The paper examines the dual role of mathematics education in society, on the one hand as an instrument of technological and economic development, and on the other as a mechanism for status ...attainment. Therefore, the authors discuss the role of mathematics education in raising economic competitiveness and productivity, in the (re)production of social inequalities, and its relevance for active citizenship. Drawing on the concepts of human capital and high status knowledge, it is asserted that the economic and status attainment aspects of mathematics education cannot be separated, since the actual (over)accentuation of the economic aspect strengthens the tendency for educational reproduction of social inequalities, which in the end can be economically dysfunctional. The authors emphasise the need for retreat from educational policies focused primarily on individual economic effectiveness – conceptualised through abstract holders of human capital – towards policies that combine the issue of human resources development with the question of structural inequalities in (mathematics) education and the wider society.
The paper examines the dual role of mathematics education in society, on the one hand as an instrument of technological and economic development, and on the other as a mechanism for status ...attainment. Therefore, the authors discuss the role of mathematics education in raising economic competitiveness and productivity, in the (re)production of social inequalities, and its relevance for active citizenship. Drawing on the concepts of human capital and high status knowledge, it is asserted that the economic and status attainment aspects of mathematics education cannot be separated, since the actual (over)accentuation of the economic aspect strengthens the tendency for educational reproduction of social inequalities, which in the end can be economically dysfunctional. The authors emphasise the need for retreat from educational policies focused primarily on individual economic effectiveness conceptualised through abstract holders of human capital towards policies that combine the issue of human resources development with the question of structural inequalities in (mathematics) education and the wider society. PUBLICATION ABSTRACT
U radu se ispituju individualne i kontekstualne odrednice samoefikasnosti srednjoškolskih nastavnika za poučavanje u socio-kulturno heterogenim razredima. Pritom se taj specifičan vid samoefikasnosti ...nastavnika dovodi u vezu sa sviješću o različitosti i otvorenosti prema iskustvu (individualni aspekt), kao i s nastavničkom procjenom školske klime i udjelom učenika manjinskih nacionalnosti (kontekstualni aspekt). Formulirani su sljedeći istraživački problemi: 1) ispitati veze nastavničke svijesti o različitosti i otvorenosti prema iskustvu sa samoefikasnošću za poučavanje u socio-kulturno heterogenim razredima; 2) ispitati veze nastavničke procjene školske klime te udjela učenika manjinskih nacionalnosti sa samoefikasnošću za poučavanje u socio-kulturno heterogenim razredima; 3) ispitati moguće moderacijske učinke nastavničke procjene školske klime i udjela učenika manjinskih nacionalnosti na odnos izmeðu samoefikasnosti za poučavanje u socio-kulturno heterogenim razredima s jedne te svijesti o različitosti i otvorenosti prema iskustvu s druge strane. Podaci su prikupljeni mrežnim upitnikom na 268 nastavnika iz 20 srednjih škola u sjevernoj Hrvatskoj te analizirani multiplom hijerarhijskom regresijskom analizom. Nalazi pokazuju da su svijest o različitosti, otvorenost prema iskustvu, pozitivna školska klima te viši udio učenika manjinskih nacionalnosti u pozitivnoj vezi sa samoefikasnošću nastavnika za poučavanje u socio-kulturno heterogenim razredima. Moderacijski efekti nisu bili statistički značajni, što upućuje na zaključak da povezanost svijesti o različitosti i otvorenosti prema iskustvu s nastavničkom samoefikasnošću ne ovise o analiziranim odrednicama školskoga konteksta.
Cilj rada je ispitati horizontalne nejednakosti u visokom obrazovanju u hrvatskom kontekstu. Polazeći od teorije kulturne i socijalne reprodukcije (Bourdieu, 2011.) postavlja se hipoteza da su, ...nezavisno od uspjeha u srednjoj školi, razlike u vjerojatnosti odabira više ili manje društveno selektivnih područja studija povezane s kulturnim i ekonomskim kapitalom studenata. Provedene analize temelje se na podacima prikupljenim tijekom akademske godine 2016./17. na uzorku od 1 533 studenta druge i treće godine na 13 fakulteta Sveučilišta u Zagrebu. Kako bi se provjerila polazna hipoteza, u prvom je koraku utvrđena hijerarhija fakulteta okupljenih u područja studija prema stupnju obrazovanja roditelja studenata. Primjenom multinomijalne logističke regresijske analize ispitani su učinci kulturnog i ekonomskog kapitala studenata na vjerojatnost odabira više ili manje društveno selektivnih područja studija. Dobiveni rezultati pokazuju da je vjerojatnost odabira područja studija povezana s ekonomskim i različitim oblicima kulturnog kapitala studenata. Za dio fakulteta učinak ekonomskog kapitala je izravan, a za dio neizravan odnosno posredovan srednjoškolskim uspjehom. S izuzetkom STEM područja, posjedovanje kulturnog kapitala povećava vjerojatnost odabira društveno selektivnijih fakulteta bez obzira na školski uspjeh. Dobiveni nalazi upućuju da se odabiri u visokom obrazovanju ne mogu odvojiti od socioekonomskog i sociokulturnog okruženja studenata.
