the child. Thisleaves pupils in search of self-advocacy at meetings in which they are the object of discussion, but cannot be present. While pupils generally favour involvement, adults express a protectionist perspective on pupil exclusion with exceptional factors indicated as being the age of the child and the content of the meeting.
Visualisation of Animals by Children: How Do They See Birds?
Authors: Tunnicliffe Sue Dale 
Published: November 2021

Children learn to recognise animals from their earliest years through actual sightings in their own observations of their world, but also through second-hand representations in various forms of media. Young learners begin with a template specimen to which they refer when they see another animal that resembles it, naming the animal accordingly. Gradually, they learn to distinguish members of the subordinate category – bird in the case of the present paper – into subcategories. Accessing their mental model through drawings is one means of discerning their interpretation of both phyla and species. If children of increasing ages are studied, a rationale for the understanding of a such concepts may be forthcoming. The present study investigated children from 6 years to 14 years though interviews, as well as through the drawings on which the paper focuses. As children mature, they observe more and more detailsabout the birds that they see, thus increasing their knowledge not from school but from their own observations outside school.
Building Partner Cooperation between Teachers and Parents
Authors: Šteh Bar , Kalin Jana 
Published: November 2021

This paper presents the goals of teacher-parent cooperation, various potential models for establishing mutual cooperation, and the conditions required to achieve quality interactive cooperation. The partnership model is highlighted as an optimal model of interactive cooperation between teachers and parents, as it includes the distribution of expertise and control with the purpose of ensuring optimal education for children. It enables the creation of an interactive working relationship in which all of those involved are respected and recognised in their efforts to achieve common goals. The second part presents the findings of an empirical study carried out on a representative sample of Slovene primary schools. Teachers (N = 467) and parents (N = 1,690) were asked to express their opinions about the need for mutual cooperation, their view of each other when fulfilling their respective roles, and where they perceive the main obstacles to mutual cooperation. It became evident that teachers and parents have doubts about each other’s competence. This does not form a solid baseon which to establish and build the necessary partner relationship, and along with it mutual cooperation. Yet both groups to a large extent agree that teacher-parent cooperation is both necessary and useful. This gives rise to the question as to how to ensure that schools adopt policies promoting opportunities for better understanding, for building quality mutualrelations and for parents to become more actively involved.
Regional Educational Performance Patterns in Europe
Authors: Radó Péter 
Published: November 2021

The paper aims to contribute to the assessment of the contextual relevance of various educational policies through an analysis of three aspects of the performance profiles of European countries: participation, the quality of learning outcomes and the equity of learning outcomes. Comparative analysis of international student achievement assessment surveys and statistical data reveals three European performance patterns: the compensative education systems of North and Northwest Europe, the selective education systems of Central Europe and the attritional education systems of Southeast Europe. On the basis of the identified performance patterns, the paper provides a brief outline of major trends within the Central and Southeast European regions, shares reflections on the alignment of policies that fit the distinct context of the two regions and offers a conceptual framework for further comparativeresearch.
The Big Improvement in PISA 2009 Reading Achievements in Serbia: Improvement of the Quality of Education or Something Else?
Authors: Pavlović Babić Dragica , Baucal Aleksandar 
Published: November 2021

The PISA 2009 results in Serbia show a big improvement in reading literacy compared to 2006 – the average score is 41 points higher, which is equal to the effect of a whole year of schooling in OECD countries and represents the second highest improvement ever recorded in a PISAstudy. In the present paper, we discuss potential reasons for such a big improvement based on analysis of the PISA 2009 reading achievements in different countries, with a special focus on countries from the same region (Croatia, Slovenia, Montenegro, Bulgaria, Romania and Albania). The analysis shows that the largest part of the improvement was realisedat lower achieving levels, suggesting that the dominant method of teaching in schools is a traditional method oriented towards the acquisition and reproduction of academic knowledge. Findings of data analysis support the conclusion that the improvement is mainly the result of certain contextual factors, such as higher student motivation and a high level ofofficial support for the PISA study in Serbia, rather than representing a real improvement in the quality of education.
Investigating the Effectiveness of a Dynamic Integrated Approach to Teacher Professional Development
Authors: Antoniou Panayiotis , Kyriakides Leonidas , Creemers Bert 
Published: November 2021

This paper argues that research on teacher professional development could be integrated with validated theoretical models of educational effectiveness research (EER). A dynamic integratedapproach (DIA) to teacher professional development is proposed. The methods and results of a study comparing the impact of the DIA and the Holistic - Reflective Approach (HA) to teacher professional development are presented. Teaching skills and teacher perceptions of teaching of 130 teachers and the achievement of their students (n=2356) were measured at the beginning and at the end of the intervention. Teachers found to be at a certain developmental stage were randomly allocated evenly into two groups. The first group employed the DIA andthe second the HA. Teachers employing the DIA managed to improve their teaching skills more than teachers employing the HA. Teacher perceptions and attitudes towards teaching have not been modified due to their participation in the interventions. On the other hand, the use of DIA also had a significant impact on student achievement. Implications of findings for the use of EER for improvement purposes are drawn and suggestions for research and practice in teacher professional development are provided.
Recognition in Programmes for Children with Special Needs
Authors: Šmid Marjeta 
Published: November 2021

