Research suggests that home-school collaboration is successful when it involves all elements of the parent-teacher-student triangle. However, Slovenian schools do not practice three-way conferences, ...since students, who are a crucial part of the collaboration, are often excluded from the process. This paper presents the results of a study conducted in two classes of Year 4 (9 Years old students) at a Slovenian primary school (experimental and control group). The study focused on identifying the effect of involving students in parent-teacher collaboration through three-way conferences. The findings revealed that these conferences contributed to the improved level of student motivation to do schoolwork.
Aggressive behaviour has negative consequences for students who are exposed to it and those who are aggressive. In addition to a number of negative consequences at the individual level aggression ...negatively impacts processes within the school. Successful methods of preventing and reducing aggressive behaviour at school often include activities related to empathy. Empathy is the ability to understand and feel the emotional state of another person. It includes cognitive and emotional components and is associated with positive effects on relationships and behaviours; the lack of empathy is associated with negative effects, including aggressive behaviour. We analysed the relationships among empathy dimensions and general aggression, including the subtypes of aggression. We used the AG-UD aggression scale and the IRI questionnaire for the measurement of empathy on a sample of Slovene (N = 125), Croatian (N = 95) and Swedish (N = 84) adolescents aged between 13 and 14. The findings across samples revealed several significant associations on the level of general aggression and high congruence across countries and on the level of types of aggression. This data indicates the need to include dimension-level prevention and intervention based on the prevalence of specific types of aggression.
V zadnjih desetletjih se tudi v visokem šolstvu vse bolj poudarja pomen na študenta usmerjenega poučevanja, ki se kaže predvsem v spodbujanju študentove aktivne vloge v procesu lastnega učenja. Za ...spodbujanje smiselnega grajenja znanja pa je treba razumeti učni proces s perspektive študenta. V ta namen smo v kvantitativni raziskavi želele ugotoviti, kako študenti zaznavajo visokošolski pouk tako z vidika spodbujenosti k aktivnemu osmišljanju učnih vsebin kot tudi z vidika povezovanja teorij in raziskovalnih ugotovitev s prakso in urjenja v uporabi informacijsko-komunikacijske tehnologije (IKT). V raziskavi je sodelovalo 212 študentov različnih študijskih programov prve in druge bolonjske stopnje Univerze v Mariboru. Z namenom preveriti različne vidike visokošolskega pouka, kot ga zaznavajo študenti, smo uporabile dva sklopa trditev. Rezultati so pokazali, da študenti zaznavajo dokaj visoko stopnjo spodbude pri aktivnem študiju, še zlasti pri povezovanju novih vsebin z njihovim predznanjem, spodbujenosti k samoorganizaciji učenja ter vključevanju raznolikih primerov, ki so v pomoč pri osmišljanju znanja. Med študenti prve in druge stopnje smo ugotovile nekaj manjših razlik v zaznavah visokošolskega pouka, pri čemer študenti prve stopnje visokošolski pouk zaznavajo ugodneje. Prav tako smo ugotovile nekaj razlik v zaznavah študentov različnih usmeritev.
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the ...OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue.
•13,963 articles were scanned based on a systematic literature review.•149 assessment tools were detected for social, emotional, intercultural competences.•88.6% of all assessment tools were self-reported inventories.•There are only few relevant instruments on intercultural competences.•Further research is needed on the interconnectedness of all three subareas.
The aim of the present study was to conduct an analysis of TIMSS (Trends in International Mathematics and Science Study) 2003 database and to determine how negative school factors, such as ...aggression, are associated to the mathematical and science achievement of students. The analyses were conducted separately for national and international data. National analyses for Slovenia show significant associations between math and science achievement and the experience of aggressive behaviour. Students who experienced aggressive behaviour scored lower in math and science, both in the fourth and in the eighth grade. The results of the regression analysis show that negative factors, such as aggressive behaviour, are good predictors of educational achievement in Slovenia. International analyses for the selected countries (high- and low-achieving countries from the whole TIMSS population) confirm that this type of finding is culturally impartial as well as valid for the level of achievement both in math and in science.
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the ...OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue. (DIPF/Orig.)