Polazeci od Bourdieuove teorije kulturne i socijalne reprodukcije, u radu se eli ispitati povezanost socioekonomskog porijekla, kulturnog kapitala i kolskog postignuca u tri nacionalna obrazovna ...sustava: hrvatskom, njemackom i danskom. Provedene analize temelje se na podacima prikupljenima PISA 2009 istraivanjem (N(H)=4 994; N(Nj)=4 9 79; N(D)=5 924). Primjenom regresijske analize ispituje se da li i u kojoj mjeri socioekonomsko porijeklo ucenika utjece na rezultat iz prirodoslovne pismenosti, cini li to posredstvom kulturnog kapitala, te jesu li ucinci kulturnog kapitala veci za ucenike nieg ili vieg socioekonomskog statusa. Dobiveni rezultati pokazuju da postoji pozitivna veza izmedu socioekonomskog statusa i rezultata iz prirodoslovne pismenosti u sve tri zemlje te da je ova veza razmjerno najjaca u Njemackoj. Kulturni kapital ucenika u sve tri zemlje posreduje ucinak obiteljskog socioekonomskog statusa na rezultat iz prirodoslovne pismenosti, iako odnosi ovih varijabli znacajno variraju izmedu hrvatskih, njemackih i danskih ucenika. Interakcijski efekti socioekonomskog statusa i kulturnog kapitala zabiljeeni su kod njemackih i danskih ucenika, kod kojih se obrasci obrazovnog iskljucivanja odvijaju primarno kroz utjelovljene kulturne dispozicije.Kljucne rijeci: kulturni kapital, obrazovne nejednakosti, socioekonomski status, obrazovno postignuce, PISA, Hrvatska, Njemacka, Danska.
The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in ...school settings has been a central focus of research for the last 30 years. The development of teachers’ social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers’ social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers’ social and emotional competencies in various settings. The last part of the paper links teachers’ and students’ social and emotional competencies. We stress the importance of teachers’ social and emotional competencies for healthy teacher-student relationships, and students’ well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms.
Jennifer M. Silva Coming Up Short: Working- Class Adulthood in an Age of Uncertainty New York: Oxford University Press, 2013, 192 str.
Sonja Podgorelec, Sanja Klempić Bogadi Gradovi potopili škoje – ...promjene u malim otočnim zajednicama Zagreb: Institut za migracije i narodnosti, 2013, 189 str.
Alistair Ross Understanding the Constructions of Identities by Young New Europeans: Kaleidoscopic selves Abingdon, Oxon – New York: Routledge, 2015, 217 str.
The article emphasizes the importance of the social dimension of higher education reforms in Croatia & Europe, in view of the central task of Bologna process ministerial meetings to define European ...policy recommendations which target the improvement of quality & equality in European higher education systems. In line with that, the article attempts to address issues concerning the normative level of higher education participation in Croatia & whether higher education institutions contribute to reducing inequalities in access & progress to higher education study, as well as whether higher education participation in Croatia is mediated by social status. These issues are approached in three steps. Firstly, on the basis of analyzing Bologna process official documents, the 'social dimension' of higher education is conceptualized. This is followed by a short review of characteristic theoretical approaches to educational & social inequalities; & finally, some aspects of the Croatian higher education system are analyzed on both a normative & empirical level, the latter giving an insight into the social characteristics of the Croatian student body. Tables, References. Adapted from the source document.
The main question raised in the paper is whether the social consequences of the “transition to capitalism” (increased social and economic stratification, the absence of a social consensus on ...desirable social values, etc.) has had an impact on the modernization-related lag of Croatian society at value level. In an attempt to find an answer to this question, the authors investigated the compatibility of value orientations of secondary school pupils socialised during the transition period in Croatia with value types typical for the Inglehart model of value modernization, including the differences related to gender and the regional developmental level. The investigation of value orientations was carried out on a representative, stratified sample of 3471 pupils from two Croatian counties (Lika-Senj and Primorje-Gorski Kotar). The hierarchy of the tested values and their factorial structure were examined, followed by an investigation of specific regional and gender-related differences using two-way analysis of variance. The results show that pupils socialised in the transition period in Croatia accept a wide range of value orientations, which supports the hypothesis that modernization processes in this period have taken place on several qualitative levels. Testing of the significance of the differences between various sub-groups (region x gender) showed that developmental factors affect the transformation of value-related attitudes of youth, but also that the culturally mediated effect of gender relativises the impact of developmental factors. The authors ascribe this situation to the permanent relevance of gender divisions in the society, which have not decreased in importance even under the circumstances of modern social changes.
PDF