The purpose of this article is to examine the factors that affect the inclusion of pupils in programmes for children with special needs from the perspective of the theory of recognition. The concept of recognition, which includes three aspects of social justice (economic, cultural and political), argues that the institutional arrangements that prevent ‘parity of participation’ in the school social life of the children with special needs are affected not only by economic distribution but also by the patterns of cultural values. A review of the literature shows that the arrangements of education of children with special needs are influenced primarily by the patterns of cultural values of capability and inferiority, as well as stereotypical images of children with special needs. Due to the significant emphasis on learning skills for academic knowledge and grades, less attention is dedicated to factors of recognition and representational character, making it impossible to improve some meaningful elements of inclusion. Any participation of pupils in activities, the voices of the children, visibility of the children due to achievements and the problems of arbitrariness in determining boundaries between programmes are some such elements. Moreover, aided by theories, the actions that could contribute to better inclusion are reviewed. An effective approach to changes would be the creation of transformative conditions for the recognition and balancing of redistribution, recognition, and representation.
"It's been a roller coaster of emotions": A phenomenological study of the lived experience of couples' first-time parenting and the mothers' return to employment. A New Zealand and Malaysian study
Authors:   , Syed Hussien Sh Fatimah 
Published: November 2021

<p>The purpose of this study is to examine New Zealand and Malaysian couples’ lived experience of first-time parenting and women’s experience of returning to work. Although each member of the family has different individual experiences of a particular event, families make decisions about parenting, employment, and childcare collectively. First-time motherhood and fatherhood have been researched separately, and motherhood, extensively from a variety of disciplines. However, the holistic study of the lived experience of first-time parenthood and employment from a couple’s shared narrative is still sparse. This research explores the shared experience of both parents after the arrival of a first-born, thereby adding a new perspective to the existing literature. In this thesis, I utilise an original synthesis of transcendental and interpretive phenomenology, guided by the works of contemporary phenomenologists Max Van Manen and Clark Moustakas. This phenomenological framework and methods aim to unpack the shared experience into two components; the essence and the peripheries. The essence of the experience is shared by all the participants, whereas the peripheries are socially and culturally dependent. Transcendental phenomenology serves to filter out the essence, and interpretive phenomenology investigates the peripheries. As part of the phenomenological analysis, I adopt epoché or bracketing through a written personal narrative. In addition, twenty-four longitudinal dyadic interviews were conducted with eight first-time parent couples from Malaysia and New Zealand. Each couple was interviewed three times to capture the experience before, during, and after the mothers’ return to employment. Following this, focus group interviews with three separate groups of eleven mothers were conducted to validate the analysis. The thesis findings show that the lived reality of first-time parenthood for twenty-first-century couples in Malaysia and New Zealand, including breastfeeding and return to work, is an adventure into the unpredictable and the unknown, and a constant learning and emotional experience. The overall experience for the participants was a negotiation between the dissonance of the ideation and idealisation of parenthood, and the lived reality of parenthood. The landscape of parenting beliefs surrounding the family affects the families’ expectations and experience in a significant way because families make employment, childcare, and feeding arrangements pre-birth based on these beliefs and expectations. A series of recommendations is generated based on the thesis findings. Among the recommendations of the thesis is further exploration into shared couple narratives for a better understanding of familial life experience for first-time parents.</p>
THINK BIG, act small
Authors:   , Roach Elyjana 
Published: November 2021

<p>Porirua City is twenty minutes north of Wellington, New Zealand’s capital. The city is fifty years young and is home to the youngest demographic in the country. The city is culturally diverse but lacks a clear architectural representation of this cultural diversity. The city has developed around a beautiful harbour but the waterfront is underutilised in the city’s urban design. THINK BIG, act small proposes a design strategy that re-invents Porirua City’s urban future by bringing people back to its neglected water-edge. The proposition explores how design as process and outcome can empower a community for the future of a city through spatial agency and social engagement. The thesis explores the designer’s role in this process as landscape architect, architect, and social activist. A series of large, medium and small scale interventions are proposed. The Strategy is presented in three parts: 1. The Toolkit: a kit of architectural ideas designed to re-think the city’s urban environment around its relationship to water. These ideas can be deployed over time. 2. Two Temporary Projects: two small interventions from The Toolkit are tested in Porirua. An art installation and a community pop-up space are used to initiate conversations around the future of the city with people of the city. 3. The Big Move: a series of design moves, both big and small, are proposed as a composite vision for the future of Porirua. The proposition includes outcomes from the community pop-up space. The Big Move proposes a constructed wetland park, a series of blue-green streets, public pools, and housing. The aim is to establish new ecosystems that ease flooding, improve water quality, provide catalyst areas for economic growth, and create new social spaces for the city. The design aims to draw the harbour into the city. Polynesian and Maori attitudes towards land and water are integrated in the design: land is boundless and water is a bridge. A park, Te Awaura Park, is proposed as a ‘soft’ edge to the city’s existing boundary. The narrative of the park expresses the neighbourhood characterstics unique to each suburb in Porirua. The park aims to create a true local space, a space celebrating the city’s people.</p>