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.
V prvem delu prispevka smo predstavili značilnosti marginaliziranih skupin učencev in vlogo razrednika pri vključevanju le-teh v oddelčno skupnost. V empiričnem delu so predstavljeni rezultati ...raziskave, v kateri je sodelovalo 381 razrednikov iz slovenskih osnovnih šol. V raziskavi smo ugotavljali, ali obstajajo statistično značilne razlike v lastni oceni usposobljenosti za delo z marginaliziranimi skupinami učencev, obsegu med izobraževanjem pridobljenega znanja o integraciji marginaliziranih učencev, obsegu izkušenj o vključevanju marginaliziranih skupin učencev in obsegu dodatnega dela pri vključevanju teh skupin učencev v oddelčno skupnost glede na delovno dobo, velikost kraja in stopnjo poučevanja razrednikov. Raziskali smo težavnost vključitve posameznih marginaliziranih skupin v oddelčno skupnost in ugotavljali mnenja razrednikov o uspešnosti strategij za integracijo teh skupin učencev v pouk.
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.
Povzetek: Namen prispevka je podrobneje preučiti sociálne, čustvene in medkulturne kompetence učiteljev ter ugotoviti napovedno vrednost teh kompetenc za zadovoljstvo učiteljev z delom, ki ga ...opravljajo. V príspevku se osredinjamo na rezultate pilotne raziskave projekta ROKA v ROKI (Kozina idr. 2017), izvedene med učitelji v Sloveniji (N = 97, 89,7 % žensk, starost: M = 44,05 leta, SD = 9,55). Veljavnost notranje strukture vsakega vprašalnika je bila preverjena z eksploratornim strukturnim modeliranjem enačb (ESEM), za preverjanje napovedne vrednosti posameznih spremenljivk pa je bila uporabljena multipla regresijska analiza. Na vzorcu slovenskih učiteljev in učiteljic smo raziskovale odnos med socialnimi in čustvenimi kompetencami po CASEL (2015) (samozavedanje, samouravnavanje, socialno zavedanje, odnosne spretnosti) ter medkulturnimi kompetencami v povezavi z zadovoljstvom učiteljev z njihovim delom. Skupno model z vsemi vključenimi napovedniki čustvenih, socialnih in medkulturnih kompetenc pojasni 34 % variance v zadovoljstvu učiteljev z delom, najmočnejši napovednik pa so odnosne spretnosti. To utemeljuje pomembnost razvijanja navedenih kompetenc skozi celotno pot profesionalnega razvoja učiteljev.
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.)
In the first part of the article, we present the characteristics of marginalized groups of pupils and the role of the class teacher in integrating them into the class. The experimental part reports ...the results of the study, which included 381 class teachers from Slovenian elementary schools. Through this research, we sought to establish whether the statistics show characteristic differences in self-assessment of the qualification for working with marginalized groups of pupils; differences in the quantity of knowledge about integration of marginalized groups gained through education; differences in the quantity of experience in integrating marginalized groups of pupils; and differences in the quantity of additional work with integration of marginalized groups of pupils into the classroom, based on years of service, town size and educational level of the class teachers.We researched the difficulty of including various marginalized groups into classes. We also tried to find out the opinions of class teachers on the success of integration strategies for these groups of pupils in the classroom.
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.
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