AbstractPractical teacher training has gained even greater importance in undergraduate teacher education programs since the reform of the curriculum based on the Bologna Process, even though ...practical teacher training has been historically strongly incorporated into these programs in Slovenia in a somewhat fragmentary manner. To gain insight into the quality and integrity of practical teacher training from the students’ perspective research on students’ perception about practical teacher training was conducted. This paper presents the results of the research on student satisfaction with practical teacher training including the analysis of the possible changes required. The paper also presents the differences between certain teacher practice forms - preformed in the process of practical teacher training and the differences among several aspects concerning teaching practice at the faculty and at the school level. Based on the analyses of the acquired data the segments that are prospective for defragmenting the faculty and school mentors’ efforts for improvement of teaching practice are outlined.Key words: forms of teaching practice; integration; mentors; study programs.---SažetakPraksa u obrazovanju učitelja dobila je još veću važnost u preddiplomskim programima za obrazovanje učitelja za vrijeme reforme kurikula prema Bolonjskom procesu iako je praktična nastava, doduše fragmentirana, bila vrlo važan dio programa za obrazovanje učitelja u Sloveniji. Kako bismo procijenili kvalitetu i integritet praktične nastave za buduće učitelje iz perspektive studenata, proveli smo istraživanje o percepciji studenata o praktičnoj nastavi. Ovaj rad prikazuje rezultate zadovoljstva studenata praktičnom nastavom, dajući pri tome i analizu mogućih potrebnih promjena. Rad također prikazuje razlike između određenih oblika praktične nastave na razini fakulteta i škole. Na osnovi analiza dobivenih podataka ukazujemo na dijelove koji nagovještavaju defragmentaciju te donosimo nastojanja mentora s fakulteta i iz škola za što kvalitetnijim izvođenjem nastavne prakse. Ključne riječi: integracija; mentori; oblici praktične nastave; studijski programi.
In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of ...importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues.
Praksa u obrazovanju učitelja dobila je još veću važnost u preddiplomskim programima za obrazovanje učitelja za vrijeme reforme kurikula prema Bolonjskom procesu iako je praktična nastava, doduše ...fragmentirana, bila vrlo važan dio programa za obrazovanje učitelja u Sloveniji. Kako bismo procijenili kvalitetu i integritet praktične nastave za buduće učitelje iz perspektive studenata, proveli smo istraživanje o percepciji studenata o praktičnoj nastavi. Ovaj rad prikazuje rezultate zadovoljstva studenata praktičnom nastavom, dajući pri tome i analizu mogućih potrebnih promjena. Rad također prikazuje razlike između određenih oblika praktične nastave na razini fakulteta i škole. Na osnovi analiza dobivenih podataka ukazujemo na dijelove koji nagovještavaju defragmentaciju te donosimo nastojanja mentora s fakulteta i iz škola za što kvalitetnijim izvođenjem nastavne prakse.
Članak se fokusira na različite metode vođenja škole i stilove (načine) upravljanja. Efikasno vođenje škole pokazalo se kao ključno za uspjeh učenika, odmah nakon kvaliteta učitelja (Augustine i dr., ...2009 u OECD, 2012). U članku su predstavljeni rezultati drugog empirijskog istraživanja, koji se temelje na podacima iz projekta TALIS (2008). Predviđene vrijednosti izabranih varijabli (kao što su veličina škole, spol ravnatelja škole itd.) za različite vrste vođenja i stilova upravljanja škole bile su analizirane višestrukom regresijskom analizom. Rezultate analize možemo primijeniti u međunarodnom kontekstu (prostoru), pošto smo usporedili podatke upitnika za ravnatelje škola iz Austrije, Mađarske, Slovačke i Slovenije. Analizom je utvrđeno da su pokazatelji (prediktori) za različite vrste vođenja i stilove upravljanja školom pretežno zavisni odspecifike pojedinih država, značajan utjecaj na većinu indeksa imaju jedino godine radnog iskustva ravnatelja. Odgovor napitanje koje su najbolje vrste vođenja i stilovi upravljanja školom nije jednoznačan. Na temelju našeg istraživanja nije moguće izdvojiti neki posebni indikator za postizanje dobrog upravljanja.
